Nathan C. Shaeffer each served as president of the National Education Association, and John C. Shoop as president of the Department of Superintendence. To these names must be added those of others, among whom are Henry R. Pattengill, of Lansing, Mich.; Fred L. Keeler, state superintendent of Michigan; Samuel L. Dutton, professor emeritus of Columbia University, New York; Jennie Rebecca Faddis, assistant superintendent of schools, St. Paul, Minn.; John J. Keene, archbishop of Dubuque, Iowa; and Charles B. Robertson, superintendent of extension, Pittsburgh University, Pittsburgh, Pa.

Resolved, That for these brave, loyal, and earnest souls who so immeasurably helpt onward and upward this Association, and the best it stands for, we hereby acknowledge our obligations and express our sincere gratitude.

COMMITTEE ON RESOLUTIONS

Fred M. Hunter, superintendent of schools, Oakland, Calif., chairman.
Carlton B. Gibson, superintendent of schools, Savannah, Ga.

Mary D. Bradford, superintendent of schools, Kenosha, Wis.

May Trumper, state superintendent of public instruction, Helena, Mont.
R. J. Condon, superintendent of schools, Cincinnati, Ohio.

Olive Jones, principal, Public School No. 120, New York, N.Y.

Wm. D. Lewis, principal, William Penn High School, Philadelphia, Pa.

GENERAL SESSIONS OF THE ASSOCIATION

ADDRESSES OF WELCOME

I. C. P. CARY, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION,

MADISON, WIS.

It is a great pleasure and a great honor to have this opportunity to welcome you, the educators of America, to the state of Wisconsin. We have long wisht that you might come to us again with your hearty handshake, your good cheer, and your inspiration. You have come to a splendid state; at least we love it. Nowhere else, we believe, is the fighting so fast and furious between the forces of Progress and the forces of Chaos and Old Night.

Here we sleep at night with our armor on, if we sleep at all. Here we win victories much oftener than we meet defeat. Fellow-educators, it is a glorious time we have chosen for this brief existence, this life of ours. In all the bygone ages there was nothing that approacht in magnitude and world-significance the things that are happening in this half a decade.

A year ago, and two years ago when we met, we were in serious and stern mood, filled with determination to see the war thru to victory. It has been finisht. Imperialism as a world-force is dead. The funeral was but yesterday. In all the eons of time to come may it never happen that autocracy shall again become a menace to the world!

I take great pleasure in telling you that the latest bulletins announce that John Barleycorn is at this moment in the agonies of dissolution. It is believed that he cannot survive beyond the midnight hour. The world does move, and the schoolmaster helps it move.

In the midst of our rejoicing let us not forget, however, that the fight for humanity is not ended, indeed never will be ended while the world stands. At this moment Bolshevism is rearing its horrid head the world over. It is the enemy of law, order, and democracy-of everything we hold most sacred. The fight is a grim reality. Nor is this all. The danger from the selfish greed of man and the lust for power is evident to everyone who studies the signs of the times.

Our schools, our children, are not safe from the clutches of industrialism. We shall have to fight an insidious foe to real democracy, to equal opportunity for all, which is the principal meaning of democracy, right here in our midst. All over the country today we find subtle influences at work dividing our youth into two classes, the professional and leisure class on the one hand and the day laborers on the other. You will find, if you but look, that there is in some places an effort of big business to

get as many children as possible not to go beyond the grades or, if they enter high school at all, to have them take courses that fall short of collegeentrance requirements, so that there will not be too many going on to higher institutions of learning and too few men with the hoe. To illustrate, we have today in this state the effort in progress on the part of the national and state industrial boards in agriculture to cut under college requirements, thus making it difficult if not impossible to enter colleges after graduating from such courses. In other states the demand is made to segregate the people who take domestic-science courses under the Smith-Hughes Law. Again it is an attempt, conscious or unconscious, to keep young people from growing ambitious to go on with the higher education. You will find if you look sharply at our great corporation schools that they are greatly interested in teaching people to be contented with the state or condition in which they find themselves, and that any effort on the part of anybody to arouse ambition in such groups of industrial workers is resented.

If the city, the state, or the nation, or all combined, were to undertake to stimulate ambition and the desire for a better job on the part of employes, the effort would be met with secret or open resistance. I have tried it and have seen the results.

These things I say merely by way of illustration to show that no sooner are we out of one war or fight than we are into another; that is, we are if we are alive and are an active force in the age in which we live.

Our nation needs in its teaching body good fighters, valiant men and women who know no fear and who will never play the slacker's part in the educational army. The school man or woman who does not feel that we are in a fight against ignorance, superstition, greed, and the forces of darkness needs to be galvanized into life. Fellow-soldiers, fellow-workers, fellow-teachers, I welcome you to Wisconsin, and trust your stay with us. will yield us all great pleasure and great profit, and that you will be so well treated that you may return to your homes, east, west, north, and south, singing the praises of the state and the city that have welcomed you.

II. M. C. POTTER, SUPERINTENDENT OF SCHOOLS, MILWAUKEE, WIS. As a Milwaukee Yankee I heartily welcome you to be at home in our thoroly American city. My Milwaukee friends are predominantly of German blood, of Irish or Polish or Italian blood. We came to Wisconsin, "The Gathering of the Waters," and have made our home and been made at home in this special domain of French Jesuits and Voyageurs. The French were long before welcomed by the native Americans, which kindly hosts still reside by the thousands in towns and countryside and on four Wisconsin reservations. One of their Sagamores, a distinguisht Milwaukee lawyer, admits that his proud people exceeded all others in the proportion of its young warriors sent forth to Flanders fields. On this "Good Land"

Milwaukee, before Marquette and Joliet landed here, were wont to be gathered in council the Algonquins and the Dakotahs. Now all we together (the native Chippewa stock and we brethren gathered by heaven's grace from all the warring peoples of Europe) unite in welcoming the friends of the children of Milwaukee, the "Place of the Peace Council." The great Republic went to war,

But Spring still comes as Spring has done,

And all the Summer months will run

Their Summer sequence as before;

And every bird will build its nest,

The sun sink daily in the west,
And rising eastward bring new day
In the old way.

Sweet and wholesome sanity returns with the new dawn of peace. Shouting portentous marvels of the new world which post-bellum reconstruction is to erect will not materially assist or arrest the quiet processes of nature. Millennial prophets and vision dreamers by the score have sought to stir our souls with tales of the utter unheard-ofness to be expected in reconstruction education. Meanwhile the teachers teach, the children play, the parents are glad, and the people and the school board discover that teachers are worthy of their hire and proceed to begin to think about raising teachers' pay a fraction of the general price increase.

The beginning of fiscal justice for teachers is no new need; it is no reconstruction achievement. Doubling their stipends, which has nowhere been done, would not restore to them even the financial competence they enjoyed before the war.

True the teacher's most valuable services are not purchasable. They are given or withheld regardless of salary. Real teaching is a free-will offering of the soul's essence poured out freely on life's altar for the betterment and uplift of humanity, given in the spirit of the service rendered by the garbed sisters of the cloister.

But to make possible an approximation of such service teachers should not be compelled to concern themselves about salaries. Their remuneration should be amply adequate for life's full demands, each day's labor bringing recompense not alone for the hour but sufficient to leave a wide margin in order that the symbolism of each declining sun may be viewed without apprehension. Then we may indeed hope for home-extension schools presided over by foster-mothers.

The school is become a far cry from the original gathering of a group of pioneer children around a motherly or fatherly knee. The telling of prayers and stories, the direction and instruction of their lives by that original teacher-soul, was very real education. The interpretation of daily happenings, of the phenomena of nature, of the adaptation of man's environment to his needs; the making of shelter for man's protection, the gradual growth of skill on the part of man in adapting the materials