an educational instrument for the American people, have from their high chairs handed down certain technical masterpieces for all high-school students, willy-nilly, to study! We very much need a large committee of high-school teachers to discover and to try out experimentally a great many selections which tend to leave a deposit of civic ideals and attitudes in our pupils, such literature as Mrs. Cabot and others have collected for the elementary school, for instance, in their volume on "Citizenship." What a great work for American citizenship could thus be done, and how well then could the several years of required English be justified. Any one studying the various civic leaflets issued by the United States Bureau of Education from the standpoint of English can readily see that English instruction can do very much to promote directly civic efficiency and still not invade the field of regular civic instruction. In the rural consolidated school the English teacher has practically a virgin field, and should be bound neither by college nor city precedents. The needs of the country community in the way of ideals and aspirations, of civic and other social standards, are the bases of selection.

5. The Ideals of Our Democracy.-If teachers of English were to make a survey of the dominant unmet needs of the American people, and were then to make a list and a classification of the ideals which, if made common, would best meet these dominant needs, we should have a good guide for the selection of literature for our high-school pupils. A very helpful list will be found in Doctor Bagley's volume on "Educational Values" (pp. 175-179 and 214-215). We can only mention them here, leaving out his descriptions and definitions. Among those great ideals which he claims must be made the driving forces of all Americans we find the following: respect for the feelings and rights of others, tolerance, equality of opportunity, property rights, chastity, monogamy, parental love, respect for the aged and womanhood, sympathy with suffering and affliction, self-sacrifice

and self-denial, personal integrity, loyalty, friendship, cleanliness and personal purity, altruism, achievement, truth loving, simplicity, work, health, initiative, independence, patriotism, national unity, local self-government, right use of property, ennobled ideals of sexual love, ambition of the right types, peace and good-will, unprejudiced observation and inductive thinking, scientific method, efficiency and expertness, respect for authority, and human brotherhood.

The pedagogy, or methods, of imparting ideals Bagley and others have also treated, and we cannot discuss this here. Parents send their children to school to be lifted up and inspired by such ideals. English teachers can from such a list get a sense of relative values in their work that the old-time teacher, using selections largely for their historical or technical qualities, never attained. Such an emphasis upon the essentials of education will, moreover, greatly increase their dignity and the respect for our profession. It is certain that the Boy Scouts, Girl Scouts, Camp-Fire Girls, and other similar movements, have first picked out the great ideals found imperatively necessary in our people and have then sought literature and devised methods to establish them deeply in the souls of our people.

Many are the illustrations which might be given, if necessary, of the power of ideals in life and of our ability to transmit these ideals through educative instruments. A teacher in a school of which the writer was once principal used with success carefully selected literary productions for meeting, generally well in advance, cases of discipline. She used, I remember, among other books, White's "School Management," which contains such selections to meet many kinds of disciplinary problems in and out of school. Temporary and life-long ideals were undoubtedly there cultivated in many different groups of pupils. Professor Sharp's books on "Moral Instruction" suggest many pieces of literature that will meet specific needs through inculcating spe

cific ideals and aspirations. There is a ridiculous irony in our method of criticising people who are products of our school systems for conspicuous lack of certain ideals which in no part of the school organization from kindergarten upward have been taught, and yet which children ten years of age can possess for life when properly taught. What we want in society we must put into the schools, and any elimination of dead-wood must be rigidly made to make this possible.

6. Avocational Training.-Training in the right use of leisure, in avocational activities, or, as Parker terms it, harmless enjoyment, is rapidly coming to be a very important educational aim of the public school. Two chapters in this volume are taken to deal with it because of its comparative neglect in rural regions. The late State Superintendent Schaeffer, of Pennsylvania, a few years ago made an address in many places against giving the eight-hour day at once because our people, untrained in the right use of leisure, would misuse it and bring about their own degradation. Here is a great truth. The eight-hour day of work, the eight hours of sleep, and the eight hours of leisure are, however, rapidly coming. The Saturday half-holiday and various picnic and other days are now here for many country people. A life of constant labor defeats the end of existence. Happiness and self-realization are impossible. "Life as a fine art" is out of the question. We are going to obtain leisure, and the school and the English teacher, especially, must train for this phase of life. The county and state travelling, circulating, and school libraries must be made to do their share.

How can literature be used to promote the harmless enjoyment of leisure? Undoubtedly a reasonable and healthful amount of reading of the right kind would, for enjoyment alone, be desirable for most persons. This reading will be of the most varied kind, because of the great natural variability among individuals, and because of the many