The essence of the military spirit lies in an appreciation of the need of cooperation for the furtherance of the common plan and in the development of individual responsibility and initiative within the scope of the activities of the individual. The applicatory method is not a mere "problem method" nor a "project method" devised to create interest. It does not cater to the whims or the individual fancies of separate persons. It has been developed so as to obtain the greatest good for the greatest number and to secure uniformity in operation and a loyal consistency in performance within the Military Establishment. There is no inclination to make Army work essentially agreeable or pleasant or to consider instruction periods in any sense dependent upon a "play spirit."

Develop Interest and Pride in Achievement

Military instruction is carried on always under the impelling demand for practicality and an intense seriousness of purpose for the good of the country. By defining objectives and standardizing our tests, we develop the natural motives of competitive interest and pride in achievement. A driving force is not needed. The instructor leads because he is qualified to lead and because all are headed in the required direction.

An inclination still seems to exist to interpret military affairs in terms of mere obedience. There is a tremendous difference between mere obedience and loyalty. Loyalty and discipline in the Army imply a sense of duty and attitude of mind which will insure each individual's doing his own job in conformity with the common plan. The individual has his sphere of action. Within that sphere he has his responsibilities. His responsibilities impel him to work and make his own decisions and act, when occasion

In other days, generals stood on hilltops and directed their armies in person. Colonels have led their lines of soldiers into action. But now the subordination is so complete and extends so far that individuals of high rank have lost direct control. They give instructions and general directive orders. The work of an army now depends upon the coordination of the activities of separate platoons, of separate squads, and even, in a large number of cases, of separate individuals, for now troops on the battle line are scattered over a wide area.

There are

no serried rows of soldiers marching to the assault. There are groups of men, each assigned to its objective, groups some

With such a method of warfare imposed upon us and with the necessity of each individual knowing his job, and with our military policy of depending in the main upon citizen man power, the major military problem is a problem of training. It is not only a problem of training the individual soldier, but it is also a problem of training the individual soldier how to train other soldiers. When Regular Army units are expanded in time of war; when inactive units are filled to their full complement; when Guard units add recruits to their numbers; when reserve officers enroll and train the citizen man power of the country; when organizations which have come through early engagements have

to receive additions and replacement, the essential problem is, necessarily, training and instruction.

Problem of Utilizing Man-Power

We do not train our entire citizenry to the tasks of war as the citizenry of Switzerland is trained under compulsory service. We train those whom we enroll in time of peace, and teach them how to train others. We train our leaders; we train our instructors; every man who wears the uniform will have to become, in the hour of emergency, an instructor of those men who do not know the military ways or the military means. By attaining efficiency in training methods, by devising training methods in conformity with the temper of the American mind, and the spirit of the American people, the Military Establishment is conforming to the principles by which we hope to secure that common defense of the American States which the Federal Constitution was devised and adopted to secure. National defense is a problem of the utilization of man power.

Home Economics Leading to Science Degree

A new general "major" in home economics, with minimum science requirements, has been installed this year at the University of Wisconsin. "Food, clothing, shelter, and applied psychology relating to the family group" may be combined with the regular college requirements in English, foreign language, and science, leading to the B. S. degree.

By this arrangement a double teaching major may be obtained through combination of the education courses required for a teacher's certificate with a major in letters and science and the general major in home economics. A graduate may thus be prepared for positions in the field of interior decoration, advertising, or journalism.

Hundred Visiting Teachers in United States

Training for active operations to-day is a complicated problem in training man power. But so are other things problems of training in the mass. Man power must be trained to develop the best results in industry and in civic education.

Although we are officially concerned with training methods, only as they affect our military problems, we are naturally glad if, in solving our own difficulties, we live up to the historic tradition of the American Navy and develop ideas and practices of general benefit to the American people. The Army serves the country, and serves it, not only in time of war but also in time of peace, by providing a host of by-products of which the peaceful activities of the Nation can take profitable cognizance. Looking at our educational method in such a manner, we like to believe that we are rendering service to the American people in other than military ways. That we are devising means by which all the potential possibilities of our population may be developed.

Oil Royalties Used for Current
Purposes

A question has arisen in Wyoming as to whether or not distribution of oil royalties accruing from State school lands is legal. The act admitting Wyoming to the Union provided that the proceeds of

the sale of school lands should be made a part of the State permanent school fund. The supreme court of the State has held that the sale of oil is a sale of the land, because it is a part of the land and part of its permanent value. A majority of the voters at the recent election expressed approval of an act by the legislature which would permit current distribution of oil royalties up to one-third of the amount received. Some contend that this one-third also should be placed in the permanent fund.

"Liaison Officers" to Maintain Contact Between Home and School. Regular Teacher Unable to Visit Pupils' Homes

By EDITH A. LATHROP Assistant Specialist in Rural Education Bureau of Education

THE VISITING TEACHER: Once

the teacher "boarded round" and incidentally became acquainted with the home life of her pupils, but those good old days have disappeared. The teacher, however willing she may be to visit the homes in her community, can not find the time after teaching all day and preparing for her next day's work. In order to connect the home and the school in a more vital way the visiting teacher has made her appearance. This teacher visits the homes to discover the causes of maladjustment between the child and the school and to assist in its readjustment.

There are at present more than 100 visiting teachers in the United States, representing practically two-thirds of the States, more than 50 cities, and a few counties.

In Monmouth County, N. J., the visiting teacher works with the county psychiatric clinic, the public health nurses, and the general social workers.

In Huron County, Ohio, the visiting teacher has undertaken a county program for community betterment. One of the means for carrying out this program is the adoption of a community score card.

Boone County, Mo., has recently employed a visiting teacher. Her work is assured the hearty cooperation of the school boards, the county superintendent, department of sociology of the State University, and the dean of Stevens Junior College. Both of these institutions are located at Columbia, the county seat.

Recent Marked Growth of Colombian Library

The National Library of Bogota was founded in 1767 with a basis of about

4,000 volumes, practically all theological or text books. The following year it was made the nucleus of the Royal Library, and in 1823 it was opened in new quarters as the Biblioteca Nacional. At that time there were about 12,000 volumes. Its shelves now contain more than 100,000 bindings.

The main library is open to the public for reference, and a monthly review is issued to acquaint readers with the facilities of the institution. Books are loaned at a rental of 20 centavos a week.Samuel H. Piles, American Legation, Bogota, Colombia.

Instruction

TH

HIS DISCUSSION proceeds upon the theory that the best education for young people of secondary school age should be best for them whether they do or do not go on to college. Further, it is assumed that those who go to modern colleges, as those who do not go, are in great need of a sound general education touching upon the knowledge and the arts which enter into current life. All need an education which shall illuminate knowledge and art and by use of them shall develop attain- | able social and personal ideals concerning those aspects of modern knowledge and arts which enter into the lives of young people. It may even be argued that those who go to college are, in proportion to their numbers, more greatly in need of a socially meaningful secondary education, since they are later to have opportunities for larger intellectual influence and thus need to be more secure in their understanding of the real human services of modern secondary and collegiate scholarship. A further basis of this discussion is found in the fact that much more study has been made in the past decade bearing upon improvement of secondary school subjects and methods than has been made in college subjects and methods. Therefore, it is appropriate that college subjects and requirements shall be studied, to the end that they may adequately continue the slowly but definitely improving secondary school subjects.

Advancement in Science Exceeds Other Branches

In the following discussion of the sciences, it is not to be inferred that they are regarded as being either more or less important than other subjects of instruction. It is probably true that more advancement has recently been made in science instruction than in most other secondary subjects.

II. The public believes in science. It is not news to state that appropriations of public funds are more readily procured for agriculture, for household arts, or for engineering than for most other purposes.

So well recognized is this fact that programs for general education or for other purposes are frequently associated with applied science for the sake of the increased hope of successful support. The common people believe in the kinds of science which yield benefits which they can see clearly and soon. They are slowly, but steadily, coming to believe in the development of scientific principles whose fruits may be more ultimate but possibly more important.

Benefits of Scientific Discovery Quickly Accepted

III. The public uses science.-The pub

lic use of science is so constant as to

make even a meager picture of it impossible. All our working days and all our sleeping nights are ordered upon the uses of modern sciences. Surely no advocate of an improved science teaching can quibble about the public's being slow to use the material fruits of modern science knowledge. There may be a few belated users of science, but natural processes of removal of the ill-adjusted seems soon to catch those who lag too far behind the advancing crowd of modern peoples. Educationists need have no great worry as to whether the immediate material benefits of scientific discovery will be accepted by most people. Whatever may be thought or said about the educational use of the sciences in schools and colleges, current life has accepted the sciences, and constantly asks, expects, and receives the cumulative material benefits of modern scientific thought.

IV. Science is everywhere, both in affairs and in schools.-The quantitative use of the sciences in common affairs and in schools and colleges is now more extensive than at any preceding time. Dr. E. R. Downing, who has given much time to a study of the sciences in Europe and in America, says that we teach as much science in elementary schools as is taught in Europe, and that it is done better in this country. Also during the past 10 years there has been an increase in science in the elementary schools of the United States.

In high schools there has been large increase in the quantity of science instruction, the greatest increase having been in those commonwealths in which definite programs of science sequences have been adopted. In Pennsylvania, for example, in the State report of 1923, a student registration increase of 19.8 per cent is recorded in one year, based upon a calculation including all four-year high schools within the State. So far as recorded this is the largest yearly increase in any State.

In colleges and research institutions, there has been great increase in the provisions for and acceptance of opportunities for work in the sciences. Independent industries have very generally established research departments which are adéquately supported and are manned as well as it is possible for them to be with the present training of research workers. New science knowledge is constantly coming from these and other centers of careful study, to such an extent that we are no longer surprised to have our daily paper make announcements of discoveries of very great import. Great discoveries are now so frequent that we note them almost as the expected content of the daily press.

Secondary Courses Summaries of College Courses

V. What has caused the change in the science situation in high schools?—The recent and unprecedented growth and refinement of science knowledge has produced many new branches of science, each with its own "ology"; each with its own body of special knowledge, methods, and special workers. In many cases these special and highly refined subjects were crowded into the secondary schools, and at the same time the ancestral body of common aspects of science were crowded out. The secondary courses became summaries of collegiate courses, not elementary insights into significant topics for young people. The extent to which this is true is not realized by those who have not made a study of the facts in the case.

Let us take collegiate and secondary physiography as an example, and compare

a comprehensive college textbook in the subject with a secondary schoolbook in the same subject by the same author. Possibly the best college text ever written in this subject is Salisbury's Physiography, which appeared in 1907. His high-school text appeared in 1908. The college text is for students who elect the course in any college year. The high-school text is for use, as the author says, "For first or second year high-school pupils." The college text has 770 pages; the highschool text, 531 pages. The college-book pages are larger than those of the highschool text. The college book has 707 illustrations; the high-school book has 469, the latter being almost always identical with the same number used in the college book. There are 24 maps in the high-school book, 14 of which are identical with 14 of the 26 in the college book, 7 others being almost identical with those of the college book, thus making 21 of the 24 maps almost or quite identical with those of the college book. There are 26 chapters in the college book and 20 in the high-school book; however, 17 of those of the high-school book are the same as 17 of those of the college book; one other high-school chapter is composed of 2 college chapters combined, without material change of the topics or contents; and another high-school chapter on the topic "The ocean" consists of a combination of 5 college chapters which in the college text are upon subdivisions of the topic, "The ocean." In the highschool book the chapter dealing with the ocean has five subdivisions, each of which has exactly the same heading as that of the corresponding college chapter. Within the text matter many sentences are identical with those of the college text, the condensation having been secured in the main by clipping-not by rewriting.

Differences in Typical Text Made by Others

We have, however, accounted for but 19 of the 20 chapters of the high-school book, though we have accounted for the 26 chapters of the college book. The added high-school chapter which does not appear

in the college book is upon the topic "Physiography and its effects on plants and animals," this chapter having been written not by the physiography author but by two teachers who had taught younger people.

It is not likely that such a close analysis could be made for many such cases, but the same point may be clearly demonstrated by a study of college and highschool books in physics, chemistry, zoology, botany, and physiology.

In a sense, it may be said that the very success of scientific advances in our time has caused the objectionable high specialization in secondary schools. College specialists have set special technicalities as the body of requirements to be learned by secondary pupils.

Dissatisfaction With Introductory Courses

VI. Dissatisfaction with technical work in science for the early years of high school.Dissatisfaction became most notable in the early years of secondary schools. Many so-called introductory science courses were tried in one part of the country or another. These included courses in physiology and hygiene, physiography, biology, or separate course in botany and zoology; or even occasionally there were introductory courses in physics, chemistry, geology, and astronomy. With all this array of so-called introductory science courses, dissatisfaction with science instruction increased, while science knowledge itself grew in value and public recognition. The college science men, when they spoke of the results of secondary science, seemed to take little more comfort in the situation than did educators in general, though the illogical conclusion was often stated that young people would do better and like sciences more if they were compelled to take more of them. Compelling people to do distasteful things always has been a delusion of formalists. It seems not to have occurred to collegiate science to look into a reflecting mirror for part of the cause of the trouble.

VII. A new type of introductory science course.-Some 15 years ago several groups of science teachers began to use the methods of science itself in trying to develop the contents and methods of a more useful introductory science course. These groups formulated hypotheses as to what secondary science might perchance do for young people, then selected materials and methods designed to see if the hypotheses could be realized. It was found that the various introductory courses contained much very useful factual material, and that these materials from several introductory courses then in use could be more productively organized if a topical plan of unification were used instead of the special science subject plan. Thus came the course in general science. No one who is observing the workings of this course believes, I presume, that its organization or methods or outcomes are now definitely determined. Perhaps they may not soon be, possibly should not be, but the startling and widespread success of this type of science course is one of the outstanding achievements of modern science.

General Science Courses Fruitful

VIII. The unprecedented success of the course in general science should be interpreted. Various statistical studies of separate States, sections of the country, and of the whole United States show the same types of results so far as numerical evidence is concerned. Only a few of these studies can be cited here. The Pennsylvania study, previously referred to, shows that of the approximately 202,000 four-year high-school pupils in that State in 1922-23 approximately 54,000 were studying general science, and more were studying the other sciences than before general science was introduced. Dr. Edna M. Bailey, in a recently published and detailed study of California's four-year high schools of all classes, shows that in 1922-23, 71.2 per cent of all California four-year high schools taught general science; also that the subject is in the junior high schools throughout the State.

Dr. F. E. Bolton, in a study in the State of Washington, finds that onesixth of all pupils are now registered in general science, almost one-sixth in biology, and as large a proportion in physics and chemistry as before general science was introduced.

Bureau of Education's Statistics

The report of the United States Commissioner of Education for the school year 1921-22 shows that in 13,700 public high schools there was an enrollment of approximately 400,000 students in general science.

The point of view of general science is slowly finding its way into the other high-school sciences. There does not seem to be a need of any reduction in quantity of learning in any special science subject; indeed it seems likely that the quantity of learning is being considerably increased. Its nature is somewhat changed, and this change toward a more significant science instruction should be useful both to high school and to colleges, but most useful of all to citizens. Are the science men, the specialists, really willing to have their subjects changed for this larger usefulness? If not, may we inquire whose property are these science subjects?

The question, therefore, of whether the public desires a new type of science instruction seems clear. It is amusing to have the question raised as to whether college boards will accredit for college

entrance a course which has found a

which new sense organs are created, as has been done with the radio. Indeed, the radio is nothing more than a new kind of ear which hears by use of wave lengths for which nature made no ear. We know of light waves, by which we could see around the earth if only we had the right kind of eye to use these waves, and sometime we may possess such an eye. There seems almost no limit to scientific accomplishment.

Proper Use of Science the Needed Development

It is a matter of very great import to human beings whether modern science is learned by modern peoples merely that it may be used. If that is all, it is bad for those who learn it. Science knowledge has grown and will grow so that undreamed control of forces and materials will be had.

Can the race be trusted with controls without an accompanying sense of respon

North Dakota's Intensive Parent Teacher Campaign

To demonstrate the possibilities of the parent teacher association in rural communities and thus to furnish an inspiration to other States, an organized campaign has been inaugurated in North Dakota by the Country Life Committee of the National Congress of Parents and Teachers. The campaign will be concentrated principally in three counties for the present, but the other counties of the State will also receive attention.

The plan adopted contemplates a program covering five years. In each year some specific rural need will be chosen as the central theme, and that theme will be emphasized in some way at every local meeting. The objective for the first year will be the development of community spirit-to get the people

education. Possibly these boards wish to put their own organizing and refining hand upon the course before giving it full recognition. They are respectfully requested to recall what occurred in the special science under these same hands.

IX. There is a world movement toward changing science instruction. In 1921 our Bureau of Education published a report on secondary science instruction. This report was the result of seven years of work of a committee of 50 persons. Their recommendations are most important and are based not upon theory alone but upon practice in the best schools. It is the type of science sequences recommended in that report which is now operative in Pennsylvania, California, and most other States of the Union.

In 1918 a British science commission

published a very comprehensive report by a committee, of which Sir J. J. Thomp

son

was chairman. The recommendations of that report are in spirit and in many details closely like the United States report.

Science Study a World Movement

In the Orient everywhere one goes he hears of movements to improve and increase science instruction. It is a world movement, the whole civilized world realizing that the achievements and method of thought of modern science must be possessed by those who would aspire to progress.

X. Why a new point of view of science instruction?-Science knowledge and scientific methods of work are conspicuous features of modern life. Nature is being brought under control by man's mind. We know more of nature's truths than at any previous time in human history. We can fly or speak around the earth. We now know of ether waves by means of

The proper use of science in modern life, not only the possibilities of its use, must be developed in our courses of science instruction for young citizens in a free country. Such a sense of social and moral obligations we dare not omit, else we shall have an increased speed and quantity of living without the restraining anchorage of social responsibility. "Knowledge is power," either for good or bad ends, but knowledge for social service must supplant the mere power idea.

It is not now safe for society nor for some nations to possess certain knowledge which science now possesses. Diseased bacteria properly understood and properly

placed will destroy whole cities. Until people do not wish to destroy their enemies or their competitors they must not possess the means or knowledge for doing so. Science courses for all the people must help all the people to interpret science for service, not science for

power. Service, not power to control, is the needed spirit of modern science instruction.

Wisconsin University Instructs House

wives in House Decoration

Day schools in house decoration for housewives were recently conducted by the University of Wisconsin extension division in five cities. The lessons consisted of talks and lantern slides on interior decoration. By the use of material and demonstrations in arrangement of rooms, an attempt was made to show women the possibilities that exist in the careful use of the things they already have in their homes. The schools are continued for a week in each city. They will be continued on the same plan in other cities until the middle of the winter.

as a unit for the common good.

North Dakota was selected for this demonstration because it is a typical rural State and because the cordial cooperation of the State and local school officers was freely offered. The State superintendent of public instruction will, in fact, direct the campaign not only by virtue of her office, but through appointment as State representative of the national chairman of the Country Life Committee of the Congress of Parents and Teachers.

This demonstration is similar to that which was conducted in Delaware with such success that in 59 communiteis a representative of every taxpaying family is an active member of a parent teacher association. A like campaign is contemplated in Alabama.

American

Equipment Desired for Mexican School

An industrial school is planned for Mexicali, Lower California. Courses for boys include industrial chemistry, bookbinding and printing, plumbing and metal

working, furniture making, carriage building, shoemaking, saddlery, and the manufacture of soap and perfumes; for girls courses will be given in domestic science, ing, dressmaking, and kindred subjects. confectionery, shorthand, and type-writ

Plans for the building at an expenditure of 400,000 pesos, equivalent to about $192,000, have been tentatively approved by the local government. All materials used in the construction and equipment of the building will be purchased in the United States, and correspondence with American dealers is invited. Letters should be addressed to "Ing. J. U. Acosta, Palacio del Gobierno, Mexicali, B. C., Mexico."-H. C. von Struve, consul.