gaged in supervising the training of enlisted men for special war service as mechanics, gas engine experts, and truck drivers, and when Superintendent Mortenson requested him to take charge of the public continuation schools he gladly took hold. He was happily engaged in that work up to the close of his life.

This is perhaps not the place nor the occasion for comment upon Mr. Cooley's career, his personality, or his service to education. Those who worked with him loved him. Their loyalty was always made steadfast by affection, and to the end his dearest friends were among those who one time touched shoulders with him in the battle for better schools.

JOHN A. LONG

On Friday morning, November 9th, at his late residence, 6642 Woodlawn Avenue, another loved member of the educational force lifted anchor and slipped away into the Great Unknown.

Born in Ohio some sixty years ago, he grew to manhood, married, and entered the teaching profession. He was educated in Ohio Wesleyan, Ohio State University, and later in the University of Chicago, where he was profoundly influenced by the teaching of Dr. Dewey.

He served as superintendent of schools in Portsmouth and Chillicothe in Ohio, and in Streator and Joliet, Illinois. Coming to Chicago fifteen years ago he served as principal of the Mosely and of the Hammond Schools, and later became district superintendent of schools.

In this latter office he was especially happy and efficient. His kindly sympathetic attitude won principals, teachers, and children alike. He understood their problems. He knew how to help wisely in their solutions and was very patient and suggestive when they came slowly. His coming to a school was welcomed by all, and his suggestions were appreciated and made use of.

As a member of the Course of Study Committee, Mr. Long made valuable con

tributions in the selection and organization of subject-matter as well as in the method of presentation. He had unusual insight into the needs, interests, and growing capabilities of children, and he continually brought these as an acid test into any discussion involving the treatment of them.

The discernment of worth-while things in environment that are particularly suitable for schoolroom use was a gift with him. The samples of work done in his district bear witness that the teachers had caught a new vision of the availability and value of children's experiences with freedom for their use.

He had an unusually fine mind, penetrating, analytical, orderly. His editing of Old English Ballads, his United States histories, and his numerous educational papers attest his clear, practical thinking as well as his command of beautiful English. His Readers for New Americans, Book I and Book II, used by foreigners in evening schools, show well by contrast the difference between environmental subject matter suited to children and that suited to adult minds in learning to read English.

He greatly prized the fellowship of the Chicago principals, and stood strongly for the freedom that should accompany great responsibility. His fellows found him modest, genuine, lovable, and dependable. The Chicago Philosophical Society and the Chicago Pedagogical Club, composed of men principals, will greatly miss him.

He was ill six months or more and fought a losing fight all the way. Yet he kept his face to the light and hope in his heart without admitting defeat even by a word to anyone passed on.

This would not be complete without a tribute to the brave, heroic wife who cheered him on, knowing full well, but telling no one for fear it would reach him, that his case was incurable. Besides the wife he left two fine young sons, John and Frank, both of whom are university graduates and men of promise.

Office. The substitutes who will be ready for work the following day report by telephone to their district office at the close of school, so that when the office opens at eight o'clock the next morning, the extra teacher in charge of the substitute service has before her a list of twenty to forty people whom she can call upon to fill the places of absent teachers. Some principals make it a rule that the teacher who is going to be out notify him so that he will know what personnel he has to count on for the day, and then he reports the need of a substitute teacher for a given grade. Other principals prefer that the teacher call the office directly. If the rule of the school is not adhered to religiously, confusion might result, but this rarely occurs. The person in charge of the service becomes accustomed to the habits of each school and is always on the alert lest there be a duplication of calls, which, however, is an uncommon fault. With the list of substitutes before her, the extra teacher fills the vacancies with discrimination and attention to the needs of the school and the ability and personality of the substitutes so far as is possible when often the substitutes are mere voices and matters of record to her. As a rule, substitutes receive their notice to report to a school within five minutes after the call has been placed; sometimes it is a matter of a minute or two, and only when incoming calls come in close succession is the outgoing call delayed for ten or fifteen minutes. The office is grateful for the cooperation of principals who report the tardy arrival of a substitute because it affords some means of checking up on the sense of duty and willingness to be of vital

assistance in the task of wielding the enormous substitute system.

The office of the District Superintendent makes an effort in every way to place the substitute teachers with definite attention to the requirements of the school. Of course this cannot always be done for single day service, but where there is a request for a teacher to fill a certain place and some specifications are listed,_no stone is left unturned to be of service. The records of the substitute's training, experience, preferences, and service in the district assist immeasurably in this selection, but thoughtful principals sometimes give definite, constructive data which might not come to the attention of this office except through their kindness.

Principals do not call for substitutes directly, that is, they do not call a substitute at her home unless she was in the school the previous day. But at any time, a principal may ask the office to send a certain substitute, and if she is available, the request is complied with. If the substitute is busy in some other school and the principal is desirous of having her fill a vacancy to which she may later be assigned, an endeavor is made to make a change with the consent of the principal who is being deprived of her services.

During the first two months of 1923, the substitute service was the heaviest in the history of the district offices. The greatest number of calls in District Four for one day was fifty-seven, while on many days there were from thirty to forty. A total of 165 substitutes were busy in this district, and occasionally more could have been used. Indeed, even with the addition of sixty-five new people to the list, there was a shortage on some days.

The growth of classroom teachers' organizations, as revealed by the dates when formed, has been constant and comparatively rapid during the last decade. Only 17 per cent of those reporting were organized before 1911. The median date is 1916; that is, 50 per cent of them have been formed during the past six years. This is suggestive of the impetus the organizations have received and is indicative of an encouraging future.

Approximately 80 per cent of the organizations have been initiated by the classroom teachers themselves; and 20 per cent by superintendents or by teachers and superintendents or principals combined. Four western exchange teachers initiated one of the New England organizations, and one of the Pacific associations was initiated by a similar organization in a neighboring city. It is a necessary prerequisite that such organizations be initiated by the classroom teachers themselves. Eighty-five per cent of the replies indicate the immediate causes for organizing. These may be roughly grouped under four headings with approximately 25 per cent falling under each, as follows: (1) To secure organized action, (2) To improve economic status, (3) To provide professional betterment, and (4) Miscellaneous. Such generalizations as "felt need of organization," "advancement of teachers," "protection," and "lack of effective organization" largely comprise the first group. The second group consists of an inadequate salary situation. The third group is as general as the first, except that several were formed specifically for co-operating with the National Education Association. The fourth group includes such statements as "being done elsewhere," "reorganization of Schools," "expansion of Teachers' Council," "autocratic leader," and "upon request of superintendent." If the data on this point are suggestive of anything, it is that in many cases there has not been in the past a very definite realization of a particular need in which the organization would be of assistance,

but rather that the association was formed with the hope that the results of such would be helpful in general.

The fifty-nine organizations reporting are known by thirty-one different names. Eighty-six per cent include the name of the city as part of the title. Forty-nine per cent are called "associations"; 32 per cent are called "clubs"; and the remaining 19 per cent are distributed among such designations as "council," "league," "federation," "organization," "N. E. A. Branch," "forum," "circle," and "society." Thirty-seven per cent have the name "grade teachers" in the title; 34 per cent have the name "teachers"; and the remaining 29 per cent have such terms as "elementary teachers," "city teachers," "high school teachers," "community teachers, ," "school women," "grade section," "education," "city schools," "high school women," "educational," "public school teachers," and and "classroom teachers." Twenty per cent are called "Grade Teachers' Association," 14 per cent "Teachers' Associations," 12 per cent "Teachers' Club," and 12 per cent "Grade Teachers' Club." While the name of a teachers' organization may not in itself be very important, it should indicate the city in which located and something of its nature and membership. "Association" suggests a larger inclusiveness in purpose and membership and a more social purpose. "Grade Teachers Association" preceded by the name of the city in which located would seem to be an appropriate title for grade teachers associations generally. However, "Classroom Teachers' Association" has an advantage in that it stresses the classroom and might be suggestive of a proper recognition and status of the classroom teacher as such.

The formulated purposes may be roughly grouped under ten headings. Each organization has from one to seven of these purposes, the median falling at two. The combinations show no uniformity in items involved. In general, the stated purposes are not suggestive of the tasks to be done.