to the importunity of the large demand and the inadequate preparation of their students) stressing training in pure philosophy less.

(2) In these ten years of progressive development no line of work undertaken has been precipitously dropt, indicating the genuineness of the work and the social demand which called it into existence. Exception should here be made of some departments which have laid less specific stress upon elementary education as such.

(3) In emancipation from the dictation of other departments it is rapidly organizing its own body of newly collected and pertinent facts, following the history of all newly born departments of knowledge. Educational history, educational law, educational administration, educational psychology, sociology, and philosophy, are coming to stand upon a growing vigorous fresh literature and science of their own. (4) Some of these departments seem to show, not abortive but over-balanced tendencies in some of these lines; for example, in the under or over-emphasis on psychological aspects.

(5) All show the research spirit, various scattered explorations being in evidence in the fairly numerous seminary courses offered.

(6) They are perhaps unique in their efforts to adapt themselves to present social conditions. Contemporary literature, problems, and movements furnish material for a popular course.

(7) The professional ranks are gradually being filled with Ph.D. men who welcome research. As yet, however, the Ph.D. material seems to be drawn chiefly from other graduate departments.

(8) The disposition exists to utilize specialists from given fields in the special methods, thus bringing over into their faculties leading men in other lines.

(9) There is some general evidence that the elective system is not at present working so as to serve to furnish for the intending student of education the desirable uniform academic grounding in psychological, biological, historical, sociological, philosophical, and literary work. Students are far

from being uniformly equipped with simple fundamental concepts which would facilitate and expedite their work in educational theory. For the above reason theoretical work in education is unbalanced, unsatisfactory, and needlessly difficult.

(10) It is, hence, desirable that there should be more official study and more specific recommendation of the usual special combinations justified by the actual demand in the high school field. This would enable embryo teachers to so plan their undergraduate work as to provide systematically for more than their specific preparation in a chosen subject.

(11) There are relatively a good number of one hour courses, indicating various profitable but scantily worked fields.

(12) Again there is too much overlapping everywhere. showing certainly lack of a working organization of instruction.

(13) The useless confusion of nomenclature indicates how difficult and how unsatisfactory it is to arrange for credits from sister institutions.

(14) The great increase in the teaching staff and in degree men makes its future status and progressive evolution secure.

(15) The discarding of the name pedagogy, and the general adoption of the term education, it is to be hoped, indicates that healthy condition where, in scientific and scholarly directions, its reach exceeds not too far its grasp.

(16) There are numerous evidences observable also that Herbartianism in educational psychology, the chemistry (or alchemy?) of ideas, is being discarded in favor of a more functional or genetic view of mind.

(17) There is little sign of appreciation of the productiveness of psycho-physics and psychometry. (No suggestion of relief or lament is here implied.)

(18) Most courses are fortunately still in the stage of transition. There is a great need of coöperation in standardizing terminology, and of consensus as to what shall be strictly academic and introductory courses, on a par with history or

Latin, etc., open and useful for any academic student, whatever his future profession shall be.

(19) If the professional study of education is to affect teaching and broaden the professional horizon in all ranks from elementary school to college, in the minds of some the opportunity has come and the time is ripe to begin to work up a suitable course such that in time it would be recognized as genuinely useful for all candidates for the master's or doctor's degree who may look forward to teaching as a life work. This is a logical issue and a legitimate aspiration, however remote may be its eventuation.

(20) Finally, with considerably more assurance, we may affirm that, in this formative stage of development, educational departments may well attempt, from their peculiarly intimate relation to the arts faculty, to the graduate schools, and to the profession of teaching, to formulate a policy and keep rigorously to it, which may look toward a better, higher, broader, and more humane standard for candidates who aspire to the Ph.D. degree in their own line of work at least.

The whole problem of observation and practise teaching seems to be a sort of swamping side issue about which much must be learned from the practical experiences of Germany and France, and even from the universities of Glasgow, Manchester, Toronto, and others. Even if the body of school children of the different states can be protected from that at present necessary year of being experimented upon by absolutely raw beginning teachers, the considerable outlay necessary to provide state universities with facilities for practise teaching under expert guidance and sympathetic advice, would seem easily to justify the public investment. This face value estimate is entirely aside from the deeper conception of the practise school as the professional teacher's laboratory for the exemplification, verification, and discovery of sound educational principles.

UNIVERSITY OF MICHIGAN

CHARLES HUGHES JOHNSTON

THE RACE FACTOR IN EDUCATION

A pertinent query that arises in the mind of one observing educational work in a cosmopolitan school-population is-What are the reactions of these children, of such diverse nationalities, to the school curriculum? Is the same curriculum equally good for all of them? Do the children of one race progress as rapidly thru this fixt curriculum as do those of another? In brief-of what importance, in education, is this race factor?

Before this question can be even partially answered several important qualifications must be understood. In the first place, our school curriculum is essentially and predominatingly Anglo-Saxon. Its ideas and ideals, its subject-matter and expression-forms, are those of the English people. So, at the very outset, we find this great difference between the child whose home is English, and the child whose home is, for example, Chinese. The school work of the English child continues and supplements the home life of that child. The home and the school unite in giving a comparatively unbroken training; the language, the general atmosphere, the ideals, of the one are also those of the other. The child is "at home" in school. With the Chinese child, however, a very different condition exists. The language of the home is not the language of the school; the habits and customs, the general atmosphere, the ideals, of the school are not those of the home. The school is a strange place and the statements that "teacher" makes are not necessarily the same as those that the father and mother make. The child has two schools, which are unconsciously more or less antagonistic. Even under the best of educational policies, the school tends to somewhat alienate the child from the home, and this is greatest when the home is of a race-character entirely different from that of the school.

Secondly, the language of the school is English. Not only must the Chinese child comprehend and master the ideas and ideals of a foreign people, but he must do so in a foreign language. The handicap is double. Not only the spirit of the institution, but the form of the schooling, is foreign. The

Chinese boy, who speaks his own language at all times outside of school hours, must keep pace with the American lad, who speaks only the language of the school.

These conditions existing, one might easily conclude that white children progress much more rapidly in their studies than those of other nationalities. Familiar with the vernacular, accustomed to the general ideas of the school, for they coincide with those of his home, the white child should uniformly surpass his schoolmates of other nations, who labor under this double drawback.

To our surprize, we find that such is by no means the case. Investigation reveals that the white boy does not mentally outstrip, in his school work, the boys of other races. Indeed, the converse is very frequent, and we find that the best scholars in any grade are frequently of other races.

Our analysis of this unexpected condition shows us that there is combined with the "superior mental powers" of the white school child, a very frequent lack of persistent effort; and that the white child is self-handicapped. Faithful diligence and sincere effort give to the other race that training and comprehension that the American child frequently fails to secure.

So the children-American, Hawaiian, Chinese, Japanese, Portuguese, Korean, etc.-in any given grade, progress generally together, and the race factor, so far as mental aptitude is concerned, is negligible.

It is claimed by some, who support their statements with much proof, that this popular belief in the scholastic handicap of non-white races is untrue. It is claimed by such that the differences between the home and the school, just enumerated, have no appreciable effect upon school work. The child is not handicapped in the mode, or in the number of modes. of expression. The conclusion from these statements is, however, the same as that previously given, namely, that the children of all nationalities progress with general uniformity of promotion, thru the grades.

If we deny this statement-if we claim that the children of different races have markedly different mental ability-then