In the event of war the entire population which has been thru this training should be mobilized for (1) war service; (2) munitions service; (3) maintenance of industries, including agriculture; (4) remedial service, such as nursing, etc.; or (5) miscellaneous services called for by the dislocation of war. In the case of a national calamity other than war, such as a great flood or crop failure, this same army should be mobilized for such short or temporary service as the occasion might require. For a local catastrophe the army of that particular region should be mobilized for similar service.

After having taken the year's service the "National Service Soldier" should make at least an annual written report to the federal government, of such a character as to indicate that he or she is still competent for this special service, and showing also the additional service which, with the progress of time, the individual has fitted himself to render. He should be ready at all times for such national, state, or local service as his official training fits him to do. Usually, such service should be voluntary, but the state or the federal government should have authority to commandeer it.

THE PROBLEMS OF HISTORICAL SCHOLARSHIP AND TEACHING AS AFFECTED BY THE WAR

E. B. GREENE, CHAIRMAN, NATIONAL BOARD FOR HISTORICAL RESEARCH, WASHINGTON, D.C.

History, like other sciences, has recognized the call to service, but in doing so has been confronted with some difficult problems. Historians generally have always believed that past experience should be useful to society as well as to individuals, but they have also realized how hard it is first to determine just what actually happened in the past and then to interpret its meaning for the present. The historian also knows that the use of history in the service of a particular cause is subject to serious abuse, since there is constant temptation not to present the facts as they really were, but rather to make them fit into some preconceived theory. A striking example of the harm which may be done in this way is to be found in the writings of German historians like Treitschke and in the teaching of history in the Prussian schools, which has evidently been seriously distorted in order to justify the monarchical system and to promote an extreme type of national egoism.

Recognizing these pitfalls and believing that history to be useful must be true, American historians generally have set themselves the task of making their subject useful in the present crisis thru new lines of research, thru publications for the general reader, and thru a better presentation in the schools. At the outbreak of the war the national Board for Historical Service was establisht at Washington as a clearing-house for cooperating

scholars thruout the country. It has furnisht historical material to government departments and stimulated interest in the keeping of war records. It is especially interested in helping teachers to present to their pupils the historical background of the war and some appreciation of the historical ideals and policies of the United States.

The war has emphasized the need of more serious attention to the history of modern Europe. Neglect of modern history in our schools and our general lack of individual preparedness in this field needlessly increast the difficulty of bringing home to the American people the great issues involved in the European war. Now that the United States has assumed so large a responsibility for a just international settlement in the great "problem areas" of Europe, Asia, and Africa, the need of more historical specialists in these fields has been keenly felt. Fortunately the modern historians have been reinforst by a group of able scholars whose studies in ancient and mediaeval history have made them experts in historical method and thus enabled them to deal successfully with modern problems. Some results of these studies have been made available to the public thru the Committee on Public Information; others have been placed directly at the disposal of the government.

Since, however, America has also peculiar problems and special traditions of her own, the history of the United States needs to be studied with more care than ever and with a new perspective. Our historic ideals are deeply involved in the present conflict. Upon them must be built, tho not in any slavish spirit, the new policies of the future; and this knowledge must become the common possession of our whole people, of whatever race or previous allegiance. Recognizing the importance of national history in any plan of patriotic education, let us not be afraid to see the record as it really was, with its errors and shortcomings as well as its heroic sacrifices and achievements. Let us resolutely resist the temptation of yielding to Prussian methods in history teaching as well as in other respects, acknowledging our just debts to other peoples and especially trying to understand the common heritage of the great free nations with whom we have now joined in a common cause.

THE EMERGENCY COUNCIL ON EDUCATION

DONALD J. COWLING, PRESIDENT, CARLTON COLLEGE, NORTHFIELD, MINN. At a meeting of the Association of American Colleges last January, the following resolutions were past:

Resolved, That the Executive Committee be authorized to join with the Association of American Universities, the National Association of State Universities, and other national educational associations in organizing a council for the consideration of such educational questions and other questions affecting the colleges as may arise in the present war and be it further

Resolved, That the Executive Committee be instructed to formulate plans and construct machinery for utilizing to the best advantage the resources of the colleges in the service of the nation in the present war, and for making effective in the counsels of the nation the collective public opinion of American higher education.

The Association also past resolutions favoring the increase of exchange professorships with our Allies; the multiplication of American fellowships and scholarships for students, both men and women, from our Allies; the establishment of such arrangements with the educational institutions of our Allies as will best provide opportunities for college students in the United States Army to continue their studies abroad when conditions permit; the creation of a commission of American educators to be appointed by this and the other national associations for conference abroad with similar educational representatives from our Allies, with the hope of bringing about a better mutual understanding and of establishing cooperative relationships; and the establishment of a federal Department of Education with a secretary in the President's cabinet.

The meeting called by President Bryan was held at the University Club, Chicago, January 12-14. The program outlined by the Association of American Colleges formed the basis of the discussion. It seemed to the members of the conference that the establishment of an educational administration at Washington would be the most feasible way of accomplishing the desired results.

Four sessions were held on January 23-24, presided over by Commissioner Claxton. Representatives of the following organizations were present: the Association of American Universities, the National Association of State Universities, the Association of American Colleges, the Association of Urban Universities, the Catholic Educational Association, the Association of American Agricultural Colleges and Experiment Stations, and the Society for the Promotion of Engineering Education.

President Campbell reported that the memorandum outlined at Chicago had been presented to President Wilson thru Mr. Tumulty, and that the President had requested that the matter be taken up first with the Council of National Defense; that an interview had been secured with Secretary Lane, a member of the Council of National Defense, who had promist to give consideration to any plans which might be submitted by the educational associations or their executive committees. Most of the representatives present were not in a position to speak officially for their associations. It was therefore decided, after extended discussion, to invite the executive committees of the various educational associations to meet in Washington the following week to consider the formulation of the plans to be submitted to these associations and subsequently to the Council of National Defense.

It was voted that the educational associations of national scope represented in this meeting proceed to organize a council of national educational

associations. Dr. S. P. Capen was elected temporary chairman, and President P. L. Campbell temporary secretary. At a later session of this meeting a more formal organization was establisht under the title "The Emergency Council on Education."

The objects of the Council were stated to be:

To place the educational resources of the country more completely at the service of the national government and its departments, to the end that thru an understanding cooperation the patriotic services of the public schools, professional schools, the colleges, and universities may be augmented; a continuous supply of educated men may be maintained, and greater effectiveness in meeting the educational problems arising during and following the war may be secured.

It was understood that the Council should "have power to act for the associations in matters of legislative and governmental business, on the basis of such authority as may be given in by the various associations."

The attention of the meeting was called to the Owen Bill, proposing the establishment by Congress of a federal Department of Education, with a secretary in the President's cabinet. After extended discussion the members present voted to form themselves into a Committee of the Whole, and to call upon Senator Hoke Smith, chairman of the Senate Committee on Education and Labor, to which committee the bill had been referred, to ascertain more fully the nature of the bill and the likelihood of its passage. The members of the Council were cordially received by Senator Smith, who exprest very great interest in the proposed establishment of a federal Department of Education and indicated his willingness to favor this movement if a satisfactory bill could be put in shape.

At a later session of the meeting Colonel Rees and Major Grenville Clark were introduced, and they announst that the War Department had just approved of the organization of a Committee on Education to be composed of three army officers and five civilians, which would have charge of all matters relating to the training of enlisted men. Colonel Rees requested the Council to suggest types of educational institutions which should be represented by the civilian members of the Army Committee on Education. In response to this request the Council recommended that the following be given representation:

1. The federal Board for Vocational Education

2. Bureau of Education

3. Universities and colleges

4. Engineering and technical schools

5. Corporation schools

The Secretary of the Council was instructed to correspond with the secretaries of the various national educational associations with the request that each association determine, either by a meeting of the association or by means of a vote taken by mail, the following points:

1. The willingness of the Association to take membership in the Emergency Council on Education.

2. The attitude of the Association toward the establishment of a Department of Education in the national government.

The meeting closed with the election of a temporary chairman and secretary-treasurer and the appointment of three additional members to serve with the officers as an ad interim committee, as follows: President Donald J. Cowling, chairman; President P. L. Campbell, secretarytreasurer; Dean H. V. Ames; Bishop T. J. Shahan; Dr. T. E. Finegan. The list of associations accepted as members, with their official representatives, were as follows:

Association of American Universities, Dean Herman V. Ames, University of Pennsylvania, Philadelphia, Pa.

National Association of State Universities in the United States of America, President P. L. Campbell, University of Oregon, Eugene, Ore.

Association of American Colleges, President Donald J. Cowling, Carlton College, Northfield, Minn.

Association of Urban Universities, President William T. Foster, Reed College, Portland, Ore.

Catholic Educational Association, Right Rev. Thomas J. Shahan, Rector, Catholic University of America, Washington, D.C.

American Association of University Professors, Professor H. W. Tyler, Massachusetts Institute of Technology, Cambridge, Mass.

National Education Association, Dean Lotus D. Coffman, University of Minnesota, Minneapolis, Minn.

National Education Association, Department of Superintendence, Dr. Thomas E. Finegan, Deputy Commissioner of Education, Albany, N.Y.

National Education Association, National Council of Education, Superintendent James Y. Joyner, Raleigh, N.C.

National Council of Normal School Presidents and Principals, President Homer H. Seerley, Iowa State Teachers' College, Cedar Falls, Iowa.

Society for the Promotion of Engineering Education, Dean F. L. Bishop, University of Pittsburgh, Pittsburgh, Pa.

Association of American Medical Colleges, Dr. Burton D. Myers, Indiana University School of Medicine, Bloomington, Ind.

It is evident from what has been said that the Council represents the efforts at cooperation of the various national associations having to do with educational institutions, and that the circumstances which brought about the formal organization were due to the war.

As far as the work of the Council for the immediate future is concerned, the most urgent problem is to keep a sufficient number of young men in high schools, colleges, universities, and technical schools to supply the increasing need of the government for educated and specially trained men for war service. At a meeting of the Council in Philadelphia on May 17 considerable time was given to a discussion of this problem. Attention was called to the fact that some institutions had already lost as many as two-thirds of their students. Commissioner Claxton was present at this