educated, and in the adaptation of courses and methods to meet the needs of these varying types when discovered, has been slow and is as yet far from complete. Whether the faith which the people now fondly place in the public schools will continue unshaken depends largely upon the sincerity, the vigor, and the skill with which this supreme task of discovery and adaptation is prosecuted. No greater calamity could befall the schools and the nation than to have that faith destroyed.

But the policy of free education in a democracy demands not only that there shall be a school for every child with instruction skilfully adapted to meet his individual need; it demands also and equally that every child shall be in school and in fit condition to receive and to profit by the instruction offered. A free school is a mockery to the child who is not free to enter. It is a mockery to the child who, by reason of physical or mental limitations, cannot assimilate what is taught. The democratic ideal demands a school offering to each what is best for each, with freedom for each to take what is offered. With increasing energy, intelligence, and efficiency, the majority of the states have protected each child in his right to attend the school-the majority of the states, but not all; hence the Keating-Owen bill.

What justification or necessity is there for this bill? The Keating-Owen bill is based on the belief that self-preservation is the first law of a nation; that good citizens are necessary to the welfare, to the very life, of the state; that good citizens are as necessary in one section of the nation as in another; that good citizens can be produced only thru education; that child labor interferes with education, spoils the future citizen in the making, rendering him alike unfit for full productive efficiency in his maturer years and for future education; that the children of the nation have as much right to protection in one section of the nation as in another; that the nation has no right to permit the wanton waste of the physical and mental capital of the coming generation in any part of its domain; that the prerequisite and fundamental condition of all preparedness is intelligent citizenship; that Macaulay was right when over sixty years ago, speaking in the House of Parliament on the evils of child labor, he said: "If ever we are forced to yield the foremost place among commercial nations, we shall yield it to some people preeminently vigorous in mind and body"; that the moral law should be nationalized; that the feeling of human brotherhood is not a matter of geography; that the personal responsibility of a citizen for the rights, the welfare, and the happiness of the nation's children does not end with the boundary lines of his own state; that the enlightened and patriotic consumer who abhors child labor because he knows the cost to the child and to the state has a right to be freed from the possibility of buying unwittingly goods that bear the taint of such labor; that the manufacturer doing business in a state that protects its children should not be forced to compete with a manufacturer in a state that delivers its children over to destruction; in a word, that what affects the peace, the prosperity, the happiness, and the greatness of the nation as a whole is the supreme concern of the whole nation; that if the protection of the childhood of the nation is the supreme duty of the nation, then the nation must perform that duty in the only way open to it, namely, by national legislation along the lines indicated in the Keating-Owen bill.

Who that knows conditions as they exist in certain portions of our country today can longer doubt the wisdom, the justice, and the necessity of immediate federal legislation? If there be such a doubter, let him consider what it means in terms of physical and mental deterioration, loss of youth, loss of educational opportunity, and loss of future economic efficiency that 27,000 children between ten and fourteen years of age are at this moment working in factories; that 17,000 more between ten and sixteen years of age are working in mines; that 122,000 between ten and sixteen years of age are working in factories in states where they may work nine, ten, or eleven hours a day; that 29,000 between ten and sixteen years of age work in factories in states where they may work at night; and that hundreds of thousands more, tho working in states that have placed

enlightened child-labor laws on their statute-books, are not being sufficiently protected because of lax enforcement or non-enforcement of these laws.

A single word, in closing, with reference to the Lockwood continuing census bill now before the New York legislature. In my judgment, this bill should become law, and should serve as a model in other states, for the following reasons:

1. A continuing census is the only kind that is either serviceable or sensible. A school census that is up to date only once a year or once in four years is on a par with an attendance officer who is on the job once a week or once a month.

2. A school census as ordinarily taken by a few hungry ward heelers who are thereby rewarded for loyalty to the "grand old party" is inaccurate at best, is wasteful of public money, and is out of date before the figures can be compiled.

3. The Lockwood bill groups together the agencies that belong together-the censustaking agencies, the compulsory-attendance agencies, and the child-welfare agencies. Child-welfare work must go hand in hand with the enforcement of the compulsory-education law. Few children stay away from school from choice. Back of almost every case of chronic truancy is the enfeebled home, or the home divided against itself, or no home at all. The child is a victim not a transgressor.

4. Under this bill all these agencies are centered in the board of education and the superintendent of schools, and all employees are appointed by the board and are made directly and solely responsible to it.

5. The home is given its fair share of responsibility. The parent must report promptly to the census bureau when his child becomes of school age, when he moves from one school to another, when he goes to work; and, upon moving to another city in the state, he must report immediately the names of all children in his family under eighteen years of age.

6. The census bureau is empowered to collect data with reference to illiteracy and the enforcement of the child-labor laws and is given power to enforce these laws.

7. A parent who fails in his duty under the law may be fined and imprisoned, and a rity that fails in its duty may forfeit its entire state appropriation.

GENERAL INDEX

[Names of authors of formal papers are set in SMALL CAPITALS]

ABBOT, CLARENCE M.-Discussion, 749
ABRAMS, A. W.-Collection, Organization,

and Circulation of Visual Aids to In-
struction by State Bureaus, 745
Accounting and Bookkeeping Courses,

How Teachers Can Increase the Effi-
ciency of (ROBERT H. MONTGOMERY),
387

Act of Incorporation, I

Address (MARTIN G. BRUMBAUgh), 979;
(WOODBRIDGE N. FERRIS), 976; (FRANK
B. WILLIS), 981

Addresses of Welcome (CHARLES B.
ALEXANDER), 31; (JOHN H. FINLEY), 30;
(FRED L. KEELER), 901; (WILLIAM H.
MAXWELL), 34; (JOHN P. MITCHEL),
32; (GUSTAVE STRAUBENMÜLLER), 35;
(CHARLES S. WHITMAN), 29; (WILLIAM
G. WILLCOX), 33, 338

Administration and Method in High-
School Physical Training for Girls
(JOSEPHINE BEIDERHASE), 801
After-Care Work in Springfield, Massa-
chusetts (FRANCES E. CHENEY), 892
AHERN, JOHN F.-What Should Be the
Musical Equipment of the Secondary-
School Graduate? 582

ALEXANDER, CHARLES B.-Address of
Welcome, 31

ALEXANDER, GEORGIA-Discussion, 420
ALLISON, SAMUEL B.-The Work of the
Teacher of the Special Class, 887
ALSBERG, ELSA-Education of the Immi-
grant, 786

American Citizenship, The Education of
Foreigners for (RAYMOND F. CRIST), 1045
ANDREWS, FANNIE FERN-What the Pub-
lic Schools Can Do toward the Main-
tenance of Permanent Peace, 93
Architect, After the (C. B. J. SNYDER), 345
Architectural and Decorative Art, The
Influence of (LLOYD WARREN), 467
ARMSTRONG, DONALD B.-Social Aspects
of School Hygiene, 756

Art a Vitalizing Force in Education
(ANNETTE J. WARNER), 483

Art Education for House Furnishing
(WILLIAM S. COFFIN), 489

Art Education, The Domain of (THOMAS
M. BALLIET), 493

Art Instinct Universal, The (FLORENCE E.
ELLIS), 504

Art in the Kindergarten (GRACE CORNELL),
307

Art-Teaching versus Practical Life (ARTHUR
H. CHAMBERLAIN), 496

Art, Practical, The Essentials in Making
(ELLSWORTH WOODWARD), 508

Art Training, Differentiation in, to Suit
Individual Pupil's Needs (ROYAL B.
FARNUM), 512

Athletics for Girls in the Elementary
Schools, The Organization of (EMILY A.
O'KEEFE), 693

AUSTEN, WILLARD-Educational Value of
Bibliographic Training, 664

AYMAR, MARY A.-Discussion, 832
AYRES, LEONARD P.-Significant Develop-
ments in Educational Surveying, 994
Baccalaureate Degree as an Obstacle to
Educational Progress (BARCLAY W.
BRADLEY),

321

*

BAER, CLARA GREGORY-The Health of
College Women, 690

BAGLEY, W. C.-The Minimum Essentials

versus the Differentiated Course of
Study in the Seventh and Eighth Grades,
958

BAHR, IDA M.-Public Libraries for the
Blind, 821

BAKER, S. JOSEPHINE-The Work of the
New York City Bureau of Child Hy-
giene, 752
BAKER-LOW

HENRIETTA-The Child
Voice: Responsibility of the Community
toward It, 592

BALLIET, THOMAS M.-Normal-School
Curricula A Critique, 458; Practical
Means of Unifying the Work of the
Kindergarten and the Primary Grades,
438; The Domain of Art Education, 493;
The Elective System-Its Functions and
Its Limitations, 318; Training of Science
Teachers, 735

BALLOU, FRANK W.-Improving Instruc-
tion thru Educational Measurement,
1086

BANKER, HOWARD J.-The Necessity for
After Care of Children Discharged from
Special Classes, 888

BARTHOLOMEW, W. E.-Fundamental Aims
in the Teaching of Bookkeeping, 362
BAYLOR, ADELAIDE S.-Discussion, 245