tion, there rest upon the group definite obligations toward the community and toward each other. These obligations are moral, and form a body of professional ethics. That teachers are becoming aware of their obligations is shown by the fact that codes of professional ethics for teachers have been formulated in several teachers' organizations, notably by the State Associations of New York and Massachusetts. Briefly stated, these codes seek to fix standards of professional qualifications, to outline the principles of professional conduct, and to provide for the advancement of the profession as a whole. In so far as the teaching body generally accepts its ethical obligations, it has acquired a professional consciousness.

The fundamental question for all of us who give thought to education and the advancement of teaching is the creation and the increase of the professional solidarity which comes from a common consciousness of work well performed. The charlatan with his conceit of learning must give place to the genuine scholar with sound learning. The pedagogue with his pedantry must yield to the simple teacher with rich personal power. The vocationist must not be admitted with his cash-value doctrine until the groundwork of an education has been laid. Soft pedagogy must be displaced by a vigorous, self-directed learning process. The temporary time-serving teacher must go. The feminizing process, by which even male teachers lose their virility, should cease. Our watchword should be, professional conduct. The new world demands more of teachers than any previous period has demanded of them. Education is the means of social salvation for modern peoples. The teachers must, therefore, have scholarship and technical skill, and also high moral purpose. They must recognize their ethical obligations to the point where they become a cohesive body, a profession. For such a

body of teachers the rightful place in the sacred circle of the learned professions is prepared.

PLAIN TALK TO TEACHERS

A. R. BRUBACHER has combined an abundance of theory and practice in his educational experience. As Superintendent of Schools in Schenectady, New York, and as President of the New York State College for Teachers at Albany, Mr. Brubacher has achieved a sympathetic understanding of the teacher's problems. He is the author of several textbooks and magazine articles.

Points of View

1. If teachers are to be made more worthy of full professional status because of their advance in learning, in professional skill, and in professional consciousness, standards of education and of technical training for teaching must be raised. If standards of preparation for teaching are raised, salaries must be raised. Salaries will not be raised until the public learns to recognize and value expert teaching. How can this be accomplished?

2. Does a teacher, in order to claim full professional preparation, need only knowledge of a subject and skill in teaching it? What is included in that "body of scientific and technical knowledge" which should be included in the "extended study" preparatory to education as a profession? Should a knowledge of the history of education be included? A knowledge of the values of subjects other than his own, how subjects should be organized into curricula, the types of schools and their aims and relationships? A knowledge of individual development, of the nature and rate of mental and physical growth, of the technic of measuring intelligence and school achievement? Clear views of educational policy in a democracy? A grasp of methods of research in education?

3. What societies can you name whose growth and work in the last five years testify to the development in this country of an increasing professional consciousness among teachers? Has the professional literature on education improved in recent years

and do teachers read it more generally? Are the educational journals more effective, more scientific, and more nearly worthy of professional standing? Within the last ten years certain great educational foundations have subsidized educational research on a large scale. What effect have these investigations had on the professional work and worth of teachers generally? Normal schools have been organized of late as teachers colleges, often as departments of state universities. Is this a tendency favorable to the development of a profession of education? What other tendencies can you name that are favorable or unfavorable to such a development?

4. Ought married women to be appointed as teachers? Ought all teachers' salaries to be alike, except for differences due to length of service? Ought teachers to be pensioned on retirement? What regulations should govern tenure of office and promotion? Consider these questions in their bearing on the development of professional consciousness and professional solidarity among teachers.

THE MORALE OF THE SCHOOL

WILLIAM TRUFANT FOSTER

EACH morning, through the newspapers, unrest cries out to us from some new quarter. We are neither surprised nor dismayed. Having sustained the morale of the nation against its enemies abroad, we are confronted, as we expected to be, with the more difficult problem of defending the morale of the nation against its enemies at homeagainst organized opponents of law and order, foes of individual liberty, promoters of industrial unrest, economic illiterates among employers and the employed, immigrants and others who are ignorant of our history and our national aspirations. Our task is to bring to bear in time of peace the lessons of our struggle to maintain morale in time of war. Wert capable of war - its tug and trials? Be capable of peace; its trials;

For the tug and mortal strain of nations come at last in peace

not war.

"Morale will win the war." Throughout the struggle, we came back again and again to that central idea. Armies, ships, food, ammunition, aircraft - we knew that all these were indispensable; but early in the war we saw that victory would come in the end to the side which longer maintained the morale of its armies in the field and of its people at home. To strengthen morale was the supreme object of the most extensive, varied, and costly propaganda ever used. And on both sides the burden of the song was always the same the glorification of war

aims! For a clear and persistent conception of a great common purpose is the backbone of morale.

Exactly what is morale? Professor Hocking says it is good condition of the inner man. After some time spent with the armies in France, he defined morale as "the state of will in which you can get most from the machinery, deliver blows with the greatest effect, take blows with the least depression, and hold out for the longest time. It is both fighting-power and staying-power, and strength to resist the mental infections which fear, discouragement, and fatigue bring with them. And it is the perpetual ability to come back."

Until the war was won, the army of the United States in France had morale. From every camp, officers and doughboys sent home the same message: “Tell the folks we are glad to be here. Nothing on earth can pry us loose until the war is won." But after the signing of the Armistice their morale was badly shaken. "The job is done,” they cried. “Get us out of here; the quicker the better." Virtually nothing had changed except the purpose; but with that everything had changed. The backbone of morale was broken.

Our own War Department early saw the importance of making each soldier feel that the war was his war. Indeed, the only course required of all students in the Students' Army Training Corps was a course in the Issues of the War. Whatever else the recruit might not know, the Government insisted that he should know what he was fighting for. The policy was sound. The definite understanding on the part of every member of a group of the greatness of a common purpose is the staying-power of morale, whether that group be a nation, or a labor union, or a sales-force, or a fraternal order, or an army, or a school. Without that factor in morale, all other factors sooner or later become meaningless.