N.E.A. BULLETIN Vol. III, No. 2 December, 1914 Whole Number 10 Entered as second-class matter March 22, 1913, at the post-office at Ann Arbor, Michigan, under the Act of August 24, 1912. Published September, December, January, February, April and June, by the National Education Association of the United States. Office of publication, Ann Arbor, Michigan. DEPARTMENT OF SUPERINTENDENCE, CINCINNATI, OHIO, FEB. 22-27, 1915 INTERNATIONAL CONGRESS OF EDUCATION—NATIONAL EDUCATION ASSOCIATION, OAKLAND, CAL., AUGUST 16-28, 1915 NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES OFFICERS FOR 1914-15 GENERAL ASSOCIATION » David Starr Jordan President Stanford: University, Cal. Durand W. Springer Seeretévy' = 65.5 shies? Facesbees Ann Arbor, Mich. Grace M. Shepherd..............00.. sin 6 RROOUONGE “vas dU sd obec ccc ceee Boise, Idaho VICE-PRESIDENTS Joseph Swain, President, Swarthmore College Swarthmore, Pa. Grace C. Strachan, District Superintendent of Schools Brooklyn, ‘N. - Y. Walter R. Siders, Superintendent of Schools Pocatello, Idato - Mrs. W. S. Hefferarn, Chairman, Education Section of the Chicago Wo- trae . men’s Committee on Public Affairs Chicago, Ill. John W. Brister, President, West Tennessee Normal School.............. Memphis, -Tenn. Isabel Williams, Teacher; Jackson School St. Paul, Minn; R. C. Stearns, State Superintendent of Public Instruction Richmond,: Va. Josephine C. Preston, State Superintendent of Public Instruction Olympia, Wash. Jacob G. Collicott, Superintendent of Schools Indianapolis, Ind. Cora G. Lewis, Member, State Board of Administration Kinsley, Kans. Fayette L. Cook, President, South Dakota State Normal School Spearfish,. S.. D. BOARD OF TRUSTEES Milwaukee, Wis. ............. Term. expires i Raleigh, N. C expires i Boinsobus bees é és’oe ved Term. expires -i "James M. Greenwood.......... Prony ty" --Kansas City, Mo expires -i David Starr Jordan Stanford University, Cal Ex officio i i EXECUTIVE COMMITTEE David Starr Jordan.............00: Avia) | Senna ro STEN .-Stanford University, Cal. Joseph Swain ......06600. osteescéeda «2«First’ Vice-President.......... -Swarthmore, Pa. Grace M. Shepherd............eeeeees oe Treasurer .....ccceseeeseeeees BOIS, Idaho Carroll G. Pearse Chairman Board of Trustees...Milwaukee, Wis. George B. Cook..... Sa ue weet «e's +eeeeeMember by Election...... Little Rock, Ark. Durand W! Springer............ ececees secretary ...6eceeeeeceeeeeeeeAnn Arbor, Mich. TE sive THE N. B. A BULLETIN BOARD OF DIRECTORS Directors ex officio "David Starr Jordan, Stanford University, Cal. Grace M. Shepherd, Boise, Idaho Joseph Swain, Swarthmore, Pa. Carroll G. Pearse, Milwaukee, Wis. Durand W. Springer, Ann Arbor, Mich. LIFE DIRECTORS Bicknell, Thomas, W., Providence, R. I, Joyner, James Y., Raleigh, N. C. Board of Education, Nashville, Tenn. Marshall, T. Marcellus, Stouts Mills, W. Va Brown, Elmer Ellsworth, New York, N. Y. Maxwell, William H., New York, N. Y. Butler, Nicholas Murray, New York, N. Y. Parker, Charles I., Chicago, Ill. Claxton, P. P., Washington, D. C. Pearse, Carroll G., Milwaukee, Wis. Cook, John W., De Kalb, Ill. Pike, Joshua, Jerseyville, Ill. Cooley, Edwin G., Chicago, Ill. Schaeffer, Nathan C., Harrisburg, Pa. Corson, Oscar T., Columbus, Ohio. Skinner, Charles R., Watertown, N. Y, Eliot, Charles W., Cambridge, Mass. State Teachers Association of Illinois Fairchild, E. T., Durham, N. H. Swain, Joseph, Swarthmore, Pa. Gove, Aaron, Denver, Colo. Taylor, A. R., Decatur, III. Graham, H. A., Mt. Pleasant, Mich. Teachers Institute, Philadelphia, Pa. Green, James M., Trenton, N. J. White, Charles G., Lake Linden, Mich. Harvey, Lorenzo D., Menomonie, Wis. Young, Ella Flagg, Chicago, II. Jewett, A. V., Abilene, Kans. ‘ DIRECTORS BY ELECTION Alabama’ .......cee. John H. Phillips, Superintendent of Schools Birmingham Arizona ...... . Case, State Superintendent of Public Instruction. . Phoenix Arkansas .......006- Gene B. Cook, State ene papmasn of Public Instruc- OG ci i cesknie 02606 00%. 060000 bitwriae ete kes cscs Little Rock California ........ .-Arthur H. Chamberlain, Editor, Sierra Educational News San Francisco Colorado ........ .--Anna L. Force, Principal, Columbian School Denver Connecticut ........Frank L. Glynn, Director, Trade Education Department, Boardman Apprentice Shops eeeeeeeeA. Henry Berlin, Principal of High School Wilmington Delaware ... Washington District of Columbia.E. L. Thurston, Superintendent of Schools Florida ......+++.+.W. N. Sheats, State Superintendent of Public Instruc- GOR fics ibe taceaeaseseoesenes i aad an hile gine ee £ . Tallahassee Georgia ............G. L. Carver, Professor of Biology, Mercer University.. Macon Idaho ........++++++Walter R. Siders, Superintendent of Schools............ Pocatello Illinois ......++.++. William H. Campbell, Examination Department, Board of Education Indiana .........-. ..-Milo H. Stuart, Principal, Manual Training High School, Indianapolis BOR: scc0cee'ss ++.++L. H. Minkel, Superintendent of Schools Fort Dodge Kansas .......++++-John MacDonald, Editor, Western School Journal Topeka Kentucky ..........J. G. Crabbe, President, State Normal School Richmond Louisiana ..........Thomas H. Harris, State Superintendent of Education.. Baton Rouge Maine .............Robert J. Aley, President, University of Maine......... .» Orono Maryland .... .Chas. J. Koch, First Assistant Superintendent of Schools. Baltimore Massachusetts ...... Robert J. Fuller, Superintendent of Schools........ .....North Attleboro Michigan ...........E. E. Scribner, Superintendent of Schools Ishpeming Minnesota ...........Agnes E. Doherty, Teacher, Central High School St. Paul Mississippi .........E. E. Bass, Superintendent of Schools........ ihc Greenville Missouri ...........W. P. Evans, State Superintendent of Public Schools... Jefferson City Montana ...........,Henry A. Davee, State Superintendent of Public Instruc- SD ses heaeheuhcbiidudeeed conWs echoes ceeecevcscecoe Helena Nebraska ..........Frederick M. Hunter, Superintendent of Sots... .. Lincoln Nevada ............Katherine M. Cook, Supérintendént of Schools Panaca New Hampshire.....Henry C. Morrison, State Superintendent of Public In- PETUCHOR, vevydrpesd per toemeeScccccccccccccccce cess CONC New Jersey....:....M. P. E, Groszmann, Educational Director, National Association for the Study and Education of Excep- SA I UD wath cubase nc ccc c ccc accccccuces Plainfield New Mexico........Alvan N. White, State Superintendent of Public In- struction .. New York. eececeeee Thomas E. Finegan, ‘Assistant Giounintenar for Ele- mentary Education Vewdokeakee’ ...+- Albany fs 7 £ BF THE N. BE. A BULLETIN Raleigh North Dakota i i Bismarck ee epenceseg acon A, thaaten Superintendent of Schools Columbus bese sceee Edwin S. Monroe, Superintendent of Schools Muskogee Hallie C. Thomas, Teacher, City Schools Portland Reed B. Teitrick, Depu_y Superintendent of Public In- struction - Harrisburg Isaac O. Winslow, Superintendent of Schools -. Providence D. B. Johnson, President, Winthrop Normal and Indus- trial College Rock Hill Oliver O. Young, Deputy State Superintendent of Public Instruction o++ Pierre «eeeeeS. H. Thompson, State Superintendent of Public In- struction -++.- Nashville I. Evans, Principal, State Normal School San Marcos Utah ...eeeeeeceees Orson Ryan, Superintendent, Jordan School District....Midvale eeeeeeeeseeGuy Potter Benton, President, University of Vermont and State Agricultural College Burlington Virginia ..--.++++s -E. H. Russell, President, State Normal and Industrial School for Women Fredericksburg Washington ......--Elmer L. Cave, Superintendent of Schools Bellingham West Virginia M. P. Shawkey, State Superintendent of Schools Charleston Wisconsin .....-+-+++ Milton C. Potter, Superintendent of Schools Milwaukee Wyoming ..........C. A. Duniyay, President, University of Wyoming Laramie Philippine Islands.... Frank L. Crone, Director of Education i Porto Rico ......... Edward M. Bainter, Commissioner of Education San Juan Hawaii .........--.. Willis T. Pope, Superintendent of Public Instruction. ... Honolulu DEPARTMENT OFFICERS National Council Robert J. Aley, President, University of Maine Orono, Me. James Y. Joyner, State Superintendent of Public In- struction Releigh, N. C. William B. Owen, Principal, Chicago Normal School. Chicago, Ill. Executive Committee....Ellen C. Sabin, President, Milwaukee-Downer Col- lege ; chavo edud Milwaukee, Wis. Executive Comizittee....David B. Johnson, President, Winthrop Normal and ; Industrial College Rock Hill, S. C. Executive Committee....A. J. Matthews, President, Normal School of Arizona. Tempe, Ariz. Kindergarten PE, ccccccccccicce Anna M. Stovall, Supervisor and Normal Instructor, Golden Gate Kindergarten Association San Francisco, Cal. Myra M. Winchester, Educational Director, National Kindergarten’ Association Washington, D. C. Secretary .......... Cvineawckads itd ns abet cipebhewaees "EE BR ORE TARR ee Elementary Margaret E. Schallenberger, Commissioner of Ele- mentary Schools, Department of Public In- struction ........ osasdnabeatves ah be nb¥ae ths .+.Sacramento, Cal. Adelaide Steele Baylor, Assistant State Superintend- ent of Public Instruction................000% --Indianapolis, Ind. DEE A ckassdcocccses Mary E. Foster, Superintendent of Cass County | er ere Son we TWN oes +++ee+++Plattsmouth, Nebr. Secondary George E. Marshall, Principal, High School ........Davenport, Iowa Emma J. Breck, Head of English Department, High Secretary ..............Claude P. Briggs, Principal of High School .-» Rockford, Tl. Higher President ........ -..++-Livingston Farrand, President, University of ‘Colo- FOOD. ccscccsccnccdeve Priv ee rir or sseeeeeeeeBoulder, Colo. Vice-President .........Melvin A. Brannon, President, University of Idaho. . Moscow, Idaho Secretary ..............John E. Rouse, Head of School of Education, James Millikin University .....Decatur, Ill 4 THE N. BE A BULLETIN SeoOoOoaoauaunmmee wy! Normal Dwight B. Waldo, President, Western State Normal TEE ‘Babs 20064459 bb0crdoces sc nisocasines ..-Kalamazoo, Mich, Thomas W. Butcher, President, Kansas State Normal School Emporia, Kans, Waite SSSR THE N. EB A BULLETIN 9 I The following is a schedule of hotels and their rates. Where a single rate is named, it is the minimum. HOTEL GIBSON Headquarters Single room, one person Double room, two persons Every room provided with bath. win beds furnished if desired. HOTEL ALMS McMillan and Alms Place American Plan Single room, without bath Single room, with bath Double room, without bath Double room, with bath BRISTOL HOTEL $2.50-$5.00 $ .so-$1.25 No extra charge for shower or tub bath. BURNET HOUSE American Plan Single room, without bath Double room, without bath Single room, with bath Double room, with bath European Plan Rooms without bath—per person. ..$1.00 Rooms with bath—per person DENNISON HOTEL Fifth and Main Single room, without bath Single room, with bath Double room, without bath Double room, with bath EMERY HOTEL Single room, without bath Double room, without bath Single room, with bath Double room, with bath GERDES HOTEL Single room, without bath Double room, without bath Single room, with bath Double room, with bath GRAND HOTEL Single room, without bath Double room, without bath Single room, with bath Double room, with bath HAVLIN HOTEL Single room, without bath Double room, without bath Single room, with bath Double room, with bath HOEMER HOTEL $ .75-$1.50 1.50- 2.00 $1.00-$2.00 2.00- 3.00 $1.50-$2.50 4.00- 7.00 Single room Double room HOTEL HONING room, without bath Double room, without bath Single room, with bath Double room, with bath HOTEL SINTON Headquarters Single room, without bath Single room, with bath Double room, without bath—two persons Double room, with bath—two per- $2.00-$3.00 2.50- 6.00 HOTEL LACKMAN Single room, without bath Double room, without bath Single room, with bath Double room, with bath HOTEL METROPOLE Men Only Single room, without bath Double room, without bath Single room, with bath Double reom, with bath MUNRO HOTEL Single room, with bath Double room, with bath OXFORD HOTEL $1.50-$2.00 2.50- 3.00 $1.00-$2.50 No extra charge for shower or tub bath. PALACE HOTEL American Plan Single room, without bath Double room, without bath Single room, with bath Double room, with bath European Plan Rooms without bath—per person. ..$1.00-$1.50 Rooms with bath—per person 1.50- 2.00 $2.50-$3.00 5.00- 6.00 PRINCETON HOTEL Single room Double room No extra charge for bath. $ .75-$1.50 1.00- 2.50 HOTEL RAND Single room, without bath Double room, without bath Free use of shower and tub baths. Single room, with bath Double room, with bath HOTEL SAVOY Single room, without bath Double room, without bath Free use of shower and tub baths, Single room, with bath Double room, with bath 1.50- 2.00 STAG HOTEL No extra charge for shower or tub bath, HOTEL STERLING Room without bath Room with bath THE N. EB. A BULLETIN 1—Pennsylvania Depot 2—Central Union Depot 3—C. H. & D. Depot 4—Music Hall s—City Hall 6—Guilford School 7—Woodward High School 8—Hotel Gibson 9—Hotel Sinton . 10o—Bristol Hotel 11—Burnet House PLAT OF CENTRAL CINCINNATI 12—Emery Hotel 13—Gerdes Hotel 14—Grand Hotel 1s—Havlin Hotel 16—Hoemer Hotel 17—Hotel Honing 18—Hotel Lackman 19—Hotel Metropole 20o—Munro Hotel 21—Oxford Hotel 22—Palace Hotel 23—Princeton sotel 24—Hotel Rand 2s—Hotel Savoy 26—Stag Hotel 27—Hotel Sterling Hotel Alms—McAuillan and Alms Place Dennison Hotel—Fifth and Main in, se - nite / dee: te THE N. E. A BULLETIN Il Soe CINCINNATI On account of its large program of civic development, Cincinnati offers to the traveler unusual opportunities for observation and for study. The little band of pioneers who came down the Ohio River in 1788 and founded a settlement which was later to become the city of Cincinnati brought with them steadfastness, idealism, and culture. They called their new home Losantiville. The French word for town, the Greek word for opposite, the Latin word for mouth, and the letter L representing the English words Licking River, formed a combina- tion which gave the location of the new settlement—the town opposite the mouth of the Licking River. The period of settlement was followed by a period of rapid and healthy growth. Easy communication with the South by means of the Ohio and the Mississippi rivers and their tributaries brought industry and prosperity. Cincinnati has always had “a southern exposure.” In consequence of this fortunate condition the rela- tions between Cincinnati and the South have been amicable and mutually profit- able. Even the Underground Railway, which had one of its important stations in Cincinnati, and the famous Morgan Raid of Civil War times have not succeeded in breaking the friendly ties of many years. Today, Cincinnati, “the Gateway of the South,” is enjoying its share of the marvelous financial and industrial growth which is rapidly adding wealth and power to the Southland. Thru all its history Cincinnati has been conservatively progressive. No other city of the nation has to its credit the ownership of a great railway, built at a time when it required courage and strength to carry to successful completion an undertaking which had no American precedents to sanction it. The Cincinnati Southern Railway is a concrete evidence of that quality of character in a city which makes it possible to do great things and new things in a safe way. The prosperity of the city does not depend upon the success of a single industry. Thirty industries report an annual production of over $1,000,000 each. There are within the city forty-five industries each of which has an annual produc- tion of over $500,000. The total number of industries within the city limits is 2,184. The largest single industry of Cincinnati is the manufacture of foundry and machine-shop products. The sales in this one line amount to $26,000,000 a year. No other city in the world occupies so important a place in the machine-tool trade. In the manufacture of boots and shoes, of clothing, of printers’ ink, of jewelry, of pianos, of carriages, of electrical machinery, of soap, of office furniture, of orna- mental iron, and of laundry machinery, Cincinnati occupies an important place. For the purpose of encouraging industry and commerce, Cincinnati instituted many years ago the Industrial Exposition, which attracted many thousands of visitors to the city and gave a good opportunity for the display of local products. An extension of this method of display will be taken when the projected Manufacturers’ Permanent Exhibit Building is completed. For many years the Cincinnati Art Academy has been developing artists of the first rank and the Art Museum with its remarkable collections of various kinds has been cultivating in considerable measure that general appreciation of refinement which gives distinction wherever it is found. In music, the higher life of the city has been stimulated by the College of Music, the Conservatory of Music, the Symphony Orchestra Association, and the May Festival Association. Thru these agencies, Cincinnati has become far famed as a center of culture in music. In the general diffusion of musical appreciation thru the city, the work of the public schools has been most effective. I2 THE N. BE. A BULLETIN | In the ceramic arts, the work of the Rookwood Pottery is of internationa) fame. In beauty of design and in exquisite treatment of color the products of this Pottery are recognized everywhere as belonging to the first order of excellence, The most significant feature of Cincinnati is its system of public education, Free instruction from the kindergarten thru the graduate school of the University is offered to all the children and youth of the city. The Cincinnati system gives a fine example of excellent methods of co-opera- tion among the various educational and social agencies of a city. The Board of Health conducts the medical inspection of school children and makes recommenda- tions concerning the sanitation of school buildings. In this way the schools receiye the benefit of the assistance of experts in hygiene and public health. Thru the generous activity of the Cincinnati Dental Society the teeth of schoo} children are examined for the purpose of correcting defects and of preventing that deterioration of health which so often comes from unsanitary dental conditions, The Public Library is of large service to the schools not only thru its libera) policy of lending sets of books for classroom purposes but also thru its lectures to children on the correct use of library facilities, thru its lantern slides, its pictures, and its ready help to teachers in the preparation of bibliographies. The Art Museum and the Art Academy maintain helpful relations with the public schools. The Academy thru its special training courses -is able to supply the demands of the schools for teAchers of drawing. Thru the medium of lectures with only a small fee, all teachers have an opportunity to secure the cultural yal- ues which come from a knowledge of the history of art. The museum generously offers free admission to its collections to classes of children who come for study and observation with their teachers. It is impossible to estimate the immense value which visits of this kind may have in the life of the young. The Zoological Garden affords a fine opportunity for first-hand information in connection with the study of geography and natural history. The annual visit by the children of the elementary grades is a great event in their lives. The Cincinnati Kindergarten Association is in close connection with the public schools thru its Kindergarten Training School. For nearly thirty-five years, this Training School has been preparing teachers for high-grade work in their specialty. The Association has been largely instrumental in inducing the Board of Education to make the Kindergarten a regular part of the school life of the child. Altho the Training School is still a private institution, its work is done in the closest co-operation with the superintendent of schools. In return for its public service it receives some financial support from the Board of Education. The Training School is affiliated with the Teachers’ College of the University of Cincin- nati. Candidates for the kindergarten diploma take part of their work in the Training School and part in the Teachers’ College. The Teachers’ College of the University of Cincinnati is a joint enterprise of the University and of the Board of Education. Thru this organic relationship, the College receives the benefit of connection with a flourishing institution of high rank and also the strength which comes from service to a great system of public schools. Students. in the Teachers’ College have practical experience in teaching in the schools of the city under expert supervision; upon graduation they are put upon a preferred list for appointment to permanent teaching positions; after appointment they receive supervision and assistance from experts connected with the College. The newest undertaking of the Teachers’ College is in the training of teachers who wish to secure high-school positions without the necessity of serving first in the elementary grades. Students of this type during their training course are = Ft lUC ElhC( ilUhrhClCU CU lic put ‘ter rith ers t in THE N. BEB. A BULLETIN 13 ——— ee ———————oooeoeeeeeaeaeaeaea)yneeeeeeSSeeEeEeEeEeOOeaeG5_03505$5C5heeS__SS assigned as cadets to various teachers in one of the large city high schools. Here they have the benefit of observation of actual classrdom procedure and the oppor- tunity to engage in practice-teaching under the supervision of the University Professor of Secondary Education. A noteworthy original contribution to educational administration has been made in the University of Cincinnati, where the co-operative plan, now known as the Cincinnati plan, was instituted under the direction of Dean Herman Schneider, of the College of Engineering. This plan is so generally known that only a brief reference to it is necessary here. During their course in the College of Engineer- ing students are grouped in pairs. For two weeks one member of each of these pairs works in a shop, laboratory, or factory, while the other member is attending classes in the College. At the end of each period of two weeks the members of each pair exchange places. The wages which are paid for the practical work are almost sufficient to defray the expenses of the student during his entire course. At the end of the five-year course the student has a combination of theoretical instruction and practical experience which enables him to take a position of large responsibility. The co-operative plan is so favorably regarded that an industrial course pro- viding for co-operation in the last two years has been instituted in the high schools of the city. It is hoped that by this means both boys and girls who would other- wise leave school to enter blind-alley jobs will be induced to remain for the purpose of gaining that larger insight which makes for efficiency and for joy. In other ways, Cincinnati is doing much to foster education for industrial workers. The School for Machinists’ and Printers’ Apprentices is the first of its kind in America. The various Continuation Schools are offering large opportuni- ties in many directions. Classes have been organized for saleswomen, for mes- senger boys, for men employed in the builders’ trades, and for women who wish instruction in the household arts. In connection with the Work Certificate Office, and under the direction of Mrs. Helen T. Woolley, a trained psychologist, valuable results have been secured with reference to the eftects of industry upon the growing child. Psychological tests have been given to a large group of children who have gone to work early and to another large group of children who have remained in school. It is expected that practical results will follow from this scientific study of actual conditions. For several years the work of “Vocational Guidance” has been developing in both the elementary and the high schools of the city. All the efforts in this direc- tion are now about to be unified under a Bureau of Vocational Service, one of whose functions will be the placement and the supervision of children who work. Another form of social service in the public schools is the “penny luncheon.” Cincinnati has the distinction of being the leader in this good work of supplying cheap and wholesome food to school children. “The time will come,” says Super- intendent Condon, “when it will be considered as necessary to provide for luncheon arrangements in all schools as it is to provide classrooms, gymnasiums, play- rooms, and assembly halls.” The visitor who attends the meeting of the Department of Superintendence can not fail to find much to interest him in Cincinnati. The material prosperity of the city, its fine civic spirit, its places of historic interest, its art gallery, its music, and, above all, its great schools with their forty thousand children, are a pledge of a pleasant and profitable trip. 14 THE N. BEB. A BULLETIN ee ee ey ee ee ee ee ORGANIZATION OF THE CINCINNATI PUBLIC SCHOOL SYSTEM I. College for Teachers (Organized 1905) Il, High Schools: (Organized 1847) 1. Academic Courses: (a) General Course (Established 1847) (b) Classical Course (Established 1847) (c) Manual Training Course (Established 1906) (d) Domestic Science Course (Established 1906) 2. Technical Courses: (e) Commercial Course (Established 1910) (f) Boys’ Co-Operative Course (Established 1910) (gz) Girls’ Co-Operative Course (Established 1910) (h) Art Course (Established 1910) (i) Music Course (Established 1910) III, Elementary Schools: ' 1. Regular Elementary Schools (Organized 1828) 2. Special Elementary Schools: (a) Oral School for the Deaf (Organized 1888) (b) School for the Blind (Organized 1905) (c) Schools for Foreigners (Organized 1906) (d) Boys’ Special School (Organized 1907) (e) Schools for Mental Defectives (Organized 1907) (f) Schools for Retarded Pupils (Organized 1908) (g) Continuation School for Apprentices (Organized 1909) (h) Schools for Exceptionally Bright Pupils (Organized 1910) (i) Elementary Industrial Schools (Organized 1911) (j) Compulsory Continuation Schools (Organized 1911) (k) Open-Air Schools (Organized 1912) (1) School for Stammerers (Organized 1912) 3. Special Departments: (a) German (Organized 1840) (b) Penmanship (Organized 1841) (ec) Music (Organized 1844) (d) Physical Training (Organized 1860) (e) Drawing (Organized 1864) (f) Manual Training (Organized 1905) (g) Domestic Science (Organized 1905) IV. Kindergartens (Organized 1905) VY. Evening Schools: (Organized 1840) 1. Evening Elementary Schools (Organized 1840, for boys; organized ’ 1855, for girls; discontinued 1883; re-organized 1892) 2. Evening High Schools: , (a) Academic (Organized 1856; discontinued 1883; re-organized 1904) (b) Commercial (Organized 1907) Evening Schools for Foreigners (Organized 1905) Evening Industrial Schools (Organized 1906) Evening Gymnastic Classes (Organized 1912) Evening School for Stammerers (Organized 1912) II THE N. BEB. A BULLETIN 15 ——ooooCl‘l_"Rlftlelz7”“7”0—QQQNN0n@waqqqmeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee——— Vi. Summer Schools: 1. Vacation Schools (Organized 1906) 2. Summer Academic—Elementary and High (Organized 1908) 8. Playgrounds (Organized 1909) 4, Gardening (Organized 1912) Vil. Social Centers (Organized 1913) TWO LETTERS—A COMPARISON Do they, in any way, indicate why business men sometimes charge teachers with being narrow? The writer of the first letter has taught twelve years and has been a mem- per of the Association for three years, hardly long enough to get acquainted. The writer of the second letter taught in a city school system for sixteen years and altho she left the schoolroom for the business office more than six years ago because of its more profitable possibilities, she still finds intellectual profit in maintaining her membership. First Letter I beg that you will remove my name from membership in the Association. Since I can never be present at the meetings, it seems absurd to continue to belong to it. Yours truly, Second Letter It has not been my privilege to attend your meetings for two or three years, and it may not be my great fortune to attend this year. However, I am keeping up with every phase of the educational work in all countries, altho for more than five years I have been leading a busy commercial life, being, as I am, secretary- treasurer of our concern. I cannot understand why it is that more teachers in our public schools do not become “Active Members” of our Association, because of the far greater benefits to be derived from being an active member. I wonder that so few in our own city are members. They do not realize the advantages they are denying them- selves. Thru being registered as an active member my name is accessible to many publishers who never fail to mail me, as an active member, something of all the best literature on the latest thoughts of the day, from the best writers. I could not teach again and not be a member thus identified. I marvel at the stale thoughts of many of our teachers as I meet them, going and coming, and pity our boys and girls who have to tolerate them. Yours in the work at heart, THE N. E. A BULLETIN _—_—_—_—ee—OoOoOeoOwonmnma0mSS SSS ax_ ee PRELIMINARY PROGRAM DEPARTMENT OF SUPERINTENDENCE President—Henry' Snyder, Superintendent of Schools, Jersey City, N. J. First Vice-President—Paul W. Horn, Superintendent of Schools, Houston, Tex. Second Vice-President—E. C. Warriner, Superintendent of Schools, Saginaw, Mich. Secretary—Mrs. Ellor C. Ripley, Assistant Superintendent of Schools, Boston, Mass. First Session Invocation. Address of Welcome. Response. (Program to be completed later.) Second Session The Protection of Professional Interests. School Books—Educationally, Commercially, Politically. The Training of Teachers. a. The Normal School. b. The Training of Rural Teachers. ce. The Training of Teachers in Service. d. The Training of Superintendents. Vocational Education. a. A State School System for Industrial and Social Efficiency. Third Session Vocation Education (Continued). b. The Evolution of the Training of the Worker in Industry. c. The Study of Occupations as a Part of the Program of Vocational Educa- tion. Continuation School Work. Vocational Training for Women. The Educational Field for the All-Day Trade School. The Field for the Corporation School and its Relation to the Public Schools. National Aid for Vocational Education. Fourth Session Program to be announced hereafter. Fifth Session School Curricula and Organization. a. Principles Underlying the Determination of a Course of Study. b. Should Essentials of a Course of Study Vary to Satisfy Social Demands in Different School Districts? Within the Same District? c. The Demands of Rural School Districts. d. The Six-and-Six Plan. e. The Pros and Cons of the Gary System. f. Results of Plans to Measure Efficiency in Teaching. Report of the Committee on Economy of Time in Education. a. Minimum Essentials of a Course of Study—The Objectives and Guiding Principles of the Report, i ee ee oe oe ae lic THE N. E. A. BULLETIN 17 ooo ll TTT Sixth Session Round Tables. (A) State and County Superintendents. State School Codes. Legislative Provisions for Financial Support of the Public Schools. The Appointment, Salary, and Tenure of Teachers. The Selection of County Superintendents. The Determination of the School District. The Supervision of Rural Schools. (B) ‘Superintendents of Cities over 250,000. The Essence of Success in Evening Vocational Work. Illiteracy and Industrial Efficiency. The Education of Adult Immigrants. (C) Superintendents of Cities between 25,000 and 250,000. Current Methods of Dealing with the Exceptional Pupil. a. The Backward Pupil. b. The Mentally Defective Pupil. ce. The Bright Pupil. d. The Delinquent Pupil. e. The Anaemic Pupil. (D) Superintendents of Cities under 25,000. Current Practices in the Appointment of Teachers. How Shall the Efficiency of Teachers be Tested and Recorded? The Promotion of Teachers on the Basis of Merit and Efficiency. A Satisfactory Basis for the Promotion of Pupils. (E) General—Child Relations. The Administration of Compulsory Education Laws. The Issuance of Work Permits and Its Bearing on Other School Problems. The Taking of the School Census. Seventh Session Report of the Committee on Economy of Time in Education. Minimum Essentials of a Course of Study (Continued). Language and Grammar. Arithmetic. History and Geography. Typical Progressive Experiments. Eighth Session The Investigation of the Efficiency of Schools and School Systems. Thursday Evening May Festival Concert, given by the May Festival Association and the sistiin atte Orchestra Association. eae ep cae oP NATIONAL COUNCIL OF EDUCATION President—Robert J. Aley, President, University of Maine, Orono, Me. Vice-President—James Y. Joyner, State Superintendent of Public Instruction, Raleigh, N. C. Secretary—W. B. Owen, Prircipal, Chicago Normal ‘School, Chicago, Ill. First Session Topic: Standardization, Wise and Otherwise. Second Session Final Report of Committee on Tests and Standards of Efficiency in Schools and School Systems. Initial Report of Committee on Superintendent Problems. 18 THE N. EB A BULLETIN Third Session —- Report of Committee on Health Problems in Education. EX The Study of Education in the Normal School and in the University. pr DEPARTMENT OF NORMAL SCHOOLS wh President—Dwight B. Waldo, President, State Normal School, Kalamazoo, Mich. Vice-President—Thomas W. Butcher, President, State Normal School, Emporia, Kans. Secrétary—Waite A. Shoemaker, President, State Normal School, St. Cloud, Minn. Pre First Session - This will be a general conference on the subject of Federal Aid to Vocationgj Education, with special reference to the report of the Commission appointed by El President Wilson. St Second Session ect Persons interested in normal schools are invited to attend a meeting with th bo City Normal School Association. - 0 COMMISSION ON THE REORGANIZATION OF SECONDARY EDUCATION tos Chairman—Clarence D. Kingsley, High-School Inspector, Massachusetts Board of Education, | Te Boston, Mass. ha First Session H. Progress of the Commission. Pr The Reorganization of the Seventh and Eighth Grades. Pr In What Respects Will the Report of the Committee on Modern Languages } gt Helpful? De Can Algebra and Geometry be Reorganized so as to Justify Their Retention fo} F: Pupils Not Likely to Enter Technical Schools? Ce Second Session Ne There is a sharp discussion regarding the character of science instruction; Yé the first two years in the high school. Can the claims of general science ag} U biology be reconciled? The committees are attempting to arrive at the fundamental principles which should determine the organization of subject-matter, and all} al interested in these subjects are invited to participate in the discussion. it Reports will be presented by John F. Woodhull, Professor of Physical Scienca,| ti Teachers College, Columbia University, New York, N. Y., and James E. Peaboiy,} m™ Department of Biology, Morris High School, New York, N. Y. ve Third Session es How May Manual Training Be Reorganized so as to Contribute to Vocatioml) Efficiency? P To What Extent and How Can a High School in a Small City or Town Teacha Trade, Such as Cabinet Making? Relative Advantages of County Agricultural High Schools and Agricultural De : partments in Town High Schools. ‘To What Extent Should Credit-Courses in Music Be Introduced in Public High Schools? How May We Avoid the Danger of Making Household Arts too Theoretical? High School Terminology in Relation to High School Development. i Fourth Session d What Can Be Done to Make One-Year and Two-Year Courses in Latin of Value} to Those Who Do Not Continue the Study? ( ‘What Important Gains Are to Be Expected in the Teaching of English as a Result} of the Report of the Committee on English? I In View of the European Cataclysm, What Readjustment Should Be Made in Teach} ing History and Civics? s tional ed y b the IN 2s be n for mn ip ental ody, onal ch a Bult THE N. EB. AD BULLETIN 19 What Should We Aim to Accomplish in Teaching Community Civics? Experiments at Two Rivers in Teaching Citizenship Thru Participation. Progress in Socializing History. What Place Should Be Given to a Survey of Vocations in the Curriculum? NATIONAL SOCIETY FOR THE STUDY OF EDUCATION Presiderit—J. M. Gwinn, Superintendent of Schools, New Orleans, La. Secretary—S. Chester Parker, Dean of the College of Education, University of Chicago, Chicago, Il. The Committee of the National Education Association on Economy of Time in Elementary Education will issue as a Yearbook of the National Society for the Study of Education a report dealing with standards and current practices for economizing time in the standard elementary school subjects. While the Year- pook will contain some theoretical discussions of standards and fundamental principles, it will consist for the most part of practical descriptions and accounts of what is actually being done to secure economy in various parts of the country, together with some discussion of exact quantitative standards for measuring the results achieved. The subjects treated are reading, language, spelling, arithmetic, handwriting, history, geography, and literature. The contributors include: H. B. Wilson, Superintendent of Schools, Topeka, Kans.; H. W. Holmes, Assistant Professor of Education, Harvard University, Cambridge, Mass.; F. E. Thompson, Professor of Education, University of Colorado, Boulder, Colo.; R. G. Jones, Superintendent of Schools, Rockford, Ill; S. A. Courtis, Supervisor of the Department of Educational Research, Public Schools, Detroit, Mich.; F. N. Freeman, University of Chicago, Chicago, Ill.; H. C. Pryor, Teachers College, Columbia University New York, N. Y.; J. F. Hosic, Professor of English, Chicago Normal College, Chicago, Ill.; W. A. Jessup, Director, School of Education, Uni- versity of Iowa, lowa City, Iowa; W. C. Bagley, Director, School of Education, University of Illinois, Urbana, III. The Yearbook will be printed in January and will be ready for distribution about February 1. With this completed report to be presented at Cincinnati, where it will be discussed at the meeting of the National Society for the Study of Educa- tion and at one of the meetings of the Department of Superintendence, the Com- mittee on Economy of Time in Elementary Education show definite results in one very important phase of elementary-school work, namely, the determination of essential content and standards. Those who are interested in securing a copy of the Yearbook in advance of the Cincinnati meeting should address §S. Chester Parker, secretary. SOCIETY OF COLLEGE TEACHERS OF EDUCATION President—W. W. Charters, Dean, School of Education, University of Missouri, Columbia, Mo. Secretary—Carter Alexander, George Peabody College for Teachers, Nashville, Tenn. The meetings are open to members of the Society only, First Session This will be devoted to a report of the Committee on Normal Schools which is this year presenting a survey of the work done in college and university departments of education. Contributors to the report include: W. A. Jessup, State University of Iowa, Iowa City, Iowa; Carter Alexander, George Peabody College for Teachers, Nashville, Tenn.; F. E. Bolton, University of Washington, Seattle, Wash.; T. J. Doster, University of Alabama, University, Ala.; W. C. Ruediger, George Washington University, Washington, D. C.; Chartes H. John- ston, University of Illinois, Urbana, Ill.; Harlen Updegraff, University of Penn- sylvania, Philadelphia, Pa. THE N. BEB. A BULLETIN Second Session Luncheon. Third Session Business. Reports of committees on Rating, Placing and Promotion of Teachers, and School Surveys. The Need for a Uniform Educational Nomenclature. NATIONAL COMMITTEE ON AGRICULTURAL EDUCATION Chairman—Homer H. Seerley, President, State Teachers College, Cedar Falls, Iowa. Secretary—E. E. Balcomb, State Normal and Industrial College, Greensboro, N. C. First Session Report of Committee on Boys and Girls League of Home and School Activities, The Basis of all Educational Credit. Second Session School Credit for Work Beyond the Schoolhouse Door. Pre: EDUCATIONAL PRESS ASSOCIATION OF AMERICA Sec President—John MacDonald, Editor, Western School Journal, Topeka, Kans. Secretary—Julia Fried Walker, Business Manager, Educator-Journal, Indianapolis, Ind, This association will give its annual dinner, followed by a Round Table ang regular business meeting. Pre AMERICAN SCHOOL PEACE LEAGUE 7 President—Randall J. Condon, Superintendent of Schools, Cincinnati, Ohio. St Secretary—Fannie Fern Andrews, 405 Marlborough St., Boston, Mass. Ca The League will have headquarters in rooms 254-256 at the Hotel Gibson and} yj will give the usual dinner. Ne CONFERENCE OF TEACHERS OF EDUCATION IN STATE UNIVERSITIES o Chairman—P. P. Claxton, United States Commissioner of Education, Washington, D. C. This meeting of professors and teachers of education in state colleges and} universities is called to discuss problems peculiar to their work. Se ASSOCIATION OF STATE SUPERINTENDENTS Chairman—M. P. Shawkey, Charleston, W. Va. Secretary—W. D. Ross, Topeka, Kans. This association will hold two sessions for conference with the United States P Commissioner of Education. $ NATIONAL COUNCIL OF TEACHERS OF ENGLISH President—Franklin T. Baker, Professor of English, Teachers College, Columbia University, New E York, N. Y. Secretary—James Fleming Hosic, Professor of English, Chicago Normal College, Chicago, Ill. F The Council will hold four sessions during the week. At the first session, the topic for discussion will be English as an Administrative Problem. , CITY NORMAL SCHOOL ASSOCIATION I Chairman—Frank Webster Smith, Normal Training School, Paterson, N. J. Secretary—-Frank A. Manny, Teachers Training School, Baltimore, Md. q First Session The Psychology of the Normal-School Student—Characteristics of Development between the Ages of Eighteen and Twenty-four as Guides in Normal-School Instruction. ~~ 3, and ates New THE N. EB A BULLETIN 21 LS Reorganization of the Curriculum of the Normal School—Addition of Courses, Consolidation of Courses, Revision of Content, etc., to Meet the Needs of “The New Normal School.” Second Session All persons interested in the work of normal schools are invited. INTERNATIONAL KINDERGARTEN UNION Chairman—Lucy Wheelock, Principal, Kindergarten Training School, Boston, Mass. A symposium conference will be held, the general subject of which will be Correlation of the Kindergarten with the School System. The local Kindergartners and the Kindergarten Association of Cincinnati plan to make the meeting a notable one. ¢ NATIONAL CONGRESS OF MOTHERS AND PARENT-TEACHER ASSOCIATIONS President—Mrs. Frederic Schoff, Philadelphia, Pa. Secretary—Mrs. Arthur A. Birney, Washington, D. C. A single session will be held. SCHOOL GARDEN ASSOCIATION OF AMERICA President—Van Evrie Kilpatrick, Principal, Public School No. 52, New York, N. Y. Secretary—Edwin J. Brown, Dayton, Ohio. Two sessions will be held. The following persons will speak: Gustave Straubenmuller, Associate Superintendent of Schools, New York, N. Y.; Ira L Cammack, Superintendent of Schools, Kansas City, Mo.; Lester S. Ivins, Super- visor of Agricultural Education, Lebanon, Ohio; Wallace E. Mason, Principal Normal School, Keene, N. H.; R. E. Tidwell, Superintendent of Schools, Tennessee Coal and Iron Co., Birmingham, Ala. STATE HIGH-SCHOOL INSPECTORS ASSOCIATION Chairman—Joseph Stewart, University of Georgia, Athens, Ga. Secretary—H. I. Terry, Department of Public Instruction, Madison, Wis. This association will hold one session, open to members only. NATIONAL ASSOCIATION OF STATE SUPERVISORS AND INSPECTORS OF RURAL SCHOOLS President--J. H. Binford, Executive Secretary, Co-operative Education Association of Virginia, Richmond, Va. Secretary—Lester S. Ivins, Supervisor of Agricultural Education, Lebanon, Ohio. First Session Educational Surveys. Financing the Rural Schools. Second Session County Normal Schools. Methods of Rural-School Supervision. Improvement of Rural Schools thru Agricultural Instruction. Third Session The Relation of the School to Community Building. NATIONAL ASSOCIATION OF TEACHERS’ AGENCIES President—F. G. Webb, Atlanta, Ga. Secretary—E. E. Olp, Chicago, Ill. One or two open sessions will be held. THE N. EB A BULLETIN PEACE LETTERS the To the Teachers of the Nation: I am sending with this note a letter from Mrs. Fannie Fern Andrews whig will be of.speciai interest to you. The present time is one of the greatest of world-crises. In its final result, very much must depend on the wisdom, patience, and devotion of the American people. As the future history of the nation is written in the schools of today, it js vital that our teachers as a whole should hold sane views on the questions at issue, and, at the same time, they should feel a friendly sympathy with all peoples, a befits a nation under whose flag all hatreds die away. To be neutral is not to hp ignorant nor indifferent. We should, above all, not be ignorant nor indifferen towards the ideals of our own democracy, devised in the wisdom of our fathers to prevent just such catastrophes as the one which now engulfs Europe. For mij. tarism means anarchy, reliance on force, and fear in the interests of privilege, while democracy means security and liberty under law, the law which devote men have framed for their mutual guidance. The prosperity of our nation regts on “the right divine of man, the million trained to be free.” And we, as a cogmo- politan race, meaning to be just and godfearing, having “malice toward none an charity towards all,” may hope, in this crisis, to exert an influence of permanent helpfulness on the future of our unfortunate brothers and sisters and cousing jp 23 2 Ess which has become a general day of observance. It would be a happy event if on next Peace Day we could witness a world at peace. But whether peace or war, the blessings of peace and the practical means of obtaining it should be impressed upon the American children. The two Peace Day Bulletins issued by the United States Bureau of Education contain valuable Peace Day material. The League, however, is planning to publish new program material this year and will send out announcements of the same in January. The 1914 Yearbook of the League, which will be sent to any person making application, contains a complete bibliography of articles and pamphlets bearing on international relations, and can be obtained free of charge. This bibliog- raphy also contains names of books, with their publishers and price lists, which will aid teachers in getting a comprehensive grasp of the subject. desolated and desecrated Europe. } Very truly yours, tn DAVID STARR JORDAN, a ve My Dear Dr. Jordan: The present war crisis has given a special inipetus to teachers to emphasize} hi American ideals of peace in the schools of the country. Five state teachers’; iz associations have organized branches of the American School Peace League since th October, and it is expected that at least five of the remaining seven states will r organize before the close of the present school year. The programs of the annual mr meetings of the state branches this autumn have emphasized the relation of c education to the promotion of world-wide peace and the particular bearing of | t American democracy on the world situation. The programs of the high and t normal school branches have enlisted the interest of mature pupils in making t a scientific study of international relations. The officers of the League hope that . every teacher will join his state branch, and that high and normal sciool branches T will become general throughout the country. As president of the California § branch, you can see the value of thoro organization of this work thru the schools, ( It is not too early to call attention to the observance of May 18, Peace Day, f 1 ’ ' THE N. E. A. BULLETIN 23 The list of books suitable for boys and girls of high-school age, designed for the Peace Circle Reading Clubs of the United States Bureau of Kducation, is ready for distribution and can be obtained by addressing the United States Bureau of Education or the secretary of the Amercan School Peace League. There is, under the name of each book, a brief review of the contents. We hope also to have every state in the Union represented in the Peace Prize Essay Contest, open to seniors of secondary and normal schools. The eTican conditions for this contest will be sent to any applicant by the secretary of the itis} american School Peace League. issue, Yours for world progress, €8, ag FANNIE FERN ANDREWS. 405 Marlborough St., Boston, Mass. ars oa THE WAR: WHAT SHOULD BE SAID ABOUT IT IN THE SCHOOLS? ilege, Fannie Fern Andrews Voted The appeal of President Wilson to the people of the United States to “act rests and speak in the true spirit of neutrality” comes to the teachers of the country with peculiar force. They, as much, perhaps, as any class of persons, enjoy opportunities to preserve, as the President expresses it, “the spirit of impartiality and fairness and friendliness to all concerned.” More than that, the war affords teachers a unique opportunity to exercise one of their most important functions— the training of citizens. It should be a constant purpose of the twentieth-cen- tury teacher to develop a civic intelligence regarding present-day problems— a gradual evolution of social consciousness, which will rise, it is hoped, to uni- yersal brotherhood. The war that is now ravaging the continent of Europe has no parallel in history. It seems unnecessary to say that what is going on should be presented in the schoolroom in such a manner as to give pupils a proper interpretation of the whole dreadful tragedy. The task is difficult, but the American teacher, reared in a country whose foundation principles are based on tolerance and respect for the rights of others, is equal to the emergency. Many of our school children are descended from peoples of the nations now at war, and it is natural that their sympathies should be alert for the home countries. Then, too, among those who have no ancestral allegiance to the warring nations, it is inevitable that there will be partisan expression evoked by the daily occurrences of the war. Evidences of this are seen on every hand. The war is the subject of su- preme moment. The children, like their elders, eagerly watch the newspapers, scan the war maps, listen to heated discussions, and form their own incomplete opinions. But whatever their conclusions are, animosities and recriminations against one nation or the other appear to be the rule. Under these conditions, race antagonisms are allowed to develop, the children become partisans, and that very spirit of neutrality which our President so urgently desires is endangered. The child is not able to comprehend the necessity or the duty of neutrality, nor the reasons why the United States should remain the one great nation friendly with all “to do what is honest and disinterested and truly serviceable,” as Mr. Wilson says, “for the peace of the world.” ‘ This is the situation which confronts teachers. What shall they do about it?’ Their opportunity lies in correcting this partisanship so far as may be. They should not allow imperfect or prejudiced ideas te find lodgment in the pupils’ minds, especially on a subject which is so vital to the civilization of the future. They should point out that every boy and girl who really loves America will “act and speak in the true spirit of neutrality”; that the reat idea of American SRR BESS 24 THE N. EB A BULLETIN ER Ed: Shabid aha Reb) 0 ra patriotism is to wipe out racial prejudices; that, with its historical backgroung and unique mixture of peoples, our nation is peculiarly fitted, again Quoting the President, to “play a part of impartial mediation and speak the counsels of Deace and accommodation, not as a partisan but as a friend.” Only by instilling such ideas into the pupils’ minds can they be placed in sympathy with the Policy of this country. To do this, the teacher must “exhibit the fine poise of undisturbed judgment, the dignity of self-control,” which our Executive hopes will be the attitude of this nation. Moreover, painstaking teachers cannot fairly escape dis. cussions on this subject in the schoolroom. Lessons in history, geography, civies, and the like cannot go far without touching at some point on what is actually taking place across the water. European history and European geography must be eliminated if we bar out a discussion of this war. The request, made at the beginning of the school year by certain superip. tendents, that there should be no discussion of this subject in the schoolroom, is apparently in line with President Wilson’s policy. At that time, the word stood aghast at the tidings of a continent at war, and how to keep out of the trouble was our supreme concern as a nation. But today, when the significance of this world object-lesson comes more and more into light, when the causes are becoming better understood and the results to be hoped for more clearly defined, when the “American ideal of democracy is seen in its direct relation to the con. flict, the teachers of the country should take the matter under serious considera- tion. Silence on this subject in the schoolroom at this time is inconsistent with the purpose and the spirit of educaton. Consequently principles underlying the peace which should follow the great war should form a part of school instruction, and the mode of treatment should be planned with careful precision. The schools, if true to their aims, must react to the meaning of great events, to the ideas which govern men and nations. So delicate and intricate are the elements involved that we are impressed at the outset with the necessity for eliminating the uncertain phases of the subject. The motives of any nation engaged in the war should not be impugned in the schoolroom. To do so would give offense to some of our own citizens. It would, of course, violate the President’s injunction as to neutrality, and, what is more, it would tend to keep alive racial prejudices. Nor should daily reports of the military movements be followed in the schoolroom. Such details as reach us are vague at best, but, in any case, they should be eliminated, because they tend to excite the interest of the pupils unnecessarily in the game of war, and enmity toward one or the other of the contestants would naturally result. The real question at issue is not war, but the ultimate growth of international friendliness and peace. The evils of international hatred emphasized by militarism can he made plain to the pupils. The study of military minutiae is utterly irrelevant to the purpose of the teacher. Certain American colleges, in giving courses of lec tures on the vital relations of the war to history and to civilization, are provid- ing a.method of acquiring a scientific understanding of the real place of this war in the historical sequence of world events. The History Teachers’ Magazine sug- gests that “The history teacher has now the opportunity to stand as an expert guide for his school community and for the larger community about the school.” Teachers should lead pupils to understand the historical causes of the wal, to look upon this spectacle of human suffering and devastation with horror, to contrast a world at war with a world at peace, to comprehend the principles that would make another great war impossible, to be conscious of the duties of the United States, a nation founded on democracy, universal brotherhood and good- will, to realize that every boy and girl has an interest in the movement which shall bring about the reign of law in place of the reign of force and fear. ~=- ow oom 22e w@OS 2. 282 Se Sek Se&EEeae THE N. EB A BULLETIN 1. What Should Be Said As To The Causes of the Struggle? No single event brought on the war. Its causes reach far back in history. In the development of nations, based on racial lines, there have grown up be- tween some of them misunderstandings and enmities. These differences and the clashing of interests which ususally result when one people undertake to dominate another, are, in large part, responsible for this sudden plunge into unprecedented disaster. Another cause is the failure of governments to keep pace with the processes of civilization, that in all the great countries of the world have been moving forward almost abreast. This failure is due to a blind assumption that national greatness depends on fighting strength... Powerful nations have clung to the ancient doctrine that might makes right. This false philosophy leads to secret alliances which render frank and fair dealing impossible. Such a system leads inevitably to suspicion and hate. Mutual distrust has lead nations to arm them- selves against surprises, and to pile up larger and larger armaments on land and on sea. In thus defying their enemies, they have likewise defied civilization. For, in every nation, the real enemy was within. The enemy is the war spirit of militarism. The teachings of militarism affirm that without war the virile virtues gradually decay, that war is indispensable for the development of nations, that since war lies in the great world plan the supreme duty of each nation is to prepare for it, and that the well-being of a nation demands obedience to the man- date of military leaders. These ideas, held in every country to a greater or lesser degree, brought about an armed peace, ready at any moment to become actual war. With the materials of mischief ready at hand, it required but a slight pro- vocation to plunge a continent into chaos. When the combustibles are piled high, one spark suffices to set them ablaze, and the war system of the world which has furnished the tinder has been ready at any moment to set it on fire. Il. What Should Be Said As To The Results Of The War? The state of mind which war produces is one of war’s worst results. Victory is followed by vainglory and the perversion of national ideals. Defeat leads to exhaustion and hate. After war comes a lower standard of living and a heavy loss in human efficiency; for hosts of the best men of each nation, victims of guns and disease, have been sacrificed. The next generation, to whom must be in- trusted the interests of civilization, will, to a degree at least, be of inferior stuff, because it has descended from the weaklings rejected by the recruiting sergeant. Of course there are the other obvious results—the world-wide inter- ference with commercial and industrial progress affecting alike belligerents and neutrals, the piling up of debts never to be paid, the setback to scientific and cultural progress, the destruction of the world’s art products, to say nothing of human suffering, distress and want and private griefs which always follow in the wake of war. Our own country, separated from Europe by three thousand miles of ocean and on friendly terms with each of the warring nations, finds itself among the victims of the conflict. We were startled last August at the closing of the stock exchanges. We are alarmed at the serious plight of the cotton planter and of the miner who find their markets curtailed. Many of our industries are gravely hampered. We look with concern at the thousands of men and women who are Swelling the ranks of the unemployed. We are disturbed in our plans for enjoy- ment by the interruption of foreign study and travel, as well as the cessation of international relations among our schools and universities. ' The most direct lesson of the war is to teach the peoples of the world that great armaments are not guarantees of peace. Great armaments, we must admit, 26 THE N. EB. A BULLETIN may bring victory, but they never work for peace. Forty years of the most elaborate military organization in the world’s history have been followed by the most stupendous calamity of the ages. The final result of the war will, it is hoped, be the stimulation of international organization—the guarantee of per- manent peace. Public conscience sholld demand that this be the last war, and that the political conditions which made it possible should be radically changed, Ill, What Should Be Said As To The Terms Of Peace? A final settlement should compel loyalty to the world’s order. It should be based on a world conscience that international harmony is not only a pressing need but a permanent duty. Out of the present struggle should come a complete re. vulsion of feeling against the use of force as a means of settling internationa} disputes. The substitution of law for war should be the final order. There ig ap approaching unanimity of opinion, not only in this country but among the leaders of thought in Europe, as to the policy which should inspire the conditions of peace. They may be summed up as follows: 1. A Concert of Europe. The surest method of sibbadbiidibitiee permanent peace is to bring about a Concert of Europe, based upon the knowledge that, with nations as with individuals, co-operation and not conflict is the law of progress, In order to insure mutual conference and concerted action, there should be organized a representative Council whose deliberations and decisions would be public. This would mark the end of offensive alliances and ententes which have proved their inability to safeguard the real and permanent interests of the people. 2. Nationality Must Be Respected. No territory should be transferred from one nation to another against the will of the inhabitants, nor should any readjust- ments be made which might breed fresh wars. National boundaries should coin- cide as far as possible with national sentiment. No terms of settlement should be regarded as satisfactory if they impose upon any nation such harsh and humiliat- ing terms of peace as would be inconsistent with its independence, self-respect, or well-being. All idea of revenge should, of course, be rooted out. 3. Limitation of Armaments. Since the policy of huge national armaments has lamentably failed to preserve peace, competition in armaments should end. The nations should agree to limit military force to purposes of police and inter- national defense. Militarism should be abandoned by all countries, because they recognize the absolute futility of force as a means of advancing the moral or material well-being of any nation. To facilitate the elimination of militarism, the conditions of peace should stipulate that all manufactories of arms, arma- ments, and munitions for use in war shall hereafter be national property. No private citizen or corporation should be permitted to engage in such manufacture, 4. Respect of the Rights of Neutral Nations and of Private Citizens. If war must be, it should involve the conflict of armies with armies and not the oppres- sion by armies and navies of the rights of private citizens. The open seas should be at all times the safe highways of passenger and merchant ships. IV. What Should Be Said As To The Part Which The United States Should Play In Final Mediation? There is a growing conviction that the world has reached a turning point in its history—that it is about to enter upon a new social and political era. How- ever true this may be, it is a fact that at the close of the war the world will have to face a stupendous task of reconstruction; and, in solving the problems that must arise, the United States may be destined to assume an unique responsibility. This country may assist in shaping events which will lay the foundations of & aw ae et oe etl lhUdlUe CO. 1 be eed Te onal 3 an lers 3 of ave the st- in- at- nts ley PBs No aPe & es Aste THE N. EB A BULLETIN 27 == OEE higher civilization. Certain it is, that the appeal of the embattled nations for our favorable judgment has conferred on us a sort of moral leadership, with all the obligations which this implies. And our traditions seem to fit us for the task. Founded on the principles of democracy, which make every person respon- sible for the common good, and wipe out race prejudices in giving freedom to every type of human being, the United States is distinctly the nation which can extend the idea of human well-being thruout the world. World brotherhood is but the expansion of American faith. The union of our forty-eight states, containing representatives from all the races of the world, working together and abiding by the laws of the central government, demonstrates that the principle of federation is practically applicable to political harmony regardless of racial, religious, or economic differences. Each state retains its identity, has its local laws and local governments, pursues its own ideals, and yet remains loyal to the whole, pre- senting in little, as it were, the plan for a world federation, where civilization can progress unhampered. Immanuel! Kant, in his famous essay, “Perpetual Peace,” published in 1795, declared that the world will never attain universal peace until it is politically organized, and that it can never be so organized until the people rule. Thus, the great thinker of the eighteenth century, one of the greatest of all time, hinged the world’s progress on the realization of an international federation and the univer- gal extension of democracy. The twentieth century has seen a revival of Kant’s jdeas. Men distinguished in diplomacy and in statesmanship have accepted them as the true philosophy of peace; and, at this time, when peace is shaken to its yery foundations, may not world federation and the extension of democracy be the props by which we can hope to sustain the fair structure? After the cessation of hostilities, there should be opportunity to impress this view. We can point out that the variety of elements and the combination of types that comprise our own people have given our country its distinctive character and that every type of manliness has contributed to our prosperity. There is no reason why the forty-six civilized nations of the world should not be bound to- gether in the pursuit of a common ideal, and for the common good as effectively as our forty-eight commonwealths. Our experience and our vision prompt us to characterize this as the next great step in world development. Nor would this involve a sudden change in world politics. For the past forty years, altho more obviously since 1899, the date of the opening of the First Hague Conference, the world has been moving rapidly on toward international federation. In 1862, when Montgomery Blair, the postmaster general during Lincoln’s administration, proposed to the nations that they make a joint agreement for a more efficient postal service, he started what has grown to be an international organization of first significance to the world’s progress. On October 8, 1874, delegates from twenty-five nations signed the constitution of what is now the Universal Postal Union, which has a permanent bureau at Berne, supported jointly by the whole world. Many other instances could be given to show how the nations have adopted uniform practices in the conduct of important affairs. The most important result of the First Hague Conference was the establish- ment of the International Court of Arbitration, which will doubtless develop eventually into a real judicial tribunal. As the world is gradually creating a code of international law, so the recurring Hague Conferences are the forerunners of an international parliament, with power to legislate on all affairs of common concern. Logic and the world’s political history force us to look to a future in which the world shall establish an international police to enforce these decisions. The program appeals peculiarly to the American spirit. The prominent part which the United States took in the First and Second Peace Conferences at The 28 THE N. EB. A BULLETIN Hague in 1899 and 1907 was in keeping with that spirit. America had the honor of opening the Hague Court in 1902, since which time this international instity. tion has shown on eleven different occasions its efficacy in settling disputes be- tween nations. Our country has taken the lead among the nations in negotiating treaties ot arbitration, and this activity has not abated even in the midst of the European War. Twenty-nine nations have signed peace commission treaties with the Uniteg States, while eight others have signified their willingness to sign similar treaties, As these provide that all matters in dispute shall be investigated during the period of a year before any declaration of war or commencement of hostilities can take place, it is believed that they will make armed conflict between the contracting nations improbable, if not entirely impossible. More than two. thirds of the civilized globe are now living under the protection of these treaties Our government has cheerfully taken this long step in the direction of peace, ang it is not only willing but indeed anxious to execute similar instruments with aj} remaining nations, large and small. Vv. What Should Be Said As To The Part Which Every Boy And Girl Has To Play In Furthering Human Freedom? The youth of our country should be conscious of their direct relationship to this world-wide movement for the extension of human freedom. The child will readily see that being a member of a family, a school, a town, a state, a nation, and the world at large, he has functions to perform in all these relations. Ip discharging his duties well in any one of these ways, he becomes a better citizen in all other respects. But it should be impressed upon him that all artificial ang political relationships are secondary to what he owes the whole human race, INTERNATIONAL CONGRESS OF EDUCATION NATIONAL EDUCATION ASSOCIATION OAKLAND, CAL. AUGUST 16-28, 1915 President Jordan, the various department presidents, and the Executive Com- mittee are rapidly getting the plans into shape for the meeting to be held at Oakland next summer. Some changes have necessarily been made in the original plans, but, in all cases, they will result in a stronger program. The two weeks’ schedule will be as follows: Monday, August 16 International Congress of Education Tuesday, August 17 Departmental Congress on Vocational Education and Practical Arts Departmental Congress on Kindergarten Education ee Congress on School Hygiene Wednesday, August 18 Departmental Congress on Educational Investigations Departmental Congress on Music Education Departmental Congress on Physical Education Thursday, August 19 International Congress of Education Friday, August 20 Departmental Congress on Elementary Education Departmental Congress on School Administration Departmental Congress on Science Education \\. Nat uo a 2 at on SA THE N. BEB. A BULLETIN Saturday, August 21 National Education Association Day at the Panama-Pacific International Exposition Sunday, August 22 Educational Sunday Monday, August 23 Departmental Congress on Secondary Education Departmental Congress on Relationship between the School and Co-operative Organizations Departmental Congress on Libraries Tuesday, August 24 Departmental Congress on Professional Supervision of Public Schools Departmental Congress on Preparation of Teachers for Secondary Schools ‘ Wednesday, August 25 International Congress of Education Thursday, August 26 Departmental Congress on Higher Education Departmental Congress on Administrative Problems as Viewed by Classroom Teachers Friday, August 27 Departmental Congress on Preparation of Teachers for Elementary Schools Departmental Congress on Rural and Agricultural Education Departmental Congress on Business Education Saturday, August 28 International Congress of Education The topics for discussion in the International Congresses were given in the September Bulletin. Already many of the speakers for the various programs have been secured, and the outlook for an exceptionally strong program is good. The arrangement of congresses, whereby whole days are given to single phases . of education, offers to the teachers the largest amount of free time to visit the Exposition. The majority of teachers will not care to attend more than three of ‘the Departmental Congresses and if in addition they attended all of the Interna- tional Congress sessions they would have five days out of the two weeks ‘for studying the Exposition. Arrangements have been made by which the National Education Association will provide a laboratory manual of the Exposition in connection with the regular program, which will contain references to the various exhibits of special interest to teachers. A large number of educational organizations will hold their meetings either immediately preceding or following ours, and some have arranged their programs for the same weeks as those of the National Education Association. The Secretary made a trip to California in October for the purpose of com- pleting arrangements with regard to local details. Five hotels will be utilized as headquarters: Hotel Oakland, Key Route Inn, Hotel Harrison, Hotel Menlo, and Hotel St. Mark. Joseph Caine, Secretary, Commercial Club, Oakland, is chairman of the Local Executive Committee and all communications concerning local matters should be addressed to him. re} THE N. EB. A BULLETIN In view of the fact that there will not be to exceed three congresses jp one day, most of the meetings can be held in the new million-dollar audito which is rapidly approaching completion. It is probable that the registration offices will be maintained in the auditorium. The Secretary has seen the various expositions since 1876, and is certain that the Panama-Pacific International Exposition will eclipse all others in the pb of its setting. Even now it is worth a trip across the country to view the wonderfy} colorings and architectural beauty which have been secured. The effect of the war on the Exposition has been discussed by many persons It will not effect the exhibits in the least. For the first time in the history ¢ expositions, space was given to exhibitors without charge but in every case befon a definite assignment of space was made, a surety bond was required from the exhibitors. Already much of the exhibit material from concerns in countries a war with each other has been received and no cancellations have been made, The public has been protected by the bond required. Much attention is being paid by the Exposition authorities to matters relating to education. The general plan of the Department of Education calls for a modq school, a model playground, a model kindergarten, a model rural school, a modg school garden, and model school courses. In addition to this, there will be the regular educational exhibit, with over thirty classifications, in which cities ang states have undertaken to show single lines of educational activity in which they have specialized. The dates for the meeting have been scheduled so as not to interfere with the summer schools. Those teachers who are not in summer school work wil] naturally use the time before the meeting for sightseeing instead of afterwards, as is ordinarily done, so that, when the meeting is over, they may return to their schools with the ideas gained from the Exposition and the various educational theories which have been propounded in the Congresses fresh in their minds. Already great interest is being shown by the teachers and group parties are being arranged for from various sections of the country. The round trip rate from Chicago, including trip to San Diego, will be $62.50, tickets good for three months, The rate from St. Louis will be $57.50 and from Missouri River points, $50.00, When it is remembered that over twenty-five thousand American teachers annually spend their summer in Europe, which line of travel will probably be closed to them next year, we can readily see that the 1915 meeting of the National Education Association is bound to be one of the largest meetings ever held in the history of the organization. EE 55S il THE N. EB. A BULLETIN MEMBERSHIP If you are not a member of the Association, you are invited to fill out one of the blanks below. Those persons who intend to maintain membership from year to year usually become active members. Persons who join for a single year ysually become associate members. Active members are listed by position and address in the annual Yearbook, which they receive, while associate members are not so listed. All members receive the Volume of Proceedings. ——————— D. W. Springer, Secretary National Education Association, Ann Arbor, Michigan. Please mail me an application blank for Active Membership in the National Bducation Association. (Street Address) (City and State)......... OS F RPE SE rae vin ee D. W. Springer, Secretary National Education Association, Ann Arbor, Michigan. Enclosed find two dollars for which enroll me as an Associate Member of the National Education Association for the year 1915-16 and send me the Volume of : Proceedings, (Oakland meeting), when issued. (Street Address) ........ceeeeeees errr rT ee cuaeae (Clty GE GRRE) vcccdicccnckes weeeds bbeeeveteearan "i RRO ae ee ea Se mm Se — eee S | =e —— S Baawee, , aaa a cde | ae Be