One who inquires whether teachers should participate in the administration of schools is asking whether those immediately responsible for the educative process should contribute to the determination of those policies which make possible the realization of the purpose for which the schools are organized. When the question is approached from this angle there can be but one answer, and that is that teachers must participate in the development of administrative policies.

Leaders in education and in all other walks of life will need to cooperate in finding and putting into effect those changes which will contribute to the common good. Those of us who work in the field of education must depend for guidance on experts in economics, in government, in psychology, in sociology, and in anthropology if we are to have a sound basis in fact for our thinking with respect to social change.

The obligation of the state to support education is as fundamental as its will to perpetuate itself.

The score card which is printed herewith has been developed as a part of the advanced work in educational administration under the direction of the author of this article, with five different groups of graduate students, through two academic years and one summer session. The idea of a score card has been common over a considerable period of years, especially in the work of agricultural colleges. There is a manifest advantage in the score card in that it fixes attention upon all of those qualities or elements which go to make up the perfect whole desired.

The factor of lay control in school administration is generally considered in its connection with school boards. Doubtless most schoolmen think of it in this relation. Their experience in administrative work has shown them this element of control in its most universal form, and their success or adversity in dealing with the lay board has usually impressed them with a high respect or extreme dislike for such popular management. At least the issue is brought quite forcibly to the mind of the educator whenever he is obliged to see educational policies passed upon by a body possessed of little or no professional insight. In educational discussions, also, lay influence is generally considered when the subject of the school board receives attention. During the past few decades the constitution of this administrative organ and the efficiency of its work have repeatedly been in the foreground of live administrative questions. As a result the broader issue of lay control in general has been more or less involved.

I. TERMINOLOGY Teachers' pensions, service pensions, annuities, and retirement funds constitute insurance against risks undertaken by the teacher. Insurance may be voluntary or compulsory. Compulsory insurance may protect against one or all of the following risks: (a) sickness, (b) accident, (c) old age, (d) invalidity, (e) death. Unless qualified, compulsory insurance in this essay connotes protection against (c) and (d) only.

The great growth of the modern state, with its many new functions due partly to the industrial revolution, partly to the growth of democracy which demands that the state shall manage all affairs that promote the morals, health, and comforts of its citizens, all these mean expenditure of vast sums of money.

In its earliest history, Connecticut was especially distinguished in public education. The first great concern of all the early settlements was to make whatever provision that seemed to be necessary for the religious life of the people and for the education of the young. While the original records of Hartford and of New Haven have disappeared, there is ample evidence that schools had been set up in those colonies prior to any law requiring them.

The papers which are presented in this number of THE RECORD were prepared by graduate students in Educational Administration, each of whom had had considerable experience in public school administration. The subjects treated: the administrative control of our schools, their support, and the question of teachers' pensions, are problems which may not be neglected by one who believes in the efficiency of free public education as a safeguard of our democracy.

The importance of the subject-matter of Mr. Strayer's investigation needs no comment. The methods, being in some respects new in the literature of education, deserve some comment.

It is the purpose of this article to consider somewhat minutely the problem of variability in connection with the apportionment of school moneys among the several items of the budget.

This article determines the relationships which exist among the various items of the budget, on both the cost per pupil and per cent, of total bases.

This section will give a brief general summary of the results which have already been obtained, and some practical suggestions which grow out of these facts. First, with regard to variability, it will be remembered that the cost per pupil for the maintenance and operation of schools in the cities considered varies from $9 to $55.

The author wishes to acknowledge his indebtedness to those whose aid has made this study possible. It is only through the efficient cooperation of very many friends that such a study as this can be undertaken. It is, therefore, with a sense of peculiar obligation that I express my thanks to all those who helped in the collection of data.

The financial problem in connection with our public schools is fundamental. We may devise improved courses of study, we may provide for the proper training of teachers, our aim may be sound and our method well grounded, and still we must have the money to build and properly equip and maintain buildings, to provide the necessary books and supplies, to hire the competent supervisors and teachers, or all will count for naught.

The conclusions reached in this paper are the result of experience during the past six months with a group of boys, largely of Irish parentage, ranging in age from fourteen to eighteen years, whose only defined conception of utility was the commercial one, or whose experience in utility had been limited to the commercial side of life.