and democracy has entered to rule the world. Open diplomacy is its demand and within certain limitations who is to deny it the right that the real ruler, the people, should know?

The new governing democracies are generous. They mean what is right. They are honest. They wish for peace. They abhor war, but they are most imperfectly informed. In every country you will find people, even in the democracies, holding that their country is always right. For them there is only one side to every question, and that is their country's side.

They must learn that the idea of justice is not only justice to themselves, but justice to others; that liberty is not only that they shall be free, but that they shall be glad that others are free. They must learn that in international affairs, just as in family affairs and neighborhood affairs, respect for the feelings and the prejudices of others is a condition of having one's own feelings and prejudices respected.

EVER

VERETT M. HOSMAN, who began work as the first full-time secretary of the Nebraska State Teachers' Association on February 1. Mr. was of Hosman was formerly superintendent of schools at Ord, Nebraska. The practice of employing full-time secretaries is fast spreading. Other States which now employ such secretaries are: California, Illinois, Iowa, Kansas, Minnesota, Mississippi, Missouri, New York, North Dakota, Oklahoma, Pennsylvania, Texas, Virginia, and Washington. The Colorado and New Mexico associations are planning to employ fulltime secretaries in the near future.

They must become internationally minded; they must learn that it is not what a nation does for itself, but what a nation does for humanity that makes greatness. They must learn that in God's good world the way to sustain the heights of prosperity is not to pull down others and climb over them, but to help all up together to united success.

This will be a long, slow process. It is not merely difficult to assimilate knowledge into millions and millions of minds of all degrees of capacity, but it is the slow, difficult task of molding character, for it is a matter of character as well as a matter of knowledge. Human nature does not change, but human standards of conduct change, and among the plain peoples of the earth, if we are to attain peace and justice, standards of conduct must change. It is a matter of growth.-Elihu Root.

HE SCHOOLS AS WEALTH

science is the school; the basis of the practical arts is pure science; behind scientific farming is the experiment station; guarding our water and milk supply stands the bacteriologist; manufacturing waits on the chemist and the physicist; our transportation systems demand the engineer; and the mathematician furnishes the instrument of calculation and precision of measurement without which the achievements of the other sciences would be impossible. The schools not only train the scientific experts but what is quite as necessary produce a body of intelligent men and women who appreciate and apply to practical purposes whatever the genius of the race discovers.

The school is the greatest wealth producing agency in the world because it develops and furnishes with power and purpose that greatest instrument for creating wealth-the human mind. The wealth of the world, both material and spiritual, is in the possession of the nations that spend most on their schools. Charles McKenny, President

THE

a

HE ESTABLISHMENT of sound, stable, representative government in the Philippine Islands must not fail, for the far-reaching effect of the efforts which we have made here in the Orient to establish such a government extends far beyond the limits of the Philippine Islands; indeed, it reaches out to every people who are dreaming of liberal institutions and of government by the people. It shall not fail, because the United States has put its hands to the plow and will not turn back. In the great work before us I bespeak your coöperation and assistance. Working together, we cannot fail.From the inaugural address of General Leonard Wood as governor-general to the Philippines.

lanti, Michigan.

SCHOOL OBJECTIVES-In con

nection with each school exercise, every teacher should ask herself the question "Whither goest thou?" She may be going toward the end of the period or she may be trying to reach the close of the day, or Friday afternoon, or the end of the term. That's exactly what many a day laborer is striving to do. He has sight but lacks

racies, is in the long run controlled by public opinion, and it is all-important that it be an intelligent public opinion. The great majority of our people have to leave school young-far too youngand they must rely upon the use of libraries for their after-school education. What under such conditions is of greater importance than well-supported public libraries?-Sherman Williams, president of the Library Department of the National Education Association.

T

HE NEXT GREAT CHAP

TER in the life of the National
Education Association, which will

be written at Boston, promises to set a new high-water mark for professional meetings. The program for the Boston meeting is built around the conception that there is a definite connection between the great democratic impulse which has followed the war and the intensified interest in every phase of educational endeavor which is evident not only in America, but throughout the world. The democratic awakening is affecting education profoundly. It is influencing the technique of instruction. Socialized recitation, project method, and other devices designed to develop individuality are being used more sensibly and widely than in years past. The attitude which parents and teachers have toward children shows larger recognition of the child's point of view. Superintendents are finding many ways of utilizing the initiatives and originalities of the teaching force in the improvement of course of study and school management. The governments of the world are seeing with new clearness the fundamental importance of educating the entire electorate. People generally are coming to understand that education for political democracy must be followed by

2, with special attention to the New Europe, the far-reaching results of the Conference on the Limitation of Armaments, and outstanding features of American progress.

The democratic awakening emphasizes the importance of professional training for teachers. This will be the theme on the morning of July 3. The problem of teacher training will be discussed from

ers in democracy and education to their midst.

Patriotism will be the keynote of the meetings on July 4. The higher type of patriotism which is inspired by the democratic awakening will be analyzed in the morning session. It will be considered in its relation to the women of America, to the deeper meaning of Independence Day, and to the heroes of the World War as leaders in the reconstruction of American ideals. The evening program will consider democracy in the classroom, the peace-time program of the American Legion, and woman and the new education.

The democratic awakening demands. that rural life and education shall be improved until the rural dweller shall have opportunities commensurate with the service which he renders. On the evening of July 5 will be presented the outstanding needs of rural life, the consolidation and administration of a county system of schools, State aid for teachers' salaries, and National responsibility for rural-school improvement.

Citizenship of the highest intelligence and leadership of the highest quality is required by an awakening which places large responsibility on the common man and woman. This will be the theme of

mocracy if the future of civilization is to

be secured. Finally the leaders of humanity are facing with new courage the task of reconstructing the world's relationships so that the interests of the common man and woman shall receive larger recognition when world policies are shaped. These are some of the things that have come in consequence of the democratic awakening. For education they mean a new perspective, new problems, and new hope. The meeting at Boston the first week of next July will consider education in its relation to these deeper tendencies under the general theme, Education and the Democratic Awakening.

The democratic awakening presents a new world outlook. This new outlook will be discussed on the evening of July

Commissioner of Education for Massachusetts, will be one of the official hosts of the meeting of the Association in Boston, the first week of July.

the point of view of city schools and of rural schools. The training of teachers in service will receive careful consideration. The obligations and needs of normal schools and teachers' colleges will be discussed. Finally the responsibility of State and Nation for adequately trained competent teachers will be presented.

Educational policies of the future will be considered on the evening of July 3. These policies will be set forth in the light of the rich historical and educational background of New England whose distinguished citizens will welcome the lead

Means of elevating the level of intelligence of the great mass of mankind will be considered at this time and attempts will be made to define clearly the responsibility of the colleges and the universities in the training of leaders who can wisely use the great forces of enlightened democracy.

The program is of course tentative, but these are the main outlines. Programs in the various departments and allied associations are also well under way. Taken as a whole the meeting promises great riches of professional inspiration in a setting that will enable every teacher who attends to return to her work with new inspiration, broader perspectives, and growing enthusiasm for her task as a trainer of the citizenship of tomorrow.

raised from the realm of opinion and

A

DMINISTRATIVE and instructional supervision distinguishedThere are two kinds of supervision commonly practiced. First, that which is primarily administrative in character; second, that which has to do with instruction. The first provides the facilities for education, exercises general control over the school system, and sees that the schools operate under reasonably favorable conditions. The second is concerned directly with the teaching performance and the conditions affecting it. It deals with teachers, pupils, the course of study, and the activities that grow out of classroom work. The purpose is to improve instruction. Administrative supervision is as old as American education; instructional supervision is yet in its infancy. The first has well developed standards of excellence while the second is still in the formative stage. Administrative supervision usually receives attention because it is more obvious, easier to execute, and more spectacular. Instructional supervision is more specific, requires more intensive study, greater technical skill, and a more intimate knowledge of child life, of subject matter, and of instruction.

Purpose of instructional supervisionIt is recognized that the purpose of instructional supervision is to secure efficient results in the classroom. The realization of this aim requires (1) the maintenance of standards of instruction on a level with the best prevailing practice; (2) such interpretation and application of the course of study as will insure to every pupil the opportunity of securing a well-balanced education; (3) directing the work of teachers so as to carry out the educational policies adopted by the school board and the superintendent; (4) providing opportunities for the further education and professional growth of teachers in service. Success in the attainment of these essentials depends upon the supervisor's doing three things, becoming a thorough student of subject-matter, methods of teaching, and classroom requirements; centering hist work around the teaching performance; and recognizing that he exists solely for

the benefit of the teachers and pupils under his direction.

The coöperation of teachers-The first important objective in supervision is the enlisting of the hearty coöperation of the teaching staff. A sympathetic understanding and wholesome coöperation must prevail on both sides. Teachers should be led to realize at the outset that the supervisor visits the schools for the purpose of helping the teachers and that the interests of both teachers and supervisors are identical; namely, the improvement of classroom instruction. The supervisor makes his contribution to the education of the children mainly through the teachers and should enter freely and sympathetically into the daily problems of the teacher so that the combined efforts of teachers and supervisors will prove effective. The entering wedge that will thaw the coldest and most indifferent teacher of a school system is the actual teaching of the class, the giving of a test, or the engaging in some live school room activity by the supervisor who will then invite the teacher, after the dismissal of the pupils, to enter into a discussion of the particula objects attempted in the classroom. When a spirit of mutual understanding and effective coöperation has been established between supervisor and teacher in the instruction of children then, and only then, can substantial results in instructional supervision be accomplished.

The course of study-Responsibility for interpreting and applying the course of study so as to satisfy the needs of the children being educated devolves upon the supervisor. He is to some extent responsible for the organization of the course of study. Assuming that the course of study is a sound educational document, that it contains materials and methods of instruction in keeping with the best thought and practice of modern authorities, and that the references for teachers and children are carefully selected, it at once becomes useful as a basis for supervision.

Supervision on an objective plane Scientific studies in education have progressed far enough for supervision to be

jective measurement. Instructional su

pervision can at least be based on the results of educational and mental tests, supplemented by age-grade studies. The first factor determines the results of instruction in comparison with established standards, diagnoses class and individual needs, and may be used to determine the value of particular methods of procedure; the second ascertains the mental age which may be used as a means of determining the promotion and classification of pupils; the third shows the rate of progress of pupils through the grades in comparison with the expected progress. It is essential that supervisory officers measure the efficiency of their schools in terms of known standards. In doing this the results of the achievement tests and the age-grade data are the two most significant factors.

The recitation period· The timehonored recitation characterized by multitudinous questions, brief or monosyllabic answers, and meager preparation by the teacher must yield to the assignment-study-test-review recitation. This type of recitation places emphasis on very definite assignments, directed study, and testing to determine whether the lesson assigned has been mastered. The recitation period should be a learning period.

Demonstration teaching-The supervisor is expected to become thoroughly familiar with the content and organization of the several subjects taught and with the best prevailing practice in teaching these subjects. With this background he should proceed to give in the presence of teachers demonstration lessons to illustrate the organization of the material and the best methods of presenting it. No other activity is so effective in developing in the teaching staff the teaching procedure desired by the supervisor. visor. It is unnecessary that such lessons be model or perfect, but they should be carefully planned to demonstrate the use of well-organized material presented in accordance with the proper methods of teaching that apply to the subject taught.

Teachers' meetings-The county institute or group meeting of teachers is a means of improving teachers in service that has been used for many years. Its effectiveness has been much lessened because of the emphasis upon theoretical discussions too far removed from the actual teaching process. A marked change is taking place in the programs of the teachers' meetings. The academic, stilted type of program is being supplanted by the kind that centers around