To achieve these aims it is proposed not to substitute a new curriculum for that in common use, but to permeate all subjects in the curriculum with a spirit of Americanism. No radical reorganization of the school will be attempted, but a new emphasis on training for citizenship will be set up. The director states that

citizenship will give new life and meaning to the everyday work of the school. The subject of history, as an instance in point, will be taught not merely for its facts, but for its values, and those values which emphasize American life and ideals.

The subject of civics will be given a new importance and taught not merely through textbooks, but by stimulating the spirit of devotion to the community, the school, the home, the neighborhood, and places of employment. Literature and music will be taught not merely to acquaint pupils with authors and their works, but to arouse enthusiasm for the higher values of human devotion, aspiration, and sacrifice, particularly for those things which the American spirit holds dear. The directors of the school hope to vitalize other subjects of the curriculum, such as arithmetic and science. It is hoped that health subjects, physiology, and hygiene can be made to arouse a truly American zeal for bodily strength and vigor.

The life of the school itself is to illustrate the practical workings of democracy:

The school that teaches the principles of democracy should be itself a democracy. The child learns how to be a good citizen by being a good citizen. The life of the

school should give free play to common interest and common action for the common good. The school must train in initiative, in self-control, in respect for liberty under law.

It cannot be said that the Lawrence plan is wholly distinctive, nor do the directors of the institution make claim of this. Thousands of public schools throughout the nation will be found to be pursuing plans somewhat similar. The Lawrence plan, however, does place more emphasis upon Americanism and specific ideals of citizenship than is found elsewhere. The plan sets about capitalizing deliberately the current appreciation of the need of a better Americanism and a higher ideal of citizenship; love of country, instead of being the background of school effort, has been made the dominant, central idea.

LEADERSHIP IN A NEW WORLD

The war has brought a new spirit of devotion and enthusiasm into the public-school systems of the nation. The Lawrence plan is but one instance of the fact. Scarcely a state legislature in session during the past year has not been considering a comprehensive bill for the reorganization and improvement of public education. The nation, too, is reflecting the popular interest in educational matters, and a number of bills vitally affecting public education are pending before both branches of Congress. For the first time in our history as a nation we are seriously considering some kind of nationaliza

tion of education. The recent example of England in enacting the Fisher bill for education has stimulated us to take up educational projects similarly from a national viewpoint. Several bills illustrate the current conviction that we need to augment the present forces of the community and the state through the aid of the nation.

The growth of democracy throughout the world as a result of the issues of the war is accompanied by the stimulation of popular education in all countries. So we find in our own case the nation, the state, and the community joining forces for the strengthening and expansion of public education. We are proposing to make larger appropriations for school purposes, to extend the period of compulsory attendance, to equalize educational opportunities in communities and in states, to give attention to the physical welfare of boys and girls, to furnish training in skilled industrial pursuits, to raise the quality and dignity of the teaching profession by increased compensation. We are proposing this educational advance for the general purposes of human betterment and for the specific purposes of a better Americanism, a better citizenship, a safer democracy. We are becoming thoroughly sensitive to the dangers that confront the world. We were not able to keep out of the "last war that we are able to keep out of." We now recognize that we belong to the world, and that nothing that concerns the world is a matter of indifference to us; we must

play our part, and the leadership that has been thrust upon us and the trust that has been reposed in us can be met only if we create the strong nation which alone can bear such burdens and meet such expectations. The hegemony of the new world of nations, we may hope, will be founded upon moral qualities rather than might; in the hope that we may have the moral leadership in the new order, we must develop ourselves through our institutions-our schools, our churches, our families, our industries, our agencies for government.

IV

PRIVATE SCHOOLS AND PUBLIC RESPONSIBILITY

For

AMERICA has a substantial proportion of her children in schools other than public. Private schools have a varied range of purpose and character. For the wealthy the private school furnishes an opportunity for selected associations, healthful environment, and such educational advantages as small classes, superior teachers, and better educational material. religious bodies the private school presents an opportunity for the inculcation of religious principles and practice in institutions where religion is given first place in the curriculum. For nationalistic associations the private school permits of the transmission of nationalistic ideals, language, and race inheritances. We usually find the nationalistic motive, especially in bilingual schools, associated with the religious purpose; comment has been made earlier upon the close connection between nationalism and religious belief.

INCREASE OF ENROLLMENT

Of children attending private schools, the largest number are found in those which exalt