and Proceedings of the National Education Association, 1921, pp. 823-824.

Describes principles of Harrisburg schedule with regard to: (1) Education and experience of teachers, (2) improvement in service, (3) tenure and promotion, and sex differentiation.

9. "Equal Pay for Equal Service." American Educational Digest, Vol. 45, No. 4, 1925, pp. 113-114.

Presents the arguments of Kansas City School Men's Club against "equal pay for equal service" slogan of women teachers. Opposes adoption of single salary schedule on grounds of increased cost, failure to attract capable men to the profession, etc.

10. HOSIC, JAMES. "The Single Salary Schedule in Practice." Volume of Addresses and Proceedings of the National Education Association, 1924, pp. 371-377. See also: School and Society, Vol. XX, August 2, 1924, pp. 135-139. See also: Teachers College Record, Volume XXVI, December 1924.

Summary of replies to questionnaire concerning administration of the single salary schedule. Discusses minima, maxima, factors determining salaries, methods of evaluating merit, etc. Concludes general practice places teacher on schedule in accordance with his preparation and experience and advances him on regular scale, with additional increments for additional preparation. 11. JACKSON, JULIA. "Another Phase of the Salary Question." Journal of the National Education Association, Vol. XIV, January, 1925, p. 27.

A general discussion of the single salary schedule as a means of securing professional advancement, and a factor in securing justice for elementary school teachers. 12. Journal of the National Education Association, Vol. 12, No. 2, February, 1923, p. 48. (Extract from American Education.)

Considers salary discrimination in favor of high school teachers unjustifiable in consideration of teaching load and professional spirit of elementary school teachers. 13. KRUSEN, ALMA. "How the Single Salary Schedule Appeals to the Teacher." Department of Superintendence, Official Report, February, 1926, pp. 222-226.

Defines single salary schedule as one based upon principle of equal pay for equal preparation and experience.

Describes Denver schedule. Reports Denver teachers in favor of schedule adopted.

14. LEWIS, E. E.

"The Single Salary Schedule." Department of Superintendence, Official Report, February, 1926, pp. 213-217.

A discussion of the single salary schedule as involving equal pay for equal work, merit, length of service and training. Summarizes arguments in its favor. Favors single salary schedule for classroom teachers as basis of schedules for other groups.

15. MACGAUGHEY, V. "The Single Salary Schedule." School and Society, Vol. XX, July 5, 1924, pp. 9-13.

Points out defects of former salary schedules. Believes that newer schedules attempt to secure increased teacher training, tenure, and improvement in service.

16. MORRISON, CORA B. "Single Salary Schedules." Volume of Addresses and Proceedings of the National Education Association, 1924, pp. 480-486. See also: The Colorado School Journal, Denver, Colorado, Vol. XL, October, 1924, pp. 5-12, Colorado Education Association. See also: "A National Report on the Single Salary Schedule Prepared by a Committee of Classroom Teachers of the N. E. A.” National League of Teachers' Associations, Yearbook, 1924, pp. 26-32.

Gives results of inquiry concerning single salary schedule. Reports an increasing interest in plan. Presents arguments in favor of single salary schedules based upon importance of work of all teachers, irrespective of grade. 17. NEWLON, JESSE H. "Salary Differences, if Any, Based on the Rank or Class of the Teacher." Volume of Addresses and Proceedings of the National Education Association, 1921, pp. 841-843.

Advocates salary schedule that is the same for teachers of equivalent preparation and ability, in order to secure improvement of elementary schools. States that in future, some practical plan of grading salary according to merit must be worked out.

18. NEWLON, JESSE H. "The Single Salary Schedule." Los Angeles School Journal (published weekly by the Principals' Club), Vol. VII, No. 13, December 3, 1923, pp. 9-11.

General review of single salary principles involving recognition of importance of elementary school teaching,

and establishment of minimum standard of professional training. Refers to schedule adopted in Denver.

19. "The Problem of the Single Salary Schedule." Communication of the School Men's Club of Kansas City, Missouri, to the Board of Education. The American School Board Journal, Vol. LXXI, November, 1925, p. 4.

Disputes "equal" argument for single salary schedule on grounds that men have heavier extra-curricular load than women and that preference is shown by patrons for men teachers. Concludes benefit to public would not be in proportion to the cost were a single salary schedule adopted. 20. RICHARDSON, DIO. "Single Salary Schedules." Journal of the National Education Association, Vol. XI, June 1922, pp. 225-226.

A study of the practical operation of single salary schedules as revealed in replies to a questionnaire sent to school superintendents in nine cities. Concludes that some provision of extra pay for extra preparation is desirable, and that influence of single salary schedules is far-reaching in regard to teaching efficiency, preparation, morale of teaching staff, and the elimination of class distinctions.

21. SHARP, RUSSELL A. "Disadvantages and Fallacies in the Single Salary Schedule." Department of Superintendence, Official Report, February, 1926, pp. 217-221.

A criticism of established schedules on grounds of unattractive differentials provided and lack of financial stability. Grants that work of the elementary school teacher is as important as that of high school teacher, but questions desirability of attempting to equalize salaries. 22. STAFFELBACH, ELMER H. "Some Economic Implications of the Single Salary Schedule." American School Board Journal, Vol. LXX, No. 2, February, 1925, pp. 41-42.

A study of cost and factors involved in the adoption of single salary schedule, with special reference to California. Grants that service given by elementary school teachers is on a par with that of high school teachers, but questions whether returns to society would justify increase in school expenditures. Concludes that more than three years' training beyond high school is unnecessary for elementary teachers, and, therefore, policy of requiring preparation equal to that of high school teachers is unsound.

23. STEELE, HAROLD. "Salary Determination in Saginaw Schools." American School Board Journal, Vol. LXX, February, 1925, p. 40.

Gives three Saginaw unit salary schedules based on the principle that salary should not vary according to teaching level, and that teacher's worth is based on preparation, experience, and personal traits.

24. "Teacher Rating and the Single Salary Schedule." National League of Teachers' Associations, Bulletin of the President, April, 1923, pp. 17-26.

Describes the economic and educational principles underlying the construction of a salary schedule for Berkeley, California. Believes ordinary salary schedule shows three fundamental errors in its failure to recognize importance of early stages in a child's development; to motivate improvement in service, and to recruit capable teachers. Presents plan for modification of proposed schedule.

25. THOMPSON, ANNA M. "Report of the Committee on the Single Salary Schedule." Volume of Addresses and Proceedings of the National Education Association, 1925, pp. 372-375. See also: School and Society, Vol. XXI, pp. 180-181.

Summarizes results of inquiry by Department of Classroom Teachers concerning status of single salary schedule in practice. Reveals favorable attitude as shown by replies. Cites objections raised, due to difficulties of administration. Points in favor based on recruiting of trained teachers, improvement in morale of teaching staff. 26. THOMPSON, ANNA M. "Report on Single Salary." The First Yearbook, Department of Classroom Teachers, July, 1926, pp. 42-44.

Briefly reports results of inquiry on single salary schedule in practice. Gives arguments for and against and copy of single salary questionnaire sent out in May, 1926.

27. WEBSTER, WM. F. "The Single Salary Schedule." Department of Superintendence, Official Report, February, 1926, pp. 226-228.

Gives salary schedule in operation in Minneapolis. Would have salary increases based on professional improvement secured through other means than academic

courses.

MAJOR R. J. GALE, HEADMASTER CASTLE HEIGHTS

MILITARY ACADEMY.

"Religion is the first thing and the last thing, and until a man has found God and been found by God he begins at no beginning, he works to no end. He may have his friendships, his partial loyalties, his scraps of honor. But all these things fall into place, and life falls into place, only with God." -H. G. Wells. ◆AST additions to the curriculum, new and strange truths in science, a marvelous broadening of the point of view, our schools filled with boys and girls who will no longer accept without question-what does it all mean, what does it portend?

V

Every experience about us veritably shouts in our ears that the time is one of change, of unrest, of distrust. Every human being with whom we come in contact, and particularly every young human being, impresses more firmly upon us the understanding that men too are changing, that the boy and girl, the man and woman of today, are startlingly different from their kind of fifty and even twenty-five years ago. Human beings have changed with the changing times.

But be they ever so different, ever so better informed, ever so better equipped to hold their own in the experiences and struggles of life, one truth remains certain, and the changing times have no power to move it by so much as a jot or tittle. Man needs God today as much as ever he needed him in the past.

The superficial bravado, the devil-may-care attitude of "we moderns," may hold its own against much of what may happen to us, but when it faces the unchanging and unyielding realities of birth, of death, of the bitterness of betrayal by one who has been loved and trusted, of the dark and lonely hours of watching beside the couch of a little dying son or daughter, we come face to face with the understanding that we must have help above and beyond that which humans. can give. We realize at such times how desperately we need a belief in God that will sustain and strengthen us in times