it is a decade in which there have passed from this earthly scene such teachers as Shaler and Sumner and William James and Harris and Le Conte and Harper and McIver and Curry (for I am using the term "teacher" in some of its wider meanings) and Alice Freeman Palmer and a large company of their inspiring associates.

Just at this time I am particularly interested in American standards of elementary education. We are coming only by slow degrees to any general agreement concerning the norms by which a common school or a system of common schools may be judged. Some beginnings have been made in the application of definite measurements in this field. For the most part, however, we try to gauge its successes in a rather broad way, by reference to prevalent practice in progressive communities, by general conceptions of the aims and possibilities of education, and by the common-sense which emerges from wide experience. There is a prevalent tendency, manifest in some recent articles, to measure the progress of a city system of schools by the agencies organized for doing things beyond the ordinary scope of the schools. I cherish a strong belief in those activities which are referred to as the wider uses of the school plant, and I have been reading, with special pleasure and satisfaction, Mr. Perry's book upon those wider uses. But I think it cannot be denied that the wider uses may be most safely and effectively cultivated in a system of schools which is sound and strong in its main, central core. It is no easy task to judge fairly of the strength and soundness of that central core, nor is it easy to say, with precision, whether real progress has been making or what progress has been making within. a decade as regards the central and essential excellence of our teaching. I believe, however, that substantial progress has been made and that such progress will continue thru the years that are to follow. Our cities play so characteristic and leading a part in our national civilization and their influence and standards are so largely independent of the boundary lines of the states, that the things which concern their efficiency must be regarded as a national interest, and their co-operation for the improvement of city-school standards generally must appear as a patriotic and national service.

There are four lines of improvement respecting fundamental facts of school education which call for emphasis. They are school attendance, teachers, buildings, and supervision. In these fundamentals, any national improvement is dependent almost wholly upon the independent efforts of the several states. From the side of the Federal government, only information, with incidental advice, can be offered. It is encouraging to note signs of positive improvement in these particulars within the decade past. The percentage of our school population enrolled in the schools has not greatly changed. But school attendance is more regular and for a longer annual term. In the larger

cities, attendance for the first half of the elementary course is now in a fairly satisfactory condition. With all of their differences in detail, the statisticians agree that attendance in the latter half of the elementary course, even in the larger cities, still shows a lamentable falling-off. The area of compulsory school attendance is gradually widening, and it seems inevitable that before long all of the states will agree in providing for such compulsion. The dovetailing of compulsory school attendance with provision against unsuitable employment of children is gradually coming to greater effectiveness.

Great improvements in schoolhouse construction date from the Collingwood fire. Supervision has made notable gains; indeed, some of the most hopeful signs of progress are to be found in this part of the field. Normal schools, state and city and county, are prospering, and our teaching force is gradually working toward the point where all of its members will have had some measure of professional training. One of the most interesting efforts toward definite co-operation between the states is the effort to arrive at a satisfactory basis for interstate comity as regards the granting of teachers' certificates.

Taken altogether, the past decade has been a time for overcoming mere state and sectional and institutional isolation. There is still isolation too much of it altogether-and the defects that arise from isolation. But there is less of isolation, and more of conscious unity, than there was ten years ago. The sense of a common cause is here. All of the aspirations and obligations of nationality lend force and sacredness to that common cause. We are helping each other a little more than we did, and each receiving a little more help from the rest. We are keeping step together, not under military compulsion but under the joyous consciousness of common aims and mutual support-keeping step-keeping step-and marching forward, all over our common land, to ends that are our country's, our God's, and truth's.

DISCUSSION

LEONARD P. AYRES, associate director, Russell Sage Foundation, New York, N.Y. -The Department of Superintendence has always believed in the United States Bureau of Education, ever since bringing about its creation nearly fifty years ago. During the past year members of this Department have been engaged in an attempt to secure larger Federal support for the bureau, and of this movement and its results I wish to give some account. Former attempts to widen the activities of the United States Bureau of Education have failed largely because the requests have been in the nature of general appeals for the enlargement of that bureau. Members of the United States Congress have never been greatly interested in enlarging the United States Bureau of Education. Another reason for the failure has been the fear of the states that the government might encroach upon their rights in the field of public education.

The hope of the present movement consists in the fact that the appeal is not a general appeal for enlargement, nor in any way an interference with the rights of the states. Those directly interested in promoting the efficiency of the United States Bureau of Educa

tion at this time aim simply to secure a field force of expert scientific investigators for the purpose of ascertaining more adequately the facts of present practice and making available to each school worker the experience of all. The efforts put forth to convince legislators have assumed the form of letters, literature, personal effort, and telegrams. There has been a splendid response from many quarters of our country, especially from the educational people.

The Commissioner of Education and the Secretary of the Interior have united in working for the appropriation of $75,000 for the establishment of the corps. The recommendation was approved by the subcommittee of the House of Representatives and by the general Committee on Appropriations, altho the ten specialists asked for were reduced by them to two. When the matter was brought before the House of Representatives it was discussed for a longer period than any educational measure of recent years. The Senate committee seems to be favorably disposed and it now seems probable that Congress will provide for three specialists. The work in behalf of the measure had been of great interest and enlightenment to the legislators and has made possible a fine advance.

In conclusion: There is a need for a committee of this Department on the Bureau of Education, and I bespeak your support for the resolution which will be submitted by the Committee on Resolutions relating thereto.

J. GEORGE BECHT, principal, State Normal School, Clarion, Pa.-Within the past quarter of a century the lines of advancement have been in the direction of finding a national basis for the training of children and in a sensible appreciation of what scientific method and management may accomplish when applied to the common arts of life. The truth of this last statement is significantly reflected in the periodical literature of the day as never before. The standard literary magazines are giving over their columns to the propaganda that education to be efficient must relate itself to these common arts of life; that education means adjustment and conservation; that adjustment means adapting one to his environment and conservation means eliminating the waste of human effort. This widespread discussion on the part of the laymen in educational practice is one of the most hopeful signs in the educational firmament. It is a just appreciation of what science may do when practically applied and will in the end work a moral, social, and economic revolution.

Frederick W. Taylor, a pioneer in this direction, shows in a very conclusive way what may be accomplished by applying the principles of scientific management to the activities that range from carrying a hod to the highest expressions of physical labor. As an illustration he takes the trade of brick-laying, which has been carried on in the same way since the days of primitive man. But science steps in and asks, Why lower a hundred pounds of human flesh to lift a four-pound brick? Why shall a brick-layer toss a brick three or four times to find its best face? Why tap it three or four times to get its proper level? Why stand in a position that requires a half-dozen movements when one would suffice? And science gives the answer Build the platform for the bricks so that it can be easily adjusted to the height of his work. Lay the bricks on the platform with the best face in position, make the mortar of uniform consistency and a single tap will be sufficient; and take a position that will eliminate useless movement.

M. L. BRITTAIN, state school commissioner, Atlanta, Ga.-In the general progress which has been shown I desire to emphasize two subjects in particular in which the development has been marked during recent times.

One of these is the increasing attention paid to health and hygiene.

It was Herbert Spencer, I believe, who was really responsible for much of the emphasis which our schools now place upon the study of our bodies and the art of right living. In his Essay on Education he refers with fine scorn to those who have so persistently exalted the merely ornamental over those studies which are so vitally worth while. We are learning the lesson the great philosopher taught and not only have placed physiology

almost universally in the courses of study of our public schools, but of late are striving to reach the subject in still more practical fashion. "Health Days" and "Cleaning Up" anniversaries are being celebrated, and special occasions are being used to direct public attention to these important matters. They are even yet, however, not well enough emphasized altho history and common-sense show their importance. The Greek mind— the greatest of the centuries-ran most swiftly along the pathway of literature and learning when it dwelt in a body which thru training and culture was the wonder and admiration of the world.

The other point to which I shall refer is the increasing attention paid to the teaching of agriculture. The rapid growth of urban life and depopulation of our farms have been brought forcibly to our attention, not only by the figures of the Census Bureau, but by the increased cost of living as well. Nearly every man who comes to the city from the country becomes a consumer instead of a producer. The increase in the first class and the loss to the second naturally have an important effect on the cost of food and clothing. This injures everybody concerned and yet the migration is unnecessary and frequently undesired even by those who make the change. Our books and courses of study have tended cityward in their influence and are yet too much inclined to give instruction on stocks and bonds instead of fields and crops. If we had devoted some of the educational money we have been spending to make doctors, lawyers, teachers, preachers, and merchants toward giving instruction in agriculture it would have been better for us all. The very subject in which we are most vitally interested has been a sort of Cinderella, sitting disconsolate in the ashes while her haughty sisters flaunted their proud plumes thru the culture courses of the average curriculum. It is perhaps as important for the urban child to acquire some knowledge of Nature and her products as for the one living in the country, for it was no meaningless myth which the classic story told of the renewed life and vigor which came to the wearied Antaeus from contact with his Mother Earth.

But to make this teaching effective we must bring to it the same interest and energy which have achieved success elsewhere. Above all there must be enthusiasm in the work.

PRELIMINARY REPORT OF THE COMMITTEE ON ECONOMY OF TIME IN EDUCATION

GIVEN BY PROFESSOR HENRY SUZZALLO IN THE ABSENCE OF PRESIDENT JAMES H. BAKER, CHAIRMAN OF THE COMMITTEE

The chairman of the Department of Superintendence has given me only ten minutes in which to make a preliminary report for the Committee on Economy of Time in Education. Any thoro report is, therefore, out of the question, and I shall confine myself to the presentation of the three important conclusions of the committee that bear on the motion to be presented at the conclusion of this presentation, namely, that the Department of Superintendence appoint a Committee of Five on Economy of Time in Elementary Education to work in connection with the general committee appointed from the National Council.

A SHORTENED PERIOD OF GENERAL EDUCATION

Our first proposition is that the period of years now allowed to general cultural or liberal education by the existing organization of our school system is too long, and should be abbreviated. The committee specifi

cally recommends that the period of general education should close by the twentieth year.

There are many substantial arguments for such a recommendation, of which only a few may be mentioned here.

In the first place, the period of plasticity during which a human being can be profitably educated is not coterminous with life. People may be flexible and educable to the end of life; but the period of greatest educability closes for most by the end of the twenties. There is considerable variation in individuals, but, in general, a man who has not found his work and place in life by the time he has reached his thirtieth year is indeed unfortunate. His chances of success are greatly diminished.

If the period of plasticity is thus confined, it is essential that every important and requisite mode of training fall within the period of plasticity. Now the modern contention is that a man's adjustment to the world in which he lives is dependent upon three types of training: (1) A general or liberal education which will give him a command over those human institutions in which he holds a membership in common with other men; (2) a specialized vocational education which will fit him. for his particular economic function; and (3) an apprenticeship to his specific work and station in life which will snugly fit his theoretic education to the concrete and practical situations which he must meet.

If our scheme of general education takes till the age of twenty-two, vocational education and apprenticeship, at least for those who go into professions, must be crowded into the six or eight remaining years of plasticity. This would seem to be a disproportionate allotment. More often than is desirable, if observation counts for anything, the college graduate is left without the eagerness and adjustability to pursue his vocational education and to undergo the specific and somewhat trying apprenticeship thru which the world insists upon passing its young. The ordeal of doing practical work in a subordinate position ought to be presented a year or two earlier to most boys, say at the age of twenty. That such a plan is wise on theoretic grounds is apparent; that it is a feasible practice is proven by experience abroad and at home.

For the most part, England, France, Germany, and other less important European countries have a system of school organization which provides for a completion of the period of general education by about the eighteenth year. There are variations in the cases of both individual persons and particular institutions, but the general practice proves the accuracy of the contention that the period of general education may be closed earlier than is the case with our general American practice without any appreciable loss of efficiency and, indeed, with an appreciable gain.

The American school organization is, in its lengthened period of