attend only as an invited guest, but I am always made to feel that ex officio I am a part of the club. I must not omit our great interest in the athletic life of the girls. In a degree greater than ever before we must stress the importance of health. In connection with our gymnasium teachers we must impress upon our girls that a sin against the body is a crime indeed. How is the work of a dean of girls related to that of a dean of women? Fundamentally there is no difference. We are all working with the same human material. For four years I was dean of women in a small state university, and I can testify that girls are girls even when they are college women. When they come to us in high school they bring with them the eternal problems of sex and dress. True, you have the selected group, while we have the mass. But right here we might be of some assistance in the selective process. Certainly in coeducational schools the principle of selection is not always sound, and we might be of real service in persuading certain types of girls to stay away from college. As a converse proposition we should do all in our power to induce girls of character and ability to seek the higher education. In our school we have just organized a college club with the latter point in view. Then we might give them the "dean habit" and lead them to feel the necessity for a guiding, restraining, and inspiring influence for a young woman in the more or less artificial environment of college. We hope that we shall so conduct ourselves that when they go to you they will go with confidence and respect. The dean at the Harrison High School does in a systematic way what we all do more or less. She keeps in touch with her girls who go to college and consigns to their care the new girls. When the college girls are in the city she invites them out to meet and talk with the older high-school girls. Such natural contact between college and high school can be so managed as both to stimulate interest in higher education and to smooth the path of the ever problematic Freshman. The Association of Collegiate Alumnae and such organizations as the Chicago College Club could do much to bridge the gap between high school and college, and there is hardly an American community without its nucleus of college-bred women. There are many things they could do; among the most obvious are talks to groups of girls and informal entertaining. One small suggestion is that each one of you put each one of us on your college mailing list. I promise to keep a conspicuous shelf for your catalogues. Sometimes we have real difficulty in ascertaining the entrance requirements of some special institution. The long and short of the whole matter is that if we were all-wise and all-powerful we should send you young women whose social code would be that of gentlewomen, whose standards of honor would be high, and whose ideals of citizenship would fit them for woman's place in our great new democracy. In so far as we approximate to those things we shall make your work more inspiring and shall work together with you to raise the whole standard of life in America, and if of America then of the world. THE SCORING OF ROOMS IN RESIDENCE HALLS GRACE GREENWOOD, SOCIAL DIRECTOR, MARTHA COOK BUILDING, UNIVERSITY OF MICHIGAN, ANN ARBOR, MICH. So much is being spoken and written at the present time concerning the standardization of every phase of life that the moment for using a score card for women's residence halls seems opportune. The public is already acquainted with the score card in connection with its successful use in dietetics. There is also the score card for the dwellinghouse, restaurants, hotels, and grocery stores. All phases of the dairy are scored, from the farm with its buildings and the cow to the milk, cream, and cheese products ready for the market. Bread, jelly, and canned fruit have also past successfully the vigilance of a committee which has sampled them, score card in hand, but so far very little has been done in using the score card in residence halls. During the year of 1917 the already ubiquitous card made its appearance in the Martha Cook Building for the first time. Whether it was the novelty of being definite about what had hitherto been vague, or the uncertainty of the time of its weekly appearance, or just the simple fact that "unpreparedness" was bound to bring embarrassment-whatever the reason, the results in keeping students' rooms in order seem to justify the continuance of the plan. Upon reflection there seem to be but two points on which stress must be laid. Its introduction must be dramatic. What has seemed heretofore not absolutely necessary, while in college at least, making one's bed, must suddenly challenge the potential skill of the undergraduate. To this end some of the nurses from the training school were invited to give a professional demonstration of bed-making in the Blue Room after dinner. In a similar way interest in the choice of couch covers, pictures, and other accessories for the college student's room will be aroused by talks and the actual rearrangement of a room according to the standards of good taste. After interest and discussion of this innovation are aroused, then there must come the follow-up work of the person in charge until order, cleanliness, and good taste the requisites for the true home-become a habit or, better still, a necessity. So much discussion may be aroused over the card that it may be well to have it standardized by such a definition as the following: A score card is a schedule listing all the important aspects of the object or situation to be measured with proportionate numbers for each item (usually on the scale of one hundred). In using the score card the object or situation is examined and allowance is made for each item according to its quality, with a perfect score or a reduction in proportion to disqualification; the sum of allowances made for the different items is the score for the object measured. The following simple form or outline may be adapted or readapted according to the material, equipment, and circumstances of each house in which it is to be used: FIRST SESSION-TUESDAY NOON, JULY 1, 12:30 O'CLOCK The Department of School Patrons of the National Education Association convened in regular session on Tuesday, July 1, 1919, the first session being in the form of a luncheon in the Fern Room, Hotel Pfister, at 12:30 o'clock. Ella S. Stewart presided. The general topic for the session was "The Value of Lay Effort in Educational Progress," and the following program was presented: Reports of affiliated associations: Congress of Mothers' and Parent-Teachers' Associations, presented by Elizabeth Harrison, Chicago, Ill. Council of Jewish Women, presented by Fannie Sax Long, Wilkes-Barre, Pa. Association of Collegiate Alumnae. Committee reports: Committee on Rural Schools, presented by Marie Turner Harvey, Porter Rural School, Kirksville, Mo. Committee on Vocational Supervision, presented by Mrs. W. W. Castle, Chicago, Ill. Committee on School Revenue, presented by Margaret S. McNaught, state commissioner of elementary education, Sacramento, Calif. SECOND SESSION-TUESDAY AFTERNOON, JULY 1, 2:00 O'CLOCK The second session was called to order by the president at 2:00 o'clock in Engelmann Hall, Auditorium. The general topic for the session was "Cooperation," and the following program was presented: 'Cooperation between Boards of Education and the Public"-Harold O. Rugg, University of Chicago, Chicago, Ill. "Cooperation between the Public and the School Authorities in Securing Better Teaching in Elementary Schools"-Margaret S. McNaught, state commissioner of elementary schools, Sacramento, Calif. "Cooperation between the Public and the Schools in Taking Advantage of the Vocational Education Bill"-Arthur F. Payne, College of Education, University of Minnesota, Minneapolis, Minn.; Hattie H. Harding, Chicago, Ill. "Cooperation of Patrons in Solving the Problems of Social Life in the High School"— Olivia Pound, City Public Schools, Lincoln, Nebr. "Cooperation of School Authorities and the Public in the Wider Use of School Buildings"-Raymond F. Crist, Bureau of Naturalization, Department of Labor, Washington, D.C.; Marie Turner Harvey, Porter School, Kirksville, Mo. The following officers were elected for the ensuing year: CHARLOTTE GREENEBAUM KUH, Secretary PAPERS AND DISCUSSIONS REPORT OF CONGRESS OF MOTHERS' AND PARENT- ELIZABETH HARRISON, CHICAGO, ILL. As early as 1855 some insight into the ideals of the kindergarten was transported to America by the wife of Carl Schurz, and a school was establisht in her home in Watertown, Wisconsin. In 1858 Miss Caroline Louise Frankenburgh opened a kindergarten for young children in Columbus, Ohio. In 1860 Dr. William N. Hailman, in a visit to Zurich, Switzerland, came in contact with the same idea and brought it back with him to Louisville, Kentucky. From that time on a vital insight into the need of understanding the instincts and impulses of children and of being able to interpret the significance of play spread thru the home circles of America. Small groups of women met at various places for the study of child life and the best methods of nurturing and developing it. In 1884 the first Convocation of Mothers was called in the city of Chicago, but it was not until 1887 that a national association bearing the title of "The National Congress of Mothers" was organized at Washington for the definite purpose of training for parenthood. The awakening to the importance of the work has caused this association to increase in numbers and spread from the Atlantic to the Pacific until it is now an organized body of about 200,000 women, supported entirely by voluntary fees and subscriptions. It is purely democratic, reaching out in innumerable directions to mothers of all classes and along many lines of vital activity. It stands a convincing testimony of the potential power of motherhood which for ages has been slumbering in the heart of womankind. The mere mention of the activities which it maintains and those which it aids is sufficient evidence of its importance. We all know that the great ethical factors that have changed savagery into civilization are family, the economic world, the state and church, and, of course, the school, which has been the means by which steadily advancing ideals of these social relations of man have past from one generation to the next. At first the better training for motherhood, including all classes of society, grew rapidly in numbers. Then came the inclusion of fathers and a little later the cooperation with teachers and the Department of "Parent-Teachers' Association" was establisht in 1904. This work has gone steadily forward and the Americanizing of foreign-born immigrant mothers has become a part of it. The free distribution of literature on the subject reacht overtaxt mothers who could not avail themselves of the regularly organized circles for study; scores of books on the subject have |