American n Geacher 


- Democracy tn Education; Education for Democracy. 











ve II No. 2 NEW YORK, FEBRUARY, 1913 50 Cents A YEAR 








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1 @ The Quick and the Dead 


While we are in the midst of the old order 
of things educational, matters of machinery seem of 
vast importance. We live for punctuality, official 
approval and the percentage conception of results. 

Our lives are filled with little guesses at what 
are the proper ways to teach, the proper plan of 
working toward promotion and the proper people 
to see to get it. 

In the coming time of educational rebirth we 
shall keep our machinery out of sight. We shall 
live for the purpose of education, and know what 
that purpose is. 

A life inspired and vitalized by the ideal of 
serving mankind will find its greatest satisfaction in 
the promotion of the common good. 























WHY DON’T YOU DO ITP* 


Wa. McANDREW 
Principal, Washington Irving High School, New York 


Gop sAveE us from a_ white-livered 
chicken-hearted schoolman who is al- 
ways telling why he doesn’t make im- 
provements, always putting the blame 


upon a tyrannical or unsympathetic 


superintendent, principal or board of 
education. What do you want—mother 
dear to lift you on the bicycie and hold 
you on while she pushes you around the 
yard? Why shouldn’t you have to make 
your progress in the face of official in- 


difference, criticism or worse? It has 
been the lot of every progressive in every 
cause, since the morning of the world. 
Disapproval is good for you. It’s like 
a cold bath or a smart slap—starts the 
circulation. If you had no obstacles to 
push against, you’d fall over. You want 
Cpposition, you want criticism, you want 
abuse—it educates you, makes you care- 
ful to examine a project before you 
launch it, reduces the number of fail- 
ures because you take pains to fortify 
your advance before you begin it. When 
you cease to care what people say about 
you, the psychopathic ward wants you. 


No one I ever heard of who accom- 
plished anything worth while was obliv- 
ious of criticism. It chastens one for 
better efforts. It’s the man who quits 
the minute he hears a sneer that falls 
down and never gets anywhere. Your 
real philosopher knows how utterly im- 
possible it is to satisfy everyone. There 
are certain sputterings he wants to hear 


*(From addres to the Massachusetts 


Teachers’ Association.) 


tc be sure that his machine is making the 
proper speed thru the water. 

“I fear I’m losin’ me husband’s af- 
fections,” whimpers Mrs. Moriarity. 

“Why so?” 

“He hasn’t bate me these two weeks.” 

Whenever you undertake any reform 
worth while, listen for the clatter under- 
neath, alongside, overhead. If you don't 
hear it, speed up until you do. Nothing 
is worth while unless it brings opposition. 
But in Conscience’s name don’t whine 
about it. Criticism, opposition, is what 
you want, not what you want to com- 
plain about. It is the music of advance, 
the tonic of exercise, the music of prog- 
ress. 

What does the Good Book say, “Be 
sad and sorrowful when high and mighty 
ones revile you?” Not in ten thousand 
years; it says, “Rejoice and be exceed- 
ing glad,” for you are getting the raps 
and pass words for admission to the 
glorious company of the men who did, 
the up-standers, the pioneers, the worth- 
whilers, the red-blood boys, the Johnnies- 
on-the-spot, the succeeders, the winners, 
the makers and the doers. 

Go out and look for trouble; it is as 
necessary for your future as sand in 
the crop of a chanticleer. Don’t side-step 
when you see it coming. Greet it lov- 
ingly as a bride, and all the time keep on 
your smile. 

Never let them hear you whine or see 
you wince. Enjoy your enemies. Be big 
enough to keep so cheerful under fire 
that when the battle’s over you will have 
no trouble making friends with all your 
foes. 





AN 


EXPERIMENT IN ORGANIZATION AND 


ADMINISTRATION * 


GEORGE M. ForBES 
President Board of Education, Rochester, N. Y. 


(Continued from January) 

The experience with girls was pre- 
cisely the same as with boys, and shows 
that industrial schools cannot be used, 
except in rare cases, to transform the 
dull and persistently backward boy or 
girl into skilled industrial workers. Sus- 
cess presupposes the securing of an all- 
round mentality fully up to the normal 
average, and selection of pupils is now 
made according to this standard. 

But when this is achieved a more seri- 
ous problem remains. For example, 
when a certain number of boys, gradu- 
ates in good standing of the elementary 
school have been selected, what assur- 
ance have we that they are fitted for in- 
dustrial life? The decision to enter the 
school may be based upon the most ir- 
relevant motives on the part of both par- 
ents and pupils. Even if these pupils are 
studied carefully from their earliest 
school. years with a view to discovering 
their inborn dispositions, instincts and 
aptitudes, they may still be too immature 
in most cases to reveal their deepest and 
most permanent interests, those which 
are of real value for vocational guidance ; 
and even when we become satisfied that 
industry is the field in which they can 
serve the most happily and efficiently, 
experience shows that the problem of the 
particular industry is a most important 
and a most difficult one. The experience 
of F. Albert Marshall, a pupil in the 
State Trades School at Bridgeport, 
Conn., illustrates the latter problem. 


*Read before the National Society for the 
Promc tion of Industrial Education, Philadel- 
phia, December 6th, 1912. 


When he entered the School he was very 
sure he wanted to be a machinist. That 
department being crowded, he was per- 
suaded to spend two months in the 
Printing Department, and then was 
transferred to the Machine Department. 
This accidental circumstance determined 
his future. A tryout of two months in 
the Machine Department convinced him 
that he liked printing better, and he was 
allowed to return to that department. 
Recently a contest in the designing of 
title pages, open to printers’ apprentices, 
was held by the Jnland Printer, a maga- 
zine of the very highest standards. 
There were 75 contestants and 107 de- 
signs were submitted; twenty-two states 
and several foreign countries were rep- 
resented in the contest, and yet Marshall 
won first place over all. Now, without 
the tryout that Marshall accidentally se- 
cured, is there any good reason to sup- 
pose that his deepest interest would have 
been tapped or his extraordinary talent 
developed? This is an extreme case of 
instances so constantly occurring in the 
school that it has crystallized into a defin- 
ite plan of administrative action so as 
to insure a tryout for each boy in each 
of the industries now offered in the 
school, with a view to a selection which 
will ensure the most permanent interest 
and efficiency. 

The trying out of the more general 
question whether the boys admitted are 
or are not misfits in the industrial field 
as a whole, involves a still larger and 
more difficult problem, indeed one of the 
most imperative and difficult problems 
of modern education. We may put it 





THE AMERICAN TEACHER 


this way: First, heredity fixes absolutely 
beyond alteration the individual apti- 
tudes, instincts, dispositions and capa- 
cities upon which the greatest success 
and efficiency of any individual depends. 
Second, these hereditary powers will not 
develop except as they are aroused and 
enlisted by the appropriate stimulus in 
each case. If not so stimulated, they 
will atrophy and perish from disuse. 
Third, they can only be appropriately 
stimulated as they are known either by 
the individual himself or by those who 
undertake to guide him. Fourth, those 
interests and instincts which are deepest, 
and most permanent, and so most sig- 
nificant, are not reached in most cases by 
the superficial stimuli of casual youthful 
experience. They come to light and to 
life only thru a certain intimate and 
vital contact with the activities which are 
capable of making the decisive appeal 
and the decisive revelation of the soul 
to itself and to those who are directing 
its development. The fifth and final link 
in this chain of dependent factors is the 
necessity of bringing the plastic indivi- 
dual into this more intimate and vital 
contact with varied stimuli at that adoles- 
cent period when the deepest interests are 
ripening and may be most effectually 
reached and aroused. The links of this 
chain then are: Fixed hereditary apti- 
tude, appropriate stimulus, knowledge of 
stimulus by trial, and finally variety of 
stimuli essential to securing this knowl- 
edge. 

is means that for the adolescent 
period there should be no fixed and 
changeless course of study, but rather 
the greatest mobility; it means that 
change of course for many pupils during 
this period is not necessarily waste, but 
may be the only path to success, and that 
the education of the whole period is 
properly tentative, and experimental, 
with a view to finding the most effective 
powers thru the most fitting activity. 

It means also that two or more acti- 
vities may go on simultaneously and 
thus shorten the period of tryout and 
hasten the final decision with its corre- 
sponding concentration of activity to the 
essentials of a permanent vocation. 


All secondary schools, including in- 
dustrial schools, must provide in their 
organization for trying out their pupils 
and helping them to find themselves and 
their true vocation. 


This problem is complicated with an- 
other which recent inquiry has presented 
in a startling way. It refers to the dis. 
posal of the human product and bids fair 
to give much greater difficulty than the 
disposal of the material product referred 
to above. About the end of the first year 
and a half an inquiry was made as to 
what became of *the boys who left the 
school and the result was gratifying, and 
seemed to conform to the expected re- 
sults. The few boys who had gone out 
were mostly in positions where their 
training increased their efficiency, their 
wages were higher than those of un- 
trained boys of the same age and the em- 
ployers wrote strong letters endorsing the 
work of the school, and assuring us that 
boys so trained would regularly com- 
mand better wages from the start and 
advance much faster. 


Now, however, after four years of 
experience and after having sent out a 
considerable number of full-course and 
partial-course students, inquiry shows 
very disturbing results. The whole num- 
ber of boys who have left the school and 
whose present employment has been in- 
vestigated is 83. Of these but 14 are 
actually engaged in the industries for 
which they were trained in the school. 
Of the 83 twenty-four are graduates of 
the full two-year course. Of these 24 
but 10 are now engaged in the industries 
for which they were trained, and yet 14 
of the 24 were 15 years old or more 
when they entered the school, making 
their age at graduation at least 17. What 
has become of the boys who are appar- 
ently making no use of their training? 
Eleven of them have entered other 
schools, mot industrial. Eight of these 
entered other schools after what might 
be regarded as a tryout period of from 
two to six months. Of the remaining 
three who entered other schools two 
were full graduates and one had been 
in the shop school one and a half years. 
All three did good work in the shop 
school. The remainder are in varied po- 








THE AMERICAN TEACHER 21 


sitions. Twelve were found to be with- 
out work or had dropped into the trivial 
employments from which the school was 
to deliver them. One after graduation 
with credit from the full two-years’ 
course in cabinet making went into the 
navy as a gunner. Another after nearly 
two years in cabinet making went into a 
chemical company. From a year and a 
half in plumbing one went into carpentry. 
Another from a year in carpentry went 
irto a position in a clothing factory. A 
year and a half of good work in elec- 
tricity prepared another: for tinsmithing, 
and so on with all sorts of combinations. 
It is significant that six, after training 
in one of the branches of industry of- 
fered in the school, secured positions in 
some other branch also given in the 
school, but without having received 
training in that branch. 

This record shows how far the actual 
disposal of the human output is from 
the theory with which the school was 
F started; how serious is our failure thus 
far to secure a proper correlation of the 
training of the school with the indus- 
tries of the city. What now is the ex- 
planation of this failure? A certain per- 
centage is due, no doubt, to the happy- 
go-lucky attitude of the American parent 
and the American boy toward a vocation. 
In a multitude of cases the whole mat- 
ter is left to the hazard of chance. This, 
however, would not account for many 
cases where the course of training had 
been deliberately chosen and faithfully 
pursued for a considerable time, for it 
means the apparent throwing away of 
the advantage of the skill and experience 
acquired with so much time and labor. 
Another portion of the failure is due to 
the lack of an adequate tryout in various 
directions as indicated above; but allow- 
ing for these, inquiry discloses the fact 
that probably the largest portion is due 
to the reluctance of employers to re- 
ceive even trained boys into responsible 
positions until they are at least eighteen 
years of age. Their skilled employes, 
they say, must be responsible for the use 
of costly machines and costly material, 
and they must have the seriousness of 
the man to meet this responsibility in a 
way to be profitable. Here again the 


original theory does not work out satis- 
factorily. It had been assumed that boys 
of 16 with preliminary training would 
readily be received into industry. Ex- 
perience throws grave doubt upon this, 
and suggests that we may be compelled 
to revise our estimate of the time during 
which industrial education must be car- 
ried on wholly under public auspices and 
at public expense. 

In view of these facts a greatly re- 
vised plan of organization and adminis- 
tration of the industrial schools is now 
in preparation, which it is hoped will 
meet the problems outlined above, which 
experience itself has forced into con- 
sideration. It is obvious that such a plan 
must provide for a tryout of the pupil’s 
permanent aptitude and interest in the 
industrial field as a whole, as against the 
other great vocational divisions of com- 
merce and the professions, and it must 
also provide for a tryout of his aptitude 
for special branches of industry within 
the industrial field. It must also pro- 


vide continuous training until the boy 
can be admitted to industry even if that 
admission is postponed to the eighteenth 


ear. Indeed, the longer period would 

elp the solution of some pressing prob- 
lems. It would make it possible to take 
two years for the more thoro testing and 
sifting:process outlined above; while the 
last two could be given to the more con- 
centrated work of those who had found 
themselves and their more permanent in- 
terest. In the second place it would per- 
mit the recognition of a powerful social 
factor which experience shows must be 
reckoned with. This factor is the influ- 
ence of the ideals and ambitions of par- 
ents which often take no account of the 
real aptitude and capacity of the pupil. 
The curriculum of the first two years 
could be broadened, and the school giver 
the full status of an industrial high 
school. Nothing else will satisfy this 
parental ambition, and accumulating ex- 
perience seems decisive of the fact that 
nothing else will overcome the persistent 
prejudice which prevents many froin 
profiting by the industrial schools. One 
of the most significant evidences of this 
influence is the fact that notwithstanding 
greatly improved buildings and equip- 





22 


ment for the boys’ school, and notwith- 
standing a temporary increase on the 
opening of the new building, the attend- 
ance has now fallen back to the stand- 
ard of two years ago. 

The conclusion is this: A type of in- 
dustrial education has been developed 
which amalgamates school and shop in 
an effective way for pupils from 14 to 
16 and the principles of such amalgama- 
tion, as herein outlined, seem permanent. 
They show how an effective instrument 
can be created; but these principles ob- 
viously do not and cannot show how this 
admirable instrument can be adequately 


THE AMERICAN TEACHER 


correlated either with the human need 
or the industrial need for which it was 
created, and increasing experience is 
showing that this correlation is now in- 
adequate. Hence the suggestions as t» 
the direction in which better correlation 
will be attempted. Success or failure in 
these directions can only be recorded 
after experience. On the whole we may 


say that we have taken some steps out- 
lined above of which we are sure and 
which constitutes sure progress toward 
a remedy, but to find the complete rem- 
edy, i.¢., the ideal, and wholly adequate 
organization, we have still far to go. 





SUPERVISION IN 


THE LONG-WAITED Hanus report upon 
school conditions in New York is begin- 
ning to be issued in installments, as we 
go to press. The second section, devoted 
to the organization of the supervision 
of the schools, was prepared by Profes- 
sor Edward C. Elliott, of the University 
of Wisconsin, and is full of suggestive 
observations. The facts upon which the 
conclusions are based are included in 
the appendix. Only some of the general 
conclusions can be here given at this 
time. 

In regard to supervision in general 
the summary says: 

1. The number of supervisors 
(principals, etc.) provided for the 
elementary schools is entirely ade- 
quate for effective supervision. 

2. The salary schedules are such 
as to attract men and women of 
competence. 

3. The tendency is to appoint 
men and women whose education, 
training and experience have been 
too exclusively within the city. 

4. The position of the principal 
is primarily administrative rather 
than supervisory. 

5. The system of rating the ef- 
ficiency of principals is not such 
as to distinguish the competent from 
the incompetent. 

Regarding the district superintendents, 
the following conclusions are given: 

1. While the general theory of 
the plan of the district superinten- 


NEW YORK CITY 


dent in the supervisory organization 
is a sound one, this theory is not as 
to its essential elements carried out 
in practice. 

2. The supervisory districts are 
too large to permit the district 
superintendents properly to fulfill 
their responsibilities as supervisors. 
Many of these should be transferred 
to the principals of schools. 

3. The existing method of select- 
ing district superintendents too nar- 
rowly confines choice to those whose 
education, training and experience 
has been entirely within the city. 

4. The absence of a definite and 
high standard of qualification for 
selection and retention of district 
superintendents has limited the 
supervisory usefulness of these offi- 
cers. 

5. The reiation between _ the 
Board of Superintendents and the 
District Superintendents is such as 
to restrict unnecessarily the free- 
dom, initiative and responsibility of 
the latter, with respect to matters 
of fundamental educational import- 
ance. Provision should be made for 
the larger participation of the dis- 
trict superintendents in the making 
of educational policies. 

Much comment has been aroused by 
the preliminary announcement that the 
report would recommend the abolition of 
the Board of Associate Superintendents. 








THE AMERICAN TEACHER 23 


Upon this subject the report gives these 
conclusions : 

1. The attitude of the City Su- 
perintendent and the associate su- 
perintendents, acting either in an 
individual official capacity, or col- 
lectively as the Board of Superin- 
tendents, toward the members of the 
teaching and supervisory staff has 
discouraged competent criticism of 
the methods and effectiveness of the 
school system, and has prevented 
the development of a necessary 
spirit of co-operation within the 
school organization. 

2. The accomplishment of the 
administrative consolidation of the 
public school system since 1898 has 
been due to the constitution of the 
office of the City Superintendent 
and to the skill and leadership of the 
present City Superintendent. 

3. The present machinery of 
control represented by the “a Su- 
perintendent, the Board of Super- 
intendents and the associate super- 
intendents is too complicated for 
effective administration and too 
bureaucratic for effective supervi- 
sion. 

4. A larger concentration of au- 
thority over matters of routine and 
administrative character in the City 
Superintendent, and a _ reorganiza- 
tion of the supervisory control so 
as to provide for a wider, respon- 
sible participation of the members 
of the teaching and supervisory 
staff in the making and oversight of 
educational policies are necessary. 

The part that will no doubt be of 
greatest interest to teachers at large is 


the one referring to the teachers and 
to their share in the administration of 
a school system. A Supervisory Coun- 
cil is recommended, to consist of the 
city superintendent, district superinten- 
dents, principals, directors and teachers. 
More particulars about this will be given 
later. The general conclusions as to 
teachers are as follows: 

1. The determination of the fit- 
ness or unfitness of teachers for 
continuance and promotion in the 
school system represents the chief 
task of the supervisory staff and 
the best test of its service to the 
schools. 

2. The certainty with which the 
initial probationary license is re- 
newed to permanency may be 
largely accounted for by formality 
that characterizes the inspections 
and reports upon service. 

3. The approval of service as “fit 
and meritorious” does not depend 
upon thoro and impersonal inspec- 
tions necessary for obtaining any 
true measure of a teacher’s eff- 
ciency. 

4. The means and methods for 
the regular annual and semi-annual 
ratings of teachers and _princi- 
pals are not such as to produce re- 
sults commensurate with the labor 
involved or calculated to raise the 
level of teaching performance with- 
in the schools. 

5. The principle of “superior 
merit” for teachers in high schools 
introduced by the salary legislation 
oi 1911 is a valid one, capable of 
serviceable extention to the teachers 
in elementary schools. 





“JUST THOSE THINGS that are 
drudgery in the school-room become 
play on Saturday. Take the most 
fascinating sport in which boys in- 
dulge, cave-digging; how long do you 
think their enjoyment of it would last 
if it were introduced into the school 
curriculum? You would soon experi- 
ence the absurdity of listening to 
wearisome platitudes from method- 
loving pedagogues on the art of awak- 


ening interest in the construction of 
caves. It would all be reduced to rules 
—the method of the recitation—with 
prolegomena on the preparation of the 
children for their lesson, and an ex- 
tended argument to prove that it must 
not be expected that boys will find 
pleasure in the work, but some painful 
drudgery is necessary by way of prepa- 
ration for the agonies of life.”—E d- 
gar Jj. Swift, “Mind in the Making.” 





THE AMERICAN TEACHER 


CREDIMUS II 


“We believe that teachers owe it io 
themselves, as well as to the public, to 
study the relation of education to social 
frogress, and to understand some of the 
important. social and economic move- 
ments going on in the present-day 
world.”—From “Credimus,” in Decem- 
ber number. 


In December, 1912, there appeared in 
a magazine devoted to social and econ- 
omic reform a cartoon that bids fair to 
win fame far beyond the circula- 
tion of the periodical. The picture 
shows a bit of the shore of an American 
sea port. In the foreground are two 
little girls, children of the poor, one 
about ten and the other seven. Both 
have their arms filled with pieces of 
driftwood. The older child is say- 
ing to her younger sister, “Quit cher 

lerin’! Look what I gotta carry. 
Look what we all gotta carry!” 


When the good printer presented the 
writer with a copy of this famous car- 


toon, a remark that such a cartoon did 
an immense amount of good in arousing 
people to thinking about the condition of 
millions of our fellowmen brought from 
him the far-seeing reply that people do 
feel and understand at times, but long 
years of thinking and doing for one’s 


prevents the 


self or one’s class usuall j 
eveloping into 


generous impulse from 
action. 


Nevertheless, every year there are 
more human beings of various abilities 
who are giving their lives and the best 
thots of their brains to the problem of 
helping brother men. For a long time 
the method of helping was by giving, and 
the more there was given the more there 
was needed. Those who could give the 
most in time came to be accused of being 
the very cause of all the misery they 
had been trying to alleviate. The hearts 
of laboring men became hardened against 
the fortunate possessors of wealth, and 
class hatred developed. Great politi- 
cal parties of millions of men were or- 
ganized to advocate the abolition of 
wrongs believed to be caused by the un- 
equal distribution of wealth and by the 
selfish exploitation of human ‘bodies. 


Many are the evidences of an immense 
social and economic upheaval extending 
into all the nations of the earth, but in 
spite of the fact that teachers are affected 
by it, as a class or even as individuals, 
they give no clear sign of understanding 
the trouble in society or realizing the ex- 
tent of it. In fact they are scarcely in- 
terested at all in what te to people 
in some other town, except for the 
“news” or the sensation. This indiffer- 
ence gives proof to the general suppo- 
sition that education is frst and fore- 
most a source of bread and butter for 
the rank and file of teachers, and not 
a social mission at all. 

Since teachers are among the great 
number who exist but think feebly, let 
them listen to the words of a young 
woolen manufacturer who declared to 
his old grandfather who had built up the 
establishment in Lawrence, Mass., “Well, 
you know, grandfather, we were really to 
blame for all that miserable business.” 

Let teachers stop patting themselves 
on the back for their self-sacrifice until 
they realize in some measure how their 
unfortunate brothers live, and further, 
until they have done something to show 
how their own business of education can 
help in the solution of the problems of 
human misery. 


THE TEACHER permits herself 
to be exploited in the school for only 
one reason, unless she deliberately as- 
sumes the sacrifice from extra-econ- 
omic motives; and that is, the precari- 
ous situation outside the school room. 
Now, if we look to our schools to turn 
out courageous, self-reliant, aggressive 
personalities, we can hardly expect our 
children to get their inspiration from a 
class of beings who have even been 
charged with lacking back-bones. In 
other words, the primary task of the 
schools, from the point of view of our 
society as a whole, that of training citi- 
zens for self-government in a democ- 
racy founded on rebellion against tyr- 
anny and oppression, is relegated to a 
body of women largely selected by the 
method of the market-place and disci- 
plined by the dread of dismissal! 





.__Ohe 
American Weacher 


Democracy in Education ; Education for Democracy 


Published monthly, except July and August, by 
THE AMERICAN TEACHER 
225 Fifth Ave., New York. 
GABRIEL R. MaSON,- - - - 
MarRK HorrMan, - - 
J. EB. MayMan, - - 








P» esident, 
Treasures. 
Business Manager. 








Henry R. LINVILLE, - Editor-in-Chief. 
BENJAMIN C. GRUENBERG, - Managing Editor. 








Address all manuscripts and other communica- 
tions to THE AMERICAN TEACHER, 
225 Fifth Avenue, New York. 





Subscription price, 50 cents for the year. 





Copyright, 1913, by THE AMERICAN TEACHER. 


SS" 


Entered at the Post Office of New York 
as second-class matter. 


VoL. II. FEBRUARY, 1913. 




















No. 2 








This paper seeks to advance the status 
of the teacher to the dignity and the in- 
fluence of a profession, by advocating 
high standards of admission to the call- 
ing; by urging an extension of the op- 
portuntties for the participation of teach- 
ers in the durection of educational affairs ; 
and by supporting the organization of 
teachers for all legitimate professional 
purposes. 


VEGETATION OR AGITATION 


“EVERYTHING is nice and quiet down 
at our school. The principal is busy in 
the office, and doesn’t bother us, and the 
head of department has all he can do 
to look after the supplies.” 

“Yes, we see the principal at the 
afternoon teas and at teachers’ meetings, 
but as soon as he finishes giving orders 
at the meetings, he lets us out. He cer- 
tainly is good to us. Everything the 

Or says goes.” 

On the other hand, there is discontent 
and sullen and seemingly hopeless anger 
in some schools, because the principal is 
“always butting in.” 

“He appears to consider a teacher 


late if he arrives after 8 o’clock, and as 
slighting his plain duty, if he goes away 
before 3:30." 

“He yells at us, and tries to bully us 
as he bullies the big boys.” 

“Oh, yes, he gets away with it. 
What’s the use of kicking?” 

“Oh, I tell you, we are taking our 
share of pre-purgatory experience right 
down there in “High.” 

“Why don’t the parents kick, do you 
ask? That’s what they say, too, “‘What’s 
the use?’ ” 

The summing-up of all this educational 
jangling and jarring is that everybody is 
angry and nervous, but nobody has be- 
gun to do anything. 

The two types of school are doubtless 
familiar to many teachers. The teachers 
in the school of vegetation are glad they 
are there, and other teachers want to go 
there to work, or to mark time. And 


yet, the indications are abundant that 
the school of agitation is destined to be 
the scene of important constructive acts 
tending toward the development of a 


high professional spirit. If the method 
of evolution in civilization means any- 
thing in education, we may expect even 
the bullying principal to be the unwitting 
precursor of a strong movement in the 
school for better things. Trouble makes 
us think, altho sometimes at great cost. 


In the natural economy of human 
energy, there might appear to be no rea- 
son why the self-satisfied and the con- 
tented teacher should bother himself to 
think of all, and experience shows that he 
does not. He may feel sorry for the 
troubled teaching body of another school, 
but he feels no concern for his own fat 
or shriveling educational soul, lost tho it 
may be. Oh, the woe of those who sit 
in the sun of the benign but feudalistic 
smile of some educational Sir Roger! 
They enjoy their content, give loyalty 
and obedience, and vegetate. 

A similar situation has been met and 
practically past in the movement for the 
enfranchisement of women in America. 
For a long time the existence of a large 
number of women favorably placed so- 
cially and economically, appeared to be 
an almost insurmountably logical barrier 
to the attainment of the freeman’s privi- 





26 THE 


lege for all women. The well-favored 
women said they didn’t need the vote 
and didn’t want it, but they forgot to 
consider the vital needs of their less for- 
tunate sisters. And so the issue is being 
decided on the basis of the need of the 
socially and economically oppressed, and 
the demonstrated educational value of 
the right to all women. 

The existence of a humane principal, 
or a dozen of them, in an educational 
system has no determining value on the 
ultimate outcome of a movement for 
establishing democratic official rela- 
tions between all persons engaged 
in education. The issue involves a 
great good to all people, and that is the 
line on which success for democracy in 
education will come. 


IN THE CONFLICTs between organized 
workers and their employers we have 
frequently heard it said by the latter that 
they do not intend to have their servants 
run their business for them. Without 
going into the merits of these conflicts, 
it may be pointed out that the demands of 
teachers for an opportunity to participate 
in the administration of school affairs 
rests upon a solid foundation. The pub- 
lic schools are strictly public business, 
and the public administers this business 
thru its own representatives, the school 
committee, or the board of education. 
This public agency employs experts to 
look after various details and to carry 
out the public policy; these experts are 
the superintendents, the principals, the 
teachers, etc. 

Now the public school system differs 
from the ordinary commercial enterprise 
in this, that it is operated not for a divi- 
dend, but for the benefit of the whole 
community, including the teachers as 
citizens. Again, the manufacturer or 
the merchant hires help of various kinds 
to assist him in carrying out his own pur- 
poses, in which his servants are not 
primarily interested; whereas the public 
hires its teachers and experts not to as- 
sist, but to do all of the work of carry- 
ing out its purpose, in which these ser- 
vants are primarily interested. Indeed, 
it may be said that without its educators 
society has no educational policy or pur- 


AMERICAN TEACHER 


pose, in any technical sense. The needs 
of education do, it is true, arise from the 
daily life of the members of the com- 
munity; but the best ways for meeting 
these needs should be found by those who 
come in daily contact with the children 
that are to be acted upon. It_is therefore 
absurd to detach in the school system 
the point of view of the public, as rep- 
resented by the handful of prominent 
business men (who are frequently 
enough not representative), from the 
point of view of the teacher, who come: 
into most intimate relations with the soul 
of the child and with the problems of the 
great system. 


Notwithstanding the great changes 
that our education has been compelled to 
undergo during the past half century, we 
still retain very largely the classical sub- 
ject matter. To a certain degree this is 
so because to “stand pat” is the cheapest, 
easiest thing to do. It costs no effort to 
retain the routine. But as the inadequac 
of our traditional education becomes dis- 
tressingly obvious to the most obtuse, we, 
turn to the “practical” subjects. And 
the leaders of society are frankly advo- 
cating commercial and industrial materiai 
as the most suitable for general educa- 
tion, because, forsooth, the mass of 
people must make a living thru some 
form of useful labor. 


Tue ILtrnors LEGISLATURE is to con- 
sider a bill framed by a committee of the 
State Federation of Labor, raising the 
compulsory school age from fourteen 
years to sixteen. This is intended as a 
preliminary to the establishment of voca- 
tional education. While more schooling 
is better than a little, it is not clear that 
the forcible retention of restless boys 
and girls at disagreeable tasks in school 
will produce desirable results commensv- 
rate with the cost in money and effort— 
effort of pupils and effort of teachers. 
The extension of the school life must 
he made to coincide with the adjust- 
ment of the school life to the nature of 
the children on the one hand and to the 
needs of the community on the other. 





THE AMERICAN TEACHER 27 


A CALL TO ORGANIZE 


While THe AMERICAN TEACHER is in 
press the subjoined call is being prepare:| 
for the purpose of bringing together 
those teachers who think that something 
constructive can be done by teachers 
themselves. 


To THE TEACHERS oF New York City: 

Believing that the time has arrived 
for founding an organization of teachers 
on progressive lines, we, the undersigne’ 
teachers of the City of New York, 1ssue 
this call to teachers and other citizens 
to organize an association which shall 
have for its objects improved working 
conditions for teachers and better educa- 
tional results for children. 

On the ground that teachers do the 
every-day work of teaching, and under- 
stand the conditions necessary for bet- 
ter teaching, we propose the following 
principles for the new organization: 


Teachers should have a voice and 
a vote in the determination of edu- 
cational policies. 

Teachers may justly claim the 
right to seats in the Board of Edu- 
cation, for the reason that they only 
can bring first-hand information to 
the representatives of the people 
concerning the actual working of the 
educational system. 

The right to seats in the contro!- 
ling educational body should carry 
with it the right to vote, as an aid 
in rendering effective the informa- 
tion and the point of view brought 
by the chosen representatives of the 
teachers. 

The granting of legislative oppor- 
tunity to the teachers would inevit- 
ably contribute to the development 
of a strong professional spirit, and 
to the intelligent use of their ex- 
perience in the interest of the pub- 
lic. 

We advocate the adoption of a 
plan that will permit all the teachers 
to have a share in the administra- 
tion of the affairs of their own 
schools. In no more practical way 
could teachers prepare themselves 
for training children for citizenship 
in a democracy. 


We urge the scientific study of 
educational experience, to the end 
that the lessons of past successes 
and failures in education may be 
known to all. 


There is evidence that the public 
schools are being freed from the 
domination of party politics. Let 
the public and the professional in- 
terest in that direction continue un- 
til the more insidious form of per- 
sonal politics is eliminated, wher- 
ever it may be manifested in the 
appomtment of officers in the school 
system. 


Those conditions that affect each 
individual teacher in his position 
may be, and often are, serious 
enough to make him dissatisfied and 
unhappy, and hence unproductive, 
in his work. It is, therefore, neces- 
sary that public notice be taken of 
this matter. Among the most im- 
portant of these unfavorable con- 
ditions are, the size of schools, the 
size of classes, the unhygienic condi- 
tions of many schools, the excess of 
clerical labor, the salaries and rat- 
ings of teachers, and the lack of op- 
portunity for professional improve- 
ment during tenure of office. 


For many years there has been 


general dissatisfaction with the 
work of educational systems, with 
their narrowness and their lack of 
relation to the real needs of human 
life in the present social era. The 
future must grant to all who can 
help the opportunity for free dis- 
cussion and the benefit of enlight- 
ened criticism, for the purpose of 
insuring harmony and the progres- 
sive development of educational 
ideals. 


A general meeting will be held in Mil- 
bank Chapel, Teachers’ College, New 
York City, Friday, February 28, 1913, 
at 8:15 P.M. The speakers of the even- 
ing will be Prof. John Dewey, of Co- 
lumbia University; Mrs. Charlotte Per- 
kins Gilman, Editor of The Forerunner ; 
Dr. Edwin E. Slosson, Editor of The 
independent, and possibly Mr. Thomas 
W. Churchill, of the Board of Educa- 





28 THE AMERICAN TEACHER 


tion, New York City, and Dr. Albert 
Shiels, District uperintendent of 
Schools, New York City. 

On the same occasion the organiza- 
tion of the association will be completed 
and the p.eparation for active, construc- 
tive work begun. 


It is not strange that the young people 
can not understand the adults about 
them, their motives, their interests, their 
sensitive spots. It is not strange that, 
as a result of their failure to understand, 
the youngsters look upon the grown-ups 
as enemies, just as their savage ances- 
tors looked upon all strangers as ene- 
mies. The young boys and girls can not 
understand because they have not had 
the experience to serve as a basis for 
understanding. But why do not the 
adults understand the youth? We have 
forgotten our early experiences, we have 
acquired new ways of looking at the 
world, new ways of reacting to the vari- 
ous stimuli that are hurled at us from 
moment to moment. It is only the per- 
son with exceptional sympathy and imag- 
ination, the person with an abnormally 
prolonged youth of his own that can un- 
derstand instinctively what goes on in 
the mind of the growing child—poets 
and dreamers and seers. For the rest 
of us, we shall die without understand- 
ing, or be compelled to resort to the stud- 
ies of experts, the dreams of the poets 
and the visions of the seers. If the 
teacher could understand the adolescent 
with an understanding of the emotions as 
well as of the intellect, half of her school 
problems would be solved. For most 
children are normal children, and are 
amenable to certain influences that are 
entirely at our command. Their rre- 
actions are for the most part unconscious 
and, when once understood, almost as 
completely under our control as the 
gathering of moths of a summer evening 
by means of a torch and molasses. 





The College of the City of New York 
is about to establish a Psychological 
Clinic to co-operate with the public 
schools. 


YOUR HEALTH 


WE TEACHERS are so confident of our- 
selves that we have even approached the 
insurance companies for the purpose of 
requiring them to issue policies at re- 
duced rates, considering ourselves “pre- 
ferred risks.” We are certain'y not as 
likely to meet with railroad accidents 
as brakemen and commercial travelers, 
but it is possible that our claim to pre- 
ference rests upon the custom of many 
dealers who allow teachers a special dis- 
count. The facts, in any case, are against 
us. Whatever available data there are 
point to the fact that our calling is ex- 
posed to a higher incidence of certain 
diseases than even those of the saloon- 
keeper and the stone-cutter. 

In a little book dedicated to the public 
school teachers of the United States, 
Professor Lewis M. Terman of Leland 
Stanford Jr. University* analyses the 
statistical and descriptive material deal- 
ing with the health of the teacher in a 
most helpful way. He is not afraid to 
say the worst, but is confident that the 
conditions are remediable, and points out 
the measures that are most likely to be 
helpful. It is quite certain, as Professor 
Suzzallo points out in the introduc 
tion, “That neither the profession nor 
the public has been sufficiently aware of 
the morbidity existing among teachers as 
a class,” and that there has been insuffi- 
cient attention to the protection of the 
teacher’s health of mind and body. 

Special studies made in this country 
and abroad have shown that notwith- 
standing the relatively rigid tests that 
exclude many weaklings from the call- 
ing, the morbidity among teachers is 
unusually high and that the superannua- 
tion is unusually early. Figures and 
studies from European countries are 
cited to show that the unfavorable con- 
ditions are common to the work, and are 
not confined to any locality. Thus 
Sweden presents an “alarming extent 
of teacher morbidity” which is traced by 
Stéenhoff to poor physical endowment, 
overstrain during professional prepara- 


*THE TEACHER’s HEALTH, a Study in the 
Hygiene of an Occupation. Pp. xiv + 137. 
The Riverside Educational Monographs. 
Houghton Mifflin Co. 60 cents prepaid. 





—Qomrerascaodsrtin5nrenaA 


na © SS eo ae oO 


THE AMERICAN TEACHER 29 


tion, bad hygienic conditions of the 
schools, insufficiency of salary and the 
indifference of teachers to the require- 
ments of personal hygiene. This does 
not differentiate the teaching profession 
from many of the trades. One might 
have supposed upon a priori grounds 
that the last mentioned factor would at 
least be absent, because teachers are sup- 
posed to be “educated”; but we recall 
now that education has hitherto meant 
simply a speaking acquaintance with gen- 
teel traditions, and had nothing whatever 
to do with the art of good living. 

It is interesting to learn that the aver- 
age age for retirement on pension, 
among teachers of various countries, is 
between 49 and 53 years, a time of life 
when a physician or a lawyer is just 
beginn‘ng to do things. This and simi- 
lar facts help to elucidate the curious ob- 
servation that in Germany, from which 
country statistics happen to be available, 
between 42.5% and 53% of the other 
professional classes follow the callings 
of their parents, whereas only some 11% 
of the teachers do so. We learn also that 
while tuberculosis is more prevalent 
among teachers than among those of sev- 
eral “hazardous” trades, the age at which 
it is most prevalent is about fifteen years 
later than in the rest of the population, 
showing that we start out in better con- 
dition than the other workers, and we get 
the plague at the desk. 


It is, however, on the nervous and 
mental side that teachers suffer more 
from their work, and it is for the re- 
moval of the causes in this direction that 
we should persistently strive. The size 
of classes, the number of pupils with 
which a teacher must become familiar 
to do effective work and to do it com- 
fortably, the distraction of various ad- 
ditional duties, the need for supplement- 
ing income thru outside work, the ner- 
vous strain incident to the form of or- 
ganization or the character of the super- 
vision, the heterogeneity of the groups 
that make up the classes—including all 
kinds of defectives and _ incorrigibles 
mixed in with the normal children—the 
emotional strain and various physical 
conditions all deserve serious attention. 


Not only does neglect of health fac- 


tors react upon the health of the teacher 
and the efficiency of her work; there is 
something that reacts upon the character 
of the teacher in a way that may be even 
more serious front a social point of view. 
The atrophy or perversion of the social 
instincts, showing themselves in the in- 
ability to maintain intercourse with 
adults of other callings, in petty tyran- 
nies, in obsequiousness, in _ intellec- 
tual provincialisms, the narrowing of 
the social outlook, the loss of en- 
thusiasm, the didactic habit, 

and formalism, premature intellectual de- 
cay are all symptoms of unhealthy mental 
and emotional living. We may find but 
iittle comfort in the reflection that other 
classes of society can match our occupa- 
tional disorders with equally undesirable 
ones. 


To remedy these conditions, the indi- 
vidual teacher must study not only the 
general laws of hygiene, but his own re- 
quirements as to diet, rest, exercise, etc. 
He must insist—in league with others if 
possible, but alone if necessary—upon 
ever better hygienic conditions in the 
school room, and ever saner conditions of 
work, ever more helpful or less harass- 
ing supervision, ever greater relief from 
economic strain and worry. Supervisors 
and boards of education have a great 
responsibility in assisting the teachers to 
improve conditions, and they will lighten 
their work here if they call upon the 
teachers to co-operate. And finally, the 
normal school must select more rigidly 
than ever the material upon which it 
works, it must treat it in a manner that 
will not impair its efficiency, must pre- 
pare it to maintain its health while in 
service, and must distribute its graduates 
into the various types of teaching activity 
on the basis of a more thoro considera- 
tion of the relation between the character 
of the individual teacher and the require- 
ments and conditions of the particular 
kind of work. 


Dr. Terman’s little book is important 
because it not only gives us something 
to think about, but something to do. Get 
it. 


Would you be a teacher if you 
didn’t have to earn a living? 





FS ee dn 8 A 


ee 


i 
| 
| 


80 THE AMERICAN TEACHER 


BOOK NOTES 


All books can be ordered from 
THE AMERICAN TEACHER 














THE CONSERVATION OF THE CHILD; 
a manual! of clinical psvchology presenting 
the examination and treatment of backward 
children. By Artraur Hotmes, Ph.D., 
Assistant Director of the Psychological 
Clinic and Assistant Professor of Psychol- 
ogy, University of Pennsylvania. 12mo, pp. 
345. Illustrated. Philadelphia, J. B. Lippin- 
cott Co. 10912. $1.25. 


Alongside of each other run two series of 
intensive studies in the biology of man. In 
one series attention is fixed upon the congenial 
characteristics that determine irrevocably, it 
would seem, the limitations and the directions 
of the child’s development. In the other 
the attention is fixed upon the forces within 
our control that may make or mar the plastic 
creatures that fall into the hands of the 
teachers. In each series arise problems that 
shift the attention to facts and principles dis- 
covered and developed in the other, and grad- 
ually we are coming to realize that the anti- 
thesis between “heredity and environment” is 
a purely formal one and not capable of prac- 
tical solution. The biologists are teaching us 
that the instincts and capacities and poten- 
tialities of each individual constitute from 
birth an essentially unique combination; but 
also that the realization of the potentialities 
of a living being depends absolutely upon the 
action of certain external stimuli—certain, but 
not yet ascertained for the most part. 

As in the progress of medical science, many 
important discoveries about normal processes 
were made possible thru a study of morbid 
states, so in the advance of our understanding 
of the workings of the mind, much has been 
gained from a study of the abnormal. It is an 
obstacle to the free discharge of an instinctive 
action that first arouses thot; and it is an 
obstacle to the free discharge of the teacher’s 
habitual actions that first directs attention to 
the exceptional child. A large part of the 
teacher’s worry and a large part of the school’s 
failure may be traced to the presence in a 
class of “average” children of a few that are 
backward for any reason whatever. Since 


children will probably always have to be 
taught in classes, it is important to discover 
the factors that interfere seriously with group 
instruction and group action. Quite apart 
then from any consideration of the individual 
who needs special attention to enable him to 
reach his own, the mass demands special at- 
tention for the exceptional individual to en- 
able it to reach its own—demands this for its 
own protection. 

But we are coming to realize that demo- 
cratic education does not mean uniform edu- 
cation, or at any rate that equal opportunity 
does not mean identical opportunity, and so 
we are attending to the exceptional child 
without prejudice as entitled to his fair 
chance—which we can discover only thru 
special study and experiment. It is for 
these reasons that the work of the Psycho- 
logical Clinic is of such great importance. Un- 
til we shall have become familiar with what 
their researches can teach us, we shall be un- 
able to act wisely on certain pressing educa- 
tional and social problems. 

In this book there are described not only 
the history, structure and functions of the 
clinic, but also the detailed operations and 
methods. At every point actual cases are 
described, numerous illustrations from photo- 
graphs are given, with sets of questions and 
other details observed in the physical and 
mental examinations, including a good de- 
scription of the latest formulation of the 
Binet tests. References to further reading are 
scattered thru the book, and there is an excel- 
lent analytical table of contents. Teachers 
and social workers who wish to become ac- 
quainted with what is being done in this field, 
without being bothered with too much techni- 
cal detail, will find this an eminently usable 
book. 


In “Education, a Survey of Tendencies,” 
A. M. Williams, of Glasgow, attempts to bring 
out the connection between the changing con- 
ceptions of the meaning and purpose of edu- 
cation thru the ages with the changing phil- 
osophy of life. Altho written primarily from 
the Britisher’s point of view it will be found 
full of suggestions to those who are thinking 
about the conflicting programs and claims in 
the educational field on this side of the water. 
(Imported by Macmillan.) 


HAVE YOU SENT IN 
YOUR SUBSCRIPTION? 





THE AMERICAN TEACHER 


HELPING SCHOOL CHILDREN. Sug- 
gestions for efficient co-operation with the 
public schools. By Etsa Denison, of the 
New York Bureau of Municipal Research. 
8vo, pp. xxi + 352. Illustrated. New York 
Harper & Bros. 1912. $1.40 net. 

Is there anything you would like to have for 
your school that your school committee or 
board cannot afford to get you? Look the 
subject up in the first index, and see how 
other cities or other schools got the help of 
outside agencies for just the sort of thing 
you want. Are there any organizations in 
your town that you think should be helping 
your school? Look up the name of such 
organizations in the second index and see 
what they have done for other schools or 
in other cities. 

This is perhaps the most useful compila- 
tion of material that the Bureau of Municipal 
Research or any of its workers has ever is- 
sued. All the characteristic methods of this 
bureau are here illustrated: Striking arrange- 
ment of facts, snappy sentences, searching 
questions, enumeration of items, all the good 
applications of the psychology of advertising. 
And the material is more concerned with 
what has been done and what can be done, 
than with finding fault for what has not been 
done. 

The classification is primarily upon the 
basis of the kinds of people and organiza- 
tions that can help the schools—women’s 


clubs, churches, business men’s clubs, physi- 
cians, dentists, philanthropists, etc. Then the 
special activities that have been organized or 
assisted by these outside agencies are treated 
in detail. Some of the problems thus at- 
tacked are truancy, school lunches, libraries, 
school gardens, medical inspection, play- 
grounds, vacation schools, vocational guid- 
ance, dental clinics, drinking water and a 
hundred others. There are diagrams, repro- 
ductions of charts, illustrations from photo- 
graphs, and names and addresses of real 
people and organizations from whom further 
information can be obtained. The book is 
well made in every way and will no doubt 
stimulate thot and action on the part of those 
who have to get help for schools, as well as 
of those who wish to help. 


It is a curious fact that it has been 
taken for granted that Americans have 


ilways been devoted to education. They 
have not been. They have been devoted 
to school systems. Atice P. Barrows, 
before the Academy of Political Science. 


WHAT NOT TO TEACH 


Whatever cannot be shown to have a 
plain relation to some real need of 
life, whether it be esthetic, ethical or 
utilitarian in the narrow sense. 
Whatever is not reasonably within 
the child’s comprehension. 
Whatever is unlikely to appeal to his 
interest ; unless it is demanded for the 
first very weighty reason. 
Whatever topics or details are so iso- 
lated or irrelevant that they fail to be 
a part of any series or chain of ideas, 
and therefore fail to be necessary for 
the appreciation of any large point. 
This standard, however, does not ap- 
ply to the three R’s and spelling. 
Frank McMurry. 





“] understand Tue AMERICAN 
TEACHER is ‘agin’ the system. You 
can hardly expect me to support a paper 
that is fighting those who employ me.” 

Our critic does not understand that 
this periodical is not concerned with the 
persons who head the system. It is, how- 
ever, engaged in studying the machinery 
of the system and in questioning the 
suitableness of that machinery for its 
supposed ends. Besides, the man never 
should have given up his birth-right. He 
was employed not by the “owner” of the 
system, but by the temporary representa- 
tives of the people. To the people he 
should be loyal, but he is not. 





If I follow out a little scheme of my 
own occasionally, do I feel embar- 
rassed when the _ superintendent 
catches me at it? Or do I go ahead, 
knowing that while I experiment I 
am alive, and while marking time I 
wither up? 





A superintendent in one of our large 
cities called into his office some two 
dozen high school teachers, to confer 
with him on an important topic of school 
organization and curriculum. The city 
still stands, and there is hope of in- 
creased efficiency on the part of the 
teachers concerned. 








THE AMERICAN TEACHER 
QUESTIONS AND ANSWERS 


Question—When will teachers begin 
to study pedagogy for class room im- 
provement rather than for examina- 
tions? 

ANSWER—When leaders in education 
shall encourage it, and when examina- 
tions shall consist largely of an applica- 
tion of one’s pedagogic studies to the 
class room practise. 


_Questron—When shall we choose our 
high school principals on the basis of 
merit alone? 

ANSWER—When we come to appreci- 
ate our social obligations. 


Quvestion—Why do our scliools be- 
gin to show real signs of life after they 
are officially closed for the day? 


Answer—Decause what is done dur. 
ing the regular school hours arises oz 
of a creed, while what is done afte 
the school is officially closed arises oz 
of a real need. 


Question—Why is there urgent nee! 
of coaches for examinations of teachers’ 

ANnSWER—Because teachers have nc 
been made, or cannot be made, to see th 
relation between pedagogy and the art o! 
teaching, and because examinations hz: 
had in the main little or no relation t: 
class room practise. R 


Question—Why do school commis | 
sioners know so little about the schools’. 


Answer—Because they are too bus! 
with other things. 





BOOKS FOR LIVE TEACHER 


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Author of “ Where Knowledge Fails” 


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——-s incladed if desired). AY 
taining: 

Eurcnean Rulers: Their Modern Sie 
nmiicance. (Arthur KM. Bestor, A. B., 
Director Chautauqua Institution); 

A Reeces Journsy ia Paris. (Mabdell 8. 
Cc. Smith,) The monthly macazine 
also serves in meny interesting ways 
asa “don't read et random” teacher 
for the reading course 


Total. 
PF Beoks (cloth bow: 4 and th 
a < 24) 93.00" 
* Remit joc. extra for postage or prepaid 
express, “Collect” charges are more. 
watt FOR ANYEOCPY, tWWOnTHA 
WHILE FOR EVERYBODY 
If in doubt, send stamp for 
handbook of testimoaials 


Address, Chautauqua Institution, Chavtaugua,f.!. 


DON’T READ AT BANDOL 




















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