Advantages and Applications.-The advantages of this type of program are the same as listed under Programs No. 1 and No. 2.

This program is applicable to any school with classes in multiples of four: as 4, 8, 12, 16, 20, 24 classes.

It might be noted in passing that schools having 12 or 24 classes may use programs involving either multiples of three or four. As the school increases in size, so may the number of enrichments be increased. No gain in housing facilities is possible unless the school already has a gymnasium and an auditorium not being used simultaneously with class rooms or unless the school has basement rooms unsatisfactory for academic work but which lend themselves readily adjustable for special work.

To illustrate savings and enrichments which may be gained in larger schools let us apply Program No. 2 to a building which has twenty-three class rooms, one cooking room, one boys' shop, one auditorium and one large gymnasium. On the conventional program, assigning forty pupils to a room, we would house twenty-three sections. The capacity of the building would be nine hundred and twenty pupils. Under the new program as presented below, Program No. 5, we are able to accommodate thirty-two sections or a total of twelve hundred and eighty pupils, making a gain in housing capacity of almost forty per cent. We have, further, provided for an enrichment of the curriculum and decreased the number of teachers needed. A thirty-two-group school

rooms at noon if this work is departmentalized.

with a conventional program would require thirty-two academic teachers, one cooking teacher and one boy's-shop teacher; a total of thirty-four teachers. The new program requires but twenty-nine teachers, sixteen academic, nine special, two auditorium and two physical education. Very much of this gain it will be noted is found in scheduling four classes to the auditorium and gymnasium respectively.

With reference to all the programs, note the following:

1. In any of the programs any length of period or school day may be applied.

2. Any other activity may be substituted for an activity now listed. For example, if the auditorium period is not desired, the room may be used for music or expression, etc.

3. Increase in capacity depends upon: (a) The relative amount of gymnasium, auditorium, and special class room space that is used simultaneously with the regular class rooms. (b) The number of classes assigned the gymnasium and auditorium at any one period. This also may tend to decrease the number of teachers needed.

T

HE remarkable convention in Edinburgh to which representatives of five million teachers went to consider world coöperation through education marks a great forward step toward rational civilization. With adequate funds, its committees which are now beginning continuation work could presently render our colossal expenditures for cruisers and submarines and machine guns as obsolete as torture racks, auto da fés, thumbscrews, the slave driver's whip and the Dotheboys Halls are to-day. When it is shown what such funds could do in saving the awful waste of war preparations, it may be that they will be forthcoming from the richest country in the world of which General Charles P. Summerall, commanding at Governor's Island says strangely: "If material returns alone are considered, war has been the most profitable activity in which the country has ever engaged." He estimates that the world war cost us more than $20,000,000,000 but that "the account shows vastly greater material gain." A tiny fraction of this enormous gain to us at Europe's expense would serve, if wisely expended, in changing ideas which lead to war to ideas which would banish war. General Summerall's assumption that "every part of our territory has been possessed through war or the power to make war," illustrates the interpretation of our history which every grammar school teacher would punish with a blackmark if any twelve-year-old child gave this as an explanation of how we added Florida, The Louisiana Territory, and Alaska to our possessions.

For teachers in elementary schools there is considerable useful material available. The Course in Citizenship and Patriotism1 provides teachers with material and references suited to eight elementary grades and develops the thought of coöperation from the home and school to the city, state and nation and family of nations. The following suggestions are offered chiefly for secondary schools which need a textbook thus far, I think, not yet written. This should aim to help the pupil work out for himself the refutation of fallacies and misstatements like the one just mentioned. Leading questions should be prepared and the teacher should avoid dogmatic teaching. The suggestions here presented are in line with the conclusions reached at the Edinburgh conference.

Practical problems should be presented based on the principle of free action as long as one does not interfere with others. This principle would be applied to sovereignty in the nations as related to other nations in the same fashion as the idea of state sovereignty and national sovereignty has been worked out in our federation of states. Discussion should follow on the immense advantage of free trade between America's forty-eight states and that which would accrue from a custom's union in Europe, together with the fallacies and prejudices to be overcome in attaining it. There should be discussion on the danger to world-peace of foreign investments in backward countries

Prepared by skilled educators with an introduction by William Howard Taft, and published by Houghton and Mifflin.

if these investments are protected by the government armies of the investors.

Common fallacies in current literature should be brought to class for consideration, e.g. the following, uttered by an eminent official in a speech at West Point: "If it were not for the restraining effect of military establishments of the nations of the world, an indescribable state of chaos would result and civilization would be rapidly terminated through self-destruction." And this from the German Professor Treitschke: "War will endure to the end of history"; and this, from the English Lord Roberts: "War is as inevitable as death."

Constructive work for international peace should be outlined in pamphlets used by each student. Grotius, William Penn, Kant's Eternal Peace, the first and Second Hague Conferences, The Washington Conference, etc., should be studied as much as other characters and events in history. Especial attention needs to be given to showing the complex and varied causes of the World War. Lloyd George's final conclusion two years after the war was that "no ruler really wanted war: the nations glided, or rather staggered and stumbled into it." Major General Sir Frederick Maurice declared the war caused by fear of the excessive armaments in which all had indulged. The Covenant and doings of the League of Nations and the nature of the Permanent Court of International Justice can be discussed without partisan bias.

Specific refutation of certain dangerous and common fallacies should be worked out by the pupil himself, the teacher asking leading questions. Consider the distinction between the function of the police and the function of the soldier. Many editors and teachers stumble over this as well as those who instruct West Point men. The police type must endure, the soldier type, disappear. Police take men to court; they do not punish; armies and navies never take to court; they are tools of governments engaged in preparing for international duels. The police of one city are not rivals of the police of another city. The police of Buffalo

are not preparing to defend themselves against the police of Albany. Armies and navies are distinctly rival bodies. Each exists because there are others.

Do not let pupils confound disputes with war. There will always be disputes between individuals, between states, and between nations. The sole question is: "When they arise, shall they be settled by explosives or by reason?" All violence between individuals, between cities and between federated states is now a crime. There are great areas of the world that have attained peace. Set the pupil to naming these and contrasting the present situation between Italian cities and between German cities with that of those same cities in Dante's time. Is the change due to any change in human nature? Why have we never had a war between one state and another state when we are the most lawless and homicidal nation in Christendom? If 400,000,000 under the British flag-white, brown, yellow, and black with hundreds of dialects and religions-exist without fighting each other, what may we infer about the possibility of the end of war between much larger areas? Does world-organization require change of human nature? The pupil will finally perceive that though there are endless causes of disputes, there are very few causes of war and these practically boil down to lack of adequate organization and readiness to use such organization.

Another matter for discussion is the nature of war and struggle. The first is the organized slaughter en masse of one's own species. This has no analogy in the brute creation. Beasts kill other species to get dinner. Getting dinner is not war, whether carried on by hunter, or butcher, or beast. The necessity of struggle against environment, against cold, hunger, dirt, poverty, ignorance, vice, disease, and death is wholesome, and necessary, and will never end. confounding of this normal struggle with the abnormal struggle in war, is widespread and leaves confused thinkers with the notion that there is a biologic basis for war. The conscript, whether he wills or not is

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