twenty-six page pamphlet which furnishes interesting educational reading. "Until this position is taken," says the report, "we must expect to be small workers in a great field, doing what others do, but not so well. When the new position is taken, not alone in the interest of the college but for learning itself, we believe that Amherst will represent a great public service which deserves support." This plan deserves trying out. Its mere suggestion is an encouraging sign of the on-coming of a new reaction against the ultra utiliarianism that has so dominated the educational thought and life of recent times. A N experienced teacher recently raised the question whether the continued supervision of the pupil's acts in school does not tend to destroy autonomy and to lessen the power of initiative, that valuable quality of character which has so much to do with real success in life? The thought was that from the beginning of school life there is required so much conformity to rules; so much marching to music and bells; so much lock step; so many tasks measured by the chapter or by the hour;-and all done with the teacher's eye resting upon the pupil and with a consciousness on the latter's part of being forever watched and criticised, that the pupil gets a poor training for strong, original work in actual service after graduation; and that here is a weakness in our school system which should be remedied. We believe that there is enough ground for this serious interrogation to lead every principal and every teacher to consider the danger carefully and to adopt measures which shall guard against or counteract its possible evils. System, order, discipline, routine, rules, are necessary in school life partly because they are a part of life's experience after school; and the children must learn how to conform to them. Yet the personal equation should always be recognized. Spontaneity and originality should be provided for and encouraged. No two children are exactly alike; and no school should put a stamp upon its graduates that will make them recognizable as having been run out of one and the same mold. A little thought and care on the teacher's part should result in the pupil's having some time and some tasks peculiarly his own, in which he knows he is expected to work in his own way and to express his own individuality,-in other words show what he can do. It would be very interesting if a few teachers who have felt the need of thus cultivating originality in their pupils and who have been successful in devising ways and means, would describe their methods for the benefit of other teachers. W E entertain an opinion which is not mere theory but founded on facts gathered by observation, that many teachers in our public schools have very little idea of what is meant by the phrase "moral training." We have known of teachers who actually said that they did not see how this subject could have any special bearing in the work of the grade schools. As for themselves they had enough to do to teach reading and writing and geography and number work without worrying about ethical and moral questions; and they didn't believe the children could understand about such things anyway. The serious phase of this sort of talk is that it indicates a total misconception or rather lack of understanding on the teacher's part of what moral training really is. It is thought of by such teachers as a science or body of truth which is a complete subject to be philosophically comprehended and then presented very much as algebra, geometry or history is taught in the class-room. Whereas it is really true that the principles of moral training are forever and of necessity being applied in every school, in every branch of the work and in every hour of the day, often unconsciously and frequently unintelligently, but really nevertheless, though too often a careless or indifferent or undisciplined teacher's work is unmoral or even immoral in its effect upon her pupils. Hence the importance of frequent reference to and emphasis upon the duty of giving intelligent and suitable moral instruction in the schools. To the teacher who thinks there are no opportunities for ethical teaching in the schools we would like to put a few questions. Is it not a good time, during the formative period of a young person's life, which is so largely spent in grammar and high school, to teach him the lessons of industry, obedience, honesty, truthfulness, politeness, chivalry toward the poor, weak and unfortunate, unselfishness, singleness of aim, control of his own spirit, the right use of time, love of country and devotion to duty? Do not these things concern the teacher who is set to the task of making good citizens through the instrumentality of the schools? Are they not the very essence of morality? And should they not constitute the very atmosphere of the child's school life from the time he sets foot on the soil of the school yard, through all his work and all his play? The teacher is in her place for the express purpose of giving him moral training in these every day experiences and the obligation cannot be escaped. But the work is being done by different teachers with varying de grees of intelligence and success. Some think but little about it; some are careless of their personal example; some are weak and "easy” and "wink at" many infractions of moral law and trust that all will come out right in the end, or else do not care greatly whether it does or not. And others are conscientious, kindly, tactful, and by their horror of a lie, their intolerance of laziness and other admiration for all the virtues exert a personal influence and create a school spirit that makes for character and righteousness in every pupil's life. This is what makes the difference between a good and a poor school. This is the sort of moral training which is worth while. I N the annual "Declaration" of principles adopted by the National Education Association at the Boston meeting last July, the following was the third article: "In the judgment of the National Education Association the time has arrived for the formation of an International Council of Education, to be composed of leading educators from all the principal nations of the globe; the first meeting of the Council to be held in Washington, D. C. at some time during the year 1911. The Association hereby appoints the United States Commissioner of Education, the President and all living ex-Presidents of the National Education Association, and seven others, to be chosen by the above designated persons as a committee to formulate plans for such an International Council and to attend to their execution." It is safe to predict that with such a committee something will be done to carry out the idea of this recommendation. It is certainly one that is pregnant with large possibilities. It is in line with other great interests such as that of medicine, the law and religion. In the sphere of these interests there are several international deliberative bodies which have accomplished much in enlarging the boundaries of known truth and of applied knowledge. The cause of education will gain much from the comparison of principles and methods held and used in different portions of the world. Each of the leading nations has its strong features and each its weaknesses in its educational system. Each will profit by a close study of the systems of the others. There will be a tightening of ties and a broadening of vision and a deepening of sympathy in the fellowship of such a council. It is well as the United States is emerging into prominence as a first-class world power, that her educational leaders should take the initiative in calling for such a meeting of the world's great teachers. With all its faults our national system of education is something to be proud of and it commands the respect of the civilized world. Its spirit is the spirit of freedom and spontaneity and it lies close to the hearts of the whole people in a way that provokes the envy of other nations. On the other hand we may well learn profundity from the Germans, thoroughness from the British, facility and grace from the French and endurance from the Dutch. In a thousand different ways good must come from an annual or periodic gathering of the educational leaders of different nations. The world has its eye on the above named committee and we may depend upon it to bring forth in due time a good working plan for an International Council of Education. The "Psalm of Life" in Latin Verse B. F. HARDING, Milton Academy, Massachusetts. Maestis in numeris ne mihi dixeris, . Vità est vera quidem, strenua vitaque Non dictum de animo tuo. Nec fructus datus est nec dolor ab Iove Ars longa est, brevia et tempora, cordaque In vita haud aliter quam si ubicumque sunt In certamine fortis es! Noli, cum placeat, crederè postero! Tempus praeteritum praeteritum obruat! Vita illustrium enim nos monet omnium Forsan signa alius quae simul ac videt, Simus tunc alacres, porro sequamur et |