Teachers should build and strengthen that for which all find a constant demand-the expression of "self," the revealing of that personality towards which all the rest of study and experience is developing.

BIBLIOGRAPHY.

Emma Sheridan, "Educational Dramatics," pages 6-9. New York, Moffat, Yard & Co.

Professor F. R. Arnold, "College Stagecraft." Education, Vol. 31, page 466.

Mary E. Courtenay, "An Attempt in Oral Composition." N. E. A., pages 720-721.

Christobel Abbott, "Dramatic Training in Normal Schools." Education, Vol. 32, page 99.

Charles E. Johnson, "High School Education." Chapter xviii, Public Speaking. Chapter xii, Moral Education.

J. Milnor Dorey, "Public Speaking and Dramatics in High School." Education, Vol. 34, page 31.

Jessie B. Davis, "Vocational and Moral Guidance."

"School Plays." By a group of girls in Miss Hopkins' School, under the direction of Miss Elinor Murphy, English teacher. 3 vols., viz., “All's True" (a literary play); "The Long Road to Tomorrow" (for history classes); "A Girl's Dream of Pictures" (for art classes). Published by the publishers of Education.

Reference is also made to Walter H. Baker & Co., 5 Hamilton Place, Boston, Mass., as publishers of plays and dramatic material.

The aim of education should be to fit a person for an honorable place in civilized society; not merely to equip him for successful competition with his fellows. Life is vastly more than earning a living. Earning power is important; but it is preliminary. We earn in order to live; but living is the great business of life after all; and education should fit us for life, not merely for business. The standard of earning power, as the thermometer of educational values, has been overworked. It should go without saying that an educated man should be able to earn more than an ignoramus; just as a skilled laborer should be able to earn more than a common laborer. But the value of true education cannot be estimated in dollars and cents. Its higher value appears in the enlargement, enrichment, and refinement of life. The true teacher is an artist of life. He is moulding, directing, coloring, individual minds and characters. These individual lives grow, unfold, expand, and acquire activity under his oversight. What they are in the end is the test of his success.

Education is properly the calling out of latent powers or faculties inherent in the individual. Two factors are present in the educational process-inside potentiality and outside influence. When we speak of educating a person we imply, first of all, that there is something in him to be called out-unfolded, expanded, trained. This being the case, we ought not to think that education is putting something into the mind. Information may be imparted in the process; but education is the discipline of the mind so that it may acquire information when needed, and use it as a master workman uses his materials. Education aims at the perfection of the instrument. A mind may be crammed and overloaded with information, much to its detriment. To be educated is to have all impediments of action. trained away, so that nothing but pure power is left.

Another test of the educated mind is productiveness. Not memory, but the power to create, is the cardinal aspect of mind. Memory only feeds the creative function of the mind. The ability to see things as they are, and to report truly about them-the capacity to know and create this is the characteristic of the disciplined, active mind. We are co-workers with God. The productive mind helps to mould chaos into ordered beauty.

The most important and far-reaching event in our country, happening since we went to press with the last number of EDUCATION, is the ratification of the Woman Suffrage Amendment, the State of

Tennessee having had the honor of casting the deciding vote which settled this momentous question. The opposition died hard; but there is no doubt that it is dead and that it will stay dead. Reforms usually come to stay, especially those that come about by the gradual evolution of public sentiment. This reform has had to fight its way, inch by inch, against stubborn, persistent and bitter opposition. It has won on its own merits. It is inconceivable that such a reform should go backward. It is part of the great evolutionary movement of the human race. We believe that it is fraught with momentous consequences which will gradually manifest themselves. Prohibition and Suffrage! Both within the short space of a few months! Surely the world does move! The times in which we live will be noted in after times as among the great years of human progress toward the goal of perfection. We should not fail to note the vast significance of what has happened and how it has set forward the race and made clear its high mission and destiny.

Meanwhile, many new adjustments will be necessary and there will be a call for clear thinking and serious effort to avoid errors and to get proper arrangements of the machinery of the new order so that possible dangers may be avoided and the greatest amount of good may come out of the changed relations of women to the Commonwealth. In this great drama the teachers and the schools will play an important part.

One of the dangers,-perhaps the chief one, arising out of the changed position of woman in the world of today, is that she may lose sight of the immense value of what may be called her femininity. If the franchise and all that goes with it shall result in making her less womanly and more mannish, then, indeed, will the world be the loser. Probably it cannot be shown that the suffrage agitation is responsible for the obvious lowering of the average of modesty and refinement of the female of the human species of today, as compared with that of yesterday. But every sensitive person of either sex who frequents the highways or byways of business and travel cannot but be conscious that such a change has taken place, at least in certain classes of women. By their admission in large numbers to modern commercial life women have been withdrawn from home life and made to mingle among men and to frequent places and take up work where, in the hustle and bustle of modern conditions, they have to take their chance, with little regard to the more delicate amenities. It is seldom, now-more's the pity!-that men are chivalrous enough to give their seats to ladies in public conveyances; and some women have even come to resent little polite attentions that men

sometimes offer,-misunderstanding them as being somehow an implication of inferiority or weakness. Then, too, in the matter of dress, there have been extreme changes that tend to break down the barriers of modesty and true reverence of men for women.

Little is left to the imagination; and the subtle charm of sex is sacrificed upon the altar of Fashion. It is impossible to escape the impression that the average woman, as we see her upon the street today, has a lower standard of refined womanhood than the average woman of a generation or two ago.

In accepting the manifest and manifold advantages, as well as the solemn obligations of suffrage, the thoughtful woman of today will wish to guard most jealously her divine endowment of femininity. She will see therein her supreme power to influence and bless and save and serve her day and generation.

"For woman is not undevelopt man

But diverse could we make her as the man
Sweet love were slain: his dearest bond is this,
Not like to like, but like in difference.
Yet in the long years liker must they grow,
The man be more of woman, she of man;
He gain in sweetness and in moral height,

Nor lose the wrestling thews that threw the world;
She mental breadth, nor fail in childward care.”

The thoughtful teacher can do much to help her pupils to keep that which is best in the past,-as taught by our fathers and mothers and by all the noblest men and women of history in their religion, their literature, and by example, at the same time pointing out to them the new duties, opportunities and privileges that are placed before them by the suffrage.

The National League of Women Voters announces a woman's platform of six planks which they presented to the Platform Committee at Chicago and at San Francisco and which will constitute the woman's program. Their platform demands in relation to children, adequate appropriation for the Children's Bureau, the prohibition of child labor through the United States, and Federal protection for maternity and infancy care. In recognition of the appalling percentage of illiteracy among both native and foreign born, and the lack of understanding the essentials of good government, the league advocates a Federal Department of Education, the increase of teachers' salaries and instruction in the duties and ideals of citizenship. The third plank urges such Federal regulation and supervision of the marketing and distribution of food as will tend

to equalize and lower prices, and measures to prevent excess profits and the control of the necessities of life. The platform endorses the establishment of a Woman's Bureau in the Department of Labor at Washington with an adequate provision for its support. It urges the continuance of appropriations for moral protection, for prevention of venereal disease and for public education in sex hygiene. The sixth plank demanding independent citizenship for married women states, "Believing that American-born women resident in the United States should not forfeit their citizenship by marriage with aliens and that alien women should not acquire citizenship by marriage with Americans, but rather by meeting the same requirements as those provided for the nationalization of alien men, we urge federal legislation insuring to the women of the United States the same independent status for citizenship as that which now obtains for men." The directors of the League of Women Voters headed by Mrs. Maud Wood Park of Massachusetts attended the Convention of both great political parties and presented the above program.

The National Vocational Guidance Association has put out a tentative statement of principles including in part the following:

"The fundamental aim of vocational guidance is vocational selfguidance; that is, that the child or adult, except in extraordinary circumstances, is not to be conceived of as a pawn to be moved about by more experienced persons, no matter how possible, well-meaning, or expert such prescription might be. Thus vocational guidance becomes also educational guidance, and the teacher, counselor, and employment manager furnish the individual with such enlightenment as will make him more and more capable of managing his

own career.

Another important principle that has emerged from recent discussions is the proposition that vocational training and education must be preceded by vocational guidance. At the Chicago convention a resolution on this subject was passed, and later presented to and ratified by the National Society for Vocational Education. This resolution declared that vocational subjects should be preceded by try-out courses to discover the abilities and interests of children, by a class for the study of the advantages and disadvantages of occupations, and by such counseling, physical and mental examinations, and other means of enlightenment as will offer opportunity for a sensible choice of occupation.

The National Vocational Guidance Association is interested in the problem of placement, and a recent committee which was appointed at a conference held in New York City has worked out