7. Existing powers of Secretaries over transferred bureaus and offices are transferred to and vested in the Secretary of Education and Relief.

8. Secretary to report annually to Congress.

Brief Comparison with Other Bills

The provision for a Department of Education and Relief may perhaps be better understood if a brief comparison is made with the other three important educational bills now before Congress.

When compared with the Sterling-Reed bill for a Department of Education, the bill here considered, which may be called the Smoot-Mapes bill, presents several important differences: (1) It seeks to coordinate the Government's educational activities, whereas the Sterling-Reed bill does not specify bureaus and offices to be transferred, except that the latter bill names the Bureau of Education as a part of the Department of Education. (2) The Sterling-Reed bill provides for only one Assistant Secretary and makes no statutory provision for divisions of the department; the Department of Education and Relief is to comprise three major divisions each under an Assistant Secretary appointed especially for it. (3) The Sterling-Reed bill authorizes an appropriation of $500,000 for administration and an additional $100,000,000 as direct national aid to the States for educational purposes; in this respect it proposes to change the policy of the Government with regard to aiding education in the States. In contrast with this, the Smoot-Mapes bill authorizes no additional appropriation and leaves as at present the policy of restricting the Government's educational concerns almost wholly to the subvention of special types of education, the provision of school facilities for dependent peoples such as Indians and Eskimos, and the general promotion of education through information-giving and the like.

The Dallinger bill for a Department of Education and Welfare and the SmootMapes bill for a Department of Education and Relief are essentially the same in principle. Both seek to coordinate the Government's educational activities, but neither of them authorizes a large appropriation of money or materially changes the Government's policy with respect to aiding education in the States. There is, however, an important difference as regards organization. The Dallinger bill provides for a department with four major divisions, while the Department of Education and Relief is to have only three. In the former measure there is provision for a Division of Social Service, which would be composed of the Children's Bureau and the Women's Bureau 7909°-241-2

Comparison of the bill for a Department of Education and Relief with the Dallinger bill for the extension of the purpose and duties of the Bureau of Education would seem unnecessary. The latter bill is not inconsistent with any of the other three important educational measures now before Congress.

To determine a student's fitness for entering an institution of higher learning, Chicago, Princeton, Minnesota, and Northwestern Universities and Dartmouth College are cooperating under the direction of the American Council on Education in preparing psychological tests. These tests will be given to freshmen of more than 100 colleges and universities.

Quarter

Numerous courses in field geology were given in the summer quarter at the University of Chicago this year, one of which was a study of igneous and sedimentary rocks and varied phases of glacial drift near Devils Lake, Wis. At the Missouri field station in Ste. Genevieve County, Mo., each member of the class prepared a finished geological map of the area studied, showing the stratigraphy and structure of the region. One class studied fossil plants and their use in coal geology in the Des Moines formation in southern and central Iowa, another made a field expedition for research in vertebrate paleontology in western Nebraska and the adjacent portions of Wyoming, and a party of 12 men made an expedition in the Telocaset Quadrangle of the Blue Mountains of Oregon, the geology of which has never been mapped.

Subscription to SCHOOL LIFE will in future be 50 cents a year, the increase being necessary to cover increased cost of production, which includes an increase of 25 per cent in the salaries of employees of

the Government Printing Office. Single copies will be supplied at 5 cents each. No reduction will be made for subscriptions or purchases in quantity.

This price, like the prices of all other governmental publications, is fixed to cover only actual costs of paper and a portion of the mechanical work involved. It does not include any provision for editorial work, nor for the mechanical processes which precede printing from plates previously made at the expense of printing funds allotted to the Bureau of Education nor for "overhead" except in distribution

Bureau's Attitude Toward Immigrant

Education

PUBLIC EDUCATION is not a matter

of age, sex, nor race. Ignorance is an evil no matter where it exists nor whence it comes. The education of immigrants who reside in this country in compliance with its laws is the duty of the States of the Union for precisely the same reasons and in precisely the same manner as the education of those whose ancestors came here generations ago from Europe, Asia, or Africa.

The 23,000,000 children of the Nation demand first consideration as a matter of course. Childhood is the best time for teaching, and every effort must be made to train the youth of the land for efficient and patriotic citizenship. If the full duty of the States had been done from the beginning, there would be now no problem of adult illiteracy, so far as native citizens are concerned. But nearly 3,000,000 native-born adult illiterates tell a story of wasted opportunity and of duty unperformed. That stigma upon American civilization must be removed, and that quickly. It is the duty of the States to wipe out that blot of ignorance which in their heedlessness they permitted to accumulate.

Just as the States of the Nation allowed nearly 3,000,000 of their own people to enter upon full adult citizenship without education, so the Nation as a whole has permitted nearly 2,000,000 adults of foreign birth to become American citizens equally without the minimum of education.

The problem which must be solved, therefore, is to provide education in some degree for nearly 5,000,000 adults. It is immaterial for practical purposes how they happened to be here-whether they grew here or came here. The duty is the The mass of ignorance is with us, and it is hanging over us like a pall. It must be removed.

same.

The only difference in dealing with the parts of the problem is in the manner of procedure. To teach an adult who speaks no English differs in detail from teaching an adult who does speak it. It involves time, patience, and skill, but it is a duty that must be performed nevertheless, difficult though it may be. Even those new citizens who have been educated in their own countries must learn our language and become imbued with our traditions and ideals. Many of them have come to us for economic opportunities which were denied to them in European countries. We have no occupational castes; we desire none. Elementary education gives the tools for occupational freedom, among which the basic ones are language and number. We desire that our new citizens have access to secondary education as well, including both academic and vocational opportunities. The better education of immigrants is a cause worthy of our best efforts and presents problems whose solution tests the mettle of the best of American educators.

The attitude of the United States Bureau of Education toward the education of immigrants differs in no particular from its attitude toward the removal of ignorance in any other form. It is prepared to go to the full extent of its abilities in rendering that aid. In accordance with its traditions its aid must be confined to suggestion and information.

In the past a division of immigrant education was maintained, and specialists were employed to give personal assistance when it was demanded, but that service was discontinued after the close of the war seemed to make it less necessary. To reestablish it would require congressional action. We have, however, published from time to time bulletins intended to help those engaged in this specialized work, and we are prepared to continue to do this as appropriate manuscripts are presented to us and as funds are available for the purpose. As much more will be done as the Congress will permit us to do. It is a proper function of the Bureau to undertake this work, and we are anxious to do it.

The Proposed Department of Education and Relief.

Reorganization of the administrative branch of the Government, not the establishment of a single new agency alone, is contemplated by the bill which includes provision for a new executive department to be known as the Department of Education and Relief. It was this to which the President referred with approval in his address before the National Education Association. The character of this measure is shown by the fact that it is to be cited as the "Departmental reorganization act, 1924."

From the beginning of the Government the organization of the departments has been according to temporary expediency. Bureaus newly organized have been assigned to the departments which at the

moment seemed best able to receive them. The Patent Office, for example, was at one time in the State Department, the primary duty of which concerns the relations of the Nation with foreign governments. The Indian Bureau was formerly in the War Department. The Treasury Department, which manages the national finances, has long been burdened with duties that had no relation to its principal function; the Public Health Service and the Supervising Architect have little in common with fiscal matters, but they are bureaus of the Treasury nevertheless.

From time to time efforts have been made to remedy this incongruous organization. The Department of the Interior was constituted in 1846 for the direction of "home" affairs, and several bureaus have been developed and assigned to it, more or less appropriately, since that time. Similarly the Department of Agriculture, formerly an independent establishment, was made an executive department, and later the Department of Commerce and Labor came into being, only to be divided after a short time into the Department of Commerce and the Department of Labor.

These new departments had the effect of partially simplifying the complex organization, but with the rapid development of new governmental agencies during the past few years that simplification did not last long; the situation is now at least as bad in this respect as at any period in the past.

The first comprehensive effort at improvement was made during the administration of President Harding. A Joint Congressional Committee on the Reorganization of the Administrative Branch of the Government was constituted under a chairman designated by the President, and the result of its labors was a proposal, approved by the President and the Cabinet, for a thoroughgoing reclassifica

tion of the Government's activities and a realignment of its bureaus. This proposal was presented to the Congress only a few days before the close of the last session of the Sixty-seventh Congress. There was no time for action then, and it became necessary for the Sixty-eighth Congress to begin all over again.

A new measure with similar purpose but omitting some of the features of the original proposal which had aroused sharp discussion was "reported" from the joint committee to the Senate by Senator Smoot and to the House of Representatives by Mr. Mapes during the recent session of the Congress, and the bill is now on the calendar of both Houses. It is described briefly upon another page by Mr. William R. Hood.

In that bill the demand for a Department of Education was recognized, but history was repeated in the suggestion to join with it several bureaus which could not by any possibility be made to fit into the plan of any other department. There is nothing in foreign relations nor in fiscal management, nor in military and naval affairs, nor in the administration of justice, nor in the post office, nor in public works and the public domain, nor in agriculture, nor in commerce, nor in labor to which matters which concern personal relief and rehabilitation of civilians can be logically joined. Education comes more nearly to it than any other subject assigned to a department. Therefore, as Commerce and Labor were joined when one new department was created, so Education and Relief were joined in the plan for this new department. Commerce and Labor were not long together. It is possible that the union of Education and Relief will likewise be sundered within a reasonable time.

Let it be remembered that this bill relates only to organization. No question of appropriations enters into it. It is purely a practical measure of administration and the policy of Federal aid to education in the several States is in nowise involved. It is not open to any objection on the ground of changes in national policy, for it involves none.

They were formally received and cor dially welcomed in Washington by the President, the Secretary of State, the Secretary of the Interior, the Secretary of Agriculture, the Secretary of Commerce, and in the several States by the governors thereof or their representatives. On the grounds of the Pan American Union a tree was planted in honor of the occasion, and before leaving the country the delegates voted a substantial sum for a bronze memorial to be placed in the building of the Pan American Union.

The group of visitors became known as the Pan American Highway Commission. They were invited to come to this country primarily to study highway problems, but they were also asked by the Pan American Union to formulate the program of the Pan American Highway Motor Conference which is to be held in Buenos Aires in May, 1925.

Teachers

The total number of public school teachers in the United States in 1923 is estimated by the Bureau of Education to have been 729,426. This estimate does not include superintendents, supervisors, and principals. Forty-three per cent of these teachers, or approximately 313,805, are classed as rural teachers. In this classification rural is interpreted to include open country, country villages, and towns not maintaining independent city systems.

Visits to Highway Laboratories

They spent considerable time in visiting the highway laboratories of the universities of the States which were in the itinerary. A special banquet was given in their honor at the University of Michigan, where they were addressed by President Burton and Dr. John J. Tigert, commissioner of education, who joined the commission at this point.

The commission had the pleasure of visiting a large number of industrial establishments of the United States, including those of the iron and steel industry in Cincinnati, the iron mines of northern Minnesota, and the docking plants at Duluth. A number of the leading automobile plants in Detroit were inspected, and special welcome was given to them by leaders in the automotive industry. Nearly a day was spent at Akron in the factories of the rubber industry, and some time was given to investigating the filtration plants in Cleveland.

Relatively Cheap Type of Construction Practicable

During the trip the members of the commission had the opportunity of witnessing the construction of typical highways, particularly those which would be best suited to their respective countries. The delegates found that it is possible to build successfully a much cheaper type of road than they had thought practicable. Consequently it is expected that large rural districts in the Latin American countries will be opened up, facilitating the establishment of rural schools and in every way encouraging more advanced civilization.

On returning to Washington the commission resolved itself into a committee of the whole to prepare a tentative program for the Buenos Aires conference.

One of the final acts of the conference was to establish a Pan-American Confederation of Highway Education Boards, with a constituent board in each country, to develop a better appreciation of values in improved highways and better education for highway engineering in the engineering schools.

Government Officials Accompany Visitors

The commission was accompanied by representatives of the Federal and State Governments, of the National Automotive Chamber of Commerce, of the Highway Education Board, and of publications devoted to engineering. S. T. Henry, of New York City, and W. C. John, of the United States Bureau of Education, were the executives in charge of the tour.

One of the most important lessons that seemed to be fixed in the minds of the delegates is the extent to which the United States has been able to attain fairly even development of its rural schools by means of its excellent highways.

N°

Attempting to revise the curricula of the college, the faculty could not agree as to whether certain subjects should be given college credit or be classed as secondary. Since the course-of-study committee was unable to furnish any specific statement for classification of subjects,

the research committee was asked to formulate standards for that purpose. To ascertain the current practice and belief prevailing in the higher institutions of the country a questionnaire was sent out. Although the replies did not furnish all the information desired, the committee did learn a great deal about the situation.

Associations of Colleges Operate Accrediting Systems

In setting up standards for determining entrance credits, it was found that the universities and colleges have done more than the teachers' colleges and normal schools. The college entrance examination board defines the scope and content of secondary subjects, and the various associations of colleges and secondary schools operate accrediting systems for ascertaining the quality of this preparatory work. Some colleges allow from four to nine units to be offered in subjects not required. The University of Illinois mentions 36 subjects, in which nine units may be offered. Ten of these subjects

lie in the field of agriculture, home economics, music, commerce, and manual training.

Students who continue in college the work which they began in high school get along very well, it is reported, but students who shift to college courses for which they have not specifically prepared find it a stiff climb. For these students the colleges have learned to provide some plan for the necessary work in the prerequisite secondary grades of subjects.

While some universities do hold very strict entrance requirements, the committee reports great variations in determining collegiate grade of subjects. Some of the teachers of the newer subjects take

Eight Years for Secondary School and College

A plan intermediate between these two was found in the University of Chicago. Finding it difficult to draw a sharp line between secondary school and college work, they define the requirement for the bachelor's degree in terms of an eightyear curriculum covering secondary school and college. Students entering direct from a secondary school are required to take up advanced work in at least one department, besides English, in which they have completed two or more units in the secondary school. Likewise, they place certain restrictions on students as to the number of courses of elementary nature which they may take in college.

That the chaotic condition existing in colleges and universities is also found in teacher-training institutions is the opinion of the committee after reading such replies as: "The college should do the best it can with the material it gets"; "Any kind of work taken by a student who has completed four years of highschool work should be regarded as collegiate work"; and "There is no defense for giving college credit for private music lessons, typewriting, beginning foreign language, review subjects, and home economics."

"None" is what most of the colleges say when asked what credit should be given for private lessons in music. A few would give credit, but "only for music majors." As for typewriting and shorthand, some schools see full value in one, others in both, while some schools would give no credit unless the two subjects are taken together.

That no credit should be given for review subjects, such as grammar and arithmetic, is the opinion of a very strong majority. Greater favor is given work in home economics, but several cautions appear that the course must be properly given and must have a scientific basis.

Finding so little uniformity of opinion as to the value of the newer subjects, the research committee of Colorado State

Contest Demonstrated

School Children of Nation are Stirred to Keener Patriotism. Three Winners of Second Competition are Announced

Increasing interest is being shown by the school children of the Nation in the National Essay Contest sponsored by the American Legion to encourage higher education and stir a keener patriotism in the citizens of to-morrow. The number of manuscripts submitted for the third competition, which closed recently, is estimated to be 40 or 50 per cent greater than that for the preceding year.

Subjects chosen are such as will lead the contestants to focus their thought upon questions of practical national policy. The topic for the second contest was "Why America Should Prohibit Immigration for Five Years." That for the third competition was "Why Communism is a Menace to Americanism."

Announcement was made about the time the third competition closed that two girls and a boy, all three high-school students, had been selected as the winners in the second competition. Sara Heysham, 18, of Norristown, Pa., won first prize of $750. To Florence Sweetnam, 16, of Rochester, N. Y., was awarded second prize of $500. Byron Hill, 18, of Jackson, Tenn., took third honors with an award of $250.

The awards are to be used by the winners, under the terms of the contest, in continuing their education at some recognized college or university. Miss Heysham and young Hill, who have been graduated from high school, plan to enter college this fall. Miss Sweetnam begins

her senior year in high school. The two girls are preparing for the teaching profession. The boy's ambitions are drawn toward the law.

"The worth of the essay contest sponsored by the Legion is demonstrated," a Government official who comes in close contact with educational problems has said, "by the high character and large

number of the contestants. The value of this competition is in building up a better type of citizenship and in stirring these young people to take thought during the formative years of their lives for their country's future and for the questions which it must meet can not be doubted."

Teachers College recommends and urges that collegiate institutions of various kinds undertake concerted action to establish uniform standards for determining collegiate rank of subjects.

Twenty Years' Progress in London Schools

WH

London County Council Became Local Education Authority in
1903, and Has Effected Marked Improvements. Children May
Proceed Easily From Nursery to Graduation From University.
By A LONDON CORRESPONDENT

HEN the London County Council became the local education authority in London, it inherited a system which had little coordination. The London School Board had been responsible for elementary and

for graver defects. More than 5,000 voluntary care-committee workers have been recruited for the purpose of watching over the child during school life and for advising the council on all matters relating to the social and physical well

Dramatization of Longfellow's Hiawatha by children of Standard I.

evening schools, while the Technical Education Board had been the authority delegated by Parliament to advance technical, and inferentially, secondary education. To-day a coordinated education machine has been evolved responsible for the education of the Londoner from the nursery to the university. It is probably the largest or at least the second largestmunicipal instrument in the world, and although, like every other machine, it may creak here and there in its working, on the whole it is doing what Parliament requires it to do, namely, to secure the orderly and progressive development of education in London.

Growth of Medical Inspection

In 1903 there was no medical inspection or treatment of school children. Today there are in London 85 school doctors, 53 school dentists, and more than 300 school nurses, who are responsible for the medical examination of every child during school life, for treating school children for minor ailments and for passing them on to the hospitals and other institutions

School

being of the children of London. meals are now given to necessitous children; in fact, it may be said that every school, by means of its school care com

mittee has become, not only an educational, but also a welfare center.

Twelve years ago the London County Council gave great attention to improving the educational opportunity of clever children in the upper standards of elementary schools. The scholarship scheme skimmed the cleverest of them into the secondary schools, but there were left many clever children who, just failing to obtain a scholarship, were found to be marking time by being retained at an elementary school. These facts gave birth to the London central schools, which have been the model of similar schools throughout this country. Fifty-nine central schools accommodating 20,000 pupils are to-day provided for clever children between the ages of 11 and 15. Special schools for tuberculous children, open-air and seaside schools for the debilitated, and classes for stammering children are other features which have been initiated during the past twenty years.

Ten Million Dollars for Remodeling Buildings The war interrupted the building scheme for converting all old-fashioned classrooms into smaller classrooms for 40 boys or girls or 48 infants, but up to the present about £2,000,000 has been spent in remodelling schools.

There were no county secondary schools in 1903; to-day there are 24, attended by more than 10,000 pupils. The grants in aid of the endowed schools, which require rate assistance to enable them to balance their budgets, have increased from £33,000 in 1904 to £210,000 in the present year. The number of London County Council technical institutes has increased from 11 to 30, while the grants in aid given to polytechnics and so on have risen from £83,000 to £331,000.