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is not too much to mark the conceded gain of twenty-five years.

Fun For a Fascinating Fad

Listen to the vibrations of the radiating rays of the Baltimore Sun, transformed from warmth to sound:

Music has been called to the aid of would-be stenographers in the Baltimore public schools. The operatic gems, the marches and the Southern melodies which come from the school-room phonograph are undoubtedly entertaining. But does the habit grow on one? It will be unfortunate if a graduate cannot take a letter to a Southern merchant without humming "Marching Through Georgia," or write about hardware except to the accompaniment of the "Anvil Chorus." And it will not soothe a gentleman in the wholesale leather trade to suspect that his secretary is informing a correspondent that "All God's Chillun Got Shoes."

Peace by Education

The Frenchman also pointed out that the German republic's constitution provides for the education of the youth of Germany in the spirit of peace and international reconciliation, and he said that legislation would soon be passed in France to the same end.

Here, it would seem, is a real step in the right direction, and if preceded by a really impartial security pact, it may bring about a sweeping change in public opinion in the two countries. The real preserver of peace would not be a league of nations or a league court, but a United States of Europe, which would abolish economic and political barriers which have constantly resulted The United States of Europe may be a Utopian dream for the present century, but a real reconciliation between France and Germany would be the next best thing. And it is not so difficult as it looks.

in war.

Be Proud of Your Schools So speaks the News of Detroit:

Give youth a motive it understands and it will respond energetically, in educational as well as other affairs. Educators of today know this,

The Call of Paterson, New Jersey, gives and devote much effort to finding ways to stimuthis cheerful word:

An indication that France and Germany may be gradually becoming less antagonistic is seen in the report that the educators of the two countries are seeking to reform their national educational systems so as to end the teaching of hate of France in Germany and detestation of Germany

in France.

M. Banzie, the French minister of education, visited Berlin and had lunch with Professor Brunot, a prominent German educator, and Dr. Becker, the minister of education for Prussia. The news accounts say that the visit of the three professors was highly satisfactory, and one of the Berlin newspapers declared that M. Bonzie was the first Frenchman to visit Germany since the war who was not looking for concealed weapons.

The distinguished Frenchman declared that he believed that peace can be borne of the nonpartisan search for truth, and he declared that the French system of education will be reformed so that hatred of Germany will no longer be taught that hatred of Germany will no longer be taught to French children, and he stated that "it is of the greatest importance that the countries which are the greater culture bearers of Europe Germany and France-should approach each

other."

late the interest of school children, instead of relying on arbitrary authority to compel children to learn.

Speak to Your Local Editor

When Payson Smith was President of the Department of American Public School Superintendents, National Education Association, he scheduled one speaker for “Encouragements." The next day his selected talker was given the subject, "More Encouragements.' You are psychologist enough to understand why the results of the work of the REVIEW's committee on coaxing editors to encourage school service were not all printed in one number. Sustenance is the purpose. You would hardly expect us to eat our year's supply of food in one meal. Here is how the Evening Express of Portland, Oregon, announced the opening of schools after the long vacation. Notice, again, how the layman stresses civic and social training rather than scholarship. We have saved this for the last month of the school year in the hopes that it may incline you to speak to

your local editor next fall and persuade him away from the old fallacy of children's disliking to return to school.

The Fall march of the millions of American boys and girls is one of the most solemn and significant spectacles that this country is afforded.

When the fathers established this Republic they wisely perceived that the only secure and stable foundation for a government of the people and by the people was the general dissemination of knowledge. An unenlightened people can never wisely rule themselves and the higher the standards of wisdom and intelligence that prevail, the better will any republic be governed.

Realizing this, the founders of this nation instituted the American public school system which was designed primarily to fit the future citizens of the Republic wisely and intelligently to meet the grave and solemn duties that eventually were to devolve upon them as the rulers of a country dedicated, as this one is, to the cause of human liberty.

In times of war when we behold the youth of the nation proceeding forth from their homes to fight the battles of their Country, we are thrilled

It

almost beyond self-containment by the inspiring spectacle thus afforded. But the march of the children to school is a spectacle to equally thrill and inspire when the full significance of it is comprehended. Human freedom is the greatest boon that has been bestowed upon the race. has been won at fearful cost of blood and treasure. This priceless blessing can only be preserved so long as those who enjoy it possess the wisdom and intelligence properly to administer its responsibilities. When the children go to school they are fitting themselves for this duty in the only manner that they can thus equip themselves. The march of the youngsters that Portland will behold next Tuesday, and other communities will witness on that or succeeding days, is less spectacular than the march of soldiers to war, but the mission of both is the same. That is the maintenance and preservation of the form of government that has been established here. They may not appreciate their responsibilities as fully as do the more mature when they are called upon to bear arms, for that cannot be expected of those whose minds are not fully developed. But the responsibilities exist and are not safely to be regarded lightly.

STATEMENT OF THE OWNERSHIP, MANAGEMENT, CIRCULATION, ETC., required by the Act of Congress of August 24, 1912, of the EDUCATIONAL REVIEW published monthly, except July and August, at Garden City, New York for April 1, 1926, State of New York, County of Nassau.

Before me, a Notary Public in and for the State and County aforesaid, personally appeared John J. Hessian, who, having been duly sworn according to law, deposes and says that he is the Assistant Treasurer of Doubleday, Page & Company, owners of the EDUCATIONAL REVIEW and that the following is, to the best of his knowledge and belief, a true statement of the ownership, management (and if a daily paper, the circulation), etc., of the aforesaid publication for the date shown in the above caption, required by the Act of August 24, 1912, embodied in section 443, Postal Laws and Regulations, printed on the reverse of this form, to wit:

1. That the names and addresses of the publisher, editor, managing editor, and business managers are: Publisher, Doubleday, Page & Co., Garden City, N. Y.; Editor, William McAndrew, Garden City, N. Y.; Business Manager, Edgar D. Hellweg, Garden City, N. Ý. 2. That the owner is: (If the publication is owned by an individual his name and address, or if owned by more than one individual the name and address of each, should be given below; if the publication is owned by a corporation, the name of the corporation and the names and addresses of the stockholders owning or holding one per cent, or more of the total amount of stock should be given.) F. N. Doubleday, Garden City, N. Y.; Arthur W. Page, Garden City, N. Y.; S. A. Everitt, Garden City, N. Y.; Russell Doubleday, Garden City, N. Y.; Nelson Doubleday, Garden City, N. Y.; John J. Hessian, Garden City, N. Y.; Dorothy D. Babcock, Oyster Bay, N. Y.; Alice de Graff, Oyster Bay, N. Y.; Florence Van Wyck Doubleday, Oyster Bay, N. Y.; F. N. Doubleday, or Russel Doubleday, Trustee for Florence Van Wyck Doubleday, Garden City, N. Y.; Janet Doubleday, Glen Cove, N. Y.; W. Herbert Eaton, Garden City, N. Y.; S. A. Everitt or John J. Hessian, Trustee for

Josephine Everitt, Garden City, N. Y.; W. F. Etherington, 50 E. 42nd St., N. Y. C.; Henry L. Jones, 285 Madison Ave., N. Y. C.; Wm. J. Neal, Garden City, N. Y.; Daniel W. Nye, Garden City, N. Y.; Mollie H. Page, Syosset, N. Y; E. French Strother, Garden City, N. Y.

3. That the known bondholders, morgagees, and other security holders owning or holding I per cent. or more of total amount of bonds, mortgages, or other securities are: (If there are none, so state.) NONE.

4. That the two paragraphs next above, giving the names of the owners, stockholders, and security holders, if any, contain not only the list of stockholders and security holders as they appear upon the books of the company but also, in cases where the stockholder or security holder appears upon the books of the company as trustee or in any other fiduciary relation, the name of the person or corporation for whom such trustee is acting, is given; also that the said two paragraphs contain statements embracing affiant's full knowledge and belief as to the circumstances and conditions under which stockholders and security holders who do not appear upon the books of the company as trustees, hold stock and securities in a capacity other than that of a bona fide owner; and this affiant has no reason to believe that any other person, association, or corporation has any interest direct or indirect in the said stock, bonds, or other securities than as so stated by him.

5. That the average number of copies of each issue of this publication sold or distributed, through the mails or otherwise, to paid subscribers during the six months preceding the date shown above (This information is required from daily publications only.)

is.

(Signed)

DOUBLEDAY, PAGE & COMPANY By John J. Hessian, Asst. Treas. Sworn to and subscribed before me this 1st day of April, 1926. [SEAL]

(Signed) William W. Thornton (My commission expires March 30, 1927.)

BROWSING AMONG THE BOOKS

BY THE SCRIBE OF THE BIBLIOLOGOI

[These are the annals of a group of progressives gathered by the husband of Alice Rose who monthly meet and listen to the talk of those who love the best books. Herein you may learn of the notable advance of superintendency, of the claims of arithmetic to be a real delight, and of the persistent propaganda in school books inciting to war.]

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UNE! JUNE! "The month of leaves and roses, when pleasant sights salute the eyes and pleasant scents the noses," flowers along the roadside, flowers in the women's hats, nineteen friendly folk flivvering northward, on winding roads, under noble trees, across pretty little dells, past great estates, some of us wondering how so many men got so much wealth, when we, called the hope of the world, never attain to any mansion such as these. This is envy, "than which no greater punishment is found in hell." So we forget it when we turn into the wooded acres of the friend who was once a classmate of our Old Locality, Martin Mahon, who rides ahead, thanks to Mr. Henry Ford. We come through a stately wood to where some gleams of the blue water shine between the trees. Disfording, we spread cloths upon the fresh soft grass and sit in a circle.

"With learned discourse and our Papa Rose as Plato, we may think ourselves in the groves of Nicodemus," said John Falk, the Mathematician.

"Academus, John," corrected Anna the Argumentative.

"He was thinking of Nick O' the Woods," said Philip, the Principal.

"Here, Papa Plato," said Stevens the Stevedore, holding up a white lap robe, "put on your toga.'

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"Stevie, your classics are twisted. Plato didn't wear togs. He was Greek. He wore a clematis."

However that might be, Carolina and the Viking Maid draped the cloth about our factotum and pinned it so as to conceal with classic folds his new spring suit. Then Mary

Willis put a wreath of fresh oak leaves upon his head and we Bibliologoi began our wonted talk.

It was the turn of Luther the Literary. Thus he spoke:

"If you want to be a school superintendent or a better one than you are, or to make a little surer of being able to remain one, I would advise you to get this book.1 I presume you know that superintendency is now a profession and that Doctors Strayer, Englehardt, McGaughy, Alexander, Mort, Hart, and Swift, with others of Teachers College, give the courses which aim to equip you to manage a system of schools. These men have pooled their lectures, their surveys, their studies, the researches of their pupils, in this compendium of the one hundred and sixteen separate problems which confront superintendency. You know I have a high regard for all the members of our club. I consider you widely informed and active minded. Yet, I dare say you cannot name a necessity, a desirability, a perplexity, that is not treated here."

At this our Lady Disdain exclaimed: "Laziness?"

Whereat the ever-ready Luther turned the leaves of his volume saying: "Certainly. Six 'problems' for the superintendent, fortynine pages on them, experiences, successes, charts, and about forty books listed as treating on various phases of this particular situation are here.

"The volume begins with the legal basis of a school system, state control of it. The presentation works into the matter of

1Problems in Educational Administration.-STRAYER, ENGLEHARDT, and others. Teachers College Bureau o fPublication, N. Y. 755 pp. $6.00.

local administration. Problem: How are you going to pry a board of education loose from its hold on executive functions which ought to be entrusted to the Superintendent? See page 65 and following. Problem: A cheese-paring board of education has come into power with the diabolical idea that they can benefit their community by reducing the educational service. What is the superintendent to do? See the seven solutions in the chapter on finance. The treatment is 'case practice' throughout. It is project method' for adults. Every situation is real, like this: 'Publicity. Your city has a population of 32,000. It has two daily evening papers-the Sun and the Banner. Each of about 14,000 circulation. Your schools are behind because of lack of funds. What to do?' Then follow facts, talk in the school board, the frequency and percentage of school news in each newspaper, the trend of each paper as to school support, bibliography. Then, as for every problem in the book: 'Assignment. Make a report as superintendent, outlining procedure.' Isn't that a new idea to you in an educational book? Doesn't the practicability of it strike you as remarkable, and definite, and progressive? It seems to me the most encouraging book of the year. It puts school superintendency on a plane with city planning, bridge building, telephone service, a practical science.”

"Strayer and Englehardt are like that," remarked John Falk, the Professor. "They have pushed forward remarkably the necessity of measurement, analysis, comparison, and proof, in place of the old hit-or-miss activities of the manager of the school system. Before they get through they will do much toward making some school superintendents indispensable."

"Not," said our decisive friend, The Sign

"until our antiquated tradition, called the board of education, is wiped out. Look what is happening. Experimental schools, university departments of education, psychological laboratories, educational clinics, are establishing a practice of teaching as technical and complex as medicine and

surgery. State departments are requiring superintendents to pass examinations in these difficult fields. In charge of these superintendents you put a company of untrained laymen incapable of understanding what education now is. We are, in many systems, suffering the absurdity that the greatest obstacle to good education is the board of education. Put a school man through every problem in that big book of yours and find him 100 per cent. perfect in the whole hundred and sixteen. How long would he last in New York, Baltimore, Chicago, or Cleveland? Indispensable superintendent? Tommyrot, they ain't no such anymil."

"Our Signpost is not pointing forward," resumed Luther the Literary. "Everybody knows of superintendents put out because they were set on improving the service. But meantime the number of school boards that cause a study to be made of a candidate's batting average before they lift him to their own system is growing all the time. What I am showing you is this, that the mastery of the problems of this book: budget making, building program, schoolhouse planning, attendance service, age grade progress, repetition of grades, platoon plans, continuation schools, text-book selection, curriculum revision, religious education, marking systems, clubs, athletics, rating teachers, fights, scandals, teacher participation, is going to be essential for every school superintendent within a very few years. Why? Because the superintendency is fast following the evolution of the teachership. 'Let's see your diploma,' says the examiner to the applicant who wants to teach. 'Horace Mann Normal College? That's good.' Already, Doctor Judd will tell you, hundreds of school boards desire superintendents who have taken thorough courses in school supervision. I have, if the automobiles don't get me, several years yet to live. I expect to see the day when it will be as rare to find a superintendent uncertified by a college of school superintendence as to find a doctor without a diploma of a medical college. Do you know how this will come

about? New York or some other state with a strong educational department will require before election such credentials as indispensable. School-spoiling will be prevented by law, just as untrained doctors are forbidden to practise their uncertified kind of medical treatment. California, when the present political regression ends, is a likely State to lead off with such a law. When the future historian of the public schools reviews the steps leading to such a reform he'll cite this book as one of the vitally important events of the onward march."

"And how about school boards?" persisted the Signpost.

"The laws that require thorough preparation for superintendency will soon protect the schools from the damage of unintelligent handling by untrained board members."

Dr. Batwell, our authority on health, heartiness, and happiness was next.

“I begin with a paradox,” said he. "Do you remember when last we gathered here, Martin Mahon made a good deal of the fact that most school failures are in mathematics? Professor Judd was quoted to that effect. It has been so in all schools I have known. The paradox comes in this statement made by Ralph Newcomb, in the book1 I am to talk about: 'Mathematics is a favorite study with most.' Why should a pursuit that is attractive to most children come out more unsatisfactorily than any other subject? Not because it is hard. It is not so hard to master as reading is. The consensus of authority consulted is that the failures in arithmetic are due to poor teaching. The failures create distaste. A favorite subject is thereby made detestable. Isn't this a pity? I am a poor mathematician myself. I can read printer's proof; I can correct compositions; I can score penmanship on the Ayers scale. I can do this eight hours a day without growing particularly irritable. I have often done it with satisfaction before I specialized on

Modern Methods of Teaching Arithmetic.-RALPH S. NEWCOMB. Houghton Mifflin Co., Boston, 353 pp. $2.00.

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physical education. But a half-hour task of computation is distressingly distasteful to me. When I went through the public school I had a succession of teachers from the fourth through the eighth grade. of them knew how to teach arithmetic. The brighter children managed to learn something. I got nowhere. I counted on my fingers, bribed other boys to do my home work, achieved my promotions by being a good boy and by giving presents to the teachers. I had good instructors of algebra, geometry, and college mathematics. I never taught arithmetic in my life, but I'll say after reading Mr. Newcomb's volume that he is right. It really is an attractive subject. Elwood Cubberly, who edits the Riverside Textbooks in Education (there are more than fifty of them now), says that the teaching of arithmetic is being made over. I feel that I was born too soon. Would that it had been made over for Ma Wilkin, Miss Paley, Clara Skinner, and that sour-faced lady whose name I forget, the four whom I endured through the grammar grades. For, Mr. Cubberly says, practical psychology has illuminated the teaching of arithmetic. So Mr. Newcomb proceeds upon the happy proposition that psychology has demonstrated that, with ordinary children, success in arithmetic is always attainable, and success is always interesting. Furthermore, although he does not say so, you get the idea, as you read along, that success in arithmetic is the main aim of teaching it and if you do not teach it so as to get every pupil to succeed in it you are not earning your pay. You are a damage.

"What Newcomb says about teaching this subject strikes me as applicable to almost every subject in the course: 'Establish permanent interests. But because a pupil does not become interested is no reason for requiring less work of him. Grind is going to be an essential of the life after school. You mustn't handicap your children by cutting the hard things out of their preparation. The big thing is to show them how to get satisfaction out of grinding.' If a music box were geared upon a grindstone the turn

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