It will come when parents understand how important human life saving is. Education along this line can be carried on thru the P. T. A. Thrift is another plan of the state association. We feel that this should be a part of every school program, and that the parents of each school district should get together and decide upon a definite plan for themselves and their children. Unless this nation learns its lesson of thrift and practices it, we will soon be a nation of spendthrifts. Write to the state headquarters for help. School attendance is a matter of grave concern to the Parent-Teacher Associations of the State. Parents do not often want to be law-breakers, but they do not understand school law, and they do not understand conditions under which their children must live when they enter the industrial world. If they did, child life would not be sacrificed for a few paltry dollars. There should be in every Parent-Teacher Association a committee of intelligent, understanding mothers and fathers who will look after keeping every boy and girl in school as long as possible and the results of this work will be farreaching. These matters are all of great concern to the community; in fact they are the real community problem, for if we have the kind of a democracy which we hope to evolve out of the chaos of today, we must have a democracy resting on the foundation of an educated citizenship. The State Parent-Teacher Association stands for the best in education, for better salaries for teachers; for higher qualifications for teachers; for the Americanization of every citizen in this land; for the continued fight the continued fight against the teaching of the German language in any school in the state; for better rural schools, well equipped and manned with the best teaching force in the state. No teacher should feel that she has anything but a friend in the members of the State Association and surely no member of our association has anything but the friendliest of feelings toward the teaching force of this state. During the coming year we hope to bring about a close co-operation between the teachers and patrons of our schools. We want and must have the support of the patrons if any definite school program is carried out, and no teacher can successfully conduct his or her school without the sympathetic co-operation of the patrons. One last word concerning the physical education of our children, for we feel so intensely the need of physical training for our children. The state has a department of recreation, manned by Prof. Walker Swails, Route D, Indianapolis, Ind. Prof. Swails will be glad to help any group of teachers to understand the state plan and to get started in this work. Under our state law only towns of 5,000 can take advantage of physical education, but rural towns and rural schools can not have this education, and we have a well defined plan ready to put into operation. The state convention will be held simultaneously with the I. S. T. A., Oct. 30th-Nov. 1st. On the evening of Oct. 30th, there will be a banquet in the Hotel Lincoln. Governor Goodrich, Mayor Jewett, Dr. Bryan of I. U., Judge James A. Collins, Mr. Fred Hoke and others will respond to toasts.. The convention program will include addresses by well known educators, Prof. G. I. Christic, of Purdue Prof. Ray Trent, formerly with I. U.; Judge Frank J. Lahr, Dr. W. A. McKeever, of Kansas; Arch M. Hall, of Indianapolis; Miss Adelaide Baylor, of the Federal Vocation Board, and last but by no means least, our splendid State Superintendent, L. N. Hines. The State P. T. A. feels that in Supt. Hines we have a real friend, for had it not been for him we would not have had the privilege of speaking before the various teachers' institutes this year. The county superintendents are as splendid a body of men as one can hope to find, and we wish to acknowledge thru the pages of the Educator-Journal our deep appreciation of their co-operation. The State Association The Indiana State Teachers' Association will meet October 30, 31 and November 1, 1919. The talent which has been obtained for the program in every way gives promise of profitable and interesting meetings. Among the speakers are Gov. Frank O. Lowden, of Illinois; P. P. Claxton, Commissioner of Education; President Henry Suzzallo, University of Washington; Chas. Edward Russell, Member of the Root Commission; Dr. Frank Bohn, noted student of European politics; Glenn Frank, Associate Editor of the Century Magazine; Capt. Victor Heintz, Congressman, Second Ohio District; Miss Patty S. Hill, Director Primary Education, Teachers College, Columbia University; Miss Mabel Lee Cooper, Psychologist, West Tennessee Normal School; Dr. W. A. McKeever, University of Kansas; Dr. Arnold B. Hall, Sociologist, University of Wisconsin; Dr. Chas. S. Pendleton, English, University of Wisconsin; President William Lowe Bryan, Indiana University. Inquiry from the school people throughout the state shows a special interest in this meeting, since we were prevented from holding the session last year on account of the epidemic of influenza. A large attendance is anticipated and ample provision is being made to take care of all who attend the convention. Dr. Horace Ellis, President of the Association, will come from Chicago to presided at the meetings held in Tomlinson Hall. date being the 132nd anniversary of the completion of our Federal Constitution. The undertaking is a commendable one, indeed. The last few months have served to emphasize the need of popular knowledge concerning our Constitution and the ideals and institutions of government which it guarantees. All our people should understand the meaning and significance of this the most important document ever written for the organization and support of a democratic government. No better method is available to abate the deadly influence of the enemies of our free institutions, those who now labor incessantly to scatter the doctrine of Bolshevism throughout our land. The Department, therefore, earnest ly recommends that school officers and teachers enter earnestly into an undertaking to celebrate Constitution Day in the schools on September 17th orwhere appropriate plans cannot be made by that date-on Wednesday, November 26th, the day before Thanksgiving. As a source for helpful suggestions in preparing an appropriate program, your attention is directed to the office of the National Security League, 19 West 44th Street, New York City. This organization will gladly forward to school officers literature and suggestions that will make the undertaking both interesting and vitally effective. Respectfully yours, L. N. HINES, State Supt. of Public Instruction. September 18, 1919. School Officers of the State of Indiana: We are sending to the County Superintendents of your county a supply of blanks to be used in the enforcement of the laws bearing on attendance of children on the schools of the state, and also bearing on the issuing of work permits under the terms of the Indiana law and also under the terms of the Federal law. You will please go to the office of your County Superintendent and secure the blanks necessary to the enforcing of the statutes concerning attendance upon public schools, and the issuing of work permits. Please read carefully the leaflet containing Instructions to Persons Issuing Employment Certificates to Children. You must not issue any employment certificates until you have established the age of the child applying therefor in the manner specified in the Federal requirements. The Federal Statutes bearing on the issuing of work permits to children for employment in factories are very stringent. Any employer who employs a child under any conditions, not strictly in accordance with the Federal law, is subject to a tax of 10 per cent. on the entire net profits received or accrued during the year from the sale or disposition of the whole product of the mine, quarry, mill, cannery, workshop, factory, or manufacturing establishment in which any such child is employed. This provision of the law renders it imperatively necessary that you fully acquaint yourself with the essential steps to be taken in issuing work permits to the end that, in proper cases, children may procure suitable employment, and that their employers may have adequate protection. Do not overlook the fact that, under the Federal law, your duty to issue work permits is not confined alone to the school session, but is continuous throughout the year, which means during vacation as well as during school. A failure to observe this requirement may result in serious hardship to de serving employers within your juris- Federal, here in Indiana. diction. We ask your cordial support in en forcing the attendance and employ Very truly yours, L. N. HINES, ment certificate laws, both State and State Supt. of Public Instruction. What Is Education?-Moore Review by Supt. W. Francès Collins, Hagerstown, Indiana. Our worlds are different. Your world is not mine. The breadth of your vision, the nature of your interpretations, the depth of your sorrows, or the greatness of your pleasures are unknown quantities to me. I look upon the little flower of the field and see in it the beauties of creation, and a life history as complex as that of mine. while my friend walks beside me and sees nothing except the brilliancy of color or the fragrance that it scatters to the winds. My world and his world are different. We each read our own meanings into the things which we chance upon. As Mr. Moore says, our experiences are private and particular. We have similar senses but not the same sense material, and, therefore, the worlds we construct from these differ greatly. Imagine what the scenery of Yosemite or Yellowstone means to the blind person as compared with what it means to you. Imagine a deaf man's impression of Niagara. Thus our worlds are different. We, each of us, have our own peculiar feeling arising from the sensation which we experience. Our worlds have points of identity but our feelings are not the same and are not transferable; there is no process of telepathy by which we can cause another to experience our feelings. Our heartaches may draw from our friends a sympathy that cannot be described but the feeling you have can never be his, nor can you ever know the feeling of his sympathy. Each being has his individual world. Out of these individual worlds a common one must be constructed. Such is the mission of education. But how is this to be done? The author states that we do not start with a ready made world; we start with different experiences, and by working together with our fellow men we gradually come to see things in somewhat the same ways, and on the basis of our common action construct a world of social reference, which has enough in it that is common to us all, to enable us to co-operate, or in a rough-and-ready fashion to get along together. To understand the process of worldbuilding the child must be studied. He is born with that "mysterious power of awareness." We err in our idea that things are fixed and given ready made. Securing knowledge is not a pouring in process. We, nor the child, are passive beings. This idea that education is a mechanical process is, next to slavery, the most soul-destroying thing that man has devised. As stated in a previous paragraph, we cannot take things as they appear to others; we must take them for what they are worth to us. The teacher must not demand that the child take it from the teacher's viewpoint, but, on the other hand, she must let him make of it what he will and can. He is on his own responsibility and must build up his notions of it to enable him to communize with his fellows. His native potency to have ex periences is his most valuable asset next to that "mysterious power of awareness," which tells us all we know or ever shall know about the existence of anything. He must learn to make distinctions as we have learned and that through experiences by thousands. Also, he must learn to group his feelings. As we started so he starts with a "big, blooming, buzzing confusion," out of which he is to build his world. His senses are aroused now and he samples things in every possible way. He makes his own world—which is not our world—and he makes it from the experience his world brings him. Nor does language impart experience to him. It aids sense experience but it is not a substitute for it. We determine every new thing by means of what we already know, or in other words, we determine all new experiences in light of, or in terms of our past experiences. This is the doctrine of appreciation. We may have any amount of description of a thing but can never know it until we have sensed it. Therefore, we conclude that language cannot impart experience to a child. There is a difference between the world outside and the world inside. The child divides the things of which he is aware into two kinds-his own body and things outside his own body. He very early begins to have one kind of awareness for persons and another for things and out of these he builds his notions of them. He follows the ministering person attentively and tries to do as she does. All new acts bring new stresses and strains, and each involves new feelings. This purposive striving makes him aware of himself and he thus reaches the subjective stage. He concludes that motions, sounds, etc., like he makes, must in other persons cause similar feelings. The subjective becomes ejective—that is, he says, other peoples bodies have experiences such as his has. The ego and alter are born together. His world is made in the image of his environment. In learning to separate persons from things the child struggles with things— "institutions" for existence. He is born into a world of persons, and sent into life so made up that he constructs his acts, consequently his feelings, upon the models which they furnish him. He inherits racial instincts and racial environment which have been in formation for millions of years. This is the theory of recapitulation wherein the child repeats the history of the race. Therefore, the child must struggle to determine whether he, himself, shall live or institutions shall live for him. Of these institutions language is the chief one. All of our constructions so far have been made of our own experiences. But now we begin to understand words and so name things instead of experiencing them. We begin to understand words and we are offered words instead of the experience of what words mean. It turns us over to a world of things which mean nothing to us "but every one of which has been constructed by our ancestors out of their feelings in just the same way that the child thus far has constructed so much of a world as he has succeeded in making." Language aids in that it helps to make thought definite. It also hinders because a child told about things does not experience them; does not get the race's knowledge of them. unless Indeed, thought is not imparted through either written or spoken language. The most that either can do for us is to challenge us to fit our own meanings to words we see written or Plato said, "If printed on the page. writing is to be of any service, it must be to recall that which is already known and understood; and knowledge is shaped and fixed in a learner's soul, it is of no value at all." And Plato was right. Language does not convey thought, and instruction neither conveys nor supplies knowledge. As stated before, knowledge is not something to be poured into our heads and though conversation, lectures and books may challenge us to |