axiomatic to any with personal knowledge of cosmopolitan education and its potency to develop democratic world citizens above narrower interests.

Reciprocity in education among the nations is an application to the sphere of international relationships of those institutions which human experience has proved to be the unrivalled developers of enlightened self-interest and altruism in individuals. As such it is the most promising expedient to create national and class moral wisdom and sentiment-to bring mankind keenly to feel, as well as clearly to perceive, the only lessons that can render the war at all worth while. National selfishness is as many times more vicious than individual selfishness as falsely patriotic millions are more able to do harm than short-sighted individuals. The gratifying effects on average welfare, of national loyalty to world welfare, are as many times those of individual loyalty to national welfare, as the world is bigger than the nation and as truly patriotic millions are more capable of accomplishing good than far-sighted individuals. The increase in the cost of living measures one item of the war's colossal waste and stupidity. It threatens to plunge the world into yet more calamitous chaos unless prospects of relief speedily appear. International education embodies humanity's brightest hope of that intra-national and international co-operation which is necessary to lower to the utmost the H. C. L.

Environment as a Factor in Pupil's Study Life

ELIZABETH THORNDYKE, HUGHES HIGH SCHOOL,

W

CINCINNATI, OHIO.

'HERE do you study better, at home or at school?" "Why?"

This questionnaire presented to 1600 high school students aimed to discover the pupil's point of view as to the best environment for the preparation of his lessons-Home or School?

In presenting the material gleaned from the answers two facts should be held uppermost. First, there could hardly be more questionable data than these vague, petulant, capricious replies of high school students. Second, any interpretation of them must be based on the reviewer's own experience with and observation of adolescent life. To another the same answers may hold a far different significance. Then this study of itself proves nothing and yet as corroborative testimony and suggestive evidence it has some very illuminating features.

To the question "where do you study better, at home or at school" the answers resulted thus: 69% were strongly in favor of home study, 29% indicated a decided preference for the school atmosphere, and a negligible 2% were indifferent. Dropping the 2% and approximating, 70% voted for home conditions, and 30% approved school study.

The course of study selected by pupils had apparently nothing to do with the choice, but it did seem to vary somewhat with age, the older pupils tending to prefer home study. More than threefourths of the B and C grades liked to study at home. These

seemed to be the years of best concentration and continuity of effort. D grade girls did most of their work at home, but by far the largest number of pupils doing all their study in school were D grade boys. The nearest approach to the number totalled by these little slackers was found among the A grade girls. Traces of frivolity, indicated in their anwsers, made a line of similarity connecting A girls and D boys.

WHY THE SEVENTY PER CENT PREFER THE HOME ENVIRONMENT. While it is quite significant that more than two-thirds prefer home study, still it is around the answers to the pertinent little "Why" that interest really centres. Perhaps it is safest to let these replies speak for themselves. Groups of typical responses have been selected and arranged in the order of their frequency. The original form has been presented here in order to preserve the pungent odor of personality, sensed so strongly in reviewing them.

ALONE-A SONG OF SOLITUDE.

The most constantly recurring answer became evident almost at once. It was found so many, many more times than any other. "At Home-Because I am alone."

Alone, alone, the word ran through the 1600 answers like a refrain. Some changes were rung in the manner of expression, but these only serve to deepen the impression.

"At home-because there are no people around." (frequent) "I lock myself in a room and no one comes into it."

"The presence of other people attracts my attention."

"Home is more seclusive."

"At home you can go off by yourself."

"At home because I am alone and algebra takes much think

ing."

"Not so many in one room."

"At school, there are too many people around."

"Because I can only study with no one around."

"At home you aren't in the same room with somebody."

Sociable natures, too, evidently, make the effort to avoid the

crowd. Even this type wishes to be away from all others, away even from that merry, gregarious other self.

"At home-Don't have a bunch of fellows around me all the time."

"At home-Because there I am away from all my friends." (D girl).

"I know too many fellows in the study hall." (A boy).

The human soul is a unique, and so the first and strongest call voices the desire for solitude in study.

"Because it is quiet."

QUIET.

Hints to schools and teachers come under this head. From the answers emerge THE LARGE STUDY HALL, THE NOISY TEACHER AND THE NERVOUS PUPIL.

"At school the teachers bother you."

"The teachers talk too much." (frequent)

"The teacher, taking attendance, bothers you."

"The teacher is always slamming his books around."

"The teacher, reading announcements, distracts me." "The teacher is always scolding."

"The teachers are loud-toned."

"The teacher is always walking up and down."

"A teacher is always looking us over."

"Our study halls are too large."

"Our study halls are ineffective and inefficient."

"The constant exit and entrance of pupils in study hall; or a

teacher talks."

"Too many people around."

"The telephone and passing footsteps bother me."

"Always walking back and forth bothers me."

"Bells ring too frequently."

"Others studying around bothers me."

"So many familiar faces bother me."

"It bothers me because the door is always open.

"The noise of the steam radiators bothers me."

Sensitive mimosas, quivering before Noise! The rich humor of

these gross exaggerations was much appreciated; still the terrific arraignment of the "loud-toned" teacher was not without its perceptible effect. For the next few weeks it was amusing to notice teachers lowering their voices at the approach of pupils and tiptoeing noiselessly about study halls in a frightened effort for self effacement. Certainly it was impossible not to be impressed with the compelling character of the "quiet" call. What was meant by "quiet?" Evidently not what is usually understood as schoolroom order and discipline. A big high school with the hum of 2000 beings at work of many different kinds cannot supply cathedral quiet nor monk-like seclusion. In a school where a disapproving glance is the only disciplinary means really needed, where friction is reduced to the minimum and the machinery is as nearly noiseless as possible, the insistence of this complaint against all forms of noise spells but one thing-the terrible proof of nerves in youth-ir- — ritable, petulant nerves, and the certainty of the presence of many neurasthenics and hypersensitives.

THE PROTEST AGAINST RUSH.

An easeful feeling of unlimited time at home and no need for nervous haste is strongly and frequently expressed by the conscientious, painstaking type. A noticeable feature was that continuity of study was especially called for by A grade boys. At home "Don't have to hurry." (very frequent) "Longer periods of unbroken quiet at home." (A grade) "No interruptions every 45 minutes."

"I can take my own time."

"Don't have to do it in a certain time."

"Takes things more leisurely."

"At school, I am always fearing the bell will ring.”

"At home you don't have to hurry through."

"At home there is no fixed time to stop."

"You don't have to rush your studies at home."

"I can study any length of time on one subject without being made to change abruptly by bells."