materials and equipments as to produce finer and better citizens for America.

Great work and much expense were involved in bringing together the Dallas exhibit, but the results fully justified the effort. The best of every type of material necessary for the satisfactory operation of schools was on display. Professional service, better provision for the children, was the motive which controlled all exhibit plans. Over two hundred leading firms were represented by their finest products. There were contributions from schools in every part of the country. William H. Vogel of Cincinnati, a master executive and a man of vision and appreciation of beauty, presided over the art section. H. B. Wilson of Berkeley, California, arranged the exhibit of schoolroom interiors. M. G. Clark of Sioux City, Iowa, assembled and hung on the walls of the lounge, the exhibit of school architecture. John Arundel of Cincinnati, organized the exhibit of school printing and printing products. H. A. Allan, director of the Business Division of the National Education Association, had charge of the technical exhibits and was responsible for the general layout and management.

Some Notable Features.-The contents of the official envelopes distributed at the time of registration was limited to a few well printed official documents. In addition to the official program and exhibit manual, there were three samples of good printing which were embossed, printed, and bound by the pupils of the Printing Trades School, Department of Vocational Education, Cincinnati Public Schools. These were a collection of hymns, the programs for the organ recital, and the program for the Vesper Service. The latter especially, in style of type, choice of stock, and workmanship was a fine example of the printer's art.

A souvenir booklet for visitors, printed in the Dallas High Schools Print Shop, furnished objective evidence that the Cincinnati schools had no monopoly in the matter of printing. In twenty-four large brown-toned pages were stated the outstanding aims of the Dallas public schools. In it facts such as a

visitor wishes to know were recorded on such topics as administration, enrolment, new buildings, health program, lunchrooms, Teachers' Choral Club, summer schools, platoon schools, improvement in scholarship, athletics, Junior Safety Council, evening schools, military training, print shop, thrift program, and student counseling.

Thousands of bunches of violets were pinned on the coats of visitors by the Hospitality Committee as a visible token of Southern hospitality. To the children of the Dallas schools was delegated the task of gathering the violets, and it was reported that the fields about Dallas, even as far as Fort Worth, had been covered by the children in search of the little flowers. At the Administration Building, dainty refreshments were served to visitors under the auspices of the Hospitality Committee.

The wives of members of the Department of Superintendence attending the convention were entertained at the Dallas Country Club, Wednesday afternoon. Ices moulded in the shape of cotton bales, oil wells, and other figures of Texas products were served from a large tea table, centered with a Texas star, formed of red carnations. At each point in the star was a small silk Texas flag with the Stars and Stripes in the center.

The proceedings were enlivened as the Committee on Resolutions presented its report Thursday afternoon when a single member, George W. Wannamaker, superintendent of schools at St. Matthews, South Carolina, voiced his objections to the new Education Bill establishing a Department of Education in the President's Cabinet. Mr. Wannamaker's vigorous speech failed to enlist any supporters, and his was the lone vote against the resolution.

Ten special trains carrying one hundred and seventy-two extra coaches left Dallas Thursday night after the concert by the National High School Orchestra. The bulk of the traffic was routed through St. Louis or Kansas City, but there were many who were attracted to San Antonio, Houston, and New Orleans. The last special train left Dallas, Friday morning, bearing the mem

Honor for a Veteran.-The dean of American educators is Dr. A. E. Winship of Boston. His sunny smile, encouraging words, and brilliant oratory have contributed to the success of our educational gatherings for more than one generation. Quick to sense a difficulty, ready with assistance for its solution, his counsel and advice have been eagerly sought by those in every type of school activity. As evidence of the love and esteem in which Dr. Winship is held, there was printed on the Tuesday morning program a line, “An Appreciation of Doctor Winship." The appreciation was in the form of a diamond-studded watch chain and fob; the chain made up of forty-eight links, representing the forty-eight states of the Union. Mrs. Cora Wilson Stewart of Frankfort, Kentucky, with well chosen words, made the presentation speech.

Invitations for 1928.—As usual there was a good representation of convention managers from the larger cities, keeping a line on their prospects for securing the next convention. Some cities had several persons in their delegations. The requirements for the winter meeting are not easy to meet. In many cases the facilities offered are manifestly inadequate. The actual registration at Dallas was about 10,000 persons. Many others such as wives of members, parents and chaperones of orchestra members, and people interested in activities which affect the schools or the convention, do not register. Not a few members of the National Education Association neglected to visit the registration desk.

About six thousand hotel sleeping rooms are necessary to comfortably house those who attend. The principal meeting hall should have a seating capacity for at least seven thousand persons. At Dallas, although

was available, some late applicants could not be accommodated. No other city in the country offers such ample exhibit facilities. Probably forty thousand square feet is the minimum space in which a satisfactory exhibit can be erected. The following cities extended invitations either for 1928 or for following years: Atlantic City, New Jersey; Boston, Massachusetts; Chicago, Illinois; Cleveland, Ohio; Denver, Colorado; Detroit, Michigan; Indianapolis, Indiana; Memphis, Tennessee; Montreal, Canada; New York City; Omaha, Nebraska; Ontario, Canada; Philadelphia, Pennsylvania; Rochester, New York; Sacramento, California; San Francisco, California; Toronto, Canada.

Officers for 1927.—J. M. Gwinn, superintendent of schools, San Francisco, California, was elected president of the Department of Superintendence at the Dallas Convention. Randall J. Condon, superintendent of schools, Cincinnati, Ohio, the retiring president, automatically becomes first vice-president. Frank D. Boynton, superintendent of schools, Ithaca, New York, was elected second vicepresident. Members of the Executive Committee are M. G. Clark, superintendent of schools, Sioux City, Iowa; Norman R. Crozier, superintendent of schools, Dallas, Texas; E. E. Lewis, professor of School Administration, Ohio State University, Columbus, Ohio; and Frank M. Underwood, district superintendent of schools, St. Louis, Missouri. Mr. Underwood, the new member of the Executive Committee was elected at Dallas for the term of four years.

The New President.-A verbigraph of Joseph Marr Gwinn, will be found among the editorials of this number of the EDUCATIONAL REVIEW. His portrait brightens a front page.

-A. LINCOLN, Speech, February 15, 1861.

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OST of our foreign review is pure purloining from the bountiful Journal of Education and School World which Mr. William Rice publishes on the first of every month at three Ludgate Broadway E. C. 4, London, England, at eight shillings the year. Its monthly fifty-six full pages, with every now and then a generous supplement, lead off with timely studies of world movements in education, primary, secondary, and collegiate, complete essays by careful writers. There follow controversial letters of vigorous dialectic, personal paragraphs, and school news from the world at large, extended reports on the papers and discussions of teachers' conventions, book reviews, conveniently classified, and a remarkable series of continuing prize competitions for turning into English verse designated poems from other languages. The Journal is a monthly delight and refreshment, no less. Addition of it to your professional list means an expansion of view and a broadening of service.

The Schools and the League of Nations Union. "The object of this article is not to explain the League of Nations Union-still less the League of Nations. The latter is here taken for granted as a great international organization, brought into existence by the Treaty of Versailles, and working for peace on earth and goodwill among men. The former is also taken for granted as an agency for educating the public in the principles of the League, and for keeping the public informed about what the League has done and is trying to do. One may be a whole-hearted believer, or a lukewarm believer, or an unbeliever, in the League, but in any case one is bound to admit the right of the Union to carry on its educational work by every legitimate means.

"There appears to be some difference of

opinion, however, as to whether junior branches of the Union, formed chiefly, of course, in secondary schools, can fairly be counted among those legitimate means. It appears that some two hundred such branches are in existence, and though that is a small number compared with the number of schools, it is large enough to encourage the Union in its efforts. On the other hand, many teachers take the view that the school is not a proper sphere for the Union's activities. To some extent, perhaps to a great extent, this attitude is due to a natural conservatism and to a reluctance to add to the many interests which already distract the pupil from his main business. Such motives, which are manifestly entitled to respect, may influence many teachers who count themselves wholehearted believers in the League.

"There is another motive of which one sometimes hears which is surely not entitled to much respect. It is that the League stands for ideals, whereas we live in a hard matter-of-fact workaday world. Some years ago, before there was a League of Nations, the writer of these lines, having addressed an audience of brother (and sister) teachers, was strongly criticized for advocating 'mere ideals.' Needless to say, it was a brother (not a sister) teacher who launched the attack. One would have thought, judging from the terms he employed, that the advocacy of an ideal counted among the deadly sins. But what are we teachers for, if not to adumbrate ideals, and to help young people to live up to them? Of course, your political idealist, like your political realist, may make a mess of things, if he be sufficiently weak-minded. But men of the stamp of Viscount Cecil and Prof. Gilbert Murray, though, as idealists, they hold their heads high, yet also have a way of keeping their feet firm on solid earth, and through them and their like the League of Nations has got some things done. The

mention of such names releases one from further obligation to contend that an idealist of the first water may yet not even be a 'faddist,' much less a dangerous lunatic.

"A further objection to junior branches of the Union claims far more respect. It is that politics in every shape and form should be kept out of the school. As thus stated, and as commonly understood, that formula would command the assent of most people. But the head of one of the above-mentioned two hundred schools would probably ask that a distinction should be made between politics in a high and in a vulgar sense. The ordinary political game of the newspapers and the House of Commons, they would agree, is sometimes nauseating enough to an adult, and is certainly not food for babes. Fear of politics in that sense has caused not only teachers, but also many clergymen and ministers, to stand aloof, for a time at least, from the League of Nations Union. But the two distinguished persons named above, and many others belonging to very different parties, are, it may be suggested, a sufficient guarantee that we are here dealing with politics in a high sense, politics that stand above party, and, so far as any one can possibly see, are likely to remain there. And politics in that sense, our two hundred headteachers would probably declare, are as much entitled to recognition in the school as morals, and what the Americans call civics.

"Perhaps some of the political misgivings of teachers would be allayed if all our Local Education Authorities took up the definite attitude of the Northamptonshire Education Committee. That Committee, whilst wisely leaving the head teacher of a school to determine whether or not a junior branch of the Union should be formed, leaves him in no doubt whatever as to the Committee's friendliness. But, apart from the actual formation of local branches, there remains the question of adopting measures to secure that the pupil in the secondary school, and the older pupil in the elementary school, shall at least have the opportunity of knowing something about the League. Here it is interesting to observe that the Executive

Committee of the Association of Education Committees has exhorted all Local Authorities to come into line on this subject, and the Board of Education has promised, at the next revision of the Suggestions to Teachers in Elementary Schools, to note the desirability of bringing the facts of the existence and work of the League of Nations Union to the knowledge of pupils in the schools.

"Whether a junior branch of the Union be formed in a school, or whether the school confines itself to instruction similar to ordinary instruction in history—whether, that is to say, the propagandist spirit is in evidence or not-we come round, as we always do in discussing educational problems, to one thing. It is the teacher that matters. Simpleminded folk are apt to suppose, for example, that a syllabus of religious instruction settles the question of religious teaching, whereas what every teacher knows is that the same syllabus may result in religious or nonreligious or even irreligious influence, according as it is handled. The personality of the teacher is the determining factor. And so with this question of the League of Nations Union. The utmost that authority can do is to give the teacher his opportunity. What use he makes of the opportunity is his responsibility."-T. RAYMONT, M. A.

Afraid of Political Propaganda.—“A serious view is taken by the President of the Board of Education on political propaganda in schools. In his opening address to the North of England Conference, he gave examples of the attempts to poison the minds of children with Communist theories. The view is undoubtedly held, as the resolutions adopted at the Labor Conference at Margate show, that our schools can be properly conscripted in the propaganda which aims at abolishing the present, and creating a new, order of society. Mr. A. P. Herbert, in a letter addressed to The Times, suggests that the attempt to use the State schools to impart a 'proletarian outlook' instead of 'bourgeois psychology' should be killed by ridicule. The terminology is certainly formidable, and may induce the children, as Mr. Herbert suggests,