children five years old with quotients of 115 or over would do the firstgrade work better than the unselected six- and seven-year-old children.

Tables V and VI show the relation between the intelligence quotients of children and the failures. It will be noted that for the semester closing January 25, 1918, of the 698 children in the first grade not a child with a quotient of over 115 failed, whereas 31 per cent of those with quotients

below 86 failed. For the semester closing February 7, 1919, of the 1884 children in the first, second, and third grades whose intelligence quotients had been ascertained, 3 per cent with quotients of over 115 failed, and 31 per cent with quotients below 86 failed. When it is recalled that many of the students with quotients below 86 are repeaters, overaged and retarded, and that many times these students are promoted on time rather than on efficiency, it is probably safe to conclude that of children with quotients below 85, one-third cannot do a year's work in a year, regardless of age or regardless of the number of times the grade is repeated, and that practically all children in these grades with quotients of over 115 can do the work.

CONCLUSIONS

1. The Stanford Revision of the Binet-Simon Test can be given successfully by intelligent elementary teachers.

2. The intelligence quotient may be safely used in promoting children from the kindergarten to the first grade.

3. There is a high positive correlation between high intelligence quotients and strong school work.

4. There is a high positive correlation between low intelligence quotients and failures.

DISCUSSION

H. E. GRESS, superintendent of schools, Monessen, Pa.: There are at present about five hundred newspapers in the United States that are publisht in other languages than English, and we have twenty-five million people who cannot speak the English language at all. We have a large percentage of these people living in our district in Pennsylvania, and I know from experience that some of them do not wish to learn the English language. We have given them an opportunity for several years to attend our night schools in order that they might learn the English language. We have a small percentage of mills in that town that have taken it up and tried to get them interested. We cannot get them into our schools. I believe, as has been said in one of the other meetings of this convention, that "if those people after living here a number of years, and after having been given an opportunity to learn the English language, still refuse to learn it, they should be notified to go to some other shores."

F. W. ARBURY. superintendent of schools, Saginaw, Mich.: There are so many things that I would like to commend that have been given here this afternoon, but the time limit prevents that.

I cannot help but think back some years ago, when I attended a history meeting and listened to the report of the Committee of Twelve made by Professor McLaughlin, of the University of Chicago. It was in the town of Ypsilanti, where the State Normal College is located. The occasion was the meeting of the History Masters' Club. Professor Hudson opened the meeting. There were gathered together teachers from Chicago, Cleveland, and other cities, because Professor McLaughlin was going to give a sort of synopsis of what the committee had decided with regard to the teaching of history in the secondary schools. They talked for three and one-half hours, each teacher making an appeal for her particular subject in history. One wanted so much of the time for ancient history; another wanted so much of the time for modern history; another wanted so much of the time for English history; those were the three topics which took up most of the time, ancient, modern, mediaeval and English history.

Before the meeting closed Professor Hudson said, "We cannot close the meeting, altho, I know, we have been here a long time, without hearing from Dr. B. A. Hinsdale." Dr. Hinsdale, I am sure, some of you have heard.

I shall never forget how the old doctor-I had been watching him thru the meeting -sat there stroking his beard, eyes closed. He said, "I have been intensely interested in this meeting. I came here as a listener, and I have listened." He then went on to analyze what each one had said about their various developments of history. He then said, "I cannot help but wonder, when, oh when, are we going to teach the history of the United States ?"

MR. MEYERS: I think we shall make a mistake if in our consideration of the time of the continuation school we limit ourselves to the consideration of improving only the technical schooling of boys and girls. The thing we must concern ourselves with is in helping them to carry over into their business life what they have acquired in the regular day school, and in helping them to adjust themselves to industrial life as they pass from the day school into industrial employment; in helping them to appreciate the fact that education does not cease when the regular day-time school attendance

ceases.

In view, I say, of the importance that is now being attacht to this, it seems to me that it is up to us to give it our most serious thought wherever it is possible for us to do anything to help along this legislation and to help bring about this condition.

MR. CANTEO: I think it was said that only two men out of fifty or one hundred and fifty could speak Spanish fluently in college. If that is the case in college, then I don't know what to say of our high schools; I think it must be worse. They say you

can always teach someone who knows less than you, and I understand some of the teachers who are teaching Spanish only know five lessons ahead. I think it is a sad commentary on the part of the teachers, the pupils, or both. Not only for the sake of the boy but for the sake of the country-I come from Mexico. We have all kinds of opportunities. I was told just two or three years ago by an engineer, an American, "You can take a message." "What is the message?" "Canteo," he said "the mountains are abounding in hemp and there is not one single machine invented to take care of the production of hemp that is going to waste in Mexico. Tell those boys that know anything about machinery to go to Mexico and enrich themselves and enrich the nation." In Mexico we have produced over four crops of corn off the same ground. It rains in Mexico from five to three hundred inches per year. Fully half or two-thirds of Mexico is not cultivated. There are wonderful possibilities in Mexico.

R. T. ADAMS, superintendent of schools, Warren, Pa.: I do not exactly get the contrast from the continuation school that I should have been glad to receive. I do not wish my school to be measured by the Cleveland yardstick. We would not like to have it said of us that we had so few in the high grades. I am superintendent of a town in which there are about three thousand pupils, and the pupils who go to work-there is just one way in which pupils can get out of school, no, two ways, and that is by running off and leaving the city when they go to work, that is, if they are under sixteen. Between fourteen and sixteen we have thirty pupils who are working, just about an average of thirty pupils who are working.

Now in our state we are obliged to spend part of the time in academic subjects and part of the time in allied technical subjects. Our trouble comes in when we have about thirty pupils, say, who are working at about fifteen different subjects, different оссираtions. We do not have much trouble in the academic subjects, but I should like to know how to teach those thirty pupils fifteen different allied subjects?

I should also like to hear something more about your million-dollar high school, the school that was erected for those continuation pupils. My question is, How do you teach allied subjects to the continuation pupils when there is a very small school of continuation pupils? I am inclined to think that nearly everywhere in Pennsylvania there is that problem.

S. B. TOBEY, súperintendent of schools, Wausau, Wis.: In answer to the question that the gentleman just put, you are saying the impossible; you cannot do it. There isn't an allied academic work that can be applied to pole or spindles back of a spindle machine or taking the sawdust away from a planer. The only thing we can do is to select those trades which are almost universally practist thruout the world, and such as we can adapt effectively, and apply our work to teaching boys and girls those trades, because they are not going to hang around the little home town for the next twenty-five or fifty years. They are going out into the world, and if we are going to send them out prepared to do something we have got to give them something that the world wants done.

H. R. FISHER: Superintendent Rose seemed to speak on the rearrangement of history and civics program. He seemed to think that blind ancestorial worship was a necessity to get patriotic Americans. It is quite likely that in the lower grades we must teach that George Washington never told a lie and must idolize our great leaders of the past. In the upper grades, and particularly in the high schools, is it not safer to teach them that our ancestors were men of mixt motives, that we had shrewd politicians as well as great statesmen, and that it was the good sense of the common people and the events of history and the happy surroundings in which they were that has brought us thru in spite of the mistakes of these little fellows and these men of mixt motives? Is it not well worth while to be honest with our children in the upper grades?

HARRIETT E. GRIMM, superintendent of schools, Darlington, Wis.: Great minds seem to run or must run along the same channels. I was going to make a remark something along that same line. While I believe that many others have had a similar experience, I think that the pendulum is going to swing toward teaching the history of our European ancestors.

The Monroe Doctrine was a good thing in its time. I am for the League of Nations, and I believe in it. I think we could not get into the heart of that League of Nations, we could not possibly understand what it stands for, unless we teach real world-history in our high schools and colleges.

Perhaps we can swing away from some of the old teachings, but I believe that the real danger at this time is that we will look upon ourselves in the same egotistical way in which England and Germany and some of the other countries have been looking at themselves. That is one of the things to be avoided. I believe there is that danger. We do not want to get isolated from the rest of the world, but I believe that we are in danger of that. You cannot possibly teach government needs unless you teach worldhistory.

H. E. WAITS, superintendent of schools, Princeton, Ill.: I do not think that I have ever attended an educational meeting that has been such an inspiration to me as the one that has been held this week.

The thing that I regret most of all is that we cannot go back to our schools in the average small community and put into practice immediately the things that we know ought to be put into practice from what we have heard here.

I indorse what has been said along the line of history, but we must all realize, especially those of us who superintend schools in cities below twenty-five thousand, that the textbooks we have in our schools will be there tomorrow, and they will be there all the rest of this year, and the probability is they will be there next year-first of all, because there are no other textbooks in existence. In teaching United States history we must have a book that embodies that, because we cannot personally do that work in the schools. It must be intrusted to the teachers who are employed by the school boards in those communities, and often they are teachers who are not trained. Very frequently they are teachers who are hired by the board of education in that particular community. We talk about training teachers. Do you realize that there are not enough trained teachers in the United States at the present time? If we had fifteen hundred dollars a year to give them to put them into the schools-but I do not see how we can get this sort of teaching in the schools until we have had, first of all, a good book written by a competent author. The power of the school boards has already taken that out of their hands and can say that the book must go in.

K. VAN DYKE, Minnesota: I am in sympathy with this idea that some other history should be taught than American history. I was congratulating ourselves that we were getting away from teaching nothing but American history in the fifth to the eighth grade. It becomes associated with the children until they dislike it and become spoiled, like the old system of teaching physiology for eight consecutive years.

We teach American history better, only when we bring in something else, and the fifth and sixth grades in our school have five textbooks, four of them being American history. They don't have to buy any of them. We do not feel that we want to change them, because they are the best that we can find. The American textbooks on history are the best textbooks in the world. We have them all, and we use them, and we don't want this idea boiled down to one little textbook. What we have in the sixth grade is three books, and they take one of them in four weeks. Why should they take all year in one and be examined for nine or ten months on the same subject? Why not dispense with some of those books? We take up one for four weeks and another for eight weeks because it teaches of the Mississippi Valley in which we live, and then Marquette, and

La Salle, and then read in the biography of the textbooks about Abraham Lincoln and Daniel Boone. Then we have Lewis and Clark in that little book for another four weeks. Then we come to the last half of the study. We have three whole months in English history, stories of English history. When they come to that, they say, "We like our English history stories the best of any of them." They are not less patriotic. I will tell you that every foreign-born boy or girl should have that background. Then for the seventh and eighth grades it is American history and civics straight for two whole years.

H. E. WAITS: I think the objection I raised is not yet answered. We do all the things that you suggest. We have history all thru the grades. There comes a time later on in the course when we come down to textbook study. Our books are not written today from the American standpoint. Everybody recognizes that. There is a law in the state of Illinois that you cannot change a book within five years after it is issued. What are you going to do in a case like that? Suppose your school board won't buy your books? There are a great many communities in the state of Illinois that won't buy seven or eight books for the seventh- and eighth-grade pupils. They don't do it down in Bureau County, Illinois, and maybe it is the only place in the United States where they won't do it.

C. L. BROADWATER, principal, Tyler County High School, Middlebourne, W.Va.: For the benefit of this gentleman here it would be a good thing to follow the legislature of West Virignia. It past a law which forst the board of education to buy those books and put them in the library of the schools so that they can be used.

W. L. NIDA, superintendent of schools, River Forest, Ill.: I just want to say that I believe in history from the third to the eighth grade. It seems to me that we should not undertake to teach the biography of characters that our children in the lower grades cannot appreciate and understand. For example, you take a great statesman and try to teach his biography to the second- and third-grader and you are shooting over his head. Take the simpler elements of civilization, take the great western movements. You give a great section of American history, in three, four, or five years, that will be valuable to him, and you can leave the more difficult political affairs to the seventh and eighth grades. I think as one of the gentlemen said that some part was written from the top down instead of from the child's viewpoint up. We can write any number of books that will be worth while to the children.

EDWARD MCLUCKY, St. Louis County (Des Plaines): I want to say before closing that it is impossible to talk on this subject in three minutes. But the whole question puts me in mind of the colored man who went into the restaurant and lookt over the bill of fare. He lookt at it and called the waiter and said, "Waiter, if it is just the same to you, I will eat from there to there, and skip from there to there." That is the case this afternoon. It has been a wonderful program that has been presented to us, and I regret that we have only three minutes in which to discuss it.

I want to say too that the great question as it has come to me out of this war is not what we have been doing in the past, but what are we going to do in the future.

Thirty odd years ago as superintendent and teacher, and the past twenty years as superintendent has kept my mind-for more than twenty odd years' attendance of the N.E.A. has kept my mind in the clouds and I have been trying to correlate those two. But I want to say that methods have changed. Fifteen years ago they were not teaching any sciences, and that reminds me of the story of a little girl being askt, "How many seeds has an apple ?" and while two little girls were out on the playground this one askt the other, "How many feathers has a hen ?" We have gotten away from that, but now we are seeking ideals.

In conclusion I will say that I was never known to talk for three minutes before, Mr. Chairman, and of the ideals and some of the lessons this Great War has brought us,