country. In all races the most dangerous criminals come from classes that can read and write, and not from the illiterate. A test founded on ability to read will not keep out the worst criminals, and will furnish no safe guide in action to the officers charged with the execution of the existing restrictive laws."

COURSE FITTING FOR GRAMMAR MASTERS AND FOR INDUSTRIAL WORK. The Fitchburg Normal School (Massachusetts) is thoroughly alive to the demands of modern education for leaders along new lines of teaching. In the past, the normal school has had many calls for men teachers for the upper grades, but no men graduates were available. The introduction of a large amount of manual training and industrial work in the grammar grades will create in the next few years a great demand for young men fitted to take charge of such work. Those who have a liking for work of this kind and who prepare themselves for it will be in line for good positions and rapid promotion.

The new courses provide six months of method work in all subjects taught below the high school, with observation in all grades, special attention being given to the grammar grades.

Four afternoons a week on various forms of industrial work and in directing small groups of pupils at this work.

Mechanical drawing, writing specifications, estimating, etc.; science, special study of common applications of power; psychology and child study, pedagogy and history of education throughout the year.

As part of the second year's work, each student will be given an opportunity to test his ability in teaching, management, etc., by taking full charge of a room for fourteen weeks, six hours a day, five days a week.

During the course, a study will be made of problems of school management, including those of an executive nature which a grammar master meets.

The opening of the new manual arts school, erected and equipped at a cost of $92,500 has made this new work possible.

THE "AFTER-SCHOOL CLUB" OF PHILADELPHIA. From an address by Mrs. J. Scott Anderson of Swathmore, Pennsylvania, we quote the following interesting account of the above named movement, which may prove suggestive to some of our readers:

An institution was established in Philadelphia during the year 1908, which occupies a unique place among our educational institutions. I refer to The After School Club of America. The After School Club is an organization of able educators and experts in

child training for counsel with mothers and teachers, and wise comradeship for children and youth. The purpose of this society is that of crystallizing the entire child's welfare movement into an organization for studying child life in all its phases, and giving the benefit of this study to thousands of parents, teachers and individual boys and girls throughout the United States. It is a response to the demand which the childhood of the age is making on the women of the age, the aim being to give children the best possible opportunities for mental, moral and spiritual growth.

The After School Club is affiliated with the League of Home and School Associations of Philadelphia, with the Character Development League chartered by the American Congress, and with several other educational and civic organizations which are working for the betterment of childhood. There are several important features or departments of the club, skillfully fitted together, each department supplementing the other, and the whole forming a most potent plan for the moral and mental development of children. One of the most important features of the club is the "Mother's Counsel," which serves as a clearing house by taking the findings of specialists in matters relating to home education, books and reading, the rearing and training of children, and putting this information into the homes where it can be made of actual immediate use.

This department (a) writes frequent letters to mothers on problems of child life and experiences; (b) gives expert confidential advice on various personal questions; (c) sends or calls attention to pertinent magazine articles; (d) suggests suitable books to particular needs; (e) helps to form story telling clubs; (f) helps to form Junior civic leagues; (g) issues illuminating monographs on various questions of child training.

BOOKS ON SEXOLOGY. The following books on this subject are recommended by the library department of the National Vigilance Committee: The Moral Problem of the Children, Rose Woodallen Chapman, 25 cents. Hygiene and Morality, Lavina L. Dock, G. P. Putnam's Sons. $1.25. Reproduction and Sexual Hygiene, Winifield Scott Hall, Wynnewood Publishing Co., $1.00. Education with Reference to Sex, Charles R. Henderson, University of Chicago Press, $1.50. Training of the Young in Laws of Sex, E. Lyttelton, Longmans, Green & Co., $1.00. The Renewal of Life, Margaret W. Morley, A. C. McClurg & Co., $1.25. Social Diseases and Marriage, Dr. Prince A. Morrow, Lea Brothers & Co., $3.00. Parenthood and Race Culture, Caleb W. Saleeby, Moffat, Yard & Co., $2.50. The American Boy and the Social Evil, Dr. Robert N. Willson, John C. Winston Co., $1.00. The Nobility of Boyhood, Dr. Robert N. Willson, John C. Winston Co., 50 cents. (Contained in the American Boy and the Social Evil).

THE NATIONAL CONFERENCE COMMITTEE ON STANDARDS OF COLLEGES AND SECONDARY SCHOOLS. This committee, at its fifth annual meeting, held recently in New York, passed the following resolutions: Resolved, that this committee recommends, as a matter of convenience and to secure uniformity:-(1) that the term unit be used only as a measure of work done in secondary schools, and that the term period be used to denote a recitation (or equivalent exercise) in a secondary school; (2) that the term hour be restricted to use in measuring college work, and that the term exercise be used to denote a recitation, lecture, or laboratory period in a college; (3) that unit be used as defined by this committee, the Carnegie foundation, and the College Entrance Examination Board, and that hour be used preferably in the sense of year-hour; (4) that the use of other terms such as count, point, credit, etc. in any of these senses be discontinued. The sub-committee had been requested also to consider and report on the desirability of agreeing on the precise use of the terms "programs of study," "curriculum," and "course of study." Mr. Farrand reported that this question had been carefully considered by his committee in the light of the published resolutions of the National Association of State Universities and of the Association of American Universities and such further information as could be procured. While conscious of the desirability of uniformity in the use of these terms, the sub-committee felt that it was unwise to take any action until some common usage should have become established in many institutions.

Following a discussion of the question of a combination of the examination and the certification methods of admission to college, Dean Ferry presented the following resolution which was unanimously adopted :-Resolved, that this committee endorses the movement of various colleges in the direction of attaching weight to the school record of each candidate in connection with his entrance examination, and recommends to the colleges that such records be regularly used as an aid in determining the candidate's fitness for admission to college.

EDITORIAL FALLIBILITY. We once knew of an employer who instructed a new employee that mistakes were not tolerated in that business. Before the day was out this employer himself made a mistake which cost the firm a thousand dollars. Editors are responsible for the accuracy of the text of articles and advertising which go out in their journals. It costs them bitter pangs of remorse when glaring errors creep in, as sooner or later they are sure to do. "Glaring" is just the word for them, for to the responsible editor they glare out from the pages with a fierce and demon-like insistency. He cannot open the book or magazine anywhere without seeing them, and some

times he fancies that he even hears a sardonic and mocking laugh as though the prince of the underworld were taunting him with them.

Who will explain the physical laws that invariably cause a dropped collar button to roll under the bureau when one is hurrying to catch a train, or to be "on time" at breakfast? Who will give us the psychology by which it happens that four careful proof-readers will pass a page headline reading "The Scope and Method of Granma" when the article was about "Grammar ?" Or who will adequately interpret the state of mind of the maker of a program for a dignified religious gathering, when he found the audience reading that the Rev. Doctor Blank would deliver an address on "The Wilder Aspects of Religion."

When errors creep into a publication bearing the name "Education" they are doubly embittering. The editor always finds them,-when it is too late. Gentle reader, please draw the mantle of charity over misprints, misspellings, mistakes and misery. Do not hold the authors responsible. Do not blame the printer. It is the editor's job and the fault is his and he is but human.

The

CONFERENCE ON MORAL PHASES OF PUBLIC EDUCATION. following report of the committee on "What Advance Steps Should Now be Taken ?" was made at the meeting of the Council of the Religious Education Association, held at Teachers' College, New York city in February. The conference was composed of carefully selected leading educators:

RESOLUTIONS ADOPTED.

We, the members of the conference on the Moral Phases of Public Education, believe that the moral aim, i. e., the formation of character, should be treated as fundamental in all education; that morality has a positive as well as a negative content; that the former should receive primary emphasis; that it consists, in one aspect, of promotion of the common good, in another, of the attainment of individual character.

We believe that the personality of the teacher and the general organization of the school are primary agents in the development of character.

We believe that progress has been made in recent years in the development of character through public education; that such progress is forcibly evidenced by the diminishing significance of punishment as an element in the school life of the present; by the improved organization of the school whereby initiative and therefore independence on the part of the pupil is much more fully secured than formerly; by the development through instruction of the taste for good things to an extent far beyond that which prevailed a gen

eration ago; and finally, by a remarkable provision for the physical and thereby the moral welfare of the child.

In spite of this progress, we believe that still more systematic efforts on the part of the school for the development of moral character are imperative. With this fact in mind, we make the following recommendations:

1. That teachers be impressed with their responsibility for a much greater use of their personal influence with pupils through personal contact and sympathy than is now customary.

2. That the teacher's opportunity for personal contact and influence with the children be enlarged (a) by reducing the number of pupils assigned to a teacher; (b) by eliminating the obsolete and less vital materials from the curriculum; (c) by permitting the teacher greater personal choice in adjusting subject-matter and method to the individual needs of children; and (d) by modifying the prevalent character of school supervision so that the subtler personal influences of good teaching may be more completely taken into account.

3. That an increased effort be made to secure the moral values of the content of all subjects in the curriculum so that moral instruction may be enlivened, appreciation awakened, and personalities enriched.

4. That direct moral instruction, varying in content according to conditions, systematic or otherwise according to personal preference, be employed as a means of moral education, with the special object of developing the power and habit of moral thoughtfulness.

5. That school and community activities, such as plays, games, festivals, student organizations, social intercourse, social service, etc., be more extensively, yet vigilantly used as a means of moral growth.

6. That the foregoing five recommendations be considered as applying in full to institutions for the training of teachers such as normal schools and colleges, recognizing that beyond question the practice touching these demands followed by such institutions, will largely determine the extent to which such demands find realization in the public schools.

7. That, in addition, courses in personal and social ethics and moral instruction and training constitute a prominent part of the curriculum in such institutions.

8. That since the improvement of character demands that education inside the school go hand in hand with efforts for social betterment in the community outside, every opportunity be taken to arouse in teachers and normal students an interest in these vital facts by means of courses in educational sociology and active participation in philanthropic and civic work.

9. That we approve of the greatly increased emphasis in the