nected with long distance instruction. Their solution has hardly begun. He must be able to do more than correct errors and communicate information. He must put into his instruction his personality, his inspiration, his interpretation, as the painter puts his on the canvas, or the musician puts his into his composition. So far as his pupils bring to the instruction the capacity of appreciating what is communicated so far will they benefit, just as in the case of the canvas or musical composition. The supreme test of teaching is the capacity to do this, and in no field is there so fine an opportunity as exists in extra-mural teaching. In an assemblage like this the possibility of doing this will not be questioned, for we know it is daily done. Some extra-mural teachers go so far as to use two colors of ink on the recitation papers; one for correction of errors and the like, and another color for the comments of instruction and interpretation in which they communicate themselves. Thus the teacher-pupil relation in correspondence-study becomes very real-very personal and indeed very intimate surpassing that which is possible in mass instruction. It was this exact quality which Darwin refers to in his relations to Lyell, from whom he got so much, in contrast to the dreary waste he expeienced in his college course. But Darwin and Lyell walked and talked together-a contiguous relation. The extramural teacher and his pupil must overcome time and space and secure what the lawyers call "mind meeting mind," but this is exactly what the extra-mural teacher puts, or must learn to put, into his instruction papers. This leads me to the fact that extra-mural teaching must per force emphasize the immaterial institution of personality in tremendous contrast to the anchored material conveniences of walls and grounds. In the future, when we have learned the lessons which the extra-mural teacher can teach, we shall have fewer costly plants for industrial training, for elementary agricultural training, fewer for teacher training, and more long distance and itinerant relationship. Personality is more effective than brick and mortar and vastly more economical. So much more can be accomplished by the same expenditures. This, of course, means investment in men rather than in materials, which conforms with all the best traditions. everywhere, in education. The extra-mural teacher must first of all possess a certain temperamental and philosophic or spiritual attitude towards society and his work. He must be able to think of it as something of a cause. He must possess enthusiasm and zeal in his approach. Out of this and his creative capacities he must thru his teaching create an atmosphere in his instruction just as does the painter on canvas. If it is Greek literature, it must be the atmosphere of Greek life and culture; if it is shop sketching it must be the spirit of the shop and the best atmosphere that modern industry can hold for the artisan. This presupposes knowledge and experience and resourcefulness for the perfection of method and technique in the accomplishment of ends clearly perceived by the teacher, and realized thru his technique. As a new type of teacher is required for successful extramural instruction, so a new type of text is necessary. Extra-mural teaching will probably more and more represent work that in essence means keeping and bringing men and women abreast. Whether these students are well trained professional men and women, or whether they are uncultivated people in humble vocations, the demand will probably require text material in the main which has the human interest or social approach. The motive must be exprest in terms of teaching men rather than teaching subjects. The new type of teacher and the new type of text and instruction are required because we have a new type of student from that in the conventional school. He is generally an adult student. He has a fairly definite idea as to what he needs and wants, and often an almost equally definite idea as to what he does not want. He has to be convinced by logic and experience, and not by rule or order, of the position of the teacher, for none of the ordinary com pulsions operating in the intra-mural instruction are effective here. The student makes up his mind quite promptly on an early, if not the first, examination of the lessons or course as to whether it is worth his while. Frequently these students are older than their teachers and have a right to a judgment. In this very fact, however, one finds one of the charms and delights of extra-mural teaching. Unlike intra-mural teaching, where the teacher is constantly in relation to immature, untrained minds, which is apt to beget a dictatorial dogmatic attitude in the teacher, the extra-mural teacher is nearly all the time up against real, ripe maturity, whatever its defects, and often the teacher feels he gets quite as much in return from his pupil as he gives. With the type of student suggested it follows that there must be changed standards of success and failure for extramural students. A man may go thru half or a third of a course and get all he needs or wants to satisfy his original purpose. It would be folly to apply conventional pedagogue standards, which tend automatically to class him as a failure. Likewise many other factors that surround the study conditions of the extra-mural student require adjusted standards of success and failure. Extra-mural teaching in the university answers to the social present-day demand for a share in the intellectual and spiritual pleasures and the material benefits of the accumulated knowledge and wisdom of the race. This is the demand for the opportunity to know educational rights. This, I take it, is quite akin to the demands made earlier in social evolution for the opportunity to votepolitical rights, or the privilege to believe-religious rights. The promotion of scholarship has usually meant the development of the equivalent of technical languages that can be read by only the specialist of the group. No longer must the university alone hold aloft the torch of truth for the few. It must make the truth known to men so they may be free and adjusted. The modern university has a social mission. The old idea of the republic of letters was a fine one, but a newer leadership demands that the university shall be "light and leading" for all men, and this is no low ideal for a university. There must be a broader spirit of democracy without in any way encroaching upon the effective work of the scholar. This is possible thru extra-mural teachers, zealous, enthusiastic, ardent, who shall build the real continuation school of democracy, not for adolescents, but for adults, in that platonic sense that makes education a life-long interest-from the cradle to the grave. The vertical lines of obelisk, cathedral spire or dome, are not the only lines of aspiration and beauty, as a new school of western artists truly asserts. The expansiveness of the horizontal is also an avenue thru which to aspire to beauty, truth and infinity. The educationalist is ready to stand with the artist on this theorem, and to proceed with the demonstration. May we not hope, here in a measure, to build in place of the aristocracy of intellectuals, implied in the republic of letters, a genuine democracy of humanity thru the educational leadership of a new university ideal. Here in America, particularly in this vast mid-continental area-amid the great horizontal lines of the prairie which is the greatest runway in the world for the winds and for ideas-may we not thru this, the most wonderful system of teaching yet assayed by man, nurture the openness of mind and breadth of soul which will produce the greatest race the world shall ever know. W. H. LIGHTY UNIVERSITY OF WISCONSIN V NATIONAL PREPAREDNESS AND SCHOOL EFFI CIENCY The widespread agitation in the United States for national preparedness concerns itself mainly with the need of a larger army and navy, with a better organized and better trained national guard, with stronger coast and fort defences, with more modern guns and war devices, and with perfecting the sanitary, commissary, transportation and other numerous military activities, which form the component parts of an intricate war organization. But national preparedness with all those safeguards insured will still prove ineffective unless it is founded upon and supported by a well-organized school system that develops in the child not only its mental and moral capabilities to the highest degree, but also trains it in thoroness, close application, orderly habits, thrift, and self-discipline. These qualities form the most valuable asset which the child can bring into his future calling, and they are also the most valuable contribution which the individual can make to the cause of national efficiency or national welfare. To attain and maintain national preparedness demands a high state of national efficiency, and national efficiency in turn is the aggregate or sum total of individual efficiency prevailing in a nation. Evidence of efficiency, whether national or individual, is often delusive, it may be strongly apparent under favorable conditions and in times of peace and prosperity, and yet it may completely fail under the severe test of adversity and in times of national stress. Not by floating with the tide but by striking out against dangerous cross currents is the prowess of the swimmer demonstrated. It must be obvious that the relationship between the school and national efficiency is very close, and where the former is neglected the latter can not flour |