Evidently, good neighborly relations exist between Seattle and all of its sister cities, for the original postal card also brought a personal letter from the manager of the Portland Chamber of Commerce, accompanied by a fine illustrated booklet on Portland and the wonderful state of Oregon. Among the attractions which it lists is an auto trip along the old Oregon Trail which is now hard surfaced and carries the traveler through the great rolling hills of Eastern Orgeon, thence over the Blue Mountains on to Baker, Boise, Pocatello, and then through Cheyenne to the east. The old Oregon Trail is one of the historic highways of America. Along it, the Lewis and Clark expedition traveled and it was the trail of the "covered wagon." There is history and romance in the Oregon country.

The Bay region of California contributed its invitation to prospective visitors with information of the attractions of San Francisco, Oakland, and Berkeley, accompanied by the very practical advice, that the itinerary in one direction might be made to include California for the small additional payment of eighteen dollars, provided request for such routing was made at the time of purchasing ticket.

Victoria adds its bit to the invitation with the slogan "Follow the birds to Victoria." It is the capital city of British Columbia and Canada's first and last port of call on the Pacific Coast for the Orient, South America, and Europe via the Panama Canal. Twenty-four well illustrated pages tell how to see Victoria at your leisure.

After going thus far the question arises, "Why not go on to Alaska?" Steamship and railroad companies alike had news of our postal card, and we spent a whole evening traveling in imagination with the aid of the illustrated folders along the coasts, rivers, and trails of the Alaska country. There were views of the mighty Yukon River, beautiful Lake Atlin, Skagway-the gateway to Alaska, Dawson City in the heart of the Klondyke and White Pass. Pictures such as these bring realization that the day of the Totem Poles in Alaska is over, and

that we are very near to the passing of our last frontier.

Finally, came a personal representative to describe tours through the Canadian Rockies. He left booklets showing the attractions at Banff, Calgary-the city of the foothills, Lake Louise—the pearl of the Rockies, Glacier National Park, Yoho National Park, Emerald Lake, The Great Divide, Moraine Lake, and Vancouver. Truly, the Seattle convention offers rare opportunities for those who wish to combine the inspiration of a great national educational gathering with fine tourist attractions.

Looking Ahead to Next Year.-Before leaving Dallas the Executive Committee of the Department of Superintendence took steps

to

secure prompt selection of the next convention city. In a preferential ballot, Boston received a majority of the first choice votes. Acting under the direction of President J. M. Gwinn, representatives of the headquarters staff visited Boston on March II. Options on the Mechanics Building and on meeting halls were secured. The Boston Chamber of Commerce immediately undertook the task of preparing a revised hotel rate list. All contracts were signed, the rate list completed, and notices mailed to members of the Department of Superintendence before the end of March.

During the second week in April, President J. M. Gwinn came to Washington. Three important working committees of the Department came together at that time. The Commission on the Curriculum spent two busy days setting the machinery in motion for the 1928 Yearbook which will deal with curriculum development in the senior high school. Chapter subjects were selected and chairmen appointed to be responsible for the preparation of each chapter. The coöperative plan of curriculum revision will be continued. Enrolment blanks have been sent to all members of the Department of Superintendence inviting them to participate in the study of senior high school courses of study. This plan has produced invaluable material for earlier publications of the Com

mission. Commission members at this meeting were Edwin C. Broome, Philadelphia, Pennsylvania, chairman; John L. Alger, Rhode Island College of Education, Providence, Rhode Island; Frank W. Ballou, Washington, D. C.; Arthur Gould, Los Angeles, California; Charles H. Judd, University of Chicago, Chicago, Illinois; Harold O. Rugg, Lincoln School, Columbia University, New York City; Paul C. Stetson, Dayton, Ohio; A. L. Threlkeld, Denver, Colorado; H. B. Wilson, Berkeley, California; John W. Withers, New York University, New York City; F. L. Bacon, president of the National Association of Secondary School Principals.

Immediately following adjournment of the Commission on the Curriculum, the annual meeting of the Executive Committee of the Department of Superintendence was called to order in the conference room at Washington headquarters. Program plans for the Boston convention, the adoption of the budget, discussion of ways and means for preparing and financing future yearbooks and consideration of superintendent-tenure, were among the important topics on the agenda. President Gwinn presided. Other members present were Randall J. Condon, Cincinnati, Ohio; Frank D. Boynton, Ithaca, New York; Norman R. Crozier, Dallas, Texas; M. G. Clark, Sioux City, Iowa; E. E.

Lewis, Ohio State University, Columbus, Ohio; Frank M. Underwood, St. Louis, Missouri.

At the Hotel Windermere in Chicago, April 18 and 19, the 1929 Yearbook committee assembled. Its membership consists of Herbert S. Weet, Rochester, N. Y., chairman; Marie Turner Harvey, State Teachers College, Kirksville, Missouri; Charles H. Judd, University of Chicago, Chicago, Illinois; Jesse H. Newlon, Denver, Colorado; Carroll R. Reed, Bridgeport, Connecticut; R. E. Tidwell, Montgomery, Alabama; John W. Withers, New York University, New York City. This committee was authorized by the Executive Committee and appointed by President Randall J. Condon, one year ago. It is making a study of the articulation of the units of the American public school system. The addresses at Dallas clearly showed the need of such a study. Frank D. Boynton has repeatedly pointed out the necessity for new adjustments between the colleges and the high schools. A similar need exists for better articulation between the senior and the junior high schools, between the kindergarten and the primary, between pre-school training and the kindergarten. The adjectives "important" and "controversial" may well be applied to the fields in which this committee is at work. Two years is none too long a time for so great a task.

-HERBERT SPENCER.

T

HE time element is a most important factor in education. In a way we are being educated all the while, but the whole of life is not available for systematic education. There are three major factors determining the span of education: psychological, social, and economic. A fourth factor may be added, custom and tradition. No doubt the established order is good because it is established!

Among the Greeks, from the 6th or 8th year to the 14th or 16th was the period of school education; from 14 or 16 to 21 years was that of college education. The education of the Roman youth began at 6 or 7 years and at the age of 16 he assumed the responsibility of manhood. The plan of Comenius made provision for three divisions; the period of childhood from 6 to 12, 12 to 18, the period of adolescence, and 18 to 24, higher education. In England at the present time 18 is the ending of the secondary course, 21 of an ordinary university course leading to a first degree, and 24 a professional course leading to a qualifying degree. In America the child begins the elementary period at 6 or 7 and completes the secondary period at 18 or 19; finishes college at 22 or 23 and, the professional school at 26 or 27. It is interesting to note, in passing, that these upper limits coincide generally with limit of the plastic period set by James.

Kant in attempting to answer the question as to how long the period of formal schooling should be, says, "Till the youth has reached that period of life when nature has ordained that he shall be capable of guiding his own conduct; when the instinct of sex has de

veloped in him and he can become a father himself and have to educate his own children. This period is generally reached about the 16th year.' (Quoted by Sir John Adams, Evolution of Educational Theory p. 69.)

When is an individual capable of guiding his own conduct? In answering this question we have to take into consideration the factors of native ability, maturation, training, and the complexity of society. The economic factor must also be considered not only from the viewpoint of the individual but also of society. The question is often raised as to how far the state is justified in maintaining free education beyond the secondary period. Among the Jesuits the highest theological course is not completed till the 34th year. There is grave doubt whether such a prolonged period is sound from the economic and social viewpoint. What is the best economic division between preparation for life and active life? How early should a person become established in life in order to give his best years to social service? As yet we have no satisfactory answer to these questions. Theoretically, there is a point above which the law of diminishing returns begins to operate for one who tries to reach a high degree of expertness. Some can go further than others with profitable returns for the investment of time, money, and energy; others reach their limits of profitable returns earlier. We must think of profitable returns in terms of individual needs and social and economic demands.

It is easier to determine the beginning and

the limits of formal education from the social and economic viewpoints than the psychological. From the standpoint of psychology, an individual begins to learn when he begins to take notice and theoretically continues till death. Even after a person finishes his period of formal schooling, society (his environment) goes on educating him although he has ceased to be a student in school. The present tendency is to push the initial period of schooling further down; the kindergarten in some of our public school systems takes the child at 4 and the nursery school receives him at 2 years of age. In most states there is a decided tendency to push the compulsory period further up. In some states, where the compulsory age limit is 14, there is a desire to raise it to 16 and in other states to raise the limit from 16 to 18.

Why do so many children drop out of school at the close of the compulsory period? Practically all the studies in this country agree that the economic factor is not a real cause, but rather the inability of the school to adapt its work to the needs, interests, and ability of the learner. As our schools are now organized, no doubt, many boys are better off out than in. That is, they will often learn more on the job than they were learning in school. The law of diminishing returns is operating in our schools today. The ratio between the effort expended and the result produced is unfavorable in the case of many children. To remedy this situation society must go further than merely compelling children to stay in school; the school must be reorganized and revamped more in terms of the needs, interests, and ability of the child. In other words, they must be child-centered rather than subjectcentered. Homogeneous groupings are a device very useful, but mere grouping of

ability will not solve the problem. The whole curriculum must be revamped-including method.

At the present time the schools consider children with an I. Q. of 70 as feebleminded and unable to adapt themselves to the regular work of the school. On the other hand, society considers an individual with an I. Q. as low perhaps as 50 an economic asset. There are many jobs that can be successfully performed by this group. Here we see a conflict between the social and economic standard and the psychological as affecting the span of education. The school must recognize this social and economic standard if it is to justify its existence.

In the past the law of diminishing returns has also operated in discouraging us from attempting systematic education after maturity. We have learned that you cannot teach an old dog new tricks and man soon becomes too old to learn. There is a present tendency away from this view and much is being accomplished in the way of adult education. Psychologists are now telling us that, "normally one can rightly expect, if he take advantage of the conditions of improvement, and, of course if he have the capacity to start with, that very great improvement can be made in anything which he is willing to practice regularly and persistently." Part-time classes, night schools, Americanization classes, correspondence courses, and the like are concrete evidences that the span of education is much longer than that proposed by James. As society becomes more and more complex, and as specialization increases, the span of education must be correspondingly increased. But more important than the span of education is the content and method that will meet the needs of all the people.

-WM. H. Allen.

S

JOCIAL disorders and unrest fostered by radical influences in the Southern Nationalist Government are forcing mission schools to close wherever that government gains control. The disorder is propagated by student strikes which, working from within the schools themselves, make it impossible to carry on. Thus China is in danger of losing the only stable educational force which exists in the land. Mission education has been a stimulus that has not only awakened Chinese Government education but has provided a competitive element which has been most healthy.

A student strike usually arises from some misdemeanor of a member of the faculty. On one occasion the President, in addressing the student body, used a gesture which was too emphatic, on another a teacher reported a boy who left in the middle of a class without permission, and on still another a teacher made remarks which offended the class. In each of the three cases mentioned the teacher happened to be a foreigner, which may have had something to do with it. The truth of it is that the trouble is fomented from within by students under the influence of paid agitators. The "offense" is quickly emphasized by a refusal of the students to go to class. Meetings are held in the school class rooms in school hours. The opportunity is seized to draft a set of "demands" which are subsequently submitted to the faculty. These are usually couched in sensational terms and make demands which

no self respecting faculty could grant. The mildest set of demands on record insisted that the foreign principal apologize to the high school students for assigning preparation when a holiday had been declared, that the students be free to go and come as they like without accounting for their absence during week ends, and that certain foreign teachers be instructed not to make remarks in class which might be construed as derogatory to China. This matter was quickly settled by compliance with the first and third demands here mentioned. Another ultimatum required that 1. The principal apologize for having suspended a student and that the principal go to meet the student and escort him back to the school. 2. That the vice-principal, a Chinese, be dismissed. 3. That religious exercises be made voluntary. 4. That a student self-government be established and that the reasons be presented to the students if one of their number be expelled. 5. That teachers who did not speak good Chinese should not be permitted to teach. (Let the western reader beware of believing that all the supposed grievances really existed.) In still another mission school the students demanded that

1. Teaching of scripture, church services,
and morning prayer be abolished.
2. No master should be engaged without
consent of the students.

3. No student should be expelled without consent of the student organization.