guage is as vital as any other of his school activities. It has developed into a research course in which the teacher and pupil join forces in real laboratory style.

The general idea is to surround him with the atmosphere of language in the making, as seen correlative with race evolution. He comes then to realize that it is living and growing, that it is not static but subject to change. His interest moves from the general to the concrete and by the end of the course he is able to arrive at a more or less definite understanding, as to his ability to master a foreign tongue, and if a language is decided upon, whether it shall be modern or classical. And if no language is selected, he still finds the course has enriched every phase of his future studies in English and kindred courses.—Bulletin Test, Junior High School, Richmond, Ind.

The Teachers Union of New York City believes that the traditional system of education as it is generally administered "fails lamentably in the real task of education." To remedy the situation, the Union proposes to establish an experimental

school in connection with the educational

system of that city.. This school would provide surroundings and and equipment which would "liberate and organize pupils' activities through giving them opportunities for self-initiative, selfdirection, whole hearted, purposeful activities." The plan of the Union provides that boys and girls would be given, as nearly as possible, an opportunity to live their own natural lives through initiating and executing their own purposes and evaluating their own individualities according to their own standards rather than according to the standards of adults. This school would be organized with not more than six classes of twenty pupils each, the ages of the pupils to be 4, 5, and 6 years. New pupils would be of the same ages. The school at its maximum size would consist of thirty-two classes, this number to be when the group originally

entering had reached the 6B grade. There would not be fixed seats in the classroom, because that might interfere with the movements of the children and the teachers. It is proposed that the school shall be located in a fairly crowded district where the children of more than one national stock will attend the school. Under the re-organization plan proposed there would be a director, a teacher for each class, an executive secretary with clerical assistants, a psychologist, and a visiting teacher. The Union recommends that the school board shall guarantee support of the proposed school for a term of five years in order that it may have opportunity to develop. The Union believes that such an experimental school will be of universal benefit to the entire public school system as a whole, and that the fullest possible use should be made of it by superintendents, principals, and classroom teachers. The Union describes the "breakdown of the traditional system of education' under the following points:

It sacrifices the normal life of child

hood through the imposition of artificial attitude conceptions.

Its inflexibility tends to disintegrate the life of the individual and all society.

The curriculum and method do not take account of individual differences. Thus creative genius and tendencies are smothered.

There is failure to establish the habits and attitudes that are the basis of constructive living.

Through methods of coercion there is established sterile or antagonistic attitude toward work, toward the school, toward the teacher, toward associates, and toward life. Thus the social nature of boys and girls is distorted and repressed, and the school discourages the growth of individual and social standards of sincerity and honesty.

There is a widespread habit of speeding up activities of children in order to meet standards established by officials in various capacities. Speeding up is possible

only where workers are already familiar with the process involved. But even in industry where it may be practical, at times, it is much opposed by workers, because it is physiologically destructive. For children, it would appear to be inhuman. Furthermore, real growth is possible only under conditions of leisure.

The traditional system of education as carried on in public and private schools fails lamentably in the real task of education in that it fails to help individuals to live creatively, constructively, and richly.

A school of international relations will be established at Johns Hopkins University, which will be known as the Walter Hines Page School, on an endowment of $1,000,000. The trustees of the institution are Julius H. Barnes, President of the United States Chamber of Commerce; John W. Davis, former Ambassador to Great Britain; Mrs. Herbert Hoover; Edward Bok; Henry Morganthau; United States Senator Carter Glass; Franklin D. Roosevelt; Dr. Edwin A. Alderman, President of the University of Virginia; General Tasker H. Bliss; Admiral W. S. Sims; Col. E. M. House; Adolps Ochs, publisher of the New York Times; Dr. Albert Shaw, editor of the Review of Reviews; Dr. W. H. P. Faunce, President of Brown University; William Allen White, Kansas publisher; Van Lear Black of the Baltimore Sun; Robert S. Brookings, President of the Institute of Economics; Dr. Charles F. Thwing, formerly President of Western Reserve University; George Foster Peabody, New York banker; and H. L. Corbett of Portland, Oregon. Research into the cause of war, with the purpose to discover possible means of averting war, will be one of the chief features of the work at the new school which, it is said, will be a distinct innovation in the conduct of investigation of world affairs. The course of study tentatively outlined privides for five subjects: Fundamental basis of international relations, history of international

relations, international law, international practice and procedure, and international organization. The sponsors of the school believe that it will be an invaluable institution to young men planning a diplomatic or public career. The course of study will cover three years, one of which will be spent by the students in making contacts and studying economics at first hand in other countries. The school is to be named in memory of the late Walter Hines Page, American ambassador to the court of St. James during the World War. - American Educational Digest.

The vocational bureau in Nebraska has

been investigating the ambitions of the young people of the state. More than 25,000 high school students were asked to there were a great many who expected to name their occupational goal. Naturally become lawyers, but public service did not carry much of an appeal.

Two were willing to go to Congress, while five boys and four girls hoped to make politics their profession, but most of the boys took to farming or engineering and most of the girls to stenography and teaching. Less than 9 per cent of the entire number of youths quizzed expected to learn a trade.

Those who took to farming numbered. 20.37 per cent; the professions, 22.43; engineering, 22.02; business, 12.73 per cent. In the professions only ninety boys were willing to become preachers, but there were hundreds who expected to become dentists.

Among the girls there were large numbers who wanted to be nurses. Thirty young women wanted to be in beauty shops, while over 2,000 were willing to take dictation in the business world. Of the 15,065 girls interrogated, however, 7,970, or more than one-half, expressed a desire to become teachers.

This aspiration to become teachers is one of the most significant revelations of the day.

In 1890 there was manual training in the high schools in thirty-eight cities, in grammar grades in thirty-four cities, in primary grades in sixteen cities. Montclair, N. J., was the first city to put manual training in training in grammar grades

-in 1882.

In these days of propaganda against faith in boys and girls it is most refreshing to know that in ten weeks, from March 1 to May 15, the membership in the "Boy Scouts of America" increased 129,849, which was 38,622 more than for the same time in 1923.

Scouting is no longer a theory or an experiment but is a complete demonstration and justifies faith to the end of the limit. James E. West, the master-mind in the science of insuring boys against yielding to temptations of youth and a genius in the art of evolving new approaches to the interests of boys, is the magnetic power in this great crusade.

The largest and most complete library of strictly educational literature in America is maintained by the United States Bureau of Education at Washington. This library is administered as a central reference and lending collection for the teachers and educators of the United States. Its bibliographers supply information to investigators of technical educational subjects. On request the library will give information and advice regarding methods of organization, administration, cataloguing, classifying, etc., for educational libraries and educational book collections.-Journal of Education.

It appears that going to college "to have a good time" and studying "just to get by" will be a thing of the past if the movement to include character qualifications in the terms of admission is universally adopted. That modification in the terms of admission is spreading rapidly through colleges and universities of the United States. Many of them already are re

quiring submission of character as well as scholarship records of candidates from high schools. Failure of prospective entrants to establish a satisfactory record will result in rejection of the student who cannot show good habits, industry, good manners, respect for law and property values. Church attendance, character defects, and failures observed in meeting requirements are being considered by colleges and universities in passing upon the satisfactoriness of candidates for admission. Some higher educational institutions are calling the attention of parents to these new requirements, and they are informed that merely passing entrance examinations will not hereafter get boys and girls into college. Among the institutions already using systems of character qualifications are Chicago University, Oberlin College, Harvard University Graduate School of Business Administration, Kansas Agricultural College, Stanford University, Reed College, and Ripon College. Public universities and colleges, generally, are leaders of this movement. They do not feel justified in spending tax money on students who do not show promise of earnestness and the American spirit in their college work. The right to an education partly at public expense,they declare, does not belong to the loafer.-American Educational Digest.

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Superintendent William J. O'Shea and George J. Ryan, president of the Board of Education, New York City, will secure a co-operative survey which will answer the following questions:

1. What are the chief high spots or excellencies in the present program of instruction and the present method of conducting the school system?

2. What, if any, business-like steps are we failing to take to hasten the construction of new buildings?

3. Is there any way to secure more efficient buildings for the same money or equally efficient buildings for less money? 4. Are we making the best educational

use of our new school buildings and the .. old buildings?

5. What, if any, changes are needed in the method of administering repair funds? 6. What headway have we already made and insured to eliminate part time? 7. What are we doing or leaving undone to make sure that efficiency of instruction shall keep pace with rapidly increasing annual allowances for instructional salaries and with modern best practices?

8. Where, if at all, might the supervision of instruction be changed in organization or procedure for the benefit of teaching?

9. What possibilities are there of material improvement in the method of recruiting, selecting, training, and promoting teachers and supervisors?

10. Where, if at all, in the 6-3-3 course is there opportunity to save one year or more for a large percentage of children, while still maintaining or increasing the effectiveness of their school work?

II. What, if any, economies are possible, while maintaining efficiency, in the handling of supplies?

12. What, if any, changes are needed in the method of choosing text-books and in the use of visual aids to instruction?

13. What next steps are desirable in the aim, content and wording of our courses of study?

14. Where, if at all, is it desirable to extend the co-operative school method of learning while earning in department stores, business offices and manufacturing plants, and in co-operation of schools with. museums and libraries?

15. What, if any, work is the system now doing that might be dropped without serious injury to educational results?

16. What, if any, needed work is the system failing to do, or failing to expand rapidly enough?

17. Where is the overhead large enough, too small, or too large for administration and supervision?

18. How, if at all, can the auditing

department be made of greater help in operation results?

19. How, if at all, can better results be obtained by changes or extensions in the educational staff's provision for studying best practices in our own system and elsewhere?

20. How can can this board be more effective in its current study of what is done for children and what is done with public money by our school system?

President John A. Cousens of Tufts College has made to the faculty a proposal for a change in the educational scheme which bids fair to attract wide. attention. It would substitute for the four-year course a two-year introductory college course, leading to the degree of associate in arts, with all the rights and privileges of an alumnus. This course would provide general training in liberal arts for all and be so planned as to serve as pre-professional training for some. It would widen the student's knowledge of the world and of himself, and would stimulate him to make the utmost use of his power for self-development and for service to his fellows.

The departments of medicine, law, dentistry, theology, teaching, chemistry, engineering, business administration and general research would be organized into schools, each with its own dean, giving leading to the bachelor degree in science courses covering at least two years and and arts and to special professional de