Lansing, Mich. E. P. Cummings, superintendent of city schools.Lansing is a manufacturing city, and its interests center more in the automobile industries and the manufacture of gas engines with accessories than any other single line.

After a personal investigation of the industrial cooperative work in the public schools of Fitchburg, Mass., and a study of this plan as inaugurated by Dr. Schneider, of the University of Cincinnati, we started a similar course September, 1912. This course was taken in charge by a practical and experienced man, who was of a fairly liberal education, and had not only served several years at his trade, but had also had experience in teaching.

Arrangements are made with two automobile companies, and other concerns of the city, whereby boys in this course, after one year's work at school, are received as apprentices in shops. From that time on their work is equally divided between the school and the shop. A carefully prepared agreement or contract is entered into and signed both by the boy and by the employing institution, whereby the apprentice is to receive certain instruction and wages at a specified rate, while on the other hand he is to give certain specified services to the employer.

The course is apparently working well. A beginning class of some 20 pupils is now taking the school work, and will start in the factory at the close of the present school year in June. The object of this course is not only to provide a rational course of study for that element of our pupils who desire specific preparation for a trade, but also to serve a purpose in the performance of the school's duty to the industries and to society.

We have already found 2 boys who the year before made an abject failure of the regular high-school course, but now are enthusiastic leaders in the work of the industrial department. Present indications are that this work will be a decided success at Lansing.

Beverly, Mass. R. O. Small, superintendent, report, 1912.-Our school has reached the stage of success from the factory point of view, and substantial improvement and visible strength from the school standpoint.

The noticeable achievement of the year was the graduation of our first class (14 boys). The attention received from the public upon this occasion demonstrated the place which the school has taken in the community. It has been accepted and indorsed as an institution worthy of support.

The wage-earning capacity of these boys when they entered the school is conservatively estimated at $6 per week.

A capitalization of the boy's economic value to the community, based on his wage-earning power at the time of entering the school,

may be placed approximately at $6,000. Six dollars per week for 50 weeks equals $300, or 5 per cent on $6,000.

The wage-earning capacity of these boys at the time of graduation ranged from $15 to $18 per week.

A similar capitalization of the boy's economic value based on the wage-earning experience of the 14 boys graduated gives a figure between $15,000 and $18,000; it varies with the individual. Fifteen dollars per week for 50 weeks equals $750, or 5 per cent on $15,000. Eighteen dollars per week for 50 weeks equals $900, or 5 per cent on $18,000.

When we sent these boys out into the factory on full time, it had cost the municipality and the State a little over $11,200 to maintain the school. The net cost to the city of Beverly was $5,600. The wages paid back to all the boys, and returned to the community during the same period, had amounted to a little over $10,000.

Giving no consideration to the remaining boys (56 in various stages of preparedness), and estimating the total cost as the price paid to place 14 boys in the shop as skilled workmen, the cost is shown to be $800 per boy.

The expenditure of $800 per boy had raised the capitalization of his economic value from $6,000 to $15,000 or $18,000; a 13 per cent investment in 2 years had increased the capital 150 to 200 per cent. We had left an active "stock in process" (56 boys in various stages of preparedness for the trade) and the prospects of a very much larger capitalization as years go by and the graduates become more skilled. During the two and one-half years the community had been profiting by over $10,000 in wages earned by members of the school.

In the world of finance an investment of this kind would be considered very favorably. I submit it as a very interesting problem in deferred dividends.

HOME STUDY.

Sacramento, Cal. O. W. Erlewine, superintendent of city schools.In Sacramento all required home study has been abolished, and more time is given in school for the preparation of lessons. The programs showing the lesson schedule and time schedules which are used in carrying out the idea are as follows:

In first and second grades, time to be given to number sense training.
First and second grades, geography taught with nature study.
Afternoon sessions begun with music during opening period.

Teachers of the first and second grades will begin to train pupils for study. Study periods requiredThird grade, reading 6, spelling 4, and arithmetic 5. Fourth grade-Language 4, reading 5, spelling 4, and arithmetic 5. Fifth grade-Language and geography 3 each, reading and arithmetic 5 each, and spelltzz 3.

Physical training exercises are to be strictly observed according to time schedule.

Divide each period between penmanship and spelling.

Afternoon opening periods given to music four times a week by class teachers and once to talks on conduct by principal or class teacher. 4 Woodwork in all grades for boys. Sewing in sixth and A seventh, and cooking in B seventh and eighth for girls.

Physical training exercises must be strictly observed.

Study periods required.

1 No home study demanded.

Meriden, Conn. David Gibbs, superintendent of city schools.-The amount of home study in the Meriden grammar and high schools is being reduced, while more study is being required in schools under the direct supervision of the teachers of the various subjects.

HONOR LEAGUE.

Lynchburg, Va. W. M. Black, principal of high school.-An Honor League was organized in the Lynchburg High School in 1909 by the alumni of the high school who were in attendance at the University of Virginia, where the honor system prevails.

Representatives were chosen from each class in the high schools to draft a constitution, the pledge reading:

We, the undersigned, do hereby pledge that we will neither give nor receive assistance on any written test whatsoever and will do our best to promote honor in the Lynchburg High School.

If a pupil is seen cheating he is not reported to the principal, but a committee of the league goes to him and warns him that the honor of the school does not permit cheating. If he does not heed the warning, he is brought before the executive committee of the Honor League and a committee of his own class and given an opportunity to prove his innocence. The accused may have witnesses in his or her defense. If adjudged guilty, the executive committee recommends that he or she be suspended or punished in some manner by the principal and faculty, who cooperate but do not interfere with the plans of the league. Any conduct that affects the honor of the school becomes a matter for investigation by a committee of the league.

IMPROVEMENT OF TEACHERS.

Quincy, M. E. G. Bauman, superintendent of city schools.-In May, 1911, Supt. E. G. Bauman submitted to the board of education a schedule setting forth a standard of professional training and minimum requirements, together with a salary scale commensurate therewith. In accordance with his recommendation the schedule was approved unanimously by the board and became effective at once. At a conference between Supt. Bauman and Prof. J. E. McGilvrey, of the department of education of the Western Illinois. State Normal School, arrangements were made whereby the State Normal might offer instruction to classes of Quincy teachers by sending to Quincy at regular periods members of the faculty to teach the classes thus organized. About 75 teachers enrolled for the work and they met every Friday afternoon for the purpose of receiving instruction in psychology and the principles of teaching. More than 60 of these teachers enrolled at the summer session of the State Normal School and several more attended the summer session at other professional schools. Nearly 20 of the teachers finished the required work at the State Normal School last summer and received their diplomas. As many more will complete the work and receive diplomas during the summer of 1913. About 75