character. It is likewise essential that he or she be ever ready and willing to advise the students in their problems and in such a way that they will seek advice of their own free will. If the individual teacher possesses a worthwhile character and has a definite goal constantly in mind, such a spirit will be made manifest that will tend to create the proper type of school as a whole, the third principle underlying a character education program. It is the present consensus of opinion that a school should be organized as a democratic community of people, with a social relationship conducive to the development of self-directed activity, and assigning a certain degree of responsibility. The State Department of Instruction of Utah issued a bulletin for use in the public schools in which the following characteristics are set forth of a proper type school. 1. It should be a moral school. 2. It should be a democratic community of people. 3. It should get students to perform acts of right conduct. 4. It should be organized and administered in a way that provides for alternate leadership. That a school must be an organized democratic community of people, if it is to so train students that they can take their place as citizens in a democracy after they leave school, is quite evident. The keynote of a democracy is that individuals exist for the state and the state exists for individuals. This calls for an adaptation to situations on the part of the citizen that is true of no other government, for problems are being met continually that must be solved. It is by furnishing the student with like situations while he is a student in a democratic school that he is trained for that greater citizenship in a greater democracy which is to follow. Before such a school can be organized, it is very essential that the teacher and administrator have a clear understanding of the characteristics of a student of high school age. In importance, this fourth principle should be ranked first. An understanding of high school pupils makes it possible to arrange the program in such a way that the greatest good can be accomplished. It is during this age that a rapid change is taking place in the child. His strength and skill are developing rapidly; his endurance is improved. It is logically the proper time to develop the different kinds of motor skills. As there is a rapid change physically, there is even a greater change mentally. The thinking of the child has become more intensified, more capable of sustained effort, and functions in more abstract terms. The student begins to show a greater interest in the affairs of others, and appreciates his moral obligations to his fellows. That he manifests a greater interest in science and scientific laws is likewise apparent. It must be borne in mind by those in charge of our high schools that a child of this age has reached the point where he is capable of thinking for himself and of working out many of his problems. He has reached the point where his thoughts demand expression in some form. To stifle this tendency is to lose a wonderful opportunity for character training. The social and spiritual change is no less marked. There is a decided desire on the part of the pupil for group activity, team work, etc. He begins to appreciate leadership, and is subject to appeal to his ideals of honor, integrity, honesty, etc., that he sees in a capable leader. It is during this time that his faith in spiritual matters is easily aroused, and when he is most apt to become a member of some religious organization. The foregoing discussion suggests the general trend that a character education program will take. Since the high school pupil is a live being, thinking for himself along serious. lines, possessing an over-abundance of energy that demands an outlet, and since one of his greatest desires is to work in the group, it stands to reason that the training which will be worth the most to him will be that in which he is given every opportunity to "do something" with proper direction or guidance. This recognition of the importance of TABLE I. Character Building Activities with Objectives and ACTIVITY Student participation in school control Athletics Debating Assemblies Dramatics Publications Clubs 1. Participation by all of Develops self-control, self- ulty. 3. Life in the group. 1. Preparation for health. Co-operation, honesty, loy2. Preparation for life in alty, industry, independence, self-control, sportmanship. the group. 3. Worthy use of leisure. 1. Training in scientific Honesty, sportmanship, self-respect, self-control, accuracy, courtesy, loyal 2. Training in organiza- sponsibility, conformity. Co-operation, loyalty, responsibility, independence, service, promptness, industry. Co-operation, service, selfcontrol, courtesy, industry, self-reliance. Honesty, reliability, judgment, loyalty, co-operation, service, promptness. Co-operation, self-control, courtesy, loyalty, industry, initiative, sportmanship, independence. activities in which the pupil might participate, is the fifth underlying principle. To discuss in detail the various activities in which high school pupils participate, such as student government, athletics, debating, the assembly, the school paper, dramatics, and clubs, is not possible in this paper. Since the objectives of the various activities are important and must be kept in mind by the director, the writer has seen fit to give this and other information in tabular form. Table I gives the activities that may be made to function in any high school, the objectives of each, and the results that may be expected if conducted properly. The last principle that should underlie a program of character education is that moral instruction must be recognized to be of sufficient value to have a place in the curriculum. This does not mean that it is necessary to offer a course in ethics or moral education. Such a course would probably be a splendid means of character training provided a capable teacher could be found to have charge of it; such teachers are difficult to find. The school is already supplied with courses that offer abundant opportunities for character education. By making use of the socialized recitation, the project and problem method, and other methods that call for self-activity on the part of the students, the progressive teacher will not want for character building materials. Six fundamental principles should underlie a program of character education in the secondary school. First, a definite goal should be kept in mind and all work should progress toward this goal. Second, each teacher must accept the responsibility of being a leader and an example. Third, a democratic school as a whole must be organized. Fourth, the teacher must have a clear conception of the characteristics of a child of high school age. Fifth, it must be recognized that student activities offer an unlimited opportunity for character training if properly organized and supervised. Sixth, character education must be recognized to be of sufficient value to have a definite place in the curricula of the school. Allegiance to Highest Pedagogic Standards EUGENE BERTRAM WILLARD, CHELSEA, MASSACHUSETTS N OT long ago a prominent educator drew attention to the rapid increase in the channels by which tidings, images, demands, suggestions and impulses stream in on members of the teaching profession from without; the multiplication of the ways by which events and changes remote from the immediate world of the teacher are swept within the pedagogic ken. It may be felt at once that this is true, yet not at once, perhaps, is the full measure of its meaning grasped. For these afferent channels of the pedagogic life are multipled, not only by new discoveries, but far more by the increased and cheapened and accelerated use of old discoveries; and yet again by the acceptance of means of communication which once were thought exceptional and reserved for special situations. And, meanwhile, through these same ways the stir and business and excitement of the world around the teacher is always growing speedier and keener; so that there is always more and more to be poured down the multiplied channels; and the teacher lives in continually more abundant communication with a world that is continually more changeful and exacting. What was a stream becomes a flood; and that factor which serves as a stimulus to the pedagogic life coming from without, rushes on the teacher in fuller and fuller volume. Here is one of the real dangers that are mixed with the glorious blessings and opportunities which the teacher is meant to find in this quality of modern life. How can the members of the teaching profession, beset by this surge of demands and interests and suggestions from without the profession insure, or even hope for, any corresponding growth of power and command with which to meet it? It |