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over. This first course is the way of building foundations.

The other course means such political manipulation as will
induce the national Congress to make the educational function a
definite part of the program of the national government. This
course undoubtedly would bring results much faster. It would
transfer some of the educational load from the communities to
the states and the national government. Many of us do not forget
the spirit of rejoicing among friends when the national Congress
decided to make the liquor traffic a national issue. I can
remember well how many thought that the effort for prohibition
was well on its way toward realization; but they did not reckon
sufficiently with the factor of a grassroots, community develop-
ment of a spirit which would support a national act for prohibition.
I am inclined to think that there are many today who make the
same error. The long campaign for improvement of education does
not rest with national edicts, it rests with the power which will
come from day by day, week by week, and year by year interpretation
to the American public of the way in which our welfare is linked
with this slow, but effective process of making a people of
increased understanding.

We have a great equipment to do this latter job. When one
reckons with the membership of the National Education Association
and the membership of the American Association of School Adminis-
trators and realizes that if our people could be unified in working
on this great cause, we would not need question our chances of
success. But it is a cruel fact that this latter course is
necessarily slow. Its results might not be apparent everywhere
at once. There might be periods when we'd slip back. It would

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