(d) Sabbatical leave should be provided for faculty members.

6. The principle of a differentiated program of studies is approved, but the certification of normal school graduates should be adjusted to this differentiation.

7. Four suggestions are made for meeting the problem of training teachers for the rural schools:

(a) By providing higher salaries for rural and for urban teachers. (b) By consolidation of rural schools.

(c) By lengthening the competing curricula.

(d) By special subsidies for students electing the rural curriculum. The fourth suggestion is preferred by the committee.

8. The kindergarten-primary curriculum and the intermediate curriculum should be extended to three years and the junior high school and special curricula to four years, with the bachelor's degree for the completion of the four-year course. All secondary courses should be abandoned at the close of the present academic year.

9. Summer sessions should be continued with a reduction in length from nine to six weeks after 1927.

10. Extension courses should continue to be offered, but such courses should be financially self-sustaining.

The report on rural schools shows a pressing need for improved conditions. The survey reveals entirely too many one-room buildings of the box-car type. These are inadequately lighted; poorly appointed; badly located, and are, in many instances, without proper playgrounds, equipment and toilet facilities. Many of the schools are without libraries, pictures and stove protection. In too many, are antiquated maps, discolored walls, common drinking cups and common towels. Of the buildings studied, 47% were lighted from opposite sides; 66% were without county maps, 44% had no Pennsylvania map and 50% no American flag. Regarding consolidation, the report states that Pennsylvania has many one-room schools that, for physical reasons largely, can probably never be incorporated as a part of a consolidated school system. But the advantages of consolidation are so clearly evident that many more than 450 consolidations should be effected in the 2,300-odd fourth class districts. To that end the energies of educators, legislators and citizens of the Commonwealth should be directed toward this forward step in education. The recommendations, under three heads, are as follows:

I. INVOLVING REMEDIAL LEGISLATION:

1. Because the present local school district organization is too small a unit both for equitable school taxation purposes, and for efficient administration of rural schools, the county should be made the unit for taxation

and administration. We believe it expedient to initiate this plan on a permissive basis.

2. To enable rural schools to secure and retain teachers equivalent in ability and preparation to urban teachers, provision must be made for salaries and annual increments to rural teachers comparable to those now paid urban teachers.

3. In order to encourage rural districts to bring their elementary schools up to standards prevailing in urban districts, special State aid should be given for rural schools which qualify as Standard Elementary Schools in accordance with standards to be specified by the State Council of Education.

4. To enable rural teachers and patrons to see and have frequent contact with the most desirable type of rural school building, equipment, teacher, curriculum and general organization, we recommend a provision be made for at least one demonstration standard rural school in each county.

5. To stimulate the organization of rural secondary schools on a community basis, we recommend State aid to the amount of five hundred ($500) dollars per year to each joint school district operating a four (4) year high school or vocational school approved by the State Council of Education.

6. Present transportation laws are conflicting and difficult of administration, and should therefore be amended for the purpose of clarifying and harmonizing them.

7. In order to secure a more effective enforcement of the compulsory attendance laws in rural districts, a full time attendance officer should be added to the staff of the County Superintendent of Schools.

8. In order to promote the effective supervision of the health of school children in the rural districts, a school nurse should be attached to the office of the County Superintendent of Schools.

II. INVOLVING ADMINISTRATIVE ACTION:

1. In order to provide a more effective type of teacher preparation for rural schools, provision should be made for a demonstration oneteacher school and a demonstration rural graded school in connection with rural teacher training institutions.

2. There is a pressing demand in rural districts for a type of instruction involving practical education adapted to the needs of the open country. Many more applications for (1) Rural Community Vocational Schools, (2) High School Departments of Agriculture and Home Making, (3) the services of County Vocational Supervisors of Agriculture and Home Making, have been filed with the State Department of Public Instruction than the present appropriation will permit to be established. The Commonwealth of Pennsylvania is annually turning back to the Federal Treasury several thousands of dollars because sufficient State Funds are not provided to meet the Federal funds available for the teaching of agriculture in Pennsylvania. The Committee recommends increased appropriations for the extension throughout rural Pennsylvania

1. Because of lack of time, the Committee has been unable to deal with some of the most important and vital problems concerning our rural schools. Among these problems are: Measuring results in rural schools. b. Curriculum studies in one-teacher, consolidated, junior high and senior high schools.

a.

This investigation was conducted along five general lines:

A. Institutes in counties of less than 350 teachers.

B. Institutes in counties of more than 350 teachers.

C. Financial handicap of smaller counties. D. Institutes in third class school districts. E. Institutes in first and second class school districts.

Specific findings were made with reference to each of the above.

Three general conclusions were reached as follows:

(1) County institutes are a fundamental essential to the educational progress of schools under the jurisdiction of county superintendents and should therefore be continued according to the flexible provisions of Section 2101 of the school law.

(2) Section 2103 of the school law that provides for the financing of county institutes should be so amended that the smaller counties may command more local support as well as an adequate special appropriation direct from the State.

(3) District institutes as now provided for under the flexible provisions of Section 2105 of the school law should be continued as an essential factor in a teacher training program for districts of all classes.

REPORT OF COMMITTEE TO INVESTIGATE TEXTBOOKS IN HISTORY

The report of the Department of Public Instruction, in accordance with Resolution 19 of the House of Representatives and concurred in by the Senate on June 5, 1923 to investigate history textbooks in use in the public schools of the Commonwealth, was made to the Legislature on March 18.

The advisory committee, appointed by Superintendent of Public Instruction, Dr. J.

George Becht, to collaborate with him in the investigation consisted of Helen B. Trimble, East Stroudsburg State Normal School; Charles A. Coulomb, Philadelphia; Charles E. Dickey, Pittsburgh; Samuel R. McClure, Pittsburgh; C. H. Garwood, Harrisburg and H. M. Kline, Lancaster.

The findings and recommendations of the investigation were based upon two principles: 1. The major purpose of the study of history by pupils of public and private schools is to secure a basis, at once patriotic and intelligent, upon which to build a competent, loyal citizenship.

2. The content and method of instruction in history must be adapted to the mental life and level of the children in the several grades of the public and private schools.

The following is a summary of the findings: 1. A careful reading of the various text books in American history which have been called in question discloses certain weaknesses. Among those observed are instances of indiscretion and lack of judgment, together with intemperate language in the expression of personal beliefs; though the most noticeable is that of occasional half-truths-statements true in themselves, but conveying a wrong impression because the qualifying statements are not given.

2. There is little doubt that much of this lack of poise and balance is due to the World War, from which we have only recently emerged. In the desire to correct the oldtime partisan bias against other nations, some of our text-book writers have been tempted to lean too far in the opposite direction. This conscious effort to promote international understanding and good will is certainly to be commended, provided it does not lead to an unhistorical belittling of our own great men and what they have done.

3. Much of the criticism of textbooks in American history has arisen from a misconception by some writers of the function of a history textbook-especially one for high schools. Such a text should aim to present all the facts of a mooted question so that these more advanced pupils may have the opportunity, under the guidance of their teachers, of applying their own reason and judgment-immature though these may be. To be opinionated, however, rather than factual, is to deprive the reader of a step in his education to which he is entitled.

On the other hand, it should be stated that some of the objections to history texts have been due to a lack of appreciation on the part of critics of the differences in content and method that should characterize elementary and secondary texts.

The years when the pupil is passing from grades one to six approximately constitute a period of romance and hero worship, when the appeal to the child mind must be largely through the imagination. This is the time when the heart of the junior citizen can be filled with love for our great national heroes.

1

H.B. 670. Miss Bentley. S.B. 984. Requires school boards to open evening classes in English, citizenship and curricular subjects for immigrants, illiterates and adults upon the written application of twenty residents sixteen years of age and over. Signed April 7, 1925.

These Bills Have Passed House and Senate and Have Been Sent to the Governor for

Approval:

S.B. 86. Mr. Griswold. H.B. 1291. Provides for graduated rebate on school taxes; adds penalties for delays.

S.B. 108. Mr. Buckman. H.B. 1418. Provides for the distribution of the History of the Twenty-eighth Division, during the World War, to high schools.

S.B. 310. Mr. Betts. H.B. 950. Validating bonds.

S.B. 355. Mr. McDade. H.B. 1298. Amends the Retirement Act by permitting County Superintendents to continue in office during

✔ the term for which they were elected and commissioned; and reinstates any such retired superintendents.

S.B. 391. Mr. Griswold. H.B. 1408. Amends the Vocational Education Act by changing the manner of disbursement of Federal and State Funds.

S.B. 401. Mr. Betts. H.B. 1538. Amends sections 623 and 624 of the School Code by providing that doors shall open outward in onestory buildings.

S.B. 413. Mr. Barr. H.B. 1657. Provides Extension Education facilities for legally employed boys and girls and for adults.

S.B. 470. Mr. Buckman. H.B. 1108. Authorizes boards of school directors to make contracts for insurance with mutual fire insurance companies.

S.B. 492. Mr. Baldwin. H.B. 1253. Authorizes school districts to acquire abandoned cemeteries for school purposes.

S.B. 524. Mr. Griswold. H.B. 1255. Permits - second class school districts to employ certified public accountants in certain cases.

S.B. 525. Mr. Griswold. H.B. 1256. Permits use of Federal Funds in addition to Edmonds Funds for Vocational Education.

S.B. 581. Mr. Miller. H.B. 1507. Provides for the payment of $4.00 per day to teachers 3 attending institutes held under the authority of the County Superintendent of Schools.

S.B. 591. Mr. Barr. H.B. 1562. Provides for reinstatement in Retirement Fund of persons separated from the school service for more than five years and return thereto.

S.B. 656. Mr. Weingartner. H.B. 1565. Amends articles XIV and XVII of the School Code by defining the cost of tuition in elementary and secondary schools.

S.B. 1022. Mr. Hoffman. H.B. 1713. Amends sections 506 and 508 of the School Code by ✓ providing for the refunding and payment of temporary indebtedness.

S.B. 1240. Mr. Joyce. H.B. 1776. Validates fcertain temporary indebtedness.

H.B. 511. Mr. Duddy. S.B. 1343. Validates certain elections and bonds.

Н.В. 659. Mr. Holmes. S.B. 1164. Validates certain elections, proceedings and bonds. Η.Β. 869. Mr. Edmonds. S.B. 1059. Reimbursement for teachers added and for schools closed.

H.B. 890. Mr. Moffatt. S.B. 1106. Harmonizes conflicts and inconsistencies in attendance and transportation laws and increases the maximum reimbursement.

H.B. 893. Mr. Moffatt. S.B. 1107. Defines the three classes of consolidated schools and provides for transportation reimbursement on the basis of the Edmonds Act.

Η.Β. 958. Mr. Bush. S.B. 991. Permits school boards to acquire school sites, playgrounds and buildings in another district.

Н.В. 1114. Mr. Williams. S.B. 1110. Validating payment for schools closed under Act of 1901.

H.B. 1130. Mr. Gelnett. S.B. 1172. Prevents penalizing fourth class districts for closing schools by allowing preferential classification for valuation per teacher.

Н.В. 1134. Mr. Himes. S.B. 1173. Grants equal school privileges to dependent children who reside with relatives or friends and are supported gratis.

Н.В. 1357. Mr. Wheeler. S.B. 1208. Provides for the distribution to school districts of funds received from Federal Government for forest reserves.

H.B. 1367. Mr. Gilchrist. S.B. 1265. Permits school boards to assign pupils to schools in other states and to pay their tuition in such schools.

H.B. 1382. Mr. Diehm. S.B. 1350. Validates certain proceedings and elections in school districts and bonds issued in pursuance thereof.

H.B. 1394. Miss Bentley. S.B. 1362. Appropriation of $75,000 to finance S.B. 200.

Н.В. 1424. Mr. Wood. S.B. 1326. Amends article XIV of the School Code by requiring the submission of acknowledgment or disclaimer of residence of pupils in institutions within thirty days.

Н.В. 1470. Mr. McKim. S.B. 1311. Bond for labor and material.

Н.В. 1520. Mr. Turner. S.B. 1316. Validates bonds issued in pursuance of certain elections and proceedings.

Н.В. 1525. Mr. Miller. S.B. 1298. Amends Act of May 1, 1923, regarding the location of prisons and lock-ups with reference to school houses in third class cities.

Н.В. 1632. Mr. Edmonds. S.B. 1378. Amends 1210 of the School Code by including payment for certain part-time teachers in extension classes.

Η.Β. 1637. Mr. Behney. S.B. 1348. Regarding increasing indebtedness.

There was a young man named Teedle,
Who wouldn't accept his degree;
He said, "It's enough to be Teedle,
Without being Teedle, D.D."

NEW BOOKS

THE AGRICULTURAL SITUATION. By G. F. Warren and F. A. Pearson. 306 pp. Wiley & Sons, Inc., $3.00.

John

The book is a study of the economic effects of fluctuating prices showing how violent fluctuations in the prices of farm products affect farmers, general business and the stability of the entire nation. A very exhaustive study is made of the causes of Agricultural Depressions. In discussing the present depression, the problems relating to taxes on farm land receive consideration. The effect of price fluctuations on various commodities is considered in detail. The final chapters deal with methods of adjusting farming to deflation and a discussion of various remedies for the present situation of American agriculture. In writing of the very recent improvement in farm prices the authors point out that a shortage of wheat in other countries and a season of favorable weather do not constitute a dependable solution for an agriculture depression which may last for years.

The authors have gathered together a vast compilation of pertinent facts regarding economic conditions in American agriculture. They have shown the vital relationship which exists between agricultural prosperity and national progress. It is a book to be read by farmers, business men, legislators and educators who want to be well informed regarding one of our Nation's greatest problems.-W. R. Skillman.

THE WINSTON CLEAR-TYPE POPULAR CLASSICS. This series of attractive juvenile classics has been published to meet a demand for supplementary readers containing complete stories of unquestioned literary merit. These stories are unabridged and most attractive. The type is large and the full page illustrations are often colored. Every schoolroom would welcome such storybooks as readers. John C. Winston Co. Each 80с.

TREASURE ISLAND. For Grades 6-7-8. By Robert Louis Stevenson. Edited by Gilbert Sykes Blakely.

This famous story of pirates, treasure and sea life is one of the most popular stories for boys and girls in our language. Besides the story itself, in large type, the book contains a glossary of words and a short story of the life of Robert Louis Stevenson.

TALES FROM SHAKESPEARE. By Charles and

Mary Lamb. For Grades 7 and 8.

As long as Shakespeare continues to delight grown ups, so long will children enjoy the famous tales about the Shakespearean plays which Charles and Mary Lamb wrote. These stories serve admirably to introduce the child to dramas which he will read in his high school course. The illustrations add much to the edition.

ALICE'S ADVENTURES IN WONDERLAND and THROUGH THE LOOKING-GLASS. By Lewis Carroll. 319 pp. For Grades 4 and 5. These delightful stories for children are deservedly popular. This edition has four color

310 pp.

This group of fairy tales contains the great favorites, Snow-White and Rose-Red, Hansel and Gretel, Cinderella, Tom Thumb, etc. The introduction tells something about the work of the Grimm brothers.

THE STORY OF HUMAN PROGRESS. By Leon C. Marshall. 548 pp. Illustrated. The Macmillan Company.

This text for the junior high school pupil is a preview of the social studies. Such a framework helps him to think of life as a whole and to understand his part in life as a factor of that whole. The preview is divided into four parts: (a) Man, the harnesser of nature; (b) Man, the communicator; (c) Man, the social organizer; (d) Man, the idealist and aspirer. Early man's primitive mode of living is illustrated by explaining the life of the Iroquois Indian in his primitive social world. Problems and bibliography are introduced.

WHAT MEN Do. By William Marvin Jackson. 297 pp. The Macmillan Company.

This book for high school students takes up the study of business as a whole rather than the study of one phase or detail in order to give young people a general understanding of the business world and of contemporary business activities.