yC-NRLF ; "llllllllllllll <^ ? b33 TiQ DEPARTREITT OF THE IN'TERIOR bUBSi.U OP EDUCATION V/.iSHH^GTOlT I r I zjLZ Lg- ^ Q ^ ^- ^' "^ ^ ^ ° -- "The Scho 01 situatia« is a national memcc." Eoadqu-.rtere ^•/'--.SHiraTON HOTEL Washington, D.C. ^lAlN LIORARY (-(?M-*<^ ■ U-- BUPEAU OF EDUCATION, ^A^HITOTON , D.C , (The Tfednosday Evening, May 19, 1920, session was convened at 8 o'clock p.m., /ith Dr. P.P. Claxton, United States Commissioner of Education, presiding.) Prsceaing the fornal portion of the program, a very in- teresting preliide of eong v/as conducted, the monbers of the conference joining heartily in the singing. THE CHAIRMAN OF THE CON^ER^FCE, DR. CLA'T'ON: I am sure we have all thoroughly enjoyed this season of song in ^'hich we have participated, undar the splendid leadership of Miss Streeter. I have been reminded of a little incident. Once upon a tine I spoke ^efore an Bpworth League organization on "The Study of Botany at first hand," and the director of the meeting, \7anted to fit the music to the program, in order that those prasint might sing something appropriate to the occasion and the subject under discussion said: "Lst us sing 'Nothing but Leaves, the Spitit Breathes.'*" (Laughter) Soon after I v/as appointed Commissioner of Education, I was in the State of Pennsylvania at a teachers' institute where there were fifteen hundred to two thousand people, and if you have ever been at one of their great institutes, you know ho\T they can sing. And the Cliairman said, "I'fe have with us today our nev; Comraissioner of Education. He is from the South. Before I introduce him, let us make him feel at home. Lat us give him a royal Trelcome. Let's stand and sing: ''Marching Through Georgia?'" (Laughter and applause) That was the spirit of helpfulness and cheer, and p>ut the Cammissioner in the right mood tc^ard speaking,' (Erolonged laughter) It falls to ray lot first to make an explanation or two with regard to H^q purposes and scope of the conference. As the program was first outlined, and as it stood until two or three days ago, when it went to the press, it was intended that the Secretary of the interior, the Honorable John Barton Payne, would preside at the meeting this evening. We exceed- ingly regret that it was not possible for Secretary Payne to be present. Another exception is to be made also. It was 3xpected that the former Secretary of the Interior, Honorable Franklin K. Lane, would speak tonight, and that v/as part of the program until a very few days ago, when the former Secre- tary iTired th&t it would be impossible for him to be here. That makes it necessary to make another explanation to T -3- aniong us anyone Mho is not educated and not rrepared for the fullast possible life, for production, and for good citizenship in our Democracy. I need not renind you, or need only remind you, of -7hat nai happened in the 'Torld in these last six years; and, thirl, what wealth of the norld has been spent in v/arfare. More than twenty millions of people have diod or been killed in ^attle, or as the direct or indirect result of the war. Men and "/omen, in the prime of life, the very best, these who were best physically and mentally, those v;ho v/etild have been producing ag'^jnts in the next, — in the generation, the next ten, fifteen, tv/enty years, Pro~ tably twice that many have been more or less disabled. The wor] has been reduced comparatively to poverty. There are countries in which there is not food, clothing or shelter, or the means of providing it. More than that, the vrorld had become chaotic in its civic and political life. Empires have crumbled; boundary lines have been wiped out; new states have been born; the old centres have been discredited; and the old traditions have been forgotten. There has been, as it were, a great explosion. The great destruction of vrar has been going on, and the old things have passed away, and behold all things are becoming new} A new vTorld, a new civilization, a nav/ order of things are gradually emerging. The time that tries men's soul is not during the passion of war. At that time our very anim.al nature spurs us on to do whatever is to be done. The time that tries men's souls comes after the war. Tl;g time that tries m.en's souls comes when the \/ave of enthusiasm recedes, and when the great constructive tasks begin. And I am sm-e none of you here are deceived enough -to believe that v/ar is ever constructive within itself. It is as if I should take some tons of dynamite and put it under the foun- dations of this building, and blow it into atoms, hurtling them into the air; Then v/ould come" the process of reconstruction, of rebuilding; and x/hat with more generous appropriations ard along fairer lines, if we know how to do it, if we have the intelligence and the patience. And that's the task before us now. Not siboe the fall of the Roman Empire, certainly not since the building of the modern nations has the world had an oppor- tunity such as it now has; and the opportunity and responsibility rests chiefly on us here in these United State's. No country has been looked to as we are by all the world since the fall of the Pc man Empire, and more depends on us than we can easily understand. But in the Dsnocracy, a rill all things vtait on Education, — the reproduction of the wealth of the world or the creation of wealth to take the place of that which las been destroyed to pay the debts of the world. In 1908 the indebtedness of all the nations of the world, ttotal indebtedness, was only about thirty six billions of dollars, Most of that for old wars. The indebtedness of the United States today is a goo:i two-thirds of that or more, and other nations pile up their hundreds, and ws are about to levy an indemnity on one nation. The total indebtedness of the whole vrorld in 190f ,— and these debts must ba paid by wealth, and I need not tell you or ma ■-■ : any argument now to show to you that vjealth depends on the educa- tion of the people. There are only three factors in the production of material wealth, — just three. factors enter into the product. One is the natural resources of vhe country, the fertility of the soil in its depth, the forests, the mines, the water power, the climatic condition, and other things of that kind. The second is the native body of the people, whether they BJ£»y be tall and broad ~4- shouldered, tliree-story hurian types, of good, ability, or --rhether they are v/eaklings, lox7-broueci and nerved, their constitutions sapped by the vices and excesses of their ancestors before they .;er3 born. Those t'lo factors are fixed. You cannot changp the natural reaouroas of a country nuch, Only through slov/ly sw'.-.;v'it::g,. centuries can you change the native ability of the people. The tnird factor is the acquired ability, the thing you call education... that oor.es directly or inlirectly fron and thru the schools, and that is the variable factor, anl as that varies does the product of n.aterial v;ealth vary; and I airi sure the foriula holds jf you vould give fixed values to then. I need not go into detail. Call X the natural resources of the country, Y the rative ability of the people. Four times six is t-,7enty-four. Then suppose you give th'^ value one united to the Qoquired ability of education, the product is twenty-four. But increase that, double it, and nake it tvo, anr" six tiaes t'.tc is forty-eight. Mcike it three and six times three is seventy-t lo. Six times four tines five is one hundred and twenty. And six times four tines five tire ten is two hundred and forty. Ai: is so far as you have been able to find, the formula holds v;ithout variation for all the values that you nay give to X. The native, or acquired ability of the people even to the extent of X being zero, and if you ^rant to see v;hether it is true or not, imagine, for in- stance, for a mordent, that qll the education of the people should rass away. We forget our science, our mathematics, our medicine, and re forget to read and write, and all the education and training of the people that differentiates us from the savagry and barbarism^ of our forefathers, suppose It all s^/ept away, then vvatch to see IFfeJtf -takes place. Your i7ealth v;oula be gone, Ninety-nine percent of all the vTcalth of this country is due to the schools and the teachers of the country. They are the important wealth producers of the country as no other people are; and to reproduce the wealth to pay the debts and feed, clothe, shelter the ^orld, ani to aive it a start economically again, it is incum'-^ent upon us to educate all the people for the highest quality md degree of production. Again, this civic life -ind the political life, — vq are the oldest of the Democracies of the world, The 'torld shall learn from us l-:rgely. They look to us not only for tbaSjyy, but for example. And the world is chaotic. In some sections. Bxtrene re- action in any country a.lv/ays follows when reople become disgusted with the other tendency toward class government. And at the end disintegration, and to save themselves, as after the Napoleonic wars, and the great French Revolution, it svfept back the whole world for a generation into A'jtocracy; and then they began to build again on the principles of freedom. And there is danger of that taking place in the other tbingw, gravsr lansror cf .class -gcivernmant, of m.i sunder 8 t.-.ndlnr3 of v*hu,t Democracy ia-and appeal to the individual wi,8 -.78 do In the preamble to. our Declaration cf Independence, that all men are created equal ^ith cert :*in inalienuble rights, among which are lif^, liberty und the pursuit of happiness, And tho aquu.!- ity of opportunity we should have put in. T.i wonder if Mr. Jefferscr didn't forgot the individual? And ne are likely to state it in this form, that all classes of people are created equal, and that they may come toaethor with their' representatives . to fight it cut, and ccms to some kind of ccnprcmdso ^between class' interests. And that has no relation to the kind of Democracy to which we are dedi- Cy,ted in this country, und to disinte'^ration and anarchy, and it will require a high degree of political and civic knowledge and wisdom to enable us for the next generation to walk the, sane path ct De- rrccracy botv;een extreme react ion on the one side and class gcvern" Tcxiut, anarchistic disintegration on the other, because both cf these tendencies are in the world rampant j they are in one form or another in various parts of the country. And the world is now so closely knitted together that 'thatever affects one part cf it affects all. (Dherefore, for our political salvation it is necessary that we educate our people to a degree v/e have not before. -5- "But man cannot live by brsad alcno." V's are net nijre aiiinnC tc 3at and tc be confcrtabla bodily and physically. Man la a political anir.'idl, and politics i.^ t^s highsat science ?nc.-ni arnc- rran, and th^i noblest, if rightly practiced. But ■:ia are net o:~ litical aniLit.lg alone. Our human being is sr.nething rxD than that, and r.-aterial -lealth and political organizations exiat rnly that luan ; .ay cjine tc hi:3 c-.;n spiritually in sv/eetness and life, rith all culture; and that there ray be equality and afull oppor- tunity, as nearly aa pcssible, for ^very individual tc arrive at the full atatur 3 <:t ranhood, tc stand er^^ct . and feelthat he iB a son c f God. And that there rray bo culture for the great inass cf people, as nearly as p'^STible f f r all cf them again, it is necessary that \7e ohall net cnly extend our education, but that v/e shall readjust it and readapt it. I use the Tcrd "readjust" rather than recon- struct, because reoonstructic n has cone to carry \7ith lit in the u.inds :f the people the idea cf building with new material. Hut the material is the eld r.aterial — hur/an rature. The la ;s cf nature are about us, the earth beneath it, and the heavens a.bove us, and the relation ';i nan tc rr.an; the things are \7hat they have been; but its a readjuatnent and a readaptaticn tc the narr con- diticns that are nocesiary. For that reason, — it is fcr these reasons and -therG that you ^-'ill iinir.ediatdly thinly of, it is very necessary that V7e shall not permit our schools to lose, for that reason, any of their eff eciency, but that their effieiercy -ir.ay be increased, that they nay extend the opportunities of educaticn, that these opportunities ray be extended to all the children of all the people, and tc the grown-up pecplj as '.;ell, v;ho have lacked in opportunity, and that we shall readjust our education in such T7ay that it will r.eet the ne\7 demands. But the scho( Is belong not primarily tc the teacher, not t' the school officers, but the schocls belong to the people v/hc or- ganized thei.i, uho provided for there in th j beginning, v/hc pa? ff.:^' them, and vvho use them for their good; and if you rr I .vould haw a piece of real e state improved, or any ether piece of property, >/e v/culd not ask primarily the hired nan, the tenant, rx the one put in charge of it only ter.'pcrarily; vrc vould go tc the c^vner of it, the nan ./ho -^vms it, who wants pay for it, who r.ust deterrflino after all, the question rf inprov invent, and whc will get finally the benefits cf the inproveraent nade. The schcls cf the United States belong to the people. TJe, the teachers, are their hired servants, tc nake the best cf the schc Is that r/e can for their use; and theref'.rj, this is a Citizens' National Conference on Education. The Secretary of the Interior invited the governors cf the states to attend, and r.any "f them -Till. Many mors would have attended, but fer the fact that it is inconvenient for nest of them to be a/ay from home just nc\7. You Y rrvr how inconvenient, if I tell you that the Governcrs' Council which was to have met in Harrisburg this month, does not meet, because it was found tfeat only a few cf the governors could go tc it. That was their own meeting. The governors were asked also to select delegates cf citizens, men and women of affairs, ministers, lav/yers, publi- cists cf various kinds, business men, merchants, captains of in- dustry, farmers, and members of labor unions, .Yemen's clubs and others, to represent the people of the states at this confersnca.- In additinp to that, r.ayors of cities were invited, chambers of commerce './ere asked to send representatives, — special invita- tion tc them} labor unions, womien*s clubs, farmers unions, and other organizations of the kind, rotary clubs, the Kiwannis club , the various organizati^-ns of men and women that make it a part cf their business at least to prcmote the public v/elfare. In addition to that, the state superintendeixts of public instruct i( j, and members of state beards of education, county superintendents, and r-embere c;f county boards cf education, city superintendents ~6- of ths larger cities, and n3r.;bers of thair beards cf educati-n^ presidents ^f colleges ana universities and of normal schools, and nenbers ^f their boards of educaticnj and certain others. And the response has been as large as we had any reason to hope that it .;ould be at this particular inconvenient time cf the year No>>?, for the making of the program, let ne say just a v;crd: This evening^s program is devoted to setting forth as nearly a s we can, and as clearly as we can, the condition cf the schools and their needs. I have asked a irian trho rrcbably knows ncre ac- curately the statistics of education than any other, to tell y^u just v;hat the conditions are. I have asked ancther to tell you what vife ought to have in the matter of t^achess in the schools; and an.'ther to tell us where the teachers ought tc cone from, if indsel, *.7hen they make it possible for thin to come from any-^here in sufficient rumbor. Tomorrovr morning's program you villi see, if you turn to the second pag3, is devoted tc the question of "Adjusting the Schools t:: Nev; Conditions," "Meeting New Tasks cf Rural and Urhan life,"'" "A Practical Program for the Development of the Rural School," "An Adequate Program cf Public Education," and f^Economies in Edu- cation. " Nov7, because the time has come \7hen vrs need tc get the full value of every dollar and \7a5te none, is the time to practice econcny, that vie may get the largest amount from th3 money that -ve have. -^ A good part of the remairder of the general program, not of the sectional program, is devoted to the values, lot me say, cf 3ducation, the value of education in production^ in agriculture, production in industry, production in commiSce, the value of education to the vTage-earnere, the value cf education for citizen- ship, for the national safety and defense, because the str3ngth oj the nation and its safety i3i a time of great danger nould depend i7hclly on the degree of cur education, or kno\;ledge, our skill, and cur ability to understand the value of our institutions. The purpose of the Conference is to capitalize, by organizing and bringing together here, and organizing the interests that are already springing up in the country everywhere in education for the new era, to give tc it a national organization, if that be the proper phrase to use, so it may come out from this con- ference nation- ride, not necessarily for the sake of getting the nation to help in the support of schools, — that's another story^ and probably may not be discussed here at all. It is not called in the inter33t of any bill that is nov? or may be introduced in Congress. Such bills or such action m.ay be brought in by some, but it ia not definitely en the program. But that there nay '^o from here a nation-wide interest, adding weight ta any ariVv. attem pted in any p£.rticular state, city, cr Iccal ccmm unity. And it is expected and hoped that it will be followed by many 3oir.e\/hat similar conferences throughout the states, cities and local crmmunlties, till there may run through the vrhcle cf this great campaign, yet a strong stream cf campaign for education, until the mass oi the people rf the United States may knew mere about education and its relation to the public welfare than they do now, and that there may be better and a larger amount cf legi' ■- 1? i'ion next winter, /hen the fortytwc state legislatures meet than there otherwise wc^uld be. N:.-7 to add to the weight cf the national interest we have put on one of the programs on the m>-rning of Friday, the last morning cf the conference, — I have asked certain repr^sentativ_^3 of ther nations. Democratic pscples, to tell of the new interest in education in these c untries. Sir Auckland Geddes, the Brit- ish Ambassador, i^ill speak for England, and the British Empire; -6- of ths larger cities, and n3nbers of thair beards of educati-n, prssidents ^f collages ana universities and of normal schccls, and nenbers .f their boards of education, and certain others. And the response has been as large as we had any reason tc hope that it .v'ould be at this particular inccmenient time cf the year No.^ for the naking of the program, let rie say just a '^crdi This eveningVs program is devoted to setting forth as nearly a a we can. and as clearly as v;e can, the condition of the schools and their needs. I have asked a man t:ho rrcbably knows ncre ac- curately the statistics of education than any other, to tell y^u lust v;hat the conditions are. I have asked ancther to tel.. you what we ought to have in the natter of toacheEs in the schools; and an-'ther to tell us where the teachers ought to cone from, it it-asel, -.Then th3y make it possible for th^m to come from any-fhere in siufficient namber. Tcm.orrow morning's program you will see, if you turn to the second pagj, is devoted to the question of "Adjusting the Schools t.? New Co-iditicns," "Heating Ne^v Tasks of Rural and Urran lilie, "A Practical Program for the Development of the Rural School, "An Adequate Program of Public Education," and ?^Econoraies m Edu- cation, " Now, because the time has come when we need to get the full value of every dollar and waste none, is the time to practice econcmy, that we may get the largest amount from ths money that .ve have. A good part of the remainder of the general program, not of the sectional program, is devoted to the values, lot me say, ci 3ducation, the value of education in production, m agriculture, production in industry, production in comm3rce, the value of education to the wage-earners, the value of education for citizeu- ship, for the national safety and defense, because the strjngth oj the nation and its safety in a time of great danger would depend wholly on the degree of cur education, or kno\;ledge, our skill, and cur ability to understand the value of our institutions. The purpose of the Conference is to capitalize, by organizing and bringing together here, and organizing the interests that are already springing up in the country everywhere in education for the new era, to give to it a national organization, if that be the proper phrase to use, so it may come out from this con- ference nation- ride, not necessarily for the sake of getting the nation to help in the support of schools, — that's another story; and probably luay not be discussed here at all. It is not called in the interest of any bill that is now or may be introduced in Congreaa. Such bills or such action m.ay be brought m by some, but it is not definitely en the program. But that there may -^o from here a nation-wide interest, adding weight ta any anv. attem pted in any p£.rticular state, city, cr Iccal ccmm unity. And it is expected and hoped that it will be followed by many somewhat similar conferences throughout the states, cities and local communities, till there may run through the whole ct this ereat campaign, yet a strong stream of campaign for education, until the mass ^?i the people rf the United States may know mere about education and its relation to the public welfare than the;_ dc new, and that there may be better and a larger amount rf legi ■ l?i'ion next winter, /hen the fortytwc state legislatures meet than there otherwise would be. N-w tc add to the weight of the national interest we havo put on one of the programs on the ra^.rning of Friday, the last morning cf the conference, — I have asked certain repr^sentatr of rther nations. Democratic pacples, to tell of the new interest in education in these c untries. Sir Auckland Geddes, the Brit- ish Ambassador, will apeak for England, and the British Empire; a represent a'tive of the French Embassy vriii speak for the new in- terest in education in France, and the Minister from Uruaguay vil' spekk for the Lat^n-Araerican count::?ies. Because this is not ner? a matter for us in these United States, but it's a './orld-wide ii.- tarest. No-.T you v;ill pardon me for taking this much time to explain to you the purpose and method of the Conference, You are in- vited to the meeting in Keiths Theaticey tomorrov/ morning, and all persons -Jho are present nov; or may be present then, interested at all in the Conference, are invited to attend some one of the four sectional conferences tomorrov? afternoon at two o'clock in the Washington Hotel, — the Conference on Higher Education, the Con- ference on the Training of Teachers, the Conference on City School Superintendents and City Education, and the Conference of State Superintendents, County Superintendents and others who are more in- terested in rural education, and the conference of • ciitcrs v^ho will be helpful to us in p,3!.rrylgg forward and putting ovor the grea' cam.paign. I have non great ple'u,3ure in presenting to you Colt Leon::rd P. Ayres, Director, Department of Sducition and St itistics, Rus- sel Sage Foundation, New York City, '.7ho -.vill give you" Some facts About The Schools And Their Teachers." I have asked him to tell the v7hol3 truth, and notning but the truth, and as much of it as he can in t-.renty minutes. S O!JE FACTS ABOUT THE SCHOOLS AND TF^TR TTTACHERS By Col. Leonard P« Ayres, Director , Department of Education and Statistics, Russell Sage F oundation, Nev/ York Mr. Chairman, Ladies and Gentlemen: Some two wseks ago vre vere startled to read in our morning paper about, the report of the United States Bureau of Labor -.rith regard to the cost of liv- ing, and that report said that according to the index number of the Bureau of Labor, the cost ofliving, if we considared it as having been one hundred in December 19i4, had risen until it was two hundred and four in December, 1919. In other words, what could have been all of our daily necessities of life for a hun- dred dollars at the end of 1914, by the end of 191© had become so extensive that those same things would have cost two hundred and four dollars. And the report said that those computations were based on the index number of the United States Bureau of Labor Statistics. We may think of them in a certain way as a change from a par value of those necessities of life. If we think of the par valu3 as having been one hundred dollars five years ago, before bho "^/ar, it then had risen until it v;as tvjo hundred and four. And this morning's Nev/ York Tribune, on the financial page contains quotations about index numbers for securities, and one of them says that the price of thirty industrial stocks yesterda: was 92. Now that meant, of course, that the average yalue yes- terday on the stock market of those thirty industrial stocks was 93, as compared with tne par value of 100; and it said that the price of the index number of railroads, was only 63, which again meant the same thing, — the par value having been 100 of each of those stocks, it now had fallen until they averaged 62. And so we hav3 in those illustrations some insight into the nature and metiiod of th? index number. iio"-", in thv3 offices oi tha Russej.! Sage Foundation in Ns./ York v:3 hav3 bean 3ngcig3d, during thu past fevr ironth??, in attjrr ing to construct an indsx nunib^r for state schools ayst oras^cl'^cr-- iy a.b'i3 not 50 easy -c ths i>riC3 of .-. stock, or 3v^n to figura out tli3 cost of th3 nec3ssities of life, and lio-; tiioy chnnge fro time to time; and yet aono things, upon reflection, U3 find that •re can measure. We say: WHat, after all is the most important single c^uestiOEi that you could ask about a school system, some far off system, about \;hich you knevr no'ihing at all? That most important single question rculd be of the children mY.o ought to be in achool; ho\7 many are in achool, and thi par value -.Tould be 100"^-, and the number that Mere there v;ould be your numbor lesK than IQO'fc. Only in that case it could rjot be more than lOOfo, And 3o you can think of other things, — T/hat \rould be the par value for the payment of teachers, for funds expended for things other than salaries, for the number of days during the year that the schools are kept open, and so on io-v-'n the line. Nov our Federal.. Bureau of Education, under the guidance of Commissioner Cl^xton and others jjach year h^-.ve conpil3d those figures for all the state school systems of the country; and under his predeces- sors it h^is been doing it for the p^ist half century. Every since 1870 the B\ir 3au of Eaucation has b3en gathering the salient facts about the state scnool systems, and t3lling us figures that, if -v/e interpret them correctly, will tell us ho^ nearly those school systems have come to being up to a par value in certain of these essential facts and factors about sta,te school systemci And so '^a hav3 been going over this data, and throw- ing aside those that for one reason and another '/ere not appli- cable and trying to bind the rest into a measurement by which v7e could tell -rhat progress \ie were making, how the status that f!Q nov; enjoy compares with the status that did exist, ho^rthe accomplishments of one state compare, with those of its neighbors When we measure these acconplishm^ents in these purely numerical things. Let me speal: briefly about some of those results for the United States as a ^Thole. Looking at the top degree there in black (referring to chart on platform), I have said that the most important question of our school system, was hov/ many of the children \fiio ought to be in school are in school. If, for the United States, we t-oke the children of school age as being the children who ought to be in school, and if all children .'e'nt to the elemental and high schools and the kindergarten, all of them. of. .those ages wculd be in sohcol. Then the answer is that tcday for the United States cur rating in that particuls.: thing is 56 on a par value cf 100, because 56 cut cf every cne hundred children of schcol age are enrolled in our public school There v/e have cur first item, cur first mxeasurement. Ho 7 well dc they attend? In som.e cf our states and cities the schc 1 year is 200 days long, and the attendance is very high. In ethers it is shorter and the attendance here less, but sup-'jose we said that our par value .ras tc attend schc-^l for 2Q0 days, then the actual attendance in -^ur country is, at at quota- tion cf 45 onthat par value in 45 days but 45^0 of 200 days is what it s.m.ounts to really. Again, how long are our schools kept cpen during the year"? We may use the same basis there. We may say if they v/ere up to a reasonable table or standard, they wculd be cpen 200 days during the year, and the present standard that was lived uo tc i/; this country was 80^ v-^f that. Now, if cur attendance falls be- low ./hat it ought to be and if our schools are not cpen as long as they ought to be during the year, it's clear that our childrc -9- do net get as much education as thsy cught; and if we think of our elemental school course v/ell administered as consisting of eight years of schooling; of two hundred days each, then it means th-j,t the average attendance of the average school child in this country is such that it would take that child thirteen ysars to get thru such a course; and it means that in sofe of our st:it3F the attendance is so ppor and the school year is so short that to complete eight years of schooling of 300 days each would take the pupil t^renty-tv/o years. And if he started in 7hen he waa six, he .7ould get his eighth grade certificate \?hen he v;as twenty-eight.'- Tnose are the conditions affecting not a fev/ of the children of the country, but the average child on the thir- teen year lev3l, and many of the children in some of our states on the twenty-two year level, and as a nation. It is well for us to remember that the United States has the shortest school year and the shortest school week and the shortest school day of any highly civilized nation of the world. Then there are other things that we can measure in the same way. I will r.ention them rapidly. Many of our people go on to high school, Tiiirtytwo percent of those that might go on, rough- ly, and there we get a thirtytwo rating. •.-... . * "'': tiow ma^iy boys have we, as compared with our girls, in high school? only 76 boys for each 100 girls. It has always been true in the United States that we gave our higher education to our girls and did not in so great measure give it to the boys; and ours is the only nation among the civilized nations of the 7orld where the girls in large measure than the boys go on to get the higher education; and I may say that a change in this country since the war has been the most noteworthy, High school attendance has 3normously i ncrSased since the war, and the in- crease has been in girls, pretty much all of it. During the past three years tne boys have been going to work and the girls have been going to high school. But we still have in our American system in the grade schools and in the high schools, a whole series of serious educational leaks, thru v/hich the children es- cape before they complete tithe course, and thru which most of them escape before they get into the nigh schools; and our schoola today, our high schools and our elemental schools, are better fitted, I think, to the needs and the natures of the girls than tney are to the needs and the natures of our boys. What do we spend on our schools, and how could we make a standard there that we could call a par value, carrying thru the same figure? I will tell you how I made it, I said we must not be arbitrary, and we must not refer to anybody's judgment on ho.v mucli we ought to spend per child per year. We ^?ill go back to the teacher. What could we call the lowest wage that -^e could reasonably pay to the teacher? And I said that would amount — I v/ould not dare to put it any lower in the states where they hold to ^100 per month for twelve months during the year for <^very teacher employed. nBw it ought to be more than that in most of the communities with which we are accjuainted, but 1 have said we v;ill start off with tnat, and then we will figure our other school expenses from that basis, because we know v/hat proportion of all school expenses consist of the salary roll, and that's hc^ I get at the figures that follow, into which I will not try to enter in detail on that basis. Spent per year per child attending, about A9% of what vTould be spent if we paid our teachers accordtng to the rate that I have suggested, and spent each year per child of school 3ge, about twenty-eight, on a par value of 100, and spent — » -10-^ C0Tf«I!=!'=!IOM'K:R OLAT'^'^Kri If thsy all i7ent to school? COL. AYRT5;r: If they all .Tant to school, ind spent each ye xx for each school, if wa think of a school as being a teach- er and tne rupils tliiti the teacher teaches, about 48^ of ^7hat this par value, the stand ird, v/ould be. And going on nitn taxt, the expenditures £cT riCft«-ea''^.ried purposes, up-keep, new buildings, fuel, light, central adminis- tration .u,nd the rest, there are about forty-four, and the dol- lars per teacher per nonth at the present time is about $53,90 per teacher per nonth in the country as a whole, remembering that I ara counting this for twelve months during the school year. Now these last comparisons to which I have invited your attention are important. No other investment that society makes is perhaps so important as these investments to ■v;hich these figures refer. More money means better schools, and better schools mean better citizens and better citizens produce more money. It is a benifioent circle. Society cannot afford to disregard those figures. Stite8,like individuals, purchase about what they pay for, not much more and not much less. It's not true thj,t the effectiveness of a stite school system this year will be in proportion to its budget; but it is true in the lorg ruii; and before mj,ny years have passed that the goodness of your schools depends on the generosity and the wisiom of the expeiditurej and even merely on the size of the expenditures, you cannot hive good schools without paying money for them. And next to good teaching, -feood buildings, good equipment, sanitary structures, adequate teaching facilities, are the most important adjuncts of the school system. So you must mention these non-salary expenditures as well. Salaries themselves measure, I take it, two things: First, the salary paid the teacher is a measure of the ability of the teacher, and in the long run the size of the salary will de- termine the jbility of th9 teadiera- you'waplcy; and, secondly, the amount of the salary that society is willing to pay for the teachsr is a measure of the valuation that tne community places on the sirvicss of that teacher. If it doos not think teaching is a very important thing it won't pay a very high salary. So • th^ salaries measure, I t^aka it, those two things, Nov; v^e ha,ve tjn of these items that I liavs explained, and in our offices we hav3 been corputing those and conbining, un- til we have them for th3 United States u-nd its main divisions for every year sines the Bureau of Education v/as established; and W3 hav3 it for the different states, for certain of the years or decade ysars. And in the fev/ minutes that remain I will run very brief- ly over some of those results. • We combine them into an index number for the United States, and if we trace itspath by that red line across the chart (indicating), and if that red line runs, as it does, from 70 over here to the twenty over here (in- dicating), you can tell-even those in the back of the hall, I am sura — that in general it has gone up, and all in all it has gone up rather steadily and it began at about 25, and you may, if you please, interpret that as meaning Zb'fo, or what a high standard school system might have been, and it has gone up until now it is fifty, — fifty one, to be more exact. So you might say, if you fait inclined to make a ^^imple summary state- ment, that according to tliat educational index the general af- fictivenes^ of tha public school system of the United S'^atas had -11- doubled during the past fifty years, and that even novf it was no more than ibout naif of ^vhat lire might reasonably expect it to be. When I say "reasonably" I am not unriindful that some of these elements to nhich we h ive referred could not go beyond a hundred. You cannot have more than lOOfp of your children in school. For example, there are two of those elements that ar e limited by 100, but th3 others, the lengtjj of the term, the preparation going on in some measure, in full", maaaure, those that depend on finance, are elements that are not limited by 100. So if you could have here a value that v/ould be more thun 100, just as you could in a stock security index, have an index that would be more than 100, — suppose nov; that '.7e apply this to the various states, suppose that we do it for the last year for which we have the data ^/here shall we come out? Well, we would come out No. 1 with the State of Minnesota with an index nunber of 76, and that^s the highest index number that any state has. It means that all in all, v/hen all of these different ratings are brought together and combined by methods that are non-personal, virhere ot>it.i.ca (Sees net enter, that Minnesota all in all, makes the best r-^cord among any of the 4:f states, ana Calif crnia comes next, and Arizona'' and New Jersey and then th3 District of Columbia, and really the District ought net tc be in that list, because it^s not a state school sysi- tera. The District is in rjality, in it^s lajor part a gr3at municipal system, but it's included here, because it^s included to make entiri the area of the continBntal United Stites in the tables :"-0f the C^mnissioner of Educ^-tion, and so I included it, 1^1 If rmpii aay"8ih»iStj^fUSA!e"f iteuir^af^ggi^^ifsi^' a city figure, it really ought not to be exceeded by the figure for any state. And then VJashington, — the Stats of Washington, and Iowa ana Utah and Massachusetts, Michigan, Co mectitut, Ohio, New York, — thirteen for New York, Colcradc, North Dakota, Nevada, Indiana, Idaho, Minnesota, Oregon, Pennsylvania, Nebraska*, and here we have Hawaii, an insular posaesaicn, in the top, also then Nebraska, and juat above in — a very noteworthy thing, I think, that computed in the same way, that aata gathered fron the state series, Hawaii should get away up there (indicating on chart), Illinois, Wyoming, Rhode Island, — and that's the first half. Then we pass on to the second half, .— Kansas, South Dakota, New Hampshire, New Mexico, Vermont, Wisconsin, The Carnal Zone, -— and there we have another extra-territorial possession in the Canal Zone, just above Missouri, and Maine, Okibahoma, Maryland, Delaware, Texas, Florida, West Virginia, ana Porto Rica, — above ten of the states we find Porto Rica; Virginia, Tennessee, Ken- tiicky, Louisiana, Georgia, North Carolina, Alabama, Oregon, Missis- sippi, and South Carolina; and I think we ought really tp pause, for a moment, and think about that record for Porto Rica. The United States has flown its flag over that island now not long, about twenty years, according to the last, the latest report that, we have, the per capita v/ealth of the people of Potto Rida is |300 .a piece; in 19l3 the per capita wealth in this country was ISOOd a piece, and we had states where it was |5000, in one state, and the very lowest record we had in any state was substantially 800, — just under $800; and now Porto Rica cories along, and her schools are not supported by federal subsidies; they are supported by insular funds, and the only advantage they have, a ninor one nov7, is that Porto Rica does collect her customs receints but there that island cores along vtith a wealth less than one-fourth that of the poorest state in the union, and one-tenth of the av- erage, and far, far lovfer than our richer states, . and with a very large negro population; and within twenty years she builds up a school systei.; that ranks above that in such measurements as these, afeove that, I say, of ten of our states. She has a longer school year than most states, — I mean that literally, — than the .; .tidy ■ ^ .,*Piii , «>c|;u:p3 ■'lOX.-^.^OUiJa ff^iii/ri^UOfct^^r^ii'iff ^' ivxIiJ,^ ri*Ti;o.i-eao ,£r£xtl seel xi.tl/jQV,' a-:- rlji-xv. lUilsi,.. Jx.fi;)' -13- average state in the union, and she pays her teachers better. They are rcostly native teachers. She pays them better than a good many of cur states. And I think these facts mean that it is not so much the i.-atsrial resources that count as it is the hhllete, -tbohopes, the aspirations, and the faith of the people Ox a state! (Applause) My ti7enty minutes are just about gone in a minute more, and these figures I thinl: are small, too small for you to see back there {refe.-ring to chart), but there ar 3 three or four of them that I think we ought to look at. Let's find Massachusetts. Back in 1890 Massachusetts was in second place, and that really means in first place, because the figure that was first was that of the District cf Columbia, so that if we take the statesj " Mass- achusetts was in first place; and in detail the figures show that she was — almost everyone of these comparisons. She bcufei»t acre, and she spent more than almost any other state; and ten years la- ter, in 1900, Massachusetts was the leading state. In 1910 she haa fallen off to fc^urth place, ana in 1916 to seventh place, and in 1918 $0 ninth place, — eleven, four, seven, nine. Now some- thing is happening up there in New- England. Let's look at the District of Columbia. That's one, three, three, two, five; and let's look at cur neigJibcr, Maryland, — twelve, fairly. high re- cord, in the first color (referring to chart) twelfth from the tup, that means, — twelve, nineteen, thirty-three, thirty-four, thirty-seven. Something is happening in Maryland.' Let us turn dver and look at Utah, — twentyeight, eleven, nine, nine, and eight. Things are hpippe ning in the other direction in Utah? Nev/ Jersey, — eight, nin^?, six, five, four; and we might keep up making- very interesting comparisons of that sort. New Jersey is the only state in the East whose relative rank has been rising during the past thirty years. Every other eastern state has b Jen going dcvm. Every western state has been going up, — far west.' (Applause) In the twenty years covered by that chart those states in what our Commissioner calls the Western Division come into an average of eight points, and those states in what he calls the north Atlantic Division have lost an average cf eight points. All in all ther3 is no question that if we had an average for the whole period, that the state that has male t^e best record vroula. be the State of California, — three, four, two, one, two, at or near the top consistently, and if we hunted for the other end of the' line (laughter), we should find that it was bettreen North Carolina, .— forty-five, forty-nine, forty-eight, forty-seven, forty-eight, — and South Carolina, — forty-seven, forty-seven, forty-nine, forty-eight, fifty-two; and it does seem as if that was one cf those things about which the governor of North Octroi ina might pr^^perly speak to the Gover- nor of South Carolina] (Prolonged' laughter) I won't spend further time on that. My time is \ap. With- in limits that never yet have been reached, within limited that cur states have never crossed, any state, almost any community can decide for itself how much and how good education it will produce for its children. Mi have developed this index number in the hope tliat it night lead states to find cut how much and how good education they are purchasing for their children, in com- parison with the amounts that they' used to purchase, and how much and hciy good thay are purchasing in comparison with t he amounts that their neighbors are purchasing. (Prolonged applause. THE T5RESIDING OT^FICER, COM"ISnin>TEP CLAXTON*. The Governed of South Carolina, during this Conference will speak to the na- tion! (Laughter) with regard to the matter. The Superintendent of Schools of South Carolina told us that this year or last South Carolina bought lorty-tvfo million dollars worth of automobiles. They will be buying education now that they have the monejr. The teacher is the school and the handle that we take hold cf first i: 13 hA^ «S nJ^^°"2° ^^ v^° teacher and the teacher's salary. We never ?+.+?? adequate nuraber of well-prepared teachers in the United ^T^hL, /?"'■.?'; f?°°J^* R^c^ntly our attention is called to what lL..tlL I .^^^ shortage of teachers. Approximately eighteen thousand schools vrithout any tee^chers last year. This year forty -T«I!i ?^- £^^*^°^^^?^ schools with teachers belcff the minimum legal standards of the states in which they taught, given a tem- S?^?!^ i^°??^° *° teach, in order that the schools may not be cios^a .vnolly, — three hundred and more thousand teachers whose attainrflents or qualifications are below any reasonable standard- ization that ought to be accepted for the schools of a great Democracy like ours. Not enough teachers prepared at any time ^.Sr,^n:L!+®/^'^^"°i°^:, ^^^^* ^^^^> one hundred and tx^enty thousand, SSJoJ ^A?^^ ^"^ hundred and twenty thousand new teachers will be fhoJ^f^;^ All normal schools are graduating approximately twenty- thousand. Other schools will graduate with some professional xfr?^"^ ^°!^"^ "^f ^ and young women who will enter teaching, about ten thousand making thirty thousand prepared teachers to fill one ni'^^ff th""^ """Tl^ thousand places in'^the elementary schools, ninety thousand to be filled by those who have no professional tr??^?+'?hA, ! /"?f\°^ ;^^^^ "° adequate general education: nine- vea?^ th?« ?«l^.^g^ ^°^??J teachers in the United States this th^,^4.;^; ^®^f *^^^^ "^^^ ^® needed something like eight increase " 'hf Jnir^""- Approximately 106,000 for the natural l^J^^l ^^. colleges and universities report that they are SSvi^ +=^1.!^^ year approximately tenthousand teachers who will otfli ^h f ^^?f r^^* ^^11- Reports from the high schools indi- cates .hat thirty thousand teachers will be needed next fall to iittJA ^ places and those made vacant by the resignations. l^.tlt ^ reason for it, of course. We have never had the ade- 2aio!. ^^^^^S^ preparing the teachers, and just now we do not pay salaries sufficient to induce any kind of person to go into the places made vacant by the resignation of those who have some preparation. The heart probably, of the whole matter is the teacher, and I have asked the man whom I thought could do it better than any other to speak to us tonight on the subject of Adequate Prepara- Ji r, ?f an Adequate Nuraber of Teachers to Fill the Schools of the United States, Dr. T7. 0. Bagley." ADEQUATE PRT|:p ARATION t^OR AN ADEOUATT^ NUfffiiJlR OV TTi; AffHy;PS TO VILL THE SCHOOLS OF THE UNITED STATES By William C. Bagley The present status of the public-school teacher constitutes the most serious problem 4n American education. The great bulk of our teachers are imr.aturG, transient, and ill-trained? This is primarily because the rewards of teaching, both economic and social have become progressively less attractive during the past three decades in comparison with the rewards that other occupa- tions offer. This unattractiveness of teaching has doubtless al- ready reached its peak. Indeed, the response of the people to appeals for a living wage for teachers has been so general and so spontaneous as to x7arrant the hope that the calling will soon come into its own. If, the, we are justified in looking forward to a period of relative prosperity in so far as the financial rewards of teach- ing are concerned, we should lose no time in coming to an agree- ment upon the general policies that should govern the selection, preparation, and certification of teachers under these new condi- tions. At the risk of seeming to be dogmatic, I shall present ll 14 a sariea of propositions that may ba suggestive of the idsala and standards that such policlds ahould, in my opinion, body forth. In the first place, as an inclusive ideal toward which all of our efforts may well be directed, I believe that wo should set before the people the need of a mature, well-prepared, and relatively permanent teacher for every classroom in the land. Perhaps as a slogan, \/e might adopt some such statement as this: "For every American child, a competent teacher. " I place this ideal first, becuase even its approximate realization would do more to solve the educational problem than any other step that could be taken. Improvements in administra- tion, in organisation, and in 3ub;jeots of instruction, - imper- ative though they are, - must be looked upon as aiibordinate factors when compared v;ith the personal and human element, and this element is fundamentally the classroom teacher. It is hers that our educiitional system has always been the weakest, atid until this condition is corrected, the schools can never dis- charge their important function with the measure of success that the needs of the Nation demand. Teaching at its beet is a fine art, - which is to say again that it is the personal and human elements that are fundamental. Universal education imposes upon the art of teaching an extreme- ly difficult task. Practically every elementary-school classroom typifies this difficulty. Here we have represented a v/ide va- riety of abilities. Bright children and elov/ children from ne- glected homes. The children of the immigrant compete with the children of the native-born. The children of the well-to-do work and play \/ith the children of the poor. In the main, this thoroughgoing democracy of our American schools is a boon and a blessing, for it brings children of all or almost all of the social and economic levels of the population together at an im- pressionable period of their lives, and undoubtedly does more than any other single factor in our national life to prevent the social stratification that is so characteristic a feature of the Old l^orld civilizations. But the very virtues of our school organization form the most serious handicaps to its ef- ficiency from the narrower educational point of view. The task of teaching is continually to adapt the materials of instruction to the Widely varying needs and abilities that the typical classroom represents, - to see to it that every child profits in the largest possible measure from his or her school life, - to insure that each shall gain as much as he or she can of that heritage of knovrledge, skill, and ideal v/hich must lie at the basis of an effective democracy. The complicated and stubbornly difficult problems that the elementary teacher confronts have never been duly appTeciated by our people. Indeed, men and women who are themselves well edu- cated often regard the te-;,ching of little children as merely a routine task, to be delegated either to youths who wish to earn a little money toward preparing for a really vrorthy career or to maidens who need remunerative employment v;hile ^waiting matrimony. The economic and educational wastage that results from thi?, failure to appreciate the difficulties of teaching in the lower schoola is enormous. The investment in public education, indeed, does not yield a tithe of the return that it could easily yield were the teachir^ population relatively stable and adequately prepared for its serious responsibilities. The failure of the elementary school to hold more than half of the entering childrTi through the seventh school year is to be charged very largely against this unfortunate attitude toward teaching on the lower levels. Whether it be true, as the army figures seem to indicate that one fourth of our young men are unable to read a newspaper, intelligently or v/rite an intelligible l^^+^er, so unfortunate a condition would not be at all eurprieing in view of the fact that at least one fourth of our elementary teachers are no more than boys and girls themselves and have had in preparation for their repponslble wor]^ no training that really deserves the name. Praoticanv one fourth of our elementary teachers would be dis- Qualified to vote because of their youth, and yet we nonchalantly delegate to them a responsibility in comparison with which the privilege of the ballot is a mere bagatelle, for we make them potential agents in determining the votes of some five million citizens in embryo. ..The fundamental ideal that 1 have proposed, - a nature, well-prepared, and relatively permanent teacher for every class- room in the land, - carries vi'ith it by viray of corollary a second standard; namely, the recognition of rural-school teaching as at least equal in its significance to any other branch of the public- school service. To establish this standard would mean in many ^7ays a complete reversal of our present practices. Today the great majority of our inir.:ature, untrained, and transient teachers are in the rural and village schools. How severely the rural districts suffer in this respect may be readily inferred from certain outstanding facts: first, in typical states, the average length of service of the rural teachers is not more than two years as against eight or nine years for the urban teachers; secondly, an overwhelming majority of the rural teachers have not passed the age of tnenty-one, while tens of thousands of them are only sixteen, seventeen, and eighteen years tsld; thirdly, the proportion of rural teachers who have had any training whatso- ever for their work is so small as to be practically negligible; and fourthly, the supervision which has been developed in the city school systems, and which has done something to couter-act the evils inherent in the public attitude toward elementary teaching, is practically non-existent in the rural schools. How severely the Nation suffers because of the neglect of the isolated schools of the open country and the small villages may be somewhat dimly comprehended when we remember that these schools enroll in the aggregate nearly sixty per cent of our boys and girls and that a clear majority of the voters of the next generation will be limited in, their educational opportunities to vrhat these schools can. provide. As more tai^ible evidence of the handicap which the neglect of rural education places in the way of the Nation's progress, one may refer to the fact that out of every six illit- erates in our native-born adult population, five live in the rural districts. If native-born adxilt illiteracy is a serious problem, and most of us agree that it is, - the only way to solve the problem is through a nation-wide reform of rural education, and this means first of all, devising ways and means by which the present immature, trasient and untrained teaching personnel of the rural schools can be replaced by a stable, relatively perma- nent, and highly trained personnel. The problem, indeed, can never be adequately solved until we reserve for the isolated schools our very best teachers, making an appointment to suoh posts a.: distinctive honor, and providing a differential in salary that will counteract whatever superior attractiveness the urban service may present. Revolutionary though it may be, a policy of this sort is thoroughly justified by the heavier responsibilities that the rural-school teacher must bear as compared with the urban teacher. These difficulties will be re- duced vrith the growth of consolidated schools, but good author- ities state that, while the consolidated-school movement has still a long way to go, the limits to which it can be extended are clearly predictable, and that in all probability two fifths of the schools of the open country must remain one-room schools indefinitely. The need of a permanent policy for these schools cannot be neglected in any comprehensive scheme for educational betterment. The rural communities typify, of coiorse, the most serious obstacles in the way of realizing the ideal that we have set forth, - a oompetent teacher for every American child; but these obstacles axe not limited to the rural districts. Many communi- ^ /6- ties, both urban and rural, are coriplaoontly satisfied '-7ith thair schools as they exist. They ^oiild resent interference from -^rith- out, and quite properly so. No state can proceed in such mattars in a high-handed fashion, much less the Nation. There are, hov/- iver, methods of attaining educational efficiency that are free from the stigma of centralized domination, - such methods as publicity, coropetition among communities, the stimulus of state distributive funds, and, above all, intelligent and tactful state nd national leadership. These methods attain their ends much more slo\tly than autocratic control, but their results are miJD h wore stable once they have been secured, and the methods themselves typify essentially the fimdaraental Anglo-Saxon ideal of local antonomy. There is, however, one point at which the state can take direct action, and this is in connection vrith the teacher-train- ing agencies, and especially the normal schools. These institu- tions have quite naturally reflected in their standards and their curricula the unfortunately lov; status of the public-school ser- vice. A most important step to\7ard raising the standards of the service v/ould be to raise the standards of the normal schools. V/ith the present marked tendency tov/ard higher salaries for teachers, the one great obstacle that has hitherto handicapped normal-school development bids fair to be greatly reduced if not entirely removed. Indeed, there has been no time during the past fifty years i/hen the outlook has been so encouraging. There is every reason to believe that the s airy -schedules novr being estab- lished in the public-school .service v;ill not be significantly lo^vered /hen the coiintry reaches a more nearly normal condition. This prediction is based upon the fact that teachers' salaries v/ere increased during the period of inflated prices follo^Ting the Civil War, and remained practically at their new level during the subsequent period of financial depression. A fair measure of optimism is also sanctioned by the awakened interest of the people generally in adequate pay for teachers. We are justified, then, in looking forward to the time v/hen competent young people will seek to enter public-school service in relatively large numbers. This -crill obviously make possible a much more rigid selection of candidates and an extension and intensification of their train- ing. Hitherto, the states have been unable to exert much influ- ence upon local schools through the training of teachers. They have established normal schools, but the output of these schools has been absorbed almost completely by the town and city systems, leaving the rural and village schools with practically no benefit from the state's investment in normal-school education. . It is generally agreed that the minimum of preparation for a teacher should be not lees than two years of education belpond graduation from a four-year high school. A careful estimate places the proportion of our teachers who have reached this minimum as not more than one in five. Four fifths of all our teachers, then, are to bo classified as feither quite untrained or deplorably under-trained. This condition will remain as Jliong as the states continue to license untrained teachers. To discontinue this practice will be a difficult task, for it will run squarely against a condition that has probably done more than anything else to depress the standards of the public-school service.- namely the attitude which regards teaching appointments in the local schools as the vested right of the local girls. To raise the standards to a level that will require two years' attendance upon a normal school as an inescapable condition of entering. the service will meet with opposition from a very considerable number of families whose children will thereby be excluded. At le^st one half of our • teachers today come from families that are financially unable to support their children during tvro years of professional preparation away from home. Personally I believe that the only way in vThich this condition can be met is to provide for competent students Pi] -17- subsid4es or scholarships sufficiently generous to enable them to undertake proper preparation for the service without expanse to their parants. Even T7ith higher salaries, I believe that such a policy will be needed'iif 'ffe are to keep the profession open to young people from the type of family that we have hither- to depended upon to supply our teachers. If this policy could be adopted by the several states, the most stubborn opposition to the raising of standards would be silenced, and at the same time the normal schools could turn themselves unreservedly to their fundamental task. At the pre- sent time, they are handicapped in doing this, because they are competing with a licensing system that does not recognize the v/orth of training. In order to get students in large numbers, j therefore, they have been sorely tempted to neglect the needs of ' the public-school service, and to cater to the unprofessional ambitions of students who look upon teaching in the elementary schools as at best but a stepping .stone to a more desirable calling. Under these conditions, the actual relation of the normal-school v;ork to public-school service is sometimes so re- mote as to be imperceptible. If' the present public interest in the vxelfate of the teacher c,an>e capitalized anat made permanent, if our licensing systems can be reformed ih a measure that will make it impossible for any one to teach who has not paid the price of special preparation, and if scholarships can be provided which will make it possible to recruit for the publio-schdol service the best talent among our young people, the development of the normal schools will follow ds a matter of course, Instead of being the least attrac- tive of the professional schools as they now are, they should and V7ili become the most attractive. Instead of pointing their students away from the lo\/er schools and particularly away from the lower shcools and particularly avray from the rural schools as, in effect, many of them do now, they will take a fine pride in preparing competent craftsmen for duties as difficult and Responsible as any that the entire range of public and social service presents. That the minimum standard of tv/o years education beyond high-school graduation is far too meagre almost every student of the problem agrees. As soon as possible this must be raised to three years and ultimately to four years. This will enable the normal schools to become v;hat they should be,- true teachers- colleges,- great professional schools v;ith differentiated pro- grams preparing for the various types and varieties of public- school service. In this way the unfortunate distinctions be- tween elementary and high-school i;aaohing v/ill be eliminated, not by leveling the high-sohoolf.B«rvice down but by leveling the elementary and rural service up. It may seem to be a far cry from our present donditions to this apparent Utopia, but it need not be a long cry > — nor is the Utopia one that cannpt be realised. It is true that there are today over a million boys^and girls who will ^peceive practically all of their school- ing at the hands of teachers who themselves have not gone beyond the seventh or eighth grade of the common schools. To think pf a condition in vrhioh every teacher will have the equivalent of a college education may be to indulge in idealism. Well — what of it J We have been matter-of-fact realists in education for a long time — and we see the result: a tee-ohing personnel that is im- mature, transient:, and untrained; salary schedules that have kept the public schools from competing euooessfully not only with -.18~ other professions but with relatively unskilled trades* a proportion of native-born, adult, while illiteracy that is disgraceful, and a total of limited literacy or relative illiteracy that passes the "threshold of stun"; our rural schools pitiably \7eak--the very schools that above all others we must depend upon to conserve and strengthen the most pre- cious elements of the Nation's life and the Nation's strength; and standards of teacher-preparation that have been authorita- tively characterized as the lowest among all civilized nations. In the face of this record, I believe that a touch of idealism iB needed. We hav3 operated our lo^Ter schools on a cheap, umrorthy basis all too long. To continue this policy will be to compound the injustice that we have already done our children. It is time to indulge in idealism — and the ap- peal to idealism will not be lost upon our people. I would appeal to the same idealism that freed Ouba; to the idealism that refused to accept a punitive Indemnity from China at the close of the Boxer rebellion on condition that the money should be spent on the education of Chinese students in American schools, to the same idealism that has developed in the Phillippines educational facilities vastly better in many ways than those that a majority of our own children enjoy; to the idealism that sent two million men to France to fight the bat- tles of democracy. I v/ould enlist that same idealism now in the cause of education here at home. A competent teacher for every American child, " (Prolonged applause) -19- THK t>RT^;f5iDTNG OFTTCTilR, COMMISBinTTER CLAXTO^T: I think it 'Toula be helpful now if v/s could hava anoth-sr song. Is Miss Straoter present? we are goii^g to adjourn in good time. I hope tha apjat majority of you can remain. I wish you all •Tould. (Whsreupon Miss Streeter lad the r.embers presenrt in a patriotic song, -.^ith Victrola accompataant* ) ^THE PRT5SIDING OFFICER, OOMHIf^^IONER CLAXTON: It is generally accepted if mq want physicians we go to rasdioal schools for thim, and corap iratively ferr man and tromen are practicing midicino who have not hav'2 some oducatiogi and training for it. If ws want lawyers, we go to a law school for them and not many are practicing who have not studied it. If we want engineirs of any kind, we apply to the colleges, the technical schools that prepare engineers, and one is looked at askance, and in doubt, if he applies for a position as en- gins jr and has not had training for it. Some countries have accepted fully thj doctrine that if you want teachers you go to the schools that prepare teachers, and long ago there were states and nations in which probably not mors than one or two percent of the teachers had not had a full professional train- ing for their v?ork. We have partially accepted it, and every state sup])orts one or more normal schools, or provides for teacher training in state college or university; but practically nowhere have we fully aodepted it. We shall have to do so be- fore we have teachers who are trained, all of themifor their work. I have asked Dr. David Eelmley to speak to us briefly on the subject of "The Source of the Suppjy of Teachers," I take it for granted that he will assume that that source is the place where teachers are trained. " THE P^OURCE OF f^U^^LY OF tEAC^ERS " President David Felmley, of I ■ I ■ I I ■ ■ -i - ■ ■ " ■ th^ Illinois State Normal University, Normal, Ill « Mr. Chairman, ladies and gentlemen: The hour is late, and the subj ect I have is a rather prosy one. I shall not de- tain you long. Statistics that I have gathered, and estimates that I have based upon th.im, as related to the conditions that we had. in our country before the outbreak of the vrar, and the general pracedifiig what stability \7e seemed to have in this field, leads me to believe that the six. hundred thousand teach- ers, anisomewhat more, that we had in 1916, taught on the av- erage a little less than nine years. The average teacher was about tv/enty-fours years of age. She had begun her work at nineteen or tv/enty, and she haui done, — think of it, at this agel ~ and she had about as many more years to teach. As was pointed out by Dr. Butler, possibly, a majority of these teach- ers began their careers in the country, but the country career of the average teacher is a little ov3r two years. She has then become a teacher of experience and is tranajated t© town. Now if it be tru3 that the average terra of teaching \7as about nine years, we must recognize another fact in connection with it, .^nd that is tl^t in those states where the standards of preparation for t .3 aching arj highest and most thoroughly in- sistei upon, the period in which the teacher* continues her service is longer than in those states in which the standards of admission are low, usually a rather easy examination, and •'/here constantly teaching is taken up as a temporary occupation » • * J • '\J -20- by many boys and girls. In . Massachusetts, in Nsw Jorssy and California probably tho ssrvica is longest, averaging consider- ably over t3n ysars, -Thili in the states of the South and Middle West in -Thich standards are lov/est, in -Thich it is the asiest to gain a teacher's license, vre find more temporary ©ni- ployraent, and consequently a much lower average terra of ser- vice.' No'.T if we find that one-ninth of th3 630,000 teachers of our country must be rey^laced each year, it means that about 70,000 teachecs in normal times are going to be needed to fill tne vgcd-fficies as they exist. Then too, our population until the "i^ar upset the ordinary order of things has been increasing at about a million a year. This million addition to our popu- lation means about six thousand teachers must be added to take care of the newcomers in our national life. This makes our total seventy-six thousand. Then it is likely too that because of the fact that our schools are steadily diminishing in their enrollment, particularly through the migration of the people from country to to\7n, partly to the development of our high school system vhich calls for more and mor3 teachers in propor- tion to our population. If there must be about five 'chousand new positions filled annually because of the development of our school system, thus it appears that v/e need in normal times about eighty thousand new teachers that must bs brought into our schools. No\7 \7her« do they come from? Froo-'one hundred and twenty leading state normal schools three years ago there were graduated 14,921 teachers, and from the remaining state normal schools in cur systems there \73xe probably graduated about 1500 more. That is, we had between sixteen thousand and seventeen thousand teach- ers griduated frcoi cur state normal schools, of whom of course nsarly all entered at once the work cf teaching. Then our col- leges, I believe, in that year added six or seven thousand . I have no definite information on- this point, covering all of the states. I have been unable to" find any. Have yru found any for that -neriod? (Addressing Dr, Claxton), DR. CLAXTON: Yes, -^3 sstimate about ten thousand. Tm, ■p'RLMLTtJYt But taking the three hundred colleges that are represented in the American Council of Education, and eliminating from them those that beieng to the class of the state normal schools, as a few da, I think thai,'A7ith the output cf new teach- ers, not counting teachers who have, resorted to the colleges, or naving given over teaching work in-order to fit themselves for Higher service in the profession, that the average influx in the colleges is probably ten or tvtelva percent of the entire number cf new teachers needed annually. I am speaking now of ; . Them from the state normal schools and city training schools, supported not by the state but by the rainicipality 4s a part of the municipal school system, a situation as we find in nearly all parts cf cur country, we can count about as many more, namely, about ten or twelve percent to bo added annually to our body of teachers. Now, these people have all had. a goodly measure of preparation for teaching.. I shall express raore in detail the nature of th4±r preparation in a moment. Now of this group comprising about thirty-eight percent of cur entire tealihing body, who have graduated from normal school, from college, or from city training schools, we have another group that •ve may call the partially prepared teachers. I judge that the • normal schools turn out into the schools annually hundreds of graduates; but people who have had not less than twelve weeks of work, fully one-third as many as have graduated, that probably twelve thousand teachers tnat have thus had a touch of prof essi-^nal training report at the schools each year, mainly in the country, as 16. -21- has been suggested. And then we hav3 metny high schools in our country who are doing something to give what we nay call professional training to the teachers that pass from the high schools, chiefly, into the rural and village schools. In fourteen state subsidize high schools cr county training schools, giving them a measure of state aid, and it would appear from the statistics available that not far fron eight thousand teachers have been added in these fourteen states to the beginning teachers in the rural schools each rysar just before the war, and in the remaining thirty-four states v/here there are no state subsidiea, but • j, where the school board in charge of the schools, in cider that the town may discharge a part cf the debt that it owes to the country surrounding it has undertaken to train by giving a few courses, as they are called, in the common branches, sometimes sor.-:e studies in padagogy and psychology and the like, some pre- paration to the high school graduates, who are to go into the ocuBtry. From studies made in my own state of Illinois, in which we could not subsidize high schools and prepare country teachers, I am led to believe that probably in these thirty-four states as many as eight or ten thousand teachers who pass from high schools into the country have some measure of work in their training for the teaching profession, JSfit that prepares them fortheir work. Now after these deductions are made of those whom I may cai;. trained teachers, and partly t»9lti«4 taaoliers. There still rrjmains about t^renty-two thousand teachers many of them with little or no high school education, some of them high school graduates, but who probably havs had no pr3paration whatever for their work except a partial knowledge of the bran- ches that th3y ars to teach, and the 3xainple of their own teach- ers which they more or less consciously imitate, as they under- take to run the school; and now if we are to raise the standard of teachers in our country, if we are to lift the twenty-two thousand out of this vale of ignorance in which they lifo up to a level in which they will hav 3 som3 professional insight into their work, and if we are to improve the professional preparation of all the other groups that have been enumerated, it seems to mo we have entered upon a work that is going to take a good many years to accomplish, andpur best endeavors to ac- complish it at all. That, fins idealism to v/hich the last speaker refers needs to take ..-hold of whole communities; it needs to reach the school boards in the country that hire teachers, for I believe that half of the teachers .that are employed in the United otates to- day are emplcyed by school boards that have no conception of th3 value of what we may call professional training. If the teacher comes to them provided with a local certificate, and has had experience, they ask no more questions, but consider of course that he or she is amply firepared for the work. That's because of th j f'*ot that the great mass of our teachers are employed by non-professional boards. Now along what lines shall the el^fcration of this body take place? In th? first place, we urge ^on our respective state legislatures to raise the certificate requirement's. W^ ask them to provide that none but high school graduates be admit- ted to examination. In our own State of Illinois we found it impossible to secure from the last legislature even so much of a concession as that to the principle the teacher^ should have at least fair scholarship in thestiM«ots which they propose to teach, And then in the next pla.oe; we need to convince school boards, school officers, of every sort, administrative officer?, IV. legislators, and the teachers themselvea, that is, those who pro- pose to be teachers, that there ia such a thing as professional training that is \7orth -^^hile. No? of course there is plenty of authoriiy for believing that professional training is not so important. There are plenty of people who believe thxt if you know a subject you may teach it; and this has been true in the highest educational circles in our land. In the north central association of colleges and secondary schools, vfhicn covers most of the middle west, within the last six years there has been imposed upon high school teachers the necessity of at least eleven hours of education. That is, it is recognized that professional training to the extent of eleven hours out of the one hundred and twenty seminiary hours necessary to obtain a degree shall have been spent in this field; but I ne- V3r yet have heard that the college men themselves feel that it^s necessary that they liave eleven hours of education or any other number of incurs of progBssiOfnal training.' (Laughter and applause). It is right there, I think, that we find the most wanton dis- regard of the funiaraental principle that underlies the preparation of teachers. It is held in such circles of course, the greater includes the less, and if we study trigonometry and analytical calculus, we can teach the fundamental rules, and intricacies of fractions to children. We know how it nay be done in order that children may rejoice in the work and assimilate it readily. If ■ve have real Horace in the original, are vre not ready to teach the beginning of English to beginners, on the principle that the great- er includes the less? We ioubtless are? (Laughter) Now as a patter of fact, the whole movement for the Improvement of public education in this country rests upon the beliefs that there is such a thing as professional knowledge, that a teacheB needs just as there is medical knowledije that the doctor needs:, and legal knowledge that the lawyer neads, and engineering knowledge that the engineer needs In. whatever field is covered by the various types of engineering in £ man may work.. , . ■ .• The fundamental idea that underlies the normal school is of course that principle stated long ago that there is an order in which the ijowers of the mind develops, and that there is a ma- terial, a kind of activity, the experience that is of the best service in developing these powers of the mind; and hence, taking the idea that education is fundamentally development, it is the business of the teacher to find out that order in which the power is developed, and to find out the material that best will adminis- ter to this development. It is upon that that the normal school rests. There were of course teachefe training schools at earlier dates than the earliest type of v/hat we now know as the modern normal school. And so, in the normal school, we set out, first of all, to study children, in order that we may understand the lav;s that govern their physical, their mental, and their moral development. And then, too, we study the curriculum. . We study the curri- culum not only from the standard of the sociologist, but the sub- jects in this curriculum that are going to be of most value after a while, what knowledge is of the most vorth in order that the boy and girl of today way function as. the useful Pitizsn of tomorro^. But we also study the curriculum in order that we may arrange thes3 subjects and the topics in these subjects in what we call the peda- gogy order. We propose so to determine what the attitudes of the child are, what his interests and tastes are, what his powers are, what his natural mode of approach to a subject is, that we shall organize these subjects of study in this professional way. The professional reorganization of the subjects of study is the most important single piece of v/ork, I think, that we do in the prer^ara- tion of teachers; and it is that particularly that distinfeui«?hes the v/ork of the normal school from the work of the liberal arts -23- But its not only in this that the -rorlc differs. We hava blraody been told that teaching is o. apecies of service that re- luires the highest concentration, the finest idealism, the recog- lit ion that the teacher holds the destiny of his country in his lands as no other type of citizen does. No'7, in order to develop that spirit of consecration, we 3Qd to h:j.v& thj teao}iers in the atmosphere that is surchagg4d with Lt. We do not find that atmosphere in any school where the denart- n3nt of education is neraly u sort of appendix or annex to the more mportant part of the Institution. In the liberal arts college one Dbtiins a liberal education. If he getsr a professional education, Lt is an incident rather than his main purpose in attending. And bhe converse is true, not primarily, but incidentally, in the nor- nal school does one obtain a liberal education. First of all he ittains a professional education. Tuaet of all he learns to dedi- 3ate himself to this cause of education. Nov/ I take it that the .Inormal school is, in all countries xhare there is to be found a r>ublic system of education, the staters hief agent in the training of teachera, .-nd as such it is the bu- siness of the normal school to determine the ideals, to set up the standards, and to c reate the professional atmosphere, and to sand out the men and uomen whose call is to educational leadership. Now with reg ird to all these other forms of teacher train- ing, institutions, besides the normal school thu.t is dedicated primarily to the training of te.ichers, we must rjcognize their li- mitations. At the present time the normal schools of this country -.re in their respective states hardly turning out, vrith one or two exceptions, — hardly turning out, as was stated by the last speak- er, enough teichers to fill the graded schools of the cities and towns. The country has to take what's left. The country, be- c-cuse of the b ^d living conditions in the country, even when salar- ies are good, because of the want of social life, presents but "... little that \Till attract the girl ^/ho has once experienced the de- lights of the town; ani the consequence is that the best of the people find themselves in the employ of the city and the rest go t o the country. They have gone to the country wholly unprepared. And so we find our state seeing that as our high school systems are de- veloped, that these high schools are going to furnish the teachers for the country, bur states are modifying their highj school course? so as to -orovide professional training. I stited a moment ago that fourteen states are ioing this. No state has lone this so weel, or is doing this so well today, as the Stat 3 of Minnesota. Minnesota has been at it for twenty five years. Minnesota gives a large rsub sidy to the high schools that uniertake teacher training than is given in any other state. Minn- esota requires the instruction to be given by a special teacher, not by one of the ordinary high school teichers, but a teacher usually that lias had as much as tenor twelve years' experience, and successful experience as a teacher in rural schools. A part, of her career possibly, also, has been spent as a teacher in town. In Minnesota too, these schools are carefully supervised. They have been succdssfully supervised, and they have been in a measure stan- lirdized out of the experience of the best schools of the system. There has just appe irei, — possibly it has come to your desk, — in the last few days; it came to mine, — the report made by the President-elect of the University of Minnesota, upon a teach- er training class. The teacher-training departments in the high schools of Minnesota — you will read it, I am sure, but I want to speak of one or tv/o points. I am going to read a few sentences: First class v/ork is impossible* In the teacher training schools where as many as fourteen subjects, including a review of the 1' -24- ic^oc branches, including civice euid rbysiologjr ^mofog than, padi*gog7, ziuturs study^ soae psycbology, in ^ugr crises ap&rt froD tii3 } 083itn.e . The develop&sxit of studant initia.*>lTe is ons of tha results of good 8ui.ervi8ion. Skicii suggestions us night ba made for the icpvovecisnt of instmcticB in the dsp'i^to-snts ..jars bsen iaplied in the foregoing criticiszi. Progress toi7jjd s.ny nurl:ed XapTowemevX seess Sklvays to aeet Xc.^ in:p£^S3 of ths ii^osBible proposition iqpon iHslch the dep^rtsent TTork is bused — th^t one or t-'o rooen, in one year's tijua, can t3ttch fourteen contentful courses to ^ cl^^ss of 1— itura %axid of- ten ill-pr3p«rsd girls. The one or ti»o woaen are att^^ine to do i^t is done by » corx>8 of specialists in the noreul schools siDl collage tru.inine deportaents. They ore usually adept at serer-iJ. bfanches, ^t con hardly be laagined to be ^ept in e*ll." And in the concluding stcttenent that coses at the end of this raport: ■The deportasnts ure notf institutions ivith Iraeted interests and amy effort to supplant thee ^11 aset irith Tigorous opposi- tion. As they t^Te given snd are giving gre^t and good sertrlce to the stute, of course no one could vish to sctpDlant thea, except by other training institutiona vhich are clearly better." "The wisest policy, therefore, vould sees to be to retain ths training depe^rtBects inthe city schools a3 a teaporary ex- pedient, but to supplant tttim jj& soon aS pr^iCticable by norKal school tr<«ining. If the revenue no^r used by the departoents vere diverted into adlitiona. eqaipcent and faculty at the noT*!» ma), schools, ^^ich alre.uxy possess mich of the eOBe nation v;ide, of giving to every state a modern rural school code,. If necessary, the federal government ought to interest itself in surveys where they are needed, "We have evidence of an approaching crisis in the matter of food supply. \7e need more acreage under cultivation, and more people in the country, tov/ard the cities unless the chil- dren on the farms are given educational advantages similar to those in the cities, #This is the solution. It has been demonstrated in Ohio where more than one thousand riodorn high schools have been built in the corn fields. From them the pupils go into our State Universities. "As I understand it, you are dedicating your congress to the very necessary purpose of stirring the lay mind into an ■awakened apprecation of the help which must be given to our school system. It is one of the very vital needs of the hour." James M. Cox Grovernor of Ohio." Governor Cox had continually promised to speak at one of the sessions of the Conference. He finds, however. Hs cannot come. "There is no question but whst there is a real emergency in regard to the shortage rf teachers, but also a real need for an increase in their salaries and in the supriort of schools in gsneral." Lynn G. Frazier, Governor of North Dakota. "I am most heartily in accord with the purpose and alms of your conference. It T^ill be a great thing, a fine thing, if thru this Conference the citizens of the country may ba awakened to the importance of a more conscious and a more liberal sup- port of the public schools, "Our public schools are today our greatest bulv:ark against bolsuevism. Always anf\,rchy goes hand in hand with ignorance. Al- ways it is the uninformed, or rather the misinformed who drift tovjard the passion of bolshevisp. Lenine and Trotsky are ross- ible in Rus Aftar reading the various conr-iuni cat ions, the Presiding Officer, Comissimer Glaxton continued; Tnere are nany others: I Till not burden you -^ith them. T believe" that you 'Tould be interested in hearing first tnat thar a«e a gooa wany educational governors, or those ".tho rroull Ill's to be recorded as such, and it is good when those ?rhon we are accustomed to thint of as xoli"ticians, and v.'ho appeal to the people, and are not lil^ely to go very far beyond what they thin>- public sentiment .Till support, begin to vrrite and speak in that vein. The other night I was in the State of North Carolina, sitt- ing by the ^7ife of the Governor of the State, while he was speak- ing, and he said v/ords of a kind that I was not accustomed to hear in North Carolina from those "whom v^e call politicians when I lived in the state some twenty years ago or more, and I said to the Governor's wife: "That's a new kind of speech for politi- cians.'" And she said, "He's only a statesman.'" He was saying just at that particular time that the schools must be supported, and in order tUat there might be money for it the tax books of North Carolina must tell the truth, the whole truth and nothing but the truth; and probably after all that is a large jtart of the solution of the problem. Let me thank you for your very patient listening to this, and call your attention to the program tomorrow morning at ten o'clock in Keiths Theatre on 15th St., vrhen Governor Harding, of Iowa vjill preside. at 10 (Vfhereupon, the Tfednesday evening session was concluded :39 o'clock.) iHURSD^y :,icKNiiTa- sesgioi: May 20,1920. (The Thursday morning sessicn v?as convonad at Keith's Sheatro at ten o'clock a.m. The Commissioner of Education, Hon. P.P. Claxton, called tho meeting to order and presented to the audience the presiding Officer of the session, the Hon. V/illiam L. Harding, Governor of Iowa. ) HON. VilLLLm 1. EiRDINGi Ladies and gentlemen, I first want to ex- ' press appreciation on behalf of myself and the state which I have the honor Of representing for a place on this most important program. V/g feel that an honor has hoen conferred upon us, giving us opportunity to have part in an educational program that is not only nation-wide, but necessarily worldt-wide. Out in Iowa we like to reach out "beyond tho borders of our natural ccnfines whenever we can. I was introduced at a meeting dov^ in Kansas recently as an "expert on education," I accepted the title.' (laughter) You know what an expert is, I presuiie? It's an ordinary man away from home.' (Laughter) Ihe topic for discussion this morning is: "Adjusting the Schools to Now Ccjnditions," And I, of course, as the Presiding Officer, ani the wielder of the gavel, will take an opportunity to make a short speech. (Laughter) Which speech, of course is extemporaneous.' I vn-otc this on the train, so if I have trouble at times in translating, it will be becn.use of the train, and not be- cause I am c poor v/riterl (Prolonged laughte*) y^Q have outgrown the old theory in this country that education is free. The new slogan is, — "All must be educated." And that slogan must be written into the he-arts and minds of the people of this country if we ac- canplish the purpose that ought to be accomplished. It used to be that the public school v;as an. institution almost sacred, and was to be maintained for institution's sake. V/e nov; aro pursuaded that boys and girls arc sacred, and that the school exists not because of institutional value, but for boys and girls. (Applause) I have said in the presence of college professors that 1 would rather break: a coxirse of study into a thousand pieces than to drive gne boy or girl out of a schooll (Applause) The modern notion is that the school exists for boys and girls, and not boys and girls for the school. It is the duty of the state — This is my text; you v;ill find it Isaiah some pLacel (Laughter) — it is tho duty of the state to furnish every child, every boy and girl, an opportunity early in life to find out y/hat they want to do, and then prepare them to do that thing well. Now, if you do not remember anything else ttet I say, I want you to remember that.' (Applause) SJho business of the .school is to^ fit boys and girls to live today and tomorrow in a practical and m an idealistic vcrld. The education mast do those tvTO things. The training must be two-fold in purpose, first and primar- ily, so that the individual can easily be self-support tag. You can't do much in training a fcan with an empty stomach. Second, so that the individual may contribute something to gud enjoy civilization. Not enou^ for him just to live, but he must contribute something to civilization. That education v/hi cJi does not onlajTb* th^rfaitltios of tho individual to enjoy tho .;ood and noble. thinL"8 of life and make for contentment, :>s a failure. 'Hio child of today fa- ces a now and changed world from th;it whi di confronted tho child of y3StGrday. Tho SGhOol must load and not trail. Sor.e of you know v;hat that word m.^ans, if you'hava ovor ridden in a Ford with a trailer behind it J (Laushter ) Tho schocl must anticipate tomorrow. Tho child of today miist be trained for the years in which he vrfLll live his active life. Tho fact that the school is a beacon lifrht ou£ht to cause men and vromen to give it their very best. It seoms to me that v/-- oufeht to be able to fro out to the younr- men and young women of this coxmtry in an appeal for tho -utilic school, for there is no field that offers Greater op- portunity to render service to the world than that of a teacher in the public schools, (Applause) Thort is smjill place left in the world for what is call- ed common labor. Tho work of the world is done by brain and not by hand. The v;ork of the v;orld today is done by brain power and not by hand. One person does with machinery now in a few hours viiat it formerly took scores weeks to perform. Conseqtent ly, there Is more time for play, sttidy, idleness, and it' 2. up tc tho schools to ree-cJi out nnr; and ta^e the time that ehortor hours of la- bor have ;:ivcn to the mon and ■v;omen of this country, and use that time. The school must pls^n to keep this trained mind occui:ied through ".11 thi life v;ith useful constructive things as menial labor becomes scarce; and this is one of the nev conditiais. a11 must be trained to v/ait on thaneelves, or to X-ut it in another v/ny, each must be Vvilling to clean vq; his own dirt.' (Laughter) \»e cannot i:errait the public school to allow the imjrression to go out that there are classes, that one is better than another. The rural school has -erha-j^E more i^roblems to meet because of clanged conditions than ::erhai:s has the urban school. The matter of food production is vital to the future of our leoiile, Primarily, with the rural schDol lies the solution of the x roblem of keeping enough folks en the land to feed the people. The attractiveness cf farm life should be a theme rxonning through ev- ery coxirse of study, not only in the country schDol, but in the urfean school as v/ell. Just in proper t ion .--.s thera is a falling off of the maintenance and imjrroving of the soil and its cultivation, just so fast are we on the road to failure. There have been civilizations in tTre days gone bv, — a careful study of the fc^ginntng "of .their dovrnfall. will show that it can be traced to their lack of cultivation and naintenance of the soil. Anprica's future among the nations of the world depends upon our concentration on our soil resources and developing them. We must not forget . that, whether v;e live in the coon try or in the city. Rural school improvements is a matter intimately connected with bet- ter transportation. As the roads of the community are better, the schools can be consolidated, and their efficiency increased. 'Hhe rural school should be made the conroimity centre. The old time lyccum or debating society should be revived. Father and mother and children went to the school house together in the old days under that institution, a r/onderful institution. Rew England made its greatest pro- gress under the Old TON-ai-Meeting System. Every citizen rras then a statesman, and carried his burden of govornnent intelligently; but I fear now that if you tried to hold a torm meeting -ithout years of instruction in some of the New England States, you v-xDuld think thiat you were in some foreign country! (Laughter) Nov/, the childrin, instead of going to the LycoTam vrith fatlier and mother to de- bate the grave subject of whether the "Pen is mightier Than the ST:ford,""go to the movie." a11 alone, to have their passions aroused, to see — I almost use a profane word, — so-and-so fall from the top of a buildingf! A li6 ;'.Titten into thie picture I And I said to my Latin teacher, v/hen I v/as in college: "Dont , make me take the examination, because if you do I vdll have to v/rite on my cuff J iind that isn't a good thing for me up herel So don't put me to thie test, 'i^he temptation is too great'" (Laughter and applause) The school house should be used six days and evenings, — six days in the v/eek, tv;olve months in the year, (applause) \'Jq have too much money invested in school property to have the door locked so much of the time. In my state alone in school property, tic last estimate I had \738 over fifty million dollars of money invested in school property, Iflien thinlc of only using it three, four, five or six hours a day, five days in the v/eek, and eight or nine months of the year' No banking in- stitution, no manufacturing institution, could prosper under those conditions. The way to reduce school taxes, — and you v;ill all be interested in this; you will v;ant to take this homo to your folks, — the v;ay to reduce school taxes is to increase the return of th 3 investment. The way to increase the return of the investment is to have the school touch more people. Fifty million dollars invested, touchiv., nav a million people. Make those schools touc|i two million people and you could add one-fourth of the investment and still be saving mone.y. You have got a bunking proposition that you can sell anyplace in the world to a financial expert. The schools should bo a magnet attracting every person ir the conmunity to thit school. There isn't any man, vmsn or child living in a community that oughit not to be attracted to the school. And whenever thers is a community where that's not true, the school is not living up to its opportun- ity. The gi-eatest difficulty with the school today is that it is not appre- ciated and used by the community in -iiich it is located. Tho school is a mine of wealth, available to the community, but today unused. Boys and girls, a mod- ern school house, v/ell equipped, -.rell paid trained teachers, a v.'idc avTake janit- or, a faithful truant officer, and mcmey in the treasury, — an honest- to-God '6. school board::,(laug3iter)do not muhe a school. You can have all of those, and you VTOn't have a school. Ono all important, absolutely oesontial thing is lacking, — interestod active parents. Yqu cannot get away fron that. They aru the folks that make the schools, We need a campaign of education to arouse the parents of .jnerica to the fact that the schools are their property, a«i in their care and keeping; and peodtthcir every ''.ay attention; and T7hat I hope will come out of this HBeting will to a group of men and women on fire to go back to the communities and preach tho gospel, — This is your school; this is your problem, and it's up to youl (Applause) The impression has gro^^n up that the school is just for boys and girls, when tho fact of the matter is it is for tto whole community. John Smith, the successful ferner, living out at the edge of tovm, graduated at the State Agricultural College at state expense. He lives in a school district. Ho is not on the school board, and therefore makes no con- tribution to the school, excdpt to pay his taxes. Now you get that picture.. Is John Smith discharging his duty to the district and tha state for what they have dene for him? I say not. What can you do? John Smith graduated fron tho Agricultural College and is a successful fanner, a man v;ho has been carrying on experiments, a man v;ho has made progress in the community, and the state in farming and live stock raising. What should he do? He should step over to the- school and the community centre and ha should deliver a course of lectures on farming in general, and on particular subjects that he is especially qualified to talk upon. The same, obligation rests upon the banker. Of course he cannot waitribute as much as the farmer. What he can he ought to give. The same ob- ligation rests upon, the blacksmith, upon the merchant; and no man has a ri^t in America today to take from our public schools an education and then sit down in a community and not give something back; and that's the mental attitude that we must get in the people of the country, Tho teacher should prepare popular lectures on the subject that she or ho teachers. Chemistry may be the subject. All right, the teacher prepares a popular lecture on the subject of chemistry, and the fathers and motliers ard the boys and girls gather. The teacher goes on and shows the ramifications of chemistry, how it reaches out and touches the kitchen, the home, in a dozen v;ays, and how it affects business. The daughter says to her mother, "I guess I will not go to high school. I t}-ink I'll go dovm in the Department Store and work." Today mother is absolxitely lost. She has no argunent; but if mother and daugh- ter have been in the school room together, listening to the wonders of chemistryj the waiders of biology, and so on down the line, the mother will put her arm arntmd. that daughter and say: "No, we vdll struggle along; we want you to have these thin;is." And then she will help; she will be in a position to tell the daughter of the things that ar«^ there. We are having trouble in this country to- day to keep the boys and the girls in the high schools. Vrtiy? Because you have- not told the boys and girls what tho high school is. If a commercial house had education to sell, and repeat orders were in propottton to the first orders as high school graduates are to the enttiea are to the entries in the grades, tlat commercial house would go bankrupt. The manager would be pronnunced a failure. Now, don't lay all this at the door of the teacher. It isn't the teacher's fault. It isn't the salesman's fault if your goods do not sell, if they are of honest quality. The commercial house today advertises its goods. It prepares the way for its salesmen, and we must advertise tYB public school in American if we expect to sell i t to the boys and girls. (Applause) And if ••e do not make more sales, we are going to have a hard time getting past the first of January. Education mjist b e popularized. It ought to be the popular thing to be at the school house. You imow when our forefathers wrote the Constitution, they provided that we could not have such a thing as an aristocracy of bldod in this country. Well, that was a wise provision. We have an aristocracy in this country tho; its the aristocracy of wealth. That's just as bad as the aristo- cracy of blood. There is one kind of aristocracy that can and ought to be in existence in America, It's the aristocracy of brain, (Applause) The man or woman v4io can think a hew thought, do something that's vrarth while ..ou^t to stand out in the comnunity because they are capable of thinking or doing" that thing. Just now we are much agitated about the question of preparedness for na- tional protection. I am not going into a discussion of this, but I mnt to say just one or two things. Peace is constructive; war is destructive. The same training and skill that will build, can, in reverse, destroy. The J^\^^ so far as we were concerned, ^vas fought vdth the head and ndt with the legs. 4. Do you evor stop to think about that? All that training that v/e have ha^. fcr thirty or forty years of the lei:s of the Jnen of this country v«,s not really us3d in the last v;ar. 'Vith a little bookkeeping as to availa'^^ility of men, every dollar spent for education can be counted over in the colunm of de- fense. And we vdll have sane money available to take car'^ of some of the problems that ar^ confronting us no-v. 'JPhe teacher should be paid a living, supporting v.age.ffhat ou^t not to have to be discussed, and the salary should be paid for tv/elve months in the year. Now, out in ray country ro farr. v/ith horses, — we use them on the farm, I should say. If a horse gets old v;e don't turn it out to grass; we take care of it for the usefxilness cf tho days gone b". We doii't hire over bankers for nine months in the yei. r; v/e hire them for a whole year. The school teachers should bo hired, and Be. paid tv/elve months of the year. IPh© school teacher should contract for a period of not lass than five years. You say that's re- volutionary? No, 'I'he fact that you do not contract with a teacher for only ninei;anonths is the excoption that proves the rule. You ctaitract with every body else in the v/orld for a period of 3rear8 except the school teacher, then the school district should, out of its o\'m money, see to it thet the teacher is decently housed. (Applause) i^eaching shovld be made a profession, 'x'he standard should be high. And then you shouldn't vary from the teacher. Once a teacher, alvyays a teacher. A personal illustration: I tau^t school once. You may not believe it, but it is true. In the old davs , when v;e used to get by on a third grade cer- tificate.' (Laughter) Afterv^ards I studied law. They ask me now as governor once in a while what my occupation is. I say: "A lawyer," and not a teacher. 1 have not practiced law for some years, but I am a lawyer; al4ays vdll be proud of the profession. I ou^t to be in a position to 8i.y: "Teacher, proud of the prefessionJ" (Applause) Make it a profession, so that men and women can enter it for a life's work, ani stay there. Kow a man cannot practice law until he meets the requirements' of the state. It does not make any difference how scarce lav/yers are: he can't get in. The lav/yer reprosonts your property rights in court. The taaoher re- presents the constitutional rights of boys and girls. Vav8 fol- lowed to do what I am sure the Govornor in his |)rofeSEion has tried to do, to 5. cousidor that all worlc in lifo h::s its :ducation~l plrse, has its aducr-tional r-spccts. Vio must ell toach from our o-.'.7i standpoint, ard ^y tho ner-surG of our opportunities, ^nd vv-j must nil associat? ourselves to the vory utmost rdth v.'hr.t is tho central fuaturo of cur ijneric-Ji lifo, tho Tusinoss of transmitting- the 'est v;o.hav-j to the coninj j?nr-n-.tion. Now I, too, havG sonc rxtcir.porancDvis remarks.' (LaUi-htor ) i^nd I nay say, frankly, that I h..vc tho h-'it usually of coraTiittin* my "cxtoinporE.noous ronailcs" to paper, hecauso for ne it exes ""ith my trado, :-nd is ttc lasiost thine,. (Lauihtor) I havr no ir.ipo rtcint ramr.rks to r-.aico , - causa' I an merely t;i'ving an appendix of viiat tho Go^rnor h^s eo -.voll said. I should like to associate myself, as our Enrlish friends s.y, vdth the ro-arlcs of the governor. I am G'la? ho said axactly the things fe-^ did say, '•ocauso these arc th^ things I believe to ba true and to ^e timely, iind tho thincs I will hav^ to say horo v/ill more or loss repeat the thinfre he hr.s said, oxcrpt that I s-y it in a sli::htly different v.-ay, — not so ^ood a vTay. x . (Dr. Shaw's prolirainary romr.rks were follov;Gd ty tho follomnf* address) "MEETING NET? TESTS OF EURAL AlTD UEBAN EIEE. " By Dr. Albert Shaw Editor, The Review of Reviews, New York City. I have long regarded our Commissioner of Education, Dr. Claxton, as a statesDoan: first, in his conception of the country's needs; second, in his grasp of appropriate remedies; and, third, in his power to set forth convincingly the things to be attained and the means to be adopted. I have not caHled him an educational statesman, because, in his definition of the term, education is the vital process by virture of which the nation renews itself and axivancrs upon the lines of its higher destiny* Education, therefore, is the essential phase of all state aoQan ship in a democracy, and not a separate and distinct interest. Yet there must be partlc>-L ular means towards the axihievement of general ends. And while the aims them- selves are universal recognition, the means must often be considered profess- ionally and technically. It is quite conceivable that the educational process, speaking broadly, would go forward through a hundced other agencies if our vast mechanian of schools and special institutions for formal instruction were allowed to fall into decay and disuse. Haoan faculties would somehow find training, and a great heritage of information and of culture would be transmitted to the new generation. Bat the damage would be calamitous, the loss would be almost' incalculable, before readjustment could be made. Civilization cannot maintain even its present levels without forethought, public policy, and constant effort through the use of recognized instrument- alities. Certainly higher levels can only be attained through still bolder and wiser proposals, the conscious Adoption of policies, and the fuCther creatton of practical means toward idelized ends. Sideavoring to find a true perspective in observing the drifts and changes of American life, I have for a number of years been convinced that what we most need is affirmative public policy based upon an analysis of things as they are. I am glad to believe that we are moving in the direction of such formulations. I am inclined to welcome rather than to lament some of the sensational predicaments in -.vhich we now find the country involved, because the country cannot well solve its problems until it \anderstands what those problems are. And it will not fix its mind upon them with concentration, until they present themselves as crises. I notice on the title-pes© of our program a motto to this effect: "The school situation is a national menace". Bat Dr. Claxton has ki»wn that in various aspects the school sit\iation had been exceedingly unfortunate for many years past. There are new phases of it, due to the chaotic conditions following the war, that are. sensational. Kbt only are they sencational when summarized in nation-wide statistics, but they are sensational in their concrete local effects. The consetjience is that they appear in bold headlines on the front pages of the newspapers, and everybody at length perceives, in the words of this motto, that the school situation is indeed a meiiace. That situation has long needed radical improvement. It was hard to improve it, however, because there was so little public realization of the need. It took the war, with its electric illumination of social conditions in England, for example, to produce the new British Education Act, British democracy emerges as a new social and political structure. The children are now the nation's wards and principal assets. Every child, in the conception of this new law, is to be made secure in his right to the safeguarding of his health, in the development of his physical and mental power, and in his specific training for a useful part in the life of the nation. j 7. And what is that national life in 77hich the child is to have his part? First, It is a life of cooperative effort for toaximum economic production and for relatively equal distribution of the results of such cooperation. Second, it is a life of associated activities on a plane implying intelli- gence, self-respect, personal and family dignity. It implies the extinc- tion of poverty, along with the abolition of ignorance and inefficiency. It would be easy to elaborate, whereas toy object is nerely to suggest. Out of the war in Great Britain ttere erorges, s,8 I have said, a new conception of the future of the nation; and that conception is most fund- amentally exptessed in terms of educational policy. It is seen that certain things had been lacking, and that they are to be obtained throrgh the delib# artte adaptation of means pplicy ani code of Great Britain, because it exhibits so distinctively the kind of proceeding that every great national entity must adopt, if it is to fulfill its reasonable destiny. Itere must be an unflinching study of the facts; there must be faith in humern progress; there must then be the adoption of |)olicies to produce the results that are agreed upon as the things to be desired, I fully admit, then, that we have entered upon critical times, and that the school situation is a national menace. But vdien I refer to tl« school situation I think of it in the broader terms of the things to te achieved for social progress, rather than in the narrovser terms of teaching as a distinct profession. Not only have we to reseue the teaching pro- fession, and maintain the schools, but v« have to go still farther and make the schools serve more perfectly than ever before the real ends of education — that is to say, of national '.velfare. It is evidently a cause of the depression that exieta in many teinds to-day to find that with the ending of the var v« did not arrive at the millennium. Two years ago ths nation fe^t itself rising to great heights of motive and of endeavor. It was freely said that since the nation had discovered the power that lay in unity of purpose, it wcaM gladly proceed, when the war was over, to perform many peace-time tasks that would remedy old evils, remove Inequalities, and bring us into a new and better age. Party strife was mitigated, the hsroic mood was every^ere in evidence, large views were prevailing over petty ones* ani it seemed easy to believe that v*en the war was over th© vast energies stimulated by the em&rgency could at onca be set at work to solve the recognised Bocial, iniustrial, and educational problems of the cctentry. J believe that we sl-all yet find that such benefits will eome from the war's unlocking of energy; although wo must reckon with the confusion and reaction of a Jieriod immediately foll«wJng the great 8trugg3?9. In the psychological sense, the war, requiring as it did concentration and massing of effort toward a single end, had the great advantage of being definite* Ordinary life, with its seeming conplexities, is bewildering because it 'affoitls us 80 many competing alternatives, aid presents so many choices that seem to involve conflict. The war was simply and paramount. Decis- ions of wast importance were made on a day's notice here in ^shington, and the country, without questioning th& wisdom of those declsiwis, rose as one ^ sr to meet the task imposed. Unheard-of sums of money v«re needed, and the country aooepted changes in taxation that otherwise would i»t have come ab&ut for a century. Tax- ation not sufficing, the country was told to lend its funds to the Govern- ment; ani accordingly sane forty millions of Jieople invested in the differ- ent national loans. The farmers were told to raise food to win the war and save Europe; and they did it regardless of the shortage of labor and the cost of production. Householders were told to provide exportable food surplus by abstaining from one article or another; and thus millions of tons of foodstuffs were made available. When soldiers were needed, tlB draft enrollments brou^t more than twenty millions of young men with an unprecedented willingness to face p9ril. Dr. Albert Shaw 8. Thus the country irade a sijpreme effort and yielded its human and material resources vilthout complaining md with fine devotion, in a crisj# that obscured all ordinary cones iderations. During the strain of that per- iod it vsas felt that if dnly peace could come vre should find the earth anotter heaven. It v.-as believed that in the crucible of war men had been teated and tried, the drosB burned ai:7s.y, the cpure gold left. It was thought by many that the lessons and sufferings of war would have made men and women reasonable, kinily, unselfish, fit as never before to bear the burdens of society, to live in brotherhood — in short, to translate dreamo Of progress into swift achievement. Nor did Visions of a better country lack formulation, to a consider- able extent. Ve had found, in the actual examination of millions of young men for military service, a far higher percentage of illiteracy than had been euppoeed. Plans to meet this situation were widely discusced; and it v;a8 believed that the country would surely adopt them, and carry ttem throu^ v?hen the war v/as over. Phjieical defects vsere found to be appallingly prevalent, ard again it was believed that the country would vdthout further delay adopt measures for the physical education and training of all children, v/ith continuation through the early adult period. Conceptions vere formed of the application of preventive medicine to the preservation of child life and the training of the young generation for efficiency,, and for that kind of sanity of mind and character that requires the healthy body. ■Remarkable discoveries were made, in the testing of the war period, regarding the manner in which the new elements of non-English-speaking population had been increasing, too rapidly for tlB ordinary processes of assimilation. Ihe country was determined to support a soimd program of -aroericanization, counting the pecuniary cost of little consequence as com- pared with the great ends to be attained, rhrougjh the demand mad© upon the agricultural districts for greater food stipplieB, there came to be realized as never before the fact that throu^out vast portions of tho country there wae either little jqetin or some actual fallinr-off in rural population, while the growth of commercial and industrial populations in tovme and cities hod been very rapid. Men of vision and of Jpractical fitness for teadership formulated programs for the upbuilding of farm canmunities, pointing out the dnnfjer to the country of allowing rural life to decay.. But ttese plans are not being \rorked out, and the tendencies that make for crowded cities and a neglected country-- side have been accelerated rathsr them retfjded by reason of ttB war. These conditions have produced discouragement and aw&kened alarm, "fet to those of philosophic mind, and historical perspective, the immediate conditiona are merely those of inevitable transition. They will serve a valuable purpose if they help us all to reach the In^ortant conclusion that constructive policies must now be adopted; and that, even as in war time so in peace tine, ends to be attained must be made definite, andireans towards ends must be decided ftpon, and the bijls must be |)aid even through they be large. This conference will deal with many phases of the school situation, both general and technical. I have nssrely this one broad view to xresent — namely, the need of c: bold policy that must be as definite md as fund- amental as tte policy adopted three years ago when the countty entered upon war. At that time it was believed that the nation faced a menace, and it adopted the means that the particular emergency required. It waa a military menace, and we rose to meet it, using means adapted to the ends in view. Now we have adifferpnt kind of menace, but a real one; .- ^ i. Dr. ..Ibert Shaw 9. arid vre shall not deal effectively v/ith it unless -.vo are oon-.^inced that there is such great reward in r.eeting it successfully that v/e can abundantl-r cxff-^rd. to pay the cost. Ihe menace of -war co/ifrontod nr, in our natioral capacity, tut '-'e r.et it '.vith Pleasures both natiom.1 ani loc:>l. I helieve that the dangers to otir civilization that confron us no-/ arc also nation— .-a de in thoir character, and that the case is one for rjational diagnosis, aid to sora extent for national rer.edy. The diagnosis can b3 made "by the application of -rarious statistical tests, and by the surnarizing of nunerous survc/s that ha '13 al- ready been nade. The conditions to be ttet affect our social stiucture as a '.vhcle . The school crisis nc?v affords the nost striking illustration of those conditions, and rnay be regarded as the nost central fact. First, v/e are confronted by the appallirt: shortage of teachers. The war has resulted in doubling the cost of livinftf and the pay of the salaried classes responds nore slov/ly to such changes than the v^agcs of labcr. 1 will not enter into that phase, because., though over\7helr:ung in its iri.TOd- iate effects, it is not as f isida^-ental as sone people consider it. I.iuch more fundainental are the fs.cts about the training and fitness of teachers, the v/ork of schools as related to the ends arf. ob^cts of education, and distributuin of schools as regards the reeds of the |»pulati on and the broader ains of public policy. There v/as a period v/1 thin the -enory of ren aid women now livirg v/hen, in the United States, the average Condi tior^ of coijptry life v/ere mar© fa\'or- abl8 than those of tovrn life. Those conditions >£Te charged '.-/ith the groat progress cf industry and cormerce, and tire fcassing of v/ealth in \irban con>- nunities, Engineering progress, and scientific loic-rledge iave availed to abcli abolish sluns and to standardize t?E conc'itions cf life in the large ItOTTnB. inhere has been steady incre struction of all the children, and for tho advanced instruction of as many as chooso to continue in schools. But it secsns to r.e a most appalling thing that the State as a whole should fail to see "/hat is at once its clear duty and its c^eat opportunity. The small country district cannot possibly pro- vide suitable educational facilities for its children. Tho averare population of a tenement house block in Nev/ York City is equal to that of -.vholc townships in tho country includinfr villaees. Single tenement-houses are often ris populous as entire school districts in New York State. Suppose, however, that each tenanent-house block was made a separate school district, and was obliged to provide its avm school facilities. Ob- viously, the enormous development of education in the tovms and cities is duo to tho unity of the municipal corporation. I am not her::; to prescribe details of a needed refoim. The principles, hovrever, become evident v.'hon onr surveys the deplorable conditions. The State should regard its rural population and its landed domain as its i^o most essen- tial assets. It should adopt policies ".f ich vvould stimulate rural life, and brinr ^ck the lands to fertility and to full production. The State of New York, for instance, is easily capable of from five to ten ti-res as creat a de- velopment in farm and garden production, dairying, fruit culture, and the like as tte existing average annual output. To brinr about this greatly increased production v/ould require a con- siderable period of time, and tha careful adoption of a series of stimulating measures and policies. But tho first and foremost of these policies should grov; out of the principle that ths farmer's children ar not to be penalized for stickin- to the farm. Ths consolidated country school should not be the Jtrsa^^a?l^iH6u]:¥'nS^^^^4^bl l^o->S^5|5^^kS4feed?^e^HfS"c^^t5^?gli^'" the burden of the graded schools of New York City should be throvm exclusively upon the parents of the children \*o are assigned to each pj.rticular school room. AS much i-ains should be taken by the Sfete of Now York to create in- stitutions for the rehabilitation, and the modernizing, of country life, as ^ the authorities of New Yoik City have taken in creating such marvelous insti- tutions as tX^e T/ashin-ton Irving High School -^ith a hundred vocational spe- cialities, the City college for young men. Hunter College for young women, various manxial training and technical schools, and so on. 2h© prob lem should not be approached in a drifting or dribbling way. It should be met squarely, on larf:8 lines, by men of vision and of courage. When the State d(»oi4«».— under some kind of encouragement from the na- tion because the larcer aims of our educational policy should have deliberate national s?.nctia)n — v^en tho State, I say, decides to ireet the menaces of our peace-time civilizaticn as boldy as we met the menaces of the war period, we sh^ll enter upon ane ra of true conservation. In working out the prin- ciples of human canservatix^n, we shall also develop and conserve our material resources, - the soil, the forests, the water supplies and so on. I do not believe in meeting tl» crisis caused by the Mortage of teach- ers -.vlth mere palliatives and with pitiable, temporizing measures. I Relieve that we Should turn the tables completely and meet th2 crisis by the adoption of ^^old policies. The profession of teaching is not desitned to decline, but on the contrary h.is ahead' of it, in a future not long distant, such op- portunities as should invite thousands of young men and women to tram them- selves for -.vhat is to be decidedly the foremost of the profession. The schools henceforth are to be less narrowly academic, md more ob- viously and immediately a p'.rt of the general life of the community. Others more competent than I am v;ill deal vdth specific n-easures, and ^^^^yj'^l be#.an, in expressing -the belief that the present crisis vo 11 lead us to see the1L-ed of adopting large policies, in order not only that teachers my be pail a living wage and schools rraintained. but that education in the broadest sense my 'e treated as the supreme o-ject of statesmanship. T-e further con- tinuant of our ^marican institutions no.v depends upon universal training for cufzenship; and upon the prosperity and success of our social and economic life, rural as v/ell as urban. (Prolonged applause) 11. THE PRESIDING OPPICER, GOVEi7hat out in thee open somevhat, in fovor different states. And do you know I have not seen a rural school in session in any one of these states this m^onth? ihe doors are locked, ^"hey have had the required periods of time of instruction '.7hi ch the lav.- requires, and they close up their schools seven months, six months, five months rural schools in my own state? the period of time which the rural schools are in session, seven month, — one hundred forty days; th9 period of time in v/hich the city schools are in session, ten months, — two hundred days. Can you give to the boys and girls out in the country dis- tricts one hundred fortjjc (3ays, and some of them only one hundred, the same efficient instruction, the same education, that you give to the bojrs ard girlr in the city .hen they have two hundred days instruction? Vihy of course you cannot. -:.nd so --^e nust come to the proposition that schools in the country districts must be maintained for a period of time equal to that v/hich vv-as maintained in the cjty. If a boy or a girl living in the city is entitled to ten months instruction, then I say that the eleven million boys and girls living out on the farms, in the rural regions of .(America, are entitled to a ten months' period of instruction. Fov;, -.-s one factor, your period of time. Let's tal« a second fac- tor, — fhe equipment. I do not need to describe to any of you people the equipment of a country school. You see it. Every one of you have seen it. Ccxnpare it -."ith the school buildings in the cities, --ith the equipments whid-i are provided for the school buildings in the populous centres, and you will readily see that it is not possible In that little one rocm school, with the meagure equipment, to civo to the boys or girls there that efficient instruc- tion v/hich can be given to the boys and girls who are in the better buildings, vdth the better Bquipncnts. liow, ri^t in connection -ith this same thing, loolc at -''hat they are doing in the populous centres and schools, Some of the things -.vhich they are doing. Look at the great human interest v/hich the people express in the different things v/hich are being done in the schools in the populous Centres, because of the great aggregation of people that are brought together. Jhe unfcr timate child, the cripple child, the deficient child, the blind child, the deaf child, the tubercular child, the anemic child, — all these dif- ferent Classes of children in the states, there are large numbers, and be- cause you can get at them and segregate than and give them that special atten- tion v/hich their needs entitle them to. How about, the country districts? Such special attentirai is an absolute impossibility. But ife it possible so to organize the schools in the country districts that some human expression of a great state or a great nation can reach out to these unfortunate chil- dren? I think it is. bo the second factor, the buildings aM the equip- ment of the schools. Nov;, a third factor, — a course oi^ study. You knov/ vtet a countrv school makes me think of very often v/hen I look at the course of study or program, the daily program, -vith fifteen, tv.-enty, thirty children, of dif- ferent grades, all the different subjects in the cxn-riculum, and a program mapped out? V/hy it makes me think of a trolley station, where the trains are running out every minute or tv,T> to different parts of the city. And so you go into this little one room school with thirty children, with its pro- gram, and the children march up for their recitation, and they march back, 13. and another group come up for a recitation, and so it goes every three, four, seven minutes all day long. V/h&t kind of ins t3"u ction can a teacher f^ive, v.ith a. school orgLjiized en a program of that basis? llow a course of study in any sc-ool should be connected in some v^ay ./ith the living conditions of the community in v*ich t>at school is maintained, and of course you all expect thit a course of study in a rui-al school -/ill h^ve something to do '.vith agri- culture, and -.vith ho/ie making, and Tritla these subjects concerning vhich v.ie hav tal-ced so long; but it should have other features. V/e should have the same cultural features in the rural regions as ^e hz.'^ra in the city. V/e must develop in the boys und girls, — Think of it, eleven million of them in this countryj Jjse they not entitled to the sane cultxiral privileges -.hich the other other eleven million are entitled to and are receiving in the cities and the popu- lous centres? One of the sp^hsrs, and I am not sure but 'vhat both of them, referred to the physical conditions of the beys and girls in the country. In the year 1916 there v;ere 133,000 young rr.en in this country v;ho applied to the War De- partment for admission into the regular army, and these your^ men had to un- dergo the usual physical examinations, and out of that 133,000 young men less than 20fr of the boys v;ere accepted as meeting the physical conditions prescri- bed by the United States government for r.dmission into the army. You all kno.; the revelations v.hich an examinr tion of the m.en v;ho v;ere drafted in the v/ar shov'-ed; and you imo-.-.- further th-t the facts are th'xt the boys v/ho came from the country districts v.-ere not in n.e fit physical condition as the boys r/ho came fron the cities. Nov; any program for the country districts must include a comprehensive, scienfitic 'TOrk on health instruction, -fihe tusual physical training; but, further than that, the medical inspection vrhich -.79 h-we had ia not effective inspection, just simply pointed out certain physical defects. That is essential of course, but there must be scientific instruction in health upon the sane basis ttet instruction is given in English or Arithnetio, or any other subject in the curriculum. How one other point in an effective school, and that's this, — the teacher. Kov.- you know -fhat the teacher is in the country districts. I am thinking of these eleven million boys and girls, and of the tdachers giving them instruction, the great majority of ^ho© h".ve never had anytJiing beyond an olem.entary course of study, and yst these young people, wtth that meagre in- struction, '.vith that meagre outlook in life, go out into these schools and are endeavoring to train and de''*elop eleven million children into good ijner- ican citizens. We should reverse our policy on rural education. Instead of going upon the ti:eory that any person may teach in the country schools, v;e vvBnt to come around to the theory that the best qirtlified teachers in the School system are to be emplojred in the country schools, (Applause) ^nd in- stead of going upon the theory that -.ve •■dail employ country teachers for the lo\^BSt compensation for "hich they can be obtained, we want to reverse the situation, and offer a premium in the compensation for teachers vvho will go into the rural c&mmunity. (.^.pplause) Now remember thiss ".7e shall never have an effective body of teachers in the rural schools of the state until v;e come right to the proposition and say, — \r, v/hat's the good in it, and some of th'j values in education are going to be set forth tonight in the progr^, and again tomcrro"- nighit they are. "The Bel at ion cf Education tonight to nraterial roalth, ard the national strength and safety. There v/ill be some tima at that mseting for sane discussion I believe. I must ask you to come here tomorro'.? morning promptly at ten o'clock. The program must begin at ten. One of the gentlemen who speaks must begin then and leave within twenty minutes after ten o'clock, so you v.dll to hiere for the program tomorrow morning at ten o'clock. I want to call your attention also to the departmental or sectional meetings this afternoon, v;hi ch you v/ill find on^'the shaetc that you have im- mediately after the general meeting program. ^hoy arc all held" in the Hotel Washington, The section on State Departments ofrEducation, on "Training the Teachers for Rural Schools," at v/hich state superintendents of public in- struction and others are particularly interested in, — Education in Urban Communitiv/isc a './^ll-lmovvn or oasily discoverable fact. By no Loans do I cont^^nd tiiat privato schools en the av^-rage ars citi.or inferior ir sup^ricr tc tho public sc:xuols fcr v/i-ici- t-ay arc used as a substitute; no cnc laiows oncugh abv.ut privcto sclxcls en t;-G avcra;l'o to mclccj any such ccntcntion. I dc contend most atiph^tically that, aft-jr ccnsidorablo study and investigation of this matter, extending continuously over nearly t.v-nty-five y^^ars, I have yot to learn, not of a single state, but of a sin=,la city or school district anywhere in the United States, in vrhich a private school might not teach, cr neglect to teach, practically vv.^at it pleased, might not be as inferior in every respect as its patrons wculd tolerate, and still be permitted to serve as a substitute for the legalized public- school instruction locally me.intained. I contend further, and it scorns wholly obvious, that tho contont, the quality, and tl.3 language of instruction, in every private school that serves as a substitute for a legalized public school, are matters cf concern to others than the children and the parents of children attondant thereat; those matters are of deepest concern to the community, the state, and the nation. And any worthy educational programme for Jknerica must make adequate and effective provision for such knowledge and control, by duly authorized officials, of all instruction that serves as a substitute for the legalized instruction of the public schools, ax will ensure to that substitute, instruction the essential equivalent, in content, quality, and language, of public-school instruction. Partly because of tho shcr-t school year, partly because only partial advantage is taken even of this short year, the an^ount cf schooling tnat we Anericans are getting is startlingly little. As a nation, we are barely sixth graders,' A nation of sixth graders, v/e are taught by tenth-grade cr eleventh- grade teachers. No adequate data are available from which to calculate accurately the average schooling of all the public- scixcl tea.c..ers cf America. Such figures and facts, ho'.vevor, as arc at hand warrant the conclusion th^t it can be but little if any beycnd the eleventh grade, or third year of the higi. school, including in t^.is sxvoTa^Q :vll t;.3 time devoted to so-called professional training. According to t/iO v/ell-considered estimate of Dr. Evenden, in his recent study of teachers' salairies and salary schedules, 'About 4,000,000 children are taxight by teachers less than tv/enty-one years cf age, v/ith little or no nigh-school training, with no professional preparation for their work, and who are, in a great majority of cases, products of tho same schools in which they' teach. ' The education cf co-untry schccl-twachcra gcsnerally is scyeral years less than that of city t^sachcrs; even so, allowing for onv^ cr twc possible exceptions, it is extremely doubtful wheth-r the av-:rage education cf the wliole group of elementary teachers in axvy cf cur large cities exceeds that of a four-y^ar high-school course, including in the average all professional education as equivalent, y^^ar for year, to high-school educati-n. It is but the conservative exprcssicn cf an undeniable fact, when we say that, on the average, in American elementary schools, the comparatively uneducated are sot to t^ach the slightly less educated and tlie ignorant. Furthermore, this statement is no just cause of offense tc elementary teachers, either as a class or as individuals. Dr. Frank E. Spaulding, Supt. 19 How much education has America the right to expect anyone to bring to his task at- $630 per year, the average salary of all public- school teachers in the United States, both elementary and high, according to the last figures available? How low individual salaries go is not revealed by any records at hand; we should blush to publish them were they available. It i« quite eno-ugh to know that the average salaries, both elementary and high, for certain whole states are below $300. And in no state has the average ever reached $1000, unless some unusually large increases of the present year may have brought them to that figure in two or three states. These are the facts that should offend. They are an offense, first of all, to American childhood and you$ii.' We may as well recognize at once and frankly admit the utter and increasing hopelessness of securing, at present wages, any considerable fraction of the required number cf teachers who possess the higher qualifica- tions herewith proposed. Let us acknowledge the inevitable; that avera^a salaries must be increased by at least eight hundred dollars, tbat is, raised to two and one-half times their present level, if it is to be made worth while for capable women, and perhaps occasionally a man of fair capacity, to make the very modest educational prt-psiration proposed, and then to devote themselves contentedly and loyally to the profession.' Ill The definite pursuit of our second and third objectives, occupational efficiency and civic responsibility, should be siinultaneous and should immediately follow the attainment of the first objective. This does not mean, let us remaxk parenthetically, that ev^ry bivy should begin the learning cf a trade immediately upon th;L completion of the elementary-schcol course; the boy who goes ori to high school, to college, and eventually to a professional school, should be considered to enter just as definitely en the preparation for an occupation when he begins his high-schccl course, as dees the boy who enters a trade-school or a shop as an apprentice. The main difference is that cf the time required to reach the goal of occupa- tional fitness. Instruction designed to prepare for occupational efficiency and. civic responsibility should cover a minimum period of four years, or until the eighteenth birthday is reached, for both beys and girls, with an additional year for boys. This instruction should be maintained by law, and attendance thereon should be required cf all youth concerned. Per the giving cf this instructicn, two general types of sdiccls should be maintained, each suited to the needs and choices cf the youth v/ho are to attend. First, there should be full-time schools for these who can devote their time chiefly to systematic study; and second, there should be part-time, or continuation schools, for those who sure compfclled, or v/hc choose, tc devote the major portion of their time to work. The first type of schools would include high schools of all kinds, - academic, commercial, technical, trade, and agricultural schools, - indeed, any full-time school of secondary grade. CSuch schools sl^ould be sufficient in number, variety, and accessibility tc provide four years of high-grade instructicn for all youth desiring to attend. The second type of schools, for those who are to devote only a miner part of their time to schooling, should be flexible in their organization, adapted to the essential conditions cf employment. Two conditions, hov/ever, should be strictly maintained by these schools; their hours of instruction, for a given pupil, should not be less than eight per week, forty-eight weeks in the year; and these hours sliculd be favorable, not following a day's work, nor in addition to the normal working hours of a week. In a word, the school hours, favorably arranged for study, should be included within the normal weekly working hours. Dr. Frank E. Spaulding, Supt. 20 vathin the above essential limitaticns, there should be flexibility in the arrangement of -xurs for the given pupil; as a rule, however, it would prob- ably be fcvrnd advisable to schedule not less than two ncr more than four hcurs in succession. In the country, it might generally be fotind best to concentrate the year's instruction into three winter months, when schooling, not work, v/as caade the chief concern of the pupils. ■Rhatevar the detailed arrangement of hours, continuation- school courses should cover four years of progressively graded work. The work should be chiefly adapted to the two ends to be attained: it should be civic and voca- tional, not narrovjly, but characteristically. These courses would necessarily include such 'liberal' studies as histcry, literature, geography, and something of mathematics; and tlve sciences wculd be given much attention. In their vocational bearing, the courses slculd be adapted to the in- terest of the pupils itti^ediately tc be scrvad, having regard not merely to the occupations in which the pupils uight actually be engaged, but also to their possible future occupations. For girls, instruction in household arts and economy, and in the feeding and care of infants and children, sh:uld always receive special attention* The training of young men for civic responsibility and vocational effic- iency should culminate in a full twelve-month year of instruction, discipline, and training, to be carried on directly under the auspices of the national government . For this year of training, all made yough of the land should be mobilized by a complete draft carried out by the V/ar Dapartment, only those seriously crippled physically and the mentally incompet nt being rejedted as unfit; for one of the f\indamental aims of this course of training should be to make fit. Some option should be allov/ed the individual concarned as to the age at which he should enter upon this year of strictly compulsory training. He should not be allowed, for example, to begin it before reaching the age of seventeen years and six months; and he should be required to begin it before passing his twentieth birthday. This option would permit most boys in high schools to complete their ccursss before entering en this year's training; it would also permit those going to college to precede their college vrork with this year of training. Of course, there should be a fixed datte, cr dates, on which the year's training must begin. Probably it would be advantageous tc fix at least two dates- say July 1 and Jeinuary 1, or August 1 and February 1 - for the beginning of the courses. This would give a certain degree of stability and con- tinuity to the crganizati:n cf the institutes, which might prove advantageous; it would enlarge, for the individual student, the possibilities of adjusting to his particular advantage the time cf 'j-s attendance; but, perhaps most important of all, two dates of cpening and closing courses, rather than one, would minimize certain difficulties of adjustment that would necessarily attend the vnthdrawal at one time cf a million men ftom the normal occupations and life of the country, and the retxirn thereto of a like number. TJhether a modest or nominal wage should be paid the young men in training is a debatable question.. Certain it is tnat the entir* expense of the under- taking, including the maintenance, necessary personal equipment, and transpor- tation of those in attendance, should be borne by the government. And adequate maintenance allowances should be granted dependents of students in training. For this year of instruction, permanent centres should be established throughout the country. The cantonments that proved best adapted for military training suggest themselves as most suitable. Of course, these should be gradually rebuilt with permanent but plain structures, adi-pted both to the maintenance cf the student body and to the wide range cf instruction that shcul. be given. j 1 Dr. Frank E, Spaalding, Supt. 21 Vfliile tha whole purpose of this year of government control and direct-ion should be educational, in the broadest sense, every student should he recpiireo to devote one third to one half of his time to exercise for physical develop- ment and to military training. The remaining half cf two thirds of his tims shculd be devoted to such courses of study as he migLt select, the ;vide8t range of choice being provided. The curricula of these centres of training for civic responsibility, which might well be called National Civic Institutes, should be prepared jointly by the Educational and War Departments of the government, the latter assuming responsibility for the military and physical training part cf the curriculum, the former for the non-military subjects and courses of instruc- tion. The curricula should embrace, besides a thorough course in physical development said military training, every subjact of instruction, litereury, technical, artistic, every 'cultural' and 'practical' subject, that any youth of eighteen or twenty might need or wish to pursue. At the present time, and probably for some years to come, the annual enrolments in these institutes would include scores cf thousands of illiter- ates and near-illiterates, a part of whose non-military instruction would^ have for its aim the achievement cf our first and most fundauental educational objective. Indeed, sc long as ncn-Eng 11 sh- speaking illiterate immigrants are permitted to enter this country, evsry such male immigrant who is beyond com- pulsory public-school age, and .^onder twenty-five years, shculd be required to spend his first year in Amf-ica in one of these Civic Institutes. He v/ould there iearn our language and something of our ways and national ideals. The corps of instructors and tho equipra&nt of these institutes should be ample and cf the highest grade. In all respects, instruction, training, and discipline should be thorough and intensive, the non-military not less so than the military. The immediate control of the student body should be exercised by a military staff under the War Depai'tmsnt. So, .also, shculd the military instruction and physical development exercises be carried r.ut by especially qualified members of the military staff; the instruction in non-military subjects, however, should be under the direction and supervision of the Department of Education. These institutes filled with a million young men, taken at the most permanently impressionable period in their lives, should easily prove to be the most prolific institutions in the world for the development cf hxoman resources. They should terve, not only to develop and to specialize normal talents, but to discover and to cultivate rare talents that might otherwise lie dormant. The advantage to the individuals concerned would be no liss-a than to the nation'^ In no sense would this year ba a year cut of the life of each one, a year simply donated to the service of the nation, or to prer.araticn for such service. Quite the otontrary: this year, considered solely from the standpoint of the individual's advantage, would prove to be the most profit- able year in the life of every ycung man. Think what such a year would msan to three fourths of a million of youths who have never gone beyond tne elementary-school course; a large portion of vAicm have never oven complited that; tens of thcus^rnds of whom have nev^r had any schooling whatever; very few cf whom have acquired or are in thb waiy to acquire any adequate training for an occupation worthy of their natural capacities. The more favored hundred thousand or less, who have completed a high- school course, and the much n and youth aro enjcying at public expense nearly all the advantages that this prcgraciDC would afford them; but millions of ethers, just as worthy, atnd as educaticnally jioedy, are enjoying no such advantage. This is a democratic programme, a prcgramme of cqualizaticn, a programme fcr bringing to the many these advantages that only the select few now enjoy. It is a programme for the development of all, not merely a small part, of the nation's l-ABa«n resources. But the cost cf it? Would it not be tremendous? No, it v/ould be almost insignificant compared with the cost of war. And theru is this diffsr^nce, which should never be forgotten. Tl«i cost of war is tue cost <♦* 'lostructi^n; there is nc guarantee! return; inle_d, thu total cost may exceed many- fold th- original investment; v/hile the cost of education is rcturncl many-fcli, even in kinl, in wealth-prc iucing capacity to mai:c the investing naticn materially prosperous; but even gr-atcr is the r-turn in int-llig-nce , in public spirit, ani in civic responsibility. Invostmont in the ciiicaticn cf her childr-n and youth, cf her whclc people, is the most gilt-eig«i invest- ment tuat any state can make; unlike all oth-r investments, it ctmbines the greatest safety with the largest rate of return. But while the cost cf maintaining this elucaticnal programme would be small ccmparci with the cost of v/ar, cr with the advantages that vK^uld accrue from it, the cost would be large ccri^jarei with present cxpenliturss fcr education. The total annual cost fcr maintenance cf public educaticn in the United States, in schcols of elementary and high-school grade,- this is exclusive cf the cost cf buillings,- is new approximately $650,000,000. To carry out the programme here outlined would prob^-bly cost from two and one half tc three times as much, exclusive cf the cost cf maintaining the national civic institutes, which would bo an entirely new feature, ani alcn<- would probably cost approximately $500,000,000 annually. Two and cne half billions cf aollars, the cc st cf this programme, is a large sum, it is time; but it is equally true that thirty millions of pupils is a large number; ani it is still further true tiiat, at this rate, the cost per pupil is extremely small - a little ever eighty dollars. But anyone who has even a superficial acquaintance with tne present plcJi of educational organization and aJminiatratitn in America, an! v/ith pres3nt msthcia of taxation fcr educational support, will recrgniza at- once therein insuperable cbstacles tc the realization of a programme like the one here prcpcssl. The greatest ani most fundamental obstacle is unicubtedly financial; next, perhaps scarcely second, ie the tradition and pride of local autonomy. VJhile the iotal wealth and annual inceme cf th^ nation is ample to finance this prcpcsei educational progrsoame, the wealth and income of many citios and co\i»:try districts, taxable units in which perhaps more than half the people to be educated are fctaii, wculd be taxed beyond any reasonable, frequently any practically possible, limit, were this programme attempted under present methcds cf educational support. Fcr it is tot frequently true that the taxable wealth cf a given taxable unit, whether schccl district, city, county, cr atat-, is in inverse ratic to the elucaticnal needs therein. Dr. Frank E. Spacalding, Supt. It is one of the almost sacred traditions of America that complete control as well cts the chief financial support of education is a local matter. This fading of extreme local responsibility has mach to coflanend it; to it caust he credited a great deal that is host in American education today. But this same fs-ling, perverted, is equally responsiblo for much that is worst in our education; for in practice it cftsn works cut tc mean that a given community claims and exorcises the right to maintain as poor and inefficient, not tc say corrupt, an educational systeci as it pleases. The time has now fully arrived whon education generally should be considered and treated as of great, indc.d the greatest, national concern. The crises of the war helped to make this fact stand out in clear relief. It became apparent that the failure of local communities to remove illiteracy and tc provide technical training in sufficient variety and extent ms a matter of national concern. And the ccncorn of the nation in the results of our weak and inadequate, locally independent educational systems, was by no means confined to the effect en military efficiency; the effect en our whole national life, on our unity of purpose and effort, were cause for far graver concern. Let us not deceive ourselves; the gravity of the situation in which we found oTirsclves less than three years ffl-go has not passed, has net even materially changed for the better. The great task cf achieving real national unity is still before us; the war's crisis disclosed howfer we are from this goal, and brought home the supreme importanco cf attaining it. Since the war ended, tl>G everyday tragic occurrences in our social, industrial, and commercial life only smphasizc and keep before us the war's disclosure and lesson. In going about this task of achioving essential national unity, education must be oiir great reliance.. National financial support in considerable measure, coupled with a certain degree of national direction and control, appears to be the only practicable method cf dealing with the large educational problems that confront oar.' coimtry. The necessary financial support should be given, and the direction and control exercised, in a way to encourage and increase the support and responsibility cf states and local conmunities. This is entirely feasible by making the extent cf national support dependent upon certain practicable d.egrees cf state and local support and the observance cf certain very general policies, fundamental to the attainment of the great objectives to be attained, and at the same time by leaving to the states and the local communities the greatest meas;are of freedom and initiative in devising plans of organization and methods of procedure and in adapting these to local conditions, traditions, ideals, and even prejudices. The development of this proposed programme in full, even with wholly adeqviate financial support from the outset, will require several years. The one most important factor in .the success cf this, or of any educational plan,- qualified teachers,- will require time tc develop. First, there must be the sure prospect of a wage sufficiently attractive to induce a sufficient number of people to prepare themselves adequately for the work to be done; next, there must be provided schools of professional training to prepare would-be teachers for service. The number, and in many. instances the standards, of existing no.nnal and special training-schools and colleges of education v/ould prove quite inadequate to meet the require- ments. Dr. Frank E. Spaulding, Supt. 25 It is evilfcnt that ths development of this, or of any ether plan of ediicaticn, national in scope and adequate to i».ticna.l nesds, demands the ostahlisiiment of a DjpartiuGnt of Education in ths national government, a dspart-m'jnt that shall tcj en a par with cti'iSr state departments, having a Secratary at its head, who is a menbiir of the President's Cabinet. Let no one suppose that the establisiiuient of such a Department of i^ducaticn w:uld mark an innovation. On the contrary, the present laclc cf such a department in the Merican government places it alaost in a class by itself in txiis respect. In two-score governments, all ever the world, there is found a Department, or Ministry, cf Education, or Public Instruction. iimarica is distinguished as the one important naticn cf tht world tiiat fails to recognize educEwtion as one cf the half-dczan or half-score great national fundamental interests and responsibilities. This is a startling fact; but the all-sufficient reason for adequate geverru-.ental recognition of public education in iLierica is the simple reascn that only thrcucih such reccgniti-n can there be assured to all tne Anerican people adequate preparation for ths great tasks that are bsfcrs ther^; that only thr:ugh sach reccgnitien of educaticn can the ALeric-ai nation qualify itself to discharge the unprecedented responsibilities t^iat should be welcome, that will be inevitable. The y/r.ole -.vorld reccignizes today, not .nly the -unprecedented responsi- bilities, but equally the lonparalleled opportunities that are America's. Ivic.y v-e not all recognize - all Americc'jris, before it is tec lage - that the only sane hope of rising to these responsibilities, of grasping these op-fortunities, must be founded upon the determination tc prcjpare ourselves for them, as a people, as a iiation? We are nrt now prepared. V/e are no mere prepared today fcr the great emergencies cf peace that confront us than we were prepared three years ago fcr the emergencies of war. Educaticn, hasty and hectic, was lur chief resource in preparing for war. New educaticn, deliberate, intensive, and sustained, must be >ur basis resource in preparing for peace. (Prolonged applause. ) TH2 PEESIDliTG OFFICES, GOVERNOR H'iF.DIKG: I nr.: sure aftsr this progrnm has been outlined to us thit no on c?.n leave this r.eeting without feeling th-.t they hi;.ve snmothing tc look after when they get home, ITow. the next number on the program of the subject is "Economies in Education," and v.-g are delighted to have v-lth us this morning Dr. Charles H. Judd, Director, School of Education, University of Chicago. You all kno-,7 Dr. Judd, and it gives me pleasure nov; to present hini to you. (ifc.pplau8e) DP.. JJUDD: Mr. Chairnun, ladies and gentlemen, I am goiny to try very briefly to summarize .vhit I want to say as vigorously as I can say it. Dr. Frank E. Spaulding, Supt. 25 It is eviilent that the development of this, or of any other plan of education, national in scope and adequate to ioaticnal needs, demands the ostahlisiimaiit of a Department of Education in the national government, a departm5;nt that siiall to on a par with otr^er state departments, having a Secratary at its head, who is a menbiir of the President's Cabinet. Let no one suppose that the establisiiuient of such a Department of i/ducaticn w-uld mark an innovation. On the contrary, the present lack of such a department in the Ainerican government places it alaost in a class hy itself in txiis respect. In two-sccre governments, all over the vrorld, there is found a Department, or Ministry, of Education, or Public Instruction. iimerica is distinguished as the one important naticn of the world that fails to recognize educevticn as on? cf the half-dozen or half-score great national fundamental interests and responsibilities. This is a startling fact; but the all-sufficient reason for adequate goverru-.ental recognition of public education in America is the simple; reascn that only through such recognition can there be assured to all the Anerican people adequate preparation for the great tasks that are before ther^aj tliat only thr;ugh such reccgniticn of educaticn can the Amoric-ai nation qualify itself to discharge the unprecedented responsibilities titat should be welcome, that will be inevitable. The whole -.vorld recognizes today, not .nly the unprecedented responsi- bilities, but equally the unparalleled opportunities that are America's. Ivkiy ve not all recognize - all Amciricans, before it is tec lage - that the only sane hope of rising to thsse responsibilities, of grasping these op-fortunities, must be founded upon the determinati;-n to prepare •.•;\ir selves for them, as a people, as a nation? Tie are not now prepared. Vfe are no mere prepared today fcr the great emergencies cf peace that confront us than we were prepared three years ago fcr the emergencies of war. Educaticn, hasty and hectic, was tur chief resource in preparing for war. Kcw educaticn, deliberate, intensive, and sustained, must be >ur basis rescurce in preparing for peace. (Prolonged applause. ) TH2 PKESIDlilG OFPICEI?, G0VI3R^0R H-iT.DrjG: I nr.i sure after this progrnr. has been outlined to us that no on ccn leave this r.eetins vdthout feeling th-^.t they hi-ve sninething to look after when they get home, ITow. the next number on the program of the subject is "Economies in Education," and v;0 are delighted to have v.-ith us this morning Dr. Charles H. Judd, Director, School of Education, University of Chicago. You all kno-T Dr. Jvidd, ani it gives me pleasure nov; to present hini to you. (^^.pplause) EE. UUDD: Mr. Chairnun, ladies and gentlemen, I sm going to try very briefly to samnarize .vtet I want to say as vigorously as I can say it. "ECOKtMIES m EnJCATIOM" Dr. Charles H. Judd Director, School of Education, University of Chicago. The origin of the present crisis in American education bears date not of 1917 nor yet of 1914. This crisis has heen in the making since colonial days. If there had "been no war we should shortly have had to face practically every one of thi problems which now confront us. The warbbrought to the surface our weaknesses and hastened somewhat the appearance of an acute situation, but the war is in no proper or funda- mental sense the cause of our troubles. The present crisis is the product of our national evolution. A study of this evolution wfill show us that the causes which produced our most con- spicuous virtues ar^ also tne causes of our difficulties. For example, we hav3 expanded our schools, exhibiting an \inbovinded enthusiasm for broader courses of stvidy and for unlimited acceptance into higher schools of all who wish to take advantage- of them. V/e have paid for these expanding schools out of the public purse. V/e haVe a right to be very proud of onr national generosity and of our liberal plans, On the other hand this very expansion has brought us to a grave condition in school finance. We are finding it difficult to continue what we have begun. If we are to cope with the problem which has thus arisen we must first understand it and then go about solving it in a fundamental way. Consider the facts of expansion. In the last thirty years, while our population has a little less than doubled, the number of high- school pu- pils has bsun multiplied by six. Within the last ten years the number of high-school teachers has more than doubled. From 1909 to 1916 the number of high- schools increased from 5,920 to 8,906. Each of these schools, it should be borne in mind, represents a unit of equipment and up-keep. These figures present a picture of one of the boldest experiments in civilization that has ever b^en tried, European nations have guarded the privilege of a higher education and have bestowed it only on those who are selected for public leadership. Even for these leaders Europe has never been able to afford the expense of making higher education free. Europe has never given a public schooling of higher grade to girls because the social machinery of that older civilization could not feegin to stand the strain of supporting such an undertaking. Our nation launched this great experiment without any serious count- ing of the cost. We have been not unlike those fraternal orders which in their youth organize pretentious insurance schemes at trivial cost to their members and get on for a time withoufe thought or difficulty, but in their maturer years are overwhelmed by a striking demonstration of the eternal validity of the mathematical facts of life. Vfe are confronted to- day by a mathematical fact. Our high schools are crowded. They cost per capita about twice as much as the elementary schools. They have not reach- ed the limits of their growth. They stand as one of our gravest financial problems. There, are other examples which show that the Arierican people are eager to provide liberally for education. In 1840, as the Commissioner of Education tells us, the young nation, struggling with its problems of material existence, provided iktoat education it could for the people, but it succeeded in giving the average citiaen only 208 days of schooling. Two hundred and eight days are not enough to train in the fundamental social arts, and they offer no promise of introduction to higher education. In the three-quarters of a century since 1840 that 208 days has been increased until now it is 1200 days or about six times vidoat it was in 1840. 3r. Charles H. Judd. 32 The counterpart of our enthusiasc; for niore days of schooling for the average man and woman appears in tha sotLter fact that American cities are in serious financial difficulties in their efforts to maintain their public schools. A few naonths ago the Bureau of the Census reported that of the 227 cities havirg more than thirty thousand inhabitants, 147 are running far behind in their finances. They are spending per annum $3.48 per capita more than their income. The @27 cities have on the average a per capita indebtedness of $77,53. About 30 per cent of these ruinous municipal expenditures ia for schools, and the proportion given to schools as compared with that given to policing, paving, and public health, has steadily increased during the last forty years. Another striking saries of facts appears when we consider the evolu- tion of the different units of our Educational system. The elementary school has aimed to meet the needs of all the children and in its efforts toward the most complete self-development it has emphasized its own work and its own organization and been almost entirely unmindful of the higher schools into which its pupils go. Jh fact in many cases the elementary school has thought of its interests as opposed to those of the high school. In like fashion the higher schools have gone their ovm way. Vliere there has been necessary contact, ther- has often bee» marked lack of sympathy. The college has criticized the high school and the professional school has been in ttim critical of the college. All this lack of coordination can.be traced to the vigor and enthu- siaaa of"the separatj units and no one can legitimately advocate a reduction of vigor and enthusiasm. The trouble is that we haveinot evolved any large centralizing agency competent to comprehend under its unifying control all the disjointed elements of our complex system. The contrast in this respect between ourselves and Europe is very impressive i Europe unifies its educational system by central national authority. I mention this example, not because I advocate imitation of Eiirope. Quite the contrary, I do not believe in forcing coordination by any ext.rnal and artificial control. I believe rather that we should develop in an American way an American type of tmity. ijhis will mean conferences and democratic forms of centralized supervision, but until we find some device for securing unity our system v/ill appear, in contrast to that of Europe, as a group of "uncoordinated institutions, V/e are moving in the direction of centralization in thi development of our stat- departments and through our voluntary agencies of standardization. VJhat we need is a clearer conviction of the importance of bringing our institutions together. I would that ws might recognize the importance of taking a more earnest view of the common responsibility for the promotion of cordial interrela- tions. Not infrequently one hears educational meetings made up of elemen- tary teachers moved to both mirth and applause by criticism of collages. ^One hears the oast intemperate remarks about poor teaching and idleness in colleges accepted as true. I always feel like rising in my place to ask those criticise so freely how they can allow themselves this freedom of destruction of friendly relations unless they are prepared at the same time to assume aa citizens the responsibility for constructive policies. The fact is we are too individaalistic. In our enthusiasm each for his own institution we are complacent about a disjointed and fragmentary school system. The result is that pupils v^ho must pass from one:>g^ool to another we,stes a great deal of time and energy and expierence serious difficulty in making individual adjustments just because we neglect in- stitutional adjustment. The public is impatient and our financial sup- port is in no small measure jeopardized. If we are to make successful ,,. demands for large support we must first cure the wastage which arises out of otir individualistic enthusiasms. r. Charles H. Judd 1 Another fundaiaental fact which explains iruch of our present difficulty Ls that each cocununity is in a very large degree in control of its own schools. Vfe cherish the ^ocal school board and its rights as one of the aost democratic of our institutions, and variiy it is. The ej^erimcnts that some American school boards have tried with the schools in their charge have contributed far reaching regarding the possibilities of unbridled democracy. I hasten to add that the public service of many board members who have lav- ished time and attention on school problems is also tho most optimistic evidence that democracy can call freely for the services of its members. Quite apart from the virtues and sins of boards of education, it is evident on a criomint's consideration that local control is sure to be in- adequate to the larger needs of the schools. The small school district cannot train teachers. It cannot provide through its own limited agencies the books and materials necessary for instruction. It cannot secure unaided the supervision which it needs to m,ake its school equal to the best in the country. For these and other like reasons the individual school district must put itself imder the control of the larger social unit. It must do thib voluntarily, not through external coercion. Here again we must, I bf-lieve, face the fact that the present situa- tion is full of intolerable v/aste. The board which is narrow in its views or is dominated by selfish or partizan motives is a source of wea3cness to o\:ii public life and is responsible in no small part for our present diff- culty. The time ought to be not far distant when boards of education can be held responsible by the public for high standards of action ;3ust as the ^teachers and pupils are held responsible in the classroom. Supervision of boards of education is a public necessity and will be welcomed by those who are interested in unifying and coordinating the American school system. There is one more fact of ovx development vAiich. I think v;e rrrast con- sider/ We have not had standards for school work; vce have been enthusiastic but vague. T/e have so long been complacent with our careless evaluation of results that in recent years when scientific methods have made it possible to determine how far -teaching really accomplishea what it aims to accom- plish in the classroom, there has appeared a disposition in some quarters to resist the movement toward measuring results, Oi:r American habit of letting matters take their course -without supervision here works to the serious injury of the schools. Vfe must learn to respect standards, not in the interests of uniformity of products but in the interests of effective- ness. YJhere there are no measured results there will be much lost motion and waste. There is lost motion in many schools because of devotion to traditional modes of teaching and of orgamization. The school officer or the comiounity which resists innovation because of mental inertia will have to be brought jto account by exact scientific methods of measi.ijring results. Those who attempt to prevent the development of the movement for the measur3- ment of school results by all manner of false reports, by saying that measure- ment is in the interests of mechanical uniformity and that edu-jation cannot be analyzed into its elements or recognized by its results, will not long be able to stand in the w^ of the most needed and most rational type of supervision that has ever corns to American schools, namely : supervision by scientific knowledge of what is being achieved. The American educational system, as I ha^e tried to show, has all along been caroless of its fundamental needs. It has expanded lavishly and without proper assimilation of its units. It is full of incoordinations. It is local in its government and support and it is often indifferent to sta.ndards. Dr. Ciiarles K. Judd, oO IbB Bcvero test of a period of economic stress brings out the drfocts of the syptiim and ^»e now see as never before tiie consequences of our lack of foresijjht and lack of definite standards, 7£ have no adequate suppfsy of teacters. Ho-; could ;g jypect to have? The incoordination of the school system has left us -.Ithout adequate coopern.tion bet-.-een the higher institutions and the lo-.7cr sfchools. Lack of standards has made it impossiblo to discriminate betv.een efficient service and its opposite. Local control has blinded us to the public responsibility for prividing in advance for the ncads of the schools. 7,^ have left all these matters to the slov? operation of a chance system of supply and demand. This chance system has broken dO'TO on every hand.. First of all the young people of this country TTsre suddenly convinced2by the var that education is essential to all who wish to rise in the struggle of modern life. Students arc cro^-rding into educa- tional institutions in unheard of numbers. Our colleges are strained to . their utmost capacity in the effort to accommodate students. Our high schools are running over, Education has received a flattering recognition vhich is embarrassing because of the strain vrk assigned years ago to the high school and labeled through this assignment, advanced. The traditions of tho elementary school are narrow and originated in .he day when boys and girls attended school only a fe-,7 -.Teeks each year ard had no intentioh. Of going to the high school. The traditions have persisted partly because the Dr. Charles H. Judd. 30 caatnunity is averse to change, p artly because the buildings and equip- ment dictate a continuance of the present organization, and partly be- cause the principals and teachers in these schools are jealous of anything that seems to be a criticism of their practices or an encroachment on their domain. In the face of all these insidious and petty forces of opposition it is going to take some kind of a genuine national movement to set up what we urgently need, namely, a six-year elementary school followed by an immediate introduction of pupils to advanced courses. Oar schools will not be economical until the eight-year elementary school is talcen back to Europe from whence it came., The seven- and eitht- year elementary school of American, while it possesses many unique virtuBs, is the home of indefensible waste of human live and intsllectual enthusiaan. Quite spontaneously a change in organization originated about a decade ago in what is knov«n as the junior high-school movanent. This movement is halting and incoherent because it lacks broad national guidance. V/hat is said about elementary schools can be said most emphatically about college courses- Breat possibilities of constructive reform are here. The; need of broad nation-wide consideration of the inadequacies of the college is beginning to manifest itself in many ?fays, as for example in the fact that the religious denominations ^A±iich have always fostered higher institutions are centralizing their educational policies. Form- erly the dencminations laijnched scattered individual institutions, sup- ported them in a I6cal and uncertain way, and allowed them to compete without regard to the results which they secured. These scattered colleges were without standards or settled policies. Today there is a new spirit in the support and standsirdizaticn of these institutions. Vflaether this will result in a better coordination of the colleges with the schools be- low them and above, depends entirely on the wisdom of those now in charge of great funds and centralized boards of denominational supervision. One thing is certain in any case; the day of accidental, uneconomical competi- tion among scattered institutions is to be followed by a day of effort to establish controlled cooperation. Within the colleges, too, there is arising a new spirit of self- examination and reorganization of the courses. The vague idea that the sold duty of the college is to provide students with a good time and with womething called general culture is giving v/ay to the demand for clear and useful purposes. I believe that the time has passed vAioa there will be public approval of the traditional four-year college course beginning with- out definite purpose and leading vaguely to no clear goal. If the elementary school is ccmpacted into six yeairs and the college is given a real purpose, there will naturally follow a series of read- justments in the related institutions. These readjustments will, I believe, give us a new system of schools. There will be an elementary school of six years and a school of youth of six years in length covering the ground now covered by the upper grades, by the classes of the high school and by the first two years of college. Following this will ccme specialized education of the higher types. At each level above the sixth year certain lines of specialization vtrill branch off from the main trunk. The system will thus ccme to have unity and will at the same time offer diversity of • opportunity. The reform advocated in the last few paragraphs has to do wdtji the elimination of waste within the schools- A second reform to which wa now turn has to do with the better coordination of educational activities with other public undertakings. The fact is that in axl of our great cities education is becoming at the present time an intollerable burden on pro- perty. The property tax in most cities, at least in the form in vmich it is now administered, will not provide for schools in the future without des- troying property values. The schools are ,in competition with industry and public imprcvsnonts. There is fio need cf obscuring the facts; cities can- not support schools by the present methods of collecting revenue. 'r. Charles H. J-udd. ^ i The true soluticn of this mattor calls for genuine statesmanship. No lalliative measures will s^rve to do more than postpone the clash of interests, he schools depend for their life on a new plan of collecting and distributing ublic revenue. The question which confronts us is this: Hov/ is a new plan to be worked ut? Local ccminunitios evidently cannot solve the problem. The existing iducational agencies of the country are so absorbed in routine that they can- lot devote energy tc its solution. There must ccme from some source an .gency to study profoundly and impartially the whole matter of public- school ;osts and public revenues. Furthermore, if the findings in regard tc a new iolicy en revenue are tc be effective they must come soon and they must come n a positive form, They must go to the root of the matter and unist establish a clicy for the long future. It has been suggsoted that federal funds be appropriated to tide the states iver their present distress. Such emergency appropriations will be most hann- 'ul if they prevent a fundajiiental study of the emergency, For my own part, L lelieve that the American pjople need guidance in the development of a new >olicy, not charity from the federal treasury. There ought to be set up a lational agency which will go into the whole matter of revenue as the Bureau :f Standards has gone into the matter of commercial and material adjustments. !hers is v/ealth enough in this nation to carry out successfully the great locial experiment which is characteristic cf our civilization, the experiment if a free ^jigher education for all. TWiat is needed to make this experiment luccessful is adjustment, cooperation among public interests, and more economical irganization. I believe that this national conference could do no greater service than ic prepare a vigorous petition asking for the creation cf a national commission ;c take up the problems of school revenues thus contributing national aid to ;he solution cf problems with which our states and communities do jiot knew how ;c deal. This national commission might be a temporary commission acting out- side tha Bureau of Education or it moght be an expansion of the present federal Livisions which have to do with education. Personally, I believe a separate lemmission on this single matter is most desirable. A third school' reform wnich is to be advocated in the interests of econ- imy can be stated in both negative euid positive terms. The fact h as been :cmmented on above that as a nation we have never insisted on rigid evaluation )f the results of education. Vte shall have to develop a discriminating aicwledge of what is being achieved in the schools or we shajl go on wasting mt civilization. Ue must eliminate inefficiency and encourage higher types )f performance. Two examples will serve to make concrete what I mean. T/e are juilty in this cotintry of the most inadequate performances in the matter of leacher-training. There is no great civilization which tolerates so low an jiverage cf equipment among tts teachers as does the United States. Call this, Lf you like, a syniptcm of cur frontier life; say that wb have had to do the Dest we could during the formative life of a vast country, but the fact re- Qains that we have low ideals in this matter and in many quarters no ideals at 111. The consequancas of this are upon us. Our schools are inadequately manned, )ur people do not knew how to demand or secxire high-grade teaching. Cur teachers ire themselves outspoken in their unwillingness to have rigid requirements of success put upon them. They demand that tenure shall be permanent and that vages shall be adjusted solely on the basis of years of service. They organize to demand a flat wage and a remov&l of supervision. The organization promises its members that the merit systems of promotion vail be overthrown, The other example of lack of adeqijate appreaciation of results is to be found among the etudenfis in our schools. There is too often a lack of serious- aess of purpose which comes in part from the carelessness cf youth but more from American disregard for results. Our people have had lavished upon them opportunities whidi, as has been pointed out, Europe cannot afford even for her most select. These opport\mities are accepted without hesitation and v/ith- out the slightest recognition on the part of many cf the students and their parents that each opportunity is paralleled by a stem obligation. I am in Charles H. Judd. .rtunities from these who. after reasonable trial to ^J^j;^ ff JJJ^ Sa?''^' 3s of youth, so grossly neglect their ov«i interests; ard thair v.ork that f waste American opportunities and public resources. This program of setting up and enforcing requirements is "° trivial undcr- inr t- bo loft to scattered commmitics. Thsr- is need of a national agency, ne and wdll supported. to bring these legitimate demands to the attention of the people. ?S privkte .nd local agencies ^vhich are now operating to put fn^-i:Se ;f scho?l ro.alts on a solid ^--^-^^^f^^^^J^f^ "^^^ther , T- -i J 4^ -(.v. V, +i-n-i f m-riipn for better schools, tjux laer- pressed or limited in th. n..oi. n.^ CcJnpaign i.r o i^ 3^^ ^^ educational culd be a comprehensive and unmad promotion .f ^r ^^f^^^^f ,^_^ rs and ults vdiicfe will produc. more effective service on th. part of teachers ana z s ricus work on the part of pupils. This pap-r it may b. said by way cf suinnary. is a pica for cconomioa in *an?zatiS if v/aJe wis., v^o'shali oliminat. waste by coordinating ,.cational institutions and by finding th. true method of ^^^^^^f ^^^J^^^! . other public intorosts. T7e shall be g^^ided m practice ^^ "^f .^^fJJJ^^ ..ts of results. Such measurements wiU.makc possible a wiser distribution public resources than has bjcn common in the past. The practical step to b. tak.n by such a conference -^^^this is I am T.ly convinc.d. that of promoting the development of a national agency of f ty^e to take up at once the task cf planning for ^^ .^^f.^^^^^^lfl,^ .xr /effective, more ccmpact, and mor. economical organization than we new i/'c. {ProlouGod applause) THE PCTDIDIirG OPPICEK, GOVERIIOP. HaKDIUG: Dr. Cl'rston, *^^ ^^r e you make j ^ anfo^;cement. I want, ^n behalf of this .udi.ncn to th..nk you for the -.onder- . qu..rtet that you procontod hero this morning. - Dr. Shav, Mr. tmogan, Dr. Gliding and I>r. Judd. (applause) commission:-. CUiXTOr: And governor Harding} (Prolonged applauce) THE PI^BSIDIl-G OFPICER, GOVmilOR H.EW.:G: Hov it is "°^^^J™° J^^^'^.^.J^ ^, -V iL-^uPhtor) If thic prosentaticn of education by men thac morning .ill bo :^;.^ut irto thr hiS'ayc xnd tho brr^ys of United L3tatcs of America there id i ^y qu stion but J iS "£ro ehould bo W improvement in tho public schools Uin^he neit year, end .0 arc fortunate. Pr. Ci^^^ton. that ^.e have you as a 3ium through v.hich this can be done. (Applause) nn-n-Tn-nv CLi-XTOr- If Dr. Wood is in th-: r.udionca I am going to ask him ■ or rather to apologizo to him. ~ I -sicoa mm ""^ r." ,/ g j^q are in- tm a conference v;hich v;r.s hold by us hore i^ st -7601. °^ °^^^^:"J;'^^f^^ticulr rly (vmoreupon at 12:40 o-oaocK p.m.. »o Th»-sdcy norr.inE session «>b adJo,u-n- I 11 THLT.SDAY S^/EHING SESSIOr. Hay 20, 1920. (ZiQ 'Jhursday evening. May 20, 19£0, sosrion -/as convened at 8 o'clock p.m., at Continental 3Iall, Tevontcenth & D Sts,, N.U. '-ath the Hon. ^oa^j'h ,i: -IfanBdell.'-^aenator 'from- Louisiana' presiding.) COI.IISSIOtflER CLaXTON: Friends, bofops I have the pleasure of prcBent- ing t you the presiding officer for the evening, I -.^ant to say juEt a fe--7 v.ords about the jrosram for this evening and tomo rr ©."'jt. The purpotso of tl.is converence, as statod a number of times, is to impress, if possible, on the rootle of the Utaited States the fact th>t the schools are theirs« that they pay for thora; rh?.tever improvements arc to bo made, they must make, . nd th^' t it is vorth doing. And I think v;e are having r, most remarkable program. I am confirmed in that thought by the fact that at least a dozen people have said to me that it is t!ie best program chey have ever experienced at a Bimilar mooting, tl-iat they have attended. It t^p.s said, ho -..over, by the Presiding Officer today. Governor Harding, of lor'a, th:', if '.7e v.-^.nt the people of the United i^tatcs to support the schools, \7e must sell the idea of education to them; and it -.•as just that idea that I had in mind in making tius program. Governor Hardin^- said the merchant, the manu- factur:.r, the people v/ho }iave things to soil, advertise. But there is one further principle in it; advertising v.ill not hold out long unless you can prove to the people thu^t the thing advertised, and -vhich thsy are asked to buy, has real value. Has education real value? V.e are asking for money in quantities never before tl.oufht of in regard to educational programs ^ any.-here in the . orld. Wo -.vere told this morning that v'e must J-ave at least t-70 and ono-half billions of dollars for education, — for public ed- ucation in tho IMited btates, -.vhldi is tlires times as much as wc nov; 13.vq for that purpose, ^.nd lilr. Spaulding said, — Of what value is it? Frequent- ly •-•.•hen I urge legislative bodies of one kind or anotiior to vote money for schools, they have said to mc, in a section of the country rhoie '.'o did not have much money or accum.iilated ••ealtji, — Education is good, and I believe in it as long as ve have ability to pay for it, but vre must earn -.-ealth first. The program toni.^.t is devoted tonirht to the idea of education in relation to the production of material v;ealth, and the national safety and strength. If it can be proven that education docs produce '•■ealth, that it's an investment for the sake of getting back much more than is invested, and if it can be pro'/eia that the strength of the nation and the national safety depend on it, thon our point is v^ell taken, "./o appropriate much money for the army and the navy, but if armies and navies -dthout general educatinn are valueless, then vm may approppiate for the safety and strength Of the nation, also for good citizenship. And toraorrov- evening's program is devoted to that idea. Without patriotism, .vithout good citizenship, vithout virtue, and hi^. ideals, all that v.-e attempt v;ill go to pieces, pjid our government •;ill break dorm, and Domocracy vill prove to be a myth and untenable thing; and if v.e are willing to pay for Democracy, then ',7e should be .villing to pay for it througi. education, if it has a relation.' -j: to good citizenship. ^nd after all, all of these things are of value, as I said yesterday evening, only that v.-e may attain to the higher life, to all thr, t human life is for, and all that makes it -'orth living; and a jtrt of tcmorrcv evening's program -.vill be devoted to that purpose. 'fomorrov/ morning I am going to ask that you be present at the theatre promptly at ten o'clock, because one of the speakers must be^in speaking immediately at ten. I think the text for all that v/e have to say here, in these three progr;uns, might v;ell be this, — "Seek Ye First the Kingdom of God and His Kighteousness, and all these other things shall bo added to it." And the Kingdom of God for the present, and I think for the present man v/ho has uttered there i3 the kingdom of intelligence, of knov/ledge, of skill, of stronr purpose and rpod \7ill» And alltMUgB xialt on educ^^.tion. This is the centrnl thing, -hich, if -."o shall buy rjid buy ■vorthily and liberally -.vc- shrJl b7, th;; pur ch; sing of it attain everything, else th-^t vre rrould ^et only indirectly. z, Vflien the progrcon vras made, it -a'as thought very fitting that tho Secretary of Agriculture ahoald preside at this particulra- seseicai, -nd he promised to do so. Unfor^tmctely ^« 1» detAiiod in c hoepitcl lonjer than hd expected. He hoped to Td©- a^ray isi time to proside this evening-. Senator Raaadftll'has very kindly consonted to preaide, tUiing the place of Secretary Meredith. Anotl'sr chance must be mode in the pro^r .in. Assistant Secretcjy Roosevelt who wus to speak on tho relaticm of education to the Navy cannot be present this evening;, but .he v/ill cpenk tomorrow promptly ct ten o'clock at the theatre, Vx. !ro«B€V« v.-ho v?aB on tomorro'.v's progranano, v/iH apeak this even- ing. One other .addition i a irxide to this progTamine, that 6f Dr. IJann, who will speak briefly in Kalation to Education and the development of the Arts. I take grccit pleasure in presenting to you at this time Senator Ransdell of Louisiana, -vrho v.-ill preside. OPENING RTMARKS BY THE PRESIDING OFFICER, SBBATOfl JOSEPH E.RANSDELL, UNIi'H) SiL.'iSS SLNaTOR Kta! WUib^IirA. CommlESiouer Claxtou, ladies ;uid goiitlemen, it ^ives roe very great pleasure to >z.vc been solectdd for the very important post of preeidi:;? at this Sdu cat ional Confer enc 9 this cver.ing. I am sorry I did not have more time to prepare, because the subject assigned ns of tryir.g to fill the place of the tiecrot-ry of ..griculture is a difficult and iraportc^nt one, a:id I would have bosc g,l d to devoto sju first address on t le program tliis <:vening is : 'fSducation and -agricultural Production-" Hie gontleman •.•ho is to deliver this address is President of the Io'vb ^t.-te College of ..agriculture, and T'ech- anic .j-rts. He hardly needs an i.-troduction at my haiids. I -vish to say of this gentleman that one of hir prea'^cessorD, Dr. 5. ii. Knapp, ■aent-.tb my state maiiy years ago and bcca.e a great pioneer in agriculture education. One of his first "orlcs •■.as to establish the rice indust:-y. Later he became a very groat developer of tho Boys Corn Club and thj Canning: Clubc; aj'nong the girls and the Fig Club among the boys and girls. H3 '-as one -cnderfvil pro- duct of lo a to go ..vouth and benefit the Louthland. His siccessor, or one of his sucncssors in that office, is to talk to us this evening. V/hon the •..■ar br&e out thit gentleman came to "<mond Pearson, ITesident of the Colleg- of agriculture of lo-ra at ^imos, — Pr. Pe^-rson. (i-ppia-iise) Ei:. PLuwOr.: Mr. Chaiman, Commission Ciaxton, laiies and gentlemen: I appreciate that it is a great honor and a great opportm'.ity to stand be- fore you for a fs-.' minutes thie evenin'^, ?nd I thanlc Coirc-ji^sioner Ciaxton fbr the privilege, Jlay I add a "ord of regret to -.'hat you already have heard because of the absence of the Liecretarv of ^..grictilture fron our meeting to- night? It hap;,ens that I live in the same Ctata -ith Lecret^'ry Jlerndith. 2 h£.ve laio -n him for a long time, and I tao ■ ■oil of his very d«"5ep interest in just the Eubjoct to -..-hich -e ai giving our attention at this time. He • -ill rogret as inuch ae any of tlxit he caimot be hero, not to displat«c the very able chairiian of the meeting, but co preside in the discussions, and •.•ithout doubt he •..•ould con tribute somethinf; ell -crth our hearing. The subject assigned to me is ^wduc-tion and Agricultural Production. .ICno .•Ing to.-.iething of tYe thought of the Gom.iission of Lducation iil making up tho program for this series of meetings, I shall omit -hat r.ight he caljo-d the human side of the question, and adhore as clo.T3ly£ s I can to the material side, — 'She relation betr-een education and not "agricultural lifa«" but agaicultural production. II ' EDUCATIQH MD AORICUI/rUlUl, PSODaCTlON Dr. Eayiaond A. Pearson, President, lovja State College of Agriculture and Mechanic Arts, Ames, Iowa. Ue have made a good beginning in agrioiltural education, and the in- timate relation between such education and agricultural production is well Imovoi to all those vdio are familiar with thie work. There are in the IMited States sixty-nine land grant institutions and in sixty- seven of thea agri- cultTire is taught. There is at least one such Institution in each state. There are fifty-seven agricultural experiment stations, and in most states these are operated as a part of the agricultural college. The colleges were founded under the Morrill Act, passed by CongrsBs in 1862. Ihe experiment stations are established under the Hatch Act of 1867 and succeeding legis- lation. The value of the equipment used in the different states for agri- ctiltural education and research work varies from a very small amcunt to about three million dollars, practicably all of it having been provided "by state appropriations. Agriculture also is taught in a very few other institutions of higher learning, and investigations relating to agriculture work are carried on in a limited number of institutions in addition to the regularly establish- ed agricultural stations. In the land grant institutions, agriculture is conducted along four different lines; research, collegiate and post graduate instruction, sub- collegiate instruction, and extension work. Researches are conducted prin- cipally by trained iwientists, and most of the investigations are conduct- ed for the purpose of solving special probloas of immediate importance to farmers. Collegiate and post-graduate instructions is adapted especially for those wfco will engage in fanning operations and for those who will becaae teachers and investigators. Sub-collegiate instruction is adapted especially to persons who, for one reason or another, can not take collegiate work, and generally the sub- collegiate instruction is given in the form of short co\irses lasting from one to twelve weeks. In some cases it continues throughout the college year. In both collegiate and non -collegiate work m\ich enphagis is now being given to the preparation of teachers of vocational agriculture as provided for by the Suith-Hughes law. Extension work, Tudiich is conducted throughout the entire state and especially in cooperation with the Federal Department of Agriculture under terms of the aaith Lever Law, provides a few days of instruction per year to farmers and their families in their own neighborhood and bearing di- rectly on the local problems. The number of agricultxiral teachers and investigators engaged in one state varies from perhaps 15 to 20 to about two hundred fifty. The nvaaber of students in agricultural courses in different states varies fran perhaps a score or two to about fifteen hundred. This does not include students in home econoLiics. In recent years the student enrollment in agricultural courses has greatly increased. Since the war the increase has been checked and in some states there has been a decrease on account of the exceptional industrial activities and attractions. In the early years of agricultural colleges, very many students did not return to the fams after receiving their education. In these days, they do return. It is doubtful if a larger percentage of men trained for any line of work enter upon that work after leaving college than is the case with agricultural students. i>r. xiayiflt-iia a. rear sen. 6. In such an industry as agriculture, vihere men work widely apart and eacii must plan and conduct his own affairs, it becomes necessary to provide more thorcugli education in the interest of securing good technical results, than is the case with the more concentrated or centralized industries, such as manufacturing. In this' latter one man does the thinking for many and his plans are well carried out through the aid cf superintendents and fore- men, "by workers who are trained to do perhaps only one thing and v/ho need spend no time in making plans or in overcoming difficulties4 With this thought in mind, then it is seen that an enrollment of perhaps one thousand students in agricultural courses in a state, meaning ahout one hundred graduates per year, is very small as compared with the number of men en- gaging anew in farm work each year, usually between five and ten thousand. If each farm in the nation is operated by one man for an average of twenty- five years, then for the six million farms there will be required an average of two hundred forty thousand new farm managers or operators annually. Appropriaticns for asricultural education, including research, also vary between wide limits in different states, the figures showing but a few thousand dolleurs in some states and ranging in other states up to one million dollars per year. From the United States the institutions re- ceive about three and one-half million dollars per year as income from the Morrill Fund; about one and one-half million dollars per year frcm the Adams and Hatch Acts for agricultural experimental work, and over two million dollsurs per^ear under the Snith-Lever Act, for extension work, besides a small but increasing amount under the Srcdth-Hughes Act for the preparation of vocational teachers. Under this topic there should be mentioned, also, one of the most productive agricultural educational agencies supported by public funds, - the United States Department cf Agriculture, having appropriations of abcut thirty millions cf dollars annually. There is a widespread misconception cf appropriations for agricultural purposes. The most serious mistake is in assuming that all funds appropriated in the name of agriculture are so used. Vflien the money appropriated to the Federal Department of Agriculture and used for Weather Service for the ben- efit of shipping and for meat inspection and food inspection to protect consumers from frauds that would occur after the food articles have left the farm, is subtracted from the total appropriation only a moderate amount remains for bona fide agricultural use. In the same meomer, appropriations for agricultural educationgil institutions are frequently charged to agri- culture when in large part the money is used for general educational pur- poses in the interest of public intelligence and good citizenship such as by teaching English or civics. Another serious mistake is in the belief of too many people that vast amounts of public money are locked up in the physical eemocracy and intelligpnt de- mocracy. We asK their affiliation, their association v/ith us in order that throu^ their representation in our states and central bodies f.n our national councils, that v;e may have their beter judgment, their better r.dvice , predicate upon their experiences in educaticnal matters, to help us formulate policies and establish and control our practices and procedures, which \iill be helpful to our educational institutions. ^nd so too x^e welcome them to our fold in order that they may understand the grirr realities of life, in c rder that they may kna? -/rhat the child of today 'rrill have to contend with as a man or ^-oman of the future to ccme, in order that education may not be nlone thaoretical, but that It may also ;j-aztr.irri ef the practical. And hence we urge i-he organization of tho.:teaoUng ferce and thoir affiliation T;ith the American Tiade I^ion move- ment. Oh, I iaio-,7 that our activities and our appeals to tJs teachers, to or- ganization and affiliation vith the American Trade Union movement is largely misunderstood, its purposes v/rongfully interpretod, — ard v*hy? And vrl^r? Uhat purpose? What have v;e done? I dare say that American labor has- done more for educational institutions t lan any commercial institution to which the ginger may be pointed. Vie fool, too, that only in that v/ay V7ill there aver come a redress to the teachers and their present rightful condition. V/e linov unorgan- ized, u2iassociated, leaving tTiemsolves entirely at the mercy of ^7hat is called public opinion, they may wait for a later period until redress is i|oing to^e had by thom. vie ]m(x.i that only redress comes to thos e ^^fho gives ai'ticulation to their g-icvances, t;ho makes the public feel and realize t]^t the:re is a grievance, and there is a condition t'rat must be righted. We feel what there will be no redress cme to the teachers unless ttey arc organized, a.nd thru their organization manifest the grievances under v/hich thoy labor. Oh, it is said that if they associate v;ith the American Trade Union movement tl at it subjects them to the most disastrous policy of strilffjs as an association of labor. May I say, first of all, that the american Fade. ration of labor has no authority of any kind either to initiate or to control or to declare off strikes? The American Labor mc'^ement as a v;hole leaves aut<'>mony to each and every group, pennitting them to do as they choosa. Siothe € ontrary, it urg-es that all engaged in public employment should not resort to stri."ces, that while it is their right to give up their employment individually and coll- ectively, and that good judgment, v.'ise counsel and their relations to the pub- lic demands that they ought not exercise that they ought not exercise tJa*. right, but ought to appeal to the political agencies and political activitifes for the redress of grievous conditions; and v/o in turn agree to give voice *o their grievances and to help in our support in order that those agencies may be impressed. But isn't it rather peculiar tYa.t the great teaching force v;hich everyone today admits is underpaid was well illustrated by one of the speakers here this evening shifting their . employment in public perhaps the grandest pub- lic service of any commercial enterprise, — v.-tet dees that indicate? I. am told that during the past year, the year of 1919, approximately 140,000 teachers gave up their service as toachers and entered the commercial field. Is that a strike? llo. But it is equally as bad as a strike and v;orEe, because that number of teachers was lost entirely to the teaching forces. Much rather would I see 140,000 school teachers cease v;ork tomorrow and compel a complaisant public to,^c't, and many of our state legislatures and public school boards and __jJHrh'icipalitles forced, and comm.ercial interests to bo taxed, to meet this great ifondorful agency ard give the teachers a square deal. Oh yes,, public opinion will ri^t conditions, but unless vie are going to bo more demonstrative than we have been in the past I fear there is going to be lon^ time baforc the teach- ers \7ill receive that consideration 'Jiich their position in societ'r and their relation to the importance of the institutions of our goverrancnt warrants they ought to receive. Oh, I v.'ould bo the last to encourage a strike, and yet if I knev; tomorrow' that a strike would bring relief to thom, much as I ■'vould hesitate to do it, I think it would be warranted. Oh, I have been going to moving picture shows, and I v.-ould see the inscription on the screens, urging the necessity for giving the teachers bettor pay, and you v;ould imagino there is a great public deirend,-' and I believe there is, and a splendid response from the audiences. I fear there is going on today a system of sabotage, a condition not premeditated in any concerned form, yet nevertheless as dangerous, as harmful to our education- al institutions as thou^ a practical sabotage had been directly put in vogue. 'ihe teaching force is becopiing smaller; it is becoming less efficient because it is underpaid, and that is the philosophy, Che lav/ of nature of things un- derpaid, — Worianen, whether they be of the brain or of bra^-m; and you receive the consideration tiiat you pay for. ..nd so, ii" in our society v;e want a gooi teaching staff, if v/e v.ant a conipetent teaching force, if v/e \^ant to develop our educational institutions to their highest possible degree of perfection, then let us pay the price as citizens, and malce it possible for those' engaged :"n that high profession and art to improve that situation. I don't iGiov; that I should burden you further ii: the natter, except that organized labor realizes the value of education; it ia-ov.-e that the public school system is especially devised for the benefit, the enjoyment and the happiness and the development of the children of the v;age-earner who are un- able to send their children to private institutions for private tutorship. Oh y6§, the men of wealth have but little cafte as to-vhj^.t may becane of our-,, free public syste".. 'i'heir opporition today to free public schools is the same as it v,-aG forty years ago, excepting it Ms c>&nged its form. Today ve may find comruercial industry tairing ar-ay the brightest teacliing forces, the bright- est element in teaching, at the same tirre opposing overy move tor/ard increasing taxation, in order that the institutions n:L.y live. I say that the greatest crime that is being committed today against -'unericanism, I say to you, the v;orBe element in our society today that makes for the destruction of American- ism, is the element that opposes proper taxation in order that our educational institutions may grov/ and develop and bring into existence the greatest teach- ing force, the greatest educational system upon --hibh, after all, oUr whole conception of Democracy and its institutions fundamentally dapen&i I thank you. (Prolonged applause. ) THC PEESIDIITG OFFICER, SEIIATOP. R.A.NSDELL: Oniy one more address. I hope all vdll be patient, I now present a gentlemart to discuss education in re- lation to invention and research. iTiis gentleman is one of the most prominent and best icnown educators in ^jnerica. Ke is nov; engaged in educational research work in the city of V.ashington. Prof. C.R. Mann. (Applause) EROP. IIaNN: Mr. Chairjr.an, ladies and f-entlemen. As I came in this evening an old colleague of mine said: "Well, Mann, wMch speech are you going to give tonight? " -jod I said, "I ara sorry, I had to -vwite a new one this afternoon, because they assigned me a nev; topic, -* "Invention in Research." Nov/, invention in research, — the importance of invention and research has been very much impressed upon this nation by the 'var. I attended recently in Philadelphia a conference between a college man and industrial organizations, — as to hov; the colleges could develop better high-grado technical men for service in industry. Particularly t hey v;ere interested In the service that v-as required of men in research. The figures indicate tlmt the demand for re- search, the amount of inventive pa?er and rasearch at the present time are about four times the supply; and it's a very serious matter as to v,-here those men are going to be obtained, and ho-.; th-ey are to be trained, as they are needed immediately. V7ell, the National Research Council is v/orking on this problem and has made some very careful studies of the si tuation in the colleges. I -A-ant to point out on6 additional idea, or malce one additional sugges- tion tonight as to hCM this output of men of research training, and men '.vhDse inventive capacity and ability have boen developed, can be brought out. The American people, you know, are fundamental ly an inventive and ingeuitisv , people. Those traits came with the pioneer spirit, and ore necessary to the building up of a new dcuntry and a new nation. Small boys can ask more real questions, and do more ingenius things than we can answer or tal© care of in mary a day. It is not for lack of inherent ability, ard innate original abili- ty, that we have not an adequate supply of research men and inventive men at the prosent time. You Icnov/ that the figures of ^rof. Cattell sho-.7 that in qpite of thu great inatc invcntivonass of Amarica the number of great research scientists prodwjGd hero, or men of high grade in science, is loss than it i s in the other countries; and therefore there is something needed to stimulate the training of men for hi^ grade invention and scion oo. Now the war took a cross section out of our population. In examining that cross section of men, at least with a great deal of care and a gireat deal of detail, Ur , Haan has mentioned some of the things that were discovered, and I want to rcontion just ono further fact v.iii ch bears on this .question:-: of train- ing for research. l«i. nic pBycholocical tests, I cm told, v/hich r,'Ci': carried cut or applied to noarly three rdllioi-. of our young- men, iudicctod t;^t abcut ten porcont of the men of intcllif.cnce of grado a, v,-hi ch is tiv. tirade frm \iUch. our rcse.-rc" men came, — that ■i.'bo-Jt ten percent only of thoEo mon aro in tho collGi:j::s, a;,. ninety percont of thsm do not go to collego; IJo; the collebos aro s^archinf: themselves vc-iy carefully to pick out rac-n of (Jrade .. intalligonoo and duvolo-o thorn into research won, but thoy irvc only ton percent of the men in the coun- try ho havj thc.t i:^'a,dG of intelligence. No« tho coll-^a-es have lf:> of the population, ~ of the c>chool population, and ten perceiit of tho Grade .-i intel-« li:,^ence. Therefore, the Sr-de ..: intelligence that v/e are seelanc to develop IS about ten tir.es as frequent in the colic ~cg as it is outside. Kevertheless, thor3 is 90fo of i t scattered arovu:d at la:-e, -hidi is not being trained in tho collegesi for the advanced resoarch vx)rlc. 3oT7 r would lilce to suggest that tliat 90^^' is a mine that is ./orth v;orking, and that v;c ought to study nays and means of getting at that dC$ that iB scattered around outside, and is not being salvaged, and saved ard (developed for the technical n-or:: c..-nd research r'orlr that lies ahead. I -.ould suggest that a groat deal of that research ability is lost because of the dis- couragement that comr.s to small boys and siisill girls in the schools in tho reparation vhich is put on this spirit of inquiry and investigation vhi ch rnan- ifests itself very early in life. I have noticed a great nany children \?lD v.'ero very inquisitivu and inquiring and iirvestigative ard experimental in their attitude befcr e they v;ent, to school, and they gradually lose that attitxale as they develop, and by the tirr.: they reached high school or college, they became tlinrgughly routine students, with that spirit largely anihilated. I -.Tould sug- gest that there be give:.! raore attention in tho elemental schools and the high schools, more opportunity i'or the exprestion of that spirit of inquiry which is such a strong characteristic of our people: and Jf that opportunity is given I feel sure that ::;or^j research ability v-ill be developed and tnore material for tl-je right type of research v.i 11 cone to tho colleges and the colleges •.ill be able then to raoet the donand which is upon them. ITo'" thc.t is tho one idea that 3 \vant to leave v;a th you this evening, on tho subject of development of invention ■ in research, nancly, th£it 9Cff) of our research talent never gets to colle£?j at all, and that a grjat deal of that can bo saved and developed by more attention to tho, — more opportunity I mean, for the development of that in tho elemental school and in the high school . I .-Quid sau that it has been a great privilege in tho past years to be associated with General Haan in this work in the army schools. \"e have there, as he said, 110,000 men of an average of £.th grade intelligence, or fifth grade schooling,! moan. We have all grades of intelligence. Nov v-e are studying those men with a great deal of care, and v/o expect to find in those 110,000 ■ a number of men of striking ability, and we hope to bo able to contribute to colleges some really able nen whose training they can finish, and thus add to the nation's stock of research and advanced scientific man; and I feel that the school system can do no greater service to the countrjr than work as ve arc ■';o^'-nc: to find those men amongst the illiterates, and I may say that we. have some V'z,.Y promising illiterates, v;ho aro no longer illiterate, but who have be- come literate. If tho oleir/sntal schools ,'ould -ork out this p'oblom of picking- out and finding the really able children, and allowir^ them to e>rprcssthaeir ability freely, and not to repress it, they can do a great service tov/ard the development of invention and research. I thank you. (.ipplause) COIlillSSIOlCDi; CLJITOF: I am going to ask you to be patient , all of you, for about three minutes more. President 'Vood, of the ..gricultural College, no ,.• the university of IJaryland, has a brief report to make, -'hich will thus get before you and befor: this conference, and as soon as he has made that I am going to ask you to renain for just one minute after that for a statement abcut tcmorrov; afternoon's p-ogram that is necessary for you to knov:. Dr. Wood. iV""PH««e It Eesolred, 'Fn-.t v;e, tft. representatives of educc'tion, industry ani -pveiffiTBnt, issenbled in national conference at TJasiiingtcn, D.C., at the call of tlB Hon. P.P.Claxton, Conrnissioner of Eduoction, to discuss this Ei?b>cl: cind to farmulate recorx-endr-ti onr ooncerning it, do hereby concur in the follo-.ving' pfc' ton-ente: That there is no orj^ danestic activity of laore vital irjport to the people of the IMited States than an efficient end econoraical r:dr,':inietrati on of our M^way program. That there is a pressing denand for trained nen not alone to guide this program, but ulso to urdertatoe the probtems of the production and economic use of vehicles over the hi^-may. liiat this need can only be rset by increassd educational facilities for tvrning out these men. That the entire subject is one -rrhich should be closely co-ort^in" ted and a permanent concmittee rs.de up ~^3 hereinafter designated, should be appointed by the Comnissioner of Education to consider this problem in its several aspects and to bring about Sr fuller understanding of it on th? pTt of the people of the country. That the component parts of this coffir,itteo should represent the Bureau of Education, the Bureau of Public Roads, the Motor Transport Corps, the State Hi ^iv7ay departments, the autor-otive industry, tJae State or jrivato educationiil institutions, as tl-e groups best equipped to furnish the technical information reeded and to TOrk out these great public qtSBstions." In view of the conditions brotght out in the rasolutions, men of means, as well as our State legislatures should cone fbrwr.rd immediately, and materially aesict those institutions of learning wfiose aims ard character shov/ that th£y are best fitted to prepare the men who are to reh^.bilitate oiar broken-dO'.\'n hi^.mays ani who -Bill conduct tii© activities of a new method of transport v-hich is so vital to the v/elf&re of the Hation. >% 17. (JOLi,'ISSIOKr;j. CL^^XTOM: Tho point in this report ie this: I havo asked it tc be r?ad>hore aM ycu to listen to the last jart of it as ai important n3utt-.r chat horc is .u :iev.- burdon put on higher eductioa, and thcr ifore on all Gduc;-.tion boloT- it, at a tiuiri v.hon v.c s.xc. want tng mono y for cvor^rthin^ else, and tM is only onu of lorty or T* fty p.^ticul&r thiii 7; . .: ^wntl3:,3n horo this cvor. ing caviC here by direct request, appointed and sor.t :xrG to ^avG him get out of thir; conrcroncu Eomr, kind'of holp tcvard prepar- ing pc.oplc fo-.' a particular ^tind of thing to \.-it: tho paoor pulp industry in the United li>t-^tGs, in -.hich they ijoo-d educ-ted in-n as r.e / ^r before, and tho^o B,Yo others of tho sairc Irind . J?:io sun total of thsce ana .1 things v;ill natec up a larg-? part of tha program of education, and th^ burden ^ilaced on th,j nati on now at a tin::- v;henit noods t::LC noncy, — the statement ti^t I v.ant to niate about the pioi^ram is this: Thif. ccnfero:ice v/ill ::ot be successful if .e simply come here ard listsn to each other and co.ifcr -.vith each otl'iar. Frequently -.-.'hon I havo son", av/ay f r oii hO:r.o on a loriij; trip and oomo baclr, I!j*s. Claxtoa asks mo If it -.vas vorth the tir..c and expense. I reply, "I don't knov- until judgr.&nt day," Jud^rac-ut dc.y for this Oonfore:iCij comes very largely next v;i:itir, %7]ion legislat- ures meet, end in the years to ccTno , as the pro Gram hero oullined stell develop. I'o'.. in ordor that it "ay, it is expjctcd that tho fiv? conferences, or fivo sections that haro bean meetir.g, -.vill each r.cot tomorrav, a.... report which v;ill be handed to me, I hope, at the morninj:^ session at Keith's Ihoatro. But tomorro:? aftornoo;- ths co:.^fer9nce again meets in four othor kinds of in.ictions, all at the w'ashin;;ton Hotel. One is a campaign section, tho discussion of he to appeal to the people and soil the pro9.*P.ni tfet you shall prepare; and, ssc aid, 'TitTi relation to h*:-alth and education. 'i?he three Educational Extension .'meri coniza- tion illiteracy, -E:-orae of thos:- t'dns's that n- ed to be done iinir.'rdia te ly for people who have already passai the days of childhood- and early youth. Last of all, the qm-ution of salaries and rc-vonucs. Ind it i s cjrpocted that thoso confor- oi:ce£ r^.'ill also report brief rcsolutione,, aid they v:ill all be r-ivcn to a com- nitte: which I vdll s^jpoint tcirjorror; ani read at th>. rnornin? socsion, who v;ill take all of these rorolutions a;id put thorn i."to one definite form, eliminating the thin;,c; that •..•ould be suporfluouE, those t hin^jS that • -ould overlap or from the differ ;nt sections, but rz.lTi it all i:-ito one staten:c!:it, and s-,ries Oi ro- comty.erjdation s or recolutions, and that -.-ill goi'io out as tho recult of thif con- ference to the people of the Uni ted St^toc. Let riE ask you oncj norc that yoii.vviH bo present tomorro at t:.n o'clock, tomcn-rov; morni:'i£, as the session v/ill begin then. I vvish to tha;ic Senator Ransdoll for pr-sidirg tcni{,ht. TIE PIvUDIDU.G OrVlCEI., 'JZlU^J^Ou ':ui:SDI.lL: '",'hat is th:- further pleasure of the cmfcrencaV If thcr is :-othini;--, v.-e stand adjourned until tanorrov; morn- ing at ton o'clock. ('■/lie re upon, at 10:17 o'clock pm. , Lhc i'hiursday iJvoni:'i=^ Session v;as con- cluded and adjouriinont taken.) .ra. FniD..r:'TaRiTirs sDSSior. Mry 21,1920. (Hio jJVidr-y Mornin-, riay21, 19^0, sossion ves conToncd at 10:nr o'clocl- •ith the Hon. Bainbrid,,-o Colby, Secretary of Ctata, presiding.) COiZ:iL>S lami: Ch-X-HQ:.: ov^ntlcfficn, th: Secretary of ^tato, .vho is to prcsido is dotcincd, but I uneo retard vjii be here in a fiw mintitcs. I PJR :L;oir.j to r.s.: that you lot ,rc tal:o a little bit of your tirao to call att-rtion to tho fact that the r. solutions hicii "'^^.v:.- been dx&vnz up by various sections of the confermco will te ..r.s.atod h>,r-, a:id tfa.": the f olloving per- scas at the cloec of the r^ctins thir. r>orni.i{:; should bo hare at this left-hard sido of tl-jc stacc, to tafe thcso rei^oiutions as submitted, ard to v^ork them over for final adoption; bup^rinterdent Carey, of '/icconein; Preiidont Hove, of Chase Institute; Dr. llcEirnjy, Mr. iO'/nor, \.hD oonductod the schools of Kansas City, and tho Cliaiirrian ox the CouiiTiittre of tha Press boction.. — I am not sure just '4.0 that is. Vhos^o C-J^tlems-- -..ill i-noct at th: end of tiis session this morning, and bring their resolutions •.■;ith them. llov; I am goine to as ic that you meet this afternoon, after the various sections, — that you v/iii -.-.leet at four o'clock in the larger room on the roof {iarden in the ./fe.shington Hotel. 1 "will majre further announc^nent about that, so you ..vill ce aure of it. {^.fter a pause) I think w'e shall not -vait far the Secretary of State. ^.'his conference v.as called ftof the pui-pose of considering the ^nergency in edu- cation in education in the United "^to.tes, and the nev; iiiterest, the new respon- eibilities, resting upon the people of the Uhi ted States for the improvement of their system of education, a better opportTi.nity for the education of all of the people for Lemocracy in the nev hour. It occurred to us that it \7ould strengthen our cause verj/ much i f \ -o knev.' it v.ould h". brought to us at this tiiv.e the nev/ interest in education in some other countries, especially those countries l^emocratic like oiu~selves, vho hare participated more or less in the v,-ar and are cognizant of the fact that there is need for gi-eater attention to education at this particular time; and therefore, we have arranged a progr^^m this rorning E that ne may have trief statements in regard to the ne;7 interest in education in sane of the iJemociatic countries with which v/e are most closely allied. She general topic of the morning is:th'^ "Iho New Interest in Education in Some Other Countries." >'c shall hrvve the pleasure of hearinfr first from the British .jiibacsador , Sit ^iuokland Geddes, who will tell us the increased interest in education in Great Britain. I take great pieature in presenting to you the British ^-jnbassador . {Prolonged applause, all standing. )-:: ■I M TI'E }r£V IHTSHSST IN EDfJCATIOlT 2. IH GEEAT BRITAIN Sir Auckland Goddes, thii British Arn'oas^^d-r. Address vlslivered at the Nr;.ti:;nal Citizens Con^erenco .;n Edacaticn, Washingt.-^n, D. C, at the General Sescicn, Friday, May 21, 1C:00 A.M, Mr. Chairman, Ladies and gcintlemen: I pi'..pcse t*" If a thing this e rning which I practically n^ver do, am ti^at is r ^ad a papsr inste^^d ci aaking a speech. There is a good doal tc be said, and 1 dc not want tc weary ycu, therefore, I will speak cl'-sely tc the; words I have written. They arc t'.e shortest set cf words that I cruld fine, tc ccver the grctind. EECEt'TT' CIIANGES IN BRITISH EIUCAIION. 3IP. AUCKMNL GSDDE3, BRITISH A^.IB/xSSACOE TO Tl-Ii: UITITED STATEE. "ASHIHGTOK, D. G. i.1ay 21st, 1920. May I profrxe niy short acc-unt ;f certain change i v» hi ch are taking place in British elucatim "by a short profession ;f faith? I dc not believe that in matters educati:nal any cciintry can copy the forms and machinery cf education thought cut and elabc.rated by another country. I have held to this faith v/ith tenacity and not -.vithout pugnacity en cccasicns v/hen I as an eiucati:.nist was asked tc adept methods in vcgue in ether countries. I said then as I say new - 'A systo'n of educati:n to be effective must grow cut of the scil, cut : f the genbis :f the people. The most I can do is tc familiariae myself with the met-uds and ideals cf other coimtries and then in its own good time my mind will sift cut the good in them from the bad, the applicable frca the inapplicable, and will apply them tc its cwn problems. ICncwing that I hold this belief I feel sure tliat y;,u will e:.:cneratc me from any supposed desire tc thrust upcn y:u fcr acceptance aay 3ducati:nal form, pattern -r ideal, and ycu v/ill accept me for 'what I am, a siaiple reporter, v/hc is glad to have this cpport-unity of telling y.u of what he knows, has seen and thinks. One further warning and then my path is clear. No reporter who deals with a subject about which he is an entlmsiast can, hrwever hard he m^y try, av'jid cclo-uring to some extent in its passage thr-ugh his a.ind the m^-ttor which he reports. I therefore ask yru first to credit me with a desire to report accurately and fairly, next to debit me with a certain incapacity to report otherwise than as I see things after they have been soaken in the dye vats cf my understanding. Here at once we come to the vcrj"- heat cf the problem of education, for the peicd of education cf th& individual is marked, whether we will it or no, by the transformation cf the mind, colourless perhaps in early child- hood, (though I am not quite sure :f that), into the rich and inexhaustib).e dye vat -which wecall the educatt^d mind. There are ether processes in pro- gress simultaneously, but the end cf eduction is tc turn cut minds that see facts in a certain cdlur . You professional educationists may question the accurac^r of my belief and may say th^t I am juggling vdth words that I am calling prejudices colours and that everyone know the effect cd education is tc got rid of prejudicies. I used tc believe that only I know now that oir Auclclsnd Geddes, S 3 I was \vrcng, Tlie effect cf sduc2.ticn is tc produce a set of super refined prsjudices v/hicii are not really prejudices in any ordinary meaning of the v;ord, so I shall ccntant myself with repeating that the educated mind in an in- ttxliaustihle dyo vat. It will dye anything. The path is now clear so let us begin. The w)%r shewed us Briticns many things in a new light and cue of Uie diost important things that we saw or thcvight we sav7 was that ,the old social order wl-.'ch had stood the tsst of time was not going to stand much longer and that in order to make the transition from the old to the new possible without catastrophe we had tc get busy first to bring every adult female as well as male into the circle cf responsible, citizens, next to do our utmost as sfpeedily as possible to equip those citizens or at all events tho recruits to their iiumbers with educated minds. It was this thought that made Mr. Eisher, British Minister for Educ^ticn, say in February 1917- "The proclamation of Peace and Victory will summon us not to complacent repose but to greater efforts for a more enduring victory. The future welfare of the nation depnds upon itx schools," Then we who were in ^arliment set to work to modify the law to givp the following results; 1. To extend the age of compulsory attendance without exemption to 14, or to 15 or 16 by local ly-law. 2. To provide medical inspection and treatment and physical wel- fare before, thrdugli and after school to the age of 18. 3. To establisli nursery schools for children between two and five and six. 4. To establish a system of compulsory continuation (part time) sshool attendance ultimately to 18, 5. To arrange for the promotion of poor but able puplis by a system of scholarships and maintenance grants past the higher rungs of the educational ladder in the hope that in the future the nation may have the best mental capacity of all its. sons and daughters to draw on for its service instead, of having to content itself with such brains as a comparatively limited class happen to produce, Incidentally we made a certain number of administative changes. Ue concentrated the supervision ever the activites and welfare of children and adolescents in the hands of elected local education authorities. Ue also dealt with the inspection and supervision of private scjools. Next we did our best to decentralize control by preserving and strengthening the indepen- dence of local authorities, by Extending their powers and functions. The control of these authorities was designed to becade effective by central insist ence on minimrun standard with encouragement through grants to advance as far as possible. Finally the cost of education was divided equally between lacftl and national taxes. This represents in brief form our attempt in the field of education to provide the facilities to make possible the realization cf the ideals for wl'.ich the war was fought, Ifind it difficult to conceive of any educational scheme more fully imbied with the spirit of sane democarcy. One of our ideals has perliaps been more unsparingly ridiculed than the rest- the proposal to found nxirsery schools, I notice the ridiculers w Sir Auclclaxid Geddes are either childless pr else are the s^rt of people whc maintain at ccnsiderabje expense their own homes the very sort of bursery school which v/e are setting up for the use of all. Iw is easy to make merry and tc draw pictures of tiny tots with hern rimmed spectacles toiling v/ith grea*- tomes, but the facts are otherwise*. The piirpose of the nursery sncools is not even to teach the three R's, but ^y sleep, food and play to provide the opportunity fv*' . little children to lay the foundations of health, habit and a responsive personality, v/hich is just what every nursery in the world is supposed to be doing, I have not time to enter into many det^-ils, but it is necessary for me to s^y this- that physical training is to form part cf the weekly work cf each pupil up to the age of adolescence. The secondary school (age rai'ige at least 12--17, may be 10-18) has not been neglected and the arrangjients there are. of considerable interest, Tlieir xvork tends to fall into two parts, the generalized part up to about 16 and th3 part which may be specialized above thstt age. The curriculum for the generalized part may be smmarized as follows: Iliis must provide instruction in the English language; and literature, at least c ne language other than English, geography, history, mathematics, science and drawing. The instruction in science must include practical work by the pupils. In addition, eitier within or ■.\dthout the formal curriculum, proviiiicn must be made for organized games, physical exercises, manual in- struction and singing. For girls, needlework, cookery, laundry work, housekeeping and household liygiene are culpulsory subjects. For the specialized part of the curriculum, if that be taken, the work is foTinded upon the general education before 15 and consists of special- ization along line-a on which «ie pXpi.1 has already shewn ability. In every course there must be a substantial and coherent body cf vvcrk taken by all pupils in one of these three groups (a) Science and Mathematics (B) Classics, viz: the civilization of the ancient world as embodied in the languagss, literature and histry of Gresce aiid Ecms, or (C) modern studies, viz: the languages, literature and history of the countries of Westci;n Fur op in medieval and modern times and th-a sattlement and development of North and South America. In all advanced courses adequate provision has to be made for the study and writing of the English language and of history and geography, A word perhaps may be useful on the subject cf science teaching in the secondary schools. It Ims been laid down that 'the course should be self contained and designed to give special attention to those natural phenomena which are matters of every day experience'. In fact the object of the science cours is not to train specialist but to give seme acquaintance to each c^ld with the principles involved in the daily observed phencm'sna from the ringing of an electric bell to the construction of a eodern building and to give a first peep tc enquiring eyes into the Fairyland of scisnoe, so that these whc have special aptitude tc tread its thorny and stony tracks delig/.t and may not be ignorant (tf the paths which load in its direction. Beyond the seconiary schools stand the Universities, but cf them I have net time today to speak. Not that there is nothing to say about them. There is more perhaps than ever before. Tl^ey are palpitating with new life, new thought, new energy. But of one side of adult education I must speak - adult education for people who have tc earn their daily bread and can only de- vote a small part of each day tc educational studies. - I do net mean technical sducjvtion. Tliat on the whole is fairly well provided for in most parts of the country - but historical political economic and cultural education. There is a widespread and growing demand for this in all parts of the country.- "■.-■. histo-t- i -U*: Sir Aucklamd Geddes. national machinery lias not yet teen elaborated to meet tl'-is demand, but in co-untless ways in countless pl'ices facilities ar« being provided. Soon the situation will begin to clai-ify itself and as it cT-'.rifies will come a •• • ■■.. coherence th^at is still lacking. Sc much fcr the rcadiinery. I have sltetched it in its broadest outlines only, because the machinery by itself is nothing - it is the spirit which gives life, and that you may begin to understand one spirit which inspires our educational machinery I must ask you to bear wa.th me while I describe for a few moments the ideals which animate the new Britain. First you must realize that Britain is thoroxighly democratized. Its Government is in fact more im- mediatelj' and directly under the control of the people than that of our country. Outside observers are inclined to think that becsuse th*; head, of our State is a King there is seme iqysterions subtracticn from the peoples pov/er through what I hear seme of you call 'The King business". It is not so. ye like calling our hereditary president a King because its his old home with a wealth of association and because we h^ve the deepest affection for him and admiration for his and his family's service to th3 State, but in truth and in fact King George has a good deal less direct power tl'ian the occupant from time to time of the office of President of the United States. Next cur Cabinet is day by day responsible to Parliament. If it cannot find a majority there to support it on all matters of principle it must go out of office or else get a new Parliament that will support it returned by the electors and finally the Government has to appeal to the people through a dissolution of Parlisiment at least cnce in five years and when it does appeal practically every man and woman has a vote . The day to day responsibility of the Cabinet to Parliament and through Parliament to the people hag this effect - politics are a staple interest at all times tc all Lien and all v;cmen. Vfe have of ccurse periods of mere in- tense interest and periods of less, but the general level of interest is fair- ly high. These facts color the whole of >:ur edacaticnal practice. Education with us is tending to become leas and less directed towards the ccnscious end of simply fitting a man to earn his d3.ily bread. Man does not live for or by bread alone. If he does he is hardly v/crth keeping alive. He is a member of a family, a tradesunicn, a club, a city, a nation, a church. He is a human personality witli some thing more than a pair of hands condemned to toil at will of another. He has intellectiial and aestetic taste (only too often cramped and undeveloped) and moral principles. He believes in liberty, justice and public right and has shewn himself prepaire d to give his 3ife for thes* things. Each is a citizen and every citizen regardless of his social position or wealth has claims •s^iich are prior tc all economic on him-claims of opportu- nities tc enable him tc fulfill his manifold responsibilities as a member of widening social groups fran the family tc the comminity. His responsibilities are no less if he be a ship's riveter than if he were a naval architect. The locomotive fireman is no less a citizen than the railway director or the most wealthy railway shareholder. In short the aim of education in Britain cannot be vocational - it must be nothing less than a preparation for the vdiole of life. If you followed my brief summary of the machinery of education you will have noticed the stress laid both in primary and secondary schools upon the English language, English literature, geography and history, vdth, in the later stages, some science and some knowledge of at least one ether country. You will hags noticed, too, the drawing, the music, singing at all events, and games -games fcr character, organized games for team work. All directed towards the making of the citizen. There is of course a danger which has tc be avoided- tlj:ougli the spirit in which this education is given. V/e all know, who does not, the type of half baked, half educated puppy, male and female, who from the pinnacle of doleful experience attained between the age of 20 and 25, looks down with pitying contempt on all th^ grown and hearty men who have dared to say a good word for life since the beginning of the world. (Applause) Yoxmg proj^ets- and who that is young is not something of a prophet - tend to be prophets of woe, which they tell us can only be escaped by what we elders call revolution. Young thinkers, speakers and writers are apt to suffer most uncomfortably from Sir Aackland Geddes 5 ''^ Let me qnote from Robert Louis Stevenscn:- "It would be a poor service to spret "t culture, if this be its result, aruong the comparatively innocent and cheerful ranks of men. \7ben our little poots have to be sent to look at the ploughman and learn v/isdora, we mast be careful hew we, tamper with our plcuglman. 7Si3n a man :'.n net the best of cir- c'jmstances preser/es composure of mind and relishes als and tobacco, and his wife and children; when a man in this predicament can afford a l?.sson by the way to w:iat are called his intellectual superiors, there is plainly something to be lost as well as to be gained by teaching him to thirik differently. It is better to leave him as he is than to teach hi:.i whining. It is bett«£ that he si.ould go without the cheerful light of culture, if cheerless dcubt and paralyzing sentimentalism are to be the ccnssquencs. Let u?: by all means fight against the hid£-bound stolidity cf sensation and sluggibliness of mind v/hich blurs and discolorizes for poor natures the wor.acrful pageant cf con- sciousness. Let us teach people as much as we caii t:: enjoy and they will learn for themselves to sympathize; but let us sec to it, above all, that ws give these lessens in a bi-ave vivacious note and build the man up in ccurage vAAle we demolisii its substitute, indifference," I hope new that meaning is gradually emerging from my heterodoxj- - that the cultured mind is like a richly filled dye vat and that the object cf education is to select the dj^es. A mcment's thought and we can name four cf them, - courage, cheerfulness, sympati.y and soi^e htimility. Ihese are spiritual dyes; there are also historical pignents which are so different that they are really of a different kind and sliould be thought of separately. To itiake ag^ msaning plainer let me take an example from my owti ejicperience. Twenty and more y^jars ago there were two brothers, one largely educated in England, tho other in Scotland. The English educated, as a boy, hated and despised the French; the Scottish education, at the same age, adriirsd and- sentimentally loved them. Both minds were approximately egoally cultured but they wer3 differently charged with colour. The ejcplanation is simple; for centuries England and France were enemies, Scotland and Frnna^. allies. The school histories of England and Scotland reflected this and the resialt was as I have said. (Lavighter and applause) So you can pass through the whole range cf tho results of education and you will find the same sort cf thing true. Anyhow beyond the machinery of education rjid the avov/ed purpose of 'edu-- cation and the spiritual aspect of education stands the colour of education. As a matter cf fact the mc st vitally interesting thing to foreigners in connection with any national education is this thing I call its colour. It ultimately matters more to your State Department than any other thing in the v;hcle range of their manifcld duties to inow the colour of the education boing given in the British Hipire, in France, in Germany, in all the countries of South America, yes, in all the countries of the world, for if your Secre- tary of State knows, let us say, the French colour of education, he will know how thiat nation will be thinking ten years hence. Now the present British educational colour I can tell you something abcat. It is strongly anti-malitarist and is as it has always been intensely friendly to you. As a matter of fact it is almost too sentimental about you. It presents you so favorably as tc misrepresent you slightly and the result is, the common people of JEhgland are apt to be surprised, perr,^ps even a little disappointed when ycu are most yourselves, but at any rate it is a most friend- ly ;^nd appreciative colour. I trust that nothing will ever l^ppen to change its tint, but I would be less than candid if I did not say this:- The teachers of England are in the main young men whose minds have been ploughed and harrowed by the war. Their eyes see things less through a veil of tradition and custom, and if there ever were a time that could be fairly called anxious in this particular respect it is this time. The same I believe is true with the parts reversed. Now, is the day both for political and educational statesmanship so to think and so to act that the colour of the historical education given in the schools of all lands is fair and true and jl sympathetic to the real virtues that every great nation posses and when it WT iir Auckland Geldeu 7. ;i tc Joal with their vices and 'backslidings as it cnist (.3Very nation has :lj-ck Images in itc history), it sHcald sec iil:at the peigjective is kept true .nd fair cjid thb extenuating circiJEistances hcnestly presented. (Prolonged .pplause) There is still one thing Cicre. Bsyond tho machinsry sifscts of education, jeycnd its avowed piirpose, beyond its^iritual, 'beycnd its cclcur, stcjiids .ast greatest and most precious cf all- the care of the ego. I used to tell 7 assistants to remember that those ten words cf VJalt 'ilhitman's "ITothing, lot God; is greater tc one than oneself is" contained if they v/ould only dip Lesp enough into them all the Law and the Prophets for then tc remetiher in relation to their pupils. r.iere is another saying of VJalt 'Tliitxnari's that a teacher l:as to r&ciouiber 'There is no object so soft but it makes a hub for the- wheel's universe." Stevenson's coraaent on tlas is: - "Eightly tinier stood, it is en the softest :f all objects, the synrpathetic :.eart, that the wheel of society turns sasily and securely as on a perfect axle." Tliis completes my s'lrvsy for the heart cf the Britisla public mads wonder- ;ully sympathetic by the war. Shining through its Department cf Education .8 the organ -.i^iiich v/ill protect and nourish the millions of young British sgos each more important tc itself than God - remember they are young - aid will provide the axla upon which the gr-'-at educational machine ox its iwn creating will revolve as it sl^iapes and moulds t}:e future not only cf the ^piis entrusted tc its care but also of the nation wl.ich it is my highpriv- lege tc represent here among you. (Prolonged applause, all standing^ e, CC:uiISSIOiiER CUr.l:^. For the Secretary of State I have been re- quested to rrake this explanation: He was detained in reaching the theatre this morning because of about the time -/5 was Z -z^ . Ing horce he found it necec- sary to go to his office as he had not expected to do, and a very important matter i:nportar.t matter has corae up requiring him to return iimied lately, iwd he has thorefoiP aslcel me to make this exp'i^nation tc yon ard. tell you ho\7 much he regretted he could not sit with us and presiae over the meeting this morning. Our traditions of education from the beginning have 'bee:i vory la'gely those that have come to us fron the Mother Country, arri it has toen a great pleasure, and I am sure it will be a lasting memory for \ts to havre this morn- ing this account of the new interest in education in Crert Pri'-aa". For many years our interest in education in the Republic of •i'rance has been increased more and more. For certain phases of education , we have looked to that country, and the interest has been raised to a vt' y high degree, because of their faithfulness to the idea and their rjerotion to the c?use of education through the untiring years of the war, and returning to it now for the rebuilding of the nation. V>/e have the pleasure of ^^having vrith us this morning, as the representative of the French Embassy, frof. Chinard, of the University of Paris, who will tell us of the new interest in education in France. (Prolonged applause , all standing. ) • ' _ IHE IffiW INTEKEST IN ESUCaTION IN FRANCE By Prof. Chinard,University of Paris. Mr. Chairaan, ladies anJ. gentlemen: If your Chairman permits me, I would like to make a correction to the introduction. I am, it is true, from the University of Paris, but at the present time am also very closely connected with John Hopkins University, and consequently I am youi' neighbor. The French iimbassador was tinavoldably detained in New York, aid he asked me to convey to your Convention his best heartfelt wishes for the success of your meeting. (Applause) Those of you who know the deep interest always taken in educational matters by the Irench Ambassador will deeply re- gret his absence, and I am sure I am going to disappoint you. I shall do my best, however, to acqtiaint you with the life, aspects and recent changes and developments of the educational system of France. (iit this point speaker read from manuscript which was not turned over to the Bureau of Education to be given this office. Repeated ef- forts have been -rnade by long distance telephone to get in touch with Prof. Chinard but it has been iiipossible to get hira. If possible to secure his manuscript at a later date it will be irrmediately sent and can be added to the bornid copy. ) Il the I to us Lr? JrthoJeSnfSd states! ""^ °' '"''"" """°"' ""^ "^ -ry Mlp- could rs^re" :: ^^^J-^Z^S?' ' "i"' "* Pa^.»arloan union *o ♦-^ >,o„= ^ C spci.. tor all the Latm-American countries, that we wiaYsd to have such person on this program, in ardar th^t .ve might l^no-v somerhin- Inri have It presented to us l-^re to take away as a jart of ttf iSression of fht^ Conference upon th. country. - the ..merican Ee^^^hlic to LeXuth o? i t^t v.e are more ^nd more interested in. and more and n^re ciasely co iectef^it^ in so many ..ays. are doing in education.- ani I v^s immediately iX^,:! Tll^ the Minister from Urugvay. Dr. Jacobo Varela, vho has taken such an interest in LtTnZlr-""^ '^"' r."'^'^^ *° '° ""^ '' ''■" ^^^ °^^ ^°""^ry. could sp^akJor L^tin-American countries, and he very kindly consented to do so; and I J^ve great pleasure m presenting to you the Minister from Uruguay. (Prolonged applause, all standing), "^iJ«fc>«a urn: KE7 iirrzRES? lu educaiion in latin-aiericak countries By Hon. Jacobo Varela, the r.!inlster from Uruguay. =« » v\^^ '^r^^ff^^i *° ^^^^'^ °^ *^ educational situation in Latin iaverica ILl-^T^Vr. J^ '''' continent of the South there are many nations with s^lar problems to solve, speaking the Spanish ani Portuguese language? united in history and in ideals. Nobody wishes more energetically than^l tl-rsolidarity of the Latin .onerican peoples among themselves and with the Uhited States, your great country, ^jany benefits will be assxired to all the iimericas from this understanding and closest friendship. But my interest for this ideal does not prevent me from seeing that with reference to educational matters Latin iimerica is only a geographicnl oxpression. IherG are regions in which public instruc- tion is in a rudimentary condition, and disheartening the proportion of illiter- ates. !Phe climate, tho sparse population n6t only prevent the diffusion of education, but also of 1 tho other blessings of civilization, the efforts of wise Governments and the work of time will bring surely progress and culture to those lands, but at the present time, the education in said lands is inter- esting only to study the means to bring about ameliorations. In other coun- tries, education has attained a high degree of progress and development. If you take tho Latin American peoples as a whole, the total figures could not show the significance that they N-xiuld have if the progress had been more uniformly distributed. Their primary schools, however, counted by tens »f t'.«u3ands, and their secondary schools, equipped v/ith advanced material, number more than seven hmidred with a student population in this grade, ex- cluding Brazil and Mexico, estirrated at 126.000. There are also 400 normal schools and numerous agricultural, commercial and industrial institutes. In my own country, the Republic of Uruguay, primary instruction has reccivr;:. preferential attention from the Government and from the people. Gin" public schools are our national pride, the principal institution of our country, our hope in a better and enlightened future. The methods are advanced, practical, adapted to our necessities; greet care is devoted to the health of the pupils and to physical exercises; the nev; buildings have r.ll the ccmforts required for the new conception of peda ,o:>-\'-. The tchool is ftot like a prison, regarded with fear or with displeasure by the children; to learn joyfully is our formula, and -^ve r^^alized it. JThe nvonber of our schools in Uruguay has grown in recent years in a proportion so v/onderful that shows perfectly our interest in the matter. f n li Hon. Jacobo Varela, 4. 10 Today v/e have thr^e times moro than in 1906. It is, I thinlc, a good record in 14 years. Better than figuros, I would like to find, in crder to impress your minds, some fact having tha force of a symbol, which rno-y show how ardent is the feeling of my pgoplo for education. Llontovidoo, the capital of Uruguay, is a modern to^vn vath all the attractions of civiliza-:ion. Lord Bryco has said of Montevideo, as reminded the other day in the '"Sun and Ncv; York Haralk", that it is tha place in Latin America in -,iii«Jh a European .vould like to remain for life. In this tovji that has, I voi.turo to say, some of th(i charms of lyour wonderful Washington, may I say of our washington?- there are not the profusion of cornnemorative monuiront!) that adorn tho capi- tal of the United States. There is in Montevideo tilt novv, porhpps, only one great artistic monument erected by the gratitude 5f the people to the memory of one of their servants. It is not destiiod a> honor tho memory of some warrior, of come "caudillo" .vho became fanout- in the past in tho then cronic South American revolutions. It honort tha reformer of th3 pub- lic education, the champion of educationr-.tistanded to all classes. UBais fact shows tho predilection of the people for the loaders of public instruc- tion. Do you not thinlc that a people that has sucli inclinntior-s is In the right way? I am proud in saying that it is the morunient to my father. By a happy conception of the sculptor, tho monument shov?:^ on one- side tho figuros of a group of children and of rustic men receiving rho benefits of education, and on the other side tho same group sorao years latsr transformed by tho in- fluence of the school, in respectful attitude before the effigy of the Law. Of this magnitude, in fact, has been tho influence ol' tho expanded education in my country. I cannot resist to the desir- of expresciiig to you the part that in this great -.vorlc belongs to your country for its inspiring example. Moro than forty years ago, my father, a young man an:KiouE of more culture, aiTived in the United States on a voyago of business and ploasurc . Hs also desired to study the si^irit of your lofty democracy and "^o be abla to bring back somo of your v,-elfar2 to his then unfortunate native country, devoured at that timo by incessant civil wars, ar.d by tho ambitiomi of politicians and domostic militarists as dangerous as international militarism. His vocation vvas not fixed at that time. Patn put hira in touch with the thon Minister of the Argentine Republic to the United Statf^s, Mr. Sarmionto, one Of th:; greatest men over produced by Latin Amc^rica, and one of tho first educators of our Continent. V.^at must I do for my country? -asked the Uruguayan- You must study the education in the United StatGti, and follov/ this example and inspire enthusiasm for this cause in Uruguay. Bio counsel was followed, and bogan a formidablo campaign in Uruguay in favor of compulsory public instructions, free, rational, without distinc- tion of so called social classes, or religions or factions. Groat was the resistance opposed by prejudice and by blind igncxranco ; but the fruit of tho victory has been priceless. Wo havo v;on in tho struggle the true self- government. Wo have no.v a system of government conceived by ourselves for our nacessities, good government in tho book of the Constitution and in tho reality of tho facts, pacific people, respectful of tho lav;s, anxious for learning and loving the groat ideals as proved during the war '.'dth the un- limited and virile adhesion to you. All this is the final result of the expanded educajrion. It is necoBsary to inspire passionate interest for public education in all classes, in all countries. The work is above factions and frontiers and has a human character in the pressnt moment of histor/. We must show that the lifo of men is not complete until he has made an effort in favor of public education. I agree with the statement of the wise men of old, that the destiny of the individual is fulfilled only with the begetting of a son, tho planting of a tree and the writing of a book. I'fritton a book or to do something in the interest of public education, whether in money, in actions or in propaganda, or even in that constructive s;7mpathy so helpful to tho Ron. Jacobo Varela, 6. U. Kissionaries of this noblo idnnl« Indiferonco is almost a crima. ^e peoplo in all deroocracios must demand of all candidates in public Qlecilons, re- presentatives , govornors, mayors, not iters promises, not pompous programs, but his record in the pase in favor of public education, 'fhis duty nobody has the right to escape, w'ithout convocation all the citizens -.vero and are ajobllized for this great crusade. For several years I v5fis a member of the National .Congress of my country. Absorbed in international and financial problems, I did not give the attention thao I v,anted to the educational nscossitias of the country. I would be, ho'wever, ashamed if I -rore obliged to say that I did nothing in the matter, but this is not the truth. I am gratified to say tteit I proposed and obtained from the Congress an increase in the salaries of school teachers. The teacher is the master-key of the school. The course of study may be excellent, %7ise the organization, but if the teacher is not it the height of his mission the effort will be vain and sterile the w&rk. (lo matter hov/ potent may bo the influence of the family, nor hor? great the vitality of the race, if the teacher is incompetent, the people will soon De on the road to decadence. The teachers are among the first citizens in a democracy. "Democracy /ithout education as its comer stone is a contradiction in terms. How jan a people govern itself when it is in a state of igncrance? Usually, so-called democracy in ignorant nations is only a mask for despotism; that las been in the past the sad fate of several Latin American peoples, \7ork 'ork for education and true democracy will ajjpear as naturally as the fruit it the tree. 11 12. COLn.!ISSIOi;H? CL-'^XTOK: The Republics of Airerica, — the Democ»aoies, are all new, and they all look hopefully to the future. Wis same kind of spirit and program helpful to one is helpful to •^. _, and it will be an inspir- ation to us, I am sure, the words that h-sve been siid by the Minister from Uruguay. This program this morning is divided into two parts. This first part tended to give us at this time a message from the other countries so mach in- terested in education, those -/ith which we are so catSsely connected. It was hoped that v;e might have a message from Canada direct, and I invited the Minister of Education of Ontario, who unfor*. '.ir;-"? ly, bera-jr? of other duties, could not accept the invitation. I granted hin to toll you of some very recent legislation that is very progressive. I had the pleasure of being in Ontario at Toronto, about a year ago, at the meeting of the Ontario teachers' Associa- tion, and I learned there at first vliat of course I already Iciev/ at second hand, and through our office, that they have provided for a universal system of hi^ school education; and vvlthin the next few years high school education will be practically as common in the province of Ontario as elementarj'- education. They regard it as necessary for the productive life, for industry, for agri- culture, and for citizenship, and I wanted the Ccmmissioner of Education of Ontario to tell us about that particular phase of their new prcgress in educa- tion. The second part of this program this morning contains two" subjects. I am going to ask: first a man in Washington, and our Congressman ^hom we have learned to kno-:? in all parts of the United States, as the friend of the Public bchools, as progressive in his thoughts, as the friend of the Ainerican school teacher,— I learned to ioiow him soom after I came to '^-ashirgton as Ccmmission of Edu- cation, ^""or the last eight years he has been the consistent friend of the Bureau of Education. Some years ago, when I had given test irony to the Appro- priation COirmittee of Congress for the Bui*eau of Education, I happened to be, wdiile the estinate w.s still under consideration, before the Education Committee for another purpose, and I briefly outlined the estimates, the purpose and their amount, and immediately '"r. Towner, of the Committee, moved that the Ccrcmittee on Education put itself en record for the entire pror'ramas submitted. (Applause) I have aslced hi-n to speak to you briefly on "Education as a Na- tional Interest." I take grea t pleasure in presenting Hon. Horace M. Towner, Eepresentative from Iowa, {Applause, all standing.) EDUCATION AS A ITATIONAl INTEREST By HOHi Horace 11. Tov;rer, of Iowa. IJr, Chairman, ladies and gentlemen: I assume that every man in America vAio is an American citizen has an interest in education. I would be justified in assuming from that that there was a national interest in education. Hovever,. I presum.e that the subject which I am expected to discuss goes further t'lan that. It means, as I interpret it, — V/hat can the Nation, the National Govern- ment do to aid and assist the states in the education of their people? Immed- iately v/hen we consider that subject we are met with the Constitutional ques- tion» — the Constitution of the United States does not give to Congress the power to control educati&n, and the 'national government has no pow^r except that which is given to it by the Constitution; so that initially v:e find that the National Government has no pov/er to control education in the Iftiited States; ^t we find that there is another provision of the Constitution which allov;s Congress to make appropriations from the National Treasury for anything that in its judgment will make for the general welfare of the people of the United States And so a great many years ago we consnenced making appropriations from the Treas- ury of the United States and in other ways in aid of education. We commenced by granting immense tracts of lande to states in aid of education for the establish- nient of their common schools, \te established the land grant colleges of \^Tich you heard ]^ st night, and we supported them with grants of lands and with appro- priations directly from the Treasury. V/e have also fron tirre to time put v/i th- in the various bureaus and departments of the gover ment, educational interests, and have granted to them funds to carry on their v.ork. Buf unfortunately we a ffiep:.rtnBnt of Education ^UppiXj-f f J '"^'^'^ ^"^" ^^o, have created President's cabinet. it is a disS«L . Jt^ '^^ °^^^ ^^ ^ '^^'"^^^ of the teen so before, it is a d sgrace tT^he Vrn -^'/^J'"^ ''^'"^ '^^ ^^ ^^« "^^ aione aniong the nations of tS orl? T .^^ ^^^^""^ *^* ^^ ^^^"^^^ ^^ost pri.T.e interests, and departments of t^? ■■nalan^ education one of thD us a member of the cabinet or the ni??.f'''"n'^'''' '''''' ''' ^^^ '"'^^ ^^^^^ Sducation ought to be nov: a mer^ber f- thM' °f ^^"'""' Cn^.mlssioner of Because there is no other. aSno^rJater ^T T-" '^''""' * ^'^^'^^^^^ anywhere else than the ed^lcaSon of Se Je^oM^!'' "" {^i^l^^ '*^'"' °" appointrr^nt of f Secret^^o" mucation''T";^°^' Education, and by tte conraon school system -ithin tht ^n . ' '^^^ ^® placing education and the already said to'^Jou that .? cTvllnll'r " l'}''.^'^'^^ eOver.^.nt. I have have no idea or supA"es?ion nf S.t^.i "^'■^'" ''' ""'^ "'^ <^^ '^"* i"'^®"^ ^^ It i.true that "'C tL "iSf to StTo''^^-'''^ ^'^ "^ '" '^^ °"'^"^^' pov;ers. For instanro va m/^ r :° ^rant to certain Timbers of tte cabinet the Congress ^ISs t o the Unft^fBt ^'^' Secretary of V/ar powers because army al the na^^ It i^ frno .^ .^ ' ^"^ '° Congi-asn coutrol over the tai^o.ers! Ssei^^^x^t^ SnS^? ^:h?r";j:::?f^:;:siir 4^n^ f^i^i^rturr^ofv^r ''""\^ '^^^^" ^"^ - ^^- --^^^ ttreiSt. . To controf a^ ill t,:r.« f^ ^°" ^^^'^ ^^'^ "^^'^- Congress has no por«r L ^°?^^°^ agiiculture, and does not see> to do so, and in the creation nf ttet iepartrrant we said it v^s for the purpose of foster.'ng Jgric^ltiJe, '^J^iT. grant annually hundreds. - no, not hundreds or millions, but tens Not tn .^n^.°i dollars for the support of the Depar.tr.ert o^ Agriculture. ^ot to control a^-T-iculture, - no one has ever suggested that; no active con- trol has ever been cKercised by any Secretary of Agrical t^a-.^, but for the purpose Of aiding and fostering and elevatin- and rcaidng eifective the agri-. cultural interests of the United States. And so \ve have doi-.e v;ith labor. *'e nave created the -department of Labor and nade its chief a secretary and a TCmber of the President's Cabinet. But he does not seek to control' labor. It is to foster and protect and elevate the interests of the laboring men of the United States that this is done. And nay v.-e not aid t.ie states and foster education and assist it just as thece other -in torects }iave done? Is it possible that it is coneidered that the development of agriculture is of greater interest to the people of the United States than thi) development' and encouragement of education? Is it mox-e im,portant that r/e thould appro- priate millions of dollars every year for th^ reduction of hog sholera than that we should appropriate something at least for the reduction of illiter- acy? fiUB hogs and cattle are of more importance and interest to the people of the United States than their ov;n children? I think that question ans'.vers itself. ^nd so I take it, I believe that rrhenever the ijuestion is fairly and satisfactorily examined, it must be the judgrnent of intelligent people that v/e should, as a duty and as an encouragement and to tring about efficiency in the aiding by the national government in the cause of educa- tion in the United Statee, consolidate these various interests, and make thorn more effective by the creation of a Department and the ajjpoir.tment of a Secretary. Nov/ we have about fifty different departments of the govenment, not departments, but sections, divisions and bvireaus, devoted to eiucations-l purposes, we nov/ appropriate, llr. Commissioner, more ttem vl2P»000,000 a year from the national treasury for educational purposes. They ought to be co-related. They ou^it to be broijght together. Those interests must be brought together, and considered together, ■■hen r/e adopt, as v/e shall very shortly, a budget system, (applause) And then v/hen this is done, I hope that almost immediately v/ill follow the lav/ v/hich v.dll create a depart- ment of education, (applause) I am sure I need not say to thlf audience the necessity, — the tremendous necessity that exists for aid from the national government at this time. \7e ha-^, as we all kno\'/, and deplore, a condition of affairs in the United '^tates -vhich is nothing less than a crisis in educational matters. The ceneus of 1910 v/as rather a satisfactory ceusus. V/e found there v/ere only fivo million five hundred thousand people in the United States that could not read and jn-ite, an: ".•e found there v;ere only three million five hundred thousand men and vomen who could -ot speak or read or vrite the English language; and v/e -/e said, — "Oh, we are getting I 14. . • . along fine.' fine! V/o have cne hundred millions of people, and 'of course this small percentage of illiteracy i s nothing to be particularly alarrred about. It is tme it places us in ninth place among; nations of the ■'•orld; that most of the civilized people are ahead of us. But then v/e are prospering; -e a-r getting along finely. Dverything is going along all right; until the -ar carno, until the examination of the registrants far the purporo of determining the availability of the young men between the ages of 21 and 31 years of age' for service in the defense of the United States, when it was found that 24% nearly one-fourth of all the young iren of the United f^tates compelled to make answer, to make disclosure, to subject themselves bo examination, — th^.t near- ly one-fourth of the young men of the United "^tates could not read intelligent- ly a navspaper, could not write him a letter to their pxvents, or read one which they had received, could not read the si{.ns and notices and orders that were posted about the camps. Thousands of them could not undor-'.tand the or- ders that were given, did not knov/what "halt^" and "forward march,'8 mea;it , and "shoulder aiTr.s.'" Hiat was the condition that existed, and then, if there is anything on earth that would make us believe that education was a nati onal inverest, we found out that oui' national defense wxis impaired by illiteracy and ignorance, —25^, 250 men out of every 1000, 250 thousand out of every millian, and those that had been already pressed into the service, because they were ignorant, were taken out of the ranks and sent to soldiers' schools, and those that had not already been sent into thr ranks were placed in schools or sent •■here they might become educated enough at least to afidarstand the neces- sary duties of a soldier and ]earn ho- to spell "cat" and "dog" and be able at leatt to sign their names and know that when the officer said "halt!" that it did not mean "forward march:" Such i s the illionmnating disclosure that was made at that time. I am sure I regret in the presence of these foreign representatives of other governments to rake a confession of a condition in tho United States. Do you say to me that that isn't a national danger? Do you say to me that whent these conditions exist the safety of the public is not placed in peril both because one-fourth of the men, who, imder these con- ditions, we call to the service cannot efficiently serve in defense directly of the countiTT, and because in a free government which depends upon the choice of men, that choice must be Intel'' : gent 3y exercised if it is safely exercised. ^'6 cannot entrust this precious treasure of liberty which we hs-ve gained at such great cost, and which if we are willinr to preserve at any costs, — v^e cannot entrust this to the men who cannot read the ballots which they cast, (Applause) ;.nd who must be told how they will vote, before they cast their ballots. Of all the danger that can be imagined, to me theri is none great- er than this. This Republic of ours which we so love, which v,-e so hope to preserve, which, as you have heard today is to most of the world holding its promise of perpetual liberty and happiness £6r the people of the world, if we v^ould preserve these thinp 'to must preserve an intelligent manhood ani vrOTanhood in. -jnerica. Unless v;e can do that, I believe that wo ought to understand at once that we cannot tell "hether or not thi s Republic can pre- serve itself and perpetuate its present form of government. If the Repulbic can preserve an intelli^ent citizenship fxr the deterrdnation of its J^ties and the defense of its rights, then I believe that the Repuolic ^all be eter- edictions of history. I cannot believe, mv fellow citizens.men anu .u^^, hifyou "ill :efuse to do your part in staying, in preventing any sucn cal- a: itous c end it ions from folio- ;ing. mv I cannot speak longer about these matters. There are two or syete^of the United St='^!./*'f4^ffJeSny ''Stern 1^1*3 inception, „hen vra set up a piece of '«"='""^'^^.*,?;'" /after it Is in succesafnl v,e see v;tet defects exists and re^i/ iSuraiffiSlties, ™ say, "Oh, ep.r,..tion, afterje h.,e -rco« the vn.tijl diffi^o^^ ^^. ^^^ ^^^.^ .,^, the thing is working tmeiy. 15. we have dene v-ith the common school system of t]^ United" States. Do you suppose that unless we have dons that that ve v,'o-!:ld allo'.v present coidit: or.L- to exist, \-;hen th; average salary 3p:i?ld the school teacherin the Uni ted ■Eir't v;a6 only ^640 last year, and 7;e p.aid the sciub v;oman, r/orlcing in the public buildings in the District of Columbia, 0240 more than that ivery year, and the carpenters troroushout the United States received an average wage of more tfen fcvice that, and the "briclc layers of the United States received an average v;age of more than three tines the average ^^age of teachers? Is it any -vonder that eighteen thousand of your schools are closed? le it' any \-onder that forty-tvo thousand, of them are taught by teachers that are in- competent to teach, and ought not to lie allo'.'-ed to enter a school room as teacher? Is it to "be v;cndered at that tr,-o hundred thousand young men and young women vho never even haTe gone throuch the grade schools are nor? teaching school in the United States? That's the condition that exists, because the peoiale of the United States have gone 3v;ay and ieft the comm.cm schools to taire care of themselves. I hope that the interests, — I hope that the feeling of the people of the Uni ted States will be so aroused that v/e v;ill bring back to the profession the best thoughts, tl e best men, the best v.omen, the most splendid service and devoted service that can be ren- dered the state. I understi-nd thit in Ohio they require the toachers to support the Constitution of Ohio and tho Const itution of the Uhited States of America, and forever to obey its laws. I wish that tl'e.t v.-orp required in every state in the union, because I do not care to pledge you to these things, be- cause I knav you, first of all, -ill do then, bet because it ^TOUld then be recognized that there was a state interest in education, a national interest in education, and that the teacher in the smallest school-house out on the prairiQ- in the voods v.-ar a representative of the United States goverrment trying to help the people of the United i^tates. In that magnificent speech delivered by Hon. Wendell Phillips, at Harvard, ho said, "Despotism looks, dovm in the poor man' cradle and knov;s that it can curb your ambitions and crush your v;ill, but Democracy sees in that baliy hand the ballot, and prudence bids it place intelligence on the one side of those baby footsteps and integrity on the other, less her o'-vn hearth be imperiledV?«hen Gie hearthstones of America v.-ill become imperiled, it will not be from foes '.vithout, it "ill be fron fees v;ithinj and the most deadly foe to the safety of America and to the perpetuity of our Constitu'- tional government is nothing but illiteracy and ignorance and the indiffer- ence of the people to the common school system of the United States. I hope to see that condition remedied, and I call upon you to go out into your respective districts and act as evangels of the government of the United States trying to av-g-iren the people to the conditions that ercist, Just as Paul Severe did when he -vent out through the communities of Massachusetts to v;arn them of the British danger that vfould come perhaps on the morrow. Gladstone, v;as perhaps the greatest liigliah statesman, i f not the greatest statesman of any nation of the 19th Century. He appreciated fully the position and the responsibilities that xunerica occupied, and in the splendid tribute to r.inerica v/hich he irade several years ago, he said: "Amer- ica will bee erne .vhat xie are no-/, the head servant in the great family of natione, because her service will br the best." I believe that prophecy •will 'Come true. I belie'/e that in a large extent it is now true." But if we will gain that place and i© ep it, our service must be the best to our i s interest in ©ducatior. (.;ppla-ase) A year or two ago I recei'^ed m my morning rr^ail at the Buran.u • of Education a letter fr an a man who said he v.-as to be t}£ secretary, ho thought, of a governor about to be, or vhc had just been elected, and thii thing he v^ss most interested in v;as the education of the people of his state, and the i'mprovtjm^nt of the public school syntora for that purpose. in tho south v/e are a rural people. The State of South Carolina is as ni- ral as the others, end v;hon \-b spa-^k of education we mean principally tho rural schools, -^.nd the impro^/emont of thorn is oui* first interast; find rro have great pleasure today — I have ;p-oat plcasxare in preisonting to you the Governor of South Carolina, the Hon. Robt. ;.. Cooper, v;ho '.vlll talk to us on "The Rural School and the Rurrl 'Teachor." "(Applause, all stand- in,";. 1 'iCHE BURilL SCHOOL AID 2HS RURAL 'rrL;.CKER. 3y Hon. P.obrrt A. Coope'r, Governor of South Carolina. I^. Chairman, ladies and cront Icmen: I ro^pret that I was so situated that I could not attend all tte meetings of this conference from the beginning on, day before yc-sterday, until its coiclusion. I am gratified that I can be hire today, and say a fov v/ords on the subject as- signed ■me. ..s I understand this subject, v;e are to consider it, or r;e desire to consider it in its relationship to our general educational sys- tem, because thj rural school, or thj rro"is:!on for oducation in rural comir.unities, is necessarily a very important part o f our educational pro- blem. Jo neglect the education of any part of tlie population, as so woll said a fo"/ moments ago, not only loses to the conmuiiity and the state the offectivo sorvico which that corar.-.unity could rondur, but also craates for other communities better favored, a p'roblera and a hindrance. So ;.Te had as v/oll look the matter squarely in the face. '7o are beginning to realize in my section of the country that it costs less to provide edu- cation than it does to support and endure ignorance, (Applause) I v/as interested a few years ago in seme statistics from a mountain county in one of the southern states. In loss than t-.venty years the taxpayers of this particular county hadspcnt something like Cl^0,O00 in the prosecution of persons who had violated the lav; v;ith reference to intoxicating liquors. And the persons who had gathered the statistics, and V;ho V7as making some comment vith reference to thera said this : Hhat would have been enough money, and more than enougli, to have provicJya adeqiate educational facilities for every person put on trial, r.s well as the members of hie family; and had the county, instead of being put to the iieceasity of spc^nding this large amount of money in the prosecution ^nd conviction of citizens who had v/ithin thera potential good, on the contrary had directed its efforts to providing adequate educational facilities, not only would th?; taxpayers have beo-n in a batter condition from a financial standpoint, but the moral strength of that community v/ould have boon a great deal better. So that in sper.king of the rural school we cannot forget ttet it is necessarily the centre of riural life, -.nd decermines tte standard of that ccmmpnity, not only in its politicra life, but in its social and ec- onomic life. V/2 are carrying to our people, or trying to do it, this me s safe .-Without educational facilities, it matters not what may be th« amount of the appropriation to sustain your rural school, to make rural life more attractive, and to give to the average person who is engaged in agriculture, a larger life, is not a burden, but on the contrary "bo- com3S of yoiT dividend producing investments. Now so much in a general v/ay. 9. 17. './hit is tho troubl-? v/ith the rtiral school anyhow? j?he ohief Jroublo v;ith it is it is not equal, doas not f vrni sh e qtial education f;^ci- litios to the schooj. in ths industrial or mere densely populous coojunity« And v.-hat is the effect? Why, iren aro doing v;i-+, they" ought to do; -they arc doing what their duty compels then to do; thoy are moving to the city and to tho town for tho purpose of sc-curing for their children the best edu- cational adv:.ntage8. v;h:\ t dees that mean my friends? T.'e have today the problem of the high cost of living', caused Try r-jason of tho fact thr.t we are producing less tkm v/e sr^ consuming* '.Ve are producing less than fhs v.'orld ncf^ds, ai:id until v/e get bac!'- to the fund-jnontal proposition that we must in ci- ease the volume of production, v;e will have tiis problem. Howard you jijoing to do it? Do not critisise the man 77ho leaves tho rural commun- ity. Ho is doinf; nhat he ought to do until his state hp.s provided him -.vith educational advantages which permits to his children an equal ch?-nce in life. He ouGht to get a;"ay. (Applause) So that I look upon this matter ar- the fvaidaTisntal need in our ed- ucation. Something was said a while ago about the salaries of teachers, and the figures given you v/ere tho average of all tho schools, I presume in tho high schools and primary schools of the country^ in cities and totms as well as the rural communities. I v,T5uld like to see if it is available. It made a statement as to tho average salary of the teacher in tho rural com- munity, because the amount of salary provided determines our estimate of the value of the servicns, and our interest in it. V/c can have in this country \7hat v;e v/Bnt. i'lMit's one lessoo the war taught us. 'Jo may have v.hat v?e r.p,nt. In my o-rai stato.if you will pardon me, — I mention it only be- cause I am familiar v;ith it, — during last year, the year 1919, I did not know before very much about -.vha t v/e v;ere doing in tho v,-ay of contributing financially ^fy the support of the state ard national government, and I find that thiit little state, the smallest in all the southpaid in taxes for state county and municipal purposes, and tax to the federal government, more than fifty millions of dollars. I am not going to tell you hov; much of that •''.'as spent for education. If you \.'ant to know, I am going to require you to find out,' ^Laughter) I am going to ask you, however, to come down and see us in about two years, and we vdll be glad to toll you v/hat we are doing! (applause) It is not because we ar ''• not able to do it, but, my friends, wa have not appreciated the value of the rural school, of its fimdromental part in our educational system, and v;o have had no concern v/hatever with the ru- ral teacher. V/e are hearing something today, in these days in our country, — you heard something a v/hils ago, and 1 can endorse it, about those in our country y/ho. are not friendly to and not in sympathy v/ith our institutions. Some probably would destroy the institutions of this go:7Qrnrocnt if they could. You do not fi.h.6. that in tho rural community. It is not there. The grestost ftseeti: .. the greatest potential iiaeiBOt v in this country today, in sustaining the institutions of this government, you find in the rural com- munities. You find there pure .■uncricanism; you find there a population an::ious to have a larger life; to perform a larger part in the support of our institutions, and ider.ls. V/e c-yinot afford to no gleet that. V/o must ''- provide them v/ith educational facilities* Let mc cnphasize it, — educa- tional f-cilitios equal to thst, in any other section- of tho state. No* if you do not do it, my friends, they -re going to have it; they are going to ffio%, as I said a while ago, to the to.vns and cities, and then they be'oom a part of the consuming rather thr.n tho producing class . That's the prob- lem as wo see it in our section, ...nd we have undcrtr^cn to put on a campaign to ma-t it. bomcthing else, — if you create in the rural communities of this nation that thirst for knowledge which can be created with less stiumulaticr '■nd less sncouraff^mont than in the industrial CuiffinunitiL'S, you h'-v:. not oni\? provided something for thorn, but it is biggest asset- for institutions for hi '-her education. If you would increase the force of a stream you must go to°its source, YOu cannot add to it in any other way. You mur,t go to its source and create ther.i the forceathat you would have to throughout that v/hole process and the v.'hole systeljj. This was inadvertently left out of the Friday L'orning ,_ Session of ray 21, 1920 T want to say fome thine aliout the rural teacher, speaking as one interested just as you are, not as a teacher, but as a person, who, from observation and from rsadir-g ^^nd ctudying th:. ^.loblcr, I have sympiithy with ^•hjs person. It is less attractive today for the rural school tcr.cher thtm anj' person I ioiow of. You knov.',v,-hen wa sent our soMiers to iVance to help fight the battles for liberty jt was no trouble for thorn to go over the deep; it was no trouble really for them to breaic the line of resistance en the part of the enemy. Do you knov; why? Because they knew tliat back of them was^ the sympathy and the support of one hundred million people. !j?he rural teacher could handle this problem much better if he had th£.t foe ling. No'.v I have an idea it is not so much his compensation ttet discourages. That's bad enough. Sut th^t is not the v/hole thing. ll{.'hen your material prosperity becomes dieproportionato to your educational faciiiliea, you need not point to your colleges and universities, you need not point to your armies and navies as being th^ sustaining strength of this government. 1^- 19. VAen that conditions ccmes arc is allov;ed to continue then civiliza- tion is doorr.od, unless all hiatoiy is false. So in this day of our pros- perity it becomeE very important that v/e strenr^-hen om^ educational facili- ties at the most important placs, and that is in tha ri;Tal coramunitiet. I am sorry the Uhited States census v;aa not corapleted "bofore v/e ^lad this conference, or at least before I made this te te. If you find a to'.-m or a city that is an incorprated tov,n or city v;here the population has be- coD-e less or has decreased in the last ten years, you readily conclrido at once that that tovjji or city is a failure. Something io v/rong. I am not going to conclude that at all, I find out v;hat has been the "condition in the rural coniraunities surroimding that place. I am sure, my frierids, that \7e are going to find a decrease in our rural population, and it ia because V7e have not provided our rural cammunities with adeqmte educational facili- tie':. That io one of .ynerica'c problems. I am glad to stand here arfl Btate that to you in behalf of that particular division of our population. In the South, prior to 1861, our people all lived in rural ccnm:\jni- tieo. I heard a gentleman' say v;ho grev,- vcp in those dayc, once that when ha was a boy he had very little respect for the man who did not live in the country or in London. He would excuse him if he lived in London, but he had an idea unless he lived in . .* ■ London he should live in the rural community. My friends, that is changed. It is changed. I re- pa at it a^in,b8cauGe v/e have not properly supported the rural ochool. One other thing and I sm through. 'i^h3 rural school and the rural life promises to the averc.ge m;in i^omething that every man and ■voman vsnts, scrrethiBg tliat humai nature alv;ajra has craved and always vrill. ihat is, the means of .oelf-expreosion. I believe that one of our problems in in- dustrial conBT.unities and industrial life is due to the fact that the average man ic not satisfied to be a part of a machine to be icnorm as simply a part of a oomniuhity. It's in the rural life, in the rural communities, vhere a peraon may have self-expression. He has a chance of development tint he cannot have elsev.herc, and v/e must keep a sufficient proportion of our people in these comnunities , and if they are an eci-ential pert of our civili- zation, it's due them that v;e shall provide them vdth the attractions and the facilities necestary to give them the ]argeL.t life. lly friends, I thank you for this opportunity. I am glad to say these fev/ words to your Conference* in the hope not thit I could give you information, but in the hops that I might to some extent give you inspira- tion, and let us meet this all-important problem as ne should, recognizing alsvayo this fundamental fact that if the grass gram in the streets of our cities, if we can have a prosperous, contented, rural population, the coun- try is secure. But '-*en we fail in the rural community, it ratters not v.'hatever means of defense you rray have; you must build up there and sustain that, or our position is false. (Prolonged applause) COn.'.ISSlOIffiR CLp-XJOK: now, if you will kindly remain for a very few minutes, we will be adjourning shortly. MR, H.E. MILES I (representative of the National Association of Manufacturers and the IJatJonnl 'Industrial Conference, speaking fr'ii the floor): I represent 5,300 roanufactiorers, and rise to a&c a quastion of this Educational Conference. CCaHJISSIOKER CL.iXTOK: "ue would be very glad to have your question, Mr. :.!iles. M. MILES: I want to know fran someone in authority vihy /jnerican bvisinesa ic not at this conference. I would like to put the question af- ter the fashion of the mentality of the men v;ho want the question anrwared. We have heard from Uruguay, and we have he.^rd from liurope. In God. 's narre wky haven't we heard from hcxne? Mr. Chairman, I would like to kac.v vhether .timer ican business : is not here because, as in years gone by, the educa-tion- al authorities of America think it's better to v/ork the business man than to work with him; or isn't he here because of the five hundred thousand business men who are anxious over the business situation, ard aro talking ! 12- 20 imong themselves about the business situation? The executive capacity of the educators responsible for this meeting coull not discover dn onr or tv;o KoSths, one man from business who could coirie here nnd would cane here cxtd give to the wonderfully sreet and beautiful educationajL mind here represented, the contribution of business upon this svtoject. A ghastly failure* this conference v;ill be in the respect entertained for it in the minds of all the people of America that neither of the great groups of business men are represented here. It is to be regretted that the teacher group must go back without knowing tte powerful, the earnest desire of /jnerican business for the improvement of our educational system, arxL the meai-s whereby they think the salaries, for instance should be Increased from twenty-five to fifty to eighty percent; and as a part of the change that there should be the improvements in our educational system, in the bringing; about of v;hich the business men of America cannot bo left out. My friends, you have left them out. Ihey are not here. 'Ihcir word is not ex- pressed. You can leave them out in your program, but thoy cannot leave you out of their program. 'fba.y caniiot do it. \Vhoy arc rot they here, Mr. Chairman? • COM.IISS lOlIER CLAXrOM: I will bo very glad to attempt to answer IJir, p'iles' question. In the first place, a great many of them are here. (Applause) have had the pleasure of meeting representatives of great industries, re- presentatives of chambers of commerce fron across the ocGan» Ona of the first men that spoke in our sectional conferences was , representing the business men of _ {applause) with a message of lar^e practical value. Second, every chamber of coiimerce of importance in the United States was asted to send representatives. Rotary ^lubs, Kiwan:-is Clubs, all kinds of business agencies. Why not? Also representative v^men, — they are on the programj thay have been represented. Perhaps the business interests are not so veil represented on the program for this rcasor : .1 number of them were i:':vited, — in particular one tir. 'Jchvvab, of -^hom \Be have heard as a busirese man of some importance, (Laughter ard applauco) Ho was invited but could not be present. Also one Judge Gary, who haf been rather prominort in tho business life of the United States.' (Applause) He 'j«3.s invited but could not be present. Oui te a number of other's were invited. 'Jhoy found it impossible to attend. Finally, a program has to bo made vxp, and when our program was made up it was found that it vas full. Possibly it has been over full. I confess tho weakne:;£ of making the programs a little longer than they sho'-.ld have been. But it vas done in order that, as nearly as possible, every i:Tterest of the people of the United States might be represented; first, the general educatiorsl interest then the interest of those who are engaged in production of various kinds, agricultur-^ al production, industrial production. \/e tried to have represented as Etror liucation,. Siteheien, Americanization, Illitoracy, in the Sun Parlor, on the roof^of the Washington Hotel, last of all, to which many persons will coce who are in" irested from the busir.oss eidc, becr.uSG they are the people -who can help solve this particular prolil'iE, the salaries of teachers and revenue. "-liVi M iles has said we vd sh to -loxx. the business moi. V/e wish to ask them how the work can be done. K. :»I1I3S: Do I understand there is a representati-'e of business as such in this program? COIIIISS lOlSP. CLAXTOII : I believe there is not, sir. But we put such persons as promised to be here on tJie program. Their names are there merely to make a beginning of the discussion of the program, and I am a^ing the business men who are here that ttey will attend those particular conferences. I was asked, after it v;^8 v/holly too late, to rake e separate section on in~ dustrial education. After all, that would have been out of harmony with the purpose of the conference, which I think I need not explain again. This is not for the purpose of discussing education technically. If so, it would have been made up, — the program, — chiefly of those interested in the par- ticular kinds of education. But it is a conference of citizens, and tuose of us who happen to be teachers or school officers are here as citizens rather than as educators, directly. The Gk) -pernor of South Carolina, I think, ej:pressed, tetter than it has been expressed, the spirit and purpose of this conference. He said it was not difficult for the iunerican soldiers to go over the top, and to break the lires, because they mnt with the momenta-n oS o hundred millions of people behind them, whose good wishes ajid whose hearts v;ere with them, ^nd that is the purpose of this conference, that the school officers, and the school teachers who are to meet this ^eat agency of Derr.ocracy, ma^y feel that they have the people of the United- States that we, the people of the IMited States, are giving them our prayers ard our support. It is a purpose to me — I say this in addition, — it is ex- pected, let ite say this once more, — it is expected that thi s conference vail be followed by many citizens conferences throughout the country, and the purpose of this conference is only that they may be finally brought to- gether a statement and a body of sentiment, or the recommendation- that will come out as the national will, so to spea'k, on this great subject.' I have been asked a nimiber of times how cany persons, not te vTcrk of this conference. Ihe telegram i? ^jL^ii by CoiTunissioner John H. Pindlay, to Dr. V/. S, Gmiih, whj is director of AuericarJ.zatio". n^ts for the- state of Ne.v Ybrlc. Tho telegram reads as follows: "JPhe Governor has signed both tills. In approving bill for employing teachers in English, history and civics, he rtates: •I regard education as the best remedy f or mi stalcen or false political conceptions. The particular bill and the appropriation carrying $140,000, making a total of |390,000 next x'oar for teaching English v-'-nd other subjects, — history and civics, to foreign-born people in the State of New York. '" iThc sentiment which the Governor expresses hdre is not s new one in the history of those United States,— "I regard education as the best temody for mistaken or false political conceptions." Prom the time of the adoption of the Constitution, and earlier, all of the great statesmen of the United States have regarded it as the only guarantee or the only remedy for ignorance and for false ideas, and this is thj thing that \7e h-'.ve in mind tonight. It is the reason that this particular topic is put on the program to be discussed by the able persons who are to discuss it tonight,- -i-f —men and women who have given their thought and their lives largely to this subject. In a democracy everything waits on the character of the citizenship. We have committed our desting, our private weal as vrell as our public welfare, because one is always bound up in the other; our wisdom and virtue — or ignorance and lack of virtue ~ as the case may be. to all the people, and in a democracy there is no safety except in universal salvation, and education for citizanehlp has been from the beginning a thing of fundamental importance to us and of prime consideration in the United States. I have invited here this evening to discuss this subject three or four persons. First, from the standpoint of the new group of porsons coming into active citizenship, with the power and responsibility of the ballot, a woiian who is giving her life to the question of women's suffrage, * (name) Then I invited Bishop Sheehan, Rector of the American Catholic University, who is here v;ith us. V/hen I v,as campaigning for education and for improvement of the schools in my native state, iPennessee, the one nan standing out above all connected with ths drive on viiom I could always depend for the most generous aid was Bishop Ihomas F. Gailor, who is now presiding bishop of the Counsil Of the Episcopal Church. He v;as one of the first invited and promised to l>e hare this evening. He was here this morning but had to leave unexpectedly in order to make an engagement in the V/est about 6 o'clock this evening. Representing the churches' interest, the organization and fede-^al- ization of fchurches, we have v/ith us Dr. Robert L, Kelly. 'Ihere is one thing higher than citlj^onship — that is hnn^n culti^re. Sweetness in life, and I have asked a man whom v/e all know has a kn'^wlcdgc of personality and citizenship, that has stood for education in highes'; ideals in culture, I»r. Bryan, Commissionor of Education in the Sfate of Idaho. Wq are extremely fortunate in having presiding this evening the Governor of Maine, Hon. George Milliken. lUKU'fBS OP FRIDAY EVENING SESSION, EUtJC^nONAl CaNFERENOB Way 21, 1920 Page 2. i30?ERN0R MILLIKEl!: Ladies and gentlcmenj I have soven excollent ^personal reasons far interest in educati on— one of them in college, five in public schools and one at home too young to gc "^ school. But it is not for th3se reasons, nor for any otisr personal reason, that T n.m hore. I take it that yju are here from your various states, and representing your various activities in community life with the same point of view which vvas held by those citizens v/ho, from time to time, assembled here during the war for conferences upon various subjects of public importance. 'iVhat we were- asked to do at this conference, if v;e had assembled hero t\70 years ago it would have been for one of these purposes connected with the war. Vfe might even have been asked to do so trivial a thing as to save walnut shells and poach stonas, as v;e \vere at one stage of the conflict, becaiose these articles, ordinarily mcro refuse, v;ere for the time being valuable because of their availability for manufacturing charcoal for gas masks. T/hatcver v.-as important for the national defense, whatever was needed by munitions works, and for use oversoas, bocamo a matter of first duty for all citizens to furnish. It was not a question of academic belief about war. Tho ixmorican people did not believe in vnr and do not bolieve in war, and did not desire v/ar. It was the fact that we were in an emergency, thr.t the welfare and safety of tha world and our nation depended upon applying all of our great resources to the probl^n of v;inning that v;ar. Somebody haa suggested that the next groat military struggle will be in the Pacific, and tYat Australia \7ill bo the prize. Perhaps this is an ideal topic for speculation, but the next war is not in tho Pacific, tho next war is in the nr.king. It is now on. It is to determine, not the military question, but tlie question as to whether these citizenship of oviTs that has come through the strain of warfare will stand the strain of p&aoe and vdll resist the tendoncies to self-indulgence and to oaee and luxury, and whether in tho next generation this democracy of ours, this citizenship on which our democracy depends, will prove itself to have been worth saving. And so it is from the point of view of national defense, I take it, that we are met here in 'Vashington, or, as the Commissioner has no pointedly said, "i?ho life of the Democracy dopends upon its citizenship." Ihe military emergency through v/hich we have passed was never so serious an emergency as the em3rgency of citizenship in tine of peace, because military dis- asters a thousand times v/orse would not have equalled the utterly ir- otriGvablo disasters th?.t would come if our citizenship fails in its character, I do not knov; v.tiether ?-ny of you have evor had the experience of being in a crov.d.Gd hall and hearing a sudden cry of "fire" in that crowd* kf you have, you know v;hat ths ■.7ords mean. In the physical contact which lodies in the crov;d, in the rush for the door, in the panic of such action, lut the feeling of panic of fire that runs through the cro'.^ in these circum- tances is as real a force- as any physical force in the universe, and it 8 that force that is determining the future of our citizenship, because t is that force of community life and commiinity personality impending \ n the lives of growing boys and girls, and on tho lives of those aliens ho come among us from other lands* that is settling the average of what \hi character of these coming citizens will be—determining as absolutely as definitely as any problem of mathematics can be determined. And is because tho life in school is probably the greatest in the i^velopmont of tha common as well as the intellectual life of the average ly and girl than any other influence. It is from tho point of view IIA'T 81, 1920 Page 3. of national defense tkit I ask you to hear the ^.blo r.rd thoughtful addresses that you will hsar this evening. 20 ov3rcoraG the tendoncies tov;ard destruction iP the situation in which ^erica finds horself at the present rnomc- 1. Shall v;e say tha tendencies within our national lif© tend tov;ard destruction, bocnuse it is in the coTOnunitics in v*iich yoii and I live and thousands of coimiunities over tho country that that battle will be determin&d, according to ' 7;hether the community life is intelligent, is v;hol©some, is uplifting, or the contrary; according to v/hethor the influence of that community life, felt more largely perhaps through the schools than in any othor way upon the boys and girls, is v4iolesome or the-contrary. So the future of America is safe or not, She first speaker of the evening v,lll discuss tho topic, "The Interest of tho Churches in Education" and I have tho pleasure to present Dr. Robert L. Kelly, of New York, Director of liniorican Education DepartTTcnt of tho Interchurch World Movement of North /anarica. DR. KELLY: I2r. Chairman, Mr. Commissioner, Member a of the Conference: I note in this evening's Stat that tho Vice President of the United States in his keynote address at Indianapolis th3 other day, made the observation that tho time has nov/ come v;hen tho lines of demarcation between the three (federal departments be drawn a little more closely than they have been during any period, and v/hen one doprrtment ceases to inter- fere with tl£ prerogatives and functions of the other departments. I presume I may cite this quotation from tho Vice President vvlthout laying myself liable to tho charge of partisanship, particularly in ''ie\7 of Ae fact that I vrish to use the observation merely as an illustration. It is true that we have three departments in our fodor^l government — the Legislative, the Executive, and tho Judicial. It is certainly desirable that each one of these depTirtirents maintain, in so far as it is possible, its proper place and carry out its function as provided for in the Constitution and interfere as little as possible with the other dep:rtmtnts within constitutional limits. It also, however, is certainly very desirable that all of these departments work together for the common good for the upbuilding of this groat republic, and it certainly v^Duld be a groat calamity if any one of these defartmonts should ceise to function. Now, just as there are throe great departments in tho federal government, I call your attention to the fact that in the social struOttjr© of this country, of which we are proud to be citizens, there are three f'-'^axi fundamental agencies — The Homo, the Church and tho School. They have a common task; they ?ro psrtncrc in tho same work. Thoy have essentially the same ideals. Each one must maintain its identity but each must work Pith the other two» When I am asked to ansv/er the question, therefore, — "V/hat is the interest of the churches in education?" I have simply to reply that the interest of the churches in education is tho same as tho interest of one partner in the work of the other partners for the common good. In a certain sense these two great agencies, particularly, the church and the school, were born in America at tho same tirre. Bicy have been cooperating since their birth and the interest and progress cf' one ia bound up in the interest and progress of the other, As institutions they are not responsible for their original partnership, but that partnership has ■"■ been revived and revised and restated frcsn generation to gen-jration and from decade to decade, although the form has boen sorecv.hat changed. V/o all know th^t in every backvioode community of pioneer dr:ys there wore first erected a few log cabins which were destined to bo the homes of the settlers, and, secondly, there was erected a log cabin v;hich was to *« the meeting-house, or the chapol for those same settlers, *ind MIKUiES OP "SRIDAY EVEKIKG SESSIOIT, EDUCiTIOKAL COKFE: ENCE MAY 21, 1920. Pago ^» lediately tboreaftsr thore xtae erected another log cabin v*iich was to to h3 school* iand thoso three agencies reprssont tho fundanicntal ideals if this republic of ours. '2to adopt the v;ord£5 of the British Am^assador in this conforenco this morning, "Ehis ia tho v;ay ♦^he system of Arnorican education grew out of virgil soil. Those are tho elements which make up the genius of the ^anerican people." "A splendid illustration of this close partnership hetv/een religion :ind education ie found in the organization and progi'oss of the colonial collogee. iChoso collegos, vhich wore founded early in Now England, and in the Midilc fc>tatcs, and in the South — Yale and Harvard and Kings arid Princoton and William & Mary and the rest. It is a significant fact and a historic fact well known to you that they -/jere all founded by th> churches, and thoy wore found for a definite purpose, although that purpose exprossed itself in dual form. Jo use a quaint quotation from the charter of Yalo, the purpose of that institution, and indeed of all of thosQ colonial colleges, was ''to fit mon for public emplojnnGnt in the church ans civic state," Uiis vyas their dual program. The fovmders of those early educational institutions did not descrimimte betv/oen the function of religion and tho function of education. And that those institutions were true to their trust is indicated by the type of product 7;hich thoy produced. On tho alumni lists of those colonial colloges are to bo found such mmos as John R-'.ncock, Samuel Adams, Thomas Jefferson, Aloxaridor Hamilton, John -tid:;ms, Jcmes Monroo, John ilarshall, James Otis, Josiah Quincjr — men v;ho, with others like thsmselvos, laid the foundations, the civic fotmdations, of oxar republic. AJid at tho same time that those colleges wore jaroducing such men "fit for employment in the civic state" — at the same time and in tho same classes there were graduating Increase ITather and Cotton Ilathor, and Jonathan Edwards and Samuel r-w.kins, Kathani.^1 Adams, ^Timothy Dwight, Joseph Bellamy— great outstanding apostles of righteousness, who, together v;ith others like thomsolvos, laid the occlesiastical foundations of this republic of ours. Religion and education wore wedded in the inception of educational work in this country. Since colonial days hundreds of colleges have boen fotaided across this continent in every state except three or four by the churchos and today, out of more than 500 such collegos — standard collegos recognized by tho Oommissioner of Sdu^ation and by the other standardizing agencies of tho United States, n.re than 400 of them are organically connoctod with the dhurchos or aro affiliated with tho churches, v/hilo most of the other 100 wore founded by the churches and maintain today the most kindly and intinate rolationships, of an unofficial che.ractet. It is true also, my friends, that the CnKrican public school cams forth from the same sort of impulse, namely, tho religious impulse. Horace Mann, as wo all kno7/ full well, \Tas a minister of religion as v/oll as a minister of education, and no bottc-r confirmation of this vital relation- ship bet'-veen these two great Amorican ideals need bo cited than that pro- arablo of tho Ordnance of 1787 which provided for tho government of the Northv/est Territory, words with "srhich you arc familiar, vrords which no doubt you could all join me in repeating in a common chorus, and words which ought to be burned into tho imagiation of ovcry Amorican boy and girl— "Re- ligion, morality and knovlodgo being necessary to good govornment and- tho happiness of mankind, schools and the moans of oducation shall bo for- ever encouraged." And in the great State tmivcrsitics of the Moddle V/est tonight, those univorsitios which onroll tens of tb" -ssandB of students, and \*ich, so far as thoir or^nic structure is concerned arc as far roraovod as possibl ri I!' 3 mWUSS (?"• HIIDAY EV33IIITG SESSION, SDUOATI cm'il COTfPERENCE Maj 21, 1920 Page 5» from the influenco of tha Chtirch. ThoBQ great state imivGrsitics have enrollcc"., .long othor students from 60 to 70 percent of the young nen and v;or'.i ^no fo: ;:. the total enroll- ine:*t and they came from the homes of church members, i^ioee //'lO have visited our land-grant colleges in recent ytars and months rlth the view of testing the tGirrpor of them and determining the spirit il them, jid vith the thou^t in mind as to 7,hethcr or not those great state-aupportad institutions those fundamental ideals cf education v/ore still 'oeing maintained, testify that in those institutions are to ^x found some of the healthiest, sanest, most hopeful religious life to be foiind in any centers any\7hore in this country. Even today it is true that religion sn.d. education are redded in our common aspirations ani pia'poscs. Ihe British ambassador named this morning as super-products of education as the things which the British people prize more highly than knowledge as such,— he named qualities like these: courage, humor, sympathy, loyalty, humility. Ihose, he said, arc tho super-products of British ' education. I suppose 've •'/rould. all agree that there has never been a greater .imerican teacher than Mark Hopkins, .ind on his fiftieth annivcrrary at Williams College, after he hid hrd the experience of 50 jrcars to judge as to what r.ro the important e laments in educational procedure, Mark Hopkins said "Christianity is the greatest civilizing, moulding, uplifting po-;cr on this globe and it is a sad defect of any institution of higher learri-isr if it does not bring those under its caro into the closest possible relation- ship of it." And I declare to you tonight, ladies and gentlemen, that it is my conviction that no more disastrous thing could happen to our civili- zation, and because of the influence sve me.y have in the world in the next generation, no more disastrous thing could happen to the ^"orld in this great struggle to v/hich the Governor has jusc referred, than that tho tie should be severed that binds together religion and education. It 77ill be a sad day if Am^jrican education beccmjs dorainantly militaristic. It will be a sad day if American education bocrrccs dominantly vocational (applause) if by vocational you put tho making of a living above the making of a life, and in these days, -vhcn thC' minds of men are be-ildered and unocttlad, it certainly behooves us carefully to see that those fxindamental ideals of American education are maintained and perpetuated. A. Brisish subject located temporarily in the lata Ottomsn empire remarked the other ds.y to an American citizen: "'.Vherever the Germans go you will find an arsenal; ';7horevor the French go you will find a railroad; v/herever the British go you mil find a customs house; and vherever the americans go you vill find a school house." How, if the school house is iii 'ed tho symbol •f America's message to iK'-nkind, then -X; must use, ic we can, gro".t car.:' and •.'•isdom in selecting the forces that play v/ithin and about tho school house. And so, ladies and gentlonen, I come to you tonight as the rep- resentative of certain organizations cf churches v.-ho ara interest-d in edu- cation to say that the churches are the friends of tho American teacher. But they are not recently converted fri-nds. They hove \)een the teachers' friends from the beginning, and they expect to remain the friendc of the teachers to the end. They have at least ono tie in comracn, ard one tie perhaps, that is not lilcely to be severed soon, and that is, that the salary of the pr--.acher is even less than the sal"-ry cf the teacher. (Laughter) So the churches today are trying te snov their friendship to the teachers, and they are not attenspting to shov; th^t friendship merely by lip-service, by syopathy, and by prayers— although I assume tho teaclier'i ^ would approve of an-1 appreciate all those motho.ls of showing friendship; i-ti^ tho churches of «merica today are attempting to show their friendship V.y MIKUTES OP ERIMY EVENING SLSSIOK, EEUCTJONAX COWESIIEIJCE May SI, loao. Pago 6. contributions of col- cash.' Since the Armistice day mny denomiii.tions in this country have put on great forv/ard moTCir.ents, hoping therohy to ^o -tlo to rondor a greater service to thir bevdldorGd v;or>I at home s.n^ nbro^d. ■rhfcSG forvard tr^nrroxmnte arc essentially cducationai canpcigns. Th^5.r xr^in purpose to be srre is to assist in ovory logitir;r,to and possiMe r;av in extending the influonco of tho Golden Rule, Vat thoir :.i~,thod is prinarilv an' aliucst onti-ly tho mothod oi ;,:uc-tic-. As :; condition r>r tx^o^e oaKpaignn of education these churches have roccntly had great financL^d drives as ilxiistrating tho fact that thoy arc laal.ly interested in the prn^o-ss of * .iinerican education and of all those o thor danents of xjaeric-ai lif",^vhich are joinir^- together to develop our civilisation. 'To ^-e epecifxc, since* the Armistice, the Methodist Episcopr.l Churches ITorth and South h-^.vc raised one hundred and sixtjr-five million dollars for their forward riCTreraent, ilhe Southern Baptists have raised ninety millions of dollars. The Prcslyterien Church iMcrth has raised si.-ty millions of dollars; the Episcop-^l Church forty millions of dollars, and tho Intorchurch "'orld Llovemc-nt, which is conducting a drive just at tho present time, v;hich has not been complete:^, clready has subscribed one hundred and eighty millions of dollars. I do not name all of the denominations that hr.ve been engaged in those drives, >^ut those -•hich I do name hT-ve already raised, since tho .irmistice, a total of five hundred and thirty-five million dollars for the development of those for-w-ard movcmonts^ Nov; tho greater portion of this money is to bo in- vested as endo-i.-ments in schools end colleges and is to go to the increase of professors* salaries anl teachers' salaries and in carrying on relig- ioi - - - As may ^ „*>,w w^,- w..-^ ^^ „.... -...^-....^ „, .. „ ._, ^^ — ..w.. — . diicting a survey of ^jnerican educr.tion of so comprehensive a tjrpe and so thorough in its methods that vhon tho data are all accur.iulr.tei thoro v;ill be tho L.^^g"st accumulation of facts, bearing on higher education in the United States that has over bean brought together at any one time in all tl7? history of .imerican education. Por throe years the Association of ijn^srican collogc-s devctsd itself to tho definition of an efficient collego, and at the end of tliat three years, two hundred and sixty college presidents in this coantr3r unanimously agreed to the definition indicating the elements that should go into an efficient college. That efficient college was made the basis of the budget which the imcrican Education Uepartmcnt of the Inter- church World ilovemeiit has completed, and those churches no t; have a scienti- fically constructed budget which calls for an expenditure during the first five years of four himdred million dollars for rimorican education, and. some eighty-nine millions of that are included in the campaign icr .i.920. JHieso churches have the facts. Ihese chxjrchcs ure consti-uu^ing a budget upon the basis of these facts, an5 these churches hope to rrake ■?. valuable contribution to the progress of .american education. Furthermore, it may be said that they are ,iust the beginning rf this great cooperative movement. Simply the first stops have nov/ beon taken. There \7ill be greater things. The up-shot of it all -tIII bo that narrow sectarionism, thank God, will be eliminated from this country as the years go on, and the churches will combine in a cooperative rao-'eir.snt v/hich v>lll make them more efficient than they have ever been before in developing the educational interests of oxnr great republic, fflhey wish to assist in this great process of Americanization this process of itasrican- ization of our neighbors who come to us from across the seas— the men and vrmen and tho boys and girls — this process of Americanization of our or;n boys and 3irls, including that tv/enty-five percent of our ovTi boys vho cannot read or wTite, and thit thirty-three per cent of our own boy? who are not now qualified for combat service. Ihe chtirches offer to liclp 7. roiDAY 3VENIUa SESSION ::ay 21, 1920. ■in adding color to Americau education, and recur again to the Ambassador's phraseolot^y of the morning, and to help in every way and any vraj possible in further de-eloping that outstanding quality of American and English education, that outstanding quality by virtue of 'v^fcich these tvi^o great nations have undertaken to instill in the minds of their youth the ideals of liberty, of justice, and of righteoueness, the things which have dis- tinguished ijmerican education and British education from the education of some other peoples. Certainly educational citizenship, if it is wise, cannot ignore the aspirations and interest of the churches. The churches wish to asDist in maintaining the integrity of our institutions and in restoring the happiness and prosperity of mankind. (Prolonged applause) ^THE HtESIDIlTG Oi^'^ICSR.COI.-aSSlOI^R CLikXrOlT: lo speak on the top- ic, "j/iucation and the t>uffrage" I nav h^ve the pleasure of introducing Urs. L'4iud Wood Park, of Louisville, Ky. (Applause) Ei)UCAu?IOK ivMD TPE SUFFRAGE By I.lrs. Kaud w'ood Park, Ohairinan, Board of Directors, National League of T/omen Voters, Louisville, Ky» I'x . Comnissioner, Lad.ies and gentlemen: I should be glad to claim Louisville, Ky. for my birthplace or residence, if I did not have one that is sanewhat different from that, v/hrh I will leave ycu to guess as I go on. 7/hen the dilitary thirty-sirth state has ratified the V/oman's Suffrage Amendment, this country v.'iH see such an expansion of suffrage as has never before been granted by any organized and orderly govern- ment. Revolutionary China and revolutionary Russia did for a time ei:- tend suffrage, to numbers of persons probably t;,Teater than the number 7*10 will be enfranchised v;hen the suffrage amendment is ratified. But revolutionary China and revolutionary Russia were not in a condition to continue the right '-'hich v;as temporarily extended. We kncv the United States of America v-lll continue the completest citizenship of wcmen which it is shortly to grant. Up->wards of twenty millions of women v/illbe en- titled to vote when, the franchising is extended to all the v/cnon of the country. Approximately three foiurths of those voters will be new voterss. If you remember the statement about the total nimber of illiterates in this country, which some member of the Commissiorfir's force has compiled, those five and one-half million total illiterates v/ho, if they were put tv.'O abreast, and started in a line of march, would make sane thing like — to march something like twenty miles a day, would take o-rer U'X) months to pass a given point. Kow if the v.'omen who are to be the new voter?- were put in a sir;'.ilar line of march, they v/ould take O'.-er six months marching at the rate of tv;enty miles a day topass a given point. That will perhaps give you an idea of the enormous extension cf suffrage that is to ccme very shortly in our co-jntry. It's highly proper that psisons should be asking, — t"thoughtful persons, — both men and women, — what the result of this trerrendoug extension of the suffrage is going to be. Its natur;! that men and women should says ".ire the v;oiten as voters, going merely to duplicate the vote of men? And by their "-ote add numbers vdthout chanrinr, percentages? Are they going to failUo vote, and thus make no definite effect upon tha result of suffrage, or have a dsstinct and distinctive contribution, as worcen, which they are coing to tring to the country when they become, from one ocean to the other, citizens v;ho are also voters?" x'hoBG ara questions which nobody can answer finally at this time. It's always dangerous to prohecy about large numbers, and yet so far as experience goes in the countries anr ' '13 states, in v/hi ch wcmen have already voted, that experience leads to the expectations that in certain directions v;omen v.ill have a somewhat different contribution to bring from that v/hich has been brought by men in the service of the nation. Some special contribution nearly always has lain in the direc- tion of v/onen's special qualities. Nov; I do not risnat to enter the argument as to v;hethc^r the dif- ferences that -ve do recognize in certain psychological qualities of men and women are fundamental and ineradicable, or whether they are merely advantitious. I grant that to any statement that I may make vipon this subject there are often cl^^ring individual exceptions, but by and large I think: the world agrees th£,t wanen ha^'e sane qualities in greater pro- portion than men have those qualities, and that ..C'raen have other qualities in greater proportion than woman possesses those same qualities. Dr. Anna Howard Shaw used to sayi "Women knov; more about some things and men knav; more about other things, but men and women together know all that is known about everything?" (Laughter) How it's in connection v.lth those things about v/hich v7onen knew more that I believe their special contribution to the government of this country is going to come; and I v/ant briefly, if I may, to enumerate some of those qualities, and I am goini; to enumerate only the good csies. I think some of them v«)uld have to be classed as liabilities rather than as assets, but tonight 1 am speaking only of the assets which ',7ar.en possess I believe, to a rather greater extent than men. In the first place there is the hibit of persistent and con- tinuous industry, which warien's experience in life has trained them to follow out. \7omen who are hoie -makers, womeh '.vho do their O'Tn housework or v;ho superintend hcusev;ork, kno''/ th^t you cannot v,ash the dishes, for exa:nple, on :. onlay morning, and expect them to ioeep washed the rest of tha vjee'z, iThe v:ork ras to be tfone at.Bin at noon and at night on !!0i:a3ay, ani then all over again on iuesday morning, noon and night, etc. T/oraen who have the care and tro-ining of childr-m, as Tiost women do sometime in their lives, know that you cannot make children v;el 1-behaved or good all at once; it has to be done line upon line and principle upon principle; and so the women get the habit of doing the same thing over and over again; and realizing that it must be done over and over again if finally good results are to be achieved. V.en, on the other hand, I think are more likely to go out and do some good and glorious thing, and then want to stop off, — after doing some one great and glorious thing, they rrant to stop off and take a rest J (Laughter) A rather we ll-knov;n writer traced that tendency of man back to primitive days, when the villager v.-ent out and shot a bear, let us say, and dragged it back to the edge of the camp, and a woman took the creature at that point and skinned it and prepared the flesh for food, and the 'skin for clothing or tents, as the case raitht be. Ileanwhile, in the v.-ords of this writer, the man lay dovm on his mat and went to sleep! (Laughter) Nov;, there is a great deal of thar. sort of thing in modern life, and in the differences between the \'jay and. the man and the v/oraan function. The men like to work hard and then thov they v;ant to lie down on 'their mats and ^30 to sloepi (Laughter )^ And the.t's one of the reasons -.vhy so many splendid outbursts of civic en- thusiasm flare up and fizzle out.' (Laughter and applause) It's bo- cause the reformers v*o had the power of the vote have been largely men, and after they have accomplished their reform, they ha"e taken a fev; minutes to life dov-n and go to sleep. Now then, the women, with tho other sort of training, I believe, are going to bring into our public life that habit of persistent industry in Iceeping after the concerns of the public that they liave developed in keeping after the concerns of th--» home . i 9. In tlTe second place, I thinlc we shoMd all agree that womon are Tnore liictilv to see the human 3lde of public questions tten are men. V/omen have had the care of the childr'^n, of tho faiclc persons, of dependent and defective grovps in society, very much more tMn men. QThey have learned a sympathy and an understating for human vv^akness that men do not so easily'possess, and that, after all, if ^^oinr to be a very valuable con- tribution to the future of human society, to the future of socletyin this country, if the vjomen are able to make the human side of public ougs- tions as important as they on£iit to be in the consideration of our states- men. In the third place, Vv-omen have a tendency t o pat more emphasis upon moral issues than have men. IhQf have }iad to teach the children that right is right and that v;rong is -.vrong. They have not been tempted to compromiso as rnen lave been tempted to compromise by the strongest competition of business life. They have been lookinL, at the absolute rij^ht and the abso- lute v/rong of things more steadily than have men, .Uid again, that is a quality that I belie-^e is goin;; to be of great value to us in our con- sideration of public questions. 1J0\7 the reason why I emphasize these three ideals to you tonight, is because I think they are all three traits that tend to combine in the 6ub,iect which we arc- gathering hero to discuss, the subject of education v/hich is of such enormous inportance to women, both as teachers and as the persons vho have the home tiaining of children. They do deal more di- rectly and in more ]arg-er numbers with the needs of those who are in the ordinary sense being educated than men deal v;ith those persons. They realize tte importance of the stigeh in time that saves nine later. They realize the economy of expend! traxe in the early stages, and do not consid- er it waste if it prevents far greater expendittira in the stages ttot are merely remedial of ill or evil, not preventive. Women do understand the Vvaste of letting things go; and education' is caie of the subjects , — is the subject perhaps in v-;hich tliat kind of economy coTints for most. . So far as the organization of vhi ch I have the honor to be President Chairi..an is concerned, v;e are only in our new form of oiigsuisation three months old. V.'e have succeeded in organization, v/e are its da\jghter, v'hich is over fifty years old in this country, — Ihe I^ational American Vv'oman's Suffrage .association. But organized as the National League of V-oraen Voters. v;e are only three months old, and in those three months we have given some evidence I believe, of our interest , and abiding belief in th-e necessity of education. In the first place we have planned to educate ourselves and all the other nevj voters \'*io ^ant to be educated. V.'e are planning in our program of work, citizenshiip schools for the rev; voters, one in every voting district of every state of this country, if it is possible to bring that about. (Applause) Kow we planned those schools because we realized that -aomen were serious about this question of using their suffrage for the benefit of the nation, and therefore vs did not think so much of what the result was going to be for m.en. But I v;as, interested and delighted not long ago at a dinner at Pittsburgh to hear one of the members of Congress, one of .the I'embers of the House of Representatives from the State of Pennsylvania, fay with regard to our citizenship schools that he bad in the first place been rather opposed to our Association because Ire thought theie was no particular need of itj but that liaving had occasion, as a speaker, to go several times to those schools in different parts of his own state, he had come to realize what he hadn't thought about before. I was very glad that it v&e a ma.n that said this because it sounds rather xangracious on the lips of a women.' (Laughter) So please understand that I am quoting a member of the Congrer of the United States whan I say what I am about to say. He said the tru' of the matter is you wemen are coming into your suffrage all at once, and you have never been expected to laiow anything about government. There- fore ycu are not assumed to say that you do not sa^ that you do not £no" ordinary things, and vou are willing to study them, ard to learn about tl^ra. Cn the other hand, he said the men h natural strict duty of uvery American citizen to conserve and transmit his 'glorious inhoritanca.' Botwoen American citizenship and European citizenship thorcis a Specific diffarencc, ocoan-wido, literally and morally. V/e ccinnot thinls: in the samo terms, for our American political axpcrienco, liko ont, Ai-T^ri- can constitution and govcrnmont, diffars profoundly from that of Kurope. iClnsir political dGvclopn3nt has been mainly ov.n ct cnilsss wars over c thousand years in the saoo Brnill cockpits and for tho benefit of tho ii^rno typo of men. Perp, sullrn, patinnb, inorndicablc invdictiv^ness has lorg prevailed in vast huran strata of Buropo, as nov throughout Rucsia, ^^rhich at tho first da^vn of froodom began a huge sattirr^lia of destruction and ruin. Hatred an' rr.v^ ngo arc thn gospel of millions rondorod quasi insane by conturins of various oppression, and rin.:^'d around by many forms of vzrong. Humiliation also it; vrritton across the forehead of most groat nations of Europe, — defeats; lossoe of t"rritory, population, rosourcos; dynastic troubles; transfers of allogigncs, of raligion, of a-Ivantagn and oppor- tunity; treacheries and betrayals vathout number, all the known cvilc of an immemorial socrot diplomacy. Since the days of Charlomagne, for sxamplo, a narrow strip of land from the Alps to tho sea has been dyod to saturation vdth human blood, and over it have raged all tho political passions and vices, all tho social and economic conflicts, all the religious bittemoss and antipathy, all the personal ambitions ajsi vagarist of irrosponsibla rulers, vindictive factions, and naraolose mi Gce llano oub selfish r;i3governmont. :fow difforont tho origin and grov4;h of American citizens hip J Its enmitica have boon thoso of nature, i.o., distance and physical obstacles; its conquests those of kncvlcdgc and labor, tho peaceful conquests of explora- tion and transportation, and intercommunication; tho incredihle development of tho forces latent in tho elements of naturo, the discovery and usee of tho rav; materials and essentials of industry and commcrco; the growth oni movement of harvests that stagger tijo imagination; ths constant Imitting to- gother of all human sicmsnts and forces va thin easy range of a broad humane democracy.' The cvidcnco and the honor of e>ur traditional Aniorican citizon- Ehip lio in this immonso complcxus of univorsnlly beneficent facts, for they are its proper fruit, and as thoy stand havs eo far never been met vd th in other political forms and conditions. The hard fortune of .var has recently brought us into intimato toi;;ch with ths problems and desires, the traditions and the mentality of tho chancelleries of Europe. By thoso relationships also our American citizen- ship has entered temporariljr into contact, social and economic, vdth tho mentality and the ideals of the pooplas of that Old ¥orld, whence all of us have issued, however remotely. Tnis close contact, along the cruel unatia-al lines nt war, could not be helpod, but let us soon return to our ovjn difficult and nvanerour problems, and take up tha only properstudy and settlement of them, a study and a Battlement based upon our American traditions, spirit, history and ideals. For to of the United States, arc pro-ominently the Kcw World, with all that the pregnant term implies, and manlcind yet looks to us in the spirit of those multitudes who quitted the Old "Vorld and took up life anew on this side the Atlantic whilo yot the radiant figure of George Washington stood before all men as the incarnation of that human love of froodom -.Thich has been for ages a vvill o'the wisp. Sympathy with Europe, yos; aid and comfort, yos; encouragement ajii. chp.rity, yes. But let ue not be drawn closer to the maoletrom of its politics or its statesmanship, for they arc decidedly not kin to ^.merican citizensMp, and are -.-dthout excep- tion all tarred over with an unclean imperialism, al"" one long sad chapiter of the ctrong, rich and masterful beating down the weak, the poor and the loTTly,' enslaving them, and dooming them to a toil v/ithout hope, reward or end. 2ba Rit^t Reverend ThoracwS J. BhcJaan, 13. naturally, one of ths bost troaac of o1t4c o9f»eaZi9n to tho truo hio- tolfy of onr ov/n country. Ito great orlsoc and problonc aro flo nacir to ur ; ita great figwoe /at so visiblo in tho baciccround of natiOTxt,! life; the groat docurnants ar.d Eonuraor.ts of otxq narvelcuc century are yot co intact and legible thet there ottght to be no fear of our raisunderr: tending tiio doedc, the principles, and the cpirit of cion who founded this Ropv'jiio, Gnd with divine aid and groat htonan wisdom corAucted it rapidly to Rront- nese. We oa^t not to tolerate thoed hlstoriOB of recent date in v^jloh tie Amerioan Revolution ic cet in a hoctilo nnoyapattetic light, books filled with "suppression of truth and euggection of falcehood", tho workB of non who would "re-writ© and teach the etoridB of thoflo haroio dayc ae alien ijitoraste wich." It needs no Cicero to proclaim tho in- fluence of hictoricul teaching. Tta Oreit \ifer hac tau^t ub to v*iat ex- tent the historian can penetrate the mind of a great people, and hurl it blindly and reckleeisly against unoffoiiding neighbors. Ourrj^nerioan history, euch ar v:« have racoivod it firotn tho man vAo la great piurt made it, or know its illustrious raters, should be vrtdoly monwaantalixed, so to speaJc, with tha conscious purpose of maklrs eloquent by natural ond local effort our public buildings, groat natural sites ai^i objects, and avory occasion of visualiains the salient facts and truths, and tho real spirit of our public life, ^e arts would profit greatly by this high and noble propaganda. What more patriotic oubjectc for the walls of otu." new railway stations than tho groat oration of patriclt fienry or the Battle of Lozington? Ages cannot wither such thetr^es nor custom otale tlielr n^al foro^, nor oug^t they evor fade from tho ccKicciousneoc of our people. SUnio -.-as the i^jnorlca that fascinated tha peoples Of Europe in the golden hr.lf century that followed the Revolution and caused all men to look upon us as a poli- tical Bden. Individual freodoni, vast and delcctr.ble as t^s prairies or tho foT»- ests, was tte dotslnant note of this first century of tSjtnerlciin hictory. Its apostle W36 the frontiersman who 7»nt forth to conquer nature v;ith his rlflo, his Biblo G;id i package of newspapers. Hs '^-sis the disciple of George Wash- ington, the Adaroeeo, lU'rshall, Uonroe, Jfeffersoa. She old pagan concept of tha State ae many would havi vis tate it over frora Europe, or rather from that pre-war Prussia we hats overthrovaa, an absolute omnipotent jugger- naut, was both foreign end offcasivc to t>ils original Airflrican citizen, to whwtt all contralica and inyoriaUara wore very odious. In this respoct m ftro drifting away froa the type iff /iiaerican wanhood tfiat built our nrtion, PGCurod Its frontiers, and vsrots our bill of rights in a fev< iranortal jrln- ciples. ttodor specious pretexts and often by reprehono iblo njeans, our tradi- tional AKorican concept of indlvida^l and local f:l^edcro, rights, dntieu ted responsibility, is greatly loperlUa* in recent times, Tha fair.ily, the home, and the natural rigjits of patents are injured by legislation, actual or proposed, tl»t ignores tha flmdaacntal rulo of Ansrlcan democracy, ▼!»., that the State ^a no right to restrict ^o liberty of the individual beyond tho limits necessary for its own protection and proeorvation. Kor will It do to say that new times and cor^ditions, indue try and oonm&roe, inventions and dlecoverloE, have created a new order of life in which tha American In- dividualism of our golden ago on na longer be tolerated. In this ;^r8onal freedom, for which he defied kings and ari«tooracios, the inserican cititen has evor recognized tJ»-^ primal irreducible (jlaraent of hio political life. Pride in It, and oxorcica of it, havo colorH oxar national life, so to cpeaic. In every decade, and w^orovor the 4rerican citizen set foot on his vast patrimony. Indeed, it is true that to this great freedom of initiative, un- omaallod in human history, wa owe the devoloprosnt of ^erican wealth and power, of Invention, discovery, and enterprise In ^11 its forme, ^aroby tho Whole vrorld has been benefited, the ran|e of civilization widened, anu u; Tho Right Revorond Thomas J. Shahon, imniensG latr-nt forces loosonsd in the heart of mankinl. This vart free- don of initiative made and r. alee s the itaorican c^'tizeu of the origiml type a natural enemy of all monopoly v/hother in business or in politics, and the same general temper is to "bo observed in his attitude toward religion. V/e cannot therefore imagine hira inclined to a state monopoly of education, for which reason our Anerican life has until recently been Spared any serious ondoavoro to change the fibre of our traditions? in . this respect. We may also beliove that as he looked about in tho United States and obscrted the incredible dovelopnent of education, owing to private initiative and religious zeal, the immense and costly oquipnent, the personal toil and sacrifice, the rare idealism of the teachers, the Secular benefits conferred upon poor and struggling communities, the healthy mutual rivalry, the facile Americanization of multitudes other- wise destined to become politically drift and refuse of th3 ir time; as he observed their happy insistence on the highest morality anchored in re- ligious belief, and thereby cootu:ad tho joyful acceptance of civil loj'alty; as he made note of their alacrity and ardor in responding to the call of the Aiterican State >>honever the hour of its supreme peril was at >^.nd, and in offering their lives for its safety and welfare, he '.TOuld cordially agree v/ith the educational principles ret forth in the following brief paragraph from the recent Pastoral letter of otir American Catholic bishope?, read in all their churches, and accepted by all their people. The State has a right to insist that its citizens shall be educated, It should encourage among the people such a love of learning that they v/ill take the initiative and without con- . straint, provide for the education of their children, Should they through negligonce or lack of means fail to do so, the State has the right to establish schoolc and take e'verj other legitimate means to safeguard its vital interests against the dangers that result from ignorance. In particular, it has both the right and tho duty to exclude the teaching of doctrines ■which aim at the subversion of law and order and therefore at the destruction of the State itself, The State is competent to do these things because its essen- tial function is to promote the general iselfare. But on the came prin- ciple it ie bound to respect ard protect the rights of the citizen and especially of the parent. So long as these rights are pro- perly exercised, to encroach upon them is not to further the gen- eral welfare, but to put it in peril. If the function of the citizen, and if the nim of education is to prepare the individual for tho rational use of his liberty, the State cannot rightfully or consistently m.ake education a pretext for interfering with rights and liberties which the Creator, not the State has conferred. Any advantage that might accrue even from a perfect system of State education would be more than offset by the wrong which the viola- tion of p.arental rights would involve. The chief burden of .'imerican citizenship is the maintenance of law and order, the vary framework of our society vdthout which it must decay car collapse. How all law ^.-ni all complianco with law, where they do not rest upon force, must rert upon certain convictions as to what is good or bad, true or false, jurt or unjust. In other words, if v,ie would have social peace ''nd progi'oss, there must be some code of morality, some fixed prin- ciples of conduct, whicn shall bind all citizens in their innermost con- rci<-nce and by tteir rock-like truth compel thp voluntary adjjesion of all to the action of rightly constituted authority. Our Arerican society har hitherto accepted, broadly speaking, principles of Christian morality, ^c The Right Rereyond Thomas J. Shahan. 15. exemplified in the GospGl, the Ton Commandnientc, tho "^eet Christian ex- ample, and the immoraorial teachings of ChrJetir: ^thics. On the ?/hole, oxiT legiclation has presupposed and confirned the o'bligatory force of Chrie-tian principles and torr.per, hoth ar to private conduct and pub- lic life. Our poopla have not yet -Aritten dGfinitoi7 into theii* li^et;; their laws, and their inc-ti tut ions, any other othical etar.clirc' or spirit, pagan, agnoetic, or opportuniot. In this sanca, v;o may yet be docciibed as a Christian state, and Christian morality rray yot he eaid to he thi^ inner sustaining force of American life, in theory at least, in linger- ing admiration for its civilizing power, and its incomparable grip f^n mens* souls, and in sheer incomprehension of any order of life which would prescind from it or reject it^ logically !^.nd generally, at5 iox example the Bolshevist regime in Russia or the recent y Pope Benedict J laclc of mutual gocd-will, contempt for authority, class- conflict, pursuit of the perishable goods of this world, and utter dis- regard of the higher and nobler things of life. After all, the host security for ^awerican education and thereby for American citizenship is religious training. For this v;e have the authority of George T/ashington in hie Farewell Address i , Of all the dirpoeitions and habits which lead to political prosperity religion and morality are- indisponsajle ruppoi'ts. In vain v.-ould that m^n claim the tribute of patriotism who should ■ labor to subvert these great pil'arr. of human h.-cppiness -^- these firmest props of the duties of mon and citizens. The mere poli- tician, equally with the pious man, ought to recpec*- them-, A ^ volume could not trace all their connections vath publ'.c and pri- vate felicity. Let it simply b:- aslccds ':lhsrc ic tie -.ec-.iri'.y -Cor prosperity, for reputation, for lif'^, if tlB sense of •.elif:ions oblig?.tion desert the oaths v/hich arc the instr-jTiioai:- uf invosti- gation in courts of justice? l\nd let u?.' vath cmtion indulge the Fup- position that morality can be m-lintained without religion, ^'tet^ ever may be conceded to the influence of rof ined edx-.cation on minds of peculiar structure, re-iiBcn nnd experience >^oth forb'd UE to. expect ttat national morality can prevail in exclusion of religious teaching. n The great primal fact ,of God ?,s cur malrer, ruler, r-.nd .nuigo o-rsrshadowr and conditions the v^ole range of being. The persuasioa th-'^t -^ are niado to know, love, and serve Him offers a working philosophy of life, a rompaso on its stormy sea. 'The 'DurdenP of life are borne more cheerfully when the corrroon heart turns easily Heavcnv;?,rd, and amid the pressure of private sorrow and public disaster figl-ts.tae domons of envy and discontent v/ith the weapons of frith nnd love. The advaroirg centuries bring many improverapn-oP of nroan llf. , not all of them unmitigated blessings perhaps, but so far they have not affected -seriously the hoart of man. Hie yoars on ■^arth arc yet fe^ and tro.- his thirst for perfect happiness ever un-quenches, his mistak.^ of synptorac fo- causes persistent through all time. It is well for hi::i if he have oeen_taugh-. from youth to look on the endless cross currents of life, with Christian eyos, if he can learn to say with the good gray poet, The Rtgh.t Reverend Ihoraac J. Shahan. 36. I see the vvronf? that roimd ree lies, I feel the guilt within; I hear with groan and travail cries, The world confess ite sin. • Yet in the rcnddening maze of things And tossed "by storm and flood. To one fixed trust ray spirit clings; I knov; th^t God it- good. "No ither education nor philanthropy: nor science nor progress can ever take the place of religion," says a certain g6od m.itn. These nerely intel- lectual agencies are no substitute for a supernatural friith that is a dis- tinct light and guide frora that of hUKan re?.son. Sonething higher and nobler than flesh and blood, something eternal and inmortal, broods over this world for the regenerntion of man unto a destiny with God that the human raind within its o-wn natural limitations can neither grasp nor conprehfi-A IThe man who knows the world as God's own work and every way related to a divine purpose escripes the hard pessimism of our modern life and its hold intellectual culture in whose unhealthy light hope and ardor soon wither on the ashes of faith and love. li-aining in religion offers the highest motiver for conduct, and exhibits the best exaraples of a good life, and in the holiness and justice of God presents the highest sources and sanctions of respect for authority and obedience to the laws, "Only too well" said Pope Benedict recently, "does experience show that vJien religion is banished hucan authority totters to its fall - - - - Likewise, when the rulers of the people disdain the authority of God the people in turn despise the authority of man. There regains it is true, the usual expedient of sup- pression by force; but to what effect? Force subdues the todies of men, not their souls." But what ccnsi derations c&a equal the example of Bolshevist Russia? Here is the largest and richest of the great T/estern states a prey to every form of wrong and oppression that the imagination can conceive. Pro- perty, personal freedom, life, all rights and obligations aretcampled under foot, vhile a new insane order of life is offered to the world. And the main idea of this revolution, the most ominous in history, is war against God arxl against every form of religion. Its blasphemous philosophy threatens us every hour, and its active wcrld-wide propaganda ought to cause every sane patriotic mind to weigh well the true reasons and the real conditions of its growth and its po-rrer. It is tho triumphant antithesis of the Christian order of life, and iti its entirety the movement lives and thrives on hostility to religion. Could there be a better com- mentary on the sentiments of George "'ashington as to the close relatione between the Chrietian religion and the public and private welfare of our people? Ajterican citizenship, both at hose and abroad, is henceforth charged v/i •; a heavy burden, the burden of development on all the true inner lines of our wtnderful history, and the burden of the overseas world that has fallen down upon its duties, its opportunities, and its golden hopes. In regard of the domestic burden, may we not say with Shakespeare "To thine own self be true, And it must follow n'5 the day the night Thou canst not oh3r '^e false to any man." We must conserve and perfect ovr An-.erican cor, "•opt of virtue, pr-'vate and political, a divine gift, it is true, but developed amid the im-nfensitler of natvire and apart from the diseased social conditions of the Old 'Vorld. The Right Reverend ITioitas J. Shahan. if. We must gather in, imite, and assiriiilat© the htrnian elersnts forever Tttracted hy th? loda-star of bur freedom and oc ■ prosperity, but let us atone for past neglect by wisdon, regularity and humanity of rur new philosophy in respect of the ircmigrnnt. V»'e inust imbue the mind of 4Ur.erican youth with abundant reliable knowledge, elementary, technical, professional, liberal, in due p-oportion, and with duo rospoct to con- ditions and circumstances, avoiding the pitfalls of the doctrinair.^ and the shallows of sciolism. Vie must rscognize and enforce the great basic truth that thQ American nan livoth «ot by breed alone nor for material ends only, but that he is a child of God, endowed with duties and rights which he must deal with morally, eelf-reliantly indeed, but in all conscience as before his Maker and Judge. As to the world-burden imposed upon our American citizenship, we shall best meet its demands by the development of those national traits which distinguished us amid the scenes of conflict. She American citi- zen will be ever unselfish and self-sacrificing in face of the urgent needs of suffering humanity, but he will not be lacking in prudence, good sense, and moderation. Ee will not substitute himself for those who Can and ought to work out their ovn salvation, nor become the ccc- mon carrier of the sorrov;s and woes of all mankind. In the coming years, asthe new political order of Europe develops, he will need to Ttalk warily to avoid entanglements in a world habituated to them and wont to free itself by ways and means that are not congenial to American citi- zenship must hold its ovai in the world by its traditional spirit and prin- ciples, concerned first with its own. security and identity and watchful ever lest its fibre be changed and a pure humanitarian service and temper take the place of. our national consciousness, self-respect, and domestic obli- gations. ^ Prolonged applsoise) THE PBESIDIKG OPF.TC'SR, GOVERNOR IIILIKEK: The final speaker for the evening has for his copic: "Education for Human Culture." I have the privilege of presenting Hon. Enoch A. Bryan, State Commissioner of Education of Idaho. HON. EKCCH A BRYAK; Tlr. Chairman, ladies and gentlemen: I do not yet quite knav why one should have been selected to say the final word on human culture in this conference, — why this should have been assigned to one, who for a quarter, of a century, has devoted his time to scientific, technical and industrial education in one of our land grant colleges. V.'e (Vfliereupon, the speaker read the following address.) ip 3y • Hon. Enoch A.Bryan, State Cbmmiseioner of Education, Boise, Idaho. We have discussed during the past few days educational obstacles, objectives and ways andmeans. Education has come to have a large place' in the activi-i- ties of the civilized races. Elaborate machinery has been desigr. - i a multitude of men and women enlisted in the cause, and a great financial budget has been provided -< Sundry ends to be attained hav- been pointed out and emphasized during this session, but, after all, it must not be forgotten t hat the great ulterior end is human culture , It is "'ell, before we separate, to emphasize the fact that a more complete manhood, a more perfect womanhood, a greater humanity, includes and is paramount to all other ends. We are apt to foget this when we fix our eye too steadily on nearby objectives . Bettincr ready to earn the daily brcrd is good and preliminary. Skill in the trades and handicrafts is good. A command of the primary instruments for gaining knovjledge is good, A sound and well developed body is good and a great source of human happiness. Efficiency, mental and physical is a great good. Civic ability and responsibility are essential in any organized society. Scholarship, in i"te broadest sense, is a precious possession in any commonwealth, Rsligion, in its broad sense, is a worth end, if not of state, at least of human ed\:cation . Some of these incentives are near and the incentives to their a ttainiTient are great, others are m.ore remote, more ideal- istic and their more complete attainment is for the few. But there is somewhat, not fully indicated by these, and yet contributed to by all, a sort of universal good of all individual and racial strivings. We call it human culture'. It is the desire and effort for self expression, self enlargement, self perfection, always in sight- never fully attained unti , "I want to know", "I want to do", "I want to be". These are man's instictive answer to the divine cormond, '"Ee ye therefore perfect." We are a practical people . Man must have food, clothes, shc:lter . Fe vv'ill prepare him to secure these. He must till farms, build houses, build cities, traverse the land and the sea, die- out for use the previous and useful metals and minerals, span the floods, tunnel the mountains, fetch and carry about- the earth his commodities; he must fly in the air, dive into the sea, print the news; communicate by -'^ivB and without w^.re '7ith his fellow manl he must turn and overturn and in doing so mrist create armies and navies and slay his fellow man by the millions. And that he may do all these things, we will equip him with the ^^^owleds-e and give him the occupational and technical efficiency to accomplish all these results. He must found states, make laws, hold courts, and establish a police . We will therefore train him in the laws of the ancients, in the experience of the race and s tates that have passed, and in the experience and conditions of the men and people that now are, and we will help him to ascertain vrhat they _ are saying and thinking about and striving for. We wi^xalso ueacn him the structure- and functions of his own body and those ot ^^fj"'-' animals and plants and train him to be strong and of good health. But why rniTLt he do all these things'? To whate ^li be fed and clothes, and build and farm and transform this taaterial universe about him? T?ihy must he create and. destroy ^, ;t.u.3 ■j -3- 19. material universe about him? V/hy must ha create and destroy, organize and administer, construct and overthro'^t and develop physical and mental power? For Human culture, we answer. And just as Me do not aim at holiness and try to lift ourselves into Heaven by our own bootstraps, but rather lift up the man who has been wounded by thieves and porar into his wounds wine as an anticoptic and oil as a soothing protection from infec- tions, so v/a use this multitude of actions and reactions of our physical and human environment as the ne^ns v/hereby v/e may grow into more perfect beings and a more perfect race. Our deeper striving for human culture is like that of the apple-tree for perfect fnuitage, like the strivings of the rose -for fragrance and beauty. "These temples grew as grows the grass". Culture is the subconscious, ever present, ever pressing motive in all our educational undertakings. A little while ago, under that great and wise selective draft lav/, ten millions of our fairest and best - the youth between the ages of twenty-one and thirty-one - stood forth at their count?ry'8 call for its defense. They >7ere deemed the fittest, and they were the fittest to defend the Nation, and so the duty which rests equally upon all of making the ultimate sacrifice for all rested upon them. And vv."' with an heroic calm they stood ready for the sacrifice, strong and supple of body, courageous of mind, full of hope - they were indeed our fairest and fittest. But v;hat a shock to the Nation v;as it when thirty -four per cent v/ere rejected on ac- count of physical defects - most of them preventable. So now our schools are to address themselves to a new task, namely, the preservation of the health and the development of the bodies of childhood and youth. It is a great task and worthily .vill we undertake and accomplish it. We have boasted much of our schools in the past, have decried illiteracy, pointed with pride to increasing percentages of literacy and have loudly proclaimed universal knowledge as the panacea for all our ills, economic, politi- cal and social. But we have been rudely awakened to the fact that mere literacy and the life which ninety per cent of our people are to live are not close to each other; and that the schooling did little to fit our people for their life v;ork. We have learned more than this, what v/e had overlooked before, namely, that in the common materials about us and in the common operations of life are to be found very fit and very useful instriamants by and through vrhich a more rational edu- cation may be attained. We have learned that the living book of Nature, once open, does not close when the door of the school room closes for the last time behind the youth, but that it remains an open book ana becomes the source of continued growth. We, therefore, have highly resolved to reject Ho useful instrument of education and to carry into effect presently more fully an enlarged program in v/hich vocational training and guidance, or, as I would rather call it, industrial education will have a larger place. We are not at present going to lose our faith in scholarly attainments, literacy appreciation and skill, mathe- matical knowledge, (icientific technique, linguistic proficiency; or philosophic acumen. These ends vxill forever have a large place in the school curriculeum and measurement of resultr will long be taken from these standards. nuii. £,1100:1 H. r-ryan. 20 Of late years, we have talked much of citizenship as the prime objective in public education. We are not likely to over do this. Yet, after all, our relati n to the state is not tna only, nor even the chief end of man. It is important to ourselves and others that we be good citizens, obey the laws, pay our taxes, vote on election day, stand by the Constitution and support the party of our choice. I grant you that civic duties go beyond these, but the phrase "citizenship" does not embrace tne whole duty of man I would point out too that the common prescription for the preparation for citizenship, which includes a large d(se of American history, much study of the . . la^vs and constitutions, sociology and economics, eto. is not the only one of value. I have known men .whose minds have reached the point of saturation with these studies v/hdse citizenship was at least questionable. Geometry also offers an excellent training for citizenship. So does foot ball. But all these things which I have recited - bodily development, mental development, book knowledge, vocational skill, civic efficiency, etc., to say nothing of universal military training, are after all, as I have indicated, only more or less perfect means of the great end - human culture, Now, it is not two generations ago since the doctrine of "Culture" and "Discipline" as the chief ends of education was held almost as a sacred dogma. And yet there was almost more falsehood about this doctrine as it was then held and ad- vanced than about any other educational tenet of the Nineteenth Century. The rise, progress and decline of this doctrine marked the end of the long reign of verbalistic education. It came as a belated defense and excuse for a regime in university and school education which had had a perfectly natural origin and development and which, nevertheless, outlived its usefulness. The utter waste which attended a psendo-linguistic education, the worship by its devotees of certain subjects as the sacred and sole means of mental development and discipline, the pride in the possession of a body of purely gramatical and verbal knowledge, the tJ'aste of time and strength of college graduates over grammars, dictionaries and texts in their piti- ful attempts to qualify as scholars, v/ill in course of time be looked upon as the wonder of Nineteenth Century education. The doctrine of "Disciplinary Values," the falser doctrine of the danger to discipline and culture which would come from a useful, or, as they called it, a "utilitarian" subject, have likewise perished. But in the downfall of the pseudo-culture theory, we have stood in some danger of keeping our eyas too intently fixed on the foreground. ?/e are not past the time ?rhen the literature and the life of Greece and Rome and the Jews may find a proper place in the schools and in scholarship. We ac- cept the vital importance of linguistic studies - even of the German language. Aoorpting as we do the necessary use of practical subjects, cechnical and scientific subjects, vocation- al training and physical education, we will also hold fast tc music, art, literature, philosophy and religion. The mater-'c/J. world and all that that implies must be used in education; but so must the spiritual world and all that that implies. Nor dc these "metaphysical" instriiraentalities belong only to higher education. From childhood up they have their proper place. TVh-''. 7 a. i.vr.r : -.c ■ . '.'': ooiifi^r onov i-^ t;- • :•■'". k-i-.o*.- . Hon. Enoch A. Bryan ^ 21. What I an trying to say in closing this long and useful conference is that educational organization and in- struments are here to make man and womea. The true, the beaUitl- ful and the good should enter into every educational process. From the stage of their literacy up to the most profound scholarship, human culture, in its degree, is the goal. The clear perception of the facts in the case, straight thinlring from premise to conclusion, confidence in the verities, self control and self direction, moderation, consideration for others, freedom from prejudice, poise, are marks in the vary- ing degree of that h\aman culture which at every stage merges. There is no step of the conscious process of education which ought not and does not have its corresponding degree of the ultimate product. Organizers, administrators and teachers should hold steadily in view the Grand Objective - Human Culture. (Prolonged applause) 22. 'i?HE PRESIDING OPPICER, GOVERNOR IIILIKEN} Is there any further tualness to come before thi s conference? A :S2.®ER: L'r. Chairman, I have been reouested to present this brief resolution: (Resolution to be i "isorted not handed to rcpoi-ter.) I move a risinp vote of appreciation in regard to this resoliJtion.' ('ilhe delegates arose amid applause. ) COililSS lOilCR ClAX'JlOn: I assure you of my appreciation of that vote. It is only a part of the duty of the Cominissiorer of Education, — some little part of tho great duty v/hidi it happens he could perform. Is there any other business* A DELEGA'ZE: I have be^n detailed to ask: if I may have one moment for an appeal for those who cannot help themselTes. C0I.!::iSSI013R CUXM^: YOU may sir. Ihatfe chivalry.' THE DELEGATE: Vx. Chairman, this is our city, rhose who labor in it are our servants, 'rhose who do the vjork of education in it represent not only this city, but the nation as a whole. The ■ teachers in this city, 1 lave been assured, from information conveyed to me, are insufficiently paid. It is hoped that Congress, by October will have for them a wholesome increase. I!eanv/hile, they approach the end of the year in wMch their com- pensation has been insufficient. They face a vacation in v;hich paj/ments do not come, and they are about to appeal, or lia^'-e already done so to Congress for a sj500 bonus for relief in this em.ergency, ard, sir, I ask your permis- sion to offer this resolution: « (Resolution to be inserted not given reporter) Sir, I move the adoption of the resolution, COI.i:,:ibSlOliER CLaXPON: You have heard the resolution. (The resolution' was seconded by two members of the Conference. ) C0:s:iSSI0tER CLA'ITOF: it is seconded twice. I could get it saconded a good many times if you v;ould let me call on certain people here. A DELEG^-.TEs 2.lr . Chairman, in viev; of the fact that this con- ference is a general conference, and not a specific conference, and in view of the fact that many members here might make the same request, that their salaries are inadequate, — my own salary is inadequate; I v/ould like to have a bonus, and I v;ould for this assembly to -rote th-at bonus in some fashion. In view of these facts, Ji*. Chair ^n, I move to amend by re- ferring this resolution to the General Committee on Resolutions. C0I.!I:ISSI013;R CLAXTOITs is there a sec end to the amendment? A DELEGATE: JSr . Chairman, may I say a word? COIUJISSlOreK OUXSOIU You may. THE DELEGATE: The people in the City of Washington ha.'e no ^oice. lly friend could go home and talk to his oongressman and geb re- lief. The people of this city have no vote, no voice. They are our 23. servants. They depend on us. It is our business, the business of everyone of us. (Applause) THE PEESIDiFG OFi?lCEF., COIvriSSlOTEPL CL/kXTOIlJ I'ay I male© a statement' J imagine the motion is offered mi this principle, that the United States ou of its treasury, pays at least half of this fund It determines vhat the other shall b&, and the City Council, for the purposes of educatior^l apc.ro- priaition, cira the representatives in the lower house and the Senators of the United States, caning from everywhere, and the citizens of 'Vashington have no kind of power to instruct or to request except as bepging these people who represent the states, comrunities from whi- h they come, as vi^ell as the whole of the United States. Very franlclv, when this v;as first pre- sented to me, I took the position which the gentlenan v;ho has made the amend- ment took. I saw no reason, after further reflection, \iihy we should not, if you desire, pass this motion. There is, I believe, no second to th» amendment. All who favor the motion, — (The question was called for.) (Wheret^on the motion //as diily put and unaniraousely carried. ) THE PRESIDING OFFICEE, COLC'ISSIOIER CLAXTON: Any further business? A DELBG^/jE: I should like to say that these men who have no ccnstruc- tive program as yet, -- they are fulj. of enthusiasm, and t)ey want you to know that we are all going to cooperate. THE PHESIDIKG Oi!<'ICEK, GOXISSimER CLaXTOK: I was just abmt to say a v;ord about what I know to be in the interest of a large part of Amer- ica, — of a very large part of our people, — that group of certain young men who were called from their occufations, some of them volunterring before they were selected, others in obedience to the policy adopted by the United States Government, going when called, devoting themselves to the defense of the country, for the cause of freedom and Democracy, two millions aind more of them crossing the seas, willing to die, raar^r of them dying, others in- jured, returning to this country, all taking the risk for the sake of Freedom and Democracy, knowing, as most of them do fully appreciate, that there can be no freedcm without the education of man, and that Democracy can come and stqy only v;here there is a hi^ degree of intei ligence and freedom, a group of young men impressed, as no other gToup of men in all the ages have been, as to the value of education. Hundreds, — thousands of men and women of all kinds telling them of the importance of education, and they themselves seeing it, returning to this country, vdth an a loos t pathetic desire for an opportunity for the kind of thing that many of them had been deprived of; and in so far as I know, devoted to the cause of freedom. Democracy, and of the great agency throu^ v;hich they can come. In our campaign, if v;e shall call it such, that is to be persistent until equality of opportunity may com.e to all the children of all of the people of these l&iited States and to the grown up men and wcanen also until there shall be no forgotten man, no abandoned and neglected vToman, and no lost waif of a child. We shall depend on them, after the wanen, if I may 'say it , on this magnificent body of young iren, whom I believe rrany of them, most of them will be v;iiling to sacrifice as much for this great constructive principle as they were ready to sacrifice for Freedom and Democracy and for the safety of the country. It is iYeedom of Democracy and the safety of tif country for v;hich thay will work. (Applause) ..Is there anything further? If not, this First NationalnCiti^enn • Confeience, the first e /er held in this coiJntry, so far as I know, the first of its kind en the scale ever he Id in the world, is now adjou/^ le'i- (Whereupon the First National Citizens' Conference was adjcj'v. 3'. sine die at 10:08 o'clock p.m.) SECTIONAL C0HFEREN3E OF STAT^ RlfPERINT^ND^NT^ OF PITBLTC IK" STRUCTION. Morning Session, i!fe,y 19, 1930. SUGGESTIONS AS TO MEANS OE RE ''SUITING TEACHERS. |» Salariss must bs raised to reasonable living wage. 2. Qualifications laas-t be raised^and salaries graded on training and experience. 3. Better housing condixions for teachers and social recognition of the service , 4. Make profession attractive for more raen teachers. 5. Furnish eruployraent for tv/elve months in the year. 6. Certificates based on training and experience to be issued by the State. 7. Security of tenure. 8. Graded salaries increasing ^Tith successful experience. 9. Pension systen financed by the State. 10. Equalized support assuring specific amount for each pupil. 11. Provision for training of teachers in service. 12. Subsidy for teachers talcing normal training. 13. Teachers participation in school administration. 14. Enforcement of compulsory educational laws. 15. Wide-spread publicity for need of trained teachers. Afternoon Session. SUGGESTIONS AS TO liEANS OF RAISING ' SCHOOL REVENUES TO ?EET THE ElffiRGENCY. 1. Give 5(yfo of all fines and forfeitures to support of schools. 2. Poll tax to be levied or increased. 3. Collect royalties on Natural Resources and Public Utili- ties. , 4. Tax on banks and corporations. 5. Inheritance tax. 6. Proceeds of sale of school lands. 7. 50^ of income tax and excess profit tax to support of schools. 8. State to guarantee fixed sum per child to be educated. 9. Distribute school money on basis of ability and effort. 10. Federal aid for statj school systems. 11. State to furnish 50^^ of school revenues. , Respectfully submitted, A. 0. Neal, Secretary. Minutjs of thj Meeting of the Stat.3 Superintendents' Con- ference In Cc;inect;ion v/ith the National Conference, Washington, May 19 & 80. On Wednesday, May 19, the Section of 'State Departments of ducat ion, including State Superintendents of Public Instruction, ■epresentatives of State Boards of Education, County Superintendents f Schools, repres )ntatives of County Boards of Education, and jmbers of tue State Legislatures ,rnet in Room E, Washington Hotel, .t 10:00 A. M. This meeting -ras called to order by Honorabls M.P. Shawkey, State Sup-^rintendent; of Free Schools, Charleston, West ^irginia. . A, 0. Keal, Unit 3a States Bureau of Education was elected Secretary. Reports were given by various State representatives includir^ ;he following States: Pennsylvania, Kentucky, California, Con- lecticut,, Virginia, Neu Jersey, Rhode Island, Indiana, Tennessee, South Carolina, Alabama, Ioi.;a, Nevada and Ohio. The meeting v^as then spen for discussion of the question of recruiting teachers, Fifteen ief init ^ suggestions were offered and advocated by members of the rroup. These vrere later adopted as part of th3 resolutions as sub- nitted her8-.7ith. The afternoon session opened at 3 P. M. vith the same officers and additional mimberr. present. The afternoon rras devoted to the liscussicn of the means of raising school revenues to meet the emer- sncy. Various .plans were siiggested, and these were reduced to 11, hich are einbodied in the resolutions submitted. The resolutions oramittee , consisted of State Superintendent Lorraine E. Vifooster, of Kansas, State Commissioner E. A. Bryan, of Idahof J. M, ;.IcConnell, St. Paul, Minnesota; 2. V/. Butterfield, of Nov; Hamp- shire, and E, C. Brook, State Superintendent of North Carolina. Resolutions Mere read and the committee continuad until the next day. On Thursday, May 30th, the Section met at 3 P. M., and, in the absence of Superintendent Sha-7key, State Superintendent C. P. Carey of Wisconsin v/as called to the chair. At the invita- tion of the Conference, Honorable H. M. To'^ner appeared and ex- plained the plan of the Smith-Towner bill now pending before Congress After a brief explanation, a spirited discussion of the bill was conducted. Opposition was voiced by Rev. Graham, the Educational Extension Agent of the Catholic Church, Cincinnati, Ohio, and State Superintendent Svrearingen, of South Carolina. This was followed by an address on the Training of Teachers for Rural Schools, by John A. H. Keith, President State Normal College, Indiana, Pennsylvania, and this was followed by general discussion. The report of the resolutions committee and the resolutions, including the suggestions made at the Conference, v;ere submitted and adopted. The resolu- tions are as follows: Report of Conimittee on Resolutions. Your Committed appointed to prepare a statement relative to the present situ t ion of education in the United States re- spectfully reports — 1. A Crisis exists in public education throughout the United States. This is demonstrated by the follov7ing facts :- First, In all parts of the country th3r3 have bean during the past year many schools ivithout teachers. Second, Many schools have been supplied with teachers of less than standard qualifications o 7ing to the in- ability of school boards to secure those fully quali- fied. Third, The general testimony of colleges, universities and high schools, and especially of normal and other schools for the professional training of teachers indicates distinctly a decrease in the supply of persons preparing to enter the teachers' profes- sion. In viGT7 of the large normal annual loss, and the abnormal current loss, the present threat- ened decrease in the supply is alarming. Fourth, Ihe costs of operation, equipment, construction, and reconstruction have increased enormously. Fifth, The war has revealed an amazing degree of illiteracy, and erroneous conceptions of American institutions on the part of many per sons, v/hich call for special treatment. Sixth, The clearly manifest general unrest has seriously affected the morale of the teachers^'' profession. While in this case the unrest is largely economic, it is recognized that administrative and social factors enter into the consideration. Seventh, In addition to the problems of elementary and secondary education we are confronted '^ith a great decrease in the attendance upon normal schools, a large increase in the attendance upon high schools, colleges and universities, and entirely inadequate budgets for these, ^Tith a consequent unrest in the faculties of higher and professional institutions. - 2 - . The public has boers slo.rly becoming conscious of thj 3jriousnsss of tas situation, but it in not yat fully awake to ths far-reaching coneequtincos of a failure on its pai^'t to aaopt ^promptly alequata r3iB3di3S. The aspiration of t: ^ Amarican peopl3 for education nas deoponed into a conviction that there is no oth^^r activity so vitally connectad with its stability and its ./elfaro. One of tii3 Kost oncouraglng signs of the tiwes is the interest of civic and fraternal organizations and public officials in s^Biieril in education and these actii'-itien in promoting better facilities. The present crisis, coming at a time ..'hen '^e have become especially conscious of our need of an en- larged program in the direction of the health and physical development of childhood and youth, and at a time i/hen there must be a great expansion in in industrial education, demands on our part a det )rniiied effort to meet it. II. The problem 'rhich -.73 are called upon to solve primar- ily concerns the public. It does not concern primarily the common school teacher or the college professor. Y/hatever of inconvenienc ) or temporary hardship the members of the teach- ers' profession might be called upon to endure, this -would be no more than people i n oth jr occupations have undergone, as a result of great economic changes. The chief concern must be the possible effect upon our children, and upoh our economic, social aau political '.-ilfare. III. Your Comnittee sxiggests that the jrincipal means of meetinr^ tn3 present crisis in education are economic and, therefore, reasonably easy of application. It is to be remembered:* (a) That tne expenditure in time and money for the academic and professional training of the teacher is very considerable and is T7holly out of propor- tion to the expenditure in preparation for many other occupations. Therefore the remuneration of the teacher must be' increased accordingly. (b) That the competing demands of othar occupations requiring; intelligrat and educated /orkers will surely contirnae to deplete the ranks of teachers ... as it is now doing, if thoy are not met. (c) That this profession is peculiarly susceptible to the crowding in of weak, unprepared and incompetent members,- seeking a pension at the public expense. - 3 - (d) Tiiat ths doi^fease in the purchasing pov/er of the dollar has left the real wages of the teacher, in many cases, at. a lov/er point than it .vas before the T7ar. (e) That nomine.l incomes in agriciltural production, manufacturing and commerce Lave increased mater- ially of late axid that it ".Till require no larger fractional part thereof to meet a parallel outlay for instruoTicn anci operation of schools. IV. In many cases constitutional and statutory: limita- tions prevent a villirg ccmnunity from meetirig the situation promptly. In all cases the reconstruction of budgets and the . levying ana collecting of a.ddit:^onal taxes is a serious handi- cap. Citizens of the sever&A Slates should hasten to correct antiquated constitutional limitations which prevent people from paying from their o\7n pockets the money necessary for the edu- cation of their o^vn children. La'.7s should be promptly modified to meet present day conditions. Additional sources of revenue should be used in support of a'ducation. In every State and commuhity th^re should be formulated definite school plans and budgets \Thich recognize that the at- tempts already made to elevate the teachers' profession are but palliatives primarily and must be followed by progressive plans which will provide during succeeding years for the teachers' increased recognition, — financial, social, and professional, and adequate support of public education. Teachers of the elementary and high schools and colleges should receive salaries commensurate ^vith the increase in other occupations. More adequate facilities for the present program must be followed by enlarged plans for physical development and for industrial education -ihich v;ill meet the needs of our great democracy. V. Your Committee cannot close its statement'nritihcut a word designed particularly to sustain the morale of the teach- ers' profession, as its previous statements have been intended to awaken the public to its duty. A great profession, with the traditions v/hich have been attached to that of the American teacher, should not be easily shaken. All classes of people need to learn this lesson, that the remedy for over organization is not disorganization, but is the development of units of self-government with more effective leadership. The school is a unity. Cooperation, mutual trust, and team 'Tork on the part of executives, teachers, and patrons are necessary to meet this crisis. - 4 - Your Comrnitt33 haa attamptal to define the crisis in education and to mention the most apparent needs. It should be thj purpose of this conference to outline a con?^' structivo and lorvvard-lool'ing program that aill suggest, to the American people a v;ay tc strengthen the teaching profes- sion and, stabilize the public mind for a better educational system. This will give tho country a better citizenship through elimination of illiteracy, a better health and phyci- cal education, a broader industrial and vocational prepara- tion and a saner conception of American ideals. Lorraine Elizabeth Wooster • E . A . Bryan J. M, McGonnell E. U. Butterfield E. C. Brooke ggc-273 TRAINING TH3 TEACHERS FOR THE RURAL SCHOOLS By John A. n. Keith, F.-esident, State Normal School, Iniiana., Pa. May 20, 1920. Section I. r. Teaching in a XTiral school, - with pupils of all ages studying the whole round of subjects, -vita irregular attendance and short terms, with the necessity for maMng the school the social centre of and for the com- munity - is the most difficult teaching task in the whole round of public school service. Section II. In the past, at the present, and for the imnediate future, rural school teacners have been, are, and will be - v/ith only occasional exceptions - the youngest, most icmature, most poorly prepared, least experienced, lowest paid, and of shortest tenure of the entire 700,000 persons employed in public school service. Section III. The finding of enough people who will undertake teaching in rural schools to keep them going at all is practically impossible today. As a matter of fact, most country schools aire "kept" rather tniji being taught. The imnediate problem, therefore, is how to keep the rural schools going at all. Section IV. The lov/est minimum (redundency in two languages used for emphasis only) of preparation for rural school teachers is two years of professional work after four years of high school work. At no time in the past have we had, the country over, more than two per cent of rural teachers meeting this minimum standard. It will take at least ten years of consistent educational team-work of a?character hitherto unknown in our various States to reach this minimum standard for our rural schools. Legislatures must provide the money for the professional preparation of rural school teachers. Legislatures must finance rural education in nev; ways so that the compensation of rural school teachers is above that of girls in factories, department stores, and offices. The American people must come to see the State and National significanc of public school work - and to sanction it in new ways. The problem of the rural school is not simply the rural life problem - it is a State problem - even a National problem of first and fundamental maignitude. The Norma]}. School stands ready to ic all within their power. Section V. We must, therefors, for the present, and for the next decade in, let x hope, a decreasing degree make use of tecrporary and unsatisfactory expedie- to secure some professional training for rviral School teachers. Anong these expedients already in use we may note: John. A. Keith, "o k ^t S5ieMc'SM"feiS?Si°Jlass, in the Senior yeai' or in n post-graduate, year. C. The Mid-Spring and Stmrnor Sessions of Normal Schools at the sphool itself and other points, D, The Six Vfeck Coinity Institute, or ev^n shorter school of nethods. Aiion§ expedients that hav3 not come into general use as yet v/e nay mention: A. An increased number of Assistant County Superintendents, who, hy raor<2 frec^uent supervisory visits and group meet- ings aay increase the effectiveness of teaching hy tintrainsd teachers, S, Normal School 2:;tension, including visitation of rural schools by the Honaal School extension teacher and meet- ing rural school teachers regularly in groups fpr their instruction. Such work is doomed to failure unless the County Superintendents cooperate most cordially. C. A. limited group of untrained teachers could meet weekly to plan the work for the coming wosk and to discuss their difficulties of the precceding week under the leadership of an experienced ^nd trained teacher who is actually doing rural teaching. D. Tffoxio of the preceding plans being available, the Coxaity Superintendent could, especially after a Sumner School of methods held under his auspices, furnish teachers, weekly, mimeographed outline plans, suggestions, etc that would be helpful to beginning teachers, provided there were frequent enough supervisory visits to help the teachers over the hard places and to keep up the teacher's courage. E. We might try the expedient of paying out of the State Treasury a small amount per month to those who will undertake to prepare themsielves for rural school taachi:ir,{ contracts covering such grants of state money should be very carefully drawn and executed, such proceediire is not without precedent in our country. If the preparation of teachers for the public school service is a state functioii and if a money payment is necessary to induce young people to enter preparation for this service, the State can either pay or fail. Section VI, All of these e:5>edients, especially the short end summer term courses for rural school teachers, should be used without lessening efforts to supply all rural schools with teachers having the minimum preparation already men- tioned; and, in so far as is possible,, these expedients should, v/ithin a given state, bo arranged into a progressive series that vvould enventually become a part of the desirable minimum already set up. ^ In short, ever:/ state ought to start right av/ay ona ten year programme, with the idea of having by 1930, a teacher with two years of professional preparation beyond the equivalent of a four year high school course, and with the further idea of establishing a progressive series of minimum for profes- sional training for rural school teachers. Jolnn A. Keith., #3 SECTIOII VII Barol to the realization of any guch ten year program is the payment of tsachers for. twelve Jionths in the year, even though the State itself hci-s to pay what would seem to be "vacation wages", V/Taen this is done rural • - school toa^hers will become devoted to professional preparation and enthusiastic over rural school toaching. I T>!I!:UTES OF SECTION III llEEx'IKG Ifirrsday, I&y 20, 1920 "Mffi pPJIPAHATIOr OF TEACHEBS" Conrr.issioner Ciaxton eKtanied a welcome to those in attf^ndanc^ and ex- pressed hii^ appreciation of the affort made by eo many to attpnd thn Confer- ence at this inconvenient tin.e. He explained that the Conference was not primarily one of educators but of citizens, repr^^senting the people who ovm the schools and pay for therii and '.vho are interested in a vjay v.-e cannot be. He explained that there is a crisis ;n education. Public attention is now centred on it. xhe war '.vas costly, in many ^vays , in men and v^omen in the prin.e of life v^j-io died or became incapacitated, as '.•;ell as in dollars. The "Orld is chaotic. The old. has passed and the rev; cannot be established at once. There must be clear thiricinf and patriotic action to avoid disinte- gration. iTor riany reasons the schools are about to brealc dovai. Tvo hun- dred thousand children are vithout schools rho should be in them. There are about 45,000 malceshift teachers, teaching on temporary or eraerirency cer- tificates, and v to college instaa . of to normal schx^ol. The situation in Pennsylvania is serious. At no ti.T:e have two per cent of our rural teachers had proper pre- paratioi-i. T.'e must retrieve the i^round lost and formulate ideals for th3 benefit of our country. Kr. Wilde, of Boston University: We are interested in icno-.ving vi: 7/ ter.chers urge ethers not to teach. As a result of a questionnaire we find the following reasons: Lov salaries, bad supervision, excessive routine, and cleric:.! v.-ork outside of school hours, lack 05 recognition from the public school officials, credit for v/ork done by the teachers given to principals or superintendent instead of the teacher, unfairness on the p-.rt of outdjders. Thete were the most common replies. In IJew Hampshire there is a campaign on now to raise the enrollment. fhe principal of the high school is the real key to the situation. Degree courses should be established in normal schools which can be accepted as the equivalent of two year courses in college. This arrangement has helped in 17ev.' H^mpshiret iH. ::*1;SVIELD OF PENNS ttVAlJ lA : At a recent ccnference in Pennsylvania ■ve found tv/o :;orroal schools running at a maximum of attendance. Others very low, 'i?here ari two raasons for this: 1. Too much professionalism. V/e seem to be running to seed with this. People do- not see teaching as a businesc. 2. Not enough normal school teachers in high schools. Advice to young people is to 00 to college. In one country in v^hich each high school principal is a gra:ltLite of a normal school, many students are sent to the normal schools. V/e "ust h..ve more -men in normal schools, and so f.ignify the profession that men ■ill feel there is. opportunity in teaching. i.S. :!CGILVRAy 01* OHIO: Are your students high school graduates? JE. LMISFIELD: All but about twenty percent. IJB. NOBLE, UKVEESITY OF IIOETH CAROLINA : I an surprised th^ t the point is raised here concerning the social standing of teachers. It must be tb^-t city conditions contribute to this or else the situation is local.- In my State of North- Carolina the teacher has an established social position. We v/ill not submit tooGing belittled. Teaching is an honorable profession. V^-ny go from teaching to very high poe it ions. Colleges should not assuiie an attitude of aloofness toward norrar- 1 schools. It may best-for noriral school v.ork to be done in collagoa. It irritates me for colleges to announce themselves as train- ing people for supervisors. Supervisors should have experience in th© work which they supervise. Educational courses shoijld count toward a bachelor's degree. . ■• L!?.. KENT, OF BHIO: Our sitviation is about the same as that sketched .. for New Jersey. Our enrollment has decreased from six hundred to l^'O htmdrcd. Our entr..nts are high school gralustes. A canvass of oxir high schools shows little results in the way of new students for next year. An interesting re- co m.endation has recently been m.a(?e in Ohio, namely, that the l«?gislature adopt one of two recommendations made. 1. That stiiients at normal schools be pata a living v;age while getting their teacher preparation. 2. That they get no money during preparation but a bonus on graduation equal to the amount received under plan one. Tn is will be tried out in Ohio next year, we hope. The chief objection to it is the difficulty of financing it. However, if we are to teve e'lucation, it must be properly firancod. V-'o are the only country which doo^.: not give liberal scholarships in its normal schools. The policy is a democratic one. ' THE CHAlIi:.'AN ASKS: Vvhy are not people going into teaching? Conditions are evvrywhsra much as described for Ohio. Social recognition is a real force. -4- udCently a fourth of the enturino class in a Gl3velan I normal school 'vas niaie up of coloi-ed or foreign Ijorn. It is a syls-ry question l-.rgoly. T/'e muet of- fer tin same iniuceraents z.s other linos TDif.iing c.gainst us. Also normoQ schodls must develop four year courses unl prepure hit.h c-hool te.'.iChers . Both t';vo .■.n\ four year ccursss .nust be offered. ITie effoct of i. four-ye.-Lr co-orse on enrollment in the two-year coiirse is alv;ays t^oocl. • A 'le legate fron. Penns7iv.:;nia reported thr^t the introduction of the four year course hts le;'. to the enrollrrje;it of one hun:lred fifty young :Tien stnc'ents who '.voul' not otherwise "be in a norm'.l school. Colle^-es are not prepared to prepare teachers. lir. Lvanc of ^exas asked: "Are we not caning to the ti^s when tv;o years are not enough trajnino" for teachers in elementary schools? Ur. Deal of west Virginia University explained that he is in symjathy with normal schools, "l^^t believes that the trcu'ule is not with salaries bj.t is a disease of the profession itself. Me are arguing about normal schools rmd x?ollei:j9£ •"■& to v'hich institution are to t'et students, ifen v;ho have follow- ed law or nedicine, even if they fail, do not Icnock their former professions 3? they knock teaching, we miist think of things other than salaries, and we must not base our campaigns on money alone. IS.. iiCUlLVFuiY: \;e did organize a canpaign and a well-organized one in Ohio, but ^7ithout good results. Salaries arr- needed also. m. VffilSET, OF rORTH C'-ROLll'.^;. : The matter is a local problem. In North Carolina our normal schools were full during the v/ar and are nov/ full. '.Ve -are refusing' one and ons-half times as many applicants as v/e can accomodate ..bout 1500 students were turned a\7P.y' in our state because of lack of room. V.o hope to iet a lav; for certification of teacliers in North Carolina which will include minimtsm e^il^ries and hi^h qualifications. "iUESi'lOl. : Are your entrants hit^h school graduates? 1.31, ■•.BIGHt: About eighty percent.. All of our graduates go into teach- ing. TiJE CHAl!i:^.IT: Let us keep in mind the fact th::t since t'r© beginning of the war, con:litions have substantially chLoif-ed. TTew opportunities and in- creased wages gives the te chers a chance to leave. ME. CHaI3E?;S, OP PEK:SYLVAMIA: Unrest is generally a conditior not confined to teachers. It is in all lines of work. Teachers are not ■» 'le only ones vjho are alvising others not go to into their own line of v;ork. At a ti':e like this an unstable element comes to the top. These are the ones making the most fuss. They are also the ones least entitled to hold the positions they hold. V/e have overdone our ovm propag?^.nda as to salaries so that a bad impression h^as gotten abroai about our profession. It is true that in Ponnsvl- vania normal school students are falling off rapidly. DH. PaY1''JI;, Or' TEM^ESEB: It seems to me that the reme-'y may be in some eleients not so priminent as salary. That is not the only influeace. Great men ccr;ie into cur profession for other reasons. v;e do not want to go into tie m_.rket enl bribe people to m into our profession, We can never compete with business. Vie must recognize this. Teachers think th^.t their leaders have failed them. V,'e someti; es fail to h:;ve competent leaders among our teachers. Let us remer.ber the spiritual elements of our profession, .".any are not leaving &A -5- ilie service argument will beat the salary argument. Our greatest success vill be in emphasiijirg the spiritual revnrds of teaching. rHC CHfillv.iilT: I wish I could agree with Pr. Payne. I would challenja-Q hiir, and I V70u3d win on the- salary ruestion cny time. Spiritual •^irgument hf.s failed, 'x'eachers coir.e from hOKes of woi-lcing p«ople ^'^'i tradesmen. jTifty per ceow of the stuients in ovar Itichi^'-n normal schools are self-supporting. or living on borrowed ironey. Iher -fore, altruistic argument is not enoUbh. ''7e must stresE money as v/oll. Poople Cv.nnot pay for the privilege of teaching. It is an injustice to their childrun. :.PvS. Bi^DSlEY OP r/JIiJT.'.: One clement which has not been recognised is that there are no.n:/ oppoi*Gunitie& now open to -women v/hich. formerly were not. Teaching cannot now got all the wcmcn. REPORT OF TliS SECTIOII ON HIGHER E3XICATI01I OF THE NATIOIIAL CITIZ5JIS' COl^'FERiNCE- Ciiairasn: S P. Capsn, Diructor of ths American Council on Education. Secretary: G. F. Zook, Bureau of Education. In oponirg the conference the chairman made a st&tsment of the situation in institutions of higher learning.. He pointed out, that the present ^cgnomic situation had practically halved the inooms which collages are tmxversities were receiving. At the same time the number of students has increased enor- Duously. The effect of this sitruation iias worked ^reat hardship on Ux.e teach- er-s in these institutions who have heen tempted to leave colleges and univer- sities in considerable rumbers to accept more remunerative positions in indus- try and business. The quality of the recruits whom the institutions of higri- 3r learning have been able to secure from the graduate schools has steaidily diminished, until it is very apparent that the gradtuate schools are net now finding it possible to turn out men as well qualified as they should be to undertake positions in colleges and universities. The adverse financial situation has also had a very depressing effect upon the amount and quality of research which members of the faculties in colleges and universities have ' been able to undertake. At a time when tha technical and social problems are becoming more and more complex, this is a matter of extremely great moment. The chairmaai then raised the question as to what means should be under- taken to secure the increased funds so necessary in colleges and universities. He also pointed out the fact that many experts in education were beginning to feel that much time and energy is v^asted in our educational system; th-at, as compared to European countries, it is ordinarily necessary in the United States to take two more years for the same grade of preparation. The question was, therefore, as to whether or not the conference should discuss the possibility of reorganization in the American school system. The chairman then appointed the following persons as a counittee to fol- low ths discussion of the section on higher educa.tion, and later to report a series cff resolutions which seemed to embody the ideas wiiich were presented at the conference: Charles S. Howe, President, Case School of Applied Science. L. D. Ccffman, President-elect, University of Minnesota. V/. R, Boyd, Chairman, Finance Committee, lov^a State Beard of Education. James H. Dunham, Dean of ths Faculty of the College of Liberal Arts and Sciences, Temple University. S. P. Capen, Director of the .American Council of Education. Dr. P. P. Claxton, Cocaaissioner of Education, then presented in a few remarks the reasons for calling the National Citizens' Conference. He emphasized the emergency in education, including the situation in institutions of higher leairning. He pointed out the fact that the entire educational sys- tern, especially the olimentary schools and the secondary schools are now staffed with an inadequate supply of competent teachers, and that students in normal schools, oollegss and universities vAio intend to go into the teaching profession have diminished in number to an alarming extent. It therefore becomes incumbent upon those who have the welfare of the educational system of the United States at neart to takis immediate steps for the relief of the situation throughout the school system. He therefore asked the section on higher education to contribute as much as possible toward the solution of the problems with vdiich colleges and universities are naturally connected. In beginning ths general discussion it was pointed out that the present inadequate supply of well^ trained persons for the schools and for the indus- tries would result in a great decrease in the productive capacity of the United States. For instance, if it proves ioopossible for engineering schools to secure capable men of specialized training, it will be impossiblsfor the industries to produce the necessary quantity of goods and xr.aterials for con- sumption in the United States. The same observatior holds true for these institutions of learning v/hich are indeavori^Jg to turn out well-trained per- SECTIC&T U Page 2 sons to •undsrtsikG trie teaching positions tnrotiglicut tno national educational systea. As a means of inoeting the emergency in colleges and \miv3rsiti£s, it waa BUggested that 3ac". institution should ii;ak3 a careful survey of its present financial condition and tut growth of enrollcient during the last 10 or 20 years -s a means of discov.^ring wnat the needs of ths institution would be in the future. It v/as pointed out chat the cnornious growth in attendance at secor.dary schocls, the growth in the population of the State, and the addition of nev: schools and courses at an institution are factors of consequence which help to determine what the growth in attendance at any one institution will be in futiu-e years. Such a survey would give a scienl.'f ic basis for future plans p.nd for the presentation of financial needs to legislatures or to persons or organizations with wfcich the institutions have financial relations. As a result of a survey of tnis character the University of Minnesota was able to forecast its financial necessities for several years in advance. It was estimated, for instance, that the number of f re sheen enrolled at the Univ«j ersity of Minnesota in September, 1920; will be soiiicwhat scialler t.ian it was one year previously, but that there will be a steady growth in the total number of students attending that institution, v/hich growth can be forca-st fairly accurately. Several other members of tlie conference gave it as their opinion that the enrollnient of freshmen at their institutions will be as great in September, 1920, as it was in the previous year. In response to the question as to what colleges and universities ought to do under the conditions of such increasing enrcllii.ents, it was suggested tnat State institutions will be compelled to carry their campaign for the necessity of much greater appropriations to the legislatures in- a convincing way, and that institutions depending on private support will have to do the same thing v/ith tnose persons or organizations on which they depend for fin- ancial support. It also is apparent that many persons connected with colleges and universities are beginning to feel that some sort of reorganization of the antire educational system is necessary, where ty the colleges and universities, especially the State institutions, can be relieved of a large peart of the work now given during the fresl^man and sophomore years. This suggestion brought vcp the possible desirability of establishing a number of junior colleges throughout t;:e various States. Seme mei-bers of the conference were in favor of the addition of a thirteenth and foTirteenth year to the public school system, wherever it is possible to establish this work. Such an organization would also permit students to remain nearer their homes for two years longer than is possible when they go to large universities upon graduation from secondary schools. It was suggested too, that with sucdi an organiz^^tion the United States would have a system of secondary and higlier education closely approaching that now found in most European countries. It was pointed out that the Ciost ftindamental reorganization necessary is not so much a matter of aiu-inistraticn as it is a reorganization of the curriculum which should be undertaken by this newer type of secondary school. There sliculd be such a reorganization of the material of instruction as will enable students who gc from these secondary schools to begin technical and professional special- ization immediately upon entrance in tne universities. In this -jway the tmiver- sitieswould be largely relieved of tiie great amount of work now done in the freshman and sophomore years, which is mostly of secondary nature. Tne reorganization of the curriculum of secondary schools also raised the question as to whether or not it will be possible thereby for the secondary school? to reduce the amount of time now devoted to wt:a.t is generally regarded as secondary work. It was pointed out that the average sci".ool term in the United States ha,s been increasing steadily during the last few decades. It should therefore be possible v/ith the proper organization of curricula to do the same amount cf work in from one to two years less time than it is now being done. GECTIOIT IV Pa^Q 3 In Eiaropearj. countries the seccndary sciioois ordinarily prepare students fcr entrance upon the professicnal and toc-mical cctirses in ijnivsrsities in tvvc years l&ss ti/,.e ti.an /u..ericaii students are prepared. It shculd be possible to do in the United States the saiae quality cf .vork in the sai^e tiae as it ie dene in Burcpean countries. Vft-iat can be dr .le in cclleges and universities regarding the enorii^ous slj-ori :iC3 cf properly qualified teachors for t-e seccr.ia.ry sc.-ocls? Persons who undei- t:.is .vork should be graduites of colleges and universities and if possible 'iiAve, -as is the requirement in California, at least one ysar of graduate work. In the past, colleges cf arts and science have lar^el-' supplied teachers for che secondary schools. Kc-.vever, a dixainisl-ing proportion of rradioat^s fro... colleges cf arts and science are i^oin:: into the teachinj profession. Furt:^er, the private institutions, vviJ.ch riave alv/ays stressed tl;e work in arts ^ni science, h.ave been furnisl.ing L.uch the larger proportion cf graduates w:-o go into ti..e teacliing profession in" the publicly supported secondary schools. Ti.is observation holds true especially in the Eastern States. In the Middle 7/estern and Far ITestern States the pablicly supported institutions are responsible for a larger propor- tion of students vvho go into t.ie secondary schools as teadiers. T^-.e question was then raised as to vtiether it would be possible for State legislatures to ^incourage private institutions to continue this v/ork by giving ' theci financial assistance, It was suggested, however, that t..is financial assistance could not be ,^'iven ini;:.ost States cf the Nation on account of con- stitutional or legal provisions prohioiting State legislatures froci rendering such financial ^-id. Such a question beconies s0i..ev/hat delicate w:.en it is appreciated that Dost of the private institutions are closely identified with socie religiour. organization. Discussion of ceasures of relief for the teacher sl^ortage in the second- ary schools brought out the suggestion that v;e should not neglect the appeal to students in colleges and universities to go into teaching as a L^eans of public service. It was felt that especially in the woiLen's colleges this could be made with great force. As a aeans of stimulating the interest of persons Wiuo might be induced to go into the teaching profession, due consideration should be given to the possibility of financial encom-agament to students wftio attend norcial schools and teachers' courses in colleges and universities. The problem of higher education aiijong negroes was next c-entioned as being an extremely important one. Four Ivundred thousand negroes served in the Arcuy and gained scr:^ appreciation of tcjd necessity and desirability of further education than ti^ey uad so far received. In order to establish properly equipped schools it is necessary to secure a luuch larger amount of public funds than negro scxiools are now obtaining. The appeal for properly qioalified negro teachers has reached an alarnin~ situation, and. business and industrial corpor- ations are extre^.ely sl.ort on properly qualified persons of the colored race to -i i dertake work v/it/. them. The situation obtaining in the Souther States regarding negro education brcu^ht cut the fact ti^at the w-.ite people cf the Sout.. are beginning to appreciate, as they have never appreciated before, the necessity for increased facilities for education aii-icng the colored people. In order to affect U-is purpose, interracial comj:.ittees have been establislied in a number cf Southern States raid coi.m-anities, -/here the problem i.as been discussed at great length. Ti:ese organizations are endeavoring to lay out plans vA.ereby tr.es- ideas can be carried cut. In this way it is confidently hoped that negro in- stitutions will receive a much larger appropriation from State funds than has so far baan possible. At the afternoon session ti.e c. airman raised the question a.s to '.Aether or not tne euergency in student attendance at cclleges and universities will not r-3c- essitate tlie limitation of student enrollment. It is easier to secure this lii-itation in student attendance at institutions supported by private funds than it is in State colleges and universities. For instance, Dartmouth Colleg,3 har; already annrunoed that a limitation of 600 students is to be placed on the freshunan enrollaent at that institution next September. T.'^ie State institutions, on the other hand, are usually required, tiircug.. constitutional or legal prov- isions, to admit all students who satisfy t:.e entrance requirements. lie also suggested that it is a well-lcncwn fact that mar^ students who are now in attendance at colleges and universities are incapable of carrying en collegie.te SECTION IV Page 4 work so as to gain great profit. These students, it was suggested, should be eliminated as early as possible. The problera is not so nuch a uatter of eliminating students froQ colleges and universities as it is pf adjusting our educational program to suit the special needs of all persons who seelr additional education. As a ueans of assisting a large body of student, to secure the desired education, colleges and universities could conduct a large amotint of extension vsrork, and thereby make it unnecsssary for many students to be in residence at instutions of higl-ier learning; It was felt, however, that in many instances students should not be penaitted to obtain all the work which they desire through corresponder^.e courses, as it is extreme- ly desirable that students pursuing these courses iiiculd be in actual attendance at an institution of higher learning for at least a portion of the time. As a means «f solving the emergency existing in colleges and universities, the question shculd be presented to the people as their problem, and not as ti-c problem of the institution concerned. It was believed that v\aien the problem is presented in its proper form public sentiment will always rise to a proper ap- preciation of the existing emergency. In order to arouse public attention to the situation, there should be an extended publicity ca^-paign. Such campaigns, wherever they have been conducted on a dignified basis, ir^ve usually produced the desired results. It should be appreciated in this connection, that a scjall increase of fromlO to 25 per cent in the funds available for institutions of higher learning is generally a palliative only, and not a cxare for tue situation. The public must be made to feel that increases of from 50 to 100 per cent are in most in- stances, either absolutely necessary or highly desirable. "•. . '".:'. In this connection mention was made of the loss of social standing wtoich the entire teaching profession, especially in colleges and universities, has suffered as the result of the inadequate financial compensation now given to professors and instructors in colleges and and universities. Men in other professions in recent years have been able to secure greatly increased compensation aind have therefore attained a high plane of public esteem, whereas teachers in colleges and tiniver- sities have in many instances been compelled to accept what amounts to reduction in salary and a lower social recognition. For members of the faculties of coll- eges and universities to continue in such a ccnditon is regarded as most unde- sirable. It will undoubtedly react greatly to the detriment of higher education. The session on Thursday afternoon was opened by an address from Dr. M, L. Barton, president-elect of the University of Michigan. In his address Dr. Bur- ton pointed out that, notwithstanding the enormous sums of money which State legislatures have in recent years provided for higher education, and in spite of the astonishing s^ums which have been given to private colleges and universities, the institutions of higher learning now find themselves confronted by the very greatest finamcial emergency. Furthermore, during recent years, State institutions in particular have been increasing the student attendance at a very rapid. rate. The University of Wisconsin, for instance, has doubled its enrollment each decade during the last four decades. On account of this enormous number of students and the inadequate financial support, the morale of college and \iniversity faculties is at a lower ebb than it has been for many years. The ca^^paigns for additional funds have inevitably resulted in a loss of self-respect by members of faculties who have spent years in attempting to secure an adequate preparation for what they be- lieved would be a dignified calling. As a result of the war, these men and women have often found their services in great der:a.nd in business and industry, and they are beginning to leave the institutions of higher learning at an alarming rate, at a time when the supply of recruits from the graduate schools is dwindling in number and diminishing in character. This alarming situation in Institutions of higher learning is of special consequence in a democracy. The United States is in great need of men who are trained not only for technical and professional positions, but as leaders for the solution of the extremely complex economic problems which are presenting them- selves to the people at the present time. The very quality of civilization in this country therefore depends in large part upon the character of instruction which can be secured at institutions of higher learning. Just in so far as it is possible to push out the borders of knowledge through research, investigation and discovery, just so far does it become possible for American democracy to make the progress that is expected of it. SECT I on IV Page 5 In t..3 jresent o^.erger-c:/ in institutions cf r^isiisr learning Dr. Biirton saggastei t-^e follcwir-G possiisle solutions: 1. T:;e deli^berats rrodviction br ere rropsr a,Ji:.inistrative officials cf r^ iefioit in t-e ccllage cr Tai..ivsrslty, •,v.;erever tla=.t could 'be le.~u,ll7 lone. iJ- t-xcuili t^as ^.i:;:it act as i-. stii-ulus fcr securing proper fiiiancial ascistai-ice it would not 1:3 a desir'-bla tiling under -icst circu..f3tanc3 3.' 2. Calling special scssicus cf Stata ia.-i slaturss fcr tl.e purpose 'f -se- curing adequate firiancial assistaiiCJ:. As a pracdcal i-iatter this is net usui-llv possible. 3. T/.e adKption of ,7/.c-t r-ay 'oe called a rallcc^l "buifcSt, in .v„ioL all, or I Tiearly all, cf the r.one,7 availp.ble is spent bsicre the end cf tie collegiate yaar. i Such an 3:crodi3nt is probably not desirabls in :;.ra'; institutions. 4. liie adoption of v^.at asc/ be called a conrervative budgc^t, in wi^ich provisicn fcr a liberal increase in salaries is ^^--de, suca increase to depend upci. > securing the necessary financial support frc- State legisl-^tures and to s© i^^c effect Vivien this support las beer* given. The speaker also sugsested a u;cre per^-anent po.llcy v/iiich could be pursued by colleges and universities after they have made a careful self survey. In tiiis survey the ccnditicns re£,ardins finances and student 3:iroll^ent thrcu~hout a course of years could be wade t^.e basis for a fairly cxcurate prediction concern- ing the future situation. In this way State instituiicns in particular would be able to present a scientific ors:Jiizaticn cf their c:niition to the State legis- latures. The institutions thoriselves and the State legislatures would thereby ..avs accurate knowledge as to what financial support '. o State institutions cf uigxior learning should be Riven in future years. Sot.e concerted effort sliould be r.-ade a...ont State i;'.situtions to conduct t-.ese self surveys, in order that there eight be a great body of infori^aticn coming frci. every State in the Union. Tneso self surveys, should bring out the ■ fact as to whether all work now beirig dene in colleges and univorsities actually needs to bs continued. As is well known, institutions cf higlrier learning are now conduction an actazing variety cf work, and it is cor.^only balieved that nuch of tr.is can be done outside of t.ie university walls. It was also suggested that possibly in socie instancet it is uncertain to take 30 mucn time for the preparation of students pursui.ig certain courses. Economy of tice, if feasible, would naturally solve i..any of the difficulties in colleges and universities. In making suggestions as to the possible means of increasing the incomes cf colleges and universities, it might be desirable to per mit students to pay voluntarily the full expenses of ti.eir education. At present it is well known tnc! many students are entirely able to pay a sua eq.uival3nt to the full amount that is expended on cheir education in. a college or university. It mir.-t also be possible tc increase the fees for certain courses quite materially vvithcut working a hardship. In various professional courses such as medicine fjad dentistry the .. fees in a';^-ricultiire and other courses should not be raised to somet::.ing like an equality v/ith those usual in medical and dental sciiools. & the most important method, however, of securing adequate funds, Presi- d3\it Burton emph^-sized the fact that we must go to the legislatiires and to private individuals interested in the privately supported colleges for very threat increases in the amounts of money available for the support of institutions cf hip er learning. Tliese increases should not be simply moderate, but should frankly be very large. Legislatures and the people at large should be made tc appreciate that colleges and universities are now in an extremely acute financial condition, and that unless they receive adequate financial support they can not possibly train men and women to fill tsclmical and profcissional positions or places of loadersnip in the State and coimTonity. Pr-sidont Ciiarles S. Howe, ciiairman of the resolutions co:;*aittee, presented txie following statement, prepared by his committee: * SECTION IV Page 3 VflaereaS f tlie remarkable interest in hi^iier education v/hich has developed since tl..e Vfcrld V/ar has brought to tne universities, colle-es, and teclinolOoical schools an unprecedented nuober of youms men and women, which increase in enroll .:;ent bids fair to cC'ntinue in future years; and Whereas , there has been an snorjious increase in the cost of materials and supplies, including taose necessary for buildings and instruction in institutions of higher leairnin^; and Y/hereas , endov«r.3nts and appropriations, wiiidi before the war were sufficient- to maintain college and university work, iiave in the present eciergency, notwith- standing the aost rigid econoLiies, proved to be utts^rly inaaeqaate to aeet this increased cost of ciaintenance and to take care" of the large enrcllri.ent of students... and VfitereaS f the increased cost of living has cocpslled ir^any college and univer- sity teachers to resign their poists so tnat they rriay accept positions in business and industry where the renuneraticn is siafficient to enable thee to support their families comfortably and to provide a satisfactory education for their children; r: Vflierea? , these conditions have left tiie institutions of higher learning with greatly reduced staffs of competent teachers, w}:ich, even Tinder pre-war conditions, would have been inadequate to c ntinue instruction on that i.igli plane which the colleges and universities have always endeavored to maintain; and Whereas , The Nation rightfully expects the colleges and ■universities to continue supplying the country v/ith v;ell trained young aien and vioi.'.en for service in the public scj^ooIs, for technical positions in industry and business, for the learned professions, and for leaderr^hip in all fields of ti^ought and action, and since, owing to the changed ccn.iition in social and industrial life caused by the V/orld V/ar, new and ccicplex probleiias have arisen which deL-.and a greatly increased proportion of trained r.ien and women; Therefore, it is the sense of the llational Citizens' Conference on Education: (l) That a National crisis exists in our educational system which decfiands the earnest thought and the careful consideration of every citizen of the country, and that the attention of the people of the United States sixould be called immed- iately and forcefully to this eti^ergency, both in tii.e public schools and in the institutions of higher learning; (2) ThaJ;, in order to meet this crisis in education, it has become absolutel.v essential for colleges and universities to secure increased funds which will enable them to obtain the necessary aquipc^ent and supplies, and to attract to and retain in their faculties an adequate number of men and women of superior ability and specialized education} (3) Tha.t unless institutions of higher learning secure these increased endowments and appropriations they will inevitably be staffed by teachers of inferior grade, classes will be larger than experience has shown to be wise, and instruction generally will be mediocre and inefficient; (4) That the people of the United States will not be satisfied if earnest and well prepared students are denied the opportimity to obtain a higher education under inspiring and efficient teachers and in institutions thoroughly equipped to carry en their work. (5) That, since colleges and universities ax& the chief source for the supply of research workers both in pure and applied science, the welfare cf the Nation demands that in these institutions every opportunity be given for original scientific investigation, and for the generous encouragement of research pro- fessors and the training of students in the methods of research; (6) That, to attain these ends, it is imperative that public opinion throughout the Nation be aroused immediately to a thorough appreciation of the pressing and unparalleled needs of institutions of higher learning. SECTION IV Fa<;c 7 Therefor? , wo, the rneubers of this ITational Citizens' Conference en Educa- tion do harety call upon the people of the United States to provide liberal support . for their colleges and universities, hoth public and private, in order that these institutions may adequately and effoctively minister to the needs of t people and serve the -public vvelfaire. President Charles S. Howe, Case School of Applied Science Chairman Pre side*. i -elect L.D.Coffi^ian, University of Minnesota. . Dean James H. ]>jnhaci, Teoiple University, Dr. S. P. Capen, Director, Ai^erican Council on Education. V/. Ft. 3cyd, Chairman, Finance Coi^irAttee, Iowa State Beard of Education. The resolutions vvere adopted unanimously. E. Lee Howard, president of Fargo College, Fargo, North Dakota, mentioned the fact that colleges and universities are now finding it difficult, whenever they wish to borrow money at banlcs, to present securities such as are acceptable to the federal reserve banks. It was stated that ii.ost of the banks would be perfectly willing to accept the securities of colleges and universities if a rul- ing could be obtained from the Federal Reserve Boaftrd giving colleges and universities a proper financial rating. In order to bring this matter to the attei tion of the Federal Reserve Board, President Howard offered the following resoltition, which was imanimously adopted: Resolved , That the Federal Reserve Board be requested tc wake a study of thu question of credit for colleges and universities, with a view to a favorable rail- ing upon the rediscountability of their paper by the federal reserve banks. After futher discussion concerning general problems facing colleges and universities, the section on higher education adjourned. George F. Zook, Secretary. PEPORT OP THE PRESS GROUP OP THE NATIONAL CITI3SNS' COKPERENCE ON EDUCATION S2CXI0K V. 3Jhat there is a serious crisis in the 6ducational conditions of our country is generally admitted. People of vision recognize that unless radical change in the tide of educational rnatters can be effected, our be- loved civilization is in joopardy. Our Government rests upon the intelli- gent will of the people. If the great mass of our citizens can be led to realize the true situation,: their patriotism and saving common sense will surely cause them to save the situation. The press is one of our most effective agencies to enlightai and move the popular mind. If this agenqy will become active to its full ability in the matter, great civic blessings v;ill be the fruit. Accordingly, the Press. Group of the national Citizens' Conference on iiiuoation v;ould recommend: 1. That the National Bureau of Education at one© inaugurate, load, and direct in a campaign of education about education. 22 That the press of the Nationa, together with all other agencies and organizations that have for their purpose enlightening the people of our country ii^jon matters of popular and patriotic concern, be earnestly invited to coopprate, and contribute their aid and infl-uence in forv-'arding this cam- paign of education about education. 3. That the National Bureau of -Education provide or cause to be provided matter, editorial, nov/s items, etc., to be furnished regularly to the press, such matter to be in such form, popular, fresh, and newsy as to be ready for proript use by editors; and also to be of such variety as will appeal to the city dailies, tho rural papers, the magazines, etc; and also be prepared tp furnish matter of such character as may fit local conditions or serve special campaigns. 4. We recor-jnend that the Ifetional Bureau of i^ucation, if it be needful to do these things successfullj?, develop and associate with it a staff of helpers of adequate size and journalistic skill to make the campaign completely effective. E, We recommend that the National Bvreaxx of Education, through all sources at its comrsand, develop a, news- gathering bureau to collect systemati- cally as much fresh and reliable educational data and news as possible, put it promptly into proper form for press distribution, and send it to the press as soon as possible. That the NatiCRial Bureau of Education encourage the educational press to fall into the line of popularizing educational reading matter. 6. V/e recoiranend that in each state there be developed in connection with the stat3 and mimicipal departments of education, and vnlth such educational org'anizations as may already exist, and in cooperation v4th the National Bureau, a publicity conanittee to aid the National Bureau in both the collection and dis- ; semination of matter in this campaign; and as rapidly and as effectively as possible that the same plan should be r^^ended to counties, cities and communi- ies. In these smaller unite teachers and educational organizations should be -2- enlisted t5 cooperate and to help. After consultation -.ith the Comniissjoner of Education, to start into operation these reco niendations , the press groups recomnends the crentior. of tv;o ccr.ir.it tees , as foll07.'s: ?ir£t, a Coimittee on Organization, which will serve teTirporarily , J}j OviT discussion of teacher shortugo and fnlllns off of pupilE. in normal schools brought out tho following reasons fcr the con-^.ition exiEting: 1. inadequate p&y. 2. General urrsst. 3. Wiler opport\tiitias for T'omen. 4. Prul'jce of recognition for teachers in the profession, ■)5. Over-profess ionr.lism. 6. Undemocratic actoinistration. 7. ■ Kvrr.drum life of the teacher. 8. Teachers do not irarr/. 9. Pupils soe thfj diseyeeahlo side of teaching and not of other professions, xhey therefore, have a critical attitude. %is afternoon wa shall discuss remedies for the situation. PEESIDEKT EVAliS, OF EXASs Let us h;;va a layman's point of vie^-v. I wish the Chairman v;ould call i.5r. Schart of Vexp.s. ME. ECHAri'j? recomrended that an appeal to the people be made so th't they will understand the 3itu:-.tion. Teachers deserve a very high salary -iind will get it when the people undorst?.nd. j?here is no social discrimination in Tex'is. Vv'e are proud of our teachers. A teacher c:.Lnnot do her work v;ell if sis must worry too much about money. V.'e must have th3 bost teachers in the orl? . In business we are \7illing to do anything to f:at the right person. Ihe same must be done in teaching. Wo are more willing t® pay for the Education of teachers than for the education of doctors. \!q want teachers to be good as l&w:'/ers or doctors, for theyaro. :ii. IiEITH OP PEffi:SYLV-iNU: This nation is ablo topayfor education. Our v/ealth is ;^25 0,000,000,000. A two mill tax \voul 1 raise enough to pay every teacher at least v714 r>. year. Teachers are entitled to this much. Pro- perty valuations ar-^ too low in some cr.sos, — less than a fifty of their real value. j?he normi.1 school ba-ris must hViVe ;x>re money; Dr. Zoolc of the Bureau of Eiucation says that salaries in normal schools have Increased in 1920 over 1916 about as follov;s: t'or Presidents from $3089 to i^S^bl or llg^; professors iiilf'OS to $1792 or le^j. Instructors #1236 to $1456. When this division was not made >e- tTveen instructors and professors the incre:ise of all was |1262 to ^IC^.1 ot 47-o. Critic teachers have the J-argest increase, nar-iGly frwr. *1146 to $1760, or K'^?, i^he possibilities for raising money for education may not succeed as we xorc. The national government can raise money better than the states can. Thor:,«'jr'-5 , let us face the question clearly. Is it not desirable that the national •^^ovorn- ment should help finance education? Representative of Governor Coolidgc says that Broolcline has rrisci the salary of teachers very mat>-:irially and gives thorn freedom of action. They have tho best buil'.ings that money can buy and good parent- teacher associations, therefore, the toucher receives social recogaition. He quotes Dr. Eliot as saying that the future of the te^cters depends on organization. There is plenty of money if v/e only makib the right kind of irivo for it. Educr.tional leadership for the world must come from this country. \7o h-.vo solve! our riroblem Iccallv-. !!r. 'Vriiht aslrs hov; can te^^chers w'v?r begin if -11 de'r.cr.l experienced tuaclTsrs. 'The reply is, We hav plenty of applicmts ■^nl t'l^r jfore can choose > LJr. I'cGilvray says, probably thov-have .olv. I ti:..; problem loc-'^lly, Afternoon Session No. 2. "but what can otner districts do? They C:-ainot fcllw the example set by Detroit and Brockline. Man frociBrcokline replies "We can show ethers how to do it becaxise we can afford it." Dr. Evins of laxas. Our situation is actue because of our tax limitation. Some cities are doubling taxation voltintarily. M^ny ixra build- ing tsacherages. VTe have put a tax on oil, which will go tc schools. ITcrcial schools havs suffered from lack of vision. We have asked for too littla. V/e must gaat broader and Ciore constructive programst We must not allow it to go cut that normal schools are not as good as colleges. Grade teachers should have as good salaries as h: jh school teachers. We r.ust not keep our courses down to two years. The chair suggested that it would be well to discuss some reasons other than .salaries? Dr, B^llictt of New York says, we have not yet touched on tho matter of pei-manent tenure, which is impoitant. Teachers should bs able tc criticize the toards of educi-tion and not be dismissed suciiarily by a board not knowing aiiything about their work. This would not be possible in law or medicine. The discontent of many reachsrs is ethical as well as economical. Tei.chers wish to maintain their self respect, Vfe must have higher salaries too. Ccoaunities can afford a sacrifice far better than teachers. Endowed colleges havebeen finan ced larg3ly by the faculties. Money should.be raised in other ways than through property taxation. Income tax, vacant lot tax, and the lilce have not yet been tried for school purposes. Mr. Chambers of Pennsylvi^nia, The monotony of the teachers' career is really subjective. It is due to the fact that we have the wrong people in the profession. Better and more extended training is the solution of monotony. All teachers should be recruiting agents. We should interest others in cur profession. There is something wrong with teachers who do not believe in their work. We need organization to raise cur own standards, and tc show the necessity of others meeting these citandards. A motion was made and carried as follows! "It is tha opinion of those present that the salaries of in- structors in normal schools doing college work should be ecjual to those of professors in colleges." Coranissioner Claxton said he heartily agrees with that suggestion. It is fatal to regard normal schools as chsap schools. Instructors in normal schools should have braadth of view, experience, ability, power, skill in teaching. Higher standards are needed here than anyv/here else. Normal schools train leaders. No leader can make people better than himself. Dr. Owen of Chicago, It is foolish to talk about raising standards until ws pay encu^ to get them. Normal instructors should have salaries equal to those paid in colleges. President Keith suggested that teaching is only a part time em- ployment. A teacher shou}.d be employed all of the time and a salary paid in 12 installments. President Owen objected tc this at the present time owing to the advisability of putting stress on salaries for the present. Mr.'^'Bennett of William and Mary Co^-lege: Essolving that teacherc get more salaries, will not give them more. Let us take the whole matter to the people. There is danger ,i,hen teachers are discontsnted. -.Ve must held our teachers if they are good. If we appeal tc the people, salaries will be raised and will stay up v/hen other salaries go down, Mr. v;ilde of Boston University: Normal students do well in college classes. Vfe should mobilize all cur forces, and there should be no antagonism between normal schools and colleges. I regret that such feeling should come up. It is a -wonder that the Bt."^eau of Education has accomplished what it has with its meagre appropriation. I wish' we could have a campaign of publicity giving that Bureau $500,000 appropriation tc carry it on. We ncod more men to give stability to the teaching pro- fession. Let us mobilize, eliminate friction, and have a cciEipai^n of publicity. Afternoon Session No, 3 Cotanissioner Cl?jctcn si;;ggestel that educational cai::.paigns need n^t bs very costly. lie describee;, ons carried on for about $2000, State wide in its scope. He advocated a standard for teachers wfliich sha.ll set as a minintiL. qualific ition 4 years cf high school and 2 years of professional training in addition. It sliculd "be 3 or 4 years instead cf two. There siiculd be as good teacners in ths cotintry as in the city, and normal schools should be enlarged to supply the deraand adeq-uatcly. llornal schools should have ?.t least $75»000,000 for teacher t-aining. Mr. Brubacker cf Albany. V/e are agreed that salaries should be raised but we should hava soir.e basis for raising salaries. Inexperienced teachers sometimes get as much as experienced teachers. I offer the fcllc'.ving motion: W nereas (l) We have insufficient data regarding adequate salaries, (2) There is toe little progression froL. nini-^ia to ^.ax-iLis. salaries; (3) The pericd cf prosressicn :jid promoticn is neither clearly defined nor sufiiciontly long; Therefore, be it Resolved : That a National Conu:.ission on Teachers' Salary Schedule be constituted by the United States CoDrxaissioner of Education, such ccffimission' s rapcrt to be published by the United States Bureaa and subnitted to all State Departments cf Education. Referred to Ccmuiittes on Resolutions. Chairiiian; Hov/ arc vve tc get Donoy for salaries? Our States have ^lnequaI resources. We must suggest a means for equalizing theij. Dr. Owen: The people do not know we need more money. They must be educated. Our present u.ethods of taxation are not adequoits. Hot all money is taxed. Last year far more money went into the general gov- ernment than Virent into the schools from each of the States. '7e lUst get money from other sources than property taxation. Every teacner should be a member cf a professional organization for teachers cJid help educate the public. ?/e are going to sell the Illinois public schools to the people, The Illinois State Teachers Association v/ill force the issue for more money. Reverend Donally cf Massachusetts. V/e must recognize that^ more money is needed but also we need freedom in education. .. There is danger in too large units. Centralization may mean ruin of freedom. President Conn of Nebraska •: - emphasizes the good work which normal schools are doing, say>4 their students are as well prepared as those of any other institutions. ADDKESS BY j-ncr-LsJi v;» g. BUiH, G-.ncr;;! staff, Dir-^ctor, V/cr Pltce TJivision, BcfciT- tic- National Citizens' GcnSir-jrc^ on Education at WaBhingtvn, D. C, Kay 20th, 1920 Tc an nudionco z-ach cr this it is not nocessiry to do more- than re for to the rather hc^tcrogone cus ^rstom of cdt, and shelter of machine.: y as iray be necessary to crc-.rry cut the provisions of Secticn 27 of the Act approved June 5, 1915, authorizing in addition to the military train- ing of soldiers while in the active service, means for securing an opportunity to study and recai'/e instruction ^pcn educational linss of sucli character as to incurease their military official ty and enable Ihon to return to? civil life te ttor equipped fcr industrial, commercial, and ^ ner a 1 business oocu- paticn, part of this irstruction to consist of vocational oducat ion ei ther in agriculture or the nechanic arts, $2,000,000." This ie the first time that tte Congress o f ihe I3hi ted States has appropriated money for the purpose of carrying on educational tictTs. in the Anny, It v;ill be noted that tliero are two objects to be attained by thfc ap- propriation; first., to train soldiers to suc3i vocations as may be particularly useftil in their profession as soldiers; -and second, to train them insuch business vccations as nay be particularly useful to them after leaving the service,- tiiat is, making of them more useful citizens, 1 need net say to you that any kini of odacatioml training ■which develops carect thinJclng will make raoie useful citizens of mai. Hcrefcre, bo'fti kind of education gi^ren in the Amy will make more useful citizens of the men wJen ■Biey ore separated fr^M the Army, I may add here that there are in the amy no vocational trades whjcoh are not also required in o-ur civil organization, so) that all trades tsu^t in the Amy Schools are useflil in the econonic de-zeloprnpnt of our in- dustries. I have spoken only of the •weaknesses in odu cation that have been indicated by the census reports and were forcibly revealed by the draft. ilhG draft, have'rer, shows more than the census reports conoD-rning the deplorable physical condition of the country, — as to their lack of a knov/ledgp of the ordinary ekements of hyfiene, as to a - pfe-ted. in other words- modern demands of both national defense and eccncmic General ,7. G. lEian -4- de-rclopmait roouiie th?-t overy citizen te piepired to become a good soldier p.nd every soldi or t-- tecone o: (p:yd citizen. It is ;iith this idea in raird tfet the Aiir.y hs-s no urfortaken its nev; ecv.c2.ticnal v;orIc. It is the chject of this vvork to nalce of every scldioi* v. ■useful citizen "s \vell;- ond I c^nceivs it tiie duty of the- edu caticrjii systerj in .,ur body politic to prepare B^ry good citizen go thc'.t in ti/.e of natiCTjal' need to nr>y tecunE a gC'Cd soldi a*. This can only be ilonc if in the -?8gtilar ec'ucat icnal sustem of the camtry there are trainp^.. a stif ficieit nuEzber ot jrjSii in the vrricus vccatioas end trades so tist v;lBn "'ar cciiee che technicians aud spocialista, in so far as education i s ccncernod, are ready; aif. it will no the necesETTy to establish educati ojxil schools and jnsf^^iuct then suf ficientip: in these vccational trades b efoi e they can be> used as i^arts cf the military ssnization. ?r~ With this ide-i in view, the Army has t:?!cen steps in a sirall nieasure, in cooperation v/ith sone of the leading educati mal instituti on o-f the country tc introduce in the courses of instruction that are gi ^.e n at R.O.T.G institutions certain subjects th;ct are particularly useful fcr the military profession and at the snne tins are just ?. s useful in the civil prc- fessions. This v/cxl: is quietly 3> irg en, but it is applicable only to the institutions th; t te^/e units of R.O.T.C. It v;ill contribute to the Qducaticn of those vhD become leaders in civil life and officers, orlea(?.ers in th© itrny in the case of v;a.r» It is necessaiy, in order tor.eet the demand fcr specialists among the enlisted men, in my view, that the amy secure fcrther cooperation from the educ'tional system of the country, EOth?.t instruction shs 11 be given in the less advanced schools in these kinds of special technical skill required in -army organizations in tine of vr;r . This cannot be brought about by an order; it connot be trou.3i about by a Is-^. It can only be brought about by painstaking; care and e-'rrest cooperation o f tho se who hnve in charge the edu- ction?, 1 sustcin of the country at large, and those have in chr^rge the e dti- cational ^stera of the Array. Let uscond-der nav fer a moment the problem that presented it- self to the Direct of the ./ar Pland Sivision a year ago, v/ten he was ordered by the Secretary o f War to develop an educitional system in th® limy in ac- cordace vaththe laws already quoted. I Jnppened t o be the director of the War Plana Divisional that tiro, and lE.ve be'ji the Direct cr e-^r since, and I can, therefore, sp:-ak someivteit authoritatively, althou^ not in detail. I can speak of the policy ^^at vvas estsbli^ied, but not of the details of ho^ It was cr.rried out. Tht^t v/as loft to an organization v; hi di I an goirg to try to explain in a general vay in a succeeding par ^raph. in ray first interview with the Secret-ry of War he meroly told me about that he \7antGd my Division of the Senoral Staff to takr; o^r tiiQ educational and vocational training of the Amy, and th:at later would ba added tte recreation of the Amy also. All these rr^stters during tte var w?re mrriod on by quasi-civil organizations. Ihe Com:-.itteG on Education and Dpecial Train- ing had charge, v;ith the assistance of all the great educational institutiom of the country, the eduoition of the young men to cualify then for -^hat vrorc terraed generally special jobs in the Aroy. The Committee on Training Cazap Ac- tivities had charge of the rocroation of the Army, generally speaking. All thosn the Director of the './ar Plans Division v/as ordered to take over last year, " after the. active operations were over. After my interview with the Secretary of \hr, I returned tony office and consulted v/ith myself and a cigar for sometime, thinking the matter over and v/ondering what sort of an orginizat ion might be test to carry tLla on, I knew that we have very few eJEperts in the Anny on educr-tional work as such; that we had practically no men vAxo were billed in t- aching; and that the kinl kind of teaching thr.t we had to give the Anny was a very special kinJ . A laTt? part of the aducatioml work thcit had to be given was oiemsntary, yet it hid i,c Gensral •>. O.Ha:m -5- bo taught to icen of rat^^ro yecra; it had to be taught to men in all str-ges of advancemont. In fact, the more I thougrht of it the more? ' complicat3d the prohlom hecame nnd the more I folt myself incompeteni; to handle it. Yet I felt that it wns of such great importance to the service and to t-ie country tlmt it was not even percissible to thirJc of failure; it had to be carried through. It was like planning for a battle. PJ-ilure had no piaca in the plans. I tosls called before the ICilitary Committees vrho had mrde this appropriation. I talked the matter over v;ith tlsm, and I briefly outlined my viev;s in thC/ natter. Firstly, I told them the problem looired so big that I thou^iht they ted not given us enouBh money; and secondly, I said that I was enthusiastic in the matter, that I mas perfecting an organization to cr.rry on th:' s work, and that by the end of the year I hox^ed to show them such accomplisliments in the educational \vorlc that they would gladly give us more money Jieirt year to carru it on, lo return, then, to tho policy that was established, it occurred to me that during the \7ar we had associated with us some of the leading educators of the country, men experienced in educational research particularly, and men of nationa.1 and international reputation in the educational line. liy mind was soitewhat eased when I thought of these men and l«:arn3d that they were still ±n Washington. I called some of them into my ofl'ioe and talted matters over v;ith them and then asked them to advise me and my associates as to havr this •^rk could tost be developed, I teid also, of cou:'se, the advantage of the advice of a number of experienced and able of f icei s who had had general charge of oducational -.Tork in the Army during the war, and who, after the war, had been sent to Europe to assist in the esta'^jlishment of the education- al system that was carried on there between the Arndstice and the sailing Of the troops for home. This in itself was a great and successful undertak- ing. The JUnerican University of Beauna, 5Vance which you liave all road about, v/as, however, but a small part of the educational activites in the A.E.P, In my corps in Gert.any, for eJtample , there OT>re sohe 17,000 young men attending school daily. With this kind of assistance I felt encouraged to believe that we should succeed in establishing the best possible organiza- tion to carry on this work, D r.C. R. L'ann vscll knov/n to you in the educa- tional world, especially in eaucational research, has been our principal civilian assistant at the v;ar Department. He is Chaim.an of what we call the Advisory Board, consisting of the following gentlemi^ni Dr. C. R. Ifeain, Chaiiman, 12r. J. A. Randall, Secretary; Dr. J. R. Angell of the national Research tJouncil; Di-. S. P. Capen of the American Counci'.'. of Education; and Dr. Frederick P. Keppel of the American Eed Gross. Ibese gentlemen need no introduction to you, X am sure. Upon recommsncLation of this Advisory Board, after many conferences, we decided upon an organization paralleling, in a sense, thJ military organization throughout the Army for carrying on the educational work, T^ solicited leducational institutions of the country to place at our disposal for a period of one year some of their best ©ducsatdrs, to be paud by us the same salaries that they were getting in order to assist us in develop- ing the army educational system, fhese educational experts wtire placed at the disposal of the local commanders, - department cOTimandcrs and com- manders of large camps, - and constituted what we called our field consult- ing force, They were local advisors and were in constant touch with tho general controlling head at the VJar Department, v/hioh itself became a busy and large office. V/e also asked th© .assistance of the educational v/orld to supply us with expert teacgsrs and instructors for all lines of work. These were assembled at Gamp Grant, Illinpls as a board, or research commission, for developing methods of instruction. Civilian experienced teachers and instructors were obtained both locally and through the central office in Washington, ^teachers and instructors were also obtained from among the coEmissioned officers and enlisted men of the Army, Goneral ',v. G. Ha .n, -6- And 80 we started, At first there \vas a lack of tmiformity, ; was to te expected, bnt the commanding of facers, through the influencje cf tr- Secretary of War and the Chief of St&ff, ani through their o\vn c>:perience, all were enthusiastic about the worlc. IThey crg?.nized their a5»,rfs so that the educational work became a part of the L^i±^ schedule. The winter Season was particularly favorr.ble for this kind of v;ork,n,nd it \tp.s carried on with enthusiasm. In November, 1S19, in orfler to furnish fresh impetus to the work and to learn at first hand how our staff officers and civilian educa- tors were handling their jobs, and to exchange ideas, a general confer- ence of education and recreation officers anc' ^zivilian educators and ad- visors was held at Camp Taylor, Tentucky, vrhsro the general subject of Education and recreation in the irmy vvas discussed and conclusions look- ing to more uniformity in the v;ork were reached. A little later, in January 1920, I asked the Chief of Staff to assemble all the department commanders, the commanders of large oamps, and other important commanders, in V-'ashington for a conference. HPre were diecuSsted many matters in connection with education and recreation in the Army, the conference continuing for an entire week, fhe civilian educatoBB and officers had theii say, the various commanders had. their say, and it resulted, we believe, in very useful conclusions. The Secret-iry of War had an opportunity here to speak directly to the principal command- ers of the Army and made them understand the viewpoi^jts not only of the Department, but those of Congress as well. *Uid so the educational system in the ^my developed until at present we have seventeen departments, as follows » Agri culture and animal indiis tries Animal Transportation Automobiles and motorcycles Building trades Business and clerical work Electrical machires and communication Pocdetuffs, cooks and bakers Highvra.y Construction & Topography Leather and shoes Hachines and tools Medical and dentaj. 3£b»*' aatals and Blacksmithing Music Power and refrigeration Printing and photographing Textiles and Canvas Miscellaneous containing some 107 courses of instruction. W© have in the civilian faculty and teaching staff 5 advisors at the T?ar Dopartment, 59 field consultants and advisors, 1634 teachers and instructors. In addition the following Army personnel has been assigned to this work: 35 of- ficers at the WashingtonCentral Office, -232 education and recreation officers, all being staff officers of local commanders, and 1839 tsac^rs and instructors, coiranissioned and enlisted (547 commissioned officers and 1292 enlisted men). And, my frieSds, this directing and teaching staff, completely under the control of the War Plans Division of the General Staff, is actually giving daily instruction from three to six hours a day, five days in the week, to more than 100,000 soldiers of the W. S. army. General V, G, Haan -7- iiPhe country really does not yet realize what an enornous educational undertaking this is» I 'believe I am safe in saying that noth- ing in the world in an educational waj has ever before grovai to such proportions in so short a time, nor reached th^it class of men whose last chance for training is passing. It is only iiccebsary to visit one of these Schools where there is given elementary instruction in rea ling, in writing, in arithmetic, in elementary geography, in elementary history, to recognize the classes of men who are teing instructed there. They are young able-bodied clean loolring boys, not the kind of men that you would take for illiterates. Yet here close to Washington, at Camp Lea, Petersburg, Virginia, where 1 inspected 2 f©w ffi'eg'ks ago, I found these elementary classes, as v/ell as many other courses, going on. Each class v;as in charge Of a highly experienced teacher,- teachers loaneld by the public schools of Petersburg and Richmond, n .1 believe. They v«re expert in their work. Pour months ago there were at that school 155 boys between tbft qges of 18 and 25 who T?ere unable to read or write; Hot one of them had been able to write a letter to his mother. When I inspected four months .. '. after the school had been started, all of these young men except two not only could, but had va-itten home to their parents. The reason for the two exceptions I did not inquire, but in contemplating these healthy young S>oyB, those fine looking specimens of American manhood, I could not help thinking that as one of the hundred and more accoroplishnents in those schools, this must stand out as one of the brilliant points. Our schools are attracting more and more men of this class, not only illiterates, but men who desire as a last chan® to accumulate some education or some more education than they now have. The reports from our recruiting system and canmanding officers show that df all the men enlisted since January 1st, this year, 80 per cent have asked to be enrolled for edu- cational work. So far our equipment and teaching force have not been suf- ficient to enable us to enroll all those v/ho have rsauested to be so en- rolled. In this connection it should be remarked that ©accept for illiter- ates educational work in the Army is wholly voluntary with the enlisted man. In this educational v^jrk we reach a class of men who for some reason or other have during their school-boy days been largely passed by, yet who have the spirit and desire to gain knov;ledge. It is plainly the duty of every individual v;ho is able to assist these men to do so; yet some people have stated to us that they do not believe in the educa- tional system in the Army because it seems to be in competition with civil institutions of learning. Nothing is further from the factl This opinion was very clearly stated by President Smith of the Agricultural and Mechan- ical College of Mississippi, v;ho in a recent address in Washington made it very clear that there was no competition, that the v;ark in the Army was complementary to and assisted the civilian institutions in making education more universal and that the work in tiie Army should be encouraged by every educational institution in the country, I hope that it may be generally recognized that the Army is earnestly endeavoring to acccmplish useful and economic trk. I hope that thfi educators of the country may realize that our ^vork ta beneficial to them and that we are as a matter of feet helping that loyal body of men and v;omen, v;ho are striving to educate the youth of the country, who have been laboring under too heavy a load, and vrho, in spite of many drav.'backs, in spite of repeated difficulties, in spite of shorta© cf funds and inade- quate pay, have been carrying on the battle of elevating the averag^^educa- tion in our country. Universal education is the one great thing \h ich will make for the safety of our country, not ori y from the point of view of sufficient povrer for national defense, but also from that of leading the country itself in the way of right thinking and true understanding, so tfebt among themselves there may be a tendency to less selfishness, to mora inspired leadership, the principles of vdiich are alvays the same in civil - life, in military life, in all walks of life. General '.7. G, aaan - 6- In this brief talk I have not more than mentioned the need of educated men for the great industrial activities that must com© into play when the nation is at war, to produce the munitions, the aroaitont, the equipirent, the clothing, .the food, the transportation and all the other things necessary to maintain the fighting men at the front. To speak of this would be presumptuous on my part, who during the war v/as wholly dis- connected from this v/ork and only saw the results of it to the regular flow of these things that reached the other side. Those men and women can tell of this, vjho vrere so unfortunate as to be obliged to remain at home to look after production in the fields, in the factories, in the foundries, in the machine shops, in the Navy Yards, All our loj^al people ±0 did not get to the front, knov/ better than the fortunate few tff us who did, how valiiable, how essential special education is in the sense of production and procure- ment. I assume that this phase for the need of education needs no emphasis from me. If I should be permitted to step for a aoment outside of the educational work in the army, I would be persuaded to mention the Importance Of more universal kindergarten work for all of our children. It is In these early stages that the mind is pliable and succeptable to proper guidance in correct thinking, In learning to reason honestly to correct conclusions, simple as they may seem, yet ccmplei: as they probd> ly appear to the youthful mind. It is in these early stages that I believe \ve could and should lead the children's minds in the correct way of thinking, in caning to correct and elementary conclusions and in their later work to keep constantly before their minds the principles so inculcated. I fti ink one of the greatest deficiencies in our entire system of education Jlsqa lack of leaderslilip among the very young, the kindergarten age, I consider it a privilege to liave been permitted to take a little of your time in explaining as best I am able, the views of our new Army on educational iratters as I understand them. In closing my remarks I should like to make a brief quotation from the great American idealist "Emerson", whose poetic mind carried his vision perhaps beyond the grasp of our occmon, plodding minds; yet, I think it is well when vse are considering reforiB in education and culture, to keep before us his ideals as expressed in the follow ing passage! , "There is an instinctive sense, however obscure and yet inarticulate, that the whole constitution of property, on its present tenures, is injurious, and its influence on persons deteriorating and degrading; that truly the only interest for the consideration of the State is jersons; that property will always follow persons; that the highest aid of government is the culture of men; aisi if men can be educated, the institu- tions will share their improvement, and the moral sentiment will write the law of the land," Emerson. NAIIOWAL GJ2I2ENS' COWfERIl^iCi: OU EDUCATION lto.y 19,20,21, 1920. Report of SECTION IT'ETING on Educationr.l Extension, American- ization, Illitoracy. Friday, May 21. The Chairman, Dr. Lotus D. Coffiran, presMed. The first paper of the rreeting v&b by vaili-JTi L. Ettir^er, Superintendent of Schools, Hew York Ci-tj', on education for the foreign horn. Superi -itendent Ettinger ex- plained the extent and seriousness of Hie problem of illiteracy and of lack of ability to speak English among adults, particularly among the a- dults of New Yorlc State. Ife- suggested as one solution for the problem, special classes for non-lnglish- speaking people, and he stated that such classes are being conducted in ITew York City in large numbers. He ex- pressed the belief tfet the chief agency of Americanization is th© day school in which the children of the foreign born not only learn the English l>ngu;ige, but becorre accustomed to American institutions. These children Americanize the hoire to a large extent. He stated tlat there are seventy- four evening elementary schools in Kew Yoit City doing great work among the foreign born. '.Thile the city and State of New York are supporting generously elementary education for adults, Mr. Ettinger expressed the belief that the federal gOTernment should stimulate ami aid this work in th*! States. Superintendent Ettinger's paper produced very aninp. ted ani interesting discussion in which a large number took part. Dr. Thocas M.Balliet, in discussing the paper, emphasized the necessity for using tl© best method of teaching if the work in Americanization ifi to be effective. Among the things suggested by him were the following: a. That learnir;g to speak English iB more important than learning to read it. Hence, if there is tirrio for only one, the speaking should be given precedence. b. That #e should not expect too much of foreign born adults in learning to speak English, but that considerable can be done for adults in the way of facericanization. le should be sure that their claildren are getting an American educati on so tSaat the older people nay become American- ized through tham. We can give fcreign-born adults lectures on America in their own language and we can supply them books explaining American history and institutions written in their own language. c. That the direct method shouldbe used in teadiing English to adults, but thit this direct method must also be the riStura l method, vthioh implies that people learn to urderstand tha langu-^ge before learning to speak it v.rd that this is trvs of all children. Vfe should therefore have our children speak English a great deal to classes of foreign bcrn adults and permit them to reply in their own language for a time. d. That we should aim fear fluency in teaching English rather than correctness, and we shouldbe careful not to inhibit thought by placing too much emphasie on correctness. He dosed his discussion by emphasizing the fact that older people of foreign birth are now being educated by many surroxinding influences and it is necessary that those vh.o love America should see that they are given the right view of iimerica. The Mayor of Toledo, Ohio, emphasized his belief that a home circle is the greatest need of foreign born men, and he suggested that foreign born nen residing in this country should be permitted to seni for jroung women in their native villages Thorn they v,oul4 marry upon their arrival in this country. Hs further expressed very strongly the belief that the foreigi born citizens are treated very badly in this country from the ti-re of their arrival, in- timating that they are neglected, exploited, and treated with considerable coldness. Mr. V/illiam C. Smith, Supervisor of Inir:..'.grant Education, New York State, denied thB inti -rations of the previous spealser to a large extent and explained the sympathetic method being vsed in Americanization work throughout JTew York State. SECTION IfEETI'IG - May 31 -2- The second spaater on the program being absent, the topic was omitted. The third spaixkgr 'vas Forest B. Spaulding of the Anioricn,n Library Association, \7ho read un interesting paper on Library Extension. Th: paper mi^t bo sumiiarized as follows: To visualize t'.is field one has but to think 1. Of the iren amti ^.^men of high school asitl c©ll©g© age who vrent into military service - rmny of vaaon "rf.ll not begin again their fornal education but -jho ni^t be stimulated to embark upon a reading course. 2. Of th© boys an4 :^rls vho each year leave school to enter business, and vho are potential students, especially during their first few years out cf schoal. 3. Of the iren ani woiren vho, because of lie changing v,-orld conditions, are eager for more infcrimtion on the history and theory of government, economics c-rA. social development, 4. Of the millions of '"omen, recently enfranchised, \*io want to know more about government and politics. 5. Of the foreign-born, enthusiastic in their desire to learn more about democracy, American ideals and citizenship. 6. Of the men and v^jmen, forced by economic competition and the high cost of living to seek ways of increasing their earning capacity. 7. Of the millions of men and TOmen , boys and girls, v/ho realize their educatiOK^l limitations and want, in their ambitious moments, to continue their education along various lines, by serious reading. 8. Of the thousands of dollars spent on correspondence school cources, and the thousands enrolled in study clubs. The Chairman, Dr. Coffman, appointed th© £bll07;ing committee to pre- pare resolutions: Thomas M. Balliet, Chairman Jo2in L.Riley, Secretary J. G. Collicot • V/illiam L. Ettinger V.'illiam C. Smith The following resolutions v»re prepared ana adopted: Besolved: 1. That Americanization is raiinly a problem of the public schools, day and evening. 2. That in the case of adult foreigners, ^jiBricanization is not possible without their cooperation and -Althout a recognition Of the contribution in the way of hard craft, appreciation of art, nrd respect for law and order, rhich they bring as an asset to our National life. 3. That opportunities for acquiring the English langtiag© and a knov^ledge of American history and government, as a prepara- tion for ooraplete citizenship, should be provided in suijh places, other than the school, and it such hours, as will make it possible for adults to atterd. SVICTTON MT^ETI^^G - May -3- 4. Tha c iny effective program of Americanization requires the coorerati on of •^ll regencies with 'vhich the foreigner is brought into contact, - relicious, social, induetrial ard goverrariental. 5. That a rrjore friendly and sympathetic v;elcorae should ho givsn the foreigner upon his arrival at American ports than has hitherto prevailed. 6. ^Jhst the ir.Tir.ediate problem ie that of extendi re th& \7ork aire; dy effectively hegun and it calls for the most generous finrjicial support, both State ard national. Thor.as M, Balliet, Chairman, John L. Riley, Secretary J. G. Gollicot, V/illian L. Ettinger, ■-Villi am C. Smith. (Reporter's Note: This report is supposed to contain only the minutes of thf informal afternoon conferences. However, Dr. Claxton's office has ordered a cjpy of the entire verbatim report of Special !To. 1 Conference, held at the Kev; Washington Hotel on Friday afternoon, entitled: "The appeal to the people." One address from this special afternoon's conference, however, that on the subject of "The Interest of Patriotic Societies in the Promotion of i-Aucation, read by }.Irs. George I,:aynard llinor. President, General National D.A.R., is included herewith, and immediately follows. If anyone desires a copy of the vei'batim proceedings of this special afternoon's conference, it maybe secured by addressing the office of the shorthand reporter, Rexford L. Holmes, Inc., 321-323 Southern Building, Washington, D.C An additional charge of $2.50 will be made for this verbatim transcript. Immediately following I'ts . I'inor's address, will be the minutes of the conference in question, as reported by the Secretary of the in- formal conference. .There is, of course, no charge for tho minutes in- cluded in this report. The e>-tra charge of $2.50 above indicated is for the verbatim transcript of every word said during this special in- formal i?riday Afternoon Conference. This 'was the only special infor- mal conference reported verbatim, v;ith the exception of the Conference which irrji£dia te ly followed on the Roof of the Washington Hotel, at which time resolutions were presented and adopted, special notes con- cerning which will be made later in this report. EEXFCED L. HOUES, Shorthard Reporter THE INTEREST OP PATRIOTIC SOCIETIES IN THE PRCMOTIcai OP EHJCATION. By Mrs. George Maynaxd Minor, President General, National Society Daughters of the iiinerican Hevolution. The subject given ae for this cccasicn is tec "road for adequate treat- ment in the brief tiue at cur disposal, nor can I speak with authority for any patriotic society hit uy cvm, the National Society cf the Daughters cf the Anerican Hevclution. All patriotic organisations have mde opportunities opening before thea in the field of education alcng lines which are peculiarly their own and in the promotion cf which they should, and dc, take a keen interest. This field is liaited. Its opportunities lie not sc auch in the prosiotion of general education as in that of historical and patriotic education — in other words, cf Americanization. This is a nmch cver-wcrked v/ord which I desire to avoid as Aiuch as possible, and which in ny opinion, is ill-advised from the view- point cf the foreign victia. The caking cf good Anericans is the peculiar nission cf the patriotic society, but to aake an American should net consist in an attenpt to uproot the foreigner's love cf his native land. It should consist solely in the teaching cf the ideals and practice cf Amei'ican citizen*- ship, its duties and responsibilities as well as its privileges; in the under- lying principles of American institutions and American forms of government, and in demanding that to these the foreigner shall be loyal so long as he lives here under their protection. This is the chief aim and interest of the patriotic society in educaticn, and it includes in its scope the native American who quite frequently heeds Americanizing more than Ms foreign brcther. The preservation cf records, the memorializing of the past'i the promotion of historical research and study, the perpetuation of the spirit cf the found- ers cf this country from the Pilgrims onwards. — these are not the whole duty cf the patriotic society. Its contribution should be made net alone to the glorious past but also tc the living futui-e. It should build up the citizen of to-day ,cn the found- ation cf yesterday. Monuments cf stone and bronze have high purposes to serve, sacred memories tc keep alive, and anncbling influences to shed upon succesive generations; but if the memorial is not supplemented by the educational it remains naught but lifeless bronze and stone, a dead lettQir on the present, living page cf history in the making. The patriotic society must not rest content with preserving the memories of the past, searching backwards int^ history, and telling how this country was founded, what its founders did, and how its institutions came to pass, It iiUst teach what those institutions are. It must educate the general mass cf the people in the underlying principles of cur free institutions and re- presentative form of government, explaining what they mean, how they operate, and why they demand and 'deserve our undivided loyalty and sacred pledge of whole-souled allegiance. It should recognize that this form of educaticn is the most fitting memorial that can ever be erected to the men and women who gave their lives, their fortunes, and their sacred honor that human liberty and self- government might be established. To be v/crthy cf such ancestors is the plain duty of their descendants who make up the patriotic societies, and this duty is best fulfilled not only by perpetuating the memory of the historic fact, but also bj'" projecting the fact itself as a living thing into the life cf the present. Of what avail to write the histcry cf our constitution if we fail to keep alive the constitution itself as the tmcancelled, living charter of ^ur liberties? The museums are full cf dead documents, but they belong for the most part tc dead nations. Mrs^ GeorGS Ivlaynard. Minor -2- - The peculiar interost of the patriotic society, therefore, is to build up a citizenry capahle cf rjidsr standing its ovm gcvemocnt and perfcraing its duties therein. Thi shculd be the ultL~at& object cf its historical and couneacrative activities. That aany patrictic societies prcaote this object in a general way is n; d.ubt true. Of then I am not q;aalified to speak. But to the National Society, Daushtsrs of the ;merican Hevclution such a state- luent cf objects is to qa-~^te its cc-nstituticn, unchan^edin this respect since its adoption thirty years ago. It says in Article 'I:; "The objects cf this society are: (l.) To perpetuate the aeaory iJid spirit cf the aen and wcnen who achieved ;i,aerican Independence, by the ac- quisition and protection of historical spots, and the erection cf ncrroLients;. % the enccurageaent cf Listcrical researcTi in relation tc the PLevolution and the publication cf its results; t^' the preservation cf dccunents and relics, and cf the records cf individual soldiers and patriots, and by the prcaction of celebrations cf all patrictic anniversaries, (2.) To carry cut the in- junction cf Washin?:t^n in his farewell address t:. the Aciercian people, 'tc prcincte, as an object cf primary importance, institutions for the general diffusion of knowledge; thus developing an enlightened public opinion, and affording to young and old such advantages as shall develop in tbhein the Isirgest capacity for performing the ijities cf Merican citizens. (3.) Tc cherish, aaintain and extend the institutions cf JL:erican freedca, to foster true patrictiaa and love of country, and to aid in securing for nankind all the blessings of liberty," To those who have regarded the Daughters cf the iknerican Eevcluticn as an organization solely devoted to glorification of the past, these stated cbjects showing work for the living present will coae as a surprise, /.nd yet for at least a quarter cf a cent-irry cur Society has been quietly engaged throughout the country in teaching American ideaels of citizenship to foreign- ers and natives, long before the country at large realized that this phase of education was becoming acre and more necessary to the continuance of its inr ' •■ . stitutions, Fe were teaching this sc-called Aiirericanization for years before that term was invented. It is but a new naije for an old and accustomed activ- ity among tthe Daughters v/hich they called "-Patriotic Education ", and year after year under that name they have promo trd the education cf the immigrant in the meaning of toerican citizenship, and in the allegiance he ewes to cur governiiient and to our flag. TJhat the Daughters cf the Jimerican Zavolution have been doing for years has now become the hue and cry cf an aroused and awalrened nation. "Americanization" has become the watch-word of the hour. V.hat was cnee the distinctive contribution cf at legist one patriotic society and doubtless cf others to the scheme of education has new become the admitted policy of our whole educational system, national, state and local, v/ith the co-operation more cr less coTifused and duplicating, of every kind of organiviation engaged in social, educational or welfarel work in the xountry. Let us hope that this feuerish energy now being expended more or less wisely may settle down into a sane, sound and practical handling of the problems that confronted us as the land of refuge fcr every nationality, and as the cvsrtclerant mother-land cf the American parlor Bolshevist and preacher cf sedition who would overthrow our government by force and substitute therefor. the state of things now existing in that ghastly failure — blood-scaked, Soviet Russia. It remains tc outline briefly a few cf the varied educational activities cf the Daughters cf the American Eevcluticn as their contribution to the cause cf popular education. • The Society's work is local, state, c-Jid national in scope, done -under the direction cf its national goverriOental body. Mrs George Maynard Ivlinor -3- llie Society has been deeply interested in the illiterates of our Southern mountains - those sturdy, pure-blooded Anericans wh6m wo need iLore than ever to-dai' as an iimericanizing element in our tody politic, 'dcliolarships are annually isaintained in many of the Southern Schools and colleges for the benefit of this fine old mountain stock whose ancestors at King's Mountain and Yorktovvn decided the issue of the Revolutionary War. T'e are doing the work which the state and federal g ^vex'nments should do for these isolated mountain peoples of the South, The Ivls^rtha Berry Schools for the Georgia Mountaineers vvas founded by a Daughter and is one of our chief beneficiaries. The Tomassee School in South Carolina is a D.A.E, institution founded and managed by the Daughters of that Staite. Maryville College in Tennessee is the recipient of thousands of dollars in annual and perpetual scholarships for worthy mountain girlsi who carry their education back to their people. Forty-three schools and colleges are the recipients of D,A.R, aid. In the first twenty-five years of our life as an organization, the sum of $91,415.75 has been the reported but far below the actual con- tribition to this Southern mountain work, and $70,945.88 to other education- al institutions, thereby fulfilling ?lashington* s injunction and our own constitutional pledge to "promote institutions for the general diffusion of knowledge." Chapters throughout the country have founde"! and donated public li-- braries and assisted those already in existence vdth gifts of money, books and pictures; they have given prizes tn the piublic shcools for essays on Merican history, and in general on -Waat it means to be an Aaerican citizen; they started night schools for foreigners at a time when such things were a new idea to our Boards of Education; they held free illustrated lectures for foreigners in American history in their o\'vn tongues they have given thousands of flags, books, and pictures to schools and at the sSms time teaching the correct use of the flag and pointing out the many forms of abuse, from ignorant misuse to deliberate desecration, to which our flag has been continually subjected; they introduced the salute to the flag and the proper singing of the "Star Spangled Banner" in many shcools and public ceremonies; they have distributed flag rules by the thousand and agitated for a Federal law for the proper protection of the flag; they assist historicsil societies and maintain historical collections of their own which are freely exhibited to the public; they started some of the first traveling libraries for foreign- ers in their own language and maintain free reading rooms; they have dis- tributed thousands of copies of the Constitution of the United states, the Declaration of Independence and the American's Creed in the schools, in factories and public places of all kinds; and they have formed boy's and girl's clubs whose chief object is to promote understanding and love for the traditions and institutions of this country and loyalty to its flag. Kotably among these last are the clubs of "Children and Sons of the Republic", carried on in many states for the past fifteen years under the guidance of the D,A.R, These self-governing clubs are entirely the creation of the D.A.R, , and are composed of foreign boys, who are thus learning what is meant by self-government and obedience to law in a free country. These clubs turn out little Americans by education and ^option, while our socie- ties of the "Children of the American Revolution" are doing the same thing for little Americans by birth, who frequently need more teaching about wliat is meant by being an American than do their foreign brothers and sisters. The members are taught Aasrican history, civil government, parliamentary law and procedure and flag emd military drills, while the clubs of "Q'irl Home Mcikers" accomplish the same object for the girls, with the addition of education in the idea and practice of the American home. For years the D.A.E. have agitated for a safe and sane as well as patriotic celebration of Independence Day - and are seeing their efforts bearing fruit in the more dignified observance of that day through parade and pageantry, patriotic music and addresses. Mrs. George Maynaxd Minor -4- Ten years ago the Daughters of the Merican Revol-ution in Connecticut took the lead in the education of the foreigner by the publication and fin- ancing of a book of iiformation entitled "Guide to the United States for the Immigrant" which achieved a, nation-wide reputation and is still in demand. 2he Daughters of Connecticut spent over $^200., raised among themselves, upon the publication of this vrork in four languages, English, Italian, Yiddish and Polish. The book contains over sixty prices of information v/hich the imnigrant needs the most v/hen landing on our shores - information about the laws and customs that affect his daily life, about our schools and librar- ies, our government and our naturalization requirements, all set forth in the spirit of friendly helpfulness which is the only true method of the kind had been attempted on so large and complete a scale. The Society is now redoubling its efforts along all these familiar lines and developing new ones, such as the giving of scholarships to foreigners and the training of expert foreign teachers in Americanization in such in- stitutions as the American International College at Springfield, Massachu- setts and the Schaffler School, in Cleveland. Resolutions adopted at its recent Congress voice the Society's interest in the foremost educational questions and problems of the hour. It stands solidly back of universal and compulsory military training as it did two years ago. It endorsed the vocational and general plans now being projected for our peace-time army and the plans for universal physical education in our public schools. It is promoting higher pay for teachers in our schools, deem- ing it a national disgrace that the trainers of otot children should receive less than our dishwashers and cooks. This is but an inadequate outline of the part the Daughters of the American Revolution have played and are playing in the educational activi- ties of our country. It simply illustrates tbe kind of interest in the pro- motion of education which a patriotic society, the descendants of our founders, should properly taks. It points out the pathway that we have consistently followed ourselves since the early years of the organization. It has been well said that "vAiere there is no vision the people perish". The Daughters of the American Revolution have ever conceived it to be their duty and high privilege to keep bright the vision of the forefathers when they established a nation where government of the people, by the people and for the people should be builded upon the foundations of an enlightened, and intelligent and a loyally all-American citizenship, without hyphen and without divided alleg- iance. fi^ YH 01802 v.