maintain, as always hitherto, its policy The National Council of The seventh annual meeting of the National Council will be held in the Congress Hotel, Chicago, November 29 and 30, and December 1, 1917. A summary of the program follows: Thursday Afternoon conference the supervision of English teaching; evening conference "Values and Their Determination." Friday A. M.-General session devoted to Americanization and TEACHERS' AGENCIES is helpful to teachers available after the holidays, NOVEMBER registration as many superintendents put io their applications for such candidates before December 1. Teachers who remain upon our lists year after year find it well worth while, since so many opportunities fee is well spent which The early REGISTRATION both the teacher and the teacher's school year as well as in the regular season. come during the makes and work known to the agency that recommends its candidates. •Two nor- agree HELPFUL, THE SCHOOL BULLETIN TEACHERS AGENCY, C. W. BARDEEN, Manager 313-321 East Washington Street, Syracuse, New York MERICAN TEACHERS' AGENCY introduces to Colleges, and FOREIGN socialization. Speakers: Allan Ab- AM bott, Columbia University; ClarStratton, Central ence High Schools and Families superior Professors, Principals, Assistants, Tutors and Governesses, for every department of instruction; recommends good Schools School, St. Louis; Percy H. Boyn to parents. Call on or address Friday P. M.-Meetings of the following sections: High School, College, Public Speaking, and combined Elementary and Normal School. Annual dinner. Saturday--Morning meetings of Mrs. M. J. YOUNG-FULTON, 23 Union Square, New York. Kellogg's Agency recommends teachert and has filled hun dreds of high grade positions (up to $5,000) with excellent teachers. Established 1889. No charge to employers, none for registration. If you need a teacher for any desirable place or know the high school and college sec- where a teacher may be wanted, address H. 8. Kellogg. 31 Unior Square, New York. tions; afternoon conference on the school teachers of English. There Bibliography on Military S PECIALISTS with good general education wanted for departn ent work in High, Preparatory and Normal Schools and Colleges in Pennsylvania and other States. Grade teachers with ability to teach some approved sys tem of music and drawing secure positions paying $70 to $90 per month. For further information address THE TEACHERS' AGENCY, R. L. MYERS & CO., Lemoyne Trust Building, Harrisburg, Pa. Co-operating Agencies in Denver and Atlanta. Australia. Commonwealth. Bureau THE BRIDGE. TEACHERS' AGENCY Official of Census and Statistics. Japan. Department of Education. Education in Japan. Tokyo, 1904. Kikuchi, Baron Dairoku. Japanese education. London, 1909. xvi, 397 p. 8°. New York. Public Library. Books about military education. New York, Public Library, 1916. 4 p. 8°. Pieters, Albertus. Educational system of Japan. Nagasaki, 1906. Ransom, William Lynn. Military training. New York, Columbia University, 1916. Reid, William A. Bolivia: The heart of a continent. Washington, D. C., 1916. Richards, M. A. Military training ALBANY TEACHERS' AGENCY, Inc. Supplies Schools and Colleges with Competent Teachers. Assists Teachers 1 The Melting Pot of War holds in its fiery mass the elements of victory and of peace, but also of great social, industrial and political developments throughout the world. The early participation of American troops in the vast struggle lends a new interest to expert studies of the military situation. When peace comes it will bring great changes, already growing apparent, which will affect the life and circumstances, directly or indirectly, of every citizen of every civilized country. IT IS TIME TO READ A Fearless, Independent, Clear-Thinking Paper Edited by Trained Students of WAR, POLITICS, ECONOMICS "In many respects The Springfield Republican stands as the highest achievement of American journalism."-From the New Republic. [Established in 1824 by Samuel Bowles.] The Weekly Republican containing an expert condensation of the news, together with the week's collected and selected editorials and many features and departments, Offers for $1.00 a more comprehensive and intelligent survey of what is going on in the world than any other weekly magazine. It goes into every state in the Union. SUBSCRIPTION RATES DAILY (Morning), $8 a year, $2 a quarter, 70 cents a month, 16 cents a week, 3 cents a copy. WEEKLY (Thursday), $1 a year, 25 cents a quarter, 10 cents a month, 3 cents a copy. THE REPUBLICAN, Springfield, Mass. DEC 6 1917 66 "A TRIUMPH OF COMMON SENSE" What Teachers Say About LEWIS AND HOSIC'S PRACTICAL ENGLISH FOR HIGH SCHOOLS November 29, 1917 School Gardens III. 1 Explaining the method and making the pupil conscious of it (Bagley and experimental work of Judd). 2 Approaching the studies as projects to be solved (Dewey, McMurry, Woodhull, et al.). 3 Carrying the study through to the principles of the subject (Dewey). Contains subject-matter that 1 Is related to the life of the child (not the life of certain specialized adult industrial workers). 2 3 It Is interesting, useful, and important in is interestingly written and attractively WORLD BOOK COMPANY Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago NORTH, SOUTH, EAST AND WEST ARE USING AND COMMENDING THE WALSH-SUZZALLO ARITHMETICS Stephen S. Colvin, Prof. of Educational Psychology, Brown University, Providence, R. I.: They are a distinct contribution to the teaching of this subject. Miriam S. Skidmore, State Normal School, Willimantic, Conn.: The plan of the books is especially to be commended as all the essentials of arithmetic are taught in six years, and Book III makes such practical applications of them. W. A. Maddox, Principal, State Normal School, Oswego, N. Y.: They are nearer our needs than any series I have examined. Ann E. Pierce, Dean of Women, State College for Teachers, Albany, N. Y.: They are full of splendid suggestions of method and material for the teaching of arithmetic, and are proving very helpful to me in the course in methods which I am presenting. Chas. Fordyce, Dean, Teachers College, University of Nebraska: I regard the Walsh-Suzzallo Arithmetics as the best contribution on the subject. We use them in our Teachers College. Ellwood P. Cubberley, Prof. of Education, Stan- J. F. Guy, Dept. of Mathematics, Pittsburgh Helen Giliss, National Cathedral School for Girls, Washington, D. C.: The arrangement of material is most advantageous from the standpoint of presentday theory in teaching arithmetic. F. A. Larck, Principal, Stowe School, Chicago, Ill. As a sample of skill and sense in mathematical arrangement and selection, they are superior and more up to date than any other set of arithmetic books that I have seen. A. G. Ferguson, Superintendent, Bahlonega, Ga.: A Course of Study in Arithmetic and a monograph on D. C. HEATH & CO., Publishers Boston New York Chicago Atlanta HARVARD COLLEGE LIBRARY In our large cities there are districts of widely divergent types-some populated by highly intelligent people of the aristocratic and conservative order, others comprising communities strongly democratic and socialistic. In such cases it sometimes occurs that a principal of the really unkempt, almost unintelligent type has crept into a school. He is narrow visioned, uncultured, more or less good, but quite unequal to the demands of the metropolitan school system. To the corps of such a principal are constantly being added teachers who are trained in the most recent methods. They come from the great centres of education, are alert and abreast of the latest in pedagogy; they are socially efficient and in a word represent a superior class. Imagine such a group of teachers being supervised by an unkempt country school master whose widest acquaintance with the great world of thought and action is covered by a twoyear course in a normal school and an occasional trip to the mountains and the beach. Supervision under such circumstances could hardly be conceived of as a liberating process for teachers, and certainly for the poor, bewildered principal it must represent captivity under torture. Supervision to liberate the teacher must be itself free and generous, given in an ungrudging, open-handed, at-any-time, at-any-place sort of a way. I recently heard of a supervisor of manual training who brusquely turned from his office a young teacher seeking help, with the remark that he was not giving individual instruction, that if she had wished to learn how to apply that particular finishing product she should have been present at his class at such an hour and place. Supervisors may be petty tyrants, not liberators. It all depends on the supervisor's tact, kindliness and interest in his work and on his desire to have the utmost of technical and inspirational help reach the children through the teacher. To liberate teachers, supervisors must be not military tacticians, not mechanical organizers, but courteous directors, skilful suggesters, inspirational leaders, subtle path-finders. There are supervisors who imagine their duty done when the statistical report or set of data has been gathered from the teacher to weave into arguments that prove nothing; an office clerk, a record shadow. To secure freedom to the teacher there must be recognition on the part of the supervisor that the teacher is the administrative head of her class. Everything should be done in a courteous way to strengthen her authority and to increase the respect shown by pupils. What a sense of relief, strength, yes, veritable power comes into the heart of a timid young teacher when she receives that bit of courteous recognition which stamps her as queen in the realm of her own classroom. In the ordinary routine of the day's doings a sense of freedom comes to the teacher if she is relieved from uncertainty as to just what is expected in various matters which really demand explicit directions. In these the mental attitude of eternal uncertainty and questioning is torturesome. The same thing done in one way and then another, a wretched indefiniteness and confusion about mere routine details is wholly unnecessary, and results in a petty serfdom for teachers. The supervisor who gives clean-cut unmistakable orders about many things and offers a great variety of suggestions from which to choose about many others is the supervisor who liberates. A clear-cut order as to time and place for delivering the registers at the end of each month, the precise meaning of each signal bell, the stairs. and exits to be used by each room in fire drill are matters that admit of but one interpretation and, if done at all, should be done according to orders. To carry the same precision into the exact number of pages and paragraphs to be covered in a subject in one week is slavish uniformity. The supervisor who most surely frees his teachers is the educator, the one who not only knows the subject matter to be supervised and the best methods of instruction, but who also knows human nature and life and the true ends of education. He interprets the course of study in terms of the important and the unimportant, so that teachers are not lost in a bog of needless details; he illuminates a subject by a few suggestions, so that teachers see a straight road before them. Take the subject of history, for instance; suppose your supervisor defines history as the story of how man has satisfied his needs, first the pressing, insistent demands of the body for food and shelter, and then as those needs came to be more easily satisfied under surer, safer conditions of living, those other needs for social satisfactions, aesthetic enjoyment and spiritual uplift. Supervision of this kind liberates teachers, starts them on a quest for themselves, gives coherence to the subject and threads the endless, scattered details on a logical chain that reaches from |