WV 19 1" (Ny, OF wing, 3 ia =E. A. BULLEThs September, 1917 Whole Number 30 » at Washington, D. C., under December, January, February, April, and June Publisht September, 1400 Massa ‘Act of August 24, 1912. Ghe National Education Association of the United States. Office of publication, ute Avenue, Washington, D. C. DEPARTMENT OF SUPERINTENDENCE, FEBRUARY 25- MARCH 2 NATIONAL EDUCATION ASSOCIATION ‘ OF THE UNITED STATES OFFICERS FOR 1917-18 GC. Bradford_- ; , ze ._.~-President - Denver, Colorado Se . i pe Se Washington, D. C wGrabtree___-- Secretary - i ‘Treasurer Tempe, Arizona CONTENTS aa emeectors...___._-. +. Meeting—-Committee Appropriations_-_ ons—Important Notice ~~~ Pp filand Meeting—-A Constructive Progré meme Presidency..._.._._._._---..~~-~. m Members Pay Dues—-Thrift Essays_._-_._--.-----_-_ Pe Glaims of German Efficiency—Loyalty___--- Be Ye ew. EF. A. Home--. bd gh Standing W. BE. A —xtistba x2 | » Press and Preparedness—Facts Worth Kihowing RS Re ASR gees SS eec Defects—An Opportunity for Teachey_________ ish Education Bill—Suggestions of President Wilson____-_- “EB A. Members in France—Scarcity of Teachers... Bans Caused War—The School Stands inal Headquarters of the N. E A., 1400 Massachusetts Aye. N. W., Washington, D.C. J. W. Caasrree, Secretary LEN T. Hixson, Recorder Sara J. Davenport, Clerk EL Anna Webb, Supervisor__.__-- tics cde John A W. N. R. H Mary Education biehogs 7. QS aR Re ame tay Carroll G. Pearse _. E James Y, Joyner. ~~. re ; PEAS! Walter R. Siders Agnes E. Doherty_ ~~ : Mary C. C. Bradford aities Mary C. C. Bradford, Denver, Col. Robert J. Aley, Orono, Maine Aley, Robert J Orot ), Maine Bicknell, Thomas W., Providence, R. I Board of Education, Nashville, Tenn. q Brown, Elmer Ellsworth, New York, N. Y. Butler, Nicholas Murray, New York, N. Y¥./ Claxton, P. P., Was hington D. C. ‘ Cook, John W., DeKalb, Cooley, Edwin G:, Chicago, Tl. Corson, Oscar T., Columbus, Ohio Eliot, Charles W., Cambridge, Mo~*- Gove, Aaron, Denver, Col. Graham, H. A., Mt. Pleasant, Mich. Green, James M., Trenton, N. J? Harvey, Lorenzo D., Menominee, W.* Jewett, A. V., Abilene, Kans. ¥ fosephine Corliss Preston, State Superintendent of Public Instruction Cc. O. Williams, County Superintendent of Schools_- A. R. Kent, Superintendent of Schools____~-_- E. C. Elliott, Chancellor University of Moutana Hines, Superintendent of Schools_____~- Widsoe, President State University_____- Sheats, State Superintendent of Public Instruction ‘ Wilson, State Superintendent of Public Instruction Walter W. Haviland, Principal Friends Select School 2 3 ER RS Re, Schenck Woolman, Manager Society for the Promotion of Indust BOARD OF Directors Ex-Officio LIFE\ DIRECTORS - _* N. E BULLETIN ens = —= j. — x VICE-PRESIDENTS € % Robert J. Aley, President State University_._.- ie citi whcgthcha a ho Dhan _..Orono, Mainé -Olympia, Wash: haa atens + --Memphis, Tenn. aR ----Raton, N. Mexico ...-Helena, Mont S ---Crawfordsville, Ind. Ps , ..---Blanton, Texas -----Salt Lake City, Uta) Tallahassee, Fla, --Oklahoma City, O& rrisburg, Pa, di x att Bost BOARD OF TRUSTEES ukee, Wis. atello, Idaho St. Paul, Minn EXECUTIVE COMMITTEE Mary C. C, Bradford_--. de dbbnget ooh arenes ooinesoa RDI GET t Denver, Colo Robert J. Aley..--....- ene wenn, --¢-2-Vice- President Oror Maine Cuereee. Ss. .Peatie i phoicd otis awnebwlee ..Chairman of Trustees Milwaukee, Wis, A. J. Matthews_- isd gives aint mip in ~--T reasurer dia Sas ae Tempe, Arizona | 4 George B. Cook csaiaeiont Seine .--Member by Election ~..... Little Rock, Ark DIRECTORS 7" A. J. Matthews, Tempe, Arizona arroll G. Pearse, Milwaukee, Wis > J. W. Crabtree, Washington, D. C Johnson, David B., Roék Hill, S. ¢ Jordan, David Starr, Leland Standford Uni., Cab J r, James Y., Raleigh, N’C. M all, T. Marcellu > Mills, W..Va Maxwell, William H., New York, N. Y. Pearse, Carroll G., Milwaukee, Wis. Schaeffer, Nathan C., Harrisburg, Pa Skinner, Charles R., Albany, N. ¥ State Teachers’ Association of Illinoi Swain, Joseph, Swarthmore, Pa. Taylor, A. R., Decatur, Il. Teachers’ Institute, Philadelphia, Pa. White, Charles G., Menominee, Wis. Young, Ella Flagg, Chicago, Ill. ANLVLS NVINLSANOA SVNOHL GNV FIONIO SVWNOHL uuy ecu] eouepisey § Sulpseyy doysig eouepisey § paedeg “J “soyy Assequiy uewser ewoyy "Y “2 °N “°N EA. BULLETIN N. THE d tah ‘, w oe s¢ STATE DIRECTORS Alabama __-.-.-.-.-.Samuel S. Murphy, Superintendent of Schools___________ Mobile Arizona .--------..-C. O. Case, State Superintendent of Public Instruction___- Phoenix Aglcasbes |....~dscsee George B. Cook, former State Superintendent of Schools_Little Rock Cobisaemie.. sic ntaient --Susan M. Dorsey, Assistant Superintendent of Schools_.__-Los Angeles ColerGOe “arecnwd {. B. Smith, Secretary State Teachers’ Association_____- Denver Connecticut ...._..._-_._F. A. Verplanck, Superintendent of Schools____.-.-_- ---South Manchester Delaware «cca ses A. H. Berlin, Principal of High School__....__._.._.__-_-_- Wilmington District of Columbia_s. F. McBrien, Bureau of Education.__.________________ Washington POONIGS oii V. N. Sheats, State Superintendent of Public Instruction_ Tallahassee oe DESY Pele WV. L. Brittain, State Superintendent of Education____-_~ Atlanta SNe se cihopernnction Frank W. Simmonds, Superintendent of Schools___.__._._- Lewiston Illinois, _._.._-_.__-.-_.R. O. Stoops, Superintendent of Schools__...__._..-.----- Joliet Indiana ._......._..H. Lester Smith, Dean of School of Education___._..__-- Bloomington (Owe. 4... oe L. H. Hinkel, Superintendent of Schools.__.._._.._--_--- Fort D-dge Kansas ____.___...__._Thomas W. Butcher, President State Normal School_.__._._ Emporia Kentucky -_...._.._...Mrs. Cora Wilson Stewart, President Illiteracy com...-.-Louisville Louisiana ..........D. T. Powers, State University............_......._..—- Baton Rouge MnEOG. ».onas le emmermendent of SobeONe ooo oo 2 Portland Maryland ___.___._-__A. J. Pietsch, Assistant Superintendent of Schools_-___-- Baltimore Massachusetts _______ R. J. Fuller, Superintendent of Schools____._-.---------- North Attleboro Michigan ~_.___._.__Fred L. Keeler, State Superintendent of Schools______--- Lansing eae Bessie A. Tomlinson, Grade Teacher___.._._-_-_____._-- Minneapolis Mississippi ____.__..__ E. E. Bass, Superintendent of Schools___._.-....------- Greenville Minsewre. 2s Uel W. Lamkin, State Superintendent of Schools____-_-~- Jefferson City Montana -_________.W. K. Dwyer, Superintendent of Schools__._____-.----- Anaconda WOMOHNMS cec.c te D. W. Hayes, President State Normal School__...--_-_-- Peru eee: ee B. D. Billinghurst, Superintendent of Schodls___...----~- Reno New Hampshire _____ I EOE IEEE SS AI eC NE A Manchester Néw Jersey 5... Frank H, Lloyd, Supervisor of Schools_____....__..----- Perth Amboy New Mexico ~.._____ J. H. Wagner, State Superintendent of Public Instruction.Santa Fe New. Yor Thomas E. Finegan, Assistant Commissioner of Education_ Albany North Carolina ._.__ F. M. Harper, Superintendent of Schools__.__._.___------~- Raleigh North Dakota .._.._ N. C. Macdonald, State Superintendent of Schools____--- Bismarck Oltio - 4250. cl A, J. Gantvoort, College of Music--_-.-_--_-------~---- Cincinnati Oklahoma ~__-______ Edwin S. Monroe, Superintendent of Schools__..-_---~-~-- Muskogee Orage: stint Viola Ortschild; Grade Teacher_._.._..-.-_--..__-_----~ Portland Pennsylvania _____ __ H. C. Eicher, Asst. Secretary State Board of. Education-- Harrisburg Rhode Island _-.___..Walter E. Ranger, State Commissioner of Public Schools_- Providence South ’ Carolina -...-J. E. Walmsley, Professor of History and Political Science, Winthrop Normal and Industrial College_.__._Rock Hill South Dakota _._____ 4. A. McDonald, Superintendent of Schools___._-.------Sioux Falls Tennessee .-______._A. A. Kincannon, Superintendent of Schools__.-.-.--~-~-- Memphis noe Oe L. R. Bentley, Superintendent of Public Schools___..~--- Alpine RERUN ohm disecsimibetbis toni C. H. Skidmore, Superintendent of Schools__...--------- Salt Lake City Vent ae Caroline S. Woodruff, President State Teachers’ Ass’n__.St. Johnsbury Virginia _.._..._.___...S. P. Duke, Department of Education, State Normal and Industrial School for Women -.-.-----.--------- Farmville Washington -._.__..Elmer L. Cave, Superintendent of Schools___..-.------- Bellingham West Virginia ______ N. P. Shawkey, State Superintendent of Schools_....-.-- Charleston Wisconsin ~.....___. J. F. Sims, President State Normal School....-_-------- Stevens Point ROME coc sno tcen Edith K. O. Clark, State Superintendent of Schools____-- Cheyenne I i de L. D. Henderson, Commissioner of Education_.__.-..---- Juneau op SOTA Vaughan MacCaughey, College of Hawaii......-.---~-~-- Honolulu Philippine Islands __.Walter W. Marquardt, Director of Education-..-..---~-- Manila Pare: Ritts Ralph S. Garwood, Dean College of Agriculture and Mechanic Arts, University of Porto Rico Presic Vice-! Secre! Presi: Vice- Secre Presi Vice- Secre Pres Vice Secr Pres Vice Sec: Pre Vie Sec Pr Vi Se Se LEE NM. B&B. AO BULLETIN a on ea A ARE EA IR A RAR CRAIN NL a NR Rt ee ee ee DEPARTMENT OFFICERS NATIONAL COUNCIL President -------- ..rk accomplisht thruout, exprest the con- viction to President Aley that the Portland meeting would be rated as one of the notable sessions of the National Education Association. CHARLES HUGHES JOHNSTON One of the great shocks which has come to us personally and professionally is the knowledge of the instant death in an automobile accident of Charles Hughes John- ston, of the Department of Education of the University of Illinois. It was a tragedy of most intense seriousness. Few men had a more brilliant future assured than had he. As dean of education of the Kansas S ate University he won such recognition that he was selected for highly important servic in the State University of Illinois, and the transfer of Dr. W. C. Bagley to Teacher College, Columbia University, made the Promise of higher opportunity ever greater—A. E. Winship. 12 THE HR A BULLETIN Oooo ee eS —NCa4O2S™mn_™_TFeTT ETHER --—--— + OOow00°—90.0¢0°0 0 0 EE SUPERINTENDENT BEN BLEWETT Superintendent Ben Blewett died suddenly January 26 at the Willard Hotel, Wash- ington. He was attending the Congress of Constructive Patriotism. He delivered an eloquent address on the loyalty of the teachers and schools of the country. He took his seat and at that moment death came upon him. His last words were in de. fense of the patriotism and hard work of the women teachers of America. HENRY B. BROWN In the death of President Henry B. Brown, of Valparaiso University, September 17, the nation has lost one of its greatest educators. There are hundreds of men and women prominent in educational and other positions in all parts of our country who say that they received inspiration which enabled them to secure prestige and promo- tion from President Brown. His loss will be keenly felt thruout the United States. A CONSTRUCTIVE PROGRAM Robert J. Aley, President of the N. E. A. Orone, Maine As a conclusion of his address as president of the National Education Association, President Aley gave the following practical points as a constructive program for the Association : 1. We believe that the body of common academic knowledge which the race has found fundamental and necessary should be taught to all the youth of the land. It should be increast by the addition of new knowledge developt in the progress of civili- zation. Old forms of knowledge that have become obsolete and useless should be eliminated. 2. Every form of activity, physical, mental, and spirtual, necessary for the life and progress of the people rests upon knowledge and skill both of which may and should be the result of organized education. All types of education, therefore, that fit the individual better to do necessary work are worthy of hearty recognition and support. 3. We believe that, since a democracy rests upon the foundation principle of equal opportunity to all, our education ought to be so organized that individual ambi- tions and qualities may have ample opportunity for complete realization. The age of special education, therefore, should be delayed long enough to reduce the misfits to a minimum and to prevent the formation of a caste system based upon trade or industry. 4. We believe in the poise that comes from straight thinking, the patriotism that comes from an understanding of the principles of a free government, the reverence for law that comes from the practice of obedience, and the clean and wholesome living that results from an active faith in God. All schools, therefore, of whatever grade, general or special, should give much practice in logical thinking and in drawing nec- essary conclusions. The meaning of our flag and the principles of our government should be taught so thoroly that in a generation every American will know and appre- ciate the soul of this nation. Obedience based upon understanding and reason should be so much a part of school life that presently we shall be changed from a nation of law breakers to a nation of law observers. The wisdom of prophets, seers, and teachers of righteousness should be freely used to make clear the care of an overruling Provi- dence and to make sure the faith in an eternal Father. 5. We believe, that, if our nation is to grow, prosper, and be strong, knowledge and skill must be thoroly diffused among all the people. The schools, therefore, should be centers for the education and training of adults. Night schools, extension work, THE N. BE A. BULLETIN ROBT J. ALEY President N. E. A., 1917 14 2RE NN. KB A BULLETIN CC a maRaaemNNelmaOmc[mMmmnnmaem correspondence, lectures, moving pictures, practical demonstrations, and all other ayail- able and effective means should be used to give every individual an opportunity to continue to grow and to better his condition. 6. We believe that modern civilization with all its complexities and competitions can only advance as the circle of human knowledge widens. Both state and nation, therefore, should spend much larger sums of money in subsidizing research and en- couraging investigation. 7. We believe, that, not only now in the crisis of war, but for all time, prepared. | ness, patriotism, conservation, and internationalism are virtues of supreme and perma- nent value and that all the educational forces of the country will unite to make them real in the life of the American people. ACCEPTING THE N. E. A. PRESIDENCY Mrs. Mary C. C. Bradford Deaver, Colorado On being introduced by President Aley, as the president-elect of the N. E. A, Mrs. Mary C. C. Bradford, Denver, Colorado, responded as follows: I feel that the challenge of the present hour is more insistent and fundamental than has been heard by the world or the Association for many decades. The world crisis means the testing of democratic institutions as the product of democratic educa- tion. The great experiment in human brotherhood, called “United States of America,” can only survive in spirt and in truth if all the children of all the people are afforded the enrichment, discipline, and stimulus of a vital, potent, character-building educa- tion. Europe is suffering today from a war caused by a perfectly organized educational system based upon absolutely false educational and sociological ideals. To turn the tide of war in favor of the peoples whose educational system has taught respect for the in- dividual, the sanctity of human life, equal and free opportunities for all, has become our great task. And in this mighty effort to win the war that shall end wars, the schools must play their part. “The last line of defense,” as President Wilson has called the educational organization of the country, must be kept intact, ready for all the varied forms of service that the world’s struggle must necessarily impose upon each unit of our life. But fully as imperative as this is the task of so deepening, broadening, and strengthening our educational vision and vitalizing our educational administration that the rebuilding of civilization, after the war-storm shall have past, may receive its crowning contribution from the school world. To save civilization thru the agency of the United States, a nation which is largely the product of the public schools, is the task of the present. To rebuild civilization across the sea in a fairer form and on a more enduring basis, is the mission of the future. Neither of these duties can be fulfilled unless we, the school people of the United States, realize our responsibility, dedicate ourselves to the work, assume the burden, and answer the call of the God of Nations with a glad response and the tt- umphant achievement of willing service. Let us, the National Education Association, as the composite interpretation of the educational thought and life of the country, offer ourselves to the President of the United States as a unit in the army of soldiers of the common good, to be used by him as the developing needs of our present mighty struggle may indicate, to the end that we may help to “come true” the mighty dream of human brotherhood thrown upon the screen of history when this nation was born. Let us each say in our hearts, with our lips, and in our lives: “Lord God of Ne tions, here am I, what wouldst thou have me to do.” THE N. E A BULLETIN MARY CG. GC. BRADFORD President N. E. A., 1918 ane. ee RAUL LETIN cert nee te nn en PRIZE ESSAY CONTESTS Last year, under the direction of the Committee on Thrift Education, a county thrift essay contest was carried on under the immediate supervision of the several county superintendents of schools. The American Society for Thrift offered a medal to the writer of the best essay in each county on the subject of “Thrift.” Twenty. eight states and the District of Columbia were represented by the counties conducting contests. In addition to this genral scheme, all of the schools in the state of New } York conducted a prize essay contest under the immediate supervision of the Amer- ican Society for Thrift. The contestants in each county were divided into two classes, those of high school pupils and those of grade school pupils. Each county superintendent conducting a con- test sent to the N. E. A. office the best essay written by a high school pupil and the best essay written by a grade school pupil. These essays were judged by Jason W. Hammond, former State Superintendent of Public Instruction for Michigan; Clar- ence M. Vliet, Superintendent of Schools, Birmingham, Michigan, and Sara Weedon, | former Head of the Department of English, Ann Arbor High School. S. W. Straus, President American Society for Thrift, provided the funds for the money prizes, which were awarded to the writers of the best essays in each group. The winners in the high school contest were as follows: Fiewes) Bregenaw.. .- ...-_. Scranton, Pa. Nota Edwards Mound City, II. Eunice Dowd Sulphur, Okla. Robert Anderson Washington, D. C. William Dighton Monticello, Ill. Elmer Stephenson Antlers, Okla. tiie Newkirk, Okla. Viola M. Stom Woodbury, N. J. The winners in the grade school contest were as follows: 1. Cassel Mowrey Big Isaac, W. Va. Florence Hamilton : ees, La. Clyde Wilhelm Snow Lake, Ariz. Effie Lentz Dongola, Ill. Thelma Dragon Davant, La. Mary Obermeyer___--.-_--.-__-_.___.__Nessen City, Mich. Robert Metzgar Junction City, Ohio Marie Bork Remsen, lowa Jane Roeder Rockwell, Iowa 10. Zelma Vaughn Baldwin, Kans. At the meeting of the Committee on Thrift Education held at Portland it was de cided to ask county superintendents who did not conduct essay contests last year to do so this year, and to the writer of the best essay in each county a medal will be awarded. 1. 2. 3. 4. 5. 6. 7. 8. wv PNAS o ACTIVE MEMBERS PAY DUES Mrs. Helen Hixson, who has been recorder in the office of the Secretary since the time of Dr. Irwin Shepard, reports that the response to the first notice for the pay- ment of dues is, perhaps, better this year than ever before. Many members have pre dicted that just as the colleges and normal schools suffered decreases in attendance of twenty and twenty-five per cent, the National Education Association would lose twenty or twenty-five per cent of its active members. This response to our first notice is most + BE NB ok } Es TIN 17 encouraging in light of this prediction. Let us not only see that there is no decrease in membership, but let us see that the rule is reverst this year and that we have an increase of twenty or twenty-five per cent in our list of active members. Such a record will have a good, wholesome effect on the public mind at a time when the interest in edu- cational matters might easily lag. Do not permit any one to discontinue h membership during the continuance of the war. Secure as many new members as possible during the present year. The execu- tive committee takes care of our members who have enlisted in the war. It will pay to make a determined effort to increase our list of active members, to influence a large attendance at all state associations, at the meeting of the Department of Super- intendence and at the next annual meeting of the National Education Association. LOYALTY AND PARAMOUNT DUTY The paramount duty of American citizens in the present crisis is a hearty and loyal obedience to the constituted authorities. Be slow to criticise. Remember that you view the situation from one angle; your rulers contemplate it from various angles. They have lights and sources of information that are closed to you. Your judgment of the administration and your criticism of their official acts should be always subordinate to a generous and whole-souled submis- sion to their rulings. It is theirs to command; it is yours to obey. And in manifesting your loyalty to your country, you will be pursuing a sacred and honorable course, and you will be following the invariable traditions of your fathers from the foundation of the republic. I thank God that we live in a country where liberty is granted without license and authority is exercised without despotism, where the government holds over us the aegis of its protection without interfering with the God-given rights of conscience.— Cardinal Gibbons, Honorary President of the New National League for Unity. FALSE CLAIMS OF GERMAN EFFICIENCY The people of this country had the most exaggerated notion of German efficiency at the beginning of the war. We had all accepted without question the German claim of superiority in chemistry, physics, psychology, engineering, and culture. Commission- ers of education, state superintendents and state universities published bulletins sup- porting these claims and urging the adoption of the German system of instruction and education in this country. Nobody challenged these statements. These statements were accepted without investigation. Blackstone says that, “A truth never doubted is never half believed.” According to that view it may not be a difficult matter after all to cor- rect these false impressions in the minds of our people. President Aley, of the University of Maine, has been analyzing these ‘claims in the light of actual facts and is prepared to show that every one of them is misleading and false. He looks upon the spreading of efficiency claims as a part of the general scheme of preparedness for war for the purpose of German world supremacy. HAD TO MAKE A LIVING I’m out of the game of teaching. Had to make a living. I am farming near Alda. Better enrol me in a farmers’ club instead of in the N. E. A. Henry F. Rouse, Alda, Nebr. SS em Pe 5 ~ ie : Rev. T. DeWitt Talmadge Residence BULLETIN NEW HOME OF THE NATIONAL EDUCATION ASSOCIATION a he N. THE pe a. % e's 9 j A a) te ot, Ca i THE WwW BA BULLEZDTIN a ET a rman Fa ean ee ene eee THE NEW N.E. A. HOME The National Education Association may well be proud of its new home. The suggestion by National Commissioner of Education, Honorable P. P. Claxton, that of locating headquarters in the vicinity of Thomas Circle, was accepted by the Board of Trustees, and this fine brick building, at 1400 Massachusetts Avenue, was the choice of Mrs. Mary C. C. Bradford, the President of the N. E. A. The Board of Trustees and Executive Committee gave their unanimous approval of the selection. Thomas Circle is known as being one of the most beautiful in the city. Named, as many of the Circles are in Washington, for some famous officer in the Civil War, this Circle has been honored by the name of Major-General George H. Thomas, whose equestrian statue, erected by his comrades of the Army of the Cumberland, stands in the center of the Circle surrounded by rich foliage and floral design. Massachusetts Avenue is one of the most popular residential avenues, on account of its width and the dignity given it by the homes of many senators and other families of importance in the affairs of the Nation. Another distinguishing feature of the Avenue in our neighbor- hood is that immediately opposite us, on the north side, is a terrace, giving as it were almost a private driveway to the noted houses situated there. This terrace was the part of a hill which Alexander Shepherd when governor of the City of Washington, decided must be cut down in order that all streets and avenues should be level; he was opposed by those owning the property. As a consequence the property owners re- tained the part of the hill, the rest of the avenue was laid level. In the spring the ter- race is particularly beautiful with a wonderful hedge of Forsythia. Fourteenth Street is recognized as the most important business street, as it is also one of the longest. Our building, as may be seen in the picture, is artistic as well as being an imposing structure. This building is well-known in Washington because of its history as well as be- cause of its beauty. It was built by Mrs. Annie T. Cole, nearly thirty years ago, her land extended over only two-thirds of the ground now covered by the house, the rest being Government property for parkage purposes. Mrs. Cole obtained permission from the Government to build a bay-window. After the completion of the foundation and the first story, the authorities of the District, observing the dimensions and character of the so-called bay-window, stopt the progress of the building. Legal battles followed. It developt that in some cases United States senators had been accused of lesser, tho similar mistakes. After spending thousands of dollars, Mrs. Cole won the decision of the court and the United States Congress past a special act to give Mrs. Cole full title to the property, after which she completed her building. The property is often called The Cole Bay-Window House. The bay-window portion of the first floor, which is 30 feet long and 18 feet wide at its base, is used as the N. E. A. reception room. With its curved fire-place, five large windows, carved and beautiful woodwork, panels of rose silk tapestry, artistic decora tions and beautiful coloring, and with its new mahogany furniture, it is certainly a beautiful and dignified room. The room on the other side of. the house, 18 by 32 feet, finisht in mahogany and with beamed ceiling, imposing fire-place in the same wood, and the walls covered with green burlap, althe ornamented and decorated thruout, is used as the main office room. A visitor said “how cruel to use this fine mahogany finish for offices,” but another visitor suggested that “the efficient work being done in this room by Mrs. Helen Hixson, Miss Sara J. Davenport, and others is beautiful also, and adds to the richness of the room.” Between these two rooms is the large hall with its wood finish of black walnut, an imposing wide winding staircase rising to the floors above. 20 tes MN B.A RULLETIN A NR RN A RE TT NR CH crrnnccc ccc n ccc cn ncn nnnnc crc nnnccnrrnnn narra eer err rar The other rooms thruout the house are not ornamented as are these two, yet all ar in keeping with the general plan of the rooms on the first floor. The house back of the new N. E. A. home is the property of the late Rey, T. DeWitt Talmadge, D.D., the famous preacher of Brooklyn, N. Y. The next Property back of that was the residence of the noted late Senator Julius C. Burrows, of Michi. gan. Across Massachusetts Avenue, facing our headquarters, are some interesting places: The fine home of the well-known Ambassador Thomas F. Bayard; the home of the late Senator Jonathan P. Dolliver, of lowa; the home of Rt. Rev. Alfred D. D. Harding, Bishop of Washington; the Swiss Embassy, and the large fine Germay Embassy with its flagless pole. The whole community is filled with buildings and places of historic and other interest. HIGH STANDING OF THE N. E. A. The National Education Association is in good standing in government circles jp Washington. The United States Food Administration has made extensive use of the suggestions of the Secretary and other members of the Association. Mr. Hoover says in a letter: “I desire to thank you for the measure of help you have given to ex tending the cause of the food canvas among the educational forces, the children and the homes of America. Permit me to extend my best wishes to yourself and the mem- bers of the National Education Association.” Mr. H. J. Hill, who is in charge of the Card Campaign, says: “Will you permit me, on behalf of our executive committee, to express our heartiest thanks for your individual help and to say that we believe the public schools of the country will prove one of the most effective factors, if not the most effective, in carrying Mr. Hoover’s message into the homes of our people.” Members of the National Council of Defense have been pleased with the help which they have received from the N. E. A Mrs. Mary C. C. Bradford, President of the N. E. A., was invited to assist in the organization of the National League for Unity. In every state, superintendents and teachers are assigned important work in com nection with the Food Administration, the state and county councils of defense and in various other ways they are receiving consideration. In recognition of the standing of the National Education Association and out of aa appreciation of what the public schools of this country have done and are now doing for patriotism, the National League for Unity has given the Secretary of the N. EA a place on its executive committee. The leading men of America are behind this movement for unity of purpose and effort during the war. PITTSBURGH IN 1918 The next annual meeting of the National Education Association will be held at Pittsburgh, one of the greatest industrial centers in the world. Mrs. Mary C. C. Brat ford, President of the N. E. A., has already secured the consent of some of the mest eminent men in America to take places on the Pittsburgh July program. The depart ment presidents are at work on their programs, each one making an effort to get up@ stronger and better program than the department had last year or the year before Members who have suggestions concerningany department program should write the president of the department. State directors appreciate receiving suggestions from members as to their work. The names and addresses of all officers of the N. E A are given in this bulletin. I: tree by doubtl shoele thing: was it Ameri our 01 our b for n been sun, a of the firesic soon. C Guar their we sl thing: dread grave pallir now. as us when \ with the 1 die t slave crati peop for | of h cleas civil any ever to te shar heri unta sons THE N. EB A BULLETIN ——— Le ee THB PRESS AND PREPAREDNESS E. R. Piper, Editor of The Oregonian, Portland, Oregon I was out in the country the other day, and I saw a tramp sitting in the shade of a tree by the roadside. Near him was burning a bright fire and on it a kettle was boiling, doubtless in preparation of the tramp’s breakfast. With his back against the tree, his shoeless feet out in the sun, he was reading a newspaper, calmly indifferent to every- thing in the world, evidently, except what h saw in the paper and except the feast that was in preparation for him. That tramp seems to me to have typified pretty well the American attitude. Here our skies are bright, our fields are rich with ripening grain, our orchards are heavy laden with fruit, our children go in happiness to their schools, our boys play in the streets or in the open. Our men, and our women, too, go, or for nearly three years have gone until now, about their usual occupations. It has been well-nigh impossible for us to understand that under the same skies, the same sun, and the same God there is black tragedy and bleak horror for some fifteen nations of the world. Over there are leveled orchards, devastated fields, wreckt homes, broken firesides, tumult, destruction, devastation, and death. But we shall know about it soon. Our sons and our brothers are going to the war. Now they are in the National Guard or in the training camps, and every day or two we get letters from them about their occupations and their pastimes. Some day soon they will go to France. Perhaps we shall have more letters from them, but for some of them there are to be other things. There are to be misery and wounds and battlefields and hospitals and all the dread tragedy of bloody war. Then there will be no letters; only silence and unmarkt graves. For any of us to whom such a calamity may come there will indeed be an ap- palling realization of what warfare means. We ought to make an effort to grasp it now. We must. We have heard at times that it is the duty of nations to have business as usual. So itis. But just now our business is the business our forefathers undertook when they achieved liberty and made the world free for us. Was it possible, or is it possible, for the American ideal to live forever in harmony with the German ideal, or \as the war between them inevitable? Now it is as clear as the noonday sun that one or the other, the American ideal or the German ideal, must die that the other may survive. Lincoln said that the nation could not survive half slave and half free. It was true. Now we see that civilization cannot live half demo- cratic and half imperialistic. Is there any question now about the duty of the American people in this crisis? Is there any remaining doubt about the things that we must do for the world, giving our sons and our brothers and even our daughters to the service of humanity? Just as we fought a century ago to make the nation free, so now it is clear that we must fight to make civilization free, our civilization and not Prussian civilization with a capital K and a capital F. If the newspapers, as I have said, have any responsibility for the state of the public mind in America at this time, they have every reason to avow it and to be proud of it, and I am here as one witness for them to testify before you that in the future as in the past they will continue to do their share for the protection and preservation of the American ideal, for the priceless heritage of liberty, equality, and opportunity which our fathers won for us, and which, untarnisht and complete, we must in sacred honor and in solemn duty pass on to our sons and their sons and daughters forever after. ADDRESS TO APPLICANTS FOR CITIZENSHIP John P. Kavanaugh, Presiding Judge Portland, Oregon You are about to renounce allegiance to the land of your birth, and swear allegi. ance to the land of your adoption. Your memories of home and country are still, bright tradition, but you have chosen America as your final home. It is your country; its air and sunshine have mingled with your blood. All that the future holds for yoy and your children is centered in this Republic. You have anxiously awaited this day when the fulness of your citizenship would be accomplisht. You now accept the ful measure of responsibility, the burdens which the government imposes along with the blessings it bestows. You have not hesitated to declare your allegiance at this tragig time. The grim reality of war could not dissuade you from your purpose. Everyone within the age of conscription has registered, and many of you young men have already enlisted in the country’s cause. All of you have signified in most sincere fashion tha you are ready to respond to any service which the country may require. You know that all must sacrifice and serve in this great conflict, and that many must fight and fall for American honor and security. It is heartening to know that you who first say the light in distant lands are among the first to espouse the cause of democracy and justice. You will be no longer subjects, but citizens, vested with sovereign functions and privileges. We welcome you to that high estate. Our power and might are drawn from every quarter of the earth. The unseen crimson threads of kinship stretch across the seas. Here the best blood of the world is mingled; here the races are fused into a grat mixt racial family, forming a composite citizenship, the greatest the world has known. The government confers upon you a privilege that is above price. You re ceive the institutions of liberty as a free heritage, institutions which were founded by the fathers thru privation and sacrifice, thru blood and tears. It is our duty to preserye them in their native vigor, and to transmit them unimpaired to succeeding generations, It remains for you to demonstrate that this confidence has not been misplast. If your allegiance be undivided, if your loyalty be pure and constant, then you will be a distinet contribution to our industrial life, an energizing influence in every field of activity, a bulwark of safety in times of stress and danger. Your oath of allegiance admits your wives and minor children to citizenship. They are admitted without taking oath and without submitting to examination to test their qualifications. So the mantle of pro tection will fall at once upon you and your household. You are especially privileged to declare your allegiance in this brilliant company, these men and women of light and leading, whose sacred duty and earnest care have been to train the minds of the young, to direct their feet in the ways of honor and righteousness, and to instil into their hearts the true spirit of patriotism. You have profited by their training and free instruction in the public night schools. Your ex aminations disclose an intimate knowledge of civic duty, of our system of government, of the intelligent exercise of the suffrage, and the true relation of the government to its citizens. Continue these studies. Enlarge your mental vision. Educate your chil- dren, for knowledge is power. It increases efficiency; its light illumines the mind and unfolds nature in her wild witchery and compelling beauty. It lays human history under tribute, and brings us into direct communion with the master-minds of the ages. If this great Republic shall long endure, if it be destined to live and last, it must find its chief support in the intelligence and enlightenment of its citizens. We have with us the officials of the government naturalization service. These of ficials are in the various courts of the land conducting the examination of applicants, guarding against the admission of undesirable citizens, and stimulating the interest of THE . . .- BULLETIN 23 re ee ee ee ee ee ee ee our alien friends. There is no department of the public service more essential to the security of the country. They labor with untiring energy, an energy so skilfully, so zealously, and so impartially directed that they command the entire confidence and support of the courts of naturalization. Their service has materially raised the stand- ard of our citizenship, and it will increase in importance during the years to come. In ancient Rome the sacred fire burned constantly in the temple of Vesta. It was thought that the safety of the city depended upon that wavering, lambent flame. If it were extinguisht, the vestal virgins were severely punisht, and it was rekindled from the rays of the sun. Patriotism is our sacred fire, and the existence of the state de- pends upon its ardent glow. We are the vestals charged with the duty to tend and watch with eternal vigilance. Let it never smolder, but keep it ever aglow, that this nation, the refuge of the persecuted and haven of the opprest, the nation of equal op- portunity, of impartial justice, of equality before the law, may not perish from the earth. As you call the God of nations to witness the sincerity of your intentions and the purity of your motives, may there arise in your mental vision the spirit of America, in grace and majesty, her form suffused with holy light, bearing the flaming sword of justice and the radiant shield of mercy—a sign and promise that before the sword is sheathed again tyranny will be brought low and the weak raised up; and that peace with justice may prevail among all the races of men. FACTS WORTH KNOWING THE FOUNDATION STONE OF AMERICAN DEMOCRACY The foundation stone of American democracy is education, not only education for one generation, but education for every generation. It is most important for the gen- eration of youth of war times. This means that the term of school must not be decreast however heavy war taxes may become. It means that teachers’ salaries should be in- creast in order to maintain the efficiency of the schools. It means that every teacher must impress upon parents at every possible opportunity the importance of keeping their children in school, whether they are in the grades or in the high school. PETITION TO U. S. SENATE The city superintendents of Wisconsin past a set of scathing resolutions October 3, petitioning the United States Senate to “promptly expel” Senator Robert M. LaFollette, “and thus give the people of Wisconsin the right to hold up their heads without shame.” The Wisconsin Journal of Education commends this unanimous action of the city superintendents in editorials. RURAL CONFERENCES The members of the National Bureau of Education devote much of their time to rural conferences and to educational campaigns. There is to be a great rural school conference at Little Rock, Arkansas, November 11, and one at Denver November 20. The Bureau of Education is making strenuous efforts everywhere to keep up the interest in the schools during war times. WASHINGTON DRY Washington, the National seat of government, is dry! It is believed that this will add greatly to the movement for national prohibition thruout the United States. Ae8 Mom A BULLETIN AN OPPORTUNITY FOR TEACHERS One afternoon a small boy, a sort of educational reprobate, came to the office ty make me a visit. I gave him a bunch of material with which I was accustomed entertain juvenile visitors and askt him to help me by selecting what he thought othe boys would like. I do not blush to acknowledge that much of this material bore the dangerous imprint of the International Harvester, the Curtis Publishing House, the various insurance companies and other similar business institutions. For about fiftegg minutes I had a little human flea for a companion and then dead silence for a couple of hours and finally, “Jimminy Whiskers, if we had all this in our room we'd hay some school.” Why not have some school? Given the right material many boys could educate themselves. It is time to give serious consideration to the fact that our failures function outside of the school room, that we are not looking to the right sources for the material of vocational education and that too large a percentage of the school product is nog equipt for life. In this hour of national peril, when our greatest of all schoolmasters is capitalizing the possibilities of our nation, are we doing all that we can to capitalize the possibilities of childhood? History is in the making. The life of Democracy hangs in the balance. Every act which contributes to national efficiency whether it comes from the farm, the newsboy, the trench or the school is a direct response to the calf to Preparedness, Patriotism and Nationalism. Does the educators’ program for Pre paredness include knowledge of all the elements which enter into the education of the young and co-operation with all the other agencies which are influencing their lives? Does our flag salute include that type of Patriotism which floods our pupils with the consciousness of their own responsibility for the flag that is, and for the flag that is to be? Does our idea of a world democracy include true democracy in education and does it hasten the day when Kulture and culture shall clasp hands across the sea? Our opportunity and our responsibility for serious constructive thinking on edy cational problems is very great. Are we meeting this responsibility with cool head and with clear unprejudiced minds? Are we meeting it with a willingness to sacrifice more, and with a determination to know more and to do more? If we are, when the annals of democracy are written the patriotism of the school teacher will not be second to that of the Red Cross nurse and more than all—our school world will be safe for democracy—Anna Y. Reed, Seattle, Washington. SPEECH DEFECTS Prevention is today, and has been for years, the primary aim of the medical pro- fession. There is even a special medical course now given leading to a degree in pre ventive medicine. In the study of all sorts of diseases and defects, it has become the custom to seek for methods of prevention even more than for methods of cure. This is particularly true of the administration of child hygiene in our public schools. It is quite natural, then, and indeed inevitable, that this method of procedure must spread into the field of speech disorders. We should be even more concerned to discover whether these can be prevented than we are to ascertain ways of curing them. For a long time medical science was merely curative, attacking the end results of disease and paying little or no attention to the beginnings, to the sources, to prevention. The study of speech disorder is today in much the same primitive and undevelopt com dition: Necessarily, we have begun our attack where the trouble looms largest, where even the unpractist eye can see it,—in the sixth, seventh, and eighth grades, sometimes even in the high school. We could do no better at the start. First of all we were obliged to study speech disorders by attempting to cure them and by trying to tract THE NWN B&B A BULLETIN i LL NAT EN A a ER A RE NE NE eS RRR RN aH Rng mem ees EE them to their sources. But the time has come when we should view this sort of attack upon the ingrained and developt diseases of speech as little better than ambulance work. In general, the prevention of speech disorders requires a much earlier attack upon the whole problem than is at present anywhere found. It requires the entrance of the speech expert into the home, so that defects may be nippt in the bud, before they have had time to develop. It demands careful and intelligent work in the kindergarten and a carefully planned hygienic routine in the early grades. In a word, phonetic defects are to be prevented by good early phonetic standards, stuttering by hygienic routine during the first two years of school life, and the speech disorder of the mental defective by the early application of a specialized form of drill, applied in the kindergarten and in the lower grades.—Dr. W. B. Swift, Boston, Mass. THE ENGLISH EDUCATION BILL The new English education bill to which we have previously referred may well stimulate the schoolmen of our own country to fresh efforts toward the type of con- structive legislation that must be the first condition of needed reforms. The proposed law will, in effect, make schooling in England compulsory to the age of eighteen. There must be full-time attendance to the age of fourteen, and this limit may be raised to fifteen by local authorities. The remaining years must be spent either in the secondary schools (in which case full time to the age of sixteen will absolve the pupil from fur- ther requirements) or in part-time continuation schools which must be attended for three hundred twenty hours a year until the age of eighteen has been reached. If England can afford to undertake so extensive a development of her schools at a time when she is bending every energy to meet the huge expenditures of the war, the people of the United States can certainly do as well or better. An eminent financial leader is reported to have said only the other day (and apparently with the sanction of the authorities at Washington) that our country could in four years’ time raise and equip an army of fifteen million men and furnish a war budget of one hundred billion dollars without unduly disturbing its economic and industrial systems. There is evidently money enough to do things that need to be done.—W. G. Bagley in School and Home Education. SPECIFIC HELP FROM THE SCHOOL A very practical form of help has now been suggested by the Red Cross and has been proclaim by President Wilson. The proclamation reads. “To the School Children of the United States: A proclamation: The president of the United States is also president of the American Red Cross. It is from these offices joined in one that I write you a word of greeting at this time when so many of you are beginning the school year. : “The American Red Cross has just prepared a junior membership, with school activities in which every pupil in the United States can find a chance to serve our country. The school is the natural center of your life. Thru it you can best work in the great cause of freedom to which we have all pledged ourselves. “Our Junior Red Cross will bring to you opportunities of service to your com- munity and to other communities all over the world, and guide your service with high and religious ideals. It will teach you how to save in order that suffering children else- where may have the chance to live. “It will teach you how to prepare some of the supplies which wounded soldiers and homeless families lack. It will send to you thru the Red Cross bulletins the thrill- ing stories of relief and rescue. 26 THE N. EB. A BULLETIN Fe RE RN SR “And, best of all, more perfectly than thru any of your other school lessons, yoy will learn by doing those kind things under your teacher’s direction to be the futur good citizens of this great country which we all love. “And I commend to all school teachers in the country the simple plan which th American Red Cross has workt out to provide for your co-operation, knowing as I dy that school children will give their best service under the direct guidance and instru tion of their teachers. “Is not this perhaps the chance for which you have been looking to give your tim and efforts in some measure to meet our national needs? “Wooprow Witson, President.” THE SCARCITY OF TEACHERS The scarcity of teachers which is becoming more acute weekly is one of the mos disturbing evidences of the growing difficulties which school boards must face as the war progresses. The shortage among men for supervisory offices and for teaching positions in manual training, mechanical drawing, science, etc., is due in small part to the selective draft and in greater part to the opportunities which industry affords The shortage among women teachers is not so easily explained, altho some haye droppt teaching to work in commercial lines and some have been promoted within the school systems to replace men. If the enormous dropping off in the enrollment of normal schools, colleges and teacher-training schools is considered—and it varies from twenty to fifty per cent in various sections of the country—the seriousness of the teacher shortage will be better appreciated. Some drastic steps are necessary to restore the equilibrium and to keep up both the number and the standard of teachers. If this is not donc it is inevitable that the schools will be seriously embarrast and will fail when their service should be most effective. For the present there may be partial relief in letting down the bars against married teachers, in combining classes so that none falls below an economical minimum and ig taking such other administrative measures as reducing the substitute and cadet lists and waiving experience requirements. As we see it the main relief can only come from increases in the salary schedule corresponding with the present increase in the cost of living. School boards will find this exceedingly difficult especially in view of the higher cost of fuel and supplies The inflexibility of school revenues and the limitations of the tax levies complicate the task. It should be remembered, however, that the war period is a time of extraordinary effort and sacrifice. School boards should, therefore, cheerfully tackle the problem of higher salaries. They should realize that thé better the teachers, the better the schools; and the better the schools so also the nation will be stronger to carry the burden of the war and meet the economic struggle after the cessation of hostilities —American School Board Journal. N. E. A. MEMBERS IN FRANCE Several hundred members of the N. E. A. are in active military service, some of them in France at the present time. The executive committee past a resolution permit ting those in active military service to retain their membrship without the payment of dues during the time of such service. 7 for fr Neve ively have teach to m to hi attitt tellir wore that is th and to ki racy ualiz THE N. EB A BULLETIN ee ———eoeoeoeoeqwvw*qqzqq®“«=~=$=$q_00$09mmsm OE GERMAN EDUCATION CAUSED THE WAR The schools of Germany have been used by the government as the chief instrument for raising up a people fitted to hear and believe the doctrine of Deutschland iiber Alles. Never since the time of Sparta has education been focust so relentlessly and so effect- ively upon fixt and rigid national aims; the aims and methods of the German schools have all been subservient to these ends. The German pupil never asks a question; the teachers, as more than one of them said to me, tell him all he needs to know. “Listen to me, so that you can tell me back what I am telling you!” shouted a German teacher to his class in my hearing. This attitude of the schools is simply the reflection of the attitude of the state. For more than a hundred years the German government has been telling the people all they need to know, and training them to repeat it faithfully in word and deed. The people on their part have listened so long to the voice of the state that their ears are dulled to every other sound. The dominant idea from first to last is the greatness and glory of Germany, especially as embodied in the brilliant figure and personality of the kaiser. Without these schools, “telling the pupils all they need to know,” there could never have been the extraordinary spectacle of medizval autoc- racy projected into the twentieth century among a people otherwise highly intellect- ualized—E. O. Sisson, President of the University of Montana. GOVERNOR'S PROCLAMATION Never before in the history of this Commonwealth has the education of our youth been of such grave importance. New conditions are and will govern many affairs of every-day life, requiring the application of sound judgment. A higher standard of efficiency will be required in coping with the new problems of industrial, commercial and civic development after the war. Now, therefore, I, Julius C. Gunter, governor of the State of Colorado, recogniz- ing the importance of our public schools in the aid of good citizenship, do hereby name the week of October 29 as Educational Week when the State Teachers’ Association will assemble in three great conventions, in Grand Junction, Pueblo and Denver; and re- quest the teachers thruout the state, who are charged with the responsibilities of train- ing our youth, to attend one of these conventions. Given under my hand and the Executive Seal this fifth day of October, A. D. 1917. Jutius C. Gunter, Governor. THE SCHOOL STANDS BY THE FLAG America now in her hour of real testing is reaping the harvest of her sowing. The money she has put into schools is paying big dividends now in a fine array of in- telligent, alert, efficient citizenry, who in camp and factory, on farm and field, in home and office, in council and commerce are doing their bit. Through no other agency than our schools could a people so widely scattered and so gloriously conglomerate be rallied so quickly, so closely, so unitedly as ours has been in this distressful emergency. “’Tis the school house that stands by the flag! Let the nation stand by the school.” It would be purblind folly—bone-head stupidity to cripple the schools now. How about the men and women of that great tomorrow? Won't they have difficult problems to solve? Won't they need trained minds, wholesome bodies, noble souls? Eternal vigilance is the price of liberty. Yea, verily, “Michigan’s on guard tonight.” There must be no slacking in the school business.—H. R. Pattengill. Tan wom A BULLETIN = THE OPPORTUNITIES OF THE WAR Katherine Devereux Blake, Principal, Public School No. 6 W New York, N. Y. ? manife Ever since the war began I have been opprest by the awful fact that the teaches the rez of the world have failed or the war would be impossible. We have it in our hands ylum. prevent a like catastrophe in the future. What is the real cause of the stupid slaughig® of tom of the flower of the world’s young manhood now going on in Europe? Jt is a lackg@® our du imagination—that is the fundamental difficulty. What ruler gifted with a keen yi We mi imagination that would foresee and clearly visualize the men suffering and literal given | rotting in the trenches, the dead on the battlefields, the children dying of starvation, t— and p1 women and old men overworkt trying to take up the burdens laid down when the mel the na marcht away—the whole fabric of civilized trade destroyed, only the commerce of ¢ TI struction flourishing—what ruler with such an imagination could plunge his peopif sideral into the horrors of modern warfare? What man could be a distiller, if he could ggf object: the folly, the unhappiness, and the dark tragedy that lie hidden in each barrel gf indeed whiskey? If the food grafter could see the pallid faces of the poor when he sat at hig school luxurious table, he would cease to reap his uciholy profit. betweé We have been training our children in “make-believe” imagination. If we are gp our in do our duty as educators henceforth, we must train the children, not in the imaginatig§ in the the kl respot her to today as tho he wh that fills the cheap moving-picture house, and sells the five-cent thriller magazine, } the “put yourself in his place” imagination that is the gift of the seer, the prophet, th saint, and the scientist. The “make-believe” imagination is easy to teach. The sill fairy tales from “Lazy Mary” up and down are at everyone’s hands. The gloriog imagination that guided Archimedes, Copernicus, Columbus, and Edison is not so eagy But that is no reason why we should shirk our duty. Let this Council appoint a committee to study this question. And let us wha guid the future destiny of this nation see to it that when the citizens leave our hands the go equipt with a glorious imagination that will enable them to grasp the shining fat that should be theirs. N. E. A. WANTS SYMPATHY The N. E. A. headquarters are now in Washington. The headquarters were hart T to move. It required six weeks for the railroad company to move three car loads off for tl goods from Ann Arbor to Washington. When the goods arrived the Government wag of te using nearly every able-bodied man, who works, at Fort Meade. The transfer com™ which panies doubled their prices for unloading cars and even then forced us to pay $250 tinuir demurrage before unloading our cars. to de The Government had also employed all stenographers and many others in then the v Food and War Departments. The minimum qualification was to be able to read the p write. The Government had purchased all typewriting machines, even the Olivensg teach For weeks it was impossible for the N. E. A. to get office help. We now have goolg Prove help and promise to catch up with the work sometime. as in The printers can’t get help, hence the delay in getting out the Journal, the N. EA ; BULLETIN and other printed matter. The Government needs all bulletin envelopes i done Washington and all incoming shipments. Our supply from Baltimore came today. Wep it ha are now ready for the next cause for delay. One janitor was too religious, and fit But next is now off duty on a drunk, preparing for the drouth which begins November | N.E We have been burning paper and old boxes. Last week we got a jag of coal, bag ‘erm it is about gone now. There is consolation in the fact that Mr. Garfield has only? teact half ton ahead. It required three weeks for the gas company to turn on the gas. Bs ation The purpose of this article is to arouse sympathy and to prepare for the follow ing: Kindly forgive us for all these delays and for other shortcomings. ’ THE NE A BULLETIN A LL TE ERR ASR SE SERENA St RN NE ER sR RN a ee en an eee ————— ee THRIFT A PATRIOTIC DUTY We must bear in mind always that thrift is a virtue that must be studied if its manifest qualities are to be of value either to the individual or to the nation. These are the reasons why, I say, an application of thrift must be included in our school curric- ulum. The nation of today is learning the economic necessity of thrift, but the nation of tomorrow must know the educational necessity of this virtue. Current events make our duty today so plain that posterity will hold us in strict account for our decision. We must safeguard the America of tomorrow. We must see to it that our children are given a fundamental understanding of thrift, that they may go forward into the world and practice it understandingly to the benefit of themselves, their fellow-citizens, and the nation. This is a responsibility that rests upon us today. Our committee has madé con- siderable progress in two years. But now the war has come upon us as a tremendous object-lesson. We are seeing our theories of other days tested today. Thrift has indeed become a pariotic necessity. There is but one pathway for us to follow. The schoolroom is the vestibule of the great tomorrow. It is the only point of contact between the present and the future. It is only through this channel that we can make our influence felt for posterity. Therefore, our duty is clear—to place thrift teaching in the schools on the grounds of pure patriotism. Those of our boys who have donned the khaki, or have taken service in the navy, or enlisted in the aviation corps have responded definitely and valiantly to the call of duty, but patriotism does not exact | her toll from the soldier alone. She imposes duties on each of us, and I say to you here today that the man who is not a soldier has duties to perform that are as imperative as those imposed upon the man at the front or in the training camp, and I say also that he who remains in civil life and falls short of the duty that patriotism places upon him is no less reprehensible than the soldier who flinches when the hour of battle comes.— S. W. Straus. N. E, A. TO OVERCOME ADVERSE CONDITIONS There are important reasons why every member should continue his membership for the present at least. There is a tendency among taxpayers to forget the interests of teachers and schools. Some are willing for our country to make the mistake which both Germany and England made at the beginning of the war, that of discon- tinuing schools and colleges. There are some good people who would consider it wise to decrease teachers’ salaries and shorten the school year, during the continuance of the war. Any lack of interest on our part in our teachers’ associations strengthens the position of those who would temporarily at least disregard the interests of the teacher. If the teacher and the superintendent are not interested.in professional im- provement, why should the taxpayer attach importance to it? Wecan do a great deal as individuals, yet the big things must be accomplisht thru organized influence. The teachers’ national organization is the N. E. A.. It should do more than it has done for the profession. It should exert a stronger and more positive influence than it has exerted. Still it is all we have. It is doing something. It is doing a great deal. But we must see that it accomplishes much greater things. Why should not the N. E. A. do as much for its members as the national association of the medical fra- ternity does for its members? Let every one remain in this great organization of the teaching profession, whatever the sacrifice. Perhaps it would please you to know that nearly all who had decided to discontinue their membership, in view of these consider- ations, are reconsidering and retaining their memberships. THE N. E A BULLETIN When colleges and normal schools and even high schools are losing ten to tweg five per cent in attendance it would not be surprising for the N. E. A. to lose in m bership. But we cannot afford for that to happen. Instead of a decrease in membs ship let us reverse the rule and show an increase. It will be a great achievement @ the N. E. A. to increase its list of members under present adverse conditions, Jj have its effect on the public and on educational tendencies during the war. This is a democracy. It has its foundation in education. We must educate generation of youth whether our country is at peace or at war. It is more import, to have good schools during the war than at any other time. The teacher's work js} most important work in the world. Every step taken in furthering the interests teachers, contributes that much towards the larger purpose of education. The tional Educational Association, should at this time devote itself more than ever befon to the teacher’s cause which is also the children’s cause. Do you not approve of tive work along this line? May we not count on your lending your support to oure paign for increasing the membership of the Association? May we not count on being ready to encourage and promote all constructive programs and policies of ¥ N. E. A,, for enhancing the interests and welfare of teachers and schools? NORMAL SCHOOLS AND COLLEGES It is a serious mistake for either the normal school or the college to proceed, the theory that it possesses a complete monopoly on good teaching. As a student ip normal school I was in the classes of a professor of botany who allowed a stude only two and one-half hours’ credit for five hours in botany taken under Profes Bessey, of ‘the university. I was in the classes of a professor of history in a universit who refused to accept five hours in modern history taken under Professor Hart Harvard University, in lieu of a similar course offered by himself. Most of the knocking on the work of the normal school or of the college has ak as much reason or justice about it as these men had in their attitude toward the wom of others in botany and history. It may not be a matter of concern to normal schodl whether colleges rate their work as that of higher institutions or not; it may not s@ to be important to the college whether it has the good will and the fullest co-operati of the normal schools or not; yet it is of vital importance to the welfare of the yol in our country to have harmony and team work on the part of both the teachersa the institutions. The quiet fight between normal schools and colleges, between colleges and ut versities, between universities and state departments, and so forth, is not in the inter of efficiency, is not to the advantage of any institution, and it is against sound edugy tional policy. It is easy to start a fight, but it is a difficult matter to stop it. Wel invented the self-starter for automobiles, but we have yet to invent the self-stopp in wars between nations and between institutions. But just as the biggest thing in the world for the individual is for him to get ale well with other pcople, so the biggest thing in the world for an educational institut is for it to have harmonious relations with other institutions. Pcrhaps, as both colle and normal schools respond to the new demands made upon them and as they asst the heavier responsibilities being placed upon them by new conditions, they may fo their ancient differences, lay down their threadbare prejudices, and unite as 1 before in doing good in the world. THE N. EB A BULLETIN RED CROSS WORK To spread the truth, to paint the picture, to carry the appeal of millions of the suf- fering to our millions living in comfort is the task of the Red Cross. That means it is the task of every one of us who has undertaken to do what he can for the Red Cross. To care for our own is but a part of the task, the sacred duty, that lies before us. The Red Cross is ready and will do its part in just the measure that the American peo- ple grasp the truth and come forward with the necessary support.—Walliam H. Taft. SALESMANSHIP FOR GIRLS Last June there were graduated from the salesmanship department of the Boston high school 475 pupils. Each one of these girls had received specialized training in department-store work and bustness principles for one or two years. Each one had practist in various stores, under the closest supervision from the educational as well as from the business standpoint. Each one had to attain a rank of B in all her sales- manship work in order to receive a special certificate. Each one earned considerable money during the year, as a previous statement has shown you. Each one is familiar with retail stores, with the particular kind of work into which she will probably enter, and with the demands met in business. Each one either has already obtained her posi- tion with a store or has her name on the list of available resources for employment. Some of the results of the teaching of salesmanship to high school girls can thus be seen. For society it means a larger group of intelligent, efficient, well-paid workers. For the stores it means a greater interest in their personnel. For the girl it means that work in a department store is no longer routine and drudgery, but a wonderful oppor- tunity to a larger life in all directions. In other words; when a graduate of our high school course in salesmanship begins her store work, she fealizes that she has not simply taken a position, but has entered a profession.—Carrie L. Pzine, Boston, Mass. The names of new members will be printed in the N. E. A. Butretrtn. This will afford members the opportunity of becoming acquainted early with the new members of our N. E. A. family. Let every active member try and send at least one new mem- ber to be iisted in the BuLietin.