for three or four years. In this country, we do not need to be told to give more time to languages, so much as to study them more effectively with regard to their use in the ways in which they are being employed by the people for whom they are the native tongue.

SIMPLIFIED GRAMMAR.

While we are speaking of things linguistic, we may seize the opportunity to commend the movement started at the meeting of English teachers in Milwaukee to simplify English grammar. Professor Rounds, of the Whitewater Normal. School, presented a memorial to the National Educational Association to appoint a committee on the simplification of English grammar. Professor Rounds has made a study of a number of grammatical textbooks now in use, and he finds great diversity in respect to the treatment of most of the principles of grammar. If there is any way to eliminate this diversity and to simplify the subject, we ought to discover that way as speedily as possible. It is our personal belief that much of the grammar now taught in the elementary school will before long be deferred to the high school or to the university. Further, we believe that the time will come when grammar will be taught from the functional rather than from the structural standpoint. If a committee could help along the movement to make grammar a rational, which in this instance means a useful study in the elementary school, we ought to have such a committee appointed without delay.

Miss Alexander, Assistant Supervisor of the schools of Indianapolis, in discussing the presentday trend in the teaching of English, advocated the complete elimination of grammatical textbooks from the elementary school. She pointed out that the learning of grammar was one thing, but the ability to use the English language effectively might be a very different thing. In this connection, we may perhaps say without offending anyone that the best English grammarian we know, one who is always quoting the latest grammatical texts, and who is hypersensitive about grammatical accuracy, is as dull a talker and writer as anyone with whom we are acquainted. So much of his energy goes to the learning of grammatical technic that he seems to have little left with which to embody his learning in effective practice. Of course, grammatical knowledge does

not as a rule handicap a man in his expression; but after all, facility and efficiency in this latter art are not dependent in any large degree upon formal study of the technique of linguistic construction.

A TWO-YEAR HIGH SCHOOL COURSE. The division of our educational system into three periods, the first comprising eight years, and the last two four years each, can not be regarded as final. The conditions which led to this scheme are changing, and it is inevitable that the division lines should be redrawn from time to time. In general, it should be possible to-day to prolong the elementary school course beyond eight years for a large proportion of the children of this country. If it was advantageous twenty-five years ago to require all pupils to remain in an elementary school for eight years, it might be equally advantageous to require them to remain for nine or ten years now. There is nothing in the laws of society or human nature which should make an elementary school course of eight years permanent; but many people have come to regard the thing as having been so ordained at Creation, and it will always have to continue as it now is.

Chicago has already moved onto the establishment of a two-year high-school course. This simply means the extension of the elementary school course for two years. Unquestionably it will result that a large number of pupils who now do not enter the high school at all, or who drop out at the end of the first year, will complete this twoyear course. There is no reason why it shouldn't become a requirement of all pupils in a reasonably short time. We ought certainly to be lengthening the elementary course as life becomes more complex, and every individual needs to learn more in order to understand and adapt himself to modern conditions. This is a movement which might well be encouraged in our own state.

MUSIC HATH CHARMS.

A supervisor of music in a Wisconsin city was recently telling the teachers of the first four grades what to insist upon in the singing exercises of their pupils. Among other sorts of advice, she impressed upon them the necessity of requiring children always to sing "so they can be heard." She declared that most children do not "let their voices out sufficiently." And she con

cluded, "You should stop a class at once if they are not singing so they can be heard distinctly for some distance beyond the room in which the exercise is held."

We thought we would follow up this instruction a little way, and note its effect upon the pupils. The outcome was not quite the same in all the rooms we visited; but there was a certain general result which was noticable in all classes. Obeying instructions, the teachers would say to their children: "You do not sing loud enough. I can not hear you distinctly. Let your voices out." The children interpreted these directions to mean putting force into their voices,-yelling in fact. As a consequence they ceased to sing, and gave themselves up to the merry task of shouting. Their voices were high and harsh and strained. It seemed to us that more harm than good was done in this exercise. The singing in these rooms could not be said to be a concord of sweet sounds.

We

Is it not likely that too much emphasis is laid. on mere loudness in the work of the school? have observed classes in reading in which about the only instruction given was to read louder. Children sometimes come to think that the chief requisite in reading is to "holler." Under such circumstances a pupil is apt to become formal and mechanical. He is likely to lose naturalness, for the reason that his attention becomes centered upon exerting himself in respect to volume of voice. Of course, he should be heard in the classroom; but it is probable that pupils could be got into the habit of listening and understanding a natural as well as a high-pitched, mechanical voice. At any rate, it is worth while trying to preserve the naive mode of expression, even at the risk of a pupil not always being heard by every person in the room; though the latter merit is certainly very desirable, if it can be attained without too great sacrifice of more important things.

and perhaps to old hands at the business as well. We can count up by the dozen very capable men and women whose usefulness as educators has been entirely destroyed, because they could. not, or at least did not, rein in their amorous impulses. Let a teacher publicly exhibit tender feelings for a pupil of the opposite sex, and that will set awagging every tongue in the school and the community; and the aforesaid teacher might as well pack his grip, and hike to another town. The situation is not apt to be much better when intimacies develop between teachers themselves. Nothing so absorbs the attention of a school, and often of a community, as a case of flirtation in which a teacher is involved. Even if it be "harmless," it is certain to arouse improper comment among pupils and patrons.

President Hall and some of the Harvard professors have recently said that a little flirtation is a good thing for one. It releases something or other in him that needs the air, or it nourishes him in some part of his being that ought not to be starved. When great men like these say that flirtation is good, it is not for the likes of us to say that it is not good. But of one thing we feel confident; instructors must resist all temptations to indulge themselves in this manner while they are engaged in teaching the young idea how to shoot. Teachers might better give way to their passions in almost any other direction than in this A principal of a school, and a superintendent in particular will, if they possess even small portion of wisdom, take no chances whatever with this edged tool. Those who have lost their professional lives by carelessness in handling. it should be a warning to all who have thus far escaped serious harm from it.

one.

SEWING FOR BOYS.

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Every now and again some well-intentioned person reads a paper in an educational association, saying that boys as well as girls should be taught to sew and to cook. We listened recently to such a paper, which claimed that sewing and cooking would have a refining influence upon boys; and faith they need it. We may subscribe to the latter sentiment without endorsing the plan proposed for securing the desired results. It is very doubtful whether boys receive any good from the use of the needle in school. Nine out of ten of them regard it as trivial. They ridicule it; and

really it does not seem to exert a good influence upon them.

Theoretically, boys ought to learn to sew; but actually it is regarded as a girl's business, and boys rebel against it. Fortunately, the schools in our own state have not generally insisted upon sewing for boys. We ought to regard with disfavor any tendency to make boys do things in the school which they regard as effeminate. We need to do all we can to make the school appeal to boys as strong, vigorous, and masculine in character. Whatever boys as a rule "snicker at;" whatever they ridicule when they get outside of school, ought probably to be eliminated. We have hard enough struggle as it is to make the work of the school seem to be sufficiently virile to stimulate the best endeavors of vigorous boys.

UNIFORMITY IN PENMANSHIP.

At the meeting of the commercial teachers in Milwaukee last November, a committee was appointed to consider the advisability of securing uniform penmanship in the schools of the state. Dissatisfaction was expressed with the prevailing variety in the styles of handwriting found in different schools. Apparently a majority of the commercial teachers endorsed the sentiment that there is one best style of penmanship, and this must, or ought to be, required of all pupils. The present laissez faire method of handling this subject should be abandoned.

We do not recall that we have heretofore on any occasion expressed the hope that a committee of the W. T. A. might not be able to accomplish the purpose for which it was established. But it is our earnest wish that the present committee should never have either the conviction or the courage to make a report in favor of uniform handwriting. If such a report should be made, it ought to be given its quietus instanter. It is too late in the development of rational educational methods for a movement of this sort to gain any headway in our state.

How would it do for the W. T. A. to appoint a committee to secure uniformity in the vocal timbre of the pupils of the state? It would probably not be feasible for a committee to undertake to make all pupils just the same height, or breadth, or weight. It would be a little more practicable to try to secure uniformity in penmanship; but it would not be much more sensible

or desirable. Children show their individualities in their handwriting as well as in their voices, or in any other mode of expression. To enforce uniformity would mean the obliteration of individuality, so far as this particular activity is concerned. It would mean, further, that penmanship would come to be regarded as a thing of value in itself, rather than as a means of conveying thought to be employed automatically, so far as possible.

LEGIBILITY VS. UNIFORMITY.

We would endorse any movement looking toward the making of penmanship legible in the schools of the state. But this is as far as we would go. It seems to us that Superintendent Young, of Chicago, has taken the right tack in regard to this subject. Hereafter the teachers of Chicago will not try to teach any special style of handwriting. They will insist upon legibility; but they will give pupils considerable freedom in adopting a style suited to their temperament. In the light of all that has been said lately regarding the relation of handwriting to facility in expression, it would be progressing backwards for the state to begin a campaign at this time for uniformity in handwriting.

A SQUARE DEAL FOR THE LOCAL NEWSPAPER.

Do our superintendents and teachers realize what loyal and helpful friends they and the school have, almost without exception, in the local papers? Announcements, school news, educative articles are gladly and freely given space. The local press is the school's great ally. The square deal idea should prompt the school folks to turn all printing possible over to these friends. They may not care to compete in all matters, such as diplomas, commencement programs, etc., but by all odds they should be given first consideration. Let us not be guilty of rank ingratitude.-Moderator-Topics (Lansing, Mich.)

ENROLL THIS MONTH.

This is the month to get into line for positions for the school year 1911-12. We have a special offer for those who will register this month before the busy season begins. Write immediately for the new 1911 Booklet. It points the way to promotion. Registration in two Agencies at the price of one.

THE PARKER TEACHERS' AGENCY,
Madison and Spokane.

school the function of training youth to become intelligent citizens of a democratic form of government. The schools have become not only the guardians of the spirit and history of the past, the preceptors of the knowledge of the present, but the builders of American character and the inspirers of American hopes and ideals. The destiny of the republic is in the hands of the teachers in the public schools and the possibility of the nation reaching its greatest development depends upon the clearness with which teachers perceive the relation of the school to the individual and society and upon the fidelity and efficiency with which they perform their work. The state has placed grave responsibilities upon the schools, and prudence and wisdom demand that no effort be spared, no opportunity be lost to better the educational system, for any agency that improves the school, raises its tone, or insures better teaching reacts to the welfare of society.

Economy demands that the tax-payer and the state insist upon the best environment possible both for the school and the teacher to the end that they may receive the greatest return for the money invested. It is false economy to maintain schools under conditions that do not permit teachers to render their best service to the pupils and to the public. Character training is the goal of all true teaching. Children like plants thrive best in sunshine and warmth, and quickly mirror the spirit of the school and the temperament and traits of their teachers. The cheerful, contented, sympathetic, care-free teacher is the one that most effectively moulds character and inspires ideals. Teachers are artists and can only do their best service when free from anxious care and worry for the future. Tranquility and cheerfulness of mind and contentment of spirit are the essential attributes of an ideal teacher and no teacher can successfully mould a human mind or shape the destiny of a human being when annoyed by present cares or harassed by fears of a dependent, penniless old age.

Teachers are the most important of all public servants, yet they labor under economic conditions that stifle professional growth and development

ers are too small to permit of much more coming in their lives than the bare necessities of daily existence. Teachers are beset at all times with the problem of making a meagre salary meet the expenses of increased cost of living, provide for needed study, travel and recreation, pay the expense of dressing in a manner to meet the demands of their position, provide for attendance at teachers' meetings and institutes, to say nothing of laying aside a sum to care for them when they are unable to perform their accustomed duties.

It is vital to the welfare of the school, the public and democratic institutions that something be done to induce capable men and women to make teaching a life work, to hold the members of the profession in the service, to provide a means of caring for those that have lost their health through the exacting demands of the work, and to honorably retire those that have grown gray in the service and are no longer looked upon as able to successfully perform the duties of the schoolroom.

It is proposed as one means of increasing the efficiency of the public schools to establish in this state a pension system for teachers.

Now what is a pension? Is it a gratuity that a beneficent public pays to those of its citizens who have rendered it some signal, meritorious service? Is it a public dispensation of charity? Is it a giving of alms to the poor and needy? If so, then the teachers want nothing to do with a pension or retirement fund. Teachers are not beggars. They are honorable, self-respecting members of one of the most important callings of mankind. They ask only what is their due and will accept only what they have earned. An annuity for teachers, if justified at all, must be justified on the basis of public need. The welfare of the school, the pupils and society is the only basis. upon which a law for the pensioning of teachers can be sustained. It is an economic problem and not a sentimental one. The vital question is whether or not the responsibility for old age and disability shall rest upon the teachers in the schools or upon society.

The idea of a pension for teachers is not new. Laws for pensioning teachers have existed in

Europe for nearly one hundred years. At the present time all of the states of the German Empire provide for the pensioning of teachers largely at public expense. In most instances, the pension accrues to the benefit of the teachers from the day they first receive their permanent appointment. The annuity increases as the number of years of service increase until teachers are retired after forty or fifty years of service with a pension approximating from forty to one hundred per cent of the salary paid during the final year of service. In case of disability all teachers are retired with a pension proportionate to the number of years that they have well and faithfully served the empire. The most remarkable feature of the German pension system to the American mind is the fact that the annuity insures not only to the benefit of the teacher himself, but in case of his death to his widow and orphans. Germany has found that it pays to pension teachers. It considers it good business policy for the reason that she realizes that the future of Germany and the welfare of the Empire depends upon the efficiency of the teachers in her schools. The government knows that it will not secure as teachers for the German youth men and women of large culture, high character, lofty ideals and great personality unless assured that they will be permitted to do their work without anxiety for the present or worry for the future welfare of themselves or their families.

The pension system prevails not only in Germany, but in nearly all Europe. Holland, Denmark, Norway, Sweden, Spain, Portugal, France, Italy and England have had for many years laws permitting the retirement of teachers either on account of disability or age.

One would hardly expect to find advanced legislation in any of the republics of South America, yet ten years before the first pension law was enacted in the United States the Argentine Republic had passed a most remarkable and magnanimous teachers' pension law. It provides that any teacher who has taught twenty years in the public schools shall be retired on full pay. The annuity is based on the maximum salary paid during the last year of the teacher's service and is payable in gold. The people of the country so thoroughly appreciate the work that the teachers are doing for the youth of the land that every means is used to have the salary of the teacher during the last few

years of service increased to the maximum in order that the teacher may retire with as large an annuity for life as possible. The day the teacher completes her twentieth year of work is made a gala event in the town of community where she labors and civic honors are shown her that are seldom accorded to any other public persons. There are at the present time men and women, retired teachers of the Argentine Republic, living in the United States, that are receiving annuities in excess of $2000. It is any wonder that the Argentine Republic is able to hold teachers in the service of the schools and to attract from other countries, not excepting the United States, some of the most efficient men and women?

While Wisconsin is the most progressive state in the union in the point of efficient general legislation, she is behind some of her sister states in statutes favoring the pensions of teachers. At the present time there are nineteeen states that have passed pension legislation in behalf of teachers. Maryland, New Jersey, Rhode Island and Virginia have enacted mandatory pension laws for the benefit of all teachers, both urban and rural. Massachusetts, New York, Ohio, Utah and California have passed permissive laws so that under certain conditions all teachers in those states may be granted an annuity for life. It is true that the last legislature in this state passed a pension law, but as it applies only to cities of the first class it is a benefit merely to the educational system of the city of Milwaukee. It is of no value to the educational system of the state, but rather a detriment for the reason that it makes positions in the city of Milwaukee especially attractive to persons that expect to make teaching their life work.

In spite of the fact that we have an excellent system of public schools, it is annually becoming more and more of a problem how to secure men and women of training to fill the positions that are each year made vacant because of the unattractiveness of the profession and the shifting and transitory tendency of the teaching fore.

Under present conditions there is little in school work to attract or hold young, vigorous, red-blooded men and women. The tenure of office is insecure, the salary not large, the age of retirement early, and, contrary to general opinion, the danger to health is great.