session held at Brussels in 1913, the report of a committee appointed to consider the Montessori method was presented by the president of the federation, M. Ch. Rossignol. The report comprised an extended synopsis of the system as set forth by Dr. Montessori in her work entitled "Il Metodo della pedagogia scientifica." The report closed with a series of questions suggesting, but not affirming, the conclusions reached by the committee.

(1) Can the Montessori system be introduced into the primary schools of to-day with an attendance reaching often 60 and even 70 pupils?

(2) Is the principle of liberty or of respect for the personality of the pupil, as defined by Madam Montessori, compatible with the process of education as it is understood and given in schools of a higher grade than the Montessori school?

(3) Or, to state the inquiry negatively, is it not desirable to change the management of primary and secondary schools, inasmuch as one has to increase the respect for the personality of the pupil?

(4) How many children should be confided to a single Montessorian teacher?

(5) When the child is at school should he be allowed to feel that the work is free, or ought he to have imparted to him the idea of obligation of doing what is ordered by the teacher?

(6) Is not the idea of teaching a child to read in three years a pedagogical heresy? (7) Is not the Montessori system best adapted to open our schools where no rule is imposed?

(8) Respecting the Montessori system, is it not desirable that every one should suspend judgment until the time when experiments have been made in different countries by teachers specially prepared for the work?

CINEMATOGRAPHS IN SCHOOLS.

A second subject considered at the same session dealt with the matter of luminous views as aids to instruction. Two reports were presented on this subject, comprising accounts of several examinations of the use of these aids that have appeared in contemporary journals or in reports of local teachers' associations. In view of the opinions. and the results of experiments set forth in the articles and reports referred to, the conclusion was reached that the use of such views in schools gives fuller and more complete ideas of subjects, because they resemble closely the things themselves. This fact has long been understood by publishers of classical works, who place upon the market only illustrated dictionaries. By the aid of these pictorial illustrations pupils can see in an hour what it would take a year's instruction to impart, and the painting of the faithful image of the thing is indelibly impressed upon the young and impressionable brain.

It is comparatively easy for great cities to secure cinematographs and films relative to different subjects of instruction. This requires a first expense of some thousands, and an annual expense of perhaps $100. Smaller places content themselves with reflectoscopes and a few series of pictures, which cost altogether perhaps $60 or $100.

The formal reports on the subject which were presented by M. Rossignol, president of the federation, and by M. Skarvig, of Copenhagen, agreed in commending the use of the views, both moving and fixed, and in the conviction that cities could easily meet the necessary expense; on the contrary, it appeared that small towns and rural districts would have to be aided in this matter by the State or make use of traveling exhibits.

CHAPTER XLIII.

EDUCATIONAL LEGISLATION IN 1913.1

CONTENTS.-Survey commissions-Compulsory attendance-Length of term-Rural schools-Vocational education-Medical inspection and health teaching-Wider use of the school plant-The State superintendent-High schools and teacher-training-Teachers' pensions-Buildings and grounds-Textbooks-School fraternities.

The legislatures of 42 States were in session during 1912-13. While the actual volume of school laws was no greater than in other years, in respect to single pieces of constructive school legislation the year was conspicuous. Chief lines of activity were vocational education, including agricultural education; school hygiene, with special reference to medical inspection; rural school betterment; and the wider use of the school plant-in all of which a persistent campaign is resulting in permanently valuable legislation. At the same time some notable progress was made in enacting laws affecting the fundamental but less novel matters of compulsory school attendance, length of school term, and professional improvement of the teaching profession as measured by teachers' retirement laws and multiplication of teacher-training courses. Two States-Montana and Oklahoma-adopted new school codes, and Idaho made a number of changes in the code of 1911.

SURVEY COMMISSIONS.

In three States-Ohio, Minnesota, and Vermont-the legislature authorized the creation of commissions to make complete educational surveys. The Indiana commission of the previous year had come mainly from the vocational education motive. None of the three current enactments was quite so distinctly vocational in purpose. The Ohio survey, authorized by the resolution of March 11, 1913, was largely an inquiry into rural educational facilities; it has been one of the most fruitful investigations ever undertaken by any State, resulting already (January, 1914) in valuable legislation. In Vermont the purpose was more general. A commission of nine members authorized by act of November 19, 1912, was appointed by the governor to "investigate the educational system of the State."

1 Summarized in the editorial division from material compiled by William R. IIcod, of the division of school administration.

Both of these surveys are conspicuous for the spirit of scientific inquiry which has marked them throughout. Further details of these surveys are given elsewhere in this report.1

Minnesota's public education commission, created under the act of April 28, is to "study the educational system of the State, revise and collate the school laws, and report to the governor not later than December 1, 1914."

In Connecticut the legislature directed the State board of education to codify the school laws and the laws relating to the employment of children and to report with recommendations to the next session of the legislature. California has arranged for what promises to be a very thorough investigation of one of the modern phases of education-the play movement. A recreational inquiry committee has been appointed, pursuant to the resolution of June 2, 1913, for "studying, investigating, and reporting with recommendations upon recreation for both young and old in California, including recreation in rural communities as well as in small and large towns and cities." This is particularly welcome in its explicit recognition of the social and recreational needs of the open country.

COMPULSORY ATTENDANCE.

The six States previously reported as without compulsory school attendance laws are still without them, despite heroic efforts on the part of the friends of public education in the four of these States in which sessions were held. An especially vigorous effort was put forth in Texas. On the other hand, advances are to be recorded in two other States where conditions had been little better than in States entirely without compulsory laws. North Carolina and Tennessee, where compulsory attendance was operative only in certain counties, now have compulsory laws that apply everywhere in those States. The Tennessee law (ch. 9) makes compulsory education State-wide for children 8 to 14 years of age; also 14 to 16 if the child is not lawfully employed. In localities of less than 5,000 population 80 days' attendance will be accepted as fulfilling the law; in larger cities it must be for "full term." Truant officers and truancy schools are provided for in cities of 10,000 population and over.

The North Carolina act is more elaborate than that of Tennessee, but hardly so specific; it shows the inevitable results of compromise. The ages affected are 8 to 12 years, and the required period four months of the school term of each year. Attendance at "private or church schools taught by competent teachers" may be accepted in lieu of attendance upon the local public schools, provided this attendance is for four months continuously. Private schools will be required

1 See pp. 207-210.

to keep records of attendance and render reports identical with those of the public schools. In Mitchell County the upper limit for compulsory attendance is made 15 years, and in Polk County the ages are 7 to 15 years. Other exemptions are, briefly: Abnormal physical or mental condition as attested by a physician; distance of 21 miles or more from the schoolhouse; extreme poverty, making it necessary for the child to aid in his own support or the support of his parents; or-in any case in which said parent, guardian, or other person having charge or control of the child shall show before any magistrate, by affidavit of himself and of such witnesses as the attendance officer may require, that the child is without necessary books and clothing for attending school, and that he is unable to provide the necessary books and clothes: Provided, that when books and clothing shall have been provided, through charity or by other means, the child shall no longer be exempt from attendance under this provision.

The North Carolina law is to be enforced by an attendance officer for each township, appointed by the county board of education. The attendance officer is also to serve as taker of the school census and keeper of attendance records, and is to be allowed for that service 3 cents per child of school age each school year. The law is carefully hedged about with provisions to compel cooperation on the part of teachers, school officers, public officials, and parents. Stringent penalties are provided.

Most of the compulsory attendance legislation of the year affects the difficult period of 14 to 16 years. New Jersey's action is typical of the uncertainty that prevails. New Jersey was one of the first States to make school attendance compulsory up to 16 years, with certain familiar exceptions. The 1913 act modifies New Jersey's stand somewhat. It is now provided that a child between 14 and 16 must attend school unless

he regularly attended school at least 130 days during the preceding year; is able to read intelligently and write legibly simple sentences in the English language; has completed a course of study equal to five yearly grades in reading, writing, spelling, English language, and geography; is familiar with the fundamental operations in arithmetic, including simple fractions; has been granted an age and schooling certificate; and is regularly employed in some useful occupation or service.

Issuance of the age and schooling certificate is conditioned on the filing of a certificate from the medical examiner showing that the child is physically able to perform any work in which a child between the ages of 14 and 16 may legally be employed. This action is of particular interest in view of the repeated and well-substantiated claims of the vocational guidance experts that there are no jobs for children under 16 years of age that they should be allowed to take. The Michigan act of 1913 makes this State one of the most advanced in compulsory requirements. The period of compulsion is made 7 to 16 for the entire term of school. Holders of eighth-grade diplomas are exempt, as are also "children over 14 years of age if needed for