of Census and Attendance, of Educational Scholarships, Psychological Service and Information, Research and Training, should be mainly carried on in the central offices of the Department.

IX. By the nature of its work, again, the Division of Guidance, Placement and Employment Certification, should be more closely and continuously in touch with the schools and the school children themselves.

A. Under the direction of the Division there should be in the schools sufficient counsellors to give intensive service to those children approaching the period of differentiation or withdrawal.

Counsellors should have knowledge of the child based on (1) personal acquaintance, (2) a cumulative record, including physical and psychological reports, teachers' estimates and school record, which should follow the child through school and be filed in the Central Bureau at his withdrawal, (3) social facts gathered from the attendance officers, school case workers, or other agencies. Familiarity with various educational facilities in the community is equally essential.

The counselor should have knowledge of industry based on (1) a general understanding of the factors involved in industrial relationship, (2) information about local occupational opportunities from the Division of Information, Research and Training, (3) personal contact with employers and processes.

Counsellors should co-operate with and seek the assistance of persons in their locality who are able to give advice to and make contacts for children desiring to enter particular occupations.

B. With organized juvenile placement we have had little satisfactory experience. Informally, much excellent work has been done through the schools by principals, teachers or counsellors. Formally, both public and private organizations have had noteworthy experience with junior employment bureaus. In a smaller community, or even in the high schools of a large community, the counsellors, with their knowledge of the child and of industry, might naturally combine guidance with actual placement, replacement and follow-up. Where the administrative problem makes placement through a central bureau necessary, that bureau

located in the offices of the Division should be in closest touch with the counsellors giving guidance. Placement might be done through a central bureau at which each school counsellor spent one or two days a week. In any case, assistance to the child during this period of transition between the school and industry, must be based equally on a personal acquaintance with the child and his characteristics and an intimate understanding of industry and its opportunities.

C. It seems obvious that applications for employment certificates ought to go through the hands of and be finally approved by those responsible for the guidance and placement of the particular child, although final issuance should be through a central office. Medical examination by physicians within this division should be given before each issuance of employment certificates. A certificate for each job is strongly recommended. Application in person by the parents, as well as the child, for the first certificate has proved successful in some states.

X. The evaluation of the success of such a department should depend more on the quality than on the quantity of its work, and this should be definitely a part of the work of the Division of Information, Research and Training. It is not unreasonable to expect, however, that such a Department would (1) increase the percentage of children who remain in school after the compulsory attendance age, (2) increase the number entering specialized vocational schools, (3) make possible the classification of children for instruction according to their innate ability, (4) stimulate the development of additional needed courses within the curriculum, (5) decrease the number of children entering and remaining in jobs which offer no incentive to advancement, and conversely (6) increase the number who find opportunity for such advancement, (7) increase the demand for vocational information by teachers, students and parents, (8) stimulate the interests of the entire community in the solution of the problem.

American Notes-Editorial

For several years EDUCATION was honored in being chosen as the "Official Organ" of the New England Association of Colleges and Secondary Schools. The subjects discussed by this leading New England educational organization at its annual meetings have always engaged the attention of the educational world, partly because of their intrinsic interest, and partly because the Association has always been able to command the services of distinguished educators to lead in these annual discussions. From the meeting held in 1910 to that of 1917 EDUCATION was asked to reprint these addresses Owing in part to conditions produced by the World War, the Association decided not to reproduce in print the discussions of the meeting held in 1918. The program of the 1919 conference, however, is presented to our readers in this issue. We are sure that the addresses, both on account of their intrinsic interest and the high standing of the speakers, will receive a wide reading.

Throughout the country the agitation of the subject of teachers' salaries continues "at white heat." It is debated and discussed at gatherings of august bodies of college and university authorities, at superintendents' meetings, at state, county and local teachers' associations, at schoolmasters' clubs, and at city and town school boards' meetings. There seems to be but one opinion on the matter, so far as the main question is concerned. It is universally conceded that teachers' salaries are altogether too low. They have been increased already, and very considerably,-in many places. The matter has not been overdone, and it has not been done at all in a large number of places. It will have to be, or teachers will be unavailable for such places. Already, in some rural districts farms have had to be abandoned since schools had to be closed for lack of teachers. Normal schools are receiving very small quotas of candidates for training for the profession. Large numbers of teachers of all grades, including teachers in high schools and colleges and even professional schools, are resigning, to take up business and administrative positions that pay living wages. The agitation has brought out other obnoxious conditions that beset the profession of teaching, such as undue interference (meddling) on the part of school boards, social ostracism or indifference, excessive amounts of out-of-school work on examination papers, theme revision, etc., and the lack of housing and boarding accommodations. With this entire movement we are wholly in sym

pathy. EDUCATION has contributed its mite to the presentation and discussion of these troubles. It believes in the teacher as the very heart of the school, and it knows that the American people do really, deep down in their hearts love and admire the American school teacher and want to deal both justly and liberally with the schools, -from the kindergarten to the university. The school and the church have been, still are, and ever will be, the pillars upon which rest our democracy and our hope of national security and prosperity. The public only needs to be shown that it has been a bit thoughtless and careless and absorbed in other, perhaps more conspicuous and tangible concerns than the quiet and matter-of-course process of the education of the children. It is being gradually shaken to wakefulness upon the subject of the school and the school teachers and it will do the square thing as the matter becomes visualized in its consciousness. We have begun the good work, and if the teachers keep on, and keep their heads, and keep reasonable in their demands, they will get what they ought to have. We do not believe that they will be stampeded. We do not look for a permanent and general defection. We expect to see, and that right soon, the refluent wave that will fill the vacancies in the ranks, supply the rural districts and the cities with competent teachers and instructors, and raise the average of efficiency higher than ever, in all our educational institutions. To change the figure we await the return beat of the pendulum.

Having expressed ourselves thus somewhat optimistically upon the general situation, we wish to say an additional word directly to the teachers, at least to those who believe, theoretically, that teaching is a "calling" worthy of the best ability and consecration that they can bring to it. We would say to such: "Listen to that 'call!' Do not be turned aside by any weak misgivings or widely advertised bugbears." Teaching is, and always has been, one of the very greatest of all callings. The only perfect man humanity has known called himself "Teacher," and has been known to the world for twenty centuries as the greatest of all teachers. There are satisfactions in the teacher's lot which are beyond all price. They compensate,—in the estimation of one who has heard and answered the call and become a real teacher, for all that is lacking in mere environment and material recompense. They enable him to make a complete and joyous consecration of himself to this work, and to stay in it, and do his duty, and patiently wait for external recognition and reward, or to go without these if necessary.

It is this kind of a "call" to be a teacher which should be stressed at this hour. The true teacher should catch the same vision of duty

and privilege as that which is the impelling motive and inspiration of the minister and the foreign missionary. He should face the hardships of his profession in the same spirit as they do, counting it all joy that he is privileged to do the grand and noble work of teaching. This vision of the greatness of his work should carry him over the littlenesses and difficulties of the everyday routine. He should find his satisfactions within, even when outward conditions are the hardest. It is this that will always make the profession worth while. This spirit in the rank and file of the teaching force in any community will not only bring to the teachers the greatest contentment and satisfaction; it will also win for the profession, more speedily than anything else will, a just appreciation and an adequate reward at the hands of the people.

We are in receipt of the prospectus of the "Registration Bureau of the California Teachers' Association," together with the endorsement of the same by "The Sierra Educational News," in which the claim is made, incorrectly, we believe, that California is the first state in the nation to organize and carry on the work of bringing together available teachers and school vacancies. We are sure that a number of other states, through their Boards of Education and Normal Schools, are doing this very thing. The Massachusetts State Board of Education, for instance, has for some time past regularly registered candidates for service, at its offices in the State House, and has notified superintendents, encouraging them to utilize these lists. All of the eight Normal Schools in Massachusetts, and also some of the city normal and training schools do much toward placing their graduates in teaching positions. This is true also of the colleges and universities. We approve, heartily, of any and all legitimate means employed to promote the welfare of teachers, their educational advancement, and the elevation of the standard of teaching efficiency; but, a priori and a posteriori, it is not clear that the influence of State Boards, Normal Schools and Colleges is inevitably in the interests of their immediate constituents; while a well organized teachers' agency, with a wide outlook, considers impartially, not simply local candidates and conditions, but makes it a matter of business to take cognizance of available material and special needs of all sections of the country, and indeed, of the entire world. Doubtless Massachusetts, California, and other states may render valuable service through Boards of Education, Normal Schools and Colleges, in placing their graduates. But, as a matter of fact, they do this in large measure through co-operation with expert agency men, whose judgment, experience and interest are not limited by any institution or section of