performs are in the field of health, its primary function is training children in habits and ideals of service. American Juniors are impressed with the fact that efficient service depends upon physical and mental fitness for service. Health education therefore becomes a means to the end of service rather than an end in itself. The Junior Red Cross conceives its principal contributions in this field to be three: 1. It emphasizes the social bearings of personal health; that is, it stresses the necessity of being fit for service. 2. It lends the machinery and enthusiasm of its organization for the promotion of sound health education programs adopted by the schools. 3. It engages in projects for the promotion of child health, such as the "health game" and playgrounds in foreign countries, the support of summer camps, open air schools, nutrition campaigns, and the_like, in the United States.

In the matter of instilling high ideals of service and of inculcating habits of service in the life of the child, the fundamental question which the Junior Red Cross holds before the child is-What can I do—, In the home? For my school? For my community? For my country? For the world? The idea ever uppermost in the mind of the child should be "to leave things better than he finds them." There are the little acts of personal service in the home and at school which will give the child an ever-widening appreciation of—

"That best portion of a good man's life, Those little, unremembered acts of kindness and of love."

There is community service which seeks to develop both a community consciousness and a community conscience.

There are the international contacts, of which the foreign correspondence is the most significant. The foreign contacts serve to inculcate in the life of the child "My country for the world and not my country against the world." This international school correspondence includes not only an exchange of letters between the children of the United States and the children of foreign countries, but also an exchange of descriptive articles prepared by the children, samples of school work and of industrial products, specimens of native flora, postage stamps, and many other things that illuminate the environment and life of the children corresponding. The values of this correspondence are found in the supplementation

of the usual textbook material, in the educational values derived by a class or school in its preparation, and in the sympathetic understanding and friendship that it establishes between the corresponding children and teachers.

These, in general, are the opportunities which the Junior Red Cross brings to the schools. One readily sees that it furnishes purposeful activities that give the pupil opportunity to use the information and skill acquired in the classroom. It gives the schools "a means of implanting a conception of service as the most essential factor in social and civic life.” provides valuable materials to supplement and vitalize school instruction, and it introduces into the education of the child a strong, spiritualizing influence. "I serve" becomes a creed and a truth, and the need of fitness for service a reality.

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The Junior Red Cross is an instrument by which the people of the world may shape their own future and affect profoundly the future of humanity. Unselfish service is the greatest ethical and spiritual lesson that we may teach the children entrusted to our care. No finer service can be rendered the rising generation than to foster the ideal of service through participation in the work of the Junior Red Cross.

NOTE: Informational material on the Junior Red Cross may be obtained, gratis, from the Junior Red Cross office, 1709 Washington Ave., St. Louis, Mo.

A Prize For Art Work

We should like the cover of the JOURNAL to represent the artistic talent that exists in many Wisconsin schools. To the teacher or student who submits the most appropriate design, or picture (use India ink, on good paper), for each of the remaining issues of the year, we shall be glad to send a check for five dollars. Suitable quotations to accompany the cover plan will also be acceptable. The border and the name cut of the JOURNAL which we are now using will continue to be used; the Prize will be for something that will fit the remaining space. The second best entry will receive honorable mention in the JOURNAL.

Entries for the December cover prize must be here by December fifth; for the following months, by the first of the month of publication.

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Y THE Ordinance of 1787 slavery was forbidden in the Northwest territory. As one by one five states were carved out of that great area, sentiment against slavery was increasing. When Wisconsin came into the Union in 1848 the second section of the first Article of the constitution said "There shall be neither slavery, nor involuntary servitude in this state, otherwise than for the punishment of crime, whereof the party shall have been duly convicted." Not only was slavery forbidden in the state, but there was a distinctly hostile attitude toward it. A very vocal minority of the citizens were active abolitionists. Although supporting the Mexican War, which closed just as Wisconsin became a state, we were almost a unit in opposition to the extension of slavery into the new territories. The Compromise of 1850 was unsatisfactory and the Fugitive Slave Law an anathema. though before 1850 some runaway slaves had come to Wisconsin, nothing was done about them to arouse more than passing interest. In 1854, however, the escape of Joshua Glover from his master in Missouri, and his capture in Racine, was the signal for a real test of Wisconsin's sentiment and its will to act.

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Glover, after reaching Racine by way of the underground railway, found employment in a mill about four miles north of Racine. One evening early in March, while he and three other negroes were playing cards in one of the shacks near the mill, his master, Benjamin Garland, and the United States deputy marshal with some assistants burst into the cabin. After a desperate struggle Glover was knocked down with a club, handcuffed, and thrown into an open wagon. Bleeding and mangled, he lay on the bottom of the wagon while it jolted by

a circuitous route over the frozen roads to Milwaukee, where, in the early morning, Glover was thrown into the county jail. Six hours he lay suffering in the jail before his wounds were treated. All through a bitterly cold night he had lain in an open wagon, kicked, beaten, and threatened by his brutal captors. Not a pleasant picture of an attempt to enforce a hateful law!

Milwaukee and Racine both had a large

number of citizens active in opposition to slavery and the fugitive slave law. They soon heard of Glover's capture and in both cities there was intense excitement. A hundred men went by boat from Racine to Milwaukee, joining with hundreds of others in a demonstration about the county jail and courthouse. After an indignation meeting, with the usual speechmaking, the crowd demanded the release of Glover. In order to strengthen their cause the leaders had secured from the county judge a writ of habeas corpus, but the sheriff refused to honor it. About six o'clock in the afternoon of March 11 the mob, which had been waiting action by lawful means, lost their patience and with axes and heavy timbers they soon battered down the door of the jail and released the unfortunate victim. He was taken to Waukesha, where his wounds were dressed, and when he had recovered somewhat from his night and day of horror was helped to make his escape to the free country of Canada.

Although Glover had been rescued and spirited away, his liberators had still to answer to the law. Garland was arrested in Racine on a charge of assault, but obtained his release by use of the writ that had been denied the negro. Later he sued and obtained a judgment for $1,000, which congress had fixed as the value of a slave.

The most conspicuous leader of the antislavery group was Sherman M. Booth, editor of The Wisconsin Free Democrat of Milwaukee. He learned about the affair early in the morning after Glover's capture and immediately began organizing a public protest meeting. There is a very pretty story of his riding up and down the streets on a white horse shout

ing, "Freemen to the rescue!" and distributing printed dodgers explaining the situation. He denied this part of the story; but he did organize the meeting which resulted in the action already described. He was now to become the center of a series of legal actions which ruined him financially but which aroused the state, resulted in the organization of the Republican party, and had much to do with the events that plunged the nation into Civil War.

Booth was arrested and taken into the custody of the United States court. His lawyer applied to the Wisconsin Supreme Court for a writ of habeas corpus, arguing that the fugitive slave law was unconstitutional and presenting a theory of the constitution almost identical with the state's rights doctrine of Calhoun. It seems strange now that our court should have sustained this argument which later Wisconsin had to oppose by force of arms. Some of the language of the court was most vehement, as when Justice Smith asserted that "every day's experience ought to satisfy all that the States never will quietly submit to be disrobed of their sovereignty; submit to the humiliation of having the execution of this compact forced upon them, or taken out of their hands by national functionaries."

The case was appealed to the United States Supreme Court and late in 1859 reversed the decision and asserted the rights of the national court to jurisdiction "in all cases arising under the constitution and laws of the United States." The state court, however, refused to accept this

judgment and would not return Booth to federal jurisdiction. However, he was arrested by a United States marshall in March 1860, and although the same procedure was followed, because of the changed situation toward slavery and states' rights and a different personnel in the court he was not freed. Booth was fined and sentenced to the county jail for one month. Before the expiration of his sentence he was pardoned by President Buchanan, and Booth passes out of the picture.

It is an interesting picture of the tremendous feeling about slavery, going so far as to lead the State Supreme Court to defy the United States Supreme Court on the issue of states' rights. It is a situation quite similar to that which produced the Hartford convention and the Virginia and Kentucky resolutions. Fundamentally, of course, it was a rationalization of the state's opposition to slavery. Its essential soundness in national policies was proved by the response of Wisconsin during the Civil War-and no state made a better record.

thinking is balanced by and subservient to the suggestions and researches of recognized educational leaders of the past and present.

SHE knows how to fail. She must have days of seeming failure. Since she has done her best she leaves the rest and begins the following day with strong purposes and renewed zeal.

HER classroom has an air of symmetry; and is neat but not over-neat. It has an atmosphere of activity; it is a workshop. It has a bit of soul in the form of a plant or flower. There is freedom therefreedom under law.

DULL pupils? Doubtless, a few, but she studies to reach all types.

THE parents are treated with respect and deference. They are partners in the

concern.

URING the world war, when thrift was

D being, especially emphasized in the

schools, the writer introduced into the school system of Richmond, Indiana a school savings plan which proved to be simple, inexpensive, educational, and efficient. Since many Wisconsin administrators are interested in securing for their schools a system with these qualities, it seems worth while to give a brief description of this one. The plan itself is flexible and may be varied indefinitely for adaptation to local conditions.

The principal of each school calculated what percentage of the school's enrollment made deposits each week and the average per pupil amount deposited. This method seemed to be as fair for a small school as for a large one. On Monday afternoon the records were reported to the office of the superintendent, where they were tabulated by schools. On Tuesday the week's record for the city was reported back to each school and was published in the local newspapers. Great interest was manifested in these reports throughout the year.

The five banks of the city were asked to contribute five dollars each for prizes to the school and to the room making the best record. This was an emergency measure and was intended as an additional incentive to increase the competition between schools. Under normal conditions it is not a necessary and probably is not a desirable part of the plan. Competition, however, either between schools or to excel a previous record, furnishes an important motive for carrying out any plan of school savings.

At the close of the year the winning room and the winning school were determined by combining ranks for percentage of enrollment depositing and amount of average per pupil deposit. Each week rooms and buil dings were ranked separately on each of these two items. At the end of the year the weekly rankings were added together by buildings and by rooms and the building or room receiving the highest rank was declared the winner in the contest.

Each pupil was encouraged to visit the bank of his choice and to start a savings account, at which time he would receive a passbook for recording the date and amount of each deposit. Each Monday morning the passbooks were brought to the teacher and she listed opposite the name of the pupil the amount deposited by him during the past week. She then calculated the percentage of pupils in the room who had made deposits and the average per pupil deposit based on the room enrollment.

Under this plan pupils carry their money to the bank instead of to school, where it must be handled by the teacher, who dislikes the added responsibility and consequent worry. Very little time is needed to record the weekly deposits as shown by the passbooks. If the latter are lost they can easily be duplicated. The plan is also fair to the banks, since no one bank must be selected as a depository. Each bank secures a share of the total deposits in proportion to its ability to

convince the depositors to use its facilities. Perhaps the most important characteristic of this plan is that pupils are forming habits of saving and thrift which will persist after they leave school. Many school habits cease function after school because they are merely school habits. For this same reason, also, the

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N THE morning of September 21, 1928, in one of the most beautiful settings to be found in Wisconsin, the members of the Student Council and Court of the Wausau High school took the vows to serve and honor their school, their city, state, and nation.

Four years ago a Council was organized in the Wausau High school with the purpose of giving students representation in the management of the activities of the school. In a very practical way many have learned the value and joy of cooperation and service.

The Italian Park, in which the installation service was held, is situated on the slope of East Hill in a grove of beautiful pines. was recently given to the citizens of Wausau

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board of education, and parents gave brief responses. Each pledged support and cooperation by placing a rose in the vase at the front of the platform. The President of the Council then gave his inaugural address outlining plans for the school year and expressing appreciation of the young citizens for the gift of the beautiful park. The school band and the Girls' Glee Club furnished the music for the program.

A spirit of reverence pervaded the entire Assembly and the inspiration that came from that morning's program under the murmuring pines gave new meaning to the line "The groves were God's first temples."

The program included patriotic songs, num