These changed conditions have required changes in our educational system. We are in the midst of another epoch so different that a new conception of the public school system has arisen in the United States. The old idea that all that was necessary for proper education was knowledge of the fundamentals has been supplanted by the idea that we must have more complete knowledge of a variety of additional subjects in order to function properly in our complex society.

We must look to the public school system of the United States to evolve the final solution of nearly all of the great national problems which confront us today. In this regard three problems stand out prominently-the first, immigration; the second concerns the apparently decreasing respect which our citizens have for law and order; and the third has to do with political conditions.

Many centers of population are made up of a large majority of foreign born citizens or citizens of foreign born. parentage. They must be properly assimilated into our national life. The children of foreign born parents who are educated in our public schools must learn of the principles which have enabled this Republic to endure, and should be taught to assume that place in society which will make of them good and loyal citizens. The public schools must be the principal means to accomplish this result.

We have evidence on every hand of a growing disrespect for the law. It may be that American homes to-day are neglectful in teaching the principles of obedience and discipline to children. If this is so then the public schools should not fail to respond in such a manner as to instill into the growing youth of America ideas of discipline and restraint so that when they reach a mature age it will not be difficult to look with respect upon the laws of state and nation.

In studying the political conditions of to-day one is impressed with the fact

that comparatively few people look upon their right of franchise with seriousness. It really appears that politics are "a game" to be indulged in by a comparatively few citizens, for the most part self-interested, instead of a great national movement participated in by the whole electorate for the purpose of elevating to the high offices within the gift of the people only those citizens best suited to serve. Isn't it necessary today to mold our public schools so carefully as to impress thoroughly upon the pupils the sacredness and importance of the ballot?

In general it will be seen that the public school system has been the instrumentality through which certain definite principles have been inculcated into the different epochs of our national life. The question may now be properly asked, are the public schools of to-day meeting the crying need that exists for training our youth not only to assume the duties and obligations of citizenship, but training them in such a manner as to solve eventually problems of our social, political and economic life, such as those referred to above.

That national ideals can be influenced by public education is evidenced by the history of Germany before the Great War. At that time the "might makes right" theory was so thoroughly impressed upon the people through the agency of the school system that all Germany heeded the call of a few unprincipled leaders and nearly plunged civilization into the abyss of destruction. It must be admitted, however, that this was much easier to accomplish in an autocracy, such as existed in Germany at that time, than in a representative government like our own. Before the war German rulers were able not only to select teachers but to prescribe the subjects to be taught and the manner of teaching them.

Under our representative form of government the whole school system must be influenced by a preponderance of public opinion. Our public schools

are molded to the needs of an average citizen and they can be no further advanced than the composite ideas of the community in which they are managed and supported.

Everyone can appreciate the difference. between the ideas of that group which feels that the tendency should be only the development of the individual as contrasted with the ideas of another group which believes only in the development of community and national interests through the agency of the public school system. We hear much about self-expression and individualism and while we appreciate that the tendency of collective thought carried to its extreme might stifle individual initiative, yet the idea as expressed by some that the individual is all important is equally bad.

There is evidence of a growing idea that education for the sake of the individual is supplanting the idea of our forefathers' that the main reason for education is the welfare of the community and the life of the nation. How to co-ordinate the many phases of public education so that the welfare of the individual and the welfare of the community will both be served in exactly the right proportion is the greatest problem which confronts educators to-day.

In carrying out this idea that the principal justification for the public school system is the welfare of the community at large, the theory that the unit. of education shall be the State has become generally accepted.

New Hampshire first recognized this theory in 1919 when our legislature passed a law which co-ordinated the various local school systems of the State into one unified organization headed by the State Board of Education. This law was amended two years afterwards and with one slight modification the Educational Law of 1921 is the one we are now working under.

In the United States to-day something over one billion dollars is appropriated each year for public education.

In our state the annual expenditure for this purpose is something over five millions dollars. These are huge sums and it is not without reason that people ask if we as a nation and state are justified in spending these amounts annually to educate our children. But if it is true that the public school system is the foundation of our Republic and upon it depends the solution of many present day national problems there can be but one answer to the query. The real question that remains to be answered is whether we are securing full value for every dollar we spend of the public funds for educational purposes.

It has been the aim of the New Hampshire State Board of Education to make every appropriated dollar do a maximum amount of good. There are only four northern states where the average cost of education per child is less than in New Hampshire. The average cost per child for all of the northern states is approximately ninety dollars per year, and in our state just over seventy dollars. In one city of a neighboring state this figure has reached one hundred and thirty-eight dollars.

It is perhaps with pardonable pride that the State Board of Education points to the fact that those qualified to judge say that our state has made as rapid progress in educational affairs during recent years as any state in the Union. In fact there are experts along educational lines who feel that New Hampshire has made greater progress during recent years than any of her sister states.

Our present educational law provides that there shall be a board of education composed of five citizens serving without compensation, only three of whom can be of any one political party. These citizens cannot be technical educators, and they have the same direction and supervision over the school system as the directors have over a business corporation, except as their powers are limited by law. The State Commissioner of Education and his assistants, all of them qualified experts, are ap

pointed by the State Board to carry out its policies with regard to school administration and to act as technical advisors.

The manner in which state boards of education are made up varies very materially throughout the United States. For example in many states the legislature prescribes who shall constitute the State Board of Education. In some cases it expressly provides that this board shall consist of educators. In Virginia, for instance, the board is made up of a Superintendent, the President of the State College and the States Attorney General. So it will be seen that the legislature of New Hampshire diverged from the established custom when it decided that New Hampshire's State Board of Education should be made up of practical men and women rather than technical educators.

The directors of a large business corporation lay out the general policy and leave the execution of this policy to people chosen for this purpose. So the present State Board formulates the educational policy to be carried out in so far as it is consistent with the law, and leaves the execution of this policy to the different local school boards.

These local school boards receive their authority not from the State Board of Education, but from the people through the legislature-from the same source that the State Board of Education receives its authority. The State Board of Education, the Commissioner and his assistants are directing heads to aid the local school boards in carrying out the obligations which these boards have assumed. The policy of the present State Board is to decentralize authority in so far as it is possible to do so, and the real management of New Hampshire schools is in the hands of the local school boards. We cannot impose good schools upon an unwilling community. We must have the interest of local school boards and we can only have this interest by making these boards feel the great responsibility which they have assumed as the direct representatives of

the people who elected them.

There are about nine hundred members of local school boards in the State of New Hampshire. These school boards have much power and their responsibility is great for the present law provides that the different school boards shall decide what they wish to have taught in their schools. The State Board of Education recommends courses of study to the different school boards, but it is for the local boards to decide whether they will accept these courses of study or not. The school boards nominate their Superintendents. To be sure the state hires them but it can be assumed that an organization which has the decision as to who shall represent it would have charge of that representatives's operations.

There seems to be a misunderstanding in some parts of the state in regard to the relation of the Superintendent to the various school boards. It has been suggested that the Superintendent is sort of a superior officer of the local board. This is a wrong interpretation of the law. While it is expected that the Superintendent would have great influence with the local school board and that the local board would be willing to consider the Superintendent's suggestions, it is nevertheless wholly the business of the local boards to determine exactly how they shall run their schools. as long as they comply with the requirements of the law. The State Board of Education will rarely interfere with the management of school boards and never when they are carrying out the obligations which they have assumed.

The law of 1921 with relation to the salaries of the Superintendents provides that the limit of the liability of the state in the case of each Superintendent should be two thousand dollars, and anything in excess of this amount is paid by the local communities.

The state is divided into different districts and sixty-eight superintendents are employed in these districts. These Superintendents must have a college ed

ucation, must have taught school five years, and are obliged to pass a very rigid examination. There has been a feeling in some sections of the state that the matter of supervision is being carried too far. Apparently this is not a just criticism. It certainly would be an ideal condition if all teachers in public schools could reach the high standard that is required of Superintendents. This is impossible owing to the expense it would involve and the inability to get the necessary number of such highly competent teachers. However we more. nearly approach this ideal condition under our present system than would be possible in any other way. A good Superintendent may increase in many instances the efficiency of a teacher by nearly twenty-five percent. Think for a moment, what an advantage it is for an inexperienced young teacher located. in an outlying district with her little flock of from fifteen to twenty pupils, to have an opportunity to consult with a Superintendent of ability and experience. His advice concerning her different problems is most helpful.

We are spending about two hundred. thousand dollars yearly for the salaries of Superintendents. The valuation of property in this state amounts to six hundred and seventy-five million dollars, so we are spending for Superintendents less than one-thirtieth of one percent each year of the state's valuation and only four percent of the entire amount expended for public schools.

New Hampshire's present investment in school property is valued at about twelve million dollars, and there are seventy thousand pupils in our public schools. The educational law provides that each community must raise three dollars and fifty cents on each thousand dollars of the equalized valuation of that community for these public schools. If any community finds that five dollars on each thousand is not sufficient to maintain a standard elementary school, that community may call for state aid to make up the amount that is required.

This additional money is paid out of the state's equalization fund an appropriation which totaled three hundred and forty thousand dollars in 1923. Perhaps some may have mental reservations as to the justice of compelling some communities to help out other less fortunate communities in the matter of raising additional school funds. Owing to the present complicated nature of society which makes communities depend on each other in many ways, this equalization feature of our state law is considered just and right.

Another feature of our state educational system is the normal school. These are of major importance because upon them hinge the proper training of the teachers who are what might be termed "the finger tips" of the educational organization. There are other features of our state law which space limitations make it impossible to mention in this brief summary of our public school system.

That New Hampshire is keeping pace with the present day trend of educational advances is evident by the equalization. feature of its present educational law, a feature which makes it possible for the child in remote rural districts to receive as nearly as circumstances will permit the same thorough education that the children in our cities enjoy.

There is great need to-day for intelligent interest in the public schools of our state and of the nation. Those in charge of our educational destinies must chart a careful course in order to be certain that coming generations are taught those principles which are of paramount importance if we are to solve the tremendous problems which confront us, keeping in mind the fact that the welfare of the individual must be looked after and in exactly the right proportion. To be successful in this tremendous task we must have the hearty co-operation of every right thinking man and woman in America, so that the sum total of human happiness in the world may be increased.

I

T has been said that the American

people are becoming a tenant c'ass home renters, rather than home earners. This seems to be true, especially of the industrial wage earners, who above any other class, need the stimulus which comes from an inborn love of a home of one's own.

There is no human desire more ingrained in the worth while individual than the longing for a lot of land, however small, which is one's own. Leased land, or a rented house, is not a real home; in fact at the best it is a makeshift-merely a place in which to eat

longing to another. The possession of

land paid for by the sweat of one's brow, is the great incentive, the impelling force of land cultivation and home betterment.

Then, too, the ownership of a home. affects, vitally, the cost of living. I talked to a workman who some years ago purchased one acre of land and built a house, which to-day the family owns free of debt. "Carl," I said, "do you raise vegetables?" "Yes," he replied, "enough for my family of five, also last year I sold to the local storekeeper fruits and vegetables for which he paid.

and sleep. Furthermore, as I see it, home owning is essential to a sound civilization; in fact the safety, yes the existence of our Republic, rests to a considerable degree upon home ownership-land and house owned by the occupant and not by a landlord. A man without a home of his own is not much better than a man without a country.

I would paint, or chisel, on the entrance gate to every city and town of America

BE YOUR OWN LANDLORD! PAY RENT TO YOURSELF AND NOT TO THE OTHER MAN!

No family develops a deep interest in beautifying or cultivating property be

As It Looks To-day.

me $75 in cash. I figure that my garden adds to my yearly family income not less than $300, and the cost is very little." "Who did the work?" I asked. "My boys, and no one else," he replied. "It is their job and it comes before play. Sometimes they grumble but the work is good for them." Yes, I thought, good for their bodies and good for their souls. I do not believe that there are many industrial workers in New Hampshire who, barring the accident of illness, cannot, by thrift and foresight, save enough from their earnings to start a home, financed by a bank, or by a co-operative financial institution. He may have to begin in a small way so that his monthly payments will not be much, if any more,