a saying which Dr. Vincent, at the Yale alumni meeting in New Haven on Washington's Birthday, amended to "an American with national ideals," adding that they were the same thing. It is with the expectation of national leadership that Yale has elected Dr. Angell.

That the new president of Yale would find internal problems difficult to solve on his way to the nationalization of the university has been well known. Dr. Angell has as curious and as challenging a situation to meet and to turn to advantage as ever confronted an administrator. The great and enduring strength of Yale is in her undergraduate schools. No Oxford or Cambridge college has a social life more intensely lived, intellectual ideals more fondly cherished, a greater power for moulding men, than Yale College. To weaken the traditions, to sacrifice the unique usefulness of such an institution, would be unfortunate in the extreme. And yet if Yale is to be national, the university, with its professional schools, must be more than the college. The free cosmopolitanism of the intellect must transcend localism, no matter how valuable. It must transcend by including it, not by destroying it. For we have a hundred universities with limbs branching a hundred ways into extensions, summer schools, and the like, but few with the soil and the roots of Yale.-New York Evening Post.

A CODE OF PROFESSIONAL ETHICS FOR PUBLIC-SCHOOL TEACHERS IN the belief that there is a desire for a brief code of ethics covering the relationship between teachers and school authorities, the president of the Michigan State Teachers Association in March, 1918, appointed a committee to draft a code of professional ethics. This committee, consisting of Superintendent W. W. Warner, of Saginaw; Inspector J. B. Edmonson, of Ann Arbor, and Principal Sidney Mitchell, of Benton Harbor, submitted a report at Ann Arbor, on April 3, to the fifty-fourth meeting of the Michigan Schoolmasters' Club. This preliminary report was

published in the March, 1919, issue of the Michigan State Teachers' Association Quarterly Review. A later issue of 5,000 copies of a four-page bulletin placed the code before thousands of teachers with the result that many criticisms and questions were presented. The present draft of the code is the work of the 1921 committee and is based on the first draft of the code revised to meet certain of the constructive criticisms of teachers. It is the desire of the committee that the articles in the code be placed for teachers for interpretation and discussion. The Committee on Professional Ethics for 1921 is Miss Sybil Robinson, Albion; Inspector J. B. Edmonson, Ann Arbor; Superintendent L. W. Fast, Mt. Clemens, chairman.

THE CODE OF PROFESSIONAL ETHICS FOR TEACHERS

1. A teacher should actively affiliate with professional organizations of teachers and should become acquainted with the proceedings of the state associations. (The principal professional organizations for class-room teachers are the National Education Association, the Michigan State Teachers' Association, the Schoolmasters' Club, and certain county and local organizations.) School authorities should encourage active participation in certain of these organizations by all teachers.

2. A clear understanding of the law of contracts is incumbent upon a teacher. Since a teacher should scrupulously keep whatever agreement is made, he should refuse to sign a contract unjust and humiliating in form.

(1) Does the contract provide sufficient salary as indicated in Article 3?

(2) What provision is made for terminating this contract? Is this provision fair to both teacher and board of education? (3) Does the contract cover the essential items as defined by the superintendent of public instruction? See School Law, revision of 1919, pp. 281.

3. It is unprofessional for a teacher to sign a yearly contract to teach for a wage that is not sufficient to cover living expenses for twelve months. (According to the resolutions of the Michigan State Teachers' Association in Grand Rapids, 1920, the minimum salary for any teacher should be sufficient to cover living expenses for twelve months, plus three hundred dollars for savings. To determine living expenses for twelve

months, the cost of board, room, laundry, and street car fare, in the community where the teacher is employed, should be taken as representing fiftytwo and one half per cent. of the total living expenses for the year.)

4. It is unprofessional for a teacher, unless his contract provides for release on giving of proper notice, to resign during the period for which he is engaged.

5. It is unprofessional for a teacher to underbid knowingly a rival in order to secure a position. It is expected that a teacher will verify a rumor of a vacancy before filing an application. In a graded school, application should be filed with the superintendent.

6. It is unprofessional for a teacher to tutor pupils of his own classes for remuneration except by special permission of the school authorities.

7. It is unprofessional to absent herself from school or to call in or allow the use of a substitute except for serious illness or for other grave rea

sons.

8. It is unprofessional for a teacher to measure her duties and responsibilities to the pupils, or to the school, or to the community, in terms of financial rewards.

9. Since teachers are rightly regarded as examples to pupils, a teacher should so conduct himself that no just reproach may be brought against him. Where liberty of conscience is not concerned, a teacher should stand ready to make personal sacrifice, because of the prejudices of a community.

10. It is unprofessional for a superintendent or other school officer to offer a position to a teacher under contract without first determining the willingness of the teacher's employer to grant à release.

11. It is unprofessional for a superintendent to refuse to aid a successful teacher to secure worthy promotion within his own or another school system. (It is the opinion of the Committee on Professional Ethics that the surest way to attract and retain superior men and women in the teaching profession, is for superintendents to aid such teachers in the securing of worthy promotions within their own or another school system.)

12. It is unprofessional for teachers to criticise co-laborers or predecessors in the presence of pupils or patrons. Such procedure tends to injure the school and to weaken the confidence in which the work of teachers is held by the public.

13. Teachers should be ready at all times to as

sist one another by giving information, counsel and advice, and by such services and acts as teachers can perform without detriment to themselves or their work. Such reasonable service should be regarded as a professional duty for which remuneration beyond actual expenses should not be accepted. The term "teacher" as used in this code shall include all persons employed in teaching, and all superintendents, supervisors, principals and special teachers, and county commissioners of schools.

EDUCATIONAL RESEARCH AND

STATISTICS

A COMPARISON OF THE INTELLIGENCE AND
THE ACHIEVEMENT OF HIGH-SCHOOL
BOYS WHO SMOKE WITH THOSE
WHO DO NOT

DURING the early part of the school year of 1920-21 three mental tests were given to the students in the University High School, University of Arkansas. On the opening day they were given Army Alpha. A little later they were given the Miller Test, a test standardized by the Minnesota High-School Conference. The third test was the Terman Intelligence Test A.

During the course of the first quarter a question was raised in the biology class about the ability of the boys who smoke to do highschool work. In order to answer this question the names of the boys were divided into two groups consisting of the names of those who smoke and of those who do not smoke. A grade score was assigned for each student by weighting his grades made during the first quarter of the school year. A was weighted equal to 4, B equal to 3, C equal to 2, D equal to 1, and F equal to zero. A numerical grade score was thus made out for each student. The names in each group of students were then arranged according to classes as freshmen, sophomores, juniors and seniors, and the student's numerical grade score was placed with his name. Along with this grade score was placed the student's intelligence test scores on each of the tests which he had taken.

In the table below are given by classes the average intelligence and grade score of the smoker and non-smoker group. The table

scores of the non-smokers. In the University High School the intelligence level of the boys who smoke is therefore 15 per cent. lower than that of those who do not smoke. Those who smoke are 30 per cent. lower in ability to do school work than those who do not.

All of the boys in the University High School are of normal high-school age, not one is over twenty-one. The classification into smoker and non-smoker groups was made by one of the boys, a smoker himself, and wholly unprejudiced. The author has checked his classification and believes it is entirely correct. S. R. POWERS DIRECTOR OF THE TRAINING SCHOOL, UNIVERSITY OF ARKANSAS,

FAYETTEVILLE, ARKANSAS