The information test is an appeal to memory and does not develop permanent interests and the free play of intelligence is not stimulated, and the social utility of learning is obscured. It leads to a "sizing up" the teacher to anticipate the questions he will ask and to "cramming" which gives only temporary results.

Reforms in the examination are realizable. Examination is a test of what the student can do rather than what he knows. The latter is a memory test and can be met by "cramming.' Like the Chinese we can make the question vital and not merely a scholastic exercise. Examinations can be made both oral and written. The former brings teacher and pupil closer together and the question can be made. perfectly clear. There can be a line of questioning that will unfold the subject more logically and fully than is possible in the written test. Both may be made on the basis of what they can do rather than what they know. Examinations in lower grades are largely matters of fact, but in the upper grades they can be made to call for a knowledge of principles, rules, causes and effects, relations and correlations,-in short they can be made to call upon the reasoning ability rather than that of memory. The examinations should not be so long that they weary pupils. One examination should not be made to follow closely on another. Let the examinations come unheralded. This will necessitate the doing of each. day's work so thoroughly that they will always be ready for the examination.

Mr. Moore tells us that, regardless of the various reforms brought to bear on examinations, there is a general feeling that, at their best, they will not afford sufficient knowledge of what is actually being accomplished by them. Specialists and students are rapidly. being brought to believe that results of instruction should be more nearly exactly measured. In keeping with this general idea standard scales have been devised for measuring educational progress. These are valuable but they

must be carefully used. They are quite different from ordinary examinations. The purpose of an examination is to measure the efficiency of individuals, that of educational measurement to determine the efficiency of the teaching process itself. The former are varied from grade to grade and topic to topic, but standard tests, to have meaning, must be given under rigidly uniform. conditions to all. There are things the scales of measurement do not tell us and these things are rather more important factors in instruction. There is a grave danger that statistical results may assume to furnish the ideals of education and determine courses of study.

Among those who have established measuring scales are Ayres, Thorndike, Hillegas, Courtis, Childs, and many others. The field includes many subjects.

There is an essential thing in education, the one thing needful to which every other feature of its work is a subordinate and contributory factor. It is not money, buildings, examinations nor text-books, nor even teachers. It is what the students are learning to do.

Before deciding what the pupil should do, one must work out a philosophy of education. He must ask himself certain fundamental questions, as What is education? What is knowledge? What is personality? etc. If he works out the answers to these he will have worked out a philosophy of education. This is necessary because education is an integrating process.

Hume's theory regarded knowledge as contributed to us by things, and mind as a sort of a photographic camera which takes pictures of objects, made of education a very simple process. It brought the object which one ought to know, before the mind. Passivity on the part of the student. was all that was required to get proper pictures."

James's theory superseded this. He held that the experience of each of us is a stream of vague feeling from which attention "carves out" objects. According to this doctrine the process

Many readers will agree with the author in his opinion that "types" are rapidly disappearing. A well-bred middle Westerner bears no special "earmarks." No crudities of speech, dress or manner make him conspicuous among strangers, as was once supposed to be possible. Even his rough "r's" are rapidly being smoothed over. He is no more addicted to twining his left hand around his fork handle, at table, than the untrained of other sections of the country. By their forks ye shall know them, might become axiomatic. "There!" exclaimed a Yankee, who boasted Emerson as a "middle-name" (to a young girl who had replied "Yes, sir" to an elderly gentleman), "that's the first clue you've given as to your birthplace. You are Southern, though your accent doesn't show it." "Thank you," she replied, for, even then, many years ago in Colorado, she was of Mr. Nicholson's opinion, that provincialism is not admirable in any one.

Our migrations through the United States (having lived in Kentucky,

Colorado, California and Indiana) entitle me to an opinion of "folks," and we have found "nice" people everywhere. The Easterner appears more reserved, but the West is rapidly growing more conservative in every

way.

Mr. Anatole France, in urging his hearers to read a recent book by Michel Corday, "Les Mains Propres,' quoted from it this sentence, "I hate him who debases man to the level of the beast by inciting him to attack anybody that does not resemble him." "From the bottom of my heart," said Mr. France, "I invoke the disappear-ance of that kind of person from the face of the earth. I hate nothing except hatred.

"The most necessary and most simple task of the teacher is to make hatred hated. And you must train intelligent workers instructed in the crafts that they practise, knowing what are their duties to the national community and to the human community. Burn, burn all the books that teach hatred! Extol labor and love.

"No more industrial rivalries! No more wars! Only labor and peace! Whether we like it or not, the time has come when we must either become citizens of the world or see the whole of civilization perish."

In "Personality," by Harry Collins Spillman (Gregg Spillman (Gregg Publishing Com

pany), the author: says: "If it is wrong for a powerful nation to assault a weaker state, to steal from it, or in any way coerce it, then it is no less a crime in point of principle if one company of men conspires against another, or, one man against his neighbor, in restraint of trade. If it is right and equitable that the diplomatic intercourse of nations should be exposed to the public view, why not play the great game of commerce with fewer cards under the table? Is it not folly to expect the Golden Rule to work among nations, unless it also works among men?"

Kipling may enlarge upon the differences between "east" and "west," but we Americans are being constantly urged to heed the advice of Patrick Henry and "all hang together" more than ever before. Germany tried in vain to split the United States into factions, but we nobly held steadfast to the motto of Kentucky: "United we stand, divided we fall." (This truth is so often quoted, it is beginning to receive the attention it deserves.)

Every effort is being made to give the plain people all the educational advantages they desire. You may take a horse to water, but you can not make him drink, and until we have lived through this materialistic phase of our development, it is possible that, as it was in the beginning, is now and ever shall be, only those who thirst after knowledge (or righteousness) shall be filled.

"While we are disturbed by the bellowing of the revolutionists, we sometimes lose sight of the great army of solid Americans. This army refuses to be stampeded. It owns its homes, it sends its children to school, it supports the schools, churches, public libraries, theaters and various other ventures."

The above, quoted from the daily press, would be very reassuring if it were true that a "vast army own their own homes." Statistics will prove the contrary. Great Britain learned to its sorrow that men are not easily aroused to the patriotic duty (?) of fighting to preserve the property of a landlord.

The middle Western law-making has been somewhat overdone, as before noted. Some of the most lawless events have occurred in states having the best of laws upon their statute books.

The quotation heading the chapter, "The Spirit of the West," is worth reading and re-reading in thinking over this subject.

The farmer has certainly profited by the spirit of modern investigation, and the trend of modern educational ideas seems to be turning more and more toward better rural schools. The superintendent of public instruction, Mr. Hines, is making great efforts to have the rural schools of Indiana all they should be.

The state universities are also extending their usefulness in order "to be of special service to students who will engage in farming," and by the Smith-Hughes Act, the government at Washington has authority to expend huge sums to provide education in agriculture and the trades, all of which will, by benefiting the farmer, indirectly help the whole country.

"The Valley of Democracy" is not yet an old book, but events have moved so fast since its 'publication (September, '18) that some of its readers might like to ask the author for "more." His opinion upon the influence of women's suffrage would be interesting just now. The Indianapolis News, Jan. 6, 1920, has an able editorial, "Women in Politics," inspired by the presence of the women at the conference of Republican voters in Chicago, quoting the words of Mr. Hays:

"The Republican women come into the party activities, not as women, but as voters, entitled to participate, and participating, just as other voters.

Their activity is not supplementay, ancillary or secondary at all-they are units in the party membership, and where the suffrage for them is new, they come in just as men have when they have reached the legal voting age. They are not to be separated or segregated, but assimilated and amalgamated, with just that full consideration due every working member of the party in the rights of their full citizenship. There is to be no separate women's organization created within the party, except and only in those cases where such an arrangement may be needed temporarily as an efficient aid to the complete amalgamation which is our objective."

The editorial goes on to say that class distinctions are now especially undesirable, that unity is the great need today, pointing out that women have the same interests as men: "Both desire good government and wise legislation. Both suffer-and in precisely the same way--from bad government and foolish legislation.'

The middle West has shown an independence in political affairs that is also rapidly becoming more conservative. It will take an expert diagnostician to tell us just what our state of "culture" is at present. Speaking of local conditions, I find myself in inky pessimism when Marlowe and Sothern, offering the most finished dramatic productions of Shakespeare that ever delighted the heart of an enthusiast, find our audiences the smallest of any of the cities included in their present tour, while the receipts of the preceding week at the same theatre exceeded $23,000 for a spectacular show! justice, these artists should admit that those who did hear them were certainly most appreciative. An encouraging sign is the large proportion of men in these audiences. Their presence is also noticed at concerts by the great artists. That culture is not altogether a matter of "book learning" is generally admitted, and beautiful courtesy exists in every city, great or small, of the middle West, of the

North, East and South, and of the world.

Permit me a little anecdote to illustrate that point. An American woman while visiting her daughter, a missionary in Korea, was called upon by a native woman. The daugther, who acted as interpreter, was called from the room, leaving the two unable to converse. Silence existed only a few minutes, for this charming American, with her beautiful smile and exquisite voice, said in clear English, “I'd just love to talk to you if I could," to which the Korean lady responded very politely and pleasantly in Korean. Conversation continued-each in her own tongue-until the return of the interpreter. By contrast it recalled the dialogue of Miss Pross and Madame Defarge in "A Tale of Two Cities," yet was, as the American afterward said, much better than sitting there in an embarrassing silence.

Another encouraging sign of the times is the increased attendance at Purdue for the short course, now in session; 3,000 men, women and children enrolled. Seventeen years ago the enrollment did not reach one hun

dred persons. It is a very ignorant person nowadays who speaks slightingly of "book farming." Theory and practice are combined, at Purdue, and no one knows better than the farmer the immense advantages gained by even a short attendance upon such institutions. Without, perhaps, intending to be facetious, the News remarked that "The biggest thing it (Purdue) has accomplished was teaching the farmers that they had something to learn."

"He who knows that he knows not, is teachable-teach him."

Last, but far from least, Indiana, our Indiana, has endorsed the sufffrage amendment to the constitution.