It will be pertinent to record here briefly the history of the extension work done for the colored teachers of the city by the principal and the teachers of the Sumner High and Normal School. In 1908-1909, three courses were given: (1), Theory and Practice of Teaching; (2), Elements of Psychology; (3), Physical Geography.

In 1909-1910, three courses: (1), Educational Tendencies; (2), Educational Psychology; (3), Nature Study.

In 1910-11, nine courses: (1), Child Psychology; (2), Educational Classics; (3), Descriptive Psychology; (4), Physics; (5), Arithmetic; (6), Logic of Arithmetic; (7), Art Drawing; (8), Physiology; (9), Elementary Biology.

In 1911-1912 ten courses: (1), Advanced Psychology; (2), English Grammar; (3), Nature Study; (4), Elementary Composition; (5), Arithmetic; (6), Elementary Psychology; (7), Geography of the United States; (8), English and American Classics; (9), Art; (10), Domestic Science.

In 1912-1913, four courses: (1), Advanced Psychology; (2), Theory of the Practice of Teaching; (3), Elementary German; (4), Arithmetic.

1913-1914, two courses: (1), Educational Psychology; (2), Teaching How to Study.

In 1914-1915, four courses: (1), Educational Psychology; (2), Theory of Practice of Teaching; (3), A First Course in Psychology; (4), Nature Study-The Life of the Bird.

In 1915-1916, six courses: (1), Educational Psychology; (2), Theory and Practice of Teaching; (3), A First Course in Psychology; (4), Special Methods in Grade English; (5), Geography; (6), American History.

In 1916-1917 five courses: (1), The New Courses of Study; (2), Educational Psychology; (3), The Elementary School; (4), The Human Body; (5), Geography.

In 1917-1918 seven courses: (1), Education and the Principle of Democracy; (2), Educational Psychology; (3), Psychology of Common Branches; (4), The Teaching of Geography; (5), German; (6), The Essentials of the Evolution Theory; (7), Reading.

1918-1919 five courses: (1), Education and the Principle of Democracy; (2), Educational Psychology; (3), Psychology of Common Branches; (4), Teaching of Geography; (5), Some New Phases of Elementary School Life.

In 1919-1920 six courses: (1), Education and the Principle of Democracy; (2), Educational Psychology; (3), The Elementary School; (4), School Problems and Methods; (5), Teachers' Course

in American History; (6), Nature Study-Birds and Their Ways. 1920-1921 four courses: (1), The Scientific Study of Education; (2), Educational Psychology; (3), The Elementary School; (4), Nature Study-Birds and Their Ways.

JUNIOR HIGH SCHOOL.

The following report from Mr. L. W. Rader gives a clear picture of two activities being pursued at the Ben Blewett Jr. High School.

TRAINING FOR CITIZENSHIP THROUGH PRACTICE.

The doctrine of training in citizenship instead of training for citizenship is put into practice in several schools of my district, two of which are reported in election and banking projects.

Election Time at Blewett. Early in October a note from the principal of the Junior High School summoned the chairman of the Social Problems Committee to a conference, the subject of which was the coming election at Blewett. Earlier in the year this committee had decided that Blewett should have an election, possibly a primary, inasmuch as the state primary was scheduled for August but after further consideration the committe agreed to forego the primary in favor of the November election

In order to carry on our election as nearly as possible like the real election, it was necessary to spend time collecting the needed information and samples of the great variety of notices, oaths of office, poll books and other material used at an election. At its first meeting the committee apportioned these initial tasks and then adjourned to meet again the following week.

In the meantime the principal acting as governor, appointed two girls and two boys to serve as our Board of Election Commissioners thus making it possible to launch the entire student body upon the project. The Governor's notice of appointment was as follows:

Miss
Mr.

I am appointing you a member of the Board of Election Commissioners for the City of Blewett. If this is acceptable to you kindly advise me at once and report to room 219.

After choosing their chairman and secretary, the Board of Election Commissioners wrote notices requesting each advisory group to choose one girl and one boy representing different po

litical parties to serve as judges and clerks of election at the ten precincts in which the Board divided the school. Notices, printed by the Blewett print shop, were served on the sixty judges and clerks, all of whom appeared before the Board of Election Commissioners the following morning for the purpose of being qualified and taking oath of office. The morning before they entered upon their duties, the judges and clerks assembled in Room 219 where they were instructed in the duties of their new offices by two Blewett patrons who were precinct committeemen.

The polls were open for only a half hour before school, a half hour after school and during the lunch period. This made it necessary to have two days for registration, Friday October 22nd and Monday, October 25th.

Bulletins containing registration news were posted in every room; large posters made by the art classes were posted at the polls; one of the four judges at each poll made it his business to see that a large United States flag was in position; a group of students planned an auditorium program depicting scenes at the polls on registration day; a number of mechanical drawing boys made a poster for each poll on which they placed the total registration at 8:30 a. m., at the close of the lunch period, and at 3:30 p. m. each day. The same scheme was used to show the returns of the election.

Twelve hundred fifty or 90% of the student body registered, the majority of those not registering being absent or disqualified voters. All Blewett citizens under 21 years of age who had attended Blewett for at least six days on or before election day, October 29, were qualified voters.

During the interim between registration days and election day, the judges and clerks made out their alphabetical lists of registrants from each advisory group to be checked by the presiding officer of each; the Art Department made posters, poll books, and tally sheets for election day; the Manual Training Department made the frame work for 30 booths which were covered and provided with pencils by the Civics Department; the Junior Life Staff offered to make the issue of October 28 an Election Issue and the entire staff as well as the English classes prepared articles for that issue; the Printing Department printed enough "I have voted" tags to give each student one as he voted; and the study hall pupils cut into strips 1400 ballot sheets.

When the judges and clerks arrived at the polls on election day they found a line of voters eagerly awaiting the opening of the polls. Out of 1250 who registered 1170 or 94% voted and out of a

student body of 1399 there were 84% who voted, a splendid example for our adult citizens.

If any one had doubts about the advantages to be gained from our election, all that was needed to dispel his doubts was a stroll through the corridors when the polls were open. Interest, initiative, cooperation, student government, were in evidence every minute of the time.

Voters with uplifted hands took their oath before student judges as seriously and as earnestly as if they had been in the presence of a real judge. Offenders were handled by the corridor officers, who served as officers of the law, with a deftness that brought them to their senses in short order.

Having to register and vote out of school hours made pupils realize that in the performance of his duty, a voter often has to make sacrifices. Many had to stand in line several times before getting an opportunity to register or vote, yet they returned as soon as the polls were opened again.

Everybody, judges and clerks in particular, declared that never before had they realized how much there was to learn and to do at an election. Pupils in general declared it was the best way to learn about elections. Faculty members quite generally placed registration and election days among the "Red Letter Days at Blewett".

It was planned as a school affair but it developed into a community affair; some members of the committee secured election forms from the City Hall in addition to lists of candidates and other data; one of the students went to the City Hall and secured from his father a registration book which proved a great help to the Practical Arts and Civics Classes in making the registration books; one member of the faculty lent a poll book and tally sheets which had been used by her brother when judge of election; two students had their fathers come to school to instruct the judges and clerks in their duties; one member of the committee secured the printing of 1400 ballot sheets gratis. The Social Problems Committee hopes that the school will have an annual election similar to this one when all can take part in the choice of its officers.

The Blewett Thrift Bank. On February 7, 1921, the Blewett Thrift Bank was established in the Ben Blewett Junior High School. The bank had been suggested by the principal early in the school year and the commercial department of the school was given freedom as to the plan it would follow. It was finally decided that a savings bank should be established and all the withdrawals were

to be made in thrift stamps. It was organized for a three-fold purpose; first, to give a commercial class experience in office practice; second, to give every pupil in the school, who would avail himself of the opportunity, an experience such as he would have in a real bank; third, to encourage thrift and to acquaint the pupils with the advantages of saving their money.

In order to get the equipment for the opening, it was necessary to call on many departments of the school. The forging shop made the windows for the tellers. They were made of iron and then gilded. The pupils were proud and anxious to sit behind them. The mechanical drawing department made the signs for the tellers' windows and the doors. The printing department made the ledgers and the deposit and withdrawal slips.

Some of the English classes wrote jingles and notices, and the bank was given considerable space in the Junior Life, the school paper. The only material not made in the school were the bank books, which were furnished by the Board of Education.

Because the type of work conformed largely to the varied commercial program that is given to our "Z" commercial classes, a class taking "Z" commercial was chosen to run the bank. All the work was turned over to them, and time proved that these young people were capable of meeting the responsibilities thus placed upon them. The class was organized at the beginning of the second semester. The pupils spent the first week typing the data for the information cards, and depositing toy money in order to familiarize everybody with his particular part in the work. The class was divided into the following departments; the directing department, the department of tellers, a bookkeeping department, a filing department, and a publicity department.