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 ducation Association 
 Uudy No. 37 
 
 Newer Ideals in Education 
 
 The Complete Use 
 
 of the 
 
 School Plant 
 
 AN ADDRESS 
 
 delivered before the Public Education Association 
 
 in the New Century Drawing Room 
 
 January 30, 1912 
 
 by 
 
 WILLIAM A. WIRT 
 
 Superintendent of Schools, Gary, Indiana 
 
 Compliments of the 
 
 Public Education Association of Philadelphia 
 
 1015 Witherspoon Building 
 
 Extra copies may be had on application to the Secretary 
 
 MAY, 1912 
 

 QUI 
 
 liWfc 16 
 
The Complete Use of the School Plant 
 
 THIS is the first generation of people that has known how to read. The 
 matter of universal education, education for everybody, is a new idea 
 in civilization, and it is not surprising that all of its problems are not 
 yet solved; but we have made a good beginning. Our good fore- fathers 
 thought what a fine thing it would be if all the people could read and write, 
 for then they could read the Constitution of the United States; they could 
 read about the cardinal virtues of frugality and industry, and we would 
 have established our representative institutions on a very firm foundation. 
 These fore-fathers were very much surprised, however, to find that instead 
 of reading the Constitution of the United States and like literature, they 
 read about "Deadwood Dick" and all the other "Tom, Dick and Harry" 
 stories — a very surprising thing. Strange to say, their citizenship was not a 
 very much higher grade than when they could not read and write. 
 
 They decided then that the common schools should not only teach 
 reading, writing and arithmetic, but that they should also include the 
 principles of good citizenship by organizing courses in history and civics, 
 and placing them in the school as class room subjects. While the results of 
 this may be a little better, we are not yet satisfied, so that we have had one 
 thing after another placed upon the public school curriculum. 
 
 We public school men were startled a few years ago when business men 
 and parents of children who attend the public schools blamed us, first, 
 because the child did not have the power of concentrating his thoughts in 
 one direction until he got somewhere, and, second, because he did not wish 
 to do things with his hands when he came out of school. Public school 
 people were surprised to learn that they were held responsible. They were 
 not able to make a success with certain backward children, they explained, 
 because the child did not want to learn, and did not have the power of 
 concentration, the very thing that the people outside blamed the schools for. 
 To insist that the school should turn out boys and girls of well-rounded 
 characters, with the strength of manhood and womanhood was an unheard 
 of thing. 
 
The School and Character Building 
 
 The ordinary parent knows full well that character training of the child 
 is inseparably linked with his industrial education and training, and that if 
 we are going to get this character value developed, we cannot expect it with 
 from five to eight hours idleness on the streets. It is true, there is a certain 
 kind of character developed on the streets, but that is not the kind of 
 character that we want to develop. The education that the child gets on the 
 streets and alleys is effective so far as it goes ; and it gets results in its own 
 line. A boy does not need to hear bad language more than once to have it 
 indelibly impressed on his mind, and the effect on his morals, his character, 
 is much more efficient than his association in the schools. When business 
 men and parents have gone behind the scenes, they have learned to their 
 astonishment that no boy or girl in this country is devoting more than two 
 and a half hours a day in school to study, and the maximum amount of time 
 under the supervision of the school will not reach more than seven hours, 
 giving the child five to eight hours for idleness on the streets and alleys. 
 
 We do not need to discus* what idleness does in the forming of 
 character. We know that only too well, as is shown by the response that 
 has been given to the play-ground movement all over the country. We are 
 all agreed upon that one thing. Further, we all agree upon the fact that the 
 child cannot have his character formed by having an adult talk to him. In 
 my opinion, the worst possible kind of a school is a massive building of 
 brick and stone for keeping children Quiet in sort of straight- jacket, and 
 having a teacher talk at them. Children are annihilated in such a school, 
 not educated. Ihe traditional class-room study school building may answer 
 very well for the mechanical study of text-books. But real education 
 demands much more than the formal study of the text-book. The new school 
 gives the child one-fourth of his time for the formal study of text-books 
 and for the formal organization of what he has learned during the remaining 
 three-fourths of his time in real activities. The addition of facilities for 
 real activities in a combined workshop, playground and school makes real, 
 genuine education possible. The new school does not dispense with books 
 or culture. It provides for a more efficient use of books and a more genuine 
 and thorough acquisition of culture. 
 
Self-Activity the Aim of the School 
 
 When the child is interested in the work and activities of the school, 
 when he has developed a power of application and concentration, when he 
 is in a condition where he is capable and anxious to put forth tremendous 
 effort to master the difficulties of the school, then it is easy and natural for 
 the time and energy of both teacher and pupil to be used efficiently. 
 
 As adults we say, "If I had my school days to live over again, I would 
 improve my time better. When I had the opportunity as a child, I did not 
 want to educate myself." I think that is at the root of the whole problem. 
 Is there any way by which these children can be gotten into the condition 
 where they want to educate themselves while they are still children? Have 
 we as adults awakened to the need of education because somebody has 
 talked to us, or is it because every day we are disappointed that we cannot 
 do things that we would like to do, or, because of our insufficient prepara- 
 tion, we cannot have things that we would like to have. These thoughts 
 now rise to awaken us to the need of proper training. 
 
 Now, if we could do that same thing for the child; if we could make 
 it possible for him to be disappointed because he did not know his arithmetic 
 or his English or his geography, just in the same way as we are disappointed 
 in our lack of training, then that child would awaken to the need of training 
 before it is too late. If the school could provide a real life so that the 
 child would want to educate himself at the very moment that he has the 
 opportunity, the universal problem of keeping the children in school would 
 be solved. 
 
 We have attempted to do that thing in Gary, by providing just as 
 adequately for the child's play and work and amusement as we are providing 
 for his studies. We do not believe that any child can develop character — 
 develop it in the way we wish that he should — by sitting in a school room 
 and having a teacher talk at him. Character is the ability to do things in 
 the right direction. Character is to have formed good habits by doing things 
 in the right way, and not by hearing some one talk. If we can get children 
 to do things every day, when they get to be men and women they will 
 continue to do those things because they have become established habits in 
 their lives. 
 
 When it comes to giving children the opportunity for play and work 
 and amusement, and also for their studies, we wished in Gary to provide 
 just as efficiently for their studies as any school ever did in the past, and 
 more so. We desired to remove the excuse of the school for not teaching 
 
the boys and girls language, mathematics, and history, because they do not 
 have the power of application — do not have the power of concentration. 
 We hoped to send those children to the study room filled with the desire 
 to know things, to send that boy to his arithmetic teacher with the same 
 desire for that arithmetic work that he has for baseball out on the play- 
 ground. We wanted the boy to look with the same delight upon arithmetic 
 as he dees upon baseball ; and then if that teacher, if she is a teacher of 
 ability, could not teach those children, bubbling over with enthusiasm, there 
 is something radically wrong with the system. But instead of selecting that 
 teacher alone from the standpoint of a teacher, instead of selecting that 
 wonderful genius who through her extraordinary personality can take a child 
 in an ordinary school room seat, and hold him rigid and quiet during four 
 or six hours a day, and teach him through book training, we are going to 
 employ the ordinary bright, intelligent men and women who will come there 
 with the desire to know and to learn, and to teach the children the power 
 of application. 
 
 The Gary Idea 
 
 As to whether that sort of thing is actually in operation in Gary or 
 not, I do not know that we can be absolutely sure. While statistics are 
 always questionable, we have some indications that our experiment has been 
 more or less successful. In Gary we are not required by law to be in school 
 more than five hours a day, or to be exact, five hours and fifteen minutes, and 
 yet the great majority of our students average eight hours a day, thus 
 spending two and three-quarter hours in addition to the five and one-quarter 
 hours which they are required to spend there. And while our children are 
 required to be in school only five days a week, yet we open our school on 
 Saturdays, and from one-half to three-fourths of our children spend from 
 three to seven hours of that day in school ; and they do not come because 
 they have to, but, we assume, because they want to. Of course, we have 
 no way of telling, but the fact that they do come, and are not required to 
 come, leads us to believe that they love to come. The same thing is true 
 through our vacations, when from one-half to three-quarters of our children 
 spend from three to seven hours a day in school instead of taking the 
 ordinary vacations. Therefore, we assume likewise, from the fact that they 
 come during vacation time, that they want to do so. 
 
 Another thing that gives us some clue as to their wishes in the matter is 
 that when we gave them an opportunity on Saturdays to have only such 
 things as swimming lessons, gymnastic exercises, manual training shops, 
 science laboratory, mechanical and free hand drawing, etc., we were very 
 
much surprised to find that a great majority of the children wished to work 
 in figures on the blackboards, they wished to have the privilege of going to 
 the library and selecting books, and they wished to have classes in history 
 and other academic branches. The consequence is that on Saturdays we 
 have relatively just as many children in the ordinary academic subjects as 
 we have during the other five days. 
 
 When a visitor asks one of the boys in the swimming pool or the work- 
 shop: "Well, John, what do you like the best?" he is very much surprised 
 to hear John reply, "arithmetic," or "history." The idea that John should 
 not like the workshop or the swimming pool best seems too unusual for 
 him to believe. 
 
 Now, if that thing is possible, if we can get that child in the way of 
 educating himself, of putting forth his own self-activity and directing the 
 energy that he has wasted on the streets and alleys, if we can get him to 
 desire reading, writing, arithmetic, and all the other allied activities, then 
 we have tremendously simplified the problem of education ; we have made it 
 possible for that child to educate himself. There is no teacher in any high 
 school, college, or university, that has the power to educate a child against 
 his will. 
 
 The town of Gary was founded about five years ago, when the United 
 States Steel Corporation made its site the center of their plant. They 
 purchased 12,000 acres of land, laid out streets, constructed sewers, estab- 
 lished a lighting plant, and built houses, which they sold to their employees 
 as rapidly as possible, so as not to interfere with the local affairs of the , 
 town. The school site was purchased for $5,000 per acre, although some 
 of the land sold as high as from $8,000 to $10,000. 
 
 One of the difficulties that confronted us in Gary was the absence of a 
 school plant or any property with which we could start. Furthermore, in 
 Indiana the realty assessment is made only every four years, and the 
 assessment had been made the year before Gary was settled. It is necessary 
 to remember that in the past four years property has increased in valuation 
 one hundred per cent. We are operating the school now on the value of 
 property of two years ago, and while that would not mean very much in 
 ordinary cases, the rapid growth of Gary is not ordinary. 
 
The Four-Fold School Plant 
 
 This difficulty turned out to be our great opportunity. When the Board 
 of School Trustees was face to face with the problem of providing school 
 facilities for the town, without a map or a desk, or a book, or anything with 
 which to start — facilities that other schools have been generations in 
 acquiring, they were in that condition when they would be glad to talk 
 over any feasible scheme that might be suggested, and give it a trial. For 
 eight years previous to this time I had been employing teachers to teach 
 children to play as well as to work with a considerable degree of success, 
 and I made this proposition: "Gentlemen, if you will permit me to employ 
 persons who know how to occupy the time of the children out of doors, 
 in all sorts of sports and games, I will take care of one- fourth of the 
 entire school population without any buildings at all, and I will not only 
 take charge of one-fourth of your school population during the traditional 
 five hours a day without any buildings, but without any additional employees 
 as well." 
 
 My proposition was accepted. We took a man from the agricultural 
 college, who knew how to take care of the lawns, the trees and the shrubbery. 
 Not only was he to attend to these things, but to take the place of a teacher. 
 Our children, we knew, would be delighted to learn about the trees and 
 plants and shrubbery, and a great many children would be taken care of in 
 that way. 
 
 Then we made another proposition. We asked to have a small auditorium 
 built in our school, where the teacher and the children could come, and the 
 children could be instructed by means of the stereopticon, in subjects like 
 history, where the teacher could illustrate what he had to say. This 
 auditorium could be utilized by the music teacher in bringing the children in 
 contact with good music through concerts, cantatas, operettas, etc., and in 
 that way we could provide for the recreation of these young people, as. well 
 as make it possible for the teacher to talk effectively to four or five hundred 
 children at once. In addition to these accomodations, we would take care 
 of another fourth of the children with the ordinary class rooms. 
 
 This simplified our problem immensely. At the present time we have 
 school facilities for eight thousand children. Our problem of providing 
 school facilities, as compared to that of the ordinary traditional school, is 
 just about one-fourth of what it would otherwise have been. One might 
 think that these other things would increase the cost of the school system 
 tremendously, but let us consider. We do not need as large play-grounds 
 
 8 
 
as the ordinary schools. All of our children are not out at recess at one 
 time. We have one-fourth of our children playing all the time ; one-fourth 
 of them are in the shops, one-fourth in the auditorium, and one-fourth in 
 the class rooms. When the people in Gary found out that these were good 
 things, even though they were not costing very much, they wanted to do the 
 thing right For instance, they said : "We don't want our manual training 
 shops down there in the basement. We want them up above the ground, 
 with lots of air and light and sunshine in them," That, of course, increased 
 the cost. And then they said: "We want a good gymnasium, and a 
 regulation swimming pool, so that records will stand," so a gymnasium was 
 built fifty by eighty feet, with a swimming pool twenty-one by sixty feet. 
 We have locker rooms for one thousand men, women and boys, and the 
 men and women from the town come and use that swimming pool. 
 
 How do we accomplish all this? In the first place, we must remember 
 that the Gary school system is able to operate its entire plant at one time: 
 we have children in the class room, in the work room, on the play-ground, 
 and in the music room all the time, and therefore the cost per child is less 
 than in the established system, because we increase tremendously the size of 
 our plant. We can build a study room for $40 per child, our twelve acres 
 of play-ground costs us only $25 per child, and our work shops $135 per 
 child. The class rooms cost $200, making a total of $400, provided you use 
 only one thing at a time, as is done in most schools. What we do is to keep 
 four sets of children going all the time, and exchanging places with each 
 other. In the four departments of our school system we so limit the time 
 as to accomodate four groups instead of one, thus making the per capita cost 
 only $100 per child, instead of $400 as it would be in the ordinary school. 
 
 We do not talk much about social centers in Gary. If you asked for the 
 social center, the people would not know where it was. But our school 
 provides a recreation center free for everybody to use. We have an audi- 
 torium large enough to seat from nine hundred to a thousand people, with 
 a stage fifty feet deep and fifty-five feet wide, large enough to stage almost 
 anything. We have large music rooms which are not only used during the 
 day, but at night as well, in consequence of which the children gather there 
 in the evenings instead of on the street 
 
 Play- Impulse Changed Into Work-Impulse 
 
 One of the questions that was raised in connection with our work was 
 whether the fact of having a recreation center would not take away from 
 the serious feature of the work. We believe most thoroughly in trans- 
 forming play into work-play. We wish the children more and more to take 
 
 9 
 
the same delight, the same pleasure in their work as they do in their play. 
 We want to transform that work in part into play, but not all of it. The 
 play impulse is transformed into a work impulse, so that real pleasure is 
 experience in work. The school life creates a need and desire for the 
 academic and cultural work of the school. There is no attempt to remove 
 the difficulties. The supposed distasteful work of the school is not sugar- 
 coated with sentimentalism. The wasted time and the misdirected energy 
 of the street and alley are utilized to awaken ambition, develop initiative and 
 create power in the child, so that he can find real joy in the mastery of diffi- 
 culties. The child is busily and actively engaged the year round educating 
 himself. 
 
 Several weeks ago a boy told one of the teachers that over at the coke 
 ovens they were not getting the proper results in the testing of the coal used 
 for the making of coke. He said that the men who had been testing it for 
 the ovens had not arrived at the proper amount of sulphur which they knew 
 to be in the coal. So this boy asked permission to make an experiment in 
 our laboratories, which he did, with the result that his analysis showed the 
 exact amount of sulphur which should be in the coal, and which every one 
 knew was there. This incident shows the relation which the work of the 
 school bears to the community. 
 
 We employ a man to take charge of the heating plant, but we employ 
 him not only for that. When a boy reaches a certain stage in his life, he 
 wants to know how to erect a generator or a dynamo or a motor. In Gary, 
 he gets on his overalls, and he learns from this engineer how to build and 
 operate an engine. There is no reason why the school engineer should not 
 be selected because of his teaching ability as well as his mechanical skill. 
 The boys can work with this engineer as apprentices during certain hours 
 in the day and learn to fire boilers, operate pumps, engines, generators, 
 motors, heating and ventilating machinery. There is no reason why the 
 school furniture and much of the equipment cannot be made in school 
 cabinet shops under the direction of a cabinetmaker selected for his teaching 
 ability as well as his mechanical skill. There is no reason why the school 
 painting, stage scenery, plumbing, electrical work, carpentry, printing and 
 bookbinding, forging, foundry and machine work cannot be done in the 
 same way. Every part of the school plant can be made an educational 
 opportunity. 
 
 We try to do the same thing all through our work. We do not employ 
 a young lady who has studied a little botany to come to Gary to take charge 
 of our boys, but we get a practical scientific farmer, who will take charge 
 of our planting as well. This kind of work is no longer janitor work, but 
 
 10 
 
a very high type of activity. We employ a carpenter in the same way. Our 
 music teacher is selected from the standpoint of teaching ability as well as 
 musical skill. We do not believe that a music teacher should teach drawing, 
 nor that a language specialist should teach music. Thus the plan of teachers 
 trying to teach things that they do not know is eliminated by means of 
 special supervisors; and the size of the classes is arranged so that whether 
 they number four students or four hundred, they are the best possible 
 groups for the work in hand. 
 
 The Child, Both Body and Mind 
 
 We are convinced that only a small percentage of our population are 
 book-minded. There is a certain group, however, that can make a business 
 of the study of books, and we need them, and should give them every 
 opportunity to develop their talents ; but we must do something also for the 
 people who are not book-minded, and they are a very large majority. 
 
 So many of our studiously inclined children get to be very weak 
 physically when they grow up. What we are trying to do is to prevent this, 
 and through open air play, to get them into a physical condition that will 
 make it possible for them to do even more with their studies than they 
 would otherwise do. The result of all this play is, 'we believe, to create 
 within them a desire for a better physical condition, just as much as to 
 create a desire for the greater things of education. 
 
 Recently I had the pleasure of being in an open air school in Phila- 
 delphia. The open air school is all right for the four or five hours a day 
 that the children are in it. But where are they before they come there, and 
 where are they after they leave the school? I said to them: "I think you 
 are doing one of the greatest things that has ever come to our educational 
 life. But of what value is it if that child is shut up before he goes to school, 
 and shut up after he comes home?" In Gary, we do not wait until he has 
 tuberculosis before we give him the benefit of the fresh air. 
 
 Some parents come to me, like Mary's mother, and say: "You must 
 not send Mary out on the play-ground. She can't stand this outdoor llfi 
 in the winter time. It will kill her." 
 
 What do we do ? We simply say to that person : "You may rest easy 
 about Mary. We are not going to make a child go out against her will." 
 
 In three weeks that mother returns and says : "Why, what has happened 
 to Mary? She eats twice as much as she used to, the color has come back 
 to her cheeks, and she seems to feel much better in every way." 
 
 11 
 
"Why," we tell her, "Mary went out in the open air with the rest of 
 the children." 
 
 "Didn't you tell me that you would not let Mary play out on the play- 
 ground ?" 
 
 "I did not say that. I simply said that we would not compel Mary to 
 go out against her will.* 
 
 We had the case of a boy who came to us from Pittsburgh, who had 
 had a sunstroke. His parents wanted him to come to school, but he could 
 not study. We consulted his family physician, and asked him whether he 
 thought it would be wise to have the boy come to school, and simply let him 
 go out on the play-ground. He thought that might be all right. In six 
 months' time the boy was able to take up a few studies, and in two months 
 more he was able to take up his regular work and was doing it easily. 
 
 We had another case of a boy who came to us in the fall, who was to 
 have an operation performed in the spring. The parents said if we would 
 keep the boy for two or three months and then excuse him early in the 
 spring, they would consider it a great personal favor. The first of May 
 came round, and the boy was taken to Chicago. When the physicians 
 examined him, they asked whether this was the same boy. On being told 
 that it was, they said, "Well, he does not need an operation." The outdoor 
 activities of the child had so changed his physical condition as to remedy 
 the defect they had expected to take away from him by the knife. I believe 
 that it is possible to give all our children the advantage that these few 
 children have had. 
 
 Books Not the Only Teachers 
 
 We do not want children to play all the time. They do not want to 
 play baseball all day, any more than they want to be in the swimming pool 
 all day; and so we arrange for the teachers who are out of doors to give 
 all their time to the practical work. We try to make the outdoor activities 
 cover everything they can possibly need. For instance, the teacher will say 
 to them, "Let us build a house." First they ascertain what kind of a house 
 they want to build; then after they have decided that, they make a drawing 
 of it. They take a yard stick and measure the foundations. They lay out 
 the foundation, and figure out how many yards of dirt they will excavate, 
 what the cost per square yard will be, and what the entire cost of the 
 excavation. They figure out the cost of putting up the walls, of laying 
 down the concrete, and putting in the carpenter work, the decorations, the 
 
 12 
 
heating and lighting. When they have their house all built, they have to 
 pay taxes on it, and must take out an insurance policy; as they have no 
 money to pay for it, they must borrow some, and take out a mortgage; so 
 that by the time they have finished building that house, they have actually 
 lived through evary mathematical experience in that entire range of work. 
 
 We believe in books. We believe that the child ought to have an 
 opportunity to study books ; that he should have an opportunity of studying 
 his arithmetic and then applying the principles in every day experiences. 
 We do not wish to throw books away at all. We believe that they are one 
 of the greatest blessings that civilization has ever brought to us, but we do 
 not want to have our teachers make the students feel that all they ever 
 learned about arithmetic was obtained from books. 
 
 When a child sees the larger children playing games or building a 
 house, or doing anything which requires a certain knowledge of arithmetic, 
 and knows he is counted out of the game because of his lack of education, 
 he experiences just as real a disappointment as any adult ever had, and the 
 result is that he will have just as keen a desire for his arithmetic as for any 
 of his play-ground activities. In this way we have many devices by which 
 we create these needs in the children. We give the boys a chance to organize 
 political societies and exercise the right of franchise. We give them the use 
 of the auditorium, where they may come to make political addresses, and it 
 would surprise you to hear these "candidates" appeal to the boys and girls, 
 and make all kinds of promises of how they would serve the school if they 
 were elected. You know in Indiana there is much agitation at the present 
 time for a commission form of government, so this fall our boys had a 
 commission government election. 
 
 Some persotlB have occasionally questioned the form of training we 
 give the child. They have raiseu the question as to whether this sort of 
 general training did not have a tendency to make the children unable to 
 concentrate their attention along any one line, to make them unable to think 
 about one thing until they got results. We feel, however, that one difficulty 
 with the old form of training is that it is narrowing. If you brought an 
 adult painter into this room, he would see only those things that pertain to 
 his trade, because he has been trained to believe that in order to make a 
 success of his business he must keep his attention riveted along the one line. 
 We claim, on the other hand, that the work and the play that we give the 
 child is of such a character that it will furnish him with both general training 
 and the power of application and concentration. Indeed that is the principal 
 end we art working far. 
 
 13 
 
In our schools we wish to make the child self-active, to interest him in 
 his work for his own sake. We wish to make it so that the home cannot 
 blame the school because the child £omes to school without the desire or 
 inclination for knowledge, for we believe it is the function of the school 
 to create that desire. We do not want the home to blame the school because 
 our children do not have the elements of character they ought to have. The 
 streets and the alleys will overcome everything the home can possibly do in 
 building character, so it is our ambition to provide just as efficiently for the 
 work and the play of the child as for his study. Thus, by removing the 
 opportunity for idle time spent in streets and alleys, and by placing the child 
 under the helpful, constructive influence of the school throughout the day, 
 we hope to develop a full rounded character, as well as an efficient school 
 product. 
 
-xunnni ur CUNURESS 
 
 022 165 395 6 
 
 The Public Education Association 
 
 Stands lor the most efficient school administration ; 
 
 Maintains a bureau of educational information ; 
 
 Conducts research in local conditions ; 
 
 Urges industrial training ; 
 
 Is organizing a vocational g 'dance bureau ; 
 
 Works for the complete equipment of the child for life ; 
 
 This is a co-operative service for the children of Philadelphia 
 
 Officers and Directors 
 
 PRESIDENT 
 
 MR. OTTO T. MALLERY 
 
 VICE-PRESIDENTS 
 
 DR. JOSEPH SWAIN MISS DORA KEEN MRS. EDWIN C. GR1CE 
 
 SECRETARY TREASURER 
 
 MR. JAMES S. HIATT MR. E. PUSEY PASSMORE 
 
 DIRECTORS 
 
 Mr. E. J. Berlet 
 
 Mr. W. Marriott Canby 
 
 Mr. J. W. B. Carson 
 
 Mr. George P. Darrow 
 Mr. Maurice Fels Mr. John T. Emlen 
 
 Miss Vida Hunt Francis 
 
 Mr. George Henderson 
 
 Dr. C. J. Hexamer 
 Mr. Leslie W. Miller Mr. George C. Krusen 
 
 President M. Carey Thomas 
 
 Mrs. James D. Winsor, Jr. 
 
 Dr. Lightnrr Witmer 
 
 Dr. A. Duncan Yocum 
 
 For Membership 
 
 Active: $2.00 Sustaining: $10.00 Life: $100.00 
 
 Apply to the Secretary of the Association, 1015 Witherspoon Building 
 
A$5 
 
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LIBRARY OF CONGRESS 
 
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