tion, the apostle of sanity in war-time-Abraham Lincoln. JOSEPH JASTROW

UNIVERSITY OF WISCONSIN

NOTE: Since this statement was written, President Wilson has made the national position in regard to sanity and tolerance the subject of a special message to the people (July 26). He appeals to the stable minds of the country to support the policy of tolerance and to resist the sporadic outbreak of the opposed spirit, whether it threatens to reach the lawless expressions of lynching and violent ostracism, or remains within the field of unjust discrimination and unwise emotion. None of these war-time prejudices is innocent, for they all operate against the unity of spirit which is indispensable to our cause. As President Wilson emphasizes, such violations are instruments in the hands of the enemy, and have been so used. No less menacing are the commoner varieties of guilty misunderstanding, for which the strident press and the hot-headed and narrow-visioned if warmhearted agitators whose intentions are as laudable as their words and actions are not-are responsible.

The most conspicuous instance is the deliberate or stupid falsification of the attitude of the large body of sane pacifists, to whose valuable services before the war as since we owe in no small measure our worthy reputation as a peaceloving nation, to be safely trusted by other nations similarly disposed. To offset this campaign of intolerance the Government has issued thru the Committee on Public Information the convincing evidence that The Friends of Peace are now and have steadily been-as all reasonable persons would anticipate heart and soul bending all energies to win the war against their arch-enemy-militarism. Those interested in the analysis of this problem may be referred to the ampler treatment of it in the concluding essay of my volume, The Psychology of Conviction (1918). There are other dangers of intolerance within our gates, in the difficult problems that must be wisely solved before democracy is once again safe and sane. The appeal to the leaders of young minds grows in pertinence as the cause of the allies approaches its successful culmination.

II

CONTINUATION SCHOOLS FOR TEACHERS

The first schools were monasteries and convents where the students went that they might be apart from the world. They were intended for religious instruction and preparation for the future life rather than life in this world.

There has been a general criticism of the school thru all succeeding ages that it was academic, that the teachers were unpractical and theoretical, and that work was so completely disassociated from life that it could not be a real preparation for it; that the teachers living apart from actual affairs have not had a true vision of what the real world was or its requirements, and that this separation between preparation and practise was so complete that comparatively little of the one ever got across to the other.

We have set aside certain years, usually from six to fourteen, for everybody, which have been regarded as the fundamental years of preparation. In certain cases this has been extended for four more years to include the high school, or eight more years to include the college, or perhaps twelve years to include the university. But in general there has been this definite idea that there was some period of preparation which would terminate with a commencement at which life itself in a practical world should begin.

However, with the kaleidoscopic changes of modern times, with new inventions and new methods and new industries of every sort appearing over night, it becomes almost impossible for us to prepare during one period of life for another period of life, and from a practical standpoint it becomes necessary for the period of preparation to be continuous. The theoretical considerations agree with this practical point of view. It is almost impossible for a person to store away and retain at one time a large amount of information for which he at that time has no use, and the in

formation which is wrought into practise thru our daily activities is the information which really becomes a part of us and is retained. The continuation school is the type of the school of the future and the period for it should be from four years of age until eighty or thereabouts.

THE CONTINUATION SCHOOLS OF EUROPE AND AMERICA The continuation school, like most of our educational movements, came from Germany, where it has usually covered the years from fourteen to seventeen and been for the most part only two or three hours a week. It has been a means of giving to children who have gone into industry a more definite training in their specific life-work, but it has also given a certain portion of its time to general culture, and recently it has been making provision for recreation and physical training also. Schools similar to these German schools have recently been organized in some seven or eight states of the Union.

CORPORATION SCHOOLS

Before this, many of the larger business organizations had already established schools, in order to train their own employees, and there is a national organization of corporation schools to which several thousand schools belong. One of the first of these to attract attention was the one connected with the National Cash Register Company of Dayton, Ohio. This has been carried on by the company for many years, and the instruction has been free.

DO TEACHERS BELIEVE IN EDUCATION?

When we consider what has been done by business organizations, one is sometimes led to question whether teachers really believe in education. The publishers say that teachers do not buy books, and there are many who do not even read the meagre list of their state reading circles. Comparatively few on their own initiative carry on any system of study. There are few if any school boards which have planned continuation schools or continuous training

for their teaching body. However, it must be confest that this criticism is not altogether just, as there are at least teachers' lecture courses in all of our larger cities, and the summer schools in some of the states are attended by fifty per cent or more of all the teachers.

But, if the school really believes in education, the best place for it to demonstrate this conviction is by carrying on some system of training for the teachers of the school force. I see no reason why the state and city should not be as much interested in the further training of teachers as it is in the training of novices in the normal school. We are quite as anxious to press better up to best, to make our good teachers superior, as we are to give to the untrained the meagre minimum which will enable them to hold down a school job, and both the state and the city should cooperate in carrying on this continuous training. This is absolutely necessary to the welfare of the teacher if she is not to suffer · arrested development in her work.

A DEPARTMENT OF RESEARCH

Nearly all of our larger industrial plants have had for years a department of research in which they have been examining their expenditures and methods and making experiments with new methods. We are just beginning with similar departments in our public schools. When these departments are fully developed and on a scientific basis we shall have a beginning of a science of pedagogy and the material for the continuous training of our teaching force.

Business organizations have not been afraid to try experiments to test the value of new methods. There ought to be in every city a school that is on the Gary plan. There should be a school conducted without recitations on the plan of the organized study periods of the Normal School at San Francisco, and there should probably be also a school, or at any rate certain classes, in which the Montessori system was being tried out. The time table of these should be so arranged that teachers from other schools could visit

them and borrow anything which would be helpful in their own work.

There should be some requirement in each state that every elementary teacher, within ten or twelve years after she begins to teach, should secure an A.B. degree, that every high school teacher should secure an A.M. degree, and every college professor a Ph.D. This is a desirable requirement not only for the sake of the students but also for the sake of the teacher, for no teacher who does not continue to study along the line of her teaching can find her work interesting or educational to herself. If she is to be a teacher of others, she herself must continue to be a student. To this end there should be a definite program of study, covering a college course, of literature, history, psychology, pedagogy, languages, and modern science, which the teacher may master as she has the opportunity. Examinations should be given once a year, and the teacher's salary should be increased as she makes progress in her studies.

In every city of any considerable size, and even in many small towns which are reasonably accessible to the surrounding country, there should be a teachers' lecture course. This course should cover topics which would be of interest to the teachers and to the intelligent people of the community, and should be supported in part, at least, by the School Board, and in part by an admission charge. Or, it would be a logical extension of the educational work if every State Department of Education should secure certain extension lecturers who would do this work. Teachers attending such courses should be given certain credits looking toward the A.B. degree at the end. Such teaching is always the most effective, and the expense involved would be as legitimate an educational expense as that required for the support of a normal school.

In the country districts, it probably would be necessary for the teacher, in most cases, to study by herself, tho this is not so necessary as it was a short time ago, and indications are that some form of extension work is to be offered