** NI. E. A. BULLETIN 


Sat. No. 1 


stered as second-class matter March 22, 1913, at 
pos! office at Ann Arbor, Michigan, under the Act 
wugust 24, 1912. 
Published quarterly by the National Education 
on of the United States. 
of Publication, Ann Arbor, Mich. 


' OFFICERS FOR 1913-14 


GENERAL ASSOCIATION 


h Swain, President Swarthmore, Pa. 
nd W. Springer, Secretary ....Ann Arbor, Mich. 
MM. Shepherd, Treasurer Boise, Idaho 


VICE-PRESIDENTS 


Durham, N. H. 
Salt Lake City, Utah 
Portland, Ore. 
Denver, Colo. 
Lansing, Mich. 
Cheyenne, Wyo. 
Raton, N, Mex. 
Crawfordsville, Ind. 
Fairmont, W. Va. 
Baltimore, Md. 
Lincoln, Nebr. 


Joliet, Ill. 
Orono, Me. 
Raleigh, N. C. 
Kansas City, Mo. 
Swarthmore, Pa. 


EXECUTIVE COMMITTEE 


h Swain, President Swarthmore, Pa. 
@ T. Fairchild, Vice-President ..Durham, N. H. 
A Shepherd, Treasurer Boise, Idaho 
ey Brown, Ch’m Trustees Joliet, Ill. 
B. Cook, Member by Election, Little Rock,Ark. 


1 W. Springer, Secretary ....Ann Arbor, Mich. 


SEPTEMBER, 1913 


WHOLE NUMBER 3 


BOARD OF DIRECTORS 
Directors ex officio 


Joseph Swain 
Edward T. Fairchild 
Grace M. Shepherd 
J. Stanley Brown 
Durand W. Springer 


Swarthmore, Pa. 


Boise, Idaho 
Joliet, Ill. 
Ann Arbor, Mich. 


Lifo Direetors 


Bicknell, Thomas W. .............. Providence, R. I. 
Board of Education Nashville, Tenn. 
Brown, Elmer Ellsworth ........ New York, N. Y. 
Butler, Nicholas Murray New York, N. Y. 


Clexton, BP. 0.065% essa thee Washington, D. C. 
Cook, John W. De Kalb, IIL 


Contey,. DOwin Gis... ... Sag Soci oe eee Chicago, Ill. 
Coretta, (ipar T.’. sve... oc ae Columbus, Ohio 


Ehot, Charles We 3.25.2. ck Cambridge, Mass. 
Fairchild, Edward T. .............. Durham, N. H. 


Gove, Aaron Denver, Colo. 


Grahams Bee A. | ok cc ccc thes Mt. Pleasant, Mich. 
Green, James M. ..........ccceeccceule Trenton, N. J. 


Greenwocd, James M. ............ Kansas City, Mo. 
Harvey, Lorenzo D. .............. Menomonie, Wis. 


SOW, Be We so se cin ee bs bee Abilene, Kans. 
Joyner; dames YT: :... : . os «s+ keen eee Raleigh, N. C. 


Marshall, T. Marcellus Stouts Mills, W. Va. 
Maxwell, William H. .............. New York, N. Y. 
Parker, Charles I. Chicago, Ill. 
Pearse, Carroll G.. .... 668 ia. ocean Milwaukee, Wis. 
Pickard, -d@MOn La, éoinks ans deen Cupertino, Cal. 
Pike, Joshua Jerseyville, Ill. 
Schaeffer, Nathan C. .............. Harrisburg, Pa. 
Skinner, Charles R. ............ Watertown, N. Y. 
State Teachers Association of Illinois 

Taylor, A. R. Decatur, Ill. 
Teachers Institute Philadelphia, Pa. 
White, Charles G. .............. Lake Linden, Mich. 
Young, Ella Flagg Chicago, Ill. 


Directors by Election 


Alabama, H. J. Willingham 
Arizona, John D. Loper 


Montgomery 


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THE N. E. A. 


BULLETIN 


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Arkansas, George B. Cook Little Rock 
California, Archibald J. Cloud San Francisco 
Colorado, James B. Ragan Sterling 
Connecticut, Frank L. Glynn 

Delaware, George W. Twitmyer Wilmington 
District of Columbia, W. M. Davidson .. Washington 
Florida, W. N. Sheats Tallahassee 
Georgia, M. L. Brittain Atlanta 
Idaho, G. A. Axline 

Illinois, William H. Campbell 
Indiana, T. A. Mott 

Iowa, E. C. Bishop 

Kansas, John MacDonald 
Kentucky, J. G. Crabbe 
Louisiana, T. H. Harris 
Maine, Robert J. Aley 
Maryland, Andrew J. Pietsch 
Massachusetts, Clarence D. Kingsley Boston 
Michigan, E. E. Scribner Ishpeming 
Minnesota, Agnes E. Doherty 

Mississippi, E. E. Bass 

Missouri, William P. Evans Jefferson City 
Montana, John Dietrich Helena 
Nebraska, James E. Delzell 
Nevada, Katherine M. Cook 
New Hampshire, J. H. Fassett 
New Jersey, M. P. E. Groszmann 
New Mexico, Alvan N. White 
New York, John H. Finley 

North Carolina, F. M. Harper 
North Dakota, Neil C. Macdonald 
Ohio, J. M. H. Frederick Cleveland 
Oklahoma, Edwin S. Monroe Muskogee 
Oregon, Grace DeGraff Portland 
Pennsylvania, Reed B. Teitrick Harrisburg 
Rhode Island, I. 0. Winslow Providence 
South Carolina, D. B. Johnson Rock Hill 
South Dakota, C. G. Lawrence Pierre 
Tennessee, J. J. Keyes 

Texas, F. M. Bralley Austin 
Utah, J. Preston Creer Spanish Fork 
Vermont, Mason S. Stone Montpelier 
Virginia, R. C. Stearnes Richmond 
Washington, C. R. Frazier Everett 
West Virginia, M. P. Shawkey Charleston 
Wisconsin, L. P. Benezet LaCrosse 
Wyoming, J. J. Early Sheridan 
Hawaii, Willis T. Pope Honolulu 
Philippine Islands, Frank R. White Manila 


Richmond 
Baton Rouge 


Valley City 


DEPARTMENT OFFICERS 


National Council of Edueation 

President—Robert J. Aley, President, University of Maine, 
Orono, Me. 

Vice-President—James Y. Joyner, State Superintendent 9 
Public Instruction, Raleigh, N. C. 

Secretary—W. B. Owen, Principal, Chicago Normal School, 
Chicago, Ill. 

Executive Committee—James M. Greenwood, Superintendent of § 
Schools, Kansas City, Mo. 

Executive Committee—Ellen C. Sabin, President, Milwaukee. 
Downer College, Milwaukee, Wis. 

Executive Committee—David B. Johnson, President, Winthrop 
Normal and Industrial College, Rock Hill, S. C. 


Department of Kindergarten Education 
President—Catherine Tracy, Ethical Culture School, New York 
N. Y. 
Vice-President—Lucy T. Ellis, Principal, Phoenix Kindergarten, 
Phoenix, Ariz. 


Department of Elementary Education 
President—M. E. Pearson, Superintendent of Schools, Kansag 
City, Kans. 
Vice-President—J. W. Crabtree, President, State Normal School, 
Fall River, Wis. 
Secretary—Frances Jenkins, Supervisor of Elementary Grades, 
Public Schools, Decatur, Ill. 


Department of Secondary Education 
President—Oliver S. Westcott, Principal, Waller High School, 
Chicago, Ill. 
Vice-President—I. M. Allen, Principal of High School, Wichitz, 
Kans. 
Secretary—E. C. Roberts, Principal of High School, Everett, 
Wash. 
Department of Higher Education 
President—C. A. Duniway, President, University of Wyoming, 
Laramie, Wyo. 
Secretary—Nathaniel Butler, Professor of Education, University 
of Chicago, Chicago, III. 1 


Department of Normal Schools 
President—J. G. Crabbe, President, State Normal School, Rich 
mond, Ky. 
Vice-President—U. S. Conn, President, State Normal School, 
Wayne, Nebr. s 
Secretary—W. T. Carrington, President, State Normal School, 
Springfield, Mo. 


Department of Superintendence 

President—Ben Blewett, Superintendent of Instruction, Puble 
Schools, St. Louis, Mo. 

Vice-President—W. FE. Ranger, State Commissioner -of Public 
Schools, Providence, R. I. 

Vice-President—A. §S. Cook, Superintendent of Baltimore County 
Schools, Towson, Md. 

Secretary—Anna E. Logan, Ohio State Normal School, Oxford, 
Ohio. 


Department of Manual Training and Art 
President—A. [L. Williston, Director, Wentworth Institute, 
Boston, Mass. ‘ 
Vice-President—Mary Gearhardt, Supervisor of Art, Publi 
Schools, Los Angeles, Cal. 
Secretary—Irene E. McDermott, Director of Household Arts, 
Public Schools, Pittsburg, Pa. 












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Department of Music Education 

President—Agnes Benson, Supervisor of Music, Public Schools, 
Chicago, Ill. 

Vice-President—Lucy K. Cole, Supervisor of Music, Public 
Schools, Seattle, Wash. 

Secretary—Glen H. Woods, St. Louis, Mo. 


Department of Business Edueation 
President—Earl J. Glade, Head of Commercial Department, 
Brigham Young University, Provo, Utah. 
Secretary— Margaret MacVichie, Head of Commercial Depart- 
ment, High School, Salt Lake City, Utah. 


Department of Child Hygiene 
President—W. C. Bagley, Professor of Education, University 
of Illinois, Urbana, Ill. 
Vice-President—Helen C. Putnam, American Academy of Med- 
icine, Providence, R. I. 


Secretary—L. N. Hines, Superintendent of Schools, Crawfords- 
ville, Ind. 


Department of Physical Education 
President—Baroness Rose Posse, President, 
School of Gymnastics, Boston, Mass. 
Vice-President—W. J. Monilaw, University of Chicago, Chicago, 
Illinois. 
Secretary—Orson Ryan, Superintendent of Jordan School, Salt 
Lake County, Midvale, Utah. 


Department of Science Insiruction 
President—George R. Twiss, High School Visitor, Ohio State 
University, Columbus, Ohio. 
Vice-President—B. Schmick, Iowa State University, Iowa City, 
Towa. 
Secretary—A. A. Upham, Normal School, Whitewater, Wis. 


Department of School Administration 
President—W. R. Hodges, President, Associated School Boards, 
Sleepy Eye, Minn. 
Vice-President—Jose D. Sena, President, 
Santa Fe, N. Mex. 
Secrétary—Frank M. Bruce, Business Manager, American School 
Board Journal, Milwaukee, Wis. 


Posse Normal 


3oard of Education, 


Library Department 
President—Wm. H. Kerr, Librarian, State Normal School, Em- 
poria, Kans. 
Vice-President—Mrs. P. P. Claxton, Washington, D. C. 
Secretary—Harriet A. Wood, School Librarian, Portland, Ore. 


Department of Special Education 
President—M. P. E. Groszmann, Educational Director, National 
Association for the Study and Education 
Children, Plainfield, N. J. 
Vice-President—John B. Courtis, Chicago, IIl. 
Secretary—W. E. Taylor, Superintendent, Idaho School for Deaf 
and Blind, Gooding, Idaho. 


Department of School Patrons 
President—Mrs. William S. Hefferan, National 
Mothers, Chicago, III. 
Vice-President—Mrs. I. L. Blankenberg, General Federation of 
Women’s Clubs, Philadelphia, Pa. 
Secretary—Mrs. Louis Hertz, Council of Jewish Women, San 
Francisco, Cal. 


of Exceptional 


Congress of 


Department of Class Room Teachers 
President—Mary Rosser, Salt Lake City, Utah. 


Vice-President—Mary O’Connor, Public School No. 52, Buffalo, 
he's 


Secretary—Mary Adkisson, Denver, Colo. 


E. A BULLETIN 








FIFTY-FIRST ANNUAL CONVENTION 


The Fifty-first Annual Convention of the National 
Education Association convened at Salt Lake City, 
Utah, July 5-12, 1913. The attendance of teachers 
was over four thousand. This means that about 
eight thousand people were attracted to Salt Lake 
City by reason of the convention. Five hundred fifty- 
seven active members enrolled, eighty-seven of whom 
were from Utah. Only twice before, 1902 and 1905, 
have the outside states furnished as large a percent- 
age of the active membership present. 

The meetings, both general and departmental, 
were well attended, probably never better at any 
convention of the Association, even when the largest 
enrollments were secured. The local arrangements 
were fine; the decorations were more elaborate than 
any other entertaining city had provided—the Amer- 
ican flag and electrical displays were seen every- 
where. The state was interested in the meeting; its 
legislature had appropriated seven thousand dollars, 
and Governor William Spry was present at the open- 
ing meeting and devoted the entire week to assisting 
in every way possible. Of course the members of the 
Association know what a team Ne'son and Christen- 
son make when it comes to the matter of entertain- 
ment. The meeting-places were convenient to head- 
quarters, light, and airy, and Salt Lake City offered 
a larger number of good-sized meeting-places than 
can be ordinarily found. 

The general meetings were held in the Tabernacle, 
which was comfortably filled each time. Assembly 
Hall was an ideal place in which to hold the annual 
business meeting. The music will be remembered 



















N. 





4 THE 


for a long time by all who were present; the school 
children and professional artists alike furnished 
music of the kind that lingers long in memory; the 
great organ fairly talked under the skilful guidance 
of J. J. McClellan. 

Hotel Utah is an ideal convention hotel. Its 
large lobby, mezzanine floor, and ballroom could 
accommodate a big convention without any incon- 
venience to regular trade. The hospitality committee 
was constantly in evidence. The information com- 
mittee was equal to all questions asked. Everybody 
was housed in fine shape. 

A three-story, four-store front, departmental store 
building was secured for registration headquarters 
and exhibits. This gave plenty of room for all. 

The newspapers gave good accounts of the meet- 
ing, and were willing to consider the Association as 
an educational body rather than as a political organ- 
ization. 

The progfams were well worked out, and the 
members of the Association who were not permitted 
to be present will receive much benefit from reading 
the papers as they will appear in the volume of 
Proceedings. ‘ 


INSTITUTIONAL MEMBERSHIP 


At the present time, the Association has over 
eight hundred institutional members—universities 
and colleges, public schools, normal schools, and 
public libraries. 

During the coming year, an attempt will be made 
to largely increase this number. No better use of 
school funds can be made than by taking out a mem- 
bership for each school in a school system. A large 
percentage of teachers are only expecting to teach 
for a short time. Théy. do not care to spend their 
money for membership in educational organizations. 
They are not interested in building up the profes- 
sion. A volume of Proceedings of the National Educa- 
tion Association placed in every school building each 
year could be used by a skilful principal to the bet- 
terment of that school. It contains material relating 
to every phase of education, and the school district 
would find a noticeable improvement in the schools 
as the teachers secured a broader understanding of 
general educational problems. 


E A BULLETIN 






















Joseph Swain 
President, 1913-14 






TO THE MEMBERS OF THE 
NATIONAL EDUCATION ASSOCIATION 






Dear Friends: 

It is a privilege to send you a word of greeting 
and urge that you give careful thought during the 
year to the future welfare of the N.E.A. 

I have learned in my experience as an executive 
officer in different educational institutions, in the 
N.E.A. and elsewhere, that the work of an executive 
is not chiefly to do things himself, but to find the 
proper person for each special task. It is my earnest 
desire, in the position to which your generous good 
will has called me, to do all I can to uphold the high 
ideals of the National Education Association, and 
to promote the welfare of the schools which we all 
cherish. Good results can only be obtained by cordial 
co-operation of boards of education, superintendents, 
and teachers, in determining what is best for the 
schools, and then finding the right man or woman 
for each specific task. 

I sincerely urge that workers in all grades and 
positions in our schools, elementary and higher, give 
time and thought to assist the presidents of depart- 
ments, the various committees, and officers, in mak 
ing the annual meeting of the N.E.A. next year truly 
representative of the best educational thought of the 
country, and a helpful inspiration to the teachers of 
the nation. 


























th 


THE M.-H. 


We are living in an era of many and marvelous 
changes in every field of human endeavor, and espe- 
cially in education. 

The man and woman who would know the truth 
in education today must be willing to examine the 
new ideals as well as the old in order that progress 
may be placed on a sound scholarship. There is a 
place for all shades of thought in our Association. 
Let us make the N.E.A. an open forum for ali mat- 
ters that affect the interests of the schools cf the 
nation. 

I confidently expect the year before us will be, for 
the schools of the United States, the best of all the 
years in the history of our Republic. May it be a 
memorable and fruitful year to each member of the 
National Education Association who shall read this 
word of greeting. 

Very sincerely yours, 
Joseph Swain, President. 

Swarthmore, Pa. 


ARE YOUR DUES PAID? 


If the coupon blank on the last sheet of this bul- 
letin contains a data slip, it indicates that your dues 
have not been paid for the year 1913-14. 

The Association needs its income as soon as pos- 
sible, in order that funds may be available to meet 
the expenses of the committees for which appropria- 
tions have been made. We do not get our interest 
returns from the permanent fund till 
year. . 

By filling out the blank and returning your remit- 
tance immediately. you will enable the Association to 
meet its obligations as they mature. Don’t forget 
to add the names of a few prospective members. 


later in the 


Very respectfully, 
D. W. Springer, Secretary. 
Ann Arbor, Mich. 


ACTIVE MEMBERSHIP 


When the By-Laws of the National Education 
Association were reconstructed at the Denver meet- 
ing in 1895, two 


associate, were recoznized. 


classes of and 
Active membership was 
confined to teachers or persons actively engaged in 
educational work. Since then educational institutions 
have been permitted to enroll as active members. 
Any person who paid a fee of two dollars was con- 
stituted an associate member for one year. Since 
that time the associate members have outnumbered 
the active members each year, except in 1900, Charles- 


ton meeting, when the active members were three 


members, ‘active 


A. 


BULLETIN 5 


more than the associate. This year the active mem: 
bers will be far in the lead when the final results are 
tabulated. 

As indicated elsewhere, for many years the asso- 
ciate membership was largely composed of transients 
and it was due to that fact that the Permanent Fund 
of the Association was secured. From now on the 
associate membership will largely be confined to the 
territory in which the convention is held. Last year, 
Illinois secured an associate membership of nearly 
seven thousand; this year, Utah secured an associate 
membership of over twenty-five hundred. Based on 
the total number of teachers in the entertaining state, 
Utah secured the largest percentage of members in 
the history of the Association. 

Every teacher who is interested in the advance- 
ment of the profession, must necessarily be interested 
in the welfare of the associations or organizations 
having as their purpose the building up of the pro- 
fession. Every teacher should carry a membership 
in the local teachers’ organization, the state teachers’ 
organization, the national teachers’ organization, and 
the organization representing the particular phase of 
educational work in which he or she may be inter- 
ested. Each has a distinct purpose; each can accom- 
plish for the profession some things which the others 
cannot; each will bring to the individual member 
benefits different from those derived from the others. 

It is estimated that there are half a million teach- 
ers in the United States. We should have, at least, 
twenty-five thousand active members of the national 
association. 

It is true that there are a large number of kindred 
or special organizations demanding the support of 
the teaching fraternity, but none of them can possibly 
influence the educational situation at large as can 
the National Education Association. Every active 
member of the Association ought to be sufficiently 
interested in the welfare of the organization to send 
us the names and addresses of four or five other 
teachers who should join, and then extend a personal 
invitation te those persons to become members. The 
future of the profession requires a larger active 
membership in its several associations. Fill out the 
blank which you will find in this Bulletin. 

During the past year the Secretary has received 
a number of letters from active members of the 
Asscciation asking that their names be withdrawn 
from membership, owing to the fact that they are 
unable to attend the meetings. It seems to the Sec- 
retary that this is one of the strongest reasons why 
membership in the organization should be retained, 
in order that the Proceedings may be secured and 
the papers read at leisure. 





THE N. EB. A BULLETIN 


COMMISSION ON INTERNATIONAL CONGRESS OF 
EDUCATION 


Philander P. Claxton, United States Commissioner of Education, 
Washington, Chairman. 


Elmer E. Brown, Chancellor, New York University, New York. 

Josiah Little Pickard, Cupertino, Cal. 

Thomas W. Bicknell, Providence, R. I. 

Aaron Gove, Denver, Colo. 

Nicholas Murray Butler, President, Columbia University, 
York. 

Charles R. Skinner, Watertown, N. Y. 

James M. Greenwood, Kaysas City, Mo. 


Oscar T. Corson, Editor, Ohio Educational Monthly, Columbus, 
Ohio. 


James M. Green, President, State Normal School, Trenton, N. J. 


Charles W. Eliot, President-emeritus, Harvard University, Cam- 
bridge, Mass. 


John W. Cook, President, Northern Illinois State Normal School, 
DeKalb, Ill. 


William H. Maxwell, Superintendent of Schools, New York. 


Nathan C. Schaeffer, State Superintendent of Public Instruction, 
Harrisburg, Pa. ‘ 
Edwin G. Cooley, Chicago, Ill. Edward T. Fairchild 
™ P Pp sigant 0749. 3 
Lorenzo D. Harvey, President, Stout Institute, Menomonie, Wis. President, 1212-13 


James Y. Joyner, State Superintendent of Public Instructicn, 


Raleigh, N. C. 

Ella Flagg Young, Superintendent of Schools, Chicago, III. 

Carroll G. Pearse, President, State Normal School, Milwaukee, 
Wis. 

Edward T. Fairchild, President, New Hampshire College, Dur- 
ham, N. H. 


PRESIDENT’S ADDRESS 


The Future of the National Education Association 

Edward T. Fairchild, President, New Hampshire 
College, Durham, N. H.; President of the National 
Education Association. 


For half a century the National Education Asgo- 
ciation has contributed in large measure to educa- 
Stratton D. Brooks, President, University of Oklahoma, Norman, tional practice and opinion in the United States. On 
tg its rolls may be found the name of our most eminent 
educators, scientists, writers and statesmen. The 
John W. Cravens, Registrar, Indiana University, Bloomington, range: of subjects discussed covers every tom 
Ind. embraced in the educational program, and the 
David B. Johnson, President, Winthrop Normal and Industrial volumes of Proceedings constitute a complete record 
College, Rock Hill, S. C. of the evolution of American education for that 
Charles H. Keyes, President, Skidmore School of Arts, Saratoga period. 
Springs, N. Y. Of the army of great scholars who have given 
A. C. Nelson, Superintendent of Public Instruction, Salt Lake freely of.their experience and ability to make this 
og. egea Association the largest and most helpful educational 
J. H. Phillips, Superintendent of Schools, Birmingham, Ala. agency in the world, many have departed and now sit 
at the feet of the Great Teacher. Of the dead what 
a notable list! Hagar, Barnard, Calkins, Wicker- 
sham, Hancock, Tappan, Raab, Harvey, Rickoff, 
Sheldon, Beardshear, Stevenson, White, Canfield, 
Soldan, Harris, Draper. What a flood of memories 
the names of these illustrious scholars call forth, and 
what splendid service they rendered to this Associa 
tion and to the world! 
Among those who are still living and whose names 
are intimately connected with the history of the 


Joseph Swain, President, Swarthmore College, Swarthmore, Pa. 


Martin G. Brumbaugh, Superintendent of Schools, Philadelphia, 
Pa. - 


Henry S. Pritchett, President, Carnegie Foundation, New York. 
Frank Strong, Chancellor, University of Kansas, Lawrence, Kans. 


Benjamin Ide Wheeler, President, University of California, 
Berkeley, Cal. 


Grace M. Shepherd, State Superintendent of Public Instruction, 
Boise, Idaho. 


J. Stanley Brown, Principal, Township High School, Joliet, Il. 


George B. Cook, State Superintendent of Public Instruction, 
Little Rock, Ark. 


D. W. Springer, Secretary, National Education Association, Ann 
Arbor, Mich., Secretary. 


































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BULLETIN 





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National Education Association are many who have 
grown gray in the service and who, together with a 
host of others, have helped to make this a national 
convention, a source of information and a center of 
influence in the great work of human improvement 
thru the public school and the college. 

The spirit which has dominated the Association 
for all these years is well expressed in the original 
call for a convention to organize the National 
Teachers’ Association in 1857. It invites “all practi- 
cal teachers in the North, the South, the East and the 
West, who are willing to unite in a general effort to 
promote the general welfare of our country by con- 
centrating the wisdom and power of numerous minds 
and by distributing among all the accumulated 
experiences of all; who are ready to devote their 
energies and their means to advance the dignity, 
respectability and usefulness of their calling; and 
who, in fine, believe that the time has come when the 
teachers of the nation should gather into one great 
educational brotherhood.” 

Horace Mann, sixty-four years ago, before a con- 
vention of teachers and superintendents of public 
schools in Philadelphia, with wide vision, spoke these 
prophetic words, which may so justly be used as 
descriptive of the purposes and aims of the National 
Education Association: 

“By a national organization of teachers, 
great and comprehensive plans may be 
devised, to whose standard each state may be 
gradually brought into comformity.” 

In describing further the possibilities of organi- 
zation, he says: 

“These advantages pertain to the head, to 
our ability to conduct the great work of edu- 
cation in the wisest manner and with the 
most beneficial results. But the heart may 
be as much warmed as the head is instructed. 

By the communion and sympathy of assem- 
blies like this we can not only enlighten the 
guiding forces of the mind, but we can gener- 
ate the, impulsive forces of the heart. We- 
can not only diffuse new intelligence, but we 
can excite new enthusiasm. Thruout the 
whole country the machinery of education 
needs to be increased in strength and worked 
by a mightier power. In all material inter- 
ests we are proverbial as a people for our 
enterprise. Let us seek for our country the 
higher honor of becoming proverbial in our 
regard for mental and spiritual interests. 
Let us devise systems of education that shall 
reach every child that is born in the land, 
and, wherever pvlitical privileges exist, let 


the intelligence be imparted and the virtues 
inculcated which alone can make those privi- 
leges a blessing.” 


Surely these are the principles which this Asso- 
ciation has so long and so zealously sought to 
establish. 

It were an impossible task to set forth in full the 
invaluable service of this great Association to educa- 
tion. It has concerned itself not alone with the 
details of the schoolroom, but its discussions have 
included scores of subjects related to human uplift 
and to human progress. The addresses that have 
been heard from year to year have served as an 
inspiration to thousands of the teaching force of 
America and have found an answering chord in the 
hearts of multitudes of America’s fathers and 
mothers. Not only have those who have been so 
fortunate as to attend its meetings been greatly 
profited and inspired to wiser and higher effort, but 
its printed words have mightily multiplied its in- 
fluence and its power to give direction to educational 
method. 

In its day and generation the National Education 
Association served its purpose nobly and fittingly. 
It was not to be expected, however, that the founders 
of this Association should foresee the marvelous 
social and industrial changes which a half-century 
has brought forth. The present is in hamrony with 
the best traditions of the past and the activities of 
today represent an intelligent attempt to meet these 
newer demands. 

No other part of the work of this Association is of 
greater value than that performed thru our special 
committees of investigation. Many of these reports 
are truly epoch-making and are yielding results of 
first importance. 

The past is glorious; the present, satisfying; but 
the future must bear out the prophecies of the past. 
New conditions confront us. The twentieth century 
comes, bearing new problems, which must be settled 
in a new way. 

A crisis period has been reached in American 
education, as in American politics. Ideals are chang- 
ing; science and industry are pressing home on our 
educators the need of an enlarged conception of the 
function of the school. The whole nation is astir 
with social questions of profoundest importance. In 
response to these human needs scores of scientific 
investigations have been _ instituted. Benevolent 
wealth has made posible careful studies of modern 
conditions, resulting in a vast fund of useful informa- 
tion. The multiplication of societies and associations 
for the betterment of the physical, the mental, and 
the spiritual man is the glory of the age. 


g THE 


And the spirit of investigation has entered into the 
schoolmaster. In many ways he is endeavoring to 
disclose the strength or the weakness of the tradi- 
tional scheme of education. The central fact of the 
schoolroom—the child—has become an object of pro- 
found study. Effort is made to determine the relative 
value of the various courses of study. A serious and 
purposeful investigation of the question, “How much 
is the information and drill of the school transformed 
into available power and skill?” is in progress. Withal 
there is everywhere a demand that the acid test be 
applied to our public schools and institutions of 
higher learning. The public wants to know. They 
have heard that what one would see in a nation must 
first be put into the schools. Many are dissatisfied 
and are asking whether the schools are at fault. 

In a progressive age like ours, in the midst of 
profound social and economic changes, it would be 
folly to say that our educational system is perfect. 
The constant facts of history controvert such an 
opinion. The public mind is no longer a unit in 
approving our educational system. Curiously enough, 
the recognition of needed readjustment in our schools 
and churches comes most often from the layman. The 
church, which should be the leader in social and 
moral development, is just beginning to realize its 
opportunity. It is apprehending at last that a helpful 
and vital influence upon the people can only be 
acquired thru intimate and sympathetic interest in 
their economic and social welfare. It is the sane and 
practical activities of organizations without the 
church that have forced this truth upon the Christian 
world. And the church is slowly perceiving that the 
satisfying of temporal needs must precede or accom- 
pany religious progress. 

In matters educational we are in much the same 
position as the church. We are living under a new 
dispensation. Economic conditions have undergone 
marvelous changes within a few years. The citizen 
of today is facing conditions wholly unknown to the 
men of yesterday, and is demanding a training for his 
children that shall adequately fit them, physically, 
mentally and morally, for the duties of the hour. This 
command comes not so much from the schools as 
from the supporters of the schools. As in the case of 
the church, it is the laymen who are insisting on a 
revised scheme of education. 

How then shall these mandates of this new civili- 
zation be met? What part shall the National Educa- 
tion Asscciation play in this period of incredible 
transition? Is this Association growing in influence 
with the years and keeping step in the march of 
progress? Does it give promise of maintaining its 
position of supremacy upon the educational forum? 


N. E A BULLETIN 


In the past we have depended in large measure for 
our initiative upon the Presidents of the Association, 
With simpler conditions they were able to meet the 
duties imposed. We can no longer hope that busy 
men, who are able to give but a small part of their 


time and energy to the great problems of this Asgo. § 


ciation, can meet our present needs. 
In view of the growing complexity of our nationa] 


existence and because of the ever-enlarging number § 


of independent organizations and because of the in- 
creasing burden of responsibility laid upon the 
schoolmaster, it does not seem possible that this 
Association can continue to exert so wide and benefi- 
cent an influence and to maintain its position of lead- 
ership in the future, unless there be certain changes 
of policy and the adoption of additional plans for the 
administration of its affairs. 

If these changes are to be effective, they must 
embody the principles of other modern organizations, 
chief among which is permanent and skilled manage- 
ment. 

Further evidence of a need of a certain reorgani- 
zation and redirection of the management of this 
Association, is furnished in the fact that with the 
annual and desirable ghange of Presidents, both of 
the Association and of the various departments, there 
is a lack of continuity and sequence of action; The 
necessity for change is further shown in the fact 
that no program or policy, however, valuable, is likely 
to be continued beyond the tenure of the officer or 
officers initiating the same. 

3Jecause of these manifest needs and for other 
obvious reasons, I am constrained to offer the follow- 
ing plan of reorganization, with confidence that its 
application would add greatly to the present efficiency 
and to the future. usefulness of this Association: 

Let an Advisory Council, consisting of three per 
sens, be provided, two of whom, selected by the 
directors or by the trustees, should serve for a term 
of years. The third member should be the President 
of the Association, ex officio. The appointed mem- 
bers should be eminent, constructive educators 
endowed with the true spirit of research. The salary 
should be commensurate with the importance and 
responsibility of the work and such as would enable 


them to give their entire time to the duties committed J 


to their care. 

While it must be admitted that our present income 
does not seemingly warrant large increases in expel 
ditures, yet the services which would be rendered 
thru such plan, the active and increased interest il 
the Association and the consequent enlarged member 
ship fully justify the proposed additional expense. 

Thru this official bureau much of the work now 


es oO shied an of Oe. ae ae a 2m Se ee ed 





THE N. 

= 

left to the mercies of independent organizations, 
many of which are inexpert and quite unable to pro- 
mote school interests, would be satisfactorily and 
intelligently performed. Many more investigaticns of 
first importance could be conducted and the office 
would serve as a clearing house and bureau of infor- 
mation to the officers and presidents of the various 
sections and to educators and the public in general. 

It seems perfectly certain in this age of refined 
organization and highly skilled specialization that no 
institution or society can be successful that fails to 
employ twentieth-century business methods. The 
search today is for efficient management, for the tak- 
ing up of lost motion. 

Not only would the advice and experience of the 
permanent members of this council be of the greatest 
service to the incoming President, but their policies, 
if wise and approved by the directors, would inev- 
itably bring to the Association a prestige and an au- 
thority that would make it what it ought to be—a 
court of last resort to which the public might come 
with confidence for wise and timely advice and for a 
clear expression of the best and latest thought on all 
educational themes. 

In further evidence of present conditions and the 
posibilities of the proposed plan, let us consider the 
following: 

There is a great and apparent need in this country 
for a better and closer organization for developing 
professional opinion among teachers and focussing 
their thought in ways best fitted to affect public opin- 
jon. We have county and city institutes, summer 
training schools, reading circles, section teachers’ 
meetings within the various states, state teachers’ 
associations, conventions of colleges and preparatory 
schools and many other organizations, all of which 
are doing much good. Their work, however, fails of 
completion thru lack of correlation. Has not the 
time come for a careful consideration of some plan 
by which all of our state and local associations may 
be brought together into an effective relationship with 
the National Education Association, and could not 
this be accomplished most certainly thru the assist- 
ance of an Advisory Council? 

In many communities and states the battles of 
teachers and associations for better conditions and 
laws are too frequently lost or made unnecessarily 
difficult because of the lack of such support as could 
be afforded thru the definite encouragement and 
approval of this Association. Often, too, the good 
work of one legislature is overthrown thru the ignor- 
ance or lack of information of a succeeding legisla~- 
ture. The authoritative approval of good measures 
by this body of educational leaders would help to win 


BULLETIN 9 


many a contest and would firmly establish many a 
worthy measure. 

With the proper and necessary machinery, this 
Association could foster the organization in various 
parts of the country of certain educational councils 
nade up of representative members of the profession, 
to whom the superintendents or communities may ap- 
peal in case they wish to have any careful consider- 
ation of educational problems. Any superintendent 
who is under criticism for what he is doing in his 
school system ought to have a group of his colleagues 
to whom he can refer his problems and from whom he 
can draw advice. In the same manner communities 
which are about to start school inquiries ought not to 
be left to the tender mercies of technically unskilled 
and untrained investigators. 

The National Education Association could and 
should undertake systematically to foster certain 
lines of scientific investigation, an activity that 
would easily be more significant than reforms which 
can be undertaken in the schools. 

Perhaps in no other field is the process of adjust- 
ment and scientific inquiry proceeding so satisfacto- 
rily as in the departments of education in our colleges 
and universities. Here not only the whole philoso- 
phy of institutional training is studied historically 
and pedagogically, but also the individual in all his 
social relationships. It is here that much of our pres- 
ent research is conducted. Thru these departments 
and in collaboration with a corps of teachers repre- 
senting the high schools, the problem of secondary 
education could be studied carefully, both with ref- 
erence to the kind and character of the entering body 
and the quality of its output. 

Perhaps the greatest service of the National Edu- 
cation Association in the future will come by devel- 
oping a more intimate relationship to the profession 
of education. In this way it would gradually come 
to embody the ideals, ethics, and aims of the profes- 
sion. It would stimulate research, encourage for- 
ward movements and place its stamp of approval or 
disapproval on current happenings and trends, and 
it would do all these things with a somewhat more 
direct regard for the profession of education than it 
has in the past. 

The volumes of Proceedings of the National Edu- 
cation Association are a rich mine of the history of 
American education and as such are invaluable; but 
they are huge volumes and are reference books rather 
than a source of present information. The National 
Education Association, thru its able Advisory Council, 
might well appeal to its members thru a periodical 
which would appear with enough frequency to make 
it the vehicle for current educational discussions and 





10 THE N BE. A BULLETIN 
eee 


for current educational contributions. This periodi- 
cal would in no sense undertake to occupy the field of 
the various state educational publications, but would 
be the official organ, which would be a constant 
reminders to the members of the Association of their 
duty to the profession and a medium for that type of 
information which can come only thru some period- 
ical constantly coming to hand. 

These are but a few of the many possibilities that 
conceivably would grow out of the plan for placing 
this Association upon a modern business basis. 

Finally, if this organization is to continue to per- 
form the high service to which it was dedicated and 
if it is to be in the future, as it has been in the past, 
a powerful instrument for educational good, there 
must be a more complete solidarity and unity of pur- 
pose among the teaching body of this country and a 
closer correlation with all the great forces at work 
for the world’s betterment. 

An army of more than 500,000 teachers united is 
an irresistible force to which all things -are possible. 
Thus shall the words of Horace Mann become a true 
prophecy: “By a national organization of teachers, 
great and comprehensive plans may be devised, to 
whose standard each state may be gradually brought 
into conformity.” 


NATIONAL COUNCIL OF EDUCATION 


The National Council of Education elected the 
following persons as members for a period of three 
years: 


Fannie Fern Andrews, Boston, Mass. 
Bettie A. Dutton, Cleveland, Ohio 

Charles H. Keyes, Saratoga Springs, N. Y. 
J. F'. Sims, Stevens Point, Wis. 

Charles H. Judd, Chicago, III. 

Bird T. Baldwin, Swarthmore, Pa. 

A. Duncan Yocum, Philadelphia, Pa. 
Josephine C. Preston, Olympia, Wash. 
Thomas C. Miller, Shepherdstown, W. Va. 
Frank B. Dyer, Boston, Mass. 


SOCIETIES MEETING WITH THE NATIONAL 
EDUCATION ASSOCIATION 


The following organizations held meetings at Salt 
Lake City the same week as the National Education 
Association: 


National Council of Teachers of English 
American School Peace League 

School Garden Association of America 

The American Association of Collegiate Registrars 
Federation of State Teachers Associations 
League of Teachers Associations 

American Home Economics Association 


BOARD OF DIRECTORS’ MEETING, 1912-13, 


After the resignations of several directors who 
could not be present at Salt Lake City had bee, 
received, and successors had been elected to fill the 
vacancies thus created, there were forty-one directors 
present at the annual meeting, which was called to 
order in the Lion House, Monday morning, July 7, at 
half-past ten o’clock by President Edward T. Fair. 
child. 

Reports were received from the President, See. 
retary, Treasurer, Board of Trustees, and Exec. 
utive Committee. The report of the President 
was confined to an enumeration of the varions 
committees which had been appointed during the 
preceding year. The report of the Treasurer 
showed a balance on hand at the beginning of 
the year of $5,382.73. The receipts for the year 
were $44,894.53; expenditures, $47,984.76, leaving 
a balance on hand at the close of the year off 
$2,292.50. The Board of Trustees reported that 
no addition had been made to the Permanent 
Fund of the Association during the year, and that 
the amount now invested was $186,902.50, with a 
cash balance awaiting investment of $1,397.50. The 
detailed reports will appear in the annual Yearbook. 

The formal report of the Executive Committee 
was as follows: 


At a joint meeting of the Board of Trustees and Executive 
Committee, it was decided to report to the Board of Directors 
that the increased expenditures for investigations for the past 
two years, coupled with the increased cost of the Proceedings, 
make it necessary to secure an increased revenue for the Asse 
ciation, or provide for a lessened expenditure along these tw 


lines, 


Speaking for the Executive Committee and the 
Board of Trustees, Chairman Greenwood made thé 


following remarks: 


The Treasurer’s report, as submitted, shows the receipts of the 
vear closing July 1 to be $50,277.26. The “disbursements, # 
shown in the report for the year, ara $47,984.76, leaving 2 
balance in the treasury, June 30, 1913, of $2,292.50. There aft 
some items that apparently swell the receipts and the expendi- 
tures by a transfer of vouchers both ways, so that one would 
balance the other, and would not increase the real revenue ® 
indicated here. I simply refer to that matter in passing. Thett 
are certain expenses of the Association that we call fixed 
expenses. There are other expenditures that have to be me 
I will now present what Trustee Aley, Secretary Springer, and 










































































































































THE N.. B 


BULLETIN II 








2 Ee a ee 


myself, in going over the matter as carefully as we could, 
consider to be a conservative estimate of the receipts and 
expenditures of the Association for the coming year. 

The present balance will be wiped out by unpaid bills. For 
1913-14, we estimate an active membership of about 7,500, 
which would give an income of $15,000.00 from that source. 
The interest on the Permanent Fund will produce about 
$7,000.00; associate memberships, $6,000.00; new active mem- 
berships, $1,200.00; sale of back volumes of Proceedings, 
$1,000.00. The total income, so far as we can see at present, 
will amount to about $30,200.00. 


Expenditures were listed under eight heads. Fixed 
expenses: Board of Trustees, $800.00; Executive Committee, 
$1,300.00; Secretary’s office—postage, clerical help, and such 
matters—$10,000.00; meeting of the Department of Superin- 
tendence, $500.00; the annual convention, $4,000.00; unclassified 
expenses, $1,000.00, making a total of $17,600.00. This does ‘not 
include the printing of the Proceedings, and I wish to refer 
to one or two matters in this connection before I pass to the 
question of appropriations. 

For the Boston meeting, in 1903, the total enrollment of 
members was 34,983. For Chicago, in 1912, the enrollment 
was 17,376. Now the number of volumes printed for the 
Boston meeting was 18,250. At that time a great many of the 
persons who attended the meetings of the Association did not 
ask for the Proceedings, in fact only about one-half did so, 
but every one who went was obliged to pay the enrollment fee 
of two’dollars. I would like to make this point clear, so that 
you ladies and gentlemen will keep the facts in your minds. 
Now for the Chicago meeting last year, the number of volumes 
printed was 13,500, and all are distributed with the exception 
of about soo. The entire expense involved in printing and 
distributing the Proceedings of the Boston meeting and the 
other reports for that year amounted to $18,387.21, while the 
amount paid for printing and distributing the Proceedings and 
reports of the Chicago meeting was $22,425.63. I simply refer 
to this that you may see the conditions that are confronting us 
at the present time. The printing and distributing of the 
volumes and reports for last year—that is for the year just 
closing and which we are now talking about—involved an 
expense of $22,425.63, and the special committees of investiga- 
tion have already présented bills amounting to $4,936.84, making 
a total expense for printing and appropriations of $27,362.47. 
To meet a corresponding expense next year, we have—taking 
the difference between the $30,200.00 receipts, and the $17,600.00, 
fixed expenses—$12,600.00 for the publication and distribution 
of the Proceedings and for appropriations for special committees. 
This makes a deficit, I will say, of nearly $15,000.00, based on 
last year’s experience. We estimate that the report this year— 


that is for this meeting—will cost about $5,000.00 less, because 


of a smaller associate membership. It shows, in one respect, a 
healthy condition when the persons attending the meetings send 
for the Proceedings to such a great extent. It indicates an 
interest in the professional side of the Association rather than 


in the junket as was shown by the attendance at Boston. 
Probably it would not be out of the way for me to say that 
certain suggestions have already been made. In order to give 
this a proper setting I will say that years ago, I suggested to 
the members of the Executive Committee and Board of Trustees 


that we ought to have the volume of Proceedings edited. In 
other words, there are a great many papers and subjects dup- 
licated, and I believe the Executive Committee should take up 
the matter of seeing to it that abstracts of all papers are pre- 
pared, and that duplications, and, in some cases, discussions 
should be cut out. The volume is as big as the family Bible, 
and a great deal of the reading in it is not as good as that in 
the family Bible. A great many people who write papers have 
not looked thru the volumes to see what has already been pre- 
sented. I would not say to censor all the articles, but I do 
believe that by cutting down some of the papers, we should get 
better results, and I also believe that the Executive Commit- 
tee ought to be authorized to reduce the volume. This would 
give more room, as time goes on, for the reports from the var- 
ious investigations that are being carried on. We must 
keep within the income that we have as we see it at this 
time. As I said before, in some of the publications, there are 
a good many duplications. In the Yearbook, some of the 
things are published that appear in the Proceedings. These 
might be cut out from the Proceedings. Some reports might 
be published in serial numbers and sent out as second class 
matter, and a saving made in that way. 

This is the statement of affairs. I have given you the in- 
side situation. This matter was talked over by the Executive 
Committee and the Board of Trustees in two meetings, and 
these are the facts. By doing some scissoring on the papers, 
by cutting out the duplications in the speeches, and in the 
discussions, and by giving only what is really worth while, we 
might save about $8,000.00 a year on the volume. 


Over an hour was spent in helpful discussion. 
The speeches were of an optimistic nature, prac- 
tically everyone expressing the belief that the 
situation in which we find ourselves, separated from 
the income heretofore derived from transient attend- 
ants, would, in the long run, be of benefit to the 
Association, but feeling that the temporary financial 
embarrassment which will be experienced while 
adjusting ourselves to the new condition of things 
must be met by the Association fairly and squarely. 
Various suggestions were made as- to methods by 
which the income might be increased, such as by 
increasing the active membership of the Association, 
or by increasing the membership fee. It was unani- 
mously agreed that a considerable saving could be 
effected by the omission of duplications in the volume 
of Proceedings, and the careful editing of the papers. 
The opinion was ofttimes expressed that the volume 
of Proceedings had, as a matter of fact, become un- 
wieldy in size, and would be much more valuable if 
only half as large. At the conclusion of the discus- 
sion, the matter was referred back to the Executive 
Committee and the Board of Trustees to prepare a 
report for presentation to the annual meeting. 


12 THE N. E. 


At Chicago, the active members voted an appro- 
priation of $3,000.00 for the ccntinuation of the work 
of thé Committee on Teachers Salaries and Cost of 
Living. During the year, the directors had, by a mail 
vote of sixty-two in favor to none opposed, decided 
that they would confirm that action at their next 
meeting and the action was confirmed by unanimous 
vote of the board. 

At the Chicago Thomas W. Bic! nell 
suggested the advisability of entering upon a cam- 
paign to raise a Million Dollar Endowment Fund for 
the Association. Following the meeting, by corres- 
pondence, the matter was presented to the Trustees 
and the Executive Committee. Feeling that they had 
no power to act in the matter, the same was referred 
to the directors for a mail vote. The directors 
agreed, by a vote of fifty to fifteen, that they weuld 
ratify a contract entered into with Mr. Bicknell to 
take charge of the campaign for raising the money, 
and that they would vote to allow bills incurred in 
the preliminary campaign to an amount not exceed- 
ing $500.00. It was announced that a contract had 
been made with Mr. Bicknell, and that expenditures 
had been incurred under the same to the amount of 
$442.92. the bills were allowed and 
ordered paid, and the action of the Trustees and 
Executive Committee concurred in. 

Bills incurred by the Committee on High School 
Course in English prior to the Chicago meeting, 
amounting to $153.05, were ordered paid and charged 
to the apprcpriation made at that time. 


meeting, 


On motion, 


At Chicago, a Committee on Vocational Education 
and Vocational Guidance was authorized, as the 
result of a resolution presented at the annual mbet- 
ing. This resolution also carried an appropriation 
of $500.00, but the matter did not come before the 
directors, and, therefore, no bills had been paid. On 
motion, bills to the amount of $157.93 were allowed. 


A communication was presented from James A. 
Barr, chief of the Department of Education of the 
Panama-Pacific International Exposition, asking the 
Association to take charge of an International Con- 
gress of Education to be held in connection with the 
-Exposition in 1915. On motion, the Board of Direct- 
ors suggested that the annual meeting recommend to 
the incoming Board of Directors the advisability of 
taking such steps as may be necessary at this time 
to inaugurate and carry thru an International Con- 
gress of Education. 


A. 


BULLETIN 


ANNUAL BUSINESS MEETING 


About five hundred active members of the Nationa] 
Education Association gathered in Assembly Hall, 
Salt Lake City, at eleven o’clock, July 10, for the 
annual business meeting of the Association. Pregj- 
dent Edward T. Fairchild presided. 

The reports of the various officers were presented 
and accepted. 

Vice-President Pearse presented the report of 
the Executive Committee with regard to appropria- 
tions for investigations, which was as follows: 


TO THE ACTIVE MEMBERS OF THE NATIONAL 
EDUCATION ASSOCIATION: 


As required by the By-Laws of this Association, your Exec. 


Committee has considered carefully the requests which 
sources for appropriations 
desired for use in connection with the work of Committees of 


Association, by the National 


utive 


have been presented from various 


Investigation, appointed by the 
Council, or by the Departments. 
After a full consideration of the probable resources and nee- 
essary expenditures for the coming year, it has been evident 
to your committee that it will be impossible to allow all the 
appropriations asked for, and with much regret the members 
of the committee have felt constrained to limit their recom. 
mendations to the following list: 
For the use of 
Committee on Articulation of High Schools and Col- 
leges 
Committee on Rural Schools 
Committee on Teachers Salaries and Cost of Living.. 
Committee on Uniform Nomenclature in 
Grammar 


English 


Committee on College Entrance Requirements 
Committee on Vocational and Vocational 
Guidance 

Your committee in recommending these appropriations ree 
ognizes the fact that it will be necessary for the Association to 
make a speci2l effort during the coming year to increase ma 
terially its active membership. The recommendations are made’ 
with the knowledge and in the faith that the teachers of the 
country can be depended upon to respond to such representa 
tions and appeal as will be made by the executive officers of the 
Association. Your committee recognizes also that the exigen 
cies which may arise during the year may render it necessaty 
for the Executive Committee to assume temporary responsi 
bility in deciding which expenditures are most important in the 
work of these various committees, and which expenditures shall 
be first authorized, if in any case it shall be impracticable for 
‘all such expenditures to be authorized as requested. 

Your committee recommends that the unexpended balances 
of all appropriations for the use of committees, made in former 
years, after paying such bills as may be now outstanding against 
such appropriations, be re-covered into the general fund of 
the Association, and thus made available for any necessary pur 
poses during the coming year. 


Education 


Mr. Pearse, in presenting the above report, made 
the following remarks: 


Your committee recognizes that so far as the financial statis 
of the Association is concerned we are at a period of change 
from one condition to what we trust will be another, Im tht 




























































THE 





E. 





BULLETIN 


13 
OO —eoewaews=aoaqa“e@®qaeoao=$=$=$S$00SSSS 





SS ee 


merry days gone by, the festive excursionists v-sited the con- 
yention of the National Association. It was the custom in 
those days for railroads to encourage travel among teachers 
by giving special rates for the members of the Association. 
These rates were taken advantage of freely by people who desired 
to make a trip into that region of the country where the 
convention was held, as well as by our members. 

These people, under the regulations then existing, all con- 
tributed their two dollars to the treasury of the Association, 
and, as a result of this arrangement, a handsome and perma- 
nent fund has been built up in a few years. But the railways 
began to be restive under this arrangement, and for the last 
two or three years, they have been very chary of granting any 
special excursion rates. For example, at this meeting in Salt 
Lake City today we are only enjoying the regular summer tour- 
ist rate. The N.E.A. meeting here has no advantage whatever 
over any person who might buy a ticket any time between the 
first day of June and the thirtieth of September. 

Further, at this time no person who comes here to be with 
his or her friend, who is a teacher, has any inducement except 
his or her general educational interest to pay two dollars as in 
the past. He can enjoy all of the privileges of his ticket with- 
out contributing to the membership of the Association. 

For these reasons, the revenue of the Association has fallen 
off largely, and it has been necessary, or it seems to the Execu- 
tive Committee necessary, to make recommendations for ap- 
propriations for the ensuing year in the light of these condi- 
tions. 

To explain a little further how this thing works. In the 
years gone by, when members of the Association were merely 
associate members in large numbers, and did not care for the 
volume of Proceedings, when they were excursionists and 
friends of the teachers, the committee didn’t need much of an 
appropriation for the printing of the volume of Proceedings. 
To give an illustration, at the Boston meeting, 35,000 mem- 
bers paid their membership fees, but only 18,000 volumes of 
the Proceedings were printed and called for, while last year in 


Chicago, 17,000 members paid their fees, less than one-half as 
‘ 


many as at the Boston meeting. On the other hand, more tha 
13,000 of the members who enrolled asked for the volume of 
Proceedings. 

This shows clearly that the membership has changed from 
a membership including a very large number of transients to a 
membership made up of teachers and those interested in the 
problems of education, who have asked and will continue to ask 
for the Proceedings. 

Now these conditions are likely to be permanent. The ex- 
ecutive officers and members of the Board of Directors are of 
the opinion that the way for us to do is to go on, confident 
in the future of this Association. There has been no misap- 
propriation of its funds; there has been no foolish expenditure; 
there has been no expenditure for things that were not contrib- 
utory to the_work of the Association. 

We believe, however, and I think you will share with the 
Executive Committee in that belief, that with a teaching body 
of 500,000 people in the United States, it is, to use the vernac- 
ular, on us, that we have only 7,000 or 8,000 active members of 
this Association. We believe that the way for us is to go for- 
ward, confident in the response that will be made to a proper 
appeal by the executive officers who will be chosen for the en- 
suing year. 

In that faith, that these appeals and this showing of facts 
to the teachers of the country will result in an increased mem- 
bership that will warrant the expenditures which have been 
recommended, your Executive Committee has thought proper to 
Tecommend these expenditures for these committees. We are 
sorry because we have been obliged to say no to appropriations 





asked for worthy purposes, for committees made up of distin- 
guished members of this Association, but we have felt it was 
imperative to choose between good things, and that the out- 
look for this year would not warrant the Executive Committee 


in recommending appropriations beyond those which have been 
named in this list. 


Now the committee is ready to answer any questions or 
make any further explanations which may be desired. I will 
say with reference to one of these items—the matter of the 


Committee on ‘Teachers Salaries and Cost of Living—that 


this amount of money remains of the appropriation form- 
erly made. Consultation with the chairman of the committee 
gives to the Executive Committee the information that they 
believe their work can be completed, with the co-operation which 
they are nowereceiving from the United States Bureau of Edu- 


cation, for the amount suggested. 

Charles H. Keyes, of New York, moved an amend- 
ment to the report by adding appropriations for two 
committees of the Council, which had been asked for 
by a unanimous vote of that body, and for which 
appropriations had not been suggested by the Execu- 
tive Committee, namely: 

Committee on Health Problems in Education. $1,500.00 
Committee on Tests and Standards of Effi- 

ciency in Schools and School Systems.. 1,000.00 

A lengthy discussion ensued with regard to the 
general policy of the Association toward appropria- 
tions for educational investigations, after which the 
report as amended by Mr. Keyes was adopted. 

C. R: Rounds, of Wisconsin, secretary of the Com 
mittee on Uniform Nomenclature in English Grame 
mar, presented the report from that committee. He 
was followed by W. G. Hale, of Illinois, chairman of 
the committee. This report had been printed in 
pamphlet form and distributed to the members in the 
early part of the week. It will appear in full in the 
Yearbook. f 

Following the presentation of this report, C. G. 
Pearse, of Wisconsin, moved the adoption of the 
following motion, which was carried. 

Moved, That the report of the joint Committee on Grammat- 


ical Nomenclature be accepted; that the committee be ‘continued 


and directed to complete the editing of the report for publica- 
tion. 


That the National Education Association hereby recom- 
mends that, as early as practicable, the nomenclature set forth 


in the report of the joint committee be employed in the schools 
of the United States. 


eThe report of the Committee on Vocational Edu- 
cation and Vocational Guidance was presented by the 
chairman, R. J. Fuller, of Massachusetts. This report 
had been printed in pamphlet form for previous dis- 
tribution, and after presentation was adopted. 

Jacob A. Shawan, of Ohio, presented the report 
of the Committee on Nominations, which was unani- 
mously adopted. The names of the officers thus 
elected appear on the first pages of the Bulletin. 

The chairman of the Committee on By-Laws, T. H. 


14 THE N. E. A. 


Harris, of Louisiana, not being present, the reports 
were presented by C. G. Pearse, of Wisconsin, and 
unanimously adopted as follows: 


TO THE ACTIVE MEMBERS OF THE NATIONAL 
EDUCATION ASSOCIATION: 


Your committee appointed one year ago to consider the 
Articles of Incorporation and recommend any changes thought 
to be needed, after fully considering the matter, are of the 
opinion that, in veiw of important matters pending and to be 
discussed at the present annual meeting, it is inadvisable for 
them at this time to suggest specific changes in the Articles of 
Incorporation. 

Your committee appointed one year ago to consider proposed 
changes in the By-Laws, beg to report as follows: 

That proposed Section 2 of Article II (Page 51 of the Year- 
book), relating to nomination of trustee, member of Executive 
Committee, and Secretary of the Association, be not adopted, 

That Article X, as adopted one year ago, be renumbered to 
be Article XI, and 

That Article X of proposed amendments to the By-Laws be 
adopted when amended so as to read as follows: 


ARTICLE X. APPROPRIATIONS 


Section 1. Unless otherwise ordered by the active members 
at their annual business meeting, not less than 1o per cent of the 
gross income of the Association each year shall be set aside for 
such educational investigations and studies as may be ordered 
in accordance with Section 5 of Article II1. 

Your committee appointed one year ago to consider proposed 
changes in the By-Laws relating to time of meeting of the Na- 
tional Council, and time of meeting of all departments, has 
considered the matter carefully and desires to report as follows: 

\ majority of your committee is of the opinion that the 
proposed amendments should be adopted and that meetings of 
the National Council and of all departments, except the De- 
partment of Superintendence, should be held at the time of and 
in connection with the annual meeting of the Association. 

A strong plea has been made, however, by a number of 
members of the Association whose opinions are entitled to 
respectful consideration that action upon these two proposed 
amendments to the By-Laws be deferred for one year, in order 
that further discussion may be had upon the same. 

After listening to what has been presented by these mem- 
bers, your committee is willing to recommend that the com- 
mittee having the matter under consideration be continued and 
granted an additional year in which to make final report and 
recommendation to the Association. 


The report of the Committee on Resolutions was 
presented by its chairman, James H. Baker, of 
Colorado, who spoke as follows: 


Mr. President, arid members of th's Association: Some 
months’ ago the President of this Association conceived the 
idea of varying the form of the resolutions by adding as a part 
of the resoluticns brief papers upon present conditions and 
progressive movements connected with leading departments of 
our scheme of public education, and his views, as I understand 
it, were presented at an informal. meeting called in Philadelphia, 
at the time of the meeting of the Department of Superintend- 
ence. After a lengthy discussion the plan was approved, and 
the administration of this year, in selecting the membership 
upon the committee, asked each member to present a written re- 
port or paper upon a suggested phase or vital question in our 


BULLETIN 


national education. This work was done. The reports, with 
the exception of two that were delayed, were printed in pam- 
phlet forfm, and were distributed in the early days of this annual 
meeting. The committee met at the appointed time, and to. 
gether went over all of these special reports or papers, and de. 
cided that in some cases there should be some modification, 
particularly because there were some controverted points which 
not all of the committee could agree to, and which we believed 
might bring up some extended discussion if there were not some 
modification. Different views were expressed by members of the 
committee on those points, but I think you may be assured that 
such modifications have been made as will meet with the ap- 
proval of all the members of the Association. 

These resolutions have been reprinted in their final form ag 
approved by the committee. They are in your hands, having 
been distributed this morning. Please make a distinction be- 
tween the first form and this final form as presented at this 
meeting today. 


That portion of the report which appears else- 
where in the Bulletin, under the heading, “Declara- 
tion of Principles,’ was, on motion, received and 
ordered printed. 

The other resolutions which were adopted are 
as follows: 


Whereas, The Panama-Pacific International Exposition will 
be held in San Francisco in 1915, and 

Whereas, The central thought of the Exposition will be the 
progress of the world thru education, and 

Whereas, It is desirable that the relation which education in 
the United States has borne to this general advance be clearly 
shown from a national standpoint, therefore 

Be it Resolved, That the National Education Association fa- 
vors a national education exhibit for the Exposition, to be as- 
sembled, if found practicable, and directed by the United States 
Bureau of Education. 

Resolved, That the President of this Association appoint 
a committee of three whose duty it shall be to consider the 
suggestions made by President Fairchild in his presidential ad- 
dress, to make a careful study of the present organization of 
the National Education Association, and to recommend to the 
directors at their next annual meeting any plans that, in their 
judgment, will make for increased efficiency and greater use- 
fulness of the Association. 

Resolved, That a committee of five be appointed by the 
President of this Association, one a representative of city school 
superintendents, one a representative of state universities, one a 
representative of normal schools, one a representative of state 
superintendents of public instruction, and one a representative of 
agricultural colleges, to confer and advise on behalf of the Na- 
tional Education Association with any committee or commission 
which may be appointed by the Congress of the United States 
to frame legislation for federal aid to vocational education, of 
to consider plans for such action by the federal government. 

Resolved, That we the members of the National Edw 
cation Association in convention assembled do hereby express 
our grateful appreciation and most s‘ncere thanks to the teach- 
ers and citizens of Salt Lake City and the State of Utah for 
the glad welcome extended to us, coming from every state im 
the Union; for the extensive and efficient work by the Commit 
tee of Arrangements, who have provided so generously for the 
official registration of members and for the educational exhibits, 
and in various ways have contributed so largely to the success 
of all meetings of the convention; and for the generous and vak 
uable co-operation and assistance rendered by the press of the 








int 











THE 


E. A BULLETIN 





15 
ae 


EEE 


city and state. We also desire to express special appreciation 
of the beautiful decorations of the city, of the remarkable mus- 
ical entertainments, of the attractive excursions provided, and 
especially of the excellence of all halls for meetings, from the 
great Tabernacle, to the halls and rooms for the smallest soci- 
eties and committees. 

Resolved, That the thanks of the Association are here- 
by cordially and appreciatively extended to its honored Pres- 
ident, Dr. Edward T. Fairchild, for his loyal devotion to the 
highest interests of the Association, as chief executive officer 
during the past year, which has resulted in the valuable pro- 
grams and remarkably successful meetngs of the general ses- 
sions and of all departments of this our Fifty-first Convention. 


The proposed amendments to the By-Laws, notice 
of which had been given by D. B. Johnson, of South 
Carolina, and S. Y. Gillan, of Wisconsin, at Chicago, 
were read by the Secretary, and, on motion, referred 
to the Committee on By-Laws to report one year 
hence. 

Thomas W. Bicknell, of Rhode Island, chairman 
of the Committee on Necrology, presented the report 
of that committee showing that thirty-four members 
had died during the year. He specially referred to 
Andrew S. Draper, Commissioner of Education for 
the State of New York, E. Oram Lyte, of Pennsyl- 
vania, a former President of the Association, and 
G. Compayre, of Paris, one of the corresponding 
members of the Association. 


The petition presented at Chicago, by Margaret 
Haley, of Illinois, reading as follows, was on motion 
granted and the department authorized. 


We, the undersigned classroom teachers, active members of 
the ‘National Education Association, hereby make application 
to have a new department to be named the Classroom ‘leachers 
Department added to the list of departments of the National 
Education Association. 


Notices were given with regard to proposed 
amendments to the By-Laws, and referred to the 
Committee on By-Laws for report one year hence. 
These will appear in full in the Yearbook. 


The following communication from the Board of 
Directors was read by the Secretary, and, on motion 
of J. Y. Joyner, of North Carolina, the meeting unani- 
mously recommended that such action be taken. 


At a meeting of the Board of Directors, held July 7, a mo- 
tion was unanimously carried that they recommend to the an- 
nual business meeting the propriety of authorizing the new 
Board of Directors to select the meeting-place for 1915 two years 
in advance, in view of the general desire on the part of the 
members to hold such meeting at the time and place of the 
Panama-Pacific Exposition. It was also recommended that an 
International Congress of Education be held under the auspices 
of the National Education Association in connection with sach 
Panama-Pacific Exposition. 


Following the usual notices, the annual business 
meeting adjourned at half-past cne o’clock. 








BOARD OF DIRECTORS’ MEETING, 1913-14. 


The meeting of the new Board of Directors, held 
in the Lion House, Saturday morning, July 12, at 
nine o’clock, was presided over by Vice-President 
Fairchild, President Swain having been called away 
by reason of severe illness in his family. 
directors were present. 

Directors Aley, MacDonald, and Joyner were 
appointed a committee for the purpose of nominat- 
ing members of the National Council of Education. 

James M. Greenwood, of Kansas City, Mo., was 
elected trustee for four years to succeed himself. 
George B. Cook, of Little Rock, Ark., was elected 


member of the Executive Committee for one year to 
succeed himself. 


Forty-one 


Director Aley reported nominations for the Council 
as follows: 

M. E. Pearson, of Kansas City, Kans., to succeed 
EK. O. Lyte, of Millersville, Pa., deceased, term to 
expire in 1917. S. D. Brooks, Norman, Okla.; H. B. 
Brown, Valparaiso, Ind.; G. B. Cook, Little Rock, 
Ark.; A. S. Downing, Albany, N. Y.; J. M. Green, 
Trenton, N. J.; A. J. Kinnaman, Bowling Green, Ky.; 
A. C. Nelson, Salt Lake City, Utah; B. K. Purdum, 
Hamilton, Md.; J. L. Snyder, Agricultural College, 
Mich.; and R. B. Tietrick, Harrisburg, Pa., were 
recommended as members with terms to expire in 
1919. 

On motion, the report of the committee was 
accepted and the persons named therein elected. 

Director Joyner presented a resolution concerning 
the proposed International Congress of Education to 
be held in 1915, which, after some modifications fol- 


lowing a discussion, was passed in the following 
form: 


Whereas, An invitation was received at the Ch'cago meeting 
in 1912 to hold the Annual Convention of 1915 in connection 
with the Panama-Pacific Exposition, and 

Whereas, This invitation is renewed and enlarged by an 
Director of the 
Bureau of Congresses and Chief of the Department of Education 


of the Panama-Pacific Exposition, requesting this 


official communication from James A. Barr, 


Association 
to assume the general direction of the proposed International 
Congress of Education in co-operation with the Exposition 
authorities, and 

Whereas, This invitation was unanimously approved by the 
Soard of Directors at their meeting on July 8, and by the 
active members at the annual meeting held July 10, and by 


both bodies referred to this Board with unanimous recom- 
mendation for favorable action, 








SN ar 


a 





6 THE N. EB. A. 





BULLETIN 


SSS OOODooeaoeaeaeaeaeaee—eew_$"e—=*e—e=<=~ 0 00OOOOoOoooooOoqoOoOooooOo=*=aoa ooo]. 


Be It Resolved, That we do hereby recommend to the 
Executive Committee of this Association, subject to the usual 
conditions as to satisfactory railroad rates and local provisions 
for the meetings and business of the convention, that the annual 
convention for 1915 be held in the city of Oakland, Cal., with 
the view of accepting the invitation just presented that the 
International Congress of Education shall be held under the 
auspices and general direction of the National Education 
Association, and be it further 

Resolved, That a Commission be appointed at this time to 
take the general charge and direction of organizing said Congress 
in co-operation with the Bureau of Congresses of the Panama- 
Pacific Exposition, said Commission to consist of the following: 


The President and all living ex-Presidents of this Association ; 
the past and present United States Commissioners of Education ; 
the Executive Committee of this Association ex officio; to- 
gether with ten other active members to be appointed by the 
President-elect of this Association, of which Commission the 
honorable United States Commissioner of Education shall be 
ex officio Chairman, and the general Secretary of this Associa- 
tion shall be ex officio Secretary, 

Provided, however, that the cost of the International Con- 
gress of Education shall be borne by the Exposition Company, 
and that the cost of publishing the Proceedings of the said 
Congress, held under the auspices of the National Education 
Association, shall be borne by the Exposition Company. 


Every director who spoke upon the question 
favored holding the 1915 meeting in the neighbor- 
hood of the Panama-Pacific Exposition, but ques- 
tioned whether anything more than a recommenda- 
tion could be passed at this time. They recognized 
the importance, if an International Congress was to 
be held, of getting the machinery in motion as soon 
as possible, and it was felt that this should and 
could be done. 


The directors fixed the office of the Secretary at 
Ann Arbor, Mich., for the ensuing three years, and 
authorized a lease to be entered into for that length 
of time. 

Invitations for the 1914 meeting were received 
from Asbury Park, Atlantic City, Baltimore, New 
York City, St. Louis, and St. Paul. After the presenta- 
tions had been made on behalf of the several cities, 
the Board of Directors referred the selection of the 
place of meeting to the Executive Committee with 
power to act, after having taken a vote of preference, 
the same resulting in favor of St. Paul. 

Director Pearse presented the following recom- 
mendations on the subject of appropriations: 

Resolved, That the Executive Committee be and hereby is 


empowered to authorize and approve bills for the several com- 
mittees of investigation, etc., as follows: 


Committee on Teachers Salaries and Cost of Living$ 575.09 
(and so much in addition thereto as may be 
necessary to enable the committee to complete 
and present its report, not to exceed $2,500.00 


in all.) 
Committee on Articulation of High Schools and 
RN a a ee lane US ee Meee elas 1,350.00 
Committee on Rural Schools ......ccccciscccwcce 1,000.00 
Committee on Uniform Nomenclature in English 
ee OPE re eT Cer F 1,400.00 
Committee on College Entrance Requirements .... 40.00 
Committee on Vocational Education and Vocational 
TEE CLOT eC LE EET TTT CUT OSES PEE 2,000.00 
Committee on Health Problems in Education .... 1,500.09 
Committee on Tests and Standards of Efficiency in 
Schools and School Systems ..........eee005 1,000.00 


(Committee of six authorized at San Francisco 


in 1911.) 


Resolved, That the Executive Committee is authorized tp 
apportion the funds indicated above except in the case of the 
committee first named; also to assume such responsibility ag 
may be requisite in determining which expenditures are most 
important and which shall be first authorized, if it shall in any 
case prove to be impracticable for all expenditures authorized 
to be made as requested. 


Resolved, That the committees of investigation named above 
be required to consult with the Executive Committee and secure 
the approval thereof before contracting obligations or making 


expenditures. 


The above resolutions were unanimously adopted, 
Director Greenwood moved that the Executive 
Committee be authorized and empowered to make 
such arrangements with the Commissioner of Edn- 
cation for the publication of special reports as may 
be mutually satisfactory to both contracting. parties. 

This motion was carried. 

Clarence D. Kingsley, chairman of the Committee 
on Articulation of High Schools and Colleges, asked 
that the name of this committee be changed to the 
Committee on the Reorganization of Secondary Edt 
cation, in accordance with a vote passed by the 
Department of Secondary Education. On motion, the 
request was granted. 

The following resolutions presented by Director 
Pearse were adopted: 


Resolved, That the Executive Committee be instructed to 
discontinue the separate publication of the Proceedings of the 
Department of Superintendence; all Proceedings of the separate 
departments to be issued together in the regular volume. Also 
to discontinue the duplication of material which has in the past 
appeared both in the Proceedings and in the Yearbook. 


Resolved, ‘That the Executive Committee be and hereby & 
authorized and requested to seek from the Congress of the 
United States legislation which will make it possible for all 
publications of the National Education Association to be 


thru the mails free of cost. 


















































tho 






















a DEPARTMENT OF SUPERINTENDENCE 





The meeting of the Department of Superintend- 
ence will be held at Richmond, Va., the week of 
February 23-8, 1914. 

Negotiations are being conducted with railroad 
associations for the purpose of securing as low rates 
as possible. Our experience at Philadelphia last 
winter, when only about five hundred of the members 
asked for certificates, altho twenty-five hundred were 
present, raises the question as to whether it will be 
safe to accept any railroad concessions based on the 
certificate plan. At that meeting, many of our mem- 
pers took the certificates, altho they could have 
travelled for less money by mileage, but the majority 
were careless in the matter and the requisite number 
of certificates was not secured. For this reason, no 
reduction on the return trip was allowed. 
















OPTIMISM VERSUS PESSIMISM 





Every organization succeeds or fails in propor- 
tion to the collective activity of its individual mem- 

























































ure oe 
ad bers. Many persons pass opinions as to probable out- 
comes without having studied the conditions leading 
to present situations. 
ed. The object of the National Education Association 
tive ® is declared in the Act of Incorporation to be “To ele- 
ake vate the character and advance the interests of the 
du- profession of teaching, and to promote the cause of 
may education in the United States.” 
ties, The necessity for such an Association is greater in 
the United States than in any other country, since 
our general government does not control educational 
ittee 5 ; ; 
methods and policies, as in other countries, but leaves 
_ this to the various states and to the local boards of 
the B  education, elected by the people, without any other 
Edu- control or direction than that which is exercised by 
the the superintendents of education in the respective 
, the states, whose supervision is advisory rather than au- 
thoritative. Hence the need of some general organ- 
ector® ization thru which the voluntary initiative of the 
teachers, and the citizens especially interested in 
education, may find expression. 
“ This is the field of work of the National Education 
oail Association and its conventions are the occasions on 
i which teachers and citizens meet to confer on edu- 
ne past cational policies. By thus annually discussing the 
principles and practices of education in these great 
by conventions and in turn submitting them to the test 
of the! of practice in the school room, there has been secured 
for i 2% harmonious combination of educational skill 





with scientific progress and parental interest for the 
improvement of educational ideals and methods, 














BULLETIN 


17 


=——::::2:2::”2.—0—e“0_0°°™7eo°0°0°wWwtIeeeosSsSsSaw—.SSsaoosssssSSSs\_——M0naoo 


which has placed the educational system of the 
United States far in the lead of the government- 
directed educational systems of other countries. 

The Association was originally organized as the 
National Teachers’ Association in 1857, the first pur- 
pose being to provide for conventions of teachers 
seeking self-improvement. It soon became apparent 
that it was better for the teachers of the country to 
secure the co-operation of the citizens, who control 
and direct educational policies thru the _ several 
boards of education. Therefore in 1870 the Associa- 
tion was re-organized at Cleveland, as the National 
Educational Association, since which time its policy 
has been to gather in annual conventions all citizens 
interested in education as well as the teachers of all 
classes and grades of schools. In 1907, at the Los 
Angeles meeting, the fiftieth anniversary of its or- 
ganization, the Association adopted a new charter 
as per Act of Congress approved June 30, 1906. Under 
this act the Association received a national charter 
as the National Education Association. 

The work of the Association has been carried on 
largely thru the annual conventions, of which fifty- 
one have been held in various cities of the United 
States. The proceedings of these conventions, which 
have been printed and widely distributed to members 
and others, constitute a library of fifty-one volumes 
of the most valuable educational literature published 
in any language. 

In the early history of the Association, all mem- 
bers attending the convention met in one body and 
discussed all questions in common. Since 1870, de- 
partments representing various divisions of educa- 
tional work have been formed, until now the Associ- 
ation has nineteen different departments. Since 1874, 
the Department of Superintendence has held its meet- 
ing in the midwinter season. Each department has 
its own officers, its own series of meetings at the 
general convention and its own program of topics for 
discussion; all co-operating under the general direc- 
tion of the President and Executive Committee of the 
Association. The purpose of the general sessions of 
the Association is to review the whole field of edu- 
cation, to discuss questions of a nature more gener- 
al than those appropriate to department programs; 
while the departments provide opportunity for the 
presentation and discussion of papers on specific and 
technical subjects related to the various divisions of 
educational work. 

In addition to the work of the annual conventions, 
the Association during the past twenty years has 
undertaken a new and important field of work in 
appointing and financing committees, who have made 
original investigations of educational problems. Their 








reports have been published, either as part of the 
volume of Proceedings or in separate pamphlets, dis- 
tributed to members, and sold to others who ordered 
them. Some of these reports are as follows: 


Report of Committee of Ten on Secondary Schools, 
issued in 1893 
Report of Committee of Fifteen on Elementary 
Schools, issued in 1895 
Report of Committee of Twelve on Rural Schools, 
issued in 1897 
Report of Committee on College Entrance Require- 
ments, issued in 1899 
Report of Committee on Normal Schools, issued 
in 1899 
Report of Committee on Public Libraries and Pub- 
lic Schools, issued in 1899 
Report of Committee on Salaries, Tenure and Pen- 
sions of Teachers, issued in 1905 
Report of Committee on Taxation as Related to 
Public Education, issued in 1905 
Report of Committee on Industrial Education in 
Schools for Rural Communities, issued in 1905 
and 1908 
Report of Committee on Instruction in Library 
Administration in Normal Schools, issued in 
1906 
Report of Committee of Seventeen on Preparation 
of High School Teachers, issued in 1907 
Report of Committee on Provisions for Exception- 
al Children in Public Schools, issued in 1908 
and 1909 
Report of Committee on Place of Industries in 
Public Education, issued in 1910 
Report of Committee on a System of Teaching 
Morals in the Public Schools, issued in 1911 
Report of Committee on Courses of Study in Ag- 
riculture, issued in 1911 and 1912 
Report of Committee on High School Libraries, 
issued in 1912 
Report of Committee on High School Preparation 
of Students for Normal Schools, issued in 1912 
Report of Committee on Normal School] Libraries, 
issued in 1912 
Report of Committee on Conservation of Vision, 
issued in 1912 
Report of Committee on Geometry Syllabus in 
Secondary Schools, issued in 1912 
Report of Committee on Uniform Statistics and 
Reports, issued in 1912 
Report of Committee on Teachers Salaries and 
Cost of Living, issued in 1913 
Report of Committee on Uniform Nomenclature in 
Engigsh Grammar, issued in 1913 








The Association has already spent about six thous- ‘ 


and dollars for investigations by the Committee op 
Teachers Salaries and Cost of Living, and for print. 
ing the preliminary report. The committee expects to 
complete its work next year. At the present time the 
following committees are at work upon lines of jp. 
vestigation indicated by their several names, and jp 
addition to these there are at least a dozen depart- 
mental committees working upon reports for their. 
special departments. 


Committee on the Culture Element and Economy 
of Time in Education 

Committee on Cosmopolitan High School Curriey- 
lum 

Committee on Reorganization of Secondary Edu- 
cation 

Committee on Rural Schools 

Committee on Health Problems in Education 

Committee on Tests and Standards of Efficiency iy 
Schools and Sch:=! Systems 

Committee on Economy of Time in Elementary 
Education 

Committee on High School Course in English 

Committee on Vocational Education and Voea- 
tional Guidance 


What, you ask, if you have read thus far, has the 
above to do with the heading under which it appears? 
Simply this. You may have heard some person affirm 
that the N. E. A. was not as strong as formerly; that 
it had been weakened by internal dissensions and 
loss of outside tourist patronage. What are the 
facts? The Association never had as many active 
members as at present. It has never carried on as 
many lines of investigation at-any one time as now. 
It has never had more important committees at work 
than today. The necessity for investigations carried 
on by representatives of the teaching profession, 
chosen by the teachers themselves, was never greater. 
The government, thru the Bureau of Education, is 
conducting extremely valuable investigations; pri- 
vately endowed foundations are conducting extreme 
ly valuable investigations; and over and against them 
both should be placed the investigations made undef 
the direction of persons who are at the present time 
connected with the everyday work of the school and 
the schoolroom. These investigations, directed and 
carried on by persons representing different view 
points, will furnish educational data, the use of, whieh 
will make for the improvement of the Americal 
School System. 

The Association does need the united support of 
all those who believe that teaching is a professiol 
but to no greater degree than the individual teacher 





















of 





























In 
the U 
scope 
place, 
aim te 

An 
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thorita 
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by law 
Legal, 
the se 
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ort of 




















THE EK. A. BULLETIN 19 
SS 


) 


need the influence which can be exercised in behalf 
of the schools, with which the profession must deal, 
py a strong working organization. One new active 
member secured by every present active member 
would place the Association in the best financial con- 
dition of its history. Is it too much to ask? Is it 
worth the effort? We believe you will answer the last 
question in the affirmative. Send the names and 
addresses of teachers whom you think should join, 
and then extend them a personal invitation. The 
NEA. is just entering upon the most usefu! period 
of its existence. 
DO IT NOW. 





DECLARATION OF PRINCIPLES 


It has seemed fitting at this, the Fifty-first Annual 
Convention of the National Education Association, 
which marks the opening of the second half-century 
of its work in behalf of national educational inter- 
ests, that a series of Declarations, or Pronounce- 
ments, be made by this Association, setting forth the 
present conception of certain leading phases of 
national education. 

It is hoped that these declarations may serve as 
an accepted guide by not cnly the members of this 
Association, but by all teachers in the United States. 


FOREWORD—THE PROBLEM STATED 
Martin G. Brumbaugh 


In formulating a statement of the meaning of education in 
the United States, it is essential to determine first of all the 
scope of our national educational activities, and, in the second 
place, to define somewhat in detail the agencies thru which we 
aim to achieve the ends visioned in our educational endeavor. 

An examination into the scope of American educational ac- 
tivities discloses a complex situation. We have no central au- 
thoritative bureau whose pronouncements are binding upon edu- 
cational agencies thruout the country. Each state is authorized 
by law to establish and maintain its own educatiozal activities. 
Legally therefore there are as many answers to the question of 
the scope of our educational endeavor as there are legislative 


Pronouncements in the several states. Moreover, each state by 


legislative enactment delegates large elements of directive power 
to local educational agencies. ‘This tends further to lessen uni- 
formity and to hinder satisfactory analysis. 





However, this confusion in procedure is, as a matter of fact, 
more apparent than real; for it must be kept in mind that our 


population is homogeneous and expresses itself in legislation 
more uniformly than one might suppose. There is, nevertheless, 
the absence of a central authoritative pronouncement and cor 
responding freedom of procedure on the part vf the several 
states in matters affecting public-school legislation. 

The National Bureau of Education, altho it§ functions are in 
a large way advisory and their acceptance voluntary, has had 
nation-wide influence in defining the trend of public education 
and is rapidly approaching an activity that gives hope in the 
near future of the realization of some central guidance which 
will be of value in all legislative procedure, and, thru that, in 
the molding of public sentiment toward a harmonious education- 
al endeavor. For the present, it is safe to assume that the 
scope of our educational endeavor is best expressed in terms of 
the accredited agencies in our educational system. 

In attempting to define the end of educational endeavor in 
the republic, it is well to keep in mind the fact that in part the 
aim of the school is to prepare the individual for the widest 
possible participation in governmental functions. The interest 
of the state in education is primarily that of guaranteeing to 
itself, and, therefore, to its own perpetuity, an enlightened citi- 
zenry. It seeks to achieve this result by imparting to each pupil 
as effectively as possible the common elements of an approved 
education. These elements expressed in the formal elements of 
the curriculum, are the tools of democracy. The keynote here 
is education for co-operation, to the end that the entire popu- 
lation may be able to think together and thus to plan to live 
together under civil order. 

In another sense, the aim of our educational endeavor is to 
fit each individual for the widest participation in the legitimate 
activities of organized society. To accomplish this, it seeks to 
discipline the mind so as to make it readily capable of a ration- 
al approach to the real problems of life. It also aims in this 
connection to inform the mind upon such substantial and fun- 
damental matters as underlie all economic procedure. ‘The 
keynote here is education for orderly co-operation, to the end 
that the individual may make a maximum contribution to the 
common good. 

The school aims also to conserve the physical well-being of 
the individual: by securing proper physical environment during 
the school years; by systematic training in wholesome phys- 
ical disciplines; and by imparting such a fund of practical 
knowledge relating to hygiene as to guarantee the continuance 
of this care by the individual as a self-regulated, informed unit 
of society. Knowledge must not be bought at the price of 
health. The keynote here is education for the conservation of 
the health and, hence, of the physical vigor of the race. 

Finally, it aims, by its organization and administration, and 
by formal instruction, to insure such habits of reaction on the 
moral side as to establish the conduct of the individual both as 
a citizen and as an economic unit above criticism. This moral 
phase of our education seeks to secure from each pupii courtesy, 


which is the virtue of the social life; and dependableness, which 
is the virtue of the ethical life. It also endeavors, and to be 
typical must succeed, in establishing in each pupil the crowning 
good of a humble spirit, which is the virtue of religion. The 
keynote here is a reverent regard for the rights of others and 
a wise orienting of the individual for right living. 

It may, therefore, be claimed that the education provided 
by the republic aims to establish a stable, enlightened citizenry 
capable of performing satisfactorily the social, vocational, and 
moral obligations incumbent upon each citizen. | 


THE NATIONAL BUREAU OF EDUCATION 
Philander Priestly Claxton 


The Constitution of the United States makes no mention of 
education. Our federal government maintains no general sys- 
tem of public schools. There is as yet no national college or 
university. The creation, maintenance and control of schools 
and school systems are left to the several states. Education has 
remained a function of the state and not of the nation. 

Yet the nation as a whole is no less interested in education 
than the states. Citizens of the several states are also citizens 
of the United States. The duties and responsibilities of national 
citizenship are no less important or difficult than the duties and 
responsibilities of state citizenship. The welfare of state and 
nation alike depends upon the intelligence and virtue of their 
citizens, 

For this reason the federal government has from the be- 
ginning encouraged education in the several states and pro- 
vided for schools anid other means of education in its territo- 
ries and possessions. For the support of education in schools 
of all grades it has appropriated nearly one hundred millions of 
acres of public lands and many millions of dollars of federal 
funds. 

In the early history of the country the conceptions of edu- 
cation were simple and its problems appeared easy of solution. 
For the masses of the people only a meagre beginning in the 
three R’s was attempted. For a few there was added a mini- 
mum of geography, history and elementary science. A smaller 
number still gained some knowledge of the classics and higher 
mathematics. Little provision was made for commercial, pro- 
fessional or technical education. There was no state; county or 
city supervision of schools. Each school was a separate and 
unrelated organism. There were no normal schools for the 
education and training of teachers and education as a course in 
college or university was unknown. No professional preparation 
of teachers was required or expected; nor were there any rec- 
ognized standards of academic education. There were no na- 
tional or state education associations, and few local organiza- 
tions of teachers. As a result of these conditions the percent- 
age of illiteracy in all parts of the country was large and the 
standards of schools and colleges were low and uncertain. 

In the second and third quarters of the last century these 
conditions began to change. Systems of public schools were 
organized with state, county and city supervision. Normal 
schools for the professional education and training of teachers 
were established. Schools were graded and classified, and at- 
tempts at standardization and correlation were begun. Teachers 
and school officers, until then content for the most part with 
their own meagre experience, began to feel the need of some 
knowledge of the work of other teachers and school officers in 
their own and other states and countries. 

State departments of education could give some help in the 
sphere of elementary and secondary education, their ability to 
do so varying widely from state to state. The associations were 
valuable chiefly in creating sentiment, stimulating ideals and 
pointing out defects and needs. There was no general agency 


on which all alike might depend for accurate information in 


20 BR A BULEBTIN 
LE EE EE 


regard to education in this and other countries and for com 


prehensive investigations into the vital problems of administra. 
tion and of education in schools of all classes, and for a clear 
presentation of the organization, methods and results of educa- 
tion by agencies of all kinds. 


Out of the feeling for the need for-such a central agency 
grew the demand for a National Education Office, which Was 
created by Act of Congress in 1867. 


Over the schools of the states the Bureau of Education has 
no executive authority. The autonomy of the states in regard 
to education is no way affected by it, nor can be. It is a ser- 
vant and not a master. Its only authority is to serve. It was 
created and exists in response to the right which the people of 
the United States have to demand of the federal government 
such service as is requisite for the general welfare but can be 
rendered not at all, not so well, or only at much greater cost 


by the state governments: 


The functions of the Bureau of Education are: 
1, To serve as a clearing house of information in regard to edy. 
cation in the several states of the Union and in all the coun- 


tries of the world. 


To make careful and thoro studies of schools, schoo 


N 


systems and other agencies of education, of their organiza. 
tion and management, of methods of teaching and of such 
problems of education as may from time to time assume spe 
cial importance, and to give to the people the result of these 
studies and also the results of similar investigations made 


by other agencies. 


3. To give, upon request, expert opinion and advice to state 
county and city officials and to respond to appeals from 
individuais and organizations for advice or suggestions for the 


promotion of education in any part of the country. 


4. To serve as a common ground of meeting and a point of 
correlation for all educational agencies of whatever grade, 


both public and private thruout the country. 


5. To serve as a point of contact in education between the 


United States and other countries. 


6. To co-operate with any and all persons, organizations and 
agencies in working out the higher and better ideals of edw 
cation, holding them before the people for their inspiration 


and formulating practical plans for their attainment. 


Immediate demands on the Bureau of Education are for: 


1. Help in working out the difficult problems of the rurd 


school in its support, management and adaptation. 


2. Help in formulating standards of city school administration 


on the side both of education and business management. 


3. Help in readjusting the work of the high school to the lower 


school, to college and to life. 





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4. Help in working out a more effective correlation between 
the units of the systems of higher education in the several 


states: 


5 Leadership in devising plans for a better adjustment of the 
ation of the schools to the practical needs of life with- 
educ p 
out losing its culture value. 


6. A series of comprehensive studies in the education of ex- 
ceptional children. 


7 Direction in school sanitation and hygiene, and in the 
health education of children. 


8. The initiation of a comprehensive and effective system of 


home education. 


9. Help in bringing teachers, officials and people to a compre- 
hension of the fact that education is one thing and not many, 
whether for the service of the individual, of society, or of 
the state. 


The most pressing needs for the Bureau of Education are 


for: 


(1) Groups of able men and women, experts in their several 
departments, to work with freedom, patiently and persistently, 
at their several problems. 


(2) Money for printing, traveling expenses and for making 
such exhibits as may be necessary to bring the results of their 
investigations to all the people in the most effective way. 


THE STATE IN EDUCATION 


Payson Smith 


The state is the largest educational unit. It must bear the 
ultimate responsibility for the right education of all its children, 
This responsibility does not end with those institutons that are 
maintained at public cost. It extends to all institutions and 
organizations that have to do with the education of the people. 
None may exist without the authority of the state and to the 
state each must be held responsible for the efficient discharge of 
the function it assumes. 

The state department of education is the agency which rep- 
fesents the state in its organized control and direction of edu- 
cation. It is not an autocratic bureau whence proceeds author- 
ity, it is the means by which the state interprets in action the 
educational purposes and policies of its people. 

The state department of education, whatever its form of or- 
ganization, has three distinct tasks to discharge. 

First, it must be held responsible for investigating all edu- 
cational activities and their results. It should be the deposi- 
tory of information regarding all the institutions and organi- 
zations that undertake any phase of the people’s education. 

Second, the state department of education must report in 
terms intelligible to the people the result of its investigation. 
Educational progress depends in American schools upon the 








BULLETIN 21 
ooo :?:?7”00 0°‘ —>QOmnr" 


support and co-operation of the people. These are impossible 
without the constant and repeated enlightenment of the people 
with respect to every important movement undertaken. But 
the function of the state department as a disseminator of edu- 
cational information does not end either with the formal or 
with the more popular reporting of the activities within the 
state’s own bounds. It should extend to the spreading among 
the people as widely as possible the undertakings and results of 
education elsewhere, and particularly should it engage in a work 
of propaganda regarding those outside activities that seem most 
desirable and possible of adaptation to the state’s present con- 
dition and needs. 

Third, the state department of education must be charged, 
in a measure, with fixing the standards that will control the 
broader phases of the state’s educational policy. in discharging 
this function the state department is fundamentally an interpre- 
tive agency trying to express in its concrete rules, regulations 
and definitions, the consensus of educational sentiment and 
opinion of the state. Its task is to keep as near as possible to 
the highest level of public thinking at the same time that it 
keeps within its consideration all the factors to which any edu- 


cational policy must go back for a part of its final judgment. 


The state, in creating a department of education and endow- 
ing it with the authority to direct certain large steps of pro- 
cedure, does not contemplate the destruction of local autonomy 
or even unnecessary limitation. The largest liberty consistent 
with the people’s accepted standards will conserve, not reduce, 
educational efficiency. As the freedom of the individual teacher 
must be protected so must the town, city, or county be as little 
hampered as possible in working out the solution of its own 
problems. 


Hence the state department of education must be: 


1. The state’s supreme agency for the expression of the 


state’s educational ideas and plans. 


2. The one bureau responsible for the adequate investigation 
ior the people of all phases of their educational undertak- 
ings. 


3. The source of reliable information of all matters both 
within and without the state that may affect the educa- 
tional welfare of the people of the state it represents. 


4. A leader in promoting legislative acts on these points of 
the state’s educational procedure which the people have 


been prepared to sustain. 


5. An organizer of standards with respect to courses of 
study, qualifications of teachers, construction and equip- 
ment of school buildings and all other general features of 
educational administration, leaving to the local educational 


agency the largest possible freedom within its own field. 


6. A harmonizer of all the institutions and agencies of the 
state into a co-operative body for the advancement of all 


the educational interests of the state and its citizens. 














BULLETIN 


E——————E—_—_——S—————— 


THE UNIVERSITY AND COLLEGE 
James H. Baker 


The character of universities has always been largely deter- 
mined by the dominant thought and interests of the people in 
a given period of history. Within a few years in this country 
there have been vital changes in the ideals of higher education, 
due to the attempt, more or less conscious, to adapt educational 
aims to civic needs. In discarding many former traditions a pe- 
riod of reconstruction has followed; but already there is a clear 
vision of future lines of development. 

Any analysis of the problems of the modern university must 
include the following: the adaptation of the College of Liberal 
Arts—whether separate or a school of the university—to the 
needs of society as a whole; the adequacy of the university or- 
ganization in preparing for specialized activities; the broader 
humanism demanded of higher education; a general view of 
the relation of higher education to democracy; some special 
questions. 

The one fixed curriculum of the early New England college 
in its day served a useful purpose. Today we must meet the 
demand for specialized knowledge; the claims of new thought 
and interests; the new problems of government and society. 
Colleges are row organized, especially in the last two years 
of the course, with a broad vocational aim. Subjects are pre- 
sented in groups leading toward the professions, teaching, bus- 
iness, applied science, or special fields of culture. Emphasis 
is given modern subjects and the application of principles to 
real life and present-day problems. 

The first function of the college, so far as it represents gen- 
eral education and not preparation for graduate or special 
schools, is to make the enlightened citizen. Society needs the 
college man in its business as society, and as never before— 
the man who is acquainted with history, the political and eco- 
nomic and social sciences, the physical sciences, the sentiments 
and ideas embodied in literature, who has perspective and can 
interpret the present by the past and by the understanding and 
logic of organized knowledge. He is needed as the represen- 
tative of clear thought on the questions of the day, as the advo- 
cate of an independent press, of wisdom in legislation and effi- 
ciency in administration. In short the scholar is needed to 
preserve the real treasure of the past, to extend knowledge, 
and to analyze the problems of our civilization. 

Today the entire university adapts itself to the demands of 
society. Special schools within the university are provided for 
Within the Arts Col- 


lege is found such forms of organization as the College of Com- 


law, medicine, engineering, agriculture. 


merce and the College of Education. The highest opportunity 
for formal scholarship and intensive preparation for vocations 
is offered by the Graduate School. Moreover, in many states, 
state-supported institutions extend the work of the departments 
to cover a large outside field. A careful study of results in one 
state shows that the university’s influence materially aids farm- 


ing, engineering, teaching, municipal government, and legisla- 


tion; that it improves the character of the press and the tone 
of society; develops intelligent interest in sociological prob. 
lems, and creates greater variety in life and a better Philogo. 
phy. 

The old ideal of the university, in effect, was often exclusive, 
The new ideal leads to efficiency and service—a broader human. 
ism. Learning is not alone for the congenial few. The social 
aim is emphasized. The university is supposed to represent the 


The teacher, 
while no less the scholar, is more related to life; the student js 


highest interests and aspirations of the people. 


stimulated by a large purpose of usefulness; the Sraduate 
should be “fruitful and friendly to all mankind.” The univer. 
sity becomes more or less responsible for advocating clear 
thought, right legislation, good governmce |, justice to all Classes, 
state pride in every good cause, a philosophy of hope and coy. 
age. There is no more significant fact in the history of ciyjj. 
zation than the new spirit of the scholar—emerging from the 
cloister, coming forth into the light, among men. 

Our great problem today is to bring together higher educa. 
tion and democracy—the union of the science and power of the 
schools with the popular will. The scholar must recognize the 
larger function of science and a wider altruism. The people § 
must have faith in the work of higher education as representing 
the best interests of society, in the graduates as the instry. 
ments of a better civilization. There can be no completely gue. 
cessful democracy without the learning and vision of the scholar 
combined with the right impulses of the people. 

In this period of rapid changes and new interests, we must 
not forget that profound science, foundation principles, research, 
a large philosophy of life—the scholar and thinker—are the 
great need of the American people; that humanity is more than 
prosperity; the relation of man to men more important than 
man’s relation to nature, 

We must refer to the investigation, now being conducted a 
a national question, on Economy of ‘Time in the period of general 
education. ‘This aims to prove that the period can be reduced 
two years without loss in knowledge or power, and the college 
degree can be reached at about the age of twenty; that th 
university—namely the graduate and _ professional schools 
should then be built upon the complete college course. 

The question of a National University is not a dead issue 
As conceived today, such an institution would represent pro 
found scientific research in every field, the study of every vitd 
problem of government and society, a hopeful idealism, I 
would represent, as politics-cannot, the power of efficiency ant 
the spirit of service in government. It would become the mos 


effective instrument of a higher scientific and civic standard. 


THE NORMAL SCHOOL. 
J. G. Crabbe 


The American normal school has created, stimulated, idea 
ized, and in this generation brought ideals to the knowledge of 
the people. The normal school stands for democracy in educa 
tion and is unalterably opposed to the centralization of educt 


tional power. 





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BULLETIN 23 


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Its professional spirit is a spirit of consecration. 

The normal school has been established in all lands where 
there exists a system of state-supported schools. It is a vital 
part of the public-school system because well-trained teachers 
are a prime requisite for efficient schools. 

Teaching is an art, based upon a body of professional knowl- 
edge—knowledge of the purpose of the school and of the laws 
of development of the child. It is the business of the normal 
school to organize this knowledge and develop this art. 

The public schools were very elementary in character in the 
early days of the normal school. Today they are no longer ele- 
mentary; special forms have developed, courses have broadened 
and new researches in science, new demands for vocational train- 
ing, and new problems in the rural community and in society 
have found lodgment in the public schools. There is need tor the 
departmental teacher and the special teacher, while school super- 
vision and administration have become a _ profession. Princi- 
pals and superintendents should be trained in a professional at- 
mosphere where the same ideals are set up, the same principles 
and methods taught, as are taught to the teachers who are to 
work under their leadership. The normal school should re- 
gard these problems of public-school education as distinctly its 
own and aitack them with the enthusiasm and energy inspired 
by a great mission. 

The twentieth-century normal school is dedicated to higher 
education, with the special function of supplying teachers for 
the rural schools, the elementary schools, and the high schools.* 

Its entrance requirements as to scholarship will be practi- 
cally the same requirements that are now demanded by the col- 
leges—graduation from a four-year high school. 

It will extend its courses of instruction and practice, as con- 
ditions may demand, to four-year courses,* thus giving it as 
high a standing in the way of discipline and scholarship as the 
college now possesses. 

It will widely extend the field of professional experimentation 
and investigation. 

It will try out its graduates as to their ability to teach and 
manage schools by such a period of practice-teaching as will 
settle the case beyond peradventure. 

It will plan effectively to train teachers for rural schools, 
to stimulate and foster every educative agency toward the de- 
velopment of rural community life, and to elevate the profes- 
sional position of the rural teacher. 


It will set up definite ends of education that will relate 





*James H. Baker, a member of the Committee on Resolu- 
tions, called attention to the opposite view of the universities, 
colleges and high schools, and to the fact that this statement 
taises the question of the place for the preparation of high school 
teachers, involving costly duplication by normal schools of the 
colleges of liberal arts—whether separate institutions or depart- 


ments of universities—the function of university departments of 


education, economy, scholarship standards of secondary teach- 
ers, 





themselves to the life of the people in all departments of human 
interest and will thus become a great social energy. As the 
public school is going to become, next to the family, the most 
potent social agent,-so the normal school is going to fit teachers 
to perform this educative function. 

For a half-century the leaders among normal schools in this 
country have been devoted enthusiasts and of boundless ideas; 
they had the greatest faith in education and the intensest love for 
teaching; they were superior teachers possessing remarkable 
ekill in the conduct of instruction and inspiration. We reaffirm 
our faith in the devotion, the patriotism, the consecration of 
these men and women who have made possible the achievements 
of the American normal school. 

But the twentieth-century normal school will develop such 
a spirit of enthusiasm and devotion in its pupils as will do for 
the schools of the country at large what is now done in a lim- 


ited number of centers. 


THE CITY SCHOOL SYSTEM IN AMERICAN 
EDUCATION 
Carroll Gardner Pearse 


The problem.—The American city school system serves a cos- 
mopolitan population living under the new and complex con- 
ditions which press upon the dwellers in modern cities. Educa- 
tion is to train for life, and a public educational system is to 
train the young people of the community to be intelligent, effect- 
ive individuals, and to be good and useful citizens, having eco- 
nomic value and able to help wisely in the decisions of public 
questions. 

The city school has for its problem: 

To give the youth of the community that knowledge of the 
elemental arts of reading, writing, and computation, which all 
need; to put them in possession of the general knowledge which 
is the inheritance of civilized men, makes its possessors able to 
understand measurably well the conditions under which men 
live upon and enjoy the earth, and renders them able to mingle, 
understand each other’s speech, and judge the content, the 
standards, and the intent of each other’s minds. 

To give to youth ideals of life and of the things worth while 
for the citizen to strive for and sacrifice for. This involves 
knowledge of the individual’s duty to his family and his neigh- 
bors, to the city into which he and his neighbors are organized 
for protection and the promotion of the general welfare, to the 
larger governmental unit into which local communities organize 


themselves and which they call a state. 


To fix in the heart of the youth the history and traditions 
of our people and of the local and general governments which 
they have built up for themselves; to make each one, ‘using his 
general knowledge as a background, able to act intelligently, 
whether at the ballot box, addressing his fellow-citizens, or in 
official position. 








24 THE N. E. 








To make each citizen a valuable economic unit, trained to do 
the best he is capable of in some useful trade or profession. 
To do this, the city school system must first help the youth and 
his parents to get-such information about him and about various 
employments, as will make them best able to decide into what 
employment the youth should go; second, to see that either in 
the schools or elsewhere the young man or woman can be 
trained for this work. 

The instrumentalities—To do this work the system must 
have teachers for the schoolrooms where the pupils are brought 
into the presence of the educator. The conditions in city 
schools are difficult, both on account of the number of pupils 
given to each teacher, and on account of the home, social, and 
industrial conditions usual in cities; for these reasons it is im- 
portant that in city schools the teachers should be _ thoroly 
trained and of good personality. 

Classrooms must be well equipped. Young people who live in 
the open, near field, forest, shore, mountain, have much to stim- 
ulate thought; but city youth, shut off from wholesome famili- 
arity with natural things, must have illustrative material, which 
shall interest and entertain, lead to useful employment of hands 
and wholesome physical exercise. Full equipment of wall 
blackboards and charts, interesting objects from nature or in- 
dustry, laboratories, workshops, gymnasiums—these are not the 
luxuries or incidentals, but the necessities of city schools. 

When all pupils led outdoor lives, had vigorous exercise at 
work and play, youth brought to school stronger muscles, big- 
ger frames, more vigorous hearts, breathing and digestive organs, 
steadier nervous systems, than city youth today. Then less 
essential it is now vital that classrooms have the best arrange- 
ment for floor and air space, heating and lighting, air renewal, 
the best-modeled school desks; in buildings the best sanitary 
conveniences. 

In the country dooryard, on the village green, children can 
play; cities cover all their land with houses and pavements. 
The city school must surround itself with play space, so that its 
children may be enticed to active games and muscle-building 
play—and sports not only build bodies, but train to self-gov- 
ernment and the habit of fair play. 

The organization.—Rural communities, in town or school 
district meeting, rule their schools and choose school boards. 
City schools are best organized where the city school 
district is an independent corporate unit whose people by free 
vote select the school board which rules the schools; those city 
schools are worst ruled where school affairs are entangled with 
the affairs and the politics of the city governmefit; where school 
board members owe their first allegiance to the political power 
which appoints them, not to the schools. 

The school board must control its funds and decide what 
funds the schools require; no schools can thrive where the pow- 
er of the purse resides in a city council or other outside body, 
which can grant or refuse to allow the school board’s estimate of 


the funds required for the schools, or can otherwise meddle in 


school management. 

















BULLETIN ’ 


——————— SS 
A city school board must not be too large; it becomes a Jit. 
tle legislature; nothing can be considered or settled on its mer. 
its. It must not be too small: it will fall under the spell of g 
single strong spirit. From seven in the small city to eleven jn 
a large, marks the range. ‘The board needs at hand its attorney, 
as counselor or legal adviser; its auditor who keeps its accounts, 
prevents improper payments, and keeps the members advised 
as to the status of school funds. 
The work of education is administered thru the chief educg. 
tional executive, the superintendent of schools, and the assgigt. 
ants and supervisors who are necessary to assist him; within 
the broad lines laid down by the board he must organize and 
administer the educational work of the system. It is his duty 
to initiate new departures and present them to the board. for 
sanction; to execute the plans when approved; to nominate as. 
sistants in*the educational work; to see that their time is fully 
employ ed, and their energies directed toward proper ends, 

The materal side of the school system is best handled by its 
business manager. Thru this officer and his assistants, under 
general directions of the board, purchases are made, buildings 
erected, and they and the grounds about them improved and 
kept in repair. That important element of school management, 
the janitor service, is in his province. He not only purchases, 
but distributes supplies for schools. 

The school board deals best with these its two executive 
officials thru two great committees which together comprise all 
the membership of the board. ‘The superintendent of schools 
consults with the school management committee; its minor in- 
structions come from them, the work and business of the depart 
ment, after being digested by the comimttee, goes up to the 
board for approval; in the same way the buildings and prop- 
erty committee deals with the material affairs of the system, 
consulting with and advising the business manager, and passing 
up to the board matters which require the action of the full 
body. 

The teaching work of the system is done by the principals 
and teachers, the former as the executive head in each school, 
bearing responsibility for its general management and success, 
the attentiveness of teachers to work and in following direc 
tions, the effectiveness of the janitor service, the good behavior 
and regular attendance of the pupils, the general comfort of 
all. The teacher, the ultimate agent of the system in the actual 
work of education, deals with the pupil; only when there is 
a good, loyal, zealous teacher in each room can any school 
system be really good. Both principals and teachers feceive 
suggestion and counsel from the superintendent, from his 
assistants, and from the supervisors of special subjects who 
visit the schools as required and, ‘in their offices, consult prir 
cipals and teachers who call. 

The administration.—Successful administration of a city 
school system rests first with the school board. If its members 
understand good methods and follow them, if they fix the 
responsibilities of their executive officers, and give them power 
to carry out the tasks set; if they keep to the determination of 








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BULLETIN 25 


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general policies and beyond that are sympathetic advisers and 
helpers of the executive officers; then the schools prosper. But 
if the members are seeking for favors for themselves or their 
friends; if they mix politics in their board work; if they inter- 
fere with the work or the professional recommendations of the 


’ 


executive officers, and “‘jog their elbows” whenever the officials 
try to carry out an important piece of work; then only ineffi- 
ciency and disaster can result. 

Administration depends upon the executive officers. If 
given a free hand, within proper limits, they are well advised 
as to measures and methods, able to make wise selection of 
assistants and organize well the forces under their charge; if 


« 


they have courage to say ‘yes” and insist upon it when neces- 
sary; if they can say “no” and stick to that with equal firmness; 
if they keep in touch with their committees in all matters 
demanding consultation, then the administration will be suc- 
cessful and strong. 

Successful administration depends upon the public and the 
press. If the press has an interest to report the facts without 
“color,” and does not hesitate to praise or to blame, as 
required, then are the citizens greatly aided in forming a just 
estimate of the schools and their administration. If the people 
inform themselves as to what is being done or attempted, either 
thru the press, by visiting the schools, or by consulting with the 
school officials, then the schools are likely to have the sympa- 
thetic support, financial and moral, of the people who pay for 
them. But if the press carps, or misrepresents; if influential 
citizens, either aspiring to public notice or adverse to reasonable 
expenditure, attack the schools without due information; if 
politicians attempt to climb to favor and to office by pulling 
down the schools; then is administration difficult and success 
more than doubtful. 


SECONDARY EDUCATION 
Charles Hughes Johnston 


For the first time in our educational life as a nation we have 
consciously and in earnest set about the work of educating all 
our adolescents, male and female. For the first time we are 
ealling with one voice for scientific and attested principles upon 
which to base our high-school administration. For the first 
time we are really seeing, not acknowledging, the socializing 
work to be done by the high school. Our ideals are shifting 
from the vague general externally imposed standards of mental 
discipline and college preparation to those translatable into 
twentieth-century individual and social requirements; sound 
health and a health conscience; the ability to use the intellect 
upon the problems in the give-and-take of ordinary social, civic, 
and commercial life; taste and the observance of the demands 
for the beautiful in both personal and community concerns; an 
economic sense which demands soundness and integrity in 
business; a civic and moral consciousness which upholds and 
contributes to the conmmunity ethics upon which social progress 


depends; and a religious sense which assures loyalty to a per- 





manent system of values. If our one and one-fourth million 
adolescents now in American high schools acquire these things, 
our nation’s future is assured. ‘The demands are insistent and 
they are elemental. 

The problems of American secondary education are naturally 
multiplying. In addition to the traditional and_ generally 
accepted problems of high-school administration and the super- 
vision of instruction, there is evolving what -we may term a 
new educational science in regard to the strictly social admin- 
istration of high-school work. The supervisory program ahead 
requires that we work out and put in operation a system 
of general principles of adolescent pedagogy which is clearly 
based on the problems. arising out of the age of the 
high-school student and _ his likely participation in the 
activities of his community. This done, we must refine 
the special pedagogies of all constants in the curriculum, and 
evolve from the same basic point of view workable pedagogies 
for the newly admitted branches. No old pedagogies can serve 
us here. This is a decade’s program. 

Far beyond this instructional program, however, the social 
administration of our high school presents alluring problems of a 
novel but critical character. These have to do, first, w.th more 
firmly establishing the conception of secondary education as a 
social enterprise as well as an instructional operation; second, 
with the institutional relationships which the high school must 
sustain to other and similar agencies of democracy; and third, 
with those problems of the various organizations within the 
high-school body itself. Under each of these divisions pioneering 
treatises must be written, systematic experimentation carried 
on generally, and the socializing function established as a matter 
of fact, not as an easy assent to a generality, established so 
that the complex industrial and moral currents of the modern 
world may interpret and not obscure the high school’s mission. 

Heretofore we have been sadly unaccustomed to think co- 
operatively upon these problems. Unlike the professionalism 
which has to an extent guided the development of lower and 
higher grades of education, the high school has meandered along 
somewhat aimlessly in academic paths and has been strangely 
unmindful of the interesting and urgent work waiting to be done. 
Now exploitation of this waiting work has begun. ‘The people, 
the patrons, the taxpayers, the citizens, have caught the spirit 
of looking for results. The administrators of high schools, 
superintendents, principals, supervisors, and teachers, are doing 
genuine curriculum thinking. And these resulting curriculum 
variations, adapted to student groups classified with reference 
to social and individual needs, are as naturally put in operation 
today as they were ignored twenty-five years ago. We accept 
the fact that the high school is a socializing institution. High- 
school supervision likewise is being recognized as a problem itself 
which cannot be dismissed nor solved merely by the importation 
into the high school of principles discovered to apply elsewhere. 
With this is coming among high-school teachers the professional 
spirit and consciousness which have been until recently so 


conspicuous by their absence. . Standards are being recognized 





26 r THE N. 


DA.’ 


BULLETIN 





eee eee” 


for high-school teaching, and certification laws in most states 
look definitely toward a long-desired minimum standard for 
admittance into the high-school teaching profession. Parallel 
with these encouraging tendencies has come the institutional 
recognition of the field of secondary education by colleges and 
universities. Secondary education has itself become a depart- 
ment of study in these higher curriculums with an actual model 
high school as its laboratory. It constitutes a field for research 
where one may hope soon to be able to call in the service of 
experts and to have available results of scientific investigations. 

Surveys of state conditions for high-school teaching show 
concrete problems in bewildering numbers and varities, both 
administrative and pedagogical. The sign of progress is just 
this fact, that we can survey, name, and work definitely toward 
the ultimate solution of these problems. Every state is in 
some serious way devising a method and imbedding it in 
statute for providing free high-school education for all its boys 
and girls. State recognition of its own obligation in the matter 
of high-school education is of profound significance. Equally 
so is the modern relation of colleges and universities to high 
schools. Entrance requirements are gradually coming to have 
a different educational meaning. Instead of externally imposed 
informational tests of arbitrary chosen subject-matter, they now 
are looked upon as co-operative devices which may safely insure 
a reasonable standard of proficiency on the part of the graduat- 
ing high-school student, regardless of the subject-matter which 
was used to bring about this proficiency. College inspection of 
high schools has accordingly changed its character where it 
existed before, and become a co-operative administrative and 
supervisory work for making one educational institution more 
successfully articulate with another. Where entrance examina- 
tions are still in operation, they have changed their character 
correspondingly. 

With this impetus to become self-orienting the American 
high schools have forsaken the earlier ideal of uniformity and 
conformity to a standard type academically conceived for them 
by outsiders. Hundreds of high schools now have their own 
individuality, as, for different reasons, Grand Rapids, Louisville, 
or Richmond, Ind., to say nothing of the industrial and 
agricultural and commercial variations of the type. An almost 
analogous issue to that of separate kinds of high schools is that 
of the differentiation and multiplication of curriculums within 
the single high school itself. With these artistic, domestic, and 
otherwise vocational colorings for our different curricula or 
high-school plants as the case may be, has come inevitably the 
related human obligations. We are face to face with these 
personal problems of vocational guidance and the somewhat less 
frequently formulated but probably more fundamental one of 
avocational guidance. . Related in turn to these problems, which 
must find expression finally thru) some systematic and ap- 
proved method of high-school administration, comes the question 
of how in defintd procedure one is to set about moral instruction 
and training which will enable high-school students to possess 


and obey a twentieth-century moral conscience. 


In short, the question of secondary education is uniquely one 
of how most adequately to formulate a working conception of 
the high-school organization, how to extend its reach to all our 
adolescents, and how to refine our procedure in accordance with 
such ultimate purposes. The prime issue is shifting from the 
literal. but important secondary question of extension over foyr 
years or five or six years, including upper grades, or six inelud. 
ing first two years of college, and shifting from the impersonaj 
and more or less superficial problem of how to direct the 
academic procedure of imparting some choice bits of information 
from stores precious by virtue of mellowness of age, to that of 
training the student’s powers as social usage and our common 
life demand. High-school education, however it may differ 
from other grades of education, is not, in our civilization, prim. 
arily a luxury, academic or otherwise. It is in the broad senge 
a necessity. Fortunately it at length burdens the community 
conscience, and has become the measure of our educational 
democracy. 


THE RURAL SCHOQL 
Harold W. Foght 


Rural education must reflect our agricultural life.—The rural 
school is the educational institution of the open country and the 
rural-minded village. It is the school of the half of the Amer. 
ican people producing the raw materials from the soil, and as 
such it must reflect the daily life and interests of our agricul 
tural population. This does not mean that the schools are to be 
solely agricultural in nature. The universal elements of educa 
tion must continue, as heretofore, to hold first place in the 
schools; but there must be a new emphasis placed on local 
application to country community needs. The schools must be 
organized on principals broad enough to produce an agricultural 
citizenship of highest ideals, filled with a desire to live their 
lives on the farm absorbed in the intensive cultivation of the 
soil. Clearly stated, the rural schools must aim to make more 
scientific farmers than we now have; must make the occupation 
more remunerative, and the whole life in the open country mor 
worth living and freer from city domination. 

Changes in national life and in school systems must go hand 
in hand.—There was a time in our history when all the schools, 
town and country alike, had more things in common than now, 
This was before steam and electric power gave us the great 
machine age with its greatly specialized city life. The first 
rural teachers were city-bred and city-trained; had city ways 
and sympathies, and brought with them to the country the city 
courses of study. But in the early days this was of little com 
sequence, since even city life, so called then, was provincial ia 
nature, in many ways scarcely more than an overgrown rural 
life. But times have changed. Our towns have become mighty 
centers of commerce and manufacture. ‘The needs of city lift 
have found expression in courses of study preparing th: children 
for the new and varied activities there. But the rural school 
have been slow to put themselves in consonance with the gret 


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BULLETIN 27 


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changes in our national life. It has been difficult to realize 
that the rural district should have a school system of its own, 
complete in itself, independent of courses of study formulated 
for city children. All of which is quite possible of realization 
without sacrificing any of the universal elements of education 
which are the same whether given in the country or in town. 

Gradual reorganization of the rural-school system.—Educators 
have for some time realized that rural schools cannot fill their 
mission well so long as they remain complementary to city 
schools. That it is quite possible and practicable to organize 
schools for the open country and rural villages unaffected by 
city schools has been demonstrated in a definite way by leading 
agricultural nations of Europe. The beginnings are being made 
in some parts of the United States to re-establish the old prin- 
ciple of “equal rights for all,” by providing in the country, for 
country people, as complete a system of education as is being 
offered the youth of the cities. But these beginnings, while 
encouraging, are at present wholly inadequate. The reorganiza- 
tion must provide, within reach of all country children, carefully 
graded elementary schools, and a sufficient number of rural 
high schools adapted to the particular needs of the given com- 
munity, to the end of giving country folk a genuine farm culture 
and a scientific knowledge of agriculture without going away 
from home to secure it. Such reorganization may be expected 
to furnish the trained leadership required to put our rural 
population on a more stable social-economic basis. 

Rural teaching as a life profession a first essential in this 
teorganization.—The trained leadership needed in country dis- 
tricts cannot be realized until a staff of teachers, professionally 
trained and with the right vision and power, establish themselves 
there as permanent teachers. ‘he peripatetic one- or two-term 
teachers have failed to establish themselves in country leader- 
ship, and must go. 

This change from amateur to professional teaching can be 
hastened (1) by providing, thru legal enactment, a liberal 
sliding scale salary, increasing definitely with the length of 
tenure; (2) by making it obligatory upon the community to 
erect teachers’ cottages, thus keeping the teachers in the 
country permanently; and (3) by encouraging teachers’ colleges, 
normal schools, high schools with teacher-training classes, etc., 
to organize thorogoing departments in country life and country 
teaching, from which to draw the teachers willing and able to 
undertake the difficult task of teaching real farm schools. 

Satisfactory unit of organization.—Of as vital importance as 
professional teaching is the adoption of a unit of organization 
large enough so that the management of the school may be 
eficient, economical, and intelligent. The small independent 
district of the open country has generally proved too small to 
be intrusted with final legislation in matters of importance. 
Especially is this true where the taxing power is concerned. The 
uxion of several townships into strong administrative units is 
to be commended for the older states where the township (town) 
is the unit in local government. In the middle-western and 


western states a change should be made from the small district, 


as well as township, to the county basis of organization. When 
one school board, elected from the area at large, controls all 
the schools, a more uniform standard of excellence and equality 
in school provision is sure to prevail. In sections where the 
large unit prevails excellent results may already be seen in the 
consolidation of weak, retarded schools into real firm schools 
ready for the professional teacher. 

Trained supervision of rural schools.—Rural school super- 
vision, as now generally practiced, does not discharge the im- 
portant duties of close, intelligent, helpful supervision. This 
problem is difficult of solution, especially in the sparsely ,popu- 
lated sections. But, generally speaking, steps should be taken 
immediately to provide each state department of education with 
a number of state rural-school supervisors, who help local 
supervisors to standardize their efforts. Local supervision must 
be made close enough to be genuinely helpful, and this con- 
templates a continuous professional relation between local supers 
visors and teachers. 

A redirected course of study.—dAs indicated above, the course 
of study must in its special interest be agricultural in nature, 
i. e., it must be based on country-life needs. The program 
to be adopted should in all particulars economize the time of 
teachers and pupils alike. The reorganization demands that 
greater attention be paid to a thorogoing teaching of the funda- 
mental studies; but will at the same time necessarily force some 
subiects that have long held place in the traditional curriculum 
into the background, since these have failed to express the 
activities and needs of the community. New subjects of vital 
importance to rural progress are finding places in the new 
courses of study. Thus nature-study, agriculture, manual train- 
ing and domestic science, farm accounting, music, physical 
education, etc., must speedily come to play an important part 
in the life of progressive farm schools. 

In the main, however, the process of redirection is not so 
much one of adding new subjects to the curriculum as of putting 
new leaven into the old essentials. To illustrate: the schools 
are already teaching less of stocks and bonds, cube root and 
Troy weight, and more of dairy problems and rotation of crops, 
spraying mixtures and handy farm methods. 

A strong consolidated rural school.—The rural school of the 
future is to be a farm school—a school that will relate itself to 
the life of the rural community.. It must be built with this in 
view, in ample grounds, i. e., Nature’s own laboratory. It 
must be sanitary and well adapted to the new kind of teaching; 
it must be attractive and so large and centrally located as to 
become from the first the natural community center for intel- 
lectual, social, and other purposes. 

In states where for good reasons the one-teacher school will 
continué to persists for many years to come it should be made 
incumbent on the state superintendent of public instruction, or 
other authority appointed for this purpose, to see that the 
faulty lighting and ventilation, and generally utter lack of 
sanitary anpliances of these schools be remedied. It is especial- 


ly to be recommended that the old-fashioned outdoor toilets be 


28 THE N. 


abandoned altogether. Common decency and good mora's 
demand a thoro reform in this breeding-place of vice. Any- 
where in the open country where it is possible to obtain flowing 
water, sanitary indoor toilets can be constructed at a surpris- 
ingly small cost. 

Rural schools the most vital factor in solving the rural life 
problem.—Of the many factors entering into the socialization 
of American rural life none is more vital than the rural schools. 
For it is school education, after all, that must furnish the leader- 
ship so essential to the solution of the rural life movement. 

In summary then: (1) without strong men and women 
professionally prepared for their work in the redirected rural 
schools, there can be no satisfactory adjustment of rural life; 
and (2) unless the schools are reorganized on a more satisfactory 
basis for administrative and supervisory purposes the schools 
themselves cannot become genuinely “redirected” nor their 
management become honestly efficient, economical, and_ in- 


telligent. 


CHILD HYGIENE AND THE PUBLIC SCHOOL 
Leonard P. Ayres 


Health is the foundation on which rests the happiness of a 
people and the power of a nation. To insure the efficiency of 
its citizens, the state requires its youth to attend school and 
pursue studies designed to contribute to that efficiency. But 
individual efficiency rests not alone on intelligence and educa- 
tion; it is equally dependent on physical health and vigor. 
Hence, if the state is to make mandatory training in intelligence, 
it must also provide training to secure physical soundness and 
It would be 


better to sacrifice the education, if in order to attain it the 


capacity. Education without health is useless. 
child must lay down his good health as a price. 

We therefore indorse all agencies which extended and varied 
experience has shown to better the health of school children, 
safeguard them from disease, render them healthier, happier 
and more vigorous, and to insure for them such physical and 
mental vitality as will best enable them to take full advantage 
of the free education offered by the state. 


Among such agencies, the following are of special importance: 


1. Medical inspection for preventing the spread of contagious 
disease; and for the discovery and cure of remediable physi- 
cal defects; 

2. Dental inspection for the purpose of securing sound teeth 
among school children; 

3. School nurses, who work with doctors, teachers, and parents 


to improve the health of the children; 


Open-air schools, for giving to the physically weak such 


i 


advantages of pure air, good food, and warm sunshine as 
may enable them to pursue their studies while regaining their 


physical vigor; 


BULLETIN 


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5. Special classes for the physically handicapped and mentally 


exceptional in which children may receive the care and 


instruction fitted to their needs; 


6. School gardens, which serve as nature-study laboratories, 
where education and recreation go hand in hand, and jp. 
creased knowledge is accompanied by increased bodily 


efficiency ; 


School playgrounds, which afford space, facilities, oppor. 


\ 


tunity, and incentive for the expression of play instinets ang 


impulses ; 


8. Organized athletics, which aid in physical development, anq 
afford training in alertness, intense application, vigoroys 
exertion, loyalty, obedience to law and order, self-control, 


self-sacrifice, and respect for the rights of others; 


9. All adjuncts of better sanitation in school houses, such as 
sanitary drinking cups and fountains, systems of vacuum 
cleaning, improved systems of lighting, heating, and ventil,. 


tion. 


The health movement in our public schools has been trang 
formed during the past decade from a purely negative move 
ment, having as an object the avoidance of disease, to a splen- 
didly positive movement, having as its aim the development of 
vitality. We desire for the youth of the future schools in which 
health instead of disease will be contagious, in which the play. 
ground will be as important as the book, and where pure water, 
pure air, and abundant sunshine will be rights. and not privileges 
In these schools the physical, the mental, and the moral will 
developed together and not separately; the child will live not 
only in healthy surroundings, but in surroundings where he 


will acquire habits of health which will be life-long. 


VOCATIONAL EDUCATION 
Edwin Gilbert Cooley 
David Snedden, Collaborator 


I. The complete aim of education may be variously & 


pressed as preparation for citizenship, self-realization, ete, 


II. The complete aim of education may be subdivided inp 
four principal concrete aims, each having a definite place 
contemporary education: (a) physical education, witich pr 
pares persons for prolonged physical health and bodily useful 
ness; (b) vocational education, which prepares the individual fe 
the useful and effective performance of the duties related # 
self-support; (c) civic and moral (or social) education, whith 
trains the individual for effective participation in group life@ 
citizen, patriot, parent, etc.; and (d) cultural education, whict 
fits the individual for effective participation in the aestheti 


intellectual, and other cultural activities of civilized life. 









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[fl. It is desirable that opportunities for vocational educa- 
tion in schools shall not be restricted only to those entering 
the professions, but shall be made available for all. Vocational 
education heretofore has been carried on by other agencies than 
schools. These agencies are no longer adequate for the needs 
of modern society. ‘The school system must, therefore, supple- 


ment the other agencies and should include: 


1 A system of elementary schools, including kindergartens, 
which cover the period from infancy and childhood up to 
the age of fourteen or fifteen. The ‘purpose of the work 
of the elementary school should be all-round development, 
including training of the eye and hand, as well as covering 
the ordinary academic ground in the field of literature, 


geography, history, and the three R’s; 


2, Asystem of secondary schools, both academic and technical, 
for youth who can devote more time (a) to their education 
before entering business or industrial life, or (b) to the 


preparation for the colleges and universities ; 


3. A system of higher institutions, including those which pre- 
pare for the professions, such as law, medicine, engineering, 


etc,; and 


4 A system of vocational continuation schools, part-time and 
full-time trade or technical schools for youth who wish, or 
are compelled, to enter vocational life without the broader 
foundation provided by the secondary schools, the colleges, 
and universities. 


It is desirable that the vocational schools suggested under 
subdivision 4 be added to our present school system, both as a 
means of preparing the individual for self-support and with a 
view to supplying that minimum of instruction and training 
which is indispensable as a preparation for citizenship. No 
school system can safely permit its pupils to leave at fourteen. 


At this time character building really begins; the boy or girl 


is usually subjected to new temptations and new responsibilities.- 


If the instruction and guidance of the school is not continued, 


' much of the result of the previous instruction in the elementary 


school will be lost. As Frederich Paulsen says: 

It will be the mightiest problem of the twentieth century 
to build upon the elementary school as a general and fundamen- 
tal form of school a new finishing educational institu- 
| tion, or to give to the elementary school instruction its 

Necessary conclusion in a kind of vocational high school; a 

school whose problem will be the carrying forward and making 


fruitful of the general education for vocational activity. 


IV. Vocational education is a problem of adolescence and 
can rarely be carried on with young people under fourteen 
years of age. The most effective vocational education, there- 
fore, will be that provided in schools for young persons from 


fourteen years of age and upwards. 





BULLETIN 


29 


V. Vocational education will require for its complete devel- 





opment a great variety of institutions and agencies, according 
to the occupations for which preparation is being made. Some 
of these will be all-day schools, some evening schools, some 
part-time schools, and some seasonal schools; but no school for 
boys and girls between fourteen and eighteen should be held 


in the evening or after the completion of a day’s work in a voca- 


tion. 


VI. All vocational education requires that during its prog- 
ress somewhere and somehow the individual intimately concern 
himself for a considerable portion of his time with concrete pro- 
ductive work. If possible this should be carried on in com- 


mercial establishments on a part-time or other basis. 


VII. Vocational education should be made compulsory for 
young people from fourteen to eighteen years of age who are 
not in other forms of school. This can be done on the so-called 
part-time basis, the state requiring that young persons of these 
ages shall attend a vocational school for at least four hours per 
week. 

VIII. Vocational education in schools for the rank and 
file of workers can be carried on with public support and under 


public control. 


IX. The support of vocational education should not be 
provided only by the local community. Owing to the mobil- 
ity of labor, the benefits of vocational education tend to diffuse 
themselves; hence it is only equitable that the state as well 
as the local community should assist in meeting the cost of 
vocational education. 

X. While it is especially important that this new type of 
school which takes boys or girls on leaving the elementary 
school and provides a practical vocational education should also 
consider the needs of the man and the citizen, on the other 
hand it must be recognized that the vocation should stand as 
the central point of this system of instruction as the occupations 
of man stand at the central point of every well-regulated life 
and exercise a reaction upon all the remaining activities. A 
good citizen will necessarily be a man or woman who is both 
able and willing to earn a decent living. 

XI. Such vocational schools will keep in mind that the 
boys and girls in them are endowed with.the usual interest in 
amusements and social activities of various kinds. In the or- 
ganization of such schools, therefore, play and excursions, enter- 
tainments and festivals, libraries and reading-halls, tools, books, 
and other apparatus must be supplied them. The problem is 
here as elsewhere with the whole boy and includes his recrea- 
tion. 

XII. “No boy or girl ought to be treated,” as Churchill 
put it, “merely as cheap labor.” Up to eighteen years of age 
every boy and girl who is not in school should be learning a 
trade or vocation, as well as earning a living. No person should 
be permitted to employ boys or girls during the formative years 


without assuming some responsibility for their learning a voca- 


tion. 





THE ae | 


BULLETIN 


a eee 


INTERNATIONAL PEACE AND EDUCATION 
Ellwood P. Cubberley 


An important new function which our schools must assume is 
that of instilling into the minds of the next generation such idea's 
vf universal brotherhood and the inter-relations of peoples as 
will tend to promote international peace ‘and good will. The 
world of today is vastly smaller than it was even half a century 
ago, and at the same time life in it is vastly larger and more 
significant. Today, as a people we belong to the world and no 
longer to a township or a county. Fach year sees the different 
nations drawn into closer intellectual and commercial relations, 
and this process is certain to continue. (‘The consolidation of 
diverse peoples into nations of size and importance; the break- 
ing down of the old racial barriers; the spread of knowledge 
and education; the progress of trade and manufacture; the in- 
creasing ease of intercommunication; the intermigration of 
peoples; the newer concepts of law or order, and the rapidly 
increasing expense of even armed peace,—these are forces of 
importance looking toward the time when wars between nations 
shall cease, when the international courts shall be established, 
and when the present barriers in the way of international com- 
merce shall in large part be superseded by laws promot’ng na- 
tional specialization and international trade. 

In addition to mere instruction, our schools should take up- 
on themselves the work of instilling into the minds of the chil- 
dren ideals of these larger world relationships. ‘To this end our 
histories are being rewritten, with a view of eliminating much 
of the present emphasis on wars, party contests, and glorifica- 
tion of the country right or wrong, and emphasizing instead 
peace, friendliness and larger world conceptions, and dwelling 
upon the progress of civilization and the finer deeds of heroism 
instead of on the butchery and self-sacrifice of war. Our school 
readers need to be touched by something of the same interna- 
tional spirit, and our geographies should incorporate more re- 
lating to the civilization of peoples. 

It 1s often stated that it will be some time before wars be- 


tween nations shall cease. ‘The best hope lies in making a 


beginning somewhere, and our schools offer the best plage to 


begin. ‘To teach kindness, courtesy, humanity, and internationg} 


honor, and to emphasize the importance of.the arts of Peace, 


are as important functions of our schools as instruction jp the 


accumulated knowledge of the ages. 


Respectfully submitted by the Committee, 
James H. Baker, Chairman 
President, University of Colorado, Boulder, Colo. 
Martin G. Brumbaugh 
Superintendent of Schools, Philadelphia, Pa. 
Philander Priestly Claxton 
Commissioher of Education of the United States, Wash 
ington, D. C. 
Payson Smith 
State Superintendent of Public Schools, Augusta, Me, 
J. G. Crabbe 
President, State Normal School, Richmond, Ky. 
Carroll Gardner Pearse 
Superintendent of Schools, Milwaukee, Wis. 
Charles Hughes Johnston 
Professor of Secondary Education, University of Illinois, 
Champaign, III. 
Harold W. Foght 
Specialist in Rural Education, U. S. Bureau of Education, 
Washington, D. C. 
Leonard P. Ayres 
Director, Division of Education, Russell Sage Foundation, 
New York, N. Y. 
Edwin Gilbert Cooley 
Educational Adviser, Commercial Club of Chicago, Chk 
cago, Ill. 
Ellwood P. Cubberley 
Professor of Education, Leland Stanford Junior Univer 
sity, Stanford University, Cal. 
Irwin Shepard, Secretary 
National Secretary Bureau of Conventions and Societies, 
Panama-Pacific International Exposition. 


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