ing them into any horrible strife for the sake of ambition. Other "offenses" were the clause preventing secret diplomacy, the industrial and economic boycott, Article 10, which he asserted could be easily safeguarded for us, and the now famous World Court.

The speaker then trained his guns upon what he termed "a noisy group of able and ambitious men in the United States Senate who are determined to place our country on the wrong side of the greatest moral issue since slavery. Take the megaphones from their lips," he said, "and see how small they are in number as compared with the great body of American citizens who favor the League." He attacked Johnson, Borah and Moses, referring to the fact of Johnson's entrance to the presidential race on a platform of complete isolation. Mentioning the remark of Borah to the effect that if Jesus Christ, the Savior of the world, should come down to earth, pleading for the League of Nations, he would still oppose it. In asking his hearers to write to President Coolidge in behalf of the World Court, the Judge said, "It will do no good to write to Senator Moses for he is too wrong headed upon this whole question to have it avail any result."

At the very outset the Judge assured his hearers that as a representative of the League of Nations NonPartisan Association he should treat the subject in a non-partisan way, and throughout his speech he adhered strictly to that program. He did not refrain, however, from a most scathing attack upon the group of "irreconcilables" of both parties in the Senate, who, he asserted, are blocking the progress of the Nation, keeping our country from participating in "the greatest experiment which the world. has ever devised for peace. The democratic party," asserted the Judge,

"is tied up to the League as closely as any party can possibly be bound to to it. Their leaders are trying to avoid it but they will not avoid it."

The Judge maintained that the Republican party is nearly as closely identified with the League as are their opponents. He spoke of the fact that Theodore Roosevelt in his last written work which appeared in the Kansas City Star after his death, pleaded for a League of Nations, that ex-President Taft characterized the World Court, as the greatest step in progress of modern times, that President Harding was pleading for the World Court in his last message to the American people and that Calvin Coolidge has stated that President Harding's policies are his policies. "Thus," said the Judge, “four Republican presidents are on record in favor of the World Court if not the entire League."

The sum and substance of the entire argument lay in the assertion that the League of Nations is the world's great experiment to find an antidote for war, that failure in the League is not unlikely, but that failure out of the League is certain. The attention of the hearers was called to the fact that we are living in expectation of another conflict; that President Harding in his last message to Congress called for an analysis of our national resources for defense in the "next war;" that Secretary Denby is insisting upon an efficient navy for safety in the "next war;" that Secretary Weeks deplores the weakness of our army because he foresees the next war. "Thus," maintained the Judge, "if we are drifting into an inevitable conflict of death and destruction in the future, if fifty-four nations of the world are engaged in a concerted attempt to avoid it, let us as American citizens leave no stone unturned to see that numbered among them shall be the United States of America."

TH

HE movement toward consolidation of schools has experienced rapid growth in many sections of the country in the last decade and a half. In New England we have seen some progress made toward consolidation. At the beginning of this this article article the writer wishes the reader to understand that complete consolidation can not be attained in many sections of the country due to the climate and physical features.

In New Hampshire probably 20% of the rural schools might be closed and the pupils transported to larger centers resulting both in an economic and educational advantage. Schools with less than 12 to 15 pupils are not large enough to give their members the civic and so

cial training now necessary and given in the larger centers.

The average one-room building in which pupils are housed has very little equipment; the rural teachers represent the most inexperienced, the least adequately trained, and the community support of the school is usually less enthusiastic than that of the village and graded school. The one-room school has great possibilities of development but thinking of the country as a whole much wise legislation must be accomplished before rural pupils are given. equal educational advantages to those of urban children.

In cities of 8000 and over, 75% of the elementary teachers are normal school graduates and 10% have received one

year of normal school or college training, while in one-room schools we find only 45% of the teachers have graduated from high schools and less than 4% are normal school graduates. One can easily see that this is a very important factor in bringing about an efficient school.

The greatest factor in any school is the teacher. The characteristics that make an efficient teacher are (1) natural ability, (2) academic and professional training, (3) an opportunity to have close supervision. In many sections of the country the last two of these factors are lacking.

Rural teachers have their eyes turned toward the graded school. In the thirteen years experience as principal and superintendent in New Hampshire I have found but two teachers who have declined village or city positions to that of the one-room school.

A study recently made in a state normal school showed that while 70% of the pupils received their training in rural schools more than 75% intended to teach in villages and cities. Here in New Hampshire superintendents of rural sections are able to get but a small percent of the normal graduates for the oneroom schools.

Pupils were tested in reading, arithmetic, language, spelling and writing. The results were in favor of the consolidated schools.

(1) Its holding power is greater than that of the one-teacher schools in the upper grades.

(2) There is a significant difference in the grade-achievement.

(3) When changed into yearly proggress the grade-achievement differences range from 18% to 40% with a median difference of 27%.

(4) The subject-achievement differences range from 10% to 44% with a median difference of 27.3%. The greatest difference is in the rate of handwriting.

(5) The age-achievement is favorable to the consolidated school.

As this study was made for the purpose of getting facts and not for any other reason it seems to the writer that this is one of the strongest arguments for the consolidated school when the climate and physical features of a state will permit.

No school is efficient unless it serves as a community center. School buildings should be used for all kinds of legitimate timate community meetings, such as farmers' institutes, community clubs, parent-teacher associations, Sunday school conventions, school socials, school plays, lecture courses, boys' and girls' clubs, and community agents' meetings. Certainly these meetings are not now being held very often in the one-room schools but we find many such organizations existing in the consolidated schools in the middle west.

One of the arguments advanced against consolidation is transportation. It is said that many hardships are brought about by having pupils walk a mile and then ride two or three miles. In New Jersey 100 children were asked to write on consolidation and particularly transportation. Each of these pupils had attended a district school. Ninetynine percent preferred the consolidated school and the one who objected said she drove her Own team. Personally I should not request pupils to walk any of the distance (beyond two miles) but would request teams to call at the homes.

In many sections school districts own vehicles. This has its advantages. These are covered and can be heated during the winter months. Here in New England we have not made such progress.

The curriculum of the consolidated. school is richer and more practical than that of the one-room school. Music. physical education, drawing, civics, wood working, and domestic science are essential today. We have tried to teach. many of these subjects in the rural school but have failed.

To summarize: