while we have smiled at times at their bursts of oratory, still you know and I know that thru their efforts and ours we shall have more leaders in public life as well as a larger mass of people who can think and talk intelligently.

How we are to maintain this vitality of expression in times of peace without the urgent need which war brought to us is not a question easy to answer. There are, however, common needs the world around. If the golden precepts of world-wide democracy let loose by our boys and girls can now be backt by a simple but real grasp of their neighbors' advantages and disadvantages in the field of work and play they are bound to develop a heart to sympathize and a mind to judge, so that that expression becomes politically and economically sound in community life.

Cut-and-dried projects can never awaken that sympathy. An investigation which has to do merely with the economic value of a steel plant is little less than a crime when presented by a growing boy or girl. In the formative years of the secondary school no community investigation should be allowed to impress the mind of the student which does not place human beings in the foreground. Let him bring his figures; let him have his sense of economic values keenly alive and consistently developt, but let him at the same time see the man who stokes the furnace all night long in that steel mill. Let him see him in his relations to the housing conditions and to the recreational facilities of that community. If he does not, then no matter how accurate, how thoro the report, it is worse than "dry as dust"; it is crippling to the growing boy and derogatory to the development of social life.

There is a crying need all over the world today to train women for work. There has been no greater tragedy thru the war than that of the helplessness of unskilled women in trades and in fact in every walk of commercial and business life. Women of all ages with but meager school training found themselves forst to earn their living with no other experience back of them than that of a simple housewife. Life does not protect these women and girls. Many times they are physically unfit to meet requirements, as well as mentally inefficient and unskilled in work of the hands. There is no place for them. Confused and beaten, a great army of them stand today, wondering in an amazed fashion what they have ever done or left undone that the right to earn a living should not be given them. It is a blot upon our educational system that such a great mass of our people should be so scrapt in the economic world, so left broken morally and physically, because we failed to supply the need of proper training. The secondary-school teacher who fails to sweep aside his own pet visions of a finisht product in order to help mend the lives of those who thru heredity, environment, or misfortune are unable to cope with his educational schemes has no place in a school faculty today and no place in developing community life.

The government's active assertion of the soldier's right to recreation has swept all of us into line with the boy and girl of high-school age, who have always blindly demanded that right. All real play is democratic. A square game can be nothing else. Therefore it is most necessary that the high school connect closely with the community for its leisure hours.

We have but barely toucht upon the possibilities of the secondary teacher in establishing community connection thru labor and play. After all, much more depends upon a grasp of what the teacher has to work with and what he means to accomplish than upon anything that can be set forth to be done. There is more joyous enthusiasm for life among the high-school boys and girls of our land than among any other group in existence. We all recognize this as a psychological fact due to their physical development. Adolescence is the time when ideals are forming, when every boy or girl has it in his mind to be something, to do something. He may not confess it, he may not recognize it in his own mind, but just the surge of physical life due to the change in his physical being makes him full of hope, altho that hope may have no definite end in view. Perhaps the girl means to be only a movie actress, but if she does she has no idea in her mind of being less than her screen ideal-Mary Pickford or someone equally successful. It may be that the boy has dreams not equal to ours for him, but whatever he sees in that particular field is never the quitter, never the down-and-out.

We must recognize this fact and we must recognize that a personality that can dominate this enthusiasm for living and direct the formation of these ideals is the personality that will make or mar the child's place in the world at large. The man or woman who has the imagination to throw himself into the background of that child's mind, and with that imagination has the skill to determine and to direct possibilities of development so that the child goes on joyously and apparently independently toward something which he wants to do because he knows he can do it in a capable and efficient way-that man or woman has his place in building up democracy in the community. Unless he has this ability he may turn out efficient business men and women, he may develop grace of mind and clearness of expression, but he has lost his chance to place that boy or girl in society. That great work will pass out of his hands into the hands of the community, and thru hard experience and days of blundering discouragement the boy or girl will somehow or other jostle down into a place perhaps happy, perhaps unhappy, in its relation to those about him. Our responsibility is tremendous, especially so because of the age and its possibilities; but while tremendous it carries with it a vitality and a hope which makes the working out of it one of the magnificent privileges of our modern life.

MEMORIAL TO ANNA HOWARD SHAW

The National Education Association expresses its deep sense of personal loss in the passing from the battle of human life of that valiant soldier of the common good, Anna Howard Shaw.

This great woman made her contribution to the welfare of the world as teacher, writer, and strong defender of the rights of women to selfexpression on all planes, and as a mighty patriot during the Great War.

The Association congratulates the American Republic upon having produced such a woman. It congratulates American womanhood upon having had her as its leader during war activities. It congratulates American manhood upon having had the loyal comradeship of this strong soul.

We regard her life as a challenge to the country she loved so well to stand fast for the things in which she believed; and we urge America to realize that she, like our men in arms, died on the firing line of Freedom. MARY C. C. BRADFORD, Chairman GEORGE D. STRAYER, President, N.E.A.

AN ADEQUATE SUPPLY OF TRAINED TEACHERS D. B. WALDO, PRESIDENT, STATE NORMAL SCHOOL, KALAMAZOO, MICH. The proper training of teachers in sufficient numbers to supply all the public schools with thoroly prepared instructors is the most important service that may be rendered in a democratic commonwealth. Much progress has been made in the public-school system in the United States since the opening of the twentieth century, but there is still an appalling degree of neglect. More than 300,000 teachers between the Atlantic and the Pacific are entirely untrained so far as any professional equipment is concerned. More than 50,000 teachers have had but eight grades of academic work in public schools, and much of this training has been in the schools of inferior type.

1. The solution of the teacher-training problem lies first in the adoption of adequate standards. Minimum preparation for all teachers in the grades and in the rural schools should involve not less than two years. of special training after graduation from a standard four-year high school. For a considerable percentage of such teachers the standard of training should involve not less than four years of special preparation beyond high-school graduation. Public-school leaders and a considerable percentage of teachers should have five, six, or seven years of academic and professional training beyond high-school graduation. Public-school service will never be generally recognized as a profession of unquestioned dignity and position until we require of teachers preparation equivalent to that now required in the professions of law and medicine.

2. Teacher-training institutions must be made equal to the task of sound, thoro training of the student body. Such institutions, especially state normal schools and colleges, must be adequately supplied and equipt. Buildings should be models of convenience and sanitary standards. They should be modern and so designed as really to function. Libraries and laboratories adequate for the training of the school teachers and school leaders of a great democracy must be provided. The teaching body in such institutions must be carefully selected and thoroly trained. Only men and women of attractive personal quality should be eligible to service in these schools. Instructors in state normal school should be paid as much as university instructors. Conditions of work and study should be in all respects reasonable. There should be no overload either of teaching hours or of class numbers. All state-supported normal schools should have training schools properly equipt and sufficiently supplied with children and teachers to provide observation and practice teaching for all students. These teacher-training institutions must have the life and vigor of youth. They must be so supported as to insure real selfrespect. The course of study must be modern and thoroly adapted to the professional aim of such institutions. We must have training schools adequate in number, equipment, and instructional force to prepare teachers for every vacancy.

3. The teaching profession must be made attractive to the ablest young men and women of this generation. Public schools must afford opportunity to render service untrammeled by needless annoyances and obstacles. Every teacher should have a fair chance for service and for satisfaction. Modern school buildings of suitable arrangement, adequate equipment and supplies, reasonable teaching hours, and classes with working numbers must all be assured. Teaching service and teachers should command the respect and challenge the admiration of every community where public schools exist. Public recognition justly earned is a social sanction absolutely essential in the school system of a genuine democracy.

4. Teachers everywhere must be paid adequately. There must be a decent thrift salary as a minimum. There must be a rapid increase above this minimum to salaries that shall be commensurate with experience, scholarship, training, professional skill, and personal worth. In every community there should be special salary rewards for exceptional teachers. These rewards should be large. Such special rewards should be sufficient in number to prove an attraction to the rank and file of our public-school teachers. Under ordinary conditions there should be no salary of less than a thousand dollars. The salaries of grade teachers in many places should start at a minimum of $1200 and rapidly increase to not less than $2000. Above this the exceptional teacher who teaches a red-letter lesson every day should be rewarded just as the exceptional lawyer, physician, or business manager is rewarded. We need many

hundreds of superintendencies and administrative positions in teachertraining colleges that shall pay from $10,000 to $25,000 a year.

5. When proper standards are establisht, adequate teacher-training schools provided, opportunity for social service and satisfaction assured, and just salaries paid the supply of trained teachers will rapidly increase. This increase may be hastened by due publicity and propaganda. Superintendents of schools, high-school principals, and teachers under these conditions should call to the profession many of the ablest high-school graduates. Normal schools everywhere should resort to all legitimate means of publicity. Scholarships should be offered. Increast state aid and generous federal aid must be provided if the problem of a good teacher for every school is to be solved in a reasonable length of time. The Towner Bill, which provides among other things an annual appropriation of $15,000,000 for teacher-training institutions, should receive the support of every teacher and every friend of the public schools. Eventually our people will insist on a good teacher for every child. If eventually, why not now?

CHILD-WELFARE AGENCIES COOPERATING WITH
THE SCHOOLS

A. THE CHILDREN'S BUREAU

JULIA LATHROP, DEPARTMENT OF LABOR, WASHINGTON, D.C.

It is not too much to say that the world is being forst willy-nilly to a new activity for the protection of all children-not a few, not favored children, but all children. War losses of population and of wealth force Europe. A decent self-respect would force the United States even if it were not plain that nations which are to maintain leadership will be those which most wisely and generously equip the children of today and

tomorrow.

I submit the best available figures on three subjects which are singularly linkt together in the consideration of child welfare. Since these figures were made I believe that the United States has improved. Whether we have improved enough to be moved up in the lists cannot be stated, but, whatever improvement we have made, there is call for much acceleration.

First, as to illiteracy, the United States is perhaps ninth among civilized nations; that is, Australia, the United Kingdom, New Zealand, the Netherlands, Switzerland, Denmark, Sweden, Germany, all have a larger proportion of the population who can read and write than has the United States.

Secondly, as to maternal mortality, the United States is fourteenth in the list of civilized nations, judged by the proportion of deaths of mothers from causes incident to child-bearing. That is, in thirteen countries the mother's life is safer than it is in the United States.