offer the employers. Employers, therefore, are askt to cooperate by furnishing the office with pertinent employment information, which they do gladly. Such a plan for centralized placement might be workt out by a school system without federal aid, but in the case under discussion it would have been extremely difficult if not impossible to have carried on this work without the moral and financial support given by the Department of Labor thru the Junior Section of the United States Employment Service. The schools quite naturally and rightly emphasize education and a more or less idealistic guidance. The United States Employment Service quite as naturally concentrates on placement. The Junior Section, thru its cooperation with the public schools, becomes an ideal organization for coordinating these two equally essential functions of a genuine system of vocational guidance. It is the purpose of the Department of Labor to carry forward similar work in several cities and thus to provide federal aid for vocational guidance and placement. Information regarding this projected work may be had by addressing the Junior Section, United States Employment Service, Washington, D.C. I firmly believe that this movement marks one of the most important of the new developments in vocational education. A CONSTRUCTIVE PROGRAM IN PHYSICAL EDUCATION J. H. MCCURDY, SECRETARY, AMERICAN PHYSICAL EDUCATION ASSOCIATION, SPRINGFIELD, MASS. The men on the street as well as those technically qualified to speak agree in the necessity of changes. Thirty-five per cent of the men drafted for the army were rejected as unfit for fighting men for the country at large. Massachusetts, for example, as an industrial state, rejected approximately 47 per cent. During the stress of the war France, as well as England, has reorganized its educational scheme. In physical education France has added seven additional normal schools of physical education, the idea being to train these teachers for the army, and as the army is disbanded to have these teachers go out into the public-school system as teachers. Thirteen states have adopted compulsory health- and physicaleducation laws (New Jersey, New York, Illinois, Rhode Island, Maryland, Delaware, California, Nevada, Washington, Oregon, Utah, Maine, Michigan). Twleve additional states have this year introduced bills before their legislators on this subject. The Towner Bill, which has just been introduced into the Senate, in its physical-education aspects reads as follows: That in order to encourage the States in the promotion of physical education, twotenths ($20,000,000) of the sum authorized to be appropriated by Section 7 of this Act should be for physical education and instruction in the principles of health and sanitation and for providing school nurses, school dental clinics and otherwise promoting physical and mental welfare. The said sum shall be apportioned to the States in the proportions which their respective populations bear to the total population of the United States, not including outlying possessions, according to the last preceding census of the United States. Fifty square feet of free gymnasium space should be supplied for each pupil in a class. Enough space should be supplied to furnish each pupil, during the school day, one hour of vigorous exercise. Space should be arranged so that it can be used for after-school activities for both children and adults; 24,000,000 pupils in school; 10,000,000 additional between the ages of ten and twenty outside of school; these are all in the maturing age. Few institutions now have such equipment, with the exception of the private secondary schools and endowed colleges. All of the 287,000 schools should be equipt with adequate space for health activities. One hundred and fifty square feet per school pupil are needed for playgrounds. This is the figure adopted by the National Commission on Secondary Education. School buildings and parks of the city should be built adjoining to allow opportunity for directed activity and free play. The slogan should be "Every school building and school ground a health factory for every child and a community center for all adults." Health examinations should include the removal of remedial defects. The bulk of the health examinations are largely useless because nothing happens. They are merely statistical bureaus for collecting health statistics. The essential need is for the removal of the defects. Teeth, eye, adenoids, tonsillar defects, and deficient muscularity are all remedial defects. A prominent physician, a school examiner, states that it would be economy, from the standpoint of general education, if schools opened August 1 and the first sixty days were devoted to examination, removal of defects, and general health training. Organic efficiency tests should be given to determine the health power of the pupil. Heart-rate tests in horizontal and standing position and after definite exercise serve as good organic indices. Every building, in construction and equipment, should demonstrate the "Spotless Town" idea. Floors, walls, ceilings, windows, ventilation, heat, etc., should assist in the formation of correct health habits thru the living environment. Health instruction should demonstrate in school, home, and factory what can be done to improve health. Definite health instruction regarding diet, sleep, exercise, sanitation, etc., should be given. Every building should have equipment for an adequate health examination, health instruction, and health activity. This requires gymnasiums, play fields, and baths adequate for bathing each pupil, at least in the high-school age, after vigorous exercise daily. The figures given below are on prewar conditions, as it would be abnormal to state present conditions. The number of physical-education teachers has been largely depleted during the war. 1. TEACHERS NEEDED FOR PUPILS SIX TO TWENTY YEARS OLD (43,737) 19,000,000 students in elementary schools, grades 1 to 6 480,000 grade teachers (basis 40 pupils per teacher) 4,800 physical-education teachers needed as supervisors (basis 100 teachers to each physical-education supervisor) 800 physical-education supervisors at work, June, 1916 4,000 additional physical-education teachers needed at present 4,500,000 students in junior and senior public high schools 15,000 physical-education teachers needed (basis 1 teacher for each 300 pupils) 1,000 physical-education teachers at work, June, 1916 14,000 additional physical-education teachers needed 155,000 students in private high schools, June, 1916 770 physical-education teachers needed, June, 1916 (basis 1 teacher for each 200 pupils) 500 physical-education teachers at work, June, 1916 270 additional physical-education teachers needed 403,000 students in college and university, June, 1916 2,000 physical-education teachers needed (basis 1 teacher for each 200 pupils) 1,400 physical-education teachers at work, June, 1916 600 additional physical-education teachers needed 111,672 students in normal schools, June, 1916 1,167 physical-education teachers needed, June, 1916 300 physical-education teachers at work, June, 1916 867 additional physical-education teachers needed, June, 1916 10,000,000 youth (boys and girls), ages sixteen to twenty, inclusive, outside school, June, 1916 20,000 physical-education teachers needed, June, 1916 1,500 physical-education teachers at work, June, 1916, in Y.M.C.A.'s, clubs, etc. 18,500 additional physical-education teachers needed (basis 1 teacher per 500 pupils) SUMMARY OF TEACHERS NEEDED (Includes Both Men and Women) 1,000 trained men teachers demanded These teachers demanded (1000 men, 1500 women) represent the recognized unfilled need. The remaining 36,687 represent the actual need, only partially recognized. The new state physical-education laws are an actual menace unless trained teachers are supplied to meet the broad health-reconstruction needs. Untrained teachers may do real injury to the growing youth. 2. TEACHERS NEEDED FOR ADULT RECREATION AND PHYSICAL EDUCATION (60,000) The United States Army needed, as a minimum, one recreation leader for each 500 soldiers. On this basis 30,000,000 wage-earners, spoken of above, would need 60,000 recreation leaders. These 60,000 recreation leaders could be furnisht the 30,000,000 wage-earners at a cost of two cents per day per worker for instruction. If the 281,000 school buildings were used the cost for additional heat, light, and janitor service would approximate two cents per worker, or a total of four cents per worker for instruction, equipment, and service. This is less than one-half the cost for illness by $135,000,000. These cost figures do not estimate the manufacturers' loss due to idle machinery. State laws are needed to make possible and obligatory such a program. Compulsory general education laws are not sufficient. Of the young men of Massachusetts 47 per cent are unfit physically to become fighting men. Such a condition means that they are not up to par as citizens or producers. PUPIL RESPONSIBILITY AS A TRAINING IN DEMOCRACY I. M. ALLEN, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD, ILL. No more important question can be raised than, How may pupils in a public-school system be trained in democracy? That we have made progress in the solution of this problem is evidenst by the statement of the question. We used to say, How may we train pupils for a democracy? We now say, How may we train pupils in democracy? Training in democracy is a dynamic process: it is training in how to feel, think, and act cooperatively; it is another way of saying that we comprehend, appreciate, and share our common environment. Dewey would say that it is what we mean by the educative process. Regardless of whether we reduce our problem to an axiom upon which we shall agree, we shall assent, I am sure, to the proposition that no progress in democracy is attainable that is not founded on education. In a democracy it has been well said, "There are no masters but the people, and the people themselves are only masters so long as they are masters of themselves." Conceding then that democracy is the rule of an enlightened and selfcontrolled people, it follows that the public-school system is a very important agent in democracy-building. Indeed I think it would be well for us school people to assume that the school is the most important democracy-manufacturing institution in our country today. Too many people do not understand that democracy is not an accomplisht fact but a growing ideal, not a thing but a force, not a goal but a method of progress. When we really grasp this idea and apply it in the schools it will be as truly revolutionary as was the application of the idea that heat was a force. There was a time when it was supposed that heat was a thing to be bored out of matter and shot in globules thru planetary space. When, however, it was really understood that heat was not matter but a mode of motion the manifold application of the new idea revolutionized the world of science. Just so revolutionizing, when it is really understood, is the idea that democracy is not a thing but the socializing force that directs peoples to feel, think, and act cooperatively for the common good. If people are to feel, think, and act cooperatively, then they must be trained to do so. Democracy must become a habit. It must become an act as long as life. The excitement of the hour may make us soldiers in spirit. But only a long process of education can give us sanity of citizenship. There is according to Plato a pattern laid up in heaven of the true state and true citizenship. But Plato also pointed out that it is only thru long training that we become conscious of this pattern and learn to appreciate it. A revolution may produce Bolsheviki anarchy, but it cannot produce the spirit of cooperation and loyalty to a common good which are the essence of a democracy. Accepting then the proposition that democracy is the socializing force which directs cooperative action to the common good, how may such a spirit or socializing force be stampt into the nervous system as habit? Plainly we must not wait until the nervous system is crystallized. We must begin early in the public schools to train children in cooperative feeling. Numerous instances can be cited where schools have put into successful operation cooperative control of school discipline, classroom management, including the socialized recitation, and the social activities of the school. We could easily criticize the attempts at self-government and socialized recitation with which we are familiar. The involved plan of organizing the school into a school city or junior republic, and of creating courts, tribunals, and classes in parliamentary law for the purpose of teaching citizenship, have probably been found to be impractical and only successful in isolated cases. But the principle of learning to cooperate thru practice, the surrendering of individual rights for the common good, and the developing of social consciousness and conscience thru the assumption of cooperative responsibility in management of class discipline, recitation, and social activities are fundamental principles in democratic control that will remain with the children practist and trained therein. Indeed in this manner alone can we hope to stamp democracy as habit into the nervous system of our children. Shall we require our teachers immediately to introduce cooperative school and class management, socialized recitation, and democratized social activities? No! Teachers cannot be required to democratize their teaching and classroom management. They must first get the vision of what democratized education means. Too often we have visited schools to discover that the teachers therein knew nothing of the marvelous experiment which had been exploited at a teachers' convention in a distant city. We are entitled to impartial surveys, and it is most encouraging to note |