that the vast camps of the country will be turned into colleges where men will learn the arts of peace as well as the arts of war. Our people need discipline, and this can be obtained, but with it should go the education of the mind and heart. Patriotism must be taught in our schools. The legends and ideals of our country, the duties of citizenship, and the rights we possess must be instilled in every citizen. The school must teach, what formerly was left for the ward politician,-the ideals of democracy.

Science must be tempered by the idealism of human sufferings and aspirations. To the ordinary man, science alone is incapable of arousing inspiration. It does not come within his experience. To create the best citizen requires that the man who understands the intricacies of an engine, or the elements of soil chemistry, must first of all understand the aspirations of our fathers which led to the Declaration of Independence. He who does not feel the impulse of the race, its struggles for expression, its urge, its longings, is not one of us. The new American is thrilled with the vision of a great ideal realized and his eye scans the future where new vistas unfold. We are at the morn-youth is in our blood, and the great day is before us. Shall we let this cycle, this culmination of the efforts of the race, go by unmindful of its portent and unworthy of the heritage conferred upon us? Let us make ourselves and our children worthy in hand and heart and mind, that the torch of civilization flung from dying hands for us to bear, may be held higher and burn more brightly.

I have not place to give and definite details or outline any definite courses. The courses prescribed by the men in charge of vocational education at some of our leading state universities are satisfactory. It is the men who teach that form the important factor. They are training men, not mechanics or farmers, and they should look into the future from the standpoint of a boy emerging on life's broad seas, and they must be filled with the foresight and wisdom of the seer if their guidance is to be of any value. Our high schools must be prepared to advise and to teach our youth properly, that their life's work may be full of joy to them and every day a day of inspiration. That system which is

sufficiently flexible and sympathetic and does not tend to stratify society is the system upon which democracy depends. If the world is to be made "safe for democracy," we must first of all, by our methods of education, equip the people of this republic that democracy may be safe for the nation and for the world.

The Great Adventurer

I have left the tribe and stand upon the mountain
Above the world,-

The murmur of the tribe rises about my ears,

As the far off complaint of waters to the shore—
I am alone.

I have thrown away my staff!

The scoffers have derided me,

The timorous have fallen away from me,

The dead only have gone beyond me.

All along my way I passed glory,

It dragged about my feet,

And would have hindered me,

But my strides rent it and I passed on,

And here is glory such as the tribe,

And I of the tribe,

Never saw!

They that linger below

Diligently try to mend that which in my haste

I have rent asunder;

They cannot know that here is new and enough for all.

And when I leave the mountain top,

I will go neither in this direction nor in that,

For there is no way and no end,

Only life

And a star is rising within me!

GRACE GORDON.

Studying Literature for Service

E. B. RICHARDS, SPECIALIST IN ENGLISH, NEW YORK STATE DEPARTMENT OF EDUCATION, ALBANY, N. Y.

T

HE slogan of the times is-Reconstruct. We hear on every hand the words reconstruction and reorganization. Education has not escaped, and we understand that school systems are to be made to fit the new conditions confronting Americans. We realize that with the many millions of illiterate and the many millions more of semi-illiterate people in America today, our system of education has not done all that it ought to have done for the people of this country. But an attempt to solve the great problem must be made not only from without but from within at the same time. The Commission

on the Reorganization of Secondary Education appointed by the National Educational Association has made public its report in a government bulletin, in which it says that the secondary school should focus its attention upon "such great social objectives as health, citizenship, vocation, worthy use of leisure, and ethical character." Along with that reorganization, however, must go a change within—a re-aiming of subject matter, a re-vitalizing of methods of teaching. At the risk of casting away pedagogical formulae, we must use common-sense methods to gain worthy ends; we must aim for efficiency.

To make a worthy use of leisure one must have the ability to read literature intelligently, to discriminate between the good and the bad, and to "hate the one and love the other at all risks." This is no mediocre accomplishment. It demands the possession of power, the greatest thing in education today. It is greater than mere information, for knowledge without power is like a heap of dry bones-lifeless, devitalized, uncoordinated. Therefore, whatever else we may do for the boys and girls who are passing through the schools of today and tomorrow, we must give them power.

What does this mean in relation to the studying of English and American literature?

In relation to literature, power means appreciation. And appreciation implies understanding. Therefore, the task of the teacher of literature in the secondary school today is to give understanding, so that with advancing age and broadening experience may come that intangible thing called appreciation. The mandate seems to be then, to put it briefly, appreciation is the principal thing, therefore get appreciation. But "with all thy getting get understanding," for appreciation without its mainspring, understanding, is bare. We find some schools that are doing much toward vitalizing their course, so far as literature is treated, and thus broadening the experience of the young people during the four years they are in the secondary school. This is a duty. Let me show how it may be met.

Regardless of the college requirements, which are but an artificial criterion with respect to good teaching, the pupils in the first three years of their high school course ought to read widely, in order to broaden their experience, and intelligently, in order to vitalize their knowledge. Year by year then this schedule is required:

First year-term one.

*Short Stories-Old and New.
*Selections from American Poetry.
Bunyan-Pilgrim's Progress.
Cooper-Last of the Mohicans.
Pathfinder.

Dana-Two Years Before the Mast.
Dickens-Oliver Twist.

Hughes-Tom Brown's Schooldays.
Kingsley-Hereward the Wake.
Kipling-Captains Courageous.
Jungle Books.

Lanier-Boy's King Arthur.
Scott-Quentin Durward.

Ivanhoe.

Stevenson-Treasure Island.

Swift-Gulliver's Travels.

First year-term two.

*Odyssey-Palmer Translation. *Shakespeare-Midsummer Night's Dream. *Macaulay-Ballads.

Second year-term one.

*Irving-Sketch Book.

*Arnold-Sohrab and Rustum.

Addams-Twenty Years at Hull House.

Antin-Promised Land.

Franklin-Autobiography.

Higginson-Cheerful Yesterdays.

Irving-Life of Goldsmith.

Lockhart-Life of Scott.

Muir-Story of My Boyhood and Youth.

Plutarch-Lives.

Riis-Making of an American.

Schurz-Abraham Lincoln.

Washington-Up from Slavery.

Second year-term two.

*Eliot-Silas Marner.

*Byron-Prisoner of Chillon.

*Shakespeare-Merchant of Venice.
Twelfth Night.

Maeterlinck-The Bluebird.

Peabody-The Piper.

Third year-term one.

*Letters from Many Pens.
*Types of the Short Story.
Dickens-David Copperfield.
Eliot-Mill on the Floss.

Goldsmith-Vicar of Wakefield.