writer would like to offer them as supplementing the teachings of the original essay on this subject.

Every pupil in the developmental school must be given the chance to make frequent successes: this Burnham has so luminously argued.

ful, and aimed at developing in the child a just estimate of his own performance.

The success teacher is the only kind of teacher having any right to be in the school room: the defeat teacher must be removed (or improved) at any cost.

A success teacher may become a failure

The child's disinclination to continue in the face of repeated defeats is a fundamentally correct behavior. The remedy is readjustment of conditions and methods.

Elation in success is normal and fundamental, and may be taken as a helpful guide in determining the course of study.

The true function of praise is confirmation of the child's sense of success; praise should be simple, sensible, sympathetic, but truth

The superintendent who induces tired teachers to spend their recuperation time in study of university courses, instead of using it in the recovery of abounding good health, has aggravated malignant astigmatism.

The school system should advance salaries as reward for gaining superabundant vigor; because only the teacher who feels equal to her own task can be an inspiring success teacher. The tired stenographer may spoil a letter, the tired teacher may spoil a life.

HE Daily Theme Eye began it. He read that enlightening essay in the freshman composition classes. Sec

tion 2B7 gasped at first, then argued vehemently. There was much questioning and airing of opinions. Section 2C4 yawned, and promptly forgot about it. But 2B7 insisted that the daily theme theory was the thing, insisted so earnestly that I determined to test their theory and give them the chance to put it into practice.

My proposition went forth to them: "You write a daily theme, five a week, and you need prepare no other English assignments. We'll have lectures and class discussions as usual. If we have an impromptu or extempore theme during the class hour, you may substitute that for your next day's daily theme. I make only one condition:

There were a few who said, "I've always had such a hard time writing themes-I think I ought to try this." Shades of our Puritan ancestors!

Eighteen names on the list, finally, and a representative group of freshmen, too, including all but seven in that class of twenty-five. Eighteen committed for the rest of the semester, of which three months remained. Sixty themes for each of them, and more than a thousand for me!

Morning after morning the same procedure: theme after theme slipped into the slot in my door, until the box was filled. Twelve-thirty was the deadline, and since most freshmen had a full morning schedule, that meant writing the theme the day before, or during convocation. I waited for something to happen. Never a missing theme, never a plea to be excused, never a quibble over a mark. Many of the themes were unusually good, and I read them in class. Interest ran high.

The second week passed, and the third. I looked for signs of weakening, but none came or if they were there, they were hidden. The themes covered every known form of subject matter; of "slump" in form or style there was none. After the fourth week, several intimated that they were running out of ideas for themes. About that time I tried to include in several of my lectures during the class hour something about observation. We had some amusing tests of the students' powers of observation during the hour. They began to look about them for bits of personal life material that could be used for themes. They wrote their family histories, their secret hopes and desires, their dreams, their achievements, their everything! I learned more about my students from those daily themes than I could have learned in a year of classassociation. The gates were open, and the flood poured forth daily. They had the habit, by this time, of saying what they actually felt and thought and believed. That was their theme material.

I found the theme correcting interesting, truly and actually interesting. I found also

that mistakes which had appeared in Monday's theme seldom appeared in Tuesday's. I found that more often than not, mistakes I had had to correct in the past were being corrected by the students in advance. Moreover, they learned the truth of Mr. Robinson's statement that "men are tormented by the opinions they have of things rather than the things themselves." In other words, a theme was no longer a bugbear, something to be dreaded and gotten over with as soon as possible. It was actually not half bad, once you got down to the business of writing one every day.

A month before the semester ended, we took stock. I submitted to the students a questionnaire including the following questions:

1. Do you prefer daily themes to regular assignments?

2. Has it been difficult to find something to write about?

3. Have the daily themes bored you? 4. Has your facility for writing increased? 5. If you could stop now, would you? 6. Should you like to continue the plan next semester?

7. Have the class discussions been adequate?

8. What have you gained or lost? 9. Have you any suggestions for improvement of the system?

10. What is your opinion of the present method of requiring all themes graded below C to be rewritten?

I. DO YOU PREFER DAILY THEMES TO REGULAR ASSIGNMENTS?

One said "No," one "Sometimes," the others "Yes." Here are some of the most typical replies:

I prefer daily themes because they lend a bigger scope for individuality. I prefer them, not because they are easier for me, but because I need the practice. Yes, although sometimes the assignments would have been simpler. Yes, because it is so different from what I had in high school-of course this is much more work. Yes, because I derive more benefit by doing daily what the course

is supposed to teach us. Yes I find out my mistakes sooner, and can profit by my errors. Sometimes at times it was most interesting; at others, a source of worry. Yes if we put the facts into practice daily, we remember them; otherwise they are a jumble.

2. HAS IT BEEN DIFFICULT TO FIND SOMETHING TO WRITE ABOUT?

Most of the students had the same experience: subjects were everywhere the first two weeks; then they struggled for a week; and after that, most of them were never at a loss: At times it was difficult, yes; I would think of so many subjects, only to realize that I was not capable of writing on them. Recently, it has been difficult to find subjects that vary; I tried to use my imagination, but apparently stretched it too far, for the themes became vague. If I don't give up, and try harder, perhaps it will be easier soon. At first it was simple; now I rack my brains for half an hour before I can find suitable material. After the holidays, however, I'll be able to write two a day, if necessary. For a day in every three weeks or so I'd have difficulty. Seldom hard to find a subject, but hard to find a good one.

3. HAVE THE DAILY THEMES BORED YOU?

The verdict here was that when they had something to write about, they enjoyed the writing:

I've not been bored at any time, but I've often taken a big chance on inspiration rather than perspiration, and the result was usually a D. Occasionally I enjoyed reading and correcting my themes, but I was usually peeved to think I would make such foolish mistakes; I did enjoy writing them, though. The week I could find no subjects it became very much of a bore; the rest of the time it was the most enjoyable subject I had to prepare. I have derived a great deal of pleasure from trying to put all of the little thoughts and sights that I would not have otherwise noticed, into writing. I enjoyed it because I could write about the small things I really felt, rather than things that

didn't interest me. Enjoyment did come, especially when I wrote a good theme, and received a good grade. There has been a great deal of enjoyment, far in excess of the boredom. At times the thought of writing that daily theme gave me nightmares and indigestion; sometimes it was fun, and sometimes agony, but the day I spent writing Memories was wonderful. A completed theme is a mental treat; at no time have I lacked enjoyment when well into the composition of a theme.

4. HAS YOUR FACILITY FOR WRITING INCREASED?

It was easier for most of them to write, it seemed, after the daily practice. My own records showed that in most cases, the marks went gradually upward:

Yes, I can organize material better now. Punctuation is not as difficult as it used to be, and I am learning to avoid careless mistakes. There is still room for an unlimited amount of improvement, but I do feel that my spelling and punctuation have improved. My way of expressing my thoughts, my choice of words and sentence-structure are much better now. It has been easier for me to write, but what I have written has not yet reached my standard.

5. WOULD YOU STOP NOW IF YOU COULD?

One would have; two "wouldn't mind for a short time"; and the rest wanted to go on. 6. SHOULD YOU LIKE TO CONTINUE THE PLAN NEXT SEMESTER?

There was one who replied, "I don't know"; two said, "No," and the rest said "Yes."

7. HAVE THE CLASS DISCUSSIONS BEEN ADEQUATE?

With one exception, the group felt that they had:

After a discussion on argument, I wrote a theme on argument, and got B on it. It is surprising how much one can get out of the class discussions and lectures when one really listens, and knows it is his only chance.

Yes, these class discussions were more detailed than in any of my other classes. The lectures and discussions covered more material than ever before; perhaps it just seems that way because I felt I had to listen and absorb what was being said.

8. WHAT HAVE you gained OR LOST?

My vocabulary has been increased; it used to be abominable. I observe many things now that I never saw before. I understand better the mechanics of writing, how to organize material, and all that. I have gained the ability to do a certain amount of creative thinking, and to crowd a lot of thought into a little time and space. I have learned to work with greater precision. I've gained one thing which means much-the desire to write, and write, and then to write some more. I've gained an idea of what I need-namely, practice, and I'm getting that. I can spell better now. I've gained the power to see things I missed before things that make life more interesting. I've acquired a knowledge of a good many things I've always wanted to look up, and never had time to bother with.

9. HAVE YOU SUGGESTIONS FOR IMPROVEMENT OF THE SYSTEM?

There were few suggestions. One or two made them:

I'd like even more comments on returned themes. I'd like to write one kind

of theme each week. I'd like the requirement to be five themes a week instead of one a day. I'd rather have the themes due at three o'clock.

IO. WHAT IS YOUR OPINION OF THE PRESENT METHOD OF REQUIRING ALL THEMES GRADED BELOW C TO BE REWRITTEN? It serves as more practice. It has been an incentive to better writing, as far as I'm concerned. I don't think any themes should be rewritten. It's o.k.-shows that nothing can be gained from writing a theme carelessly and in a hurry. If we didn't have to rewrite, we might not try so hard the first time. One sees his mistakes and remembers to correct them the next time.

One gleans from these comments information that is helpful for all themecorrecting, daily or otherwise. Quite important to the student seems to be the privilege of choosing his own theme-material. He likes to have his themes returned very soon after he hands them in, and is much more interested in correcting them under such circumstances.

The most evident result, and the one that pleased both students and me most, was the change in their attitude toward writing. On the whole, most of them dreaded themes before. The daily theme practice helped them to realize the truth of Bors' comment to Bromel in Erskine's GALAHAD "One may be convinced and still be wrong."

YOUTH

YOUTH is turning to the schools in a mighty stream augmented from every tributary source. Is this a planned achievement of civilization which it is prepared to utilize, or must it be dealt with as a problem in mob psychology? Is it a hopeful sign for democracy, or merely an attempt to defer or escape the responsibilities of life? Statistics are proverbially dry, but in this instance they become vitally significant and must inevitably bring us to a realization of the problems involved.

In 1890 there were 358,000 pupils in public and private secondary schools; in 1920, there were 2,494,000; while in 1924, the last year for which we have complete statistics, there were 3,741,000. The increase in 1924 over 1890 was 945 per cent., while the increase in the population of the United States was only 79 per cent. That is, the increase in high-school attendance was twelve times the population increase.

If the ages 15 to 19 are taken as the normal high-school age-group in the population, we find nearly 9,500,000, of which only about 39 per cent are in school. It may reasonably be assumed that 85 per cent of the group can profit by some form of school training beyond the eighth grade. If the high-school appeal continues, eventually there may be more than 8,000,000 in secondary schools. There is every indication that this is a very real probability. The 1924 increase over 1920 was 1,247,000, or 315,500 a year. At that rate the 8,000,000 would be reached in 1938.

Despite compulsory education laws and child-labor legislation, elementary-school growth has not been phenomenal. There were approximately 14,181,000 pupils in the public and private elementary schools, including kindergarten and grades one to eight, in 1890. The number had increased to 22,372,000 in 1924, or less than 58 per cent. and much less than the population increase. There were relatively fewer children in the elementary grades in 1924 than in 1890, and what is more, if we take the normal age-group of the population as five to fourteen for these grades, we had over 98 per cent of the group in school in 1924. While the age-group five to seventeen would probably come nearer the requirements of the problem, it must appear that the work of caring for these grades will not further be greatly complicated except by the shifting of school population.

It may be worth while to examine the factors influencing the maintenance of the continued influx of pupils into the secondary schools and colleges:

1. Compulsory attendance laws, childlabor legislation, and the establishment of continuation schools have contributed to the augmenting of high-school attendance to a limited extent. In 1890 only a few more than half the states had compulsory attendance laws, but in 1920 every state had them, and in addition they had been extended to include ages sixteen and even eighteen, whereas the upper limit had been fourteen. The effect of such laws upon elementary