most positiveness as well as tenderness that he should not die that he was going to get well, that such bravery as his could not and would not be spared by his country which so needed the continued services of such as he.

This soldier afterwards testified that his great leader's praise, his belief in him, his encouragement, his positiveness, his splendid strength of body, mind and spirit as he ministered to him gave the impulse that alone could and did save his life. He lived and became one of the most noted and successful Head Masters of the post-bellum years.

A similar field of influence is open all about us in the schools and colleges of the land. The sympathetic, broad-minded, large-hearted, conscientious teacher will not let his pupils be eliminated. He has a vision of the values of scholarship and of a salvaged scholarly life.

Idealists

Their faults are virtues overgrown;
Their failure but the fruitless flower
Of faith; when they are overthrown
They trip on steps that lead to power.

No lever theirs of circumstance,

No fulcrum hour that turns the years;
Wise, but outfaced by ignorance,

Their lot the slaves; their work, the seers.

And they are scorned. The men who find,
Or steal wholesale-whose hands hold all-
Sneer, while each other's bays they bind,
At empty hands which they forestall.

And oh, the soul's foot-crushed ideal,
The sacrifice none understands!
But One is throned to whom all kneel,
The Judge-a Man with empty hands!

STOKELY S. FISHER,

Kansas City University.

Case Study of Ethical Standards for
Public Schools

WALTER SCOTT MCNUTT, PH.D., FLORIDA STATE COLLEGE FOR
WOMEN, TALLAHASSEE, FLORIDA.

(Concluded from EDUCATION for March)

WHAT I WOULD DO IN STARTING STUDENT
CO-OPERATION.

(Superintendent's Standpoint.)

Get my school board interested first. The average school board desires an autocrat at the helm of administration to dictate their desires to teachers and students and to see that they are carried out to the letter of the law. As a rule, they have come through the old system, and their idea of a school "worthwhile" is one similar to the one through which they have passed, back in the good old days when the rod was spared not, and their master's rules were like "the laws of the Medes and Persians, which altereth not." Sometimes you will have one or two progressive men on the board, but at the same time you will have others on the same board to watch their progressivness.

And anything that the teacher starts new will be looked upon with disfavor, and will be the means of causing the board to distrust their judgment on future things for the welfare of the school, and in many instances it will cause a change in the teaching staff for the next year.

The wise teacher must realize that these conditions prevail, in the majority of village school boards, and use tact and common sense in all of his dealings with them. He should show a spirit of sympathy and co-operation at all times with his board; but at the same time he should make them see and feel that he is master of his profession, by giving them mod

ern ideas of education and keeping them informed as to the progress of education in other cities and towns similar to their own. When they once come to believe in him, it is possible to get their co-operation in things which otherwise would be impossible.

After gaining the confidence of the board, it is then time to approach the matter of student self-government. But before doing this the teacher must be able to give what has been done and the possibilities of the movement, in a concise, graphic, and enthusiastic manner.

In regard to the time spent in educating a board, I should think that a live and enthusiastic teacher could do this in three months, preferably the summer months before the school opens.

Having educated my board, I would turn to the education of my teachers. At our first faculty meeting, I would assign rooms and give plans of work and co-operation for the teachers. I would make this meeting just as pleasant and profitable as possible and show a spirit of helpfulness and co-operation in all things pertaining to the school work. At our next regular meeting I would bring up the question of the best possible means of school discipline, and during the discussion, I would give a concise, graphic account of the George Junior Republic or some work of a similar character and leave the subject open for further discussion at our next weekly meeting.

At our next meeting I would find the attitude of each teacher, through our discussions; and before adjourning I would suggest that we make a study of the movement, and state that I had some literature on the subject, and that I had studied the matter and should like to think about it more.

After getting my teachers saturated with the movement, and seeing the need of it in our school, I would suggest that the teachers begin discussing it with their students in their individual rooms, and in this way create a spirit of co-operation throughout the school.

After this spirit has been established, I would start a form of co-operation in the halls and on the playground and at the drinking fountains, and in the rooms, during the absence of teachers. I would let this continue for a few weeks and at our teachers' meetings I would continue to discuss the work and plans for the future success of the movement in the school.

Out of these discussions I would let grow a form of government for the school. For the lower grades I would have a form of student co-operation as a foundation of the system; and name grades one, two, and three beginners-of-citizenship grades. Grades four, five, and six I would name electorate grades. In these grades students would be permitted to elect officers and take charge of the rooms during the absence of teachers. Grades seven, eight, nine, ten, and eleven, I would call student-co-operation grades. And for these grades I would have a constitution setting forth the main features to be found in our State and Federal Government, which constitution is found on the following pages.

CONSTITUTION OF STUDENTS' ASSOCIATION.

ARTICLE I-NAME.

The name of this association shall be the Students' Cooperative Association of the Dublin High School.

ARTICLE II-PURPOSE.

The purpose of this association is to teach ethical standards in this school, to co-operate with the faculty and with each other in the establishment and maintenance of school spirit and school ideals, and to prepare ourselves better for the duties of citizenship through the co-operation of students in the practice of ethical standards.

ARTICLE III-CITIZENSHIP.

Every student of the Dublin High School shall hold the privilege of citizenship in the student body, and shall have a voice and vote therein.

ARTICLE IV-OFFICES.

The officers of this association shall be a president, vicepresident, secretary, treasurer, and a council composed of seven students and two teachers.

ARTICLE V-QUALIFICATIONS, ELECTION, TENURE, AND

DUTIES OF OFFICERS.

Section 1. Qualifications. All officers shall be required to have an average of 85% based on the following points, same to be the average score given by each member of the faculty. The following points shall be considered:

1. Honesty-100%.

2. Truthfulness-100%.

3. Scholarship.

4. Leadership.

5. Versatility.

6. Helpfulness in school.

Provided that he shall not fall below 75% in any point.

The president and vice-president shall be members of the Junior or Senior class and both shall not be chosen from the same class.

The secretary and treasurer shall be members of any class except the freshman.

The student members of the council shall be chosen, two from each class, except the freshman, from which one shall be chosen. The faculty members shall be chosen by the fac ulty.

Section 2. Election. All student-officers shall be elected by a majority vote of the entire student body, except the mem