change. Instead of making the text-book, the teacher, the outline, the course of study, the center of gravity, the child, his instincts and activities, must be made the

I

center of gravity in all school life and organization, unless we wish our system of education to be in a condition which is known in physics as unstable equilibrium.

T was in the spring of the year when Mr. Fairweather, Superintendent of District 13, resigned. For the first time in the history of the X

schools, there were not a dozen principals scrambling for the coveted position. One lone applicant, a trim young man, well built, approached Superintendent Stanton. "On one condition only will I undertake the work," he was saying quietly.

"And that?"

"That I have full control for one year, to investigate, to report conditions, to make changes where I deem best."

"Well, Mr. Fairview, I know personally of your work in the St. Louis system, and if it prove as worthwhile here, you will meet with no opposition at this end. Opposition, however, you must―.”

"Yes, I do not expect to escape it but I'll have your co-operation?"

"You may depend upon it."

"Well, that means a great deal. Thank you. When am I to assume my duties?" "Immediately." "Very well."

The next morning the new superintendent sat at his office desk, diligently studying a plan of his district. Every now and then he turned to the long roll of teachers, noting, with those keen gray eyes of his, the efficiency marks.

"An unusually large number of 'superior' teachers," he mused. “Quite a sprinkling of 'good' too. Ah, here's one only 'fair,' and there's another. This is the list I want. I'll begin with these, and see wherein I can help them."

An hour later found him at the

Roosevelt School, at the lower end of his district.

"How do you do, Miss Towner, I believe? Yes, I am to take Mr. Fairweather's place for the present. No, thank you, I prefer to go unaccompanied, if you please, and without programs. Just to get 'acquainted,' you know," and he walked briskly up the stairway.

"Oh" (to a young woman entering the office, as the superintendent disappeared) glad to see you. Go at once to Room Two "is that you, Miss Gumchieu? I am so and get the children quieted down. The new superintendent is in the building."

But Marion True had done the "quieting." It had been a case of self-defense, as the previous uproar was demoralizing her own and adjoining rooms. As she was returning to her room she encountered the superintendent.

"Good morning, Miss "True."

"Ah, yes, Miss True. I was looking for your room.'"

"Yes? Come right in. Miss Woolpooler is absent today and so I was helping out in '2.' You are the new superintendent?" "Yes, my name is Fairview."

Marion noted with dismay the plentiful besprinkling of chalk dust about the room. She was also keenly aware that the floor was none too free from pencil savings and paper, but there was no time to remedy appearances so she went resolutely to work in her next recitation, which happened to be geography.

"Where do you live, Joseph Scalfarino?"

"In Chicago," answered Joe, promptly.

"All right. Can you show me on the map?"

Joe went to the map, gazed into the depths of the Pacific, then shifted to the Sahara, and sweeping his eye along India, returned to the Pacific again. Finally, giving up in despair, he resumed his seat. "Who can help him?" One lone hand went up. "Very well, Earl, you try."

Earl found the United States and after crossing and re-crossing the Rockies, floundering about the Gulf of Mexico and stemming the Mississippi, he lighted in Illinois.

"How long have you had this class, Miss True?"

"Since February, only." "And they are?"

"5A."

"Ah, yes. So they had United States geography in 5B, presumably?"

"Yes," admitted Marion, wondering how he was so soon possessed of that knowledge; yet secretely glad he was possessed of it.

"Well, you have several problems here, I see."

"Yes, more than I feel equal to. In fact I am thinking seriously of giving up." "Don't do that. Maybe I can help in a few of the 'solutions.""

"Thank you. I shall be so glad" and as he left, she mused, "He is the first superintendent in my X- experience, who

has vouchsafed any assistance."

Room Two was quite different in atmosphere. Apparently, everything was running smoothly, and the children seemed to know exactly what they were supposed to do.

In the hall, as Mr. Fairview emerged, Miss Towner met him, and murmured, "This has been such a difficult room to control, but Miss Gumchieu knows 'how.' She is a fine little lady."

Mr. Fairview nodded. "Where is their teacher? Miss WoolMiss Woolpooler, did you say?" "Indisposed, I believe.

She will be

absent for two weeks."

About two weeks later, Mr. Fairview happened to board a Washington Avenue car. As he elbowed his way forward, he caught a familiar name—

"Oh, Miss Woolpooler, allow me to congratulate you. You are to get your degree in June, I understand."

"How did you do it?"

"Isn't she a paragon?" interposed a third party. "Day school, night school and three university classes! How do you do it?"

"Oh, it's not so difficult. Besides, I've been taking it easy of late. Examination time, you know. I haven't felt real well, so I simply stayed home. I had to get my term papers in, you know."

"With pay?" (slyly put in another.) "Well-."

But Superintendent Fairweather heard no more, as he had reached his destination.

"Let me see, Miss Towner," (some days later) "what about the qualifications of your teachers? Some of your staff are listed as simply high school graduates."

"Yes, Miss True, for example. I believe she is from the Radcliffe High.' "A good school. But has she no other professional credits?"

"Why, I believe she has taken a little university work, but I think she is not doing much now. Now, Miss Woolpooler gets her degree in June. She has done wonderfully well, and I feel is to be congratulated on her success. She has Room Two, you know."

“Yes, I remember. I'll make note of that. Now, in regard to Miss True. Will you please summon her, that I may complete this list?"

"Ah, Miss True. We were discussing your qualifications. You graduated from the Radcliffe High, I believe?"

"Yes, in 1905." Marion stood taller than usual, as she looked the superintendent in the eye. There had been a time when she would have cringed at the question, but she had learned much during her

X- experience, among other things, that a Radcliffe 'foundation' was by no means a mean possession. So she held her head more proudly than usual, not a whit abashed.

"Have you had no 'normal' training?" "Yes, I have had work at the Normal and also Chicago University."

"How much work have you done? Are you taking any work at present?"

"Yes, one major. It has been impossible to do more this year. I had hoped to finish my 18th major and thus have at least the equivalent of a normal course, but I haven't been able."

"I see. In what work have you been interested at the University of Chicago?" "I have had work under Judd, Breed, Gray, Freeman and Bobbitt. Oh yes, I had Professor Salisbury's course, also, among others."

"Well, I'm very pleased to ascertain this—to know that you are aware of the recent trend along educational lines."

Miss True noted, as the interview ended, that Miss Towner did not look particularly pleased.

Some weeks later, Miss Towner was still less pleased.

"Miss Towner, the tests show that a decided change should be made in the organization of your school."

"Yes?"

"Room Two had two and Room Three several tests, as I did not deem the first ones sufficient. For instance, Room Two's first results showed an abnormally bright room, a higher score than even the Y

schools (with their maximum records) ever had. I therefore gave the tests again myself, and find that on this year's work they went far below normal, but were well

above on their last year's.

Now in Miss True's room, there was a gain in the second tests, though they are still away below normal. In order to see the cause for such a condition, I gave the same room each of the lower grade tests, and find that the pupils are deficient in every year's work but one. How any one could successfully teach so ungraded a group, I fail to see. It has been unfortunate for every child in that room, and decidedly unjust to Miss True."

"And you wish-?"

"I will map out a plan for regrading. In the meantime, isn't it splendid that the new Special is just completed? It will relieve the situation at once."

As Mr. Fairview sat in his office looking again at his plan, he said to himself— "That Miss True is a loyal little soul. I'm glad I undertook this job if only to see how her face shone when I told her of the contemplated changes. I have changed her efficiency rating to 'superior' (with a capital S).'

But Marion was far from worrying about her efficiency rating. At that very moment she was saying, "Oh, mother, I never was happier in my work than I am right now. Mr. Fairview has taken six subnormals out of my room, to the new Special, and has sent twenty back to the lower grades. I have just twenty-five remaining, all of one grade, and am to have departmental work next term-with only two subjects! Oh yes, and Miss Towner is ill-not that I wish her 'ill,' mother, dear-but she is, and so we are to have Professor Graham to supervise our English work, both pupils' and teachers'. "Hoo-ray? I'm so glad I didn't get that transfer!"

Bulletin No. 784, of the University of the State of New York, is a report on "The Use of Standard Tests and Scales in the Plattsburgh High School," by J. Cayce Morrison, formerly specialist in educational measurements for the state. The pamphlet is a detailed report of the tests given, the scores gained by the pupils, and the use made of the results by the teachers and supervisory force of the school. On the basis of one year's work following the testing, the superintendent states: that: (1) Classes have been classified to as great an extent as the size of the school will permit. (2) Test results were used to point out to the teacher whether there was the proper relation between her class results and what might be expected of students of known I. Q. (3) The results have been used as an incentive to induce individual pupils to improve their work, and (4) the results were discussed in faculty meetings and have been vastly stimulating. Journal of Educational Research.

An Inter-American Congress will meet in Santiago, Chili, in September, 1925, under the auspices of the Pan-American Union. It is expected that able representatives from the Latin American countries will be present and delegates from North America are cordially invited. The object of the Congress is to afford opportunity to exchange information, observe progress in other countries, and work out plans to facilitate the interchange of teachers and students by the Americas. A pamphlet giving full advance information with regard to the Congress may be obtained from Mr. L. S. Rowe, Director General of the Pan-American Union, Washington, D. C.

Among the cities in which the project idea has been developed, none apparently have made greater progress than Fall River, Massachusetts, and Rochester, New

York. In the former some months ago, under the direction of Miss Mary A. S. Mugan, assistant superintendent of schools, a half day was devoted to the presentation of typical work by pupils from various elementary grades. A wide range of activities was represented and the pupils showed to a commendable degree poise and also grasp of the significance of what they had been doing. This exhibit took the form of a program attended by the teachers of the grades concerned.

In Rochester, on the other hand, the pupils from kindergarten and primary grades of various schools were brought to one central location and permitted to go on with their projects while selected representatives from the schools, together with their principals and supervisory officers, observed them. In addition, a number of finished projects were on view and were explained to visitors by the teachers under whose direction they were carried out. The exhibit was open during the entire forenoon. In the afternoon a mass meeting of kindergarten and primary teachers was held, at which there was an address by a visiting educator on "The Project Idea and Its Significance." The speaker had been given the opportunity to make a thorough inspection of the project exhibit and to talk at length with the teachers in charge. He was therefore able to illustrate his remarks with concrete cases familiar to the audience.Journal of Educational Method.

The Junior High Schools of Richmond, Indiana, believe they have found at least, one way, to solve the problem of how to approach efficiently, the election of a foreign language in the secondary schools. Four years ago they originated and began to teach a course in general language, with the purpose of revealing to the pupil that his personal connection with lan