\ aa 
























Ss {7 j iat? 
N2725 0G of 


. EwAT BULLETIN 


VOL. VIII, Number 3 November, 1919 Whole Number 44 














Entered as second-class matter December 8, 1917, at the post-office at Washington, D. C., under 
the Act of August 24, 1912. Publisht every month of the year except July and August. 








NATIONAL EDUCATION ASSOCIATION 


OF THE UNITED STATES 


“The purpose and object of the said corporation shall be to elevate the character and advance 
the interests of the profession of teaching and to promote the cause of education in the United 
States.” —Charter of Association granted by Act of Congress 


CONTENTS 


Page 
Teaching Profession Still In Danger___________ re en Sn ee 3 
Meeting of Department of Superintendence_______________________ 3 
sue Hundred Per Ceat Harchwents.......-......-0- 
Commission on Revision of Elementary Education______- 
A National Educational System, F. E. Sapulding_____ 
eat 2M POGUNNG ino ee a ed ui 
Assistant Field Secretaries .........._.__-_. 


New N. E. A. Headquarters______ 


‘ The Teacher Problem 


A Department of Education, Hugh S. Magill____________. 


Secretary’s Minutes Milwaukee Meeting _.____._________- 
Cleveland Hotel Rates 


Membership Growth 









Publisht by the National Education Association 
1400 Massachusetts Ave. N. W., Washington, D. C 








2 THE NN EA BULEETIN 








OFFICERS 
ee Eo en ee ee a Ee Olympia, Wash, 
es NIN: TONNE iis piace ids ena cee t nles encini cicn mer eee eres wm eo amen cemen eeenenen sen Washington, D. ¢ 
acta UNNI “ANN scl Sw css nese cna ls even inclp ives co ena ant in ene cin ae tpn i Tempe, Ariz, 


EXECUTIVE COMMITTEE 


eens Carnes Paesien, | Pemex. oc sk on ct nn cent Olympia, Wash. 
ES fA ee Ee aE New York, N. Y, 
Carroll G. Pearse, Chairman of Board of Trustees___.._.._.___-._--__--__-_--_-____---. Milwaukee, Wis, 
is I, - IE lnc cteinn ne nnennnenbneenne mene isha iinet saaiaeianie Tempe, Ariz. 
George B. Cook, Member by Election-__..-.--_-__~- ae a wa ia CSCS een es —anonwon tens, Age 


BOARD OF TRUSTEES 


Carroll G. Pearse, President State Normal School................................. Milwaukee, Wis, 
I asa edlacdemsad islet espe anlicnm es anes seein teat tn sin Soca ety sn isa sarge La Grange, N. C. 
ar 2. Sere, emerOGRNOR? GE DORON. ick nnn cc cen enn enseneceneee Pocatello, Idaho 
Agnes E. Doherty, History and Sociology, High School_____------------------_--_St. Paul, Minn. 
Josephine Corliss Preston, State Superintendent of Public Ins‘ruction-_._._._._._--_.-.._._Olympia, Wash 


VICE-PRESIDENTS 


ESE CER AL Oe IE OREN oR OR RE a EE New York 
ES, SE ES EE LE 
aac aia allena aman late ape ach bi ici ent da in desionacingh citi exehening ein hon cnsiasegetniey ail Colorado 
ES ee ae Ee oe Ce Ts Ee ee ee a Carey So Minnesota 
EEE EE Sas aN ee ae ae a REC OES! ee ee See esi ail tact siliemieisenies 
NTR, SUNN naire een en sonny lin cps ak aig slitting dams Sea Sane -Texas 
a i cl ck cen pcb dan ch ab ages ellis shee ae alps. ka learn ead den ced go Anan tiinnlltinian Ste Virginia 
SD) ts, TEIN sities caves miei chicken es asin mae Sages cng dl atin tft i ha vector etl shen tas iotemtatet el Calfornia 
I a Re bl vig mab ses Gd inno sis Somes Seo ns tinea bps ercumsesconn ipl tcin Montana 
I i a celica ees se vsti man svi cg inte ni ppd shinee Se New Hampshire 


HEADQUARTERS STAFF 


J. W. Crabtree, Secretary Wm. E. Snodgrass, Ass’t Secretary 
Hugh S. Magill, Field Secretary Helen T. Hixson, Recorder 
1400 Massachusetts Ave., Washington, D. C. 





TEACHERS SALARIES AND SALARY SCHEDULES 


The report of the Commission on Teachers Salaries and Salary Schedules is 
being mailed out to libraries and to all holding $5 memberships. This report of 
165 pages is the most complete statement on teachers’ salaries and salary sched- 
ules which has been publisht during the present educational emergency. The 
price to members is $1 a copy. The price to those who are not members is $1.50 
a copy. Every school and every library should take out a $5 membership so as 
to receive valuable publications like this one as they come from the press, making 


it unnecessary for each teacher to purchase every publication. Members should 


see that the school and the library attend to this matter. 





fort 
the 
unl 


ing 


cou 


by 
or 
St 
ar¢ 
nu 
cre 


thi 
th 
th; 


se 


te 
pe 
ec 
p! 
eC 


wo 


tl 


it 


£ 


as,.lmlUlUC r™~.ChCUF. 





II 


Cc. 
ho 
in. 


sh 


THE ER. B.A BULLETIN 3 








TEACHING PROFESSION STILL IN DANGER 


President Joseph Swain, of Swarthmore College, in an address delivered be- 
fore the National Education Association, in 1918, at the Pittsburgh meeting, made 
the alarming statement that the teaching profession would go into bankruptcy 
unless teachers’ salarics were immediately increast to meet the high cost of liv- 
ing. His note of warning, followed by a campaign of the National Education 
Association for increast salaries, resulted in increases in salaries thruout the 
country. 

The increases are not sufficient, however, to remove the danger mentioned 
by President Swain. Over 100,000 positions in the public schools today are vacant 
or filled by teachers who cannot pass the minimum tests for teachers’ certificates. 
Strong teachers are.leaving the profession because of inadequate pay. Positions 
are being filled by immature and untrained teachers. It is estimated that the 
number of teachers below twenty-one years of age has, during the last year, in- 
creast not less than twenty-five per cent. 

The Freshman classes of colleges and universities are overflowing, whereas 
the enrolment of teacher training institutions is little if any better than during 
the war. An investigation made by the National Education Association shows 
that the attendance at teacher training institutions has decreast over twenty per 
cent since 1916. It is high time for not only teachers but the public to give 
serious consideration to the teacher problem. 


MEETING OF THE DEPARTMENT OF SUPERINTENDENCE 
THE SEMI-CENTENNIAL MEETING 

The program for the semi-centennial meeting of the Department of Superin- 
tendence now in process of preparation by the President of the Department, Su- 
perintendent E. U. Graff, Indianapolis, Indiana, will contain full discussions on 
educational problems bearing on Americanization in all its phases, and a full 
presentation of the need of financial reorganization in the support of public 
education. 

A special feature will be a session devoted to the discussion of the subject 
“What Is The Most Current Educational Problem,” which will be discust from 
the viewpoint of law, medicine, commerce, industry and labor. Community sing- 
ing will continue to be a feature of the meeting. There will be one or more 
demonstrations of socialized recitations of supervised study. Addresses of wel- 
come will be omitted and the time limit for all speakers enforced. 


The meeting will be held in Cleveland, Ohio, February 23 to 28, 1920. 


The membership cards have been sent to active members of last year whose 
dues are paid for 1919-20, and are being mailed to others as dues are receivell. 
Cards are being mailed out to associate members whose dues are paid for 1919-20 
and who have indicated their desire to become active members. Members who 
are entitled to membership cards and who do not receive them before November 
15 are requested to inform the Secretary. 








4 THEM. 2. A BULLETIN 











ONE HUNDRED PER CENT ENROLMENTS 


Over 2,000 schools and colleges are trying for a 100 per cent enrolment in 
the National Education Association. Many of these have the work well under 
way and will soon be ready to report. A few places have completed their reports, 
Special Certificates are being prepared for all 100 per cent schools and colleges, 
The following places reperted 100 per cent enrolments before October 20: 

Akron, Mich., City Public Schools, Ralph Rourke, Superintendent. 

3en Avon, Pa., City Public Schools, H. M. Merritt, Supervising Principal. 

Bogata, Tex., City Public Schools, Murry H. Fly, Superintendent. 

Chisago City, Minn., Graded School, J. A. Petska, Principal. 

Carleton, Mich., City Public Schools, E, H. Bremer, Superintendent. 

Connell, Wash., City Public Schools, J. L. Hunt, Principal. 

Delphos, Ohio, High School, Fred C. Snodgrass, Principal. 

Eureka, Nev., Eureka County High School, Jos. Dickinson, Principal. 

Freeland, Mich., City Public Schools, H. B. Fisher, Principal. 

Garber, Okla., City Public Schools, R. D. Eaton, Superintendent. 

Grass Lake, Mich., City Public Schools, A. W. Glas, Superintendent. 

Idaho Springs, Colo., City Public Schools, Charles E. Greene, Superintendent. 

Locust Grove, Ga., City Public Schools, J. Henry P. Thomas, Superintendent. 

Maple Lake, Minn., City Public Schools, Hugh Graham, Superintendent, 

Milbank, S. D., City Public Schools, H. C. Souder, Superintendent. 

Morris, N. Y., High School, Ross E. Cameron, Principal. 

Rochester, Va., High School, L. B. Badger, Principal. 

Rockford, Wash., City Public Schools, M. E. Brown, Superintendent. 

Sherburn, Minn., City Public Schools, O. L. Troxell, Superintendent. 

St. Francis, Kans., City Public Schools, Mae Bertram, Principal. 

St. Paul, Nebr., City Public Schools, H. G. Stout, Superintendent. 

Westerville, Ohio, City Public Schools, Edward L. Baxter, Superintendent. 

Winchester, Va., City Public Schools, F. E. Clerk, Superintendent. 

Winsted, Conn., City Public Schools, John Lund, Superintendent. 





THE NATIONAL EDUCATION ASSOCIATION COMMISSION ON THE 
REVISION OF ELEMENTARY EDUCATION 


The Commission on the Revision of Elementary Education, now numbering 
fifteen members, met in Milwaukee, July, 1919, outlined its plan and assigned its 
work. 

The work will be carried on under the following headings: 


I. Aims of Elementary Education. 
Il. Organization and Administration of Elementary Education. 
III. Materials of Elementary Education. 
IV. Methods of Elementary Education. 
V. Elementary School Laws. 


It is the purpose of the Commission to deal with elementary education in its 
widest sense and to include not only children but adults. 

It will suggest what elementary education should be, how it should be or- 
ganized and administered and what should be its materials. It then logically en- 








\| 


ter: 
law 
mu 


the 


dic 





I} 


it. 
‘4 


THE N. EB. A. BULLETIN 5 
A 


ters the field of teacher-training and considers how it should be given. School 
laws which will mean a fair chance for every man, woman and child in the com- 
munity complete the outline. 

The plan was submitted to the general session and, meeting with approval, 
the Commission was allowed $1,200 to promote its work. 

The Commission will be grateful for suggestions along any of the lines in- 
dicated. 


A NATIONAL EDUCATIONAL PROGRAM SUGGESTED BY EXPE- 
RIENCES OF WAR AND PROSPECTIVE DEMANDS OF PEACE 


F. E. Spaulding, Superintendent of Schools, Cleveland, Ohio 


Of the many impressive revelations of the Great World War, none has been 
more impressive than that of the supreme importance of education. In Russia 
and Prussia the whole world has witnest the dire disaster resulting, in the one 
case, from the lack of universal education; in the other, from misdirected, or 
false education. And both the strength and the weakness of our own country 
have been easily traceable to the excellencies and the deficiencies respectively of 
our educational provisions and efforts. 


Now is the time to take stock of these impressive revelations; to look into 
the demands and the opportunities of the future. Now is the time for America 
to set earnestly about the reorganization and development of her whole school un- 
dertaking, that the shortcomings of the past may be promptly corrected, that 
preparation may be rapidly made to meet the larger opportunities and to bear 
the heavier responsibilities that are confronting us. 


A General Educational Objective 


The simple, practical, but exalted demand of the British Labor Party for a 
trogram of education which shall “Bring effectively within the reach, not only of 
every boy and girl, but also of every adult citizen, all the training, physical, men- 
tal and moral, literary, technical and scientific, of which he is capable,” sets an 
educational objective none too advanst for America. Indeed, there will be those 
to claim not only that we have long had such an objective, but that we are realiz- 
ing it. 

The mere mention, however, of the scores of thousands of totally illiterate, 
and the hundreds of thousands of practically illiterate young men sent overseas 
to fight for justice and intelligent democracy, is sufficient evidence that the very 
first steps, even, in such a lofty objective, have not been approximately realized 
in America as a whole. We have long deceived ourselves with words and phrases 
about “free, public, universal education.” Up to the present time, we have barely 
the beginnings, here and there, of such an effective educational program as these 
terms ought to imply. The educational task immediately before us is to make 
universally real the ideals which we have long boasted, 


Three Definite Objectives 


There are three minimum, definite, comprehensive objectives, that American 
public education should at once set for itself. They are: first, essential elemen- 
tary knowledge, training and discipline; second, occupational efficiency; third, 
civic responsibility. 








THE NW. B.A BULLETIN 











The first objective is the indispensable basis of the other two, occupational 
efficiency and civic responsibility; it makes the full achievement of these two 
practicable. Indeed it does more than that; it affords direct and invaluable pre- 
liminary training for both occupation and citizenship. Such training, however, 
can never go beyond the preliminary stage, not merely on account of the limita- 
tions of time, but even more certainly on account of the limitations of the pupils. 
Occupational efficiency and civic responsibility cannot be achieved by boys and 
girls before reaching fourteen years of age. 


Four Necessary Features of a Program For the Realization 
of the First Objective 


A program adequate to the achievement of the first of our three objectives 
must involve the following four features: First, a minimum school year of 
thirty-six weeks; second, adequate laws, effectively enforced, compelling regular 
attendance thruout the school year of all children over a certain age, preferably 
seven, until the elementary course is completed, or until a certain age, preferably 
sixteen, is reacht; third, effective public control of all private schools, to insure 
the maintenance therein of standards equal to those maintained in public schools, 
and to insure the regular and full attendance of pupils registered therein; fourth, 
a teaching force, every member of which has a general education at least equal to 
that afforded by a good four-year high school course, and professional training 
at least equivalent to that provided by a good two-year normal school course. 


Length of the Present School Year 


In five states only, is the proposed minimum standard year of thirty-six 
weeks now exceeded. In fifteen states the average length of the school year is 
less than twenty-eight weeks, in four states, less than twenty-five weeks, with the 
lowest maintaining its schools just less than twenty-two weeks. 

The above figures represent state averages. The reality is both better and 
worse than the average appears. The school year in the country schools of many 
states, and in some country schools of most states, is notoriously brief and only by 
extreme courtesy can the annual school session be called a year. This thirty-six 
week school year should be applied, as a minimum standard, to every individual 
school, so as to make available for every child at least thirty-six weeks’ instruc- 
tion annually. But even our short school years are not used to their full extent. 
Six states have laws requiring attendance, by children within the establisht 
“school age,” for sixteen weeks only; three others require only twelve weeks’ at- 
tendance. Only twenty-eight states have laws requiring attendance for the full 
time that the schools are in session. 


Short Terms and Untrained Teachers 


Partly because of the short school year, partly because only partial advantage 
is taken even of this short year, the amount of schooling that we Americans are 
getting is startlingly little, As a nation, we are barely sixth graders! 

A nation of sixth graders, we are taught by tenth or eleventh grade teachers. 
No adequate data are available from which to calculate the average schooling of 
all the public school teachers of America. Such figures and facts, however, as 
are at hand warrant the conclusion that it can be but little if any beyond the 
eleventh grade, or third year of the high school, including in the average all pro- 
fessional training. It is but the conservative expression of an undeniable fact, 





an 
th 


sil 
dz 
st 


3 


cl 
ti 
pt 





~_ 


THE WN. B.A. BULLETIN 








when we say that, on the average, in American elementary schools, the com- 
paratively uneducated are set to teach the slightly less educated and the ignorant. 
Furthermore, this statement is no just cause for offense to elementary teachers 
either as a class or as individuals. 


We may as well recognize at once and frankly admit the utter hopelessness 
of ever securing at present wages, any considerable fraction of the required num- 
ber of teachers who possess the higher qualifications herewith proposed. And let 
us not delude ourselves with the thought that general increases of twenty-five or 
fifty dollars per year—favorite amounts—or even increases of one hundred or two 
hundred doliars per year—rare sums—will attract and hold a sufficient number of 
teachers qualified as required. Let us acknowledge the inevitable, that average 
salaries miust be increast by at least eight hundred dollars, that is, raised to two 
and one-half times their present level, if it is to be made worth while for capable 
women, and perhaps occasionally a man of fair capacity, to make the very modest 
educational preparation proposed and then to devote themselves contentedly and 
loyally to the profession! 





Simultaneous Pursuit of the Second and Third Objectives 


The definite pursuit of our second and third objectives, occupational efficiency 
and civic responsibility, should be simultaneous and should immediately follow 
the attainment of the first objective. 

Instruction designed to prepare for occupational efficiency and civic respon- 
sibility should cover a minimum period of four years, or until the eighteenth birth- 
day is reacht, for both boys and girls, with an additional year for boys. This in- 
struction should be maintained by law, and attendance thereon should be re- 
quired of all youth concerned. 


Two Types of Secondary Schools; Full-Time and Continuation 


For the giving of this instruction, two general types of schools should be 
maintained, each suited to the needs and choices of the youth who are to attend. 
First, there should be full-time schools for those who can devote their time 
chiefly to systematic study; and, second, there should be part-time, or continua- 
tion schools, for those who are compelled, or who choose, to devote the major 
portion of their time to work. 

The first type of schools would include high schools of all kinds—‘“‘academic,” 
commercial, technical, trade and agricultural schools—indeed any full-time school 
of secondary grade. 





The second type of schools, for those who are to devote only a minor part 
of their time to schooling, should be flexible in their organization, adapted to the 
essential conditions of employment. Two conditions, however, should be strictly 
maintained by these schools: their hours of instruction, for a given pupil, should 
not be less than eight per week, forty-eight weeks in the year; and these hours 
should be favorable, not following a day’s work, nor in addition to the normal 
working hours of a week. 


Within the above essential limitations, there should be flexibility in the ar- 
rangement of hours for the given pupil; as a rule, however, it would probably be 
found advisablé to schedule not less than two, nor more than four hours in suc- 
cession. In the country, it might generally be found best to concentrate the 





8 THE N. E. A. BULLETIN 








year’s instruction into three winter months, when schooling, not work, was made 
the chief concern of the pupils. 


Whatever detailed arrangement of hours, continuation school courses should 
cover four years of progressively graded work. The work should be chiefly 
adapted to the two ends to be attained; it should be civic and vocational, not nar- 
rowly, but characteristically. These courses would necessarily include such “lib- 
eral” studies as history, literature, geography, and something of mathematics; 
and the sciences would be given much attention. In their vocational bearing, the 
courses should be adapted to the interest of the pupils immediately to be served, 
having regard not merely for the occupations in which the pupils might actually 
be engaged, but also their possible future occupations. For girls, instruction in 
household arts and economy, and in the care and rearing of children, should al- 
ways receive prominent place. 


National Civic Institutes 


The training of young men for civic responsibility and vocational efficiency 
should culminate in a full twelvemonth year of instruction, discipline and train- 
ing, to be carried on directly under the auspices of the national government. 


For this year of training, all male youth of the land should be mobilized by a 
complete draft carried out by the War Department, only those seriously crippled 
physically and the mentally incompetent being rejected as unfit; for one of the 
fundamental aims of this course of training should be to make fit. 


Some option should be allowed the individual concerned as to the age at 
which he should enter upon this year of strictly compulsory training. He should 
not be allowed, for example, to begin it before reaching the age of seventeen years 
and six months; and he should be required to begin it before passing his twentieth 
birthday. This option would permit most boys in high schools to complete their 
courses before entering on this year’s training; it would also permit those going 
to college to precede their college work with this year of training. 


Whether a modest or nominal wage should be paid the young men in train- 
ing is a debatable question. Certain it is that the entire expense of the under- 
taking, including the maintenance, necessary personal equipment and transporta- 
tion of those in attendance should be borne by the government. And adequate 
maintenance allowances should be granted dependents of students in training. 


For this year of instruction, permanent centers should be establisht thruout 
the country. The cantonments that have proved best adapted for military train- 
ing suggest themselves as most suitable. Of course, these should be gradually 
rebuilt with permanent but plain structures, adapted both to the maintenance 
of the student-body and to the wide range of instruction that should be given. 


Purpose Primarily Educational 


While the whole purpose of this year of government control and direction 
should be educational, in the broadest sense, every student should be required to 
devote one-third to one-half of his time to exercise for physical development and 
to military training. The remaining half or two-thirds of his time should be de- 
voted to such courses of study as he might select, the widest rarfge of choice be- 
ing provided. 








\\ 


wel 
cati 
bili 
the 
bra 
eve 
and 
pur 


sta’ 
phy 
thi: 
the 
aiff 


ing 
tio: 


the 
cot 
not 
an 


tin 


scl 
les 
fit 
ter 


co 
in 
tr 
fre 





i 


le 


1- 


oO 


THE N. B.A BULLETIiS 9 


———————=——==——=—=—=—=—===——=—————————————————————————{—{—{_—=—X=__{_——_ 





The curricula of these centers of training for civic responsibility, which might 
well be called National Civic Institutes, should be prepared jointly by the Edu- 
cational and War Departments of the government, the latter assuming responsi- 
bility for the military and physical training part of the curricula, the former for 
the non-military subjects and courses of instruction. The curricula should em- 
brace, besides a thoro course in physical development and military training, 
every subject of instruction, literary, scientific, technical, artistic, every “cultural” 
and “practical” subject, that any youth of eighteen or twenty might wish to 
pursue. 


The immediate control of the student-body should be exercised by a military 
staff under the War Department. So, also, should the military instruction and 
physical development be carried out by a military staff especially qualified for 
this service. The instruction in non-military subjects, however, should be under 
the direction and supervision of the Department of Education. It should not be 
dificult to work out a plan of harmonious co-operation between the two depart- 
ments, both working toward the same general end, Recent experiences in carry- 
ing out a broad educational program in the A. E. F. have yielded valuable sugges- 
tions for the formulation of such a plan. 


Natural and Individual Advantages 


The advantages of such a year of intensive training for all the male youth of 
the country are equally great for the nation and for the individuals immediately 
concerned. The nation would add to its resources annually a million men, trained 
not simply in strictly military affairs, but equally in civic knowledge and ideals, 
and in all the multitude of arts and industries that make for the prosperity of 
the country at peace, and that have been found, most of them, indispensable in 
time of war, 


The advantage to the individuals concerned would be no less than to the na- 
tion. In no sense would this year be a year out of the life of each one, a year 
simply donated to the service of the nation, or to preparation for such service. 
Quite the contrary; this year, considered solely from the standpoint of the indi- 
vidual’s advantage, would prove to be the most profitable year in the life of every 
young man. Think what such a year would mean to three-fourths of a million 
of youth who have never gone beyond the elementary school course, a large por- 
tion of whom have never even completed that, tens of thousands of whom have 
never had any schooling whatever, very few of whom have acquired or are in the 
way to acquire any adequate training for an occupation worthy of their natural 
capacities! 


The more favored hundred thousand or less, who have completed a high 
school course, and the much smaller number of these who are going on to col- 
lege or other higher school, would find this a most profitable year, It would be a 
fitting culmination of the education of those whose schooling would otherwise 
terminate with the high school; while those planning to go on to college would 
find this year more than equivalent scholastically for the usual first year of the 
college course, and of inestimable disciplinary value in preparation for the follow- 
ing college years. And by no means the least of the advantages of this year of 
training for civic responsibility would be found in the health and vigor resulting 
from living largely in the open air, from abundant physical exercise, from ample 








10 THE NE. A BULLETIN 








and wholesome food, from skilful medical, surgical, dental and optical attention 
and from observing generally sound principles and rules of hygiene. 


But even greater than all these specific advantages, whether for the nation 
or for the individual, would be the influence and effects growing out of the inti- 
mate associations of youth at the most impressionable age; of youth coming from 
every conceivable rank and condition of society, bringing together the greatest 
variety of experience of life, of labor, of responsibility and of freedom from re- 
sponsibility; bringing together every conceivable point of view and outlook, all 
the prejudices, the visions and noble aspirations characteristic of their years; and 
all these under the instruction, the leadership and the inspiration of the best 
teachers that America could produce. Here indeed would be a practical school of 
democracy worthy the name; a school in which the fundamental lessons of democ- 
racy would be inevitable; a school whose guiding purpose and abundant justifica- 
tion are the preparation of all young men for intelligent, efficient, whole- 
hearted service of the state in peace, and, if need be, in war. 


Additional Supplementary and Higher Educational 
Opportunities to Be Provided 


This year of universal training for civic responsibility and occupational effi- 
ciency, completes the proposed program for the advancement of American public 
education, so far as this program is to be required and universal. Beyond, how- 
ever, and in addition to this required program, there should be provided at public 
expense and under public control, supplementing the provisions of private and 
semi-public agencies, all the varied and ample educational opportunities required 
to “bring effectively within the reach not only of every boy and girl, but also of 
every adult citizen, all the training, physical, mental and moral, literary, technical 
and scientific, of which he is capable.” 


To this end State Universities, affording not only instruction of collegiate 
grade, but the widest range of advanst professional instruction, should be fos- 
tered by the nation as well as by the State. Relatively, our whole system of 
State Universities needs strengthening and developing almost as much as does 
our system of lower schools. Only greatly improved State Universities will be 
worthy to continue the work of the lower schools, strengthened and developt as 
proposed by this program. 


Crowning our whole system of public education, there should be establisht 
immediately at Washington the long-projected but never-realized National Uni- 
versity, an institution which should deliberately aim at the outset and contin- 
uously to express the most advanst thought, to afford the richest, most advanst and 
varied opportunities for study—wholly beyond college grade—to be found any- 
where in the world. 


Is This Comprehensive Educational Program Practicable? 


Is this vast educational program practicable? Indeed it is. It is only neces- 
sary for the American people to decide that it is worth while and that it shall be 
carried out. It is the next step in the campaign for enlightened democracy. 
Even now thousands of American children and youth are enjoying at public ex- 
pense nearly all the advantages that this program would afford them; but millions 
of others, just as worthy, and as educationally needy, are enjoying no such ad- 





—_—- 
=— 


the 
de’ 


sig 
shi 
no 
in} 
we 
bu 
bil 


ot! 


sic 


woe 


A Qa 


>. 


~— -@ 65 WD 





rc - 


~-_aeeree es 


THE N. EB. A. BULLETIS 11 


: He ———————————————— 
ee ————eeeeeeeeeeeeee 


vantages. This is a democratic program, a program for bringing to the many 
those advantages that only the select few now enjoy. It is a program for the 
development of all, not merely a small part, of the nation’s human resources. 


But the cost of it? Would it not be tremendous? No, it would be almost in- 
significant compared with the cost of war. And there is this difference that 
should never be forgotten. The cost of war is the cost of destruction; there is 
no guaranteed return; indeed the total cost may exceed many-fold the original 
investment. While the cost of education is returned many-fold, even in kind, in 
wealth producing capacity to make the investing nation materially prosperous; 
but even greater is the return in intelligence, in public spirit and civic responsi- 
bility. Investment in the education of her children and youth, of her whole peo- 
ple, is the most gilt-edged investment that any state can make and unlike all 
other investments, it combines the greatest safety with the largest rate of return. 


Education a National Concern 


The time has now clearly arrived when education generally should be con- 
sidered and treated as of great, indeed the greatest, national concern. The crisis 
of the war helpt to make this fact stand out in clear relief. At once it became 
apparent to every thinking person that the thousands of unassimilated foreign 
groups, millions of people, speaking scores of different languages and dialects, 
but understanding no word of our national tongue, were not exclusively or even 
chiefly, the concern of Fall River, of Cleveland, of Chicago, of Milwaukee, of 
Seattle, but of the nation; it became apparent that millions of native born illit- 
erates, white and colored, were not exclusively or even chiefly, the concern of 
Louisiana, of South Carolina, of Alabama, of Mississippi, but of the nation; it 
became apparent that the failure of local communities to provide technical train- 
ing in sufficient variety and extent was a matter of national concern. And the 
concern of the nation in the results of our weak and inadequate locally indepen- 
dent, educational systems, was by no means confined to the effects on military 
efficiency; the effects on our whole national life, on our unity of purpose and 
effort, were cause for far graver concern. 


A National Department of Education 


It is evident that the development of this, or of any other plan of education, 
national in scope and adequate to national needs, demands the establishment of 
a Department of Education in the National Government, a Department that shall 
be on a par with other State Departments, hawing a Secretary at its head who is 
a member of the President’s Cabinet. 


America is distinguisht as the one important nation of the world that fails 
to recognize education as one of the half-dozen or half-score great national fun- 
damental interests and responsibilities. This is a startling fact; but the all-suffi- 
cient reason for adequate governmental recognition of public education in 
America, is the simple reason that only thru such recognition can there be as- 
sured to all the American people adequate preparation for the great tasks that 
are before them; that only thru such recognition of education can the American 
nation qualify itself to discharge the unprecedented responsibilities that should 
be welcome, that will be inevitable. 








THE N. E. A. BULLETIN 








SAVING IN POSTAGE 


The Secretary’s office saves from $350 to $400 each time a general letter is 


sent out to all members of the Association by using one cent stampt envelops 
instead of two cent envelops. A similar saving is made in sending form letters 


to others in the profession. This means a saving of many hundred dollars each 
year. 


The suggestion has been made that these form letters would receive more 
respectful consideration if sent as first class mail. Is that true? Does it really 
strike you favorably to receive a form letter as first class? The office proceeds 
on the theory that this saving will be appreciated and that the two cent stamp 
does not command the attention and respect of members one half so much as the 
words NATIONAL EDUCATION ASSOCIATION on the envelop. Is this a 
correct view? 


ASSISTANT FIELD SECRETARIES 


Miss Sallie Hill of Denver, Colo. public schools and Mrs. Sue L. Fratis 
of the Oakland, 'Calif., public schools have accepted positions with the National 
Education Association as assistant field secretaries for the rest of the present 
school year. Their work will begin in November. Mrs. Fratis will begin her 
work on the Pacific coast. Miss Hill will begin her work in the middle western 
states. Mr. Magill’s schedule of work after November is mainly in the East and 
South. He is in the middle West and South during this month. All work of the 
field secretaries will be under the direction of Mr. Magill. 


Since the teachers as a rule are taking out the $2 memberships, school 
boards are advised to take out a $5 membership for each ward school, in order 


to have the bound volume and other publications of the Association near at hand 
for reference use. 


Read the article in this number of the N. E, A. Bulletin on the Teacher Prob- 
lem and then do your part in placing the facts, set forth in it, before parents and 
others interested in the public schools. 


Any active or associate member failing to receive the N. E. A. Bulletin should 
report such failure to the Secretary. 








THE CLEVELAND MEETING 
OF THE DEPARTMENT OF SUPERINTENDENCE 
FEBRUARY 23 to 28, 1919 









fr 
of 
nc 
th 


a & rrhoaipnotwta 








- Dn wm 


—- ow @S & 


wT == ee FS FF as 





THE N. E. A. BULLETIN 13 


SS sSssSsSSsSsSSsSsSsSsS9S9SsSsSasSsSsSsSsSsSsSsSsSsSsSsSsSsSsSSsSsSsSsSsSsSsSsSsSSS3SSSSSSSSSS900595959595990909090090000000 














THE NEW NATIONAL HEADQUARTERS FOR THE NATIONAL 
EDUCATION ASSOCIATION 






























The National Education Association now owns the Guggenheim property on 
16th and “M” streets, which after July 1, 1920, will be used as the national head- 
quarters of the Association. This valuable property was purchast for the sum of 
$98,000. It is now occupied by the National Research Council which will retain 
possession until July 1 at a rental of $541 a month. The location is one of the 
most desirable in Washington being on 16th street only five blocks from the 
White House and diagonally across the street from the home of the National 
Geographic Society. 

Sixteenth Street, or Presidential Avenue as it is sometimes called, extending 
from the White House north to the district line, passing by the leading embassies 
of foreign countries and the most beautiful and expensive dwellings in the city, is 
not only considered to be the finest street in Washington but one of the finest in 
the world. 

The building is well adapted to the needs of the Association. It is a beautiful 

four-story structure, 85 x 42 feet. The heavy walls are of reinforced concrete anda 

fine quality of brick, The columns and finish are of heavy oak. The rooms are 

large and well lighted. The building is of colonial design and holds its own in 
a good degree with the beautiful and substantial buildings of the National Geo- 


graphic Society. 

The Board of Trustees was authorized by unanimous vote of the active mem- 
bers at the Milwaukee meeting to invest a portion of the Associations’ permanent 
fund in Washington property to be used for rental purposes and as a home for 
the Association. A committee, consisting of Josephine Corliss Preston, W. R. 
Siders and J. Y. Joyner, visited Washington in July for the purpose of investigat- 
ing available property. The committee accepted for consideration propositions 
from real estate men and from owners and after selecting eight of the most de- 
sirable employed an expert on values to make a careful investigation of these 

} properties and to report to the committee. After receiving this report a meeting 
of the Board of Trustees was held at the nationai headquarters of the Association 
September 13, when after further inspection and investigation the Guggenheim 
property which had been submitted by The F. H. Smith Company for the National 
Savings and Trust Company, and valued at $120,000, was decided upon as the 
most desirable. The Association’s first offer of $95,000 was not accepted. A later 
offer of $98,000 was accepted and the contract signed October 5. 

The true assest valuation of this property as shown by the assessor’s records 
is $103,000, which may properly mean that $120,000 would not have been an ex- 
orbitant price, and hence that the Association purchast it as a bargain for $98,000. 
The Association will occupy the new location after July first, using one-half of 
the space of the building itself and leasing the other half to the National Re- 
search Council or to some other reputable association. 

Vernon G. Owen, of Washington, who investigated the various properties 
for the Board of Trustees, said: “In my opinion this property is worth $100,000. 
I am also of the opinion that this is the best property: for your purposes yet of- 
fered you.” 

Gilbert Grosvenor, director and manager of the National Geographic 
Society, was one of the first to suggest the Guggenheim property as a suitable 
home for the National Education Association. He was anxious to see a property 





14 THRE m Bik BULLETIN 








New National Education Association Headquarters 








\\ 


sel 
tio 
me 
the 


cal 
its 


en 
to 
















































THE N. BE. A. BULLETIN 15 


En 
—————————————————n— — — ee _..:_ == 





selected which would be in keeping with the dignity and prestige of this Associa- 
tion and which would meet its needs for more than fifty years. Many eminent 
men and women of Washington have shown personal interest in the matter of 
the purchasing of a permanent home for the Association. 

George B, Utley of the American Library Association writes: “The Ameri- ; 
can Library Association congratulates the National Education Association upon 
its good fortune in securing such an ideal location for its new permanent head- 
quarters. This forward step is in keeping with the progressive policy that has 
enabled your Association to double its membership during the last few years and 
to exert a large influence for improved educational conditions.” 


P. P. Claxton, National Commissioner of Education, Washington, D. C., 
says: “I have learned with pleasure of the purchase of the Guggenheim property 
on the northeast corner of 16th and M streets, opposite the National Geographic 
Society, for use as a permanent home for the National Education Association in 
the city of Washington. Washington is, of course, the proper place for the per- 
manent headquarters of this Association, and it is well that it should be housed 
in its own building rather than in a rented building from which it might be 
ejected at any time. Any purchase of property at a conservative price in this part 
of Washington should prove to be a good investment of funds.’ 


, 
William C. Bruce, Editor of the American School Board Journal, says: “I 
want to thank you very much for the splendid photograph of your new association 
home. The officers of the N. E. A. are certainly to be congratulated upon getting 


such a splendid piece of property in such a central location.” 


THE TEACHER PROBLEM 
Report of Investigation By The Field Secretary 


More than 100,000 teaching positions in the public schools of the United 
States are either vacant or filled by teachers below standard, and the attendance 
at normal schools and teacher-training schools has decreast 20 per cent in the last 
three years. These startling facts are shown by the complete report of an inves- 
tigation made by the National Education Association. 


Letters were sent out by the Association in September to every county and 
district superintendent in the United States asking for certain definite informa- 
tion. Signed statements were sent in by more than 1,700 superintendents, from 
every state, representing 238,573 teaching positions. These report an actual short- 
age of 14,685 teachers, or slightly more than 6 per cent of the teaching positions 
represented, and 23,006 teachers below standard who have been accepted to fill 
vacancies, or slightly less than 10 per cent. It is estimated that there are 650,000 
teaching positions in the public schools of the United States, and if these figures 
hold good for the entire country there are 39,000 vacancies and 65,000 teachers 
below standard. 


OO 


These same superintendents report that 52,798 teachers dropt out during the 
past year, a loss of over 22 per cent. On this basis the total number for the en- 
tire country would be 143,000. The reports show that the shortage of teachers 
and the number of teachers below standard are greatest in the rural districts 
where salaries are lowest and teaching conditions least attractive. 





THE NW. £. A BULLETIN 








The states in which salaries and standards are highest have the most nearly 
adequate supply of teachers, California shows a combined shortage and below 
standard of 3% per cent; Massachusetts shows 4% per cent, and Illinois 7 per 
cent. In at least six of the Southern states more than one-third of their schools 
are reported either without teachers or being taught by teachers below their 
standards. 


Nearly all of the superintendents declare that teachers’ salaries have not in- 
creast in proportion to the increast cost of living, nor as salaries have in other 
vocations, and that teachers are continuing to leave the profession for other work. 

Reports received by the National Education Association from normal school 
presidents show that the attendance in these teacher-training institutions has fal- 
len off alarmingly. The total attendance in 78 normal schools and teacher train- 
ing schools located in 35 different states for the year 1916, was 33,051. In 1919 the 
attendance in these same schools had fallen to 26,134. The total number of grad- 
uates in these schools in 1916 was 10,295, and in 1919, 8,274. The total number in 
the graduating classes of 1920 in these 78 schools is 7,119. These figures show a 
decrease of over 30 per cent in four years in the finisht product of these schools. 


The presidents of these institutions state that in order to induce promising 
young men and women to enter the teaching profession and thereby furnish the 
country an adequate supply of competent, well-trained teachers, there must be:— 


1. Higher salaries for trained teachers; 

2. Higher professional standards, excluding the incompetent and unprepared; 

3. A more general recognition by the public of the importance of the teaching 
profession; 

4. More liberal appropriations to state normal schools and teacher-training 
schools in order to pay better salaries in these institutions and furnish better 
equipment; 

5. Extending the courses and raising the standards in the teacher-training 
schools, 


“Why not give increast salaries for teachers a rest and work for higher 
standards and ideals?” Answer this question yourself remembering the following 
facts: 

Great numbers of the strongest and best teachers are still leaving the pro- 
fession because of inadequate pay. 

The number of teachers in the public schools this year below 21 years of age 
is greater even than during the war. 

The attendance at teacher training institutions is twenty per cent less than in 
1916, and county superintendents report that very few young men and women 
now look forward to teaching as a life career. 

Well qualified and successful teachers are more capable of observing higher 
standards and of living higher ideals. 


The Secretary thinks the new plan of membership dues will leave for the 
campaign on increast salaries for teachers and other promotion work about 60 
cents on each $2 membership, and about $1.25 on each $5 membership. He esti- 
mates that this amount will enable the Association to do a fair amount of promo- 
tion work with a membership of 40,000 and that the funds will be ample when the 
membership reaches 75,000. 


ee 





—e es el CO ~~ 65 -—* 65S ee 


ont 2 2 tad 


a 








u 


ly 


ar 
Is 
ir 






















THE 





E. BULLETIN 


A DEPARTMENT OF EDUCATION 
Hugh S. Magill, Field Secretary, National Education Association 


The Smith-Towner Educational Bill now before Congress, introduced in the 
House by Congressman Horace Mann Towner of Iowa, and known as H. R. 7, 
and in the Senate by Senator Hoke Smith of Georgia, and known as §S, 1017, es- 
tablishes a Department of Education with a Secretary in the President’s Cabinet 
and authorizes the appropriation of $100,000,000 by the Federal Government to 
encourage the states in the promotion of education. 

Of the, $100,000,000 authorized to be appropriated, $7,500,000 is for the re- 
moval of illiteracy; $7,500,000 for the Americanization of foreigners; $50,000,000 
for the partial payment of teachers’ salaries and the promotion of public education 
generally, particularly in rural communities; $20,000,000 for the promotion of 
physical education, including health and sanitation; and $15,000,000 for the train- 
ing of teachers. 

The bill provides that a state must furnish an equal amount for each of the 
purposes named in order to receive its share of these apportionments. There is 
a specific provision “That all the educational facilities encouraged by the pro- 
visions of this Act shall be organized, supervised and administered exclusively 
by the legally constituted state and local educational authorities of the state.” 
All funds allotted to a state must be distributed and administered in accordance 
with the laws of the state. Under the provisions of the bill, state autonomy and 
local controi of education are most carefully preserved. 


Advantages of a Department of Education 


What benefits will accrue from a Department of Education with a Secretary 
in the President’s Cabinet? In the first place, it does not mean that the Federal 
Government proposes to assume the control and administration of education. 
Such an attempt would be clearly unconstitutional, nor would it be for the best 
interests of our public schools. The schools must be kept in close touch with the 
people whom they serve and be subject to their immediate supervision and con- 
trol. The Federal Government can set up standards and show why such stand- 
ards should be accepted, but the authority of final decision in all educational mat- 
ters must remain in the states where it is placed by the Tenth Amendment to the 
Constitution. 

The Establishment of a Department of Education with a Secretary in the 
President’s Cabinet will give to education the recognition which it justly deserves 
because of its vital importance from the standpoint of national welfare. Thru 
such a department the Federal Government could promote education, as it has 
promoted other great interests over which it does not have control. Examples 
of promotion without control are found in the Department of Agriculture and 
the Department of Labor. 


Development of the President’s Cabinet 


When our Government was establisht it was decided, after very careful de- 
liberation, to place the administration of the different departments then created 
under officials appointed by the President and confirmed by the Senate. At first 
there were but three such departments, the Department of State, the Department 
of the Treasury, and the Department of War. The heads of these departments 







18 oc % Se ae ar Se a eae See 
———————————————————————————————————————————————————————————————— 


together with the Attorney General, appointed by Washington, were his imme- 
diate advisors and came to be known as the President’s Cabinet. 

In 1798 Congress establisht the Department of the Navy, and a fifth Cabinet 
office was created. In 1829 the Postmaster General was elevated in rank and 
made a member of President Jackson’s Cabinet. In 1849 the Department of the 
Interior was created to take charge of Indian affairs, which had been under the 
control of the War Department and of the public Lands, which had been under the 
Treasury Department. To this new department were assigned also the Pension 
Office from the War Department, the Patent Office from the State Department, 
and several other bureaus. 


Creation of Department of Agriculture 


These seven Cabinet members were each in charge of a department which ad- 
ministered affairs over which the Federal Government had absolute control under 
the provisions of the Constitution. It was thought then that there would be no 
further additions to the President’s Cabinet. In 1862 the Bureau of Agriculture 
was created, and a few years later the Bureau of Education. It soon became ap- 
parent that agriculture could not obtain the recognition which its importance in 
relation to national welfare justified without being represented in the President’s 
Cabinet, and thereby being enabled to obtain directly the attention of Congress. 
Accordingly, the agricultural interests of the country started a movement for the 
establishment of a Department of Agriculture, with a Secretary in the President's 
Cabinet at its head. 

The opponents of this movement argued that in as much as the Federal Gov- 
ernment had not been granted authority by the Constitution to control agricul- 
ture it was illogical, if not unconstitutional, to create such a department. Those 
who favored the creation of such a department conceded that the Federal Gov- 
ernment could not control agriculture, and frankly stated that they did not wish 
such control. But they claimed that it was within the province of the National 
Government to promote agriculture, and that because of the importance of the 
subject from a national standpoint agriculture should receive such recognition 
and promotion. The Department of Agriculture was created in 1889, the Fed- 
eral Government thereby establishing the principle of national recognition and 
promotion without national control. 


Other Federal Departments Created 


While the controversy over the establishment of a Department of Agriculture 
was going on, the educators of the country urged the establishment of a Depart- 
ment of Education, insisting that education was of no less importance to national 
welfare than agriculture. Altho their claims were not successfully refuted, their 
petition was not granted, and education has remained unto this day in a subordi- 
nate bureau of the Department of the Interior. This is probably due in part to 
the fact that educators have not been as persistent and effective in urging the 
promotion of education as have the sponsors of other interests, and also to the 
fact that certain private interests have always opposed the development of public 
education. 

A few years later the representatives of commerce and of labor sect up their 


claims for Federal recognition, and as a result of their persistent efforts the De- 
partment of Commerce and Labor was establisht in 1903 for the recognition and 
\ 








\| 


re 


r- © 38s 3 


—e mt Ft Ur! .hUC LUCCA UCU 


nm 
























a lt RR ES 






THE N. E. A. BULLETIN 19 





promotion of these two important interests. In 1913 this Department was sepa- 
rated into the Department of Commerce and the Department of Labor, each with 
a Secretary in the President’s Cabinet. 


Importance of Education From National Standpoint 


In the light of this history it is necessary only to show that education is 
vitally related to national welfare in order to justify its recognition and promotion 
by the establishment of a Department of Education with a Secretary in the Presi- 
dent’s Cabinet. This is so evident that it would seem hardly necessary to offer 
arguments in its support. When it was found that of the 2,400,000 drafted men 
between the ages of 21 and 31 more than 700,000 could not read and write, the 
Federal Government came face to face with education as a question of the greatest 
national importance. 

When another 700,000 of these young men had to be rejected from military 
service because of physical defects, most of which could have been prevented by 
proper attention and instruction in youth, the importance of education from the 
national standpoint was again emphasized. No one will contend that our country 
as a whole is not deeply interested in the Americanization of our foreign popula- 
tion, all of whom have been admitted to our shores under national laws. 

But there is still a deeper significance to public education from the stand- 
point of national welfare. It was recognized by our forefathers at the very be- 
ginning of our government. The Ordinance of 1787 declares that “Religion, mor- 
ality and knowledge being necessary to free government and the happiness of 
mankind, schools and the means of education shall forever be encouraged.” It 
must be conceded by all that the security and perpetuity of a government of the 
people is dependent upon an enlightened citizenship. If we are to develop a 
civilization which shall stand the severe tests of the coming years, the right kind 
of education must be promoted thruout the entire nation. To give the greatest 
impetus to a movement for universal education of the right sort, there must be the 
stimulating influence of a national purpose. 


A National Government Cannot Disregard Education 


A question of such transcending importance, so vitally related to the security 
and prosperity of our country, cannot be disregarded by the national government 
and left entirely to the states and local communities. National ideals cannot be 
realized by states and communities unaided by national encouragement and sup- 
port. There must be the unifying influence of a national incentive that education 
may accomplish the greatest good and make the largest contribution to national 
welfare. 

The National Government thru its Department of Education will exercise no 
autocratic power in the realization of this end. It will stimulate and encourage 
but it can never dictate. It will make a thoro investigation of all educational 
questions, and a comparative study of the educational systems of all the states. 
It will then suggest certain educational standards, based upon this broader knowl- 
edge, which should be attained in all the states in order to preserve our free insti- 
tutions and make possible the realization of our highest national ideals. The 
Secretary of Education, because of his high official position, will always have a 
hearing. What his department proposes will receive the consideration of the 
President, of Congress, and of the people of the country. 













THE N. E. A. BULLETIN 








Thru national promotion and stimulation standards will be raised in all states. 
The day will be hastened when it can no longer be said that millions of American 


citizens cannot read the Constitution, nor even their ballots, a condition which 


humbles our national pride and is fraught with the gravest danger. 

The perpetuity and prosperity of our nation demand that it give all possible 
encouragement and assistance to the states in the development thru education of 
a citizenship physically and intellectually sound, and imbued with the spirit and 
ideals of true Americanism. Thus only can our Republic be made safe, efficient 
and enduring. 


THE BUSINESS SESSION—MILWAUKEE MEETING 
THE SECRETARY’S MINUTES—(Continued) 


The Business Session of the National Education Association for the year 
1919 was held at the Auditorium, Milwaukee, Wisconsin, Friday, July 4, 1919. 
It has been decided to publish the minutes in the N. E. A, Bulletin, publishing a 
few pages each month. 

This is an exact copy of the Secretary’s minutes following that which was 
contained in the September Bulletin on pages 7 to 12: 


REORGANIZATION 


MR. OWEN: I think I can specify the matter that will be left open for discussion and 
adoption later on. (Reads Section i, 2, 3, 4, 5, 6, and 7 of Article 1 of the Pittsburgh report, pro- 
posed form.) The situation is this: We have in Article I of the Pittsburgh report what is called 
the ‘“‘Present Form.” We also have what is called the “Proposed Form.” It was proposed to sub- 
stitute the Article I that I have read for the present Article I. I want unanimous consent to get 
rid of all the rest. That will leave this one question to settle. Then the next step will be a motion 
to adopt what I have just read. The parliamentary way should be to vote it up or down or amend it. 
You will have to do something. My suggestion would be that we drop the rest by unanimous consent. 

THE CHAIRMAN: Again the chair asks. Is there unanimous consent to drop all after 
Article I? There is unanimous consent. 


MR. OWEN: Now, I am going to ask Mr. Gillan to present his resolution. This resolution will 
clearly define the procedure, then there will be left for us to decide whether we want to vote up or 
down the proposed changes in Article I. 


MR. MARSHALL: In my opinion this committee has the right to make such report now as it 
sees proper without any reference to the report in Pittsburgh. If I am correct in that, then there 
is no necessity for unanimous consent to withdraw any part. This committee has the right now. 


THE CHAIRMAN: The chair rules that the committee did not have such right, and that it 
had to have unanimous consent to withdraw all except Article I. Unanimous consent has been given 
and all except Article I has been withdrawn. 

MR. GILLAN: Let us understand the situation clearly. The unanimous consent given a mo- 
ment ago for consideration of the matter which was read from the report of 1918, by Mr. Owen is 
only unanimous consent for consideration. Action comes later. The matter itself, much of it, is 
highly objectionable and I think ought to be voted down. Now, in regard to the motion I am going 
to make, understand also, how this will clear the ground. It will simply sweep away all reorganiza- 
tion plans, which up to date have been considered, and begin at the proper beginning—the Charter. 
We will send our committee to Washington to get the Charter revised by Congress, the only power 


that can revise it. That will end the discussion and contention in regard to reorganiztaion at pres- 
ent. It sweeps it away. 


However, there are printed on the same sheet with your reorganization plan printed yesterday, 
a few other things having no reference to the reorganization, having reference only to conducting 
an automatically developt active membership, which, I believe are generally recognized as good. 
Some of those could not be considered except by unanimous consent, but for one, I think some of 
them are so good they will appeal to our judgment as excellent. They will help our Field Secretary 


| 
| 
| 





\\ 


in | 
thin 
as & 


Sta 
am¢ 
to | 
to : 


be 
“av 


All 
res 


cou 
in 

pre 
pez 


ag 
tin 
of 


an 
ide 
wa 
co 








Tr 


ll 


ir 


TBE we. BA BULLETS 21 








e 
in his work, so unanimous consent should be given. I give notice simply that there are a few 
things printed on that sheet that are not swept away by this change and which may be considered 
as good. Now, that I have cleared the ground, I wish to offer the following resolution: 


AMENDING THE ACT OF INCORPORATION 


I move that the Executive Committee of the National Education Association of the United 
States be and is hereby authorized and directed to secure the enactment by Congress of legislation 
amending the Act of Incorporation under and by virtue of which said Association is organized, so as 
to permit said Association by amendment of its By-laws in accordance with the provisions thereof, 
to adopt a representative plan of organization. 

THE CHAIRMAN: Is there a second? 


CATHERINE BLAKE OF NEW YORK: I would like to move that the words “‘and directed” 
be stricken out. That is a pretty strong term with reference to Congress. Would not the term 
“authorize”’ be sufficient? 


©THE CHAIRMAN: It is moved and seconded that the words ‘‘and directed” be stricken out. 
All in favor of the motion say aye. The motion to amend is carried. The motion to adopt the 
resolution as amended is before you for discussion. 


MR. MARSHALL: It has been technically and repeatedly stated here this morning that we 
could not act on these things because the report was made out in Pittsburgh last year. If so, it is 
in the hands of the Association and cannot be withdrawn, and therefore the committee at this 
present time is not free and has not the full authority to make such a report as in its judgment ap- 
pears to be best. 

My name appears in the Charter that has been granted to this body by Congress a few years 
ago. I have frequently had part in the discussion of the rules and laws of this body in the long 
time I have been connected with it. In my judgment it would be better for us to formulate a plan 
of amendment to the constitution and then send a committee to Congress to get a Charter in confor- 
mity with what we wish to do. How can this committee know what we wish until we have discust 
and voted upon it here? I do not know, and I think you do not know. We should have a definite 
idea of our plan for reorganization, one that will last us for twenty to thirty years. This is what we 
want and we ought to discuss and get what we want, and what would be for the best interests, ac- 
cording to our best judgment, and then ask Congress for a Charter to cover that. 

MR. OWEN: I do not intend to say much, but I hope we will adopt this resolution and adopt 
it promptly. We do not know what Congress will do. They might write into it that we have to 
accept it before it could be valid, and I want to say if you think you can improvise a plan of reor- 
ganization in this business meeting, you have had different experience from what I have had. So 
I suggest that this is a perfectly proper procedure. If the Charter should be amended it will give 
the authority to create a representative assembly. Can’t we stop there and find out what we want 
to do in detail later? 

A MEMBER: I have just one thing I wish to say. Before we send any emissaries to Wash- 
ington, we should know whether or not we want a representative assembly! 


THE RESOLUTION AND THE UNDERSTANDING 

MARGARET HALEY OF CHICAGO: I wish to speak on this resolution, or motion to adopt 
this resolution. I wish to say that the wording of this resolution has been arrived at after hours 
of consideration on the part of the various parties of this association who are responsible for it. 
Some people believe in reorganization; some do not. Some believe in one kind of reorganization, 
and some in another. Now, I want my position made perfectly clear, and if I may be permitted 
to speak, and given sufficient time, I can make myself clear. 

The Charter which this resolution asks Congress to amend was adopted by the Association at 
Asbury Park in 1905. I was one of the two or three who stood on the floor of the N. E. A., and 
was voted down when I raised the question then that we should send to Congress a request that 
the Charter be amended. I served notice then that if that request was brought to Congress, I would 
protest it, and if it past I would take it into the Federal courts and have it knockt out, because I 
held there was absolutely no power in the organization under its By-laws to propose such a charter 
in 1905 at Asbury Park. It required a year’s notice to do it and we had not had a year’s notice. 
The chair ruled me out of order, and an appeal was taken from the decision of the chair and the 
chair was sustained. I went to Congress before the Committee and they decided I was right, that 
Mr. Gillan and myself were right, and that the body acted without authority and Congress put 
a referendum clause on that Charter, which was adopted. In 1907 there was an earthquake in San 
Francisco, and it was not adopted that year but the next year. 











THE N. E. A. BULLETIN 








Now the plan of reorganization put before the body at Pittsburgh last year has been declared 
by expert legal authority to have been an attempt to amend the Charter granted by Congress. I 
am sure I am the last person in this Association who wants this body to fetter itself and I certainly 
had no responsibility, for I did all I could to prevent the organization at that time from fettering 
itself. I said then, “When this organization will want to act, the Charter will prevent it from 
doing so.” It never should have been enacted. Now, by this resolution you are asking Congress 
to take off some of the fetters that you askt them to put on in 1905. You are not asking Congress 
to reorganize the Association but to make possible a reorganization. We are grown up and ought 
to know what we want in reorganization, or leave ourselves in a position where we can adopt it. 

When I came to Milwaukee on Tuesday I heard there was a conference to be held on Wednes- 
day. The question was raised on the floor of that conference regarding the right of the committee 
to present any report to this body at this meeting. The question was also raised by Mr. Springer, 
the former Secretary, that there was no power in the body to have presented the report at Pitts- 
burgh last year, and when he raised it again he was ruled out of order in the conference. I submit 
that was an error. The place to have thrasht that out was at the conference last Wednesday, and 
when we were not permitted to do so, the Milwaukee teachers went to an attorney to ask if their 
rights, the rights of the Association, were being taken away, and to test the legality of the same. I 
have the attorney’s written opinion that it was an illegal procedure. 

I have learned since then that the question of legality was raised by the officers of this Asso- 
ciation. They knew that question had been raised. I was told last night that lawyers in Wash- 
ington, in Chicago, and in Milwaukee had advised the officers that the Association could not proceed 
to reorganize this body under the Charter. When I raised the question yesterday, the answer 
came “We will do it now, legal or illegal, it is an emergency.” I want to tell you that was the 
disposition we found, but my old friend, the Chicago Tribune, sent out an S. O. S. for the teach- 
ers to meet here, that the Association was in danger. Whenever the Chicago Tribune tells the 
teachers of Chicago that Margaret Haley is in a losing fight in Milwaukee, a place only two hours’ 
tide from Chicago, if given twenty-four hour’s time, they will get here, and they are here today 
because they believe that if I raised that question I raised it in good faith and because I believed 
it to be right. I have no axe to grind. I raised that question because any member of this Asso- 
ciation who did not like the plan of reorganization could have gone into the Federal courts, or any 
other court of jurisdiction, and could have brought the organization to a stand still. 

As a member of this organization, interested in its welfare, I wart to say that this question is 
seething today in this assembly. We might as well recognize tat there are two forces conflicting. 
There are those who believe that teachers should be given the inherent right of citizenship, and there 
are those who deny the teachers the inherent right of citizenship. There are those who fear that if 
the reorganization plans be put thru, it will give us so much ex-officio representation that there will 
tbe no power left. If Congress will take the fetters off that this organization had put on at its own 
request, I am not afraid but that this Association will keep sane long enough to reorganize. This 
morning I was informed that the By-laws with respect to the proposed reorganization intended to 
be presented today, would not be presented, for it was admitted that this body did not have the 
power until the Charter could be amended by Congress. 

If we seem discourteous, it is because this agreement was not reacht until this morning. Until 
this morning we were not certain whether or not the By-laws proposed at Pittsburgh were going to 
be presented. Now, I understand, Mr. Chairman, that if we adopt this resolution there will be no 
attempt to make the records of this Association show that the quesion of reorganization was pre- 
sented to be considered one year from now. If we have that understanding now, then I am in 
favor of adopting the resolution. Mr. President, am I right in my understanding that there are no 
such intentions? 

THE CHAIRMAN: I know of none. 

A MEMBER: How many life members and life directors are there in the N. E. A., and how 
do they become so? 


THE CHAIRMAN: The chair is compelled to rule that this question is not pertinent to the 
motion. Are you ready for the question? Those who favor the motion to adopt the resolution say 
Aye. The motion is carried by unanimous vote and the resolution is adopted. The chair recog- 
nizes the Chairman of the Committee, Mr. Owen. 


MR. OWEN: We revert to the beginning of Article I. The situation is this: We have Article 
I in the present By-laws. Last year we proposed an amendment by substitution to this Article I. 
That part of the proposed amendment submitted last year in no way affects the plan of reorganiza- 
tion. Sometime ago, the Field Secretary of the N. E. A., submitted a form of Article I, which he 
thought, and others thought would make more satisfactory provisions in regard to the membership. 
I ask, with the authority of the committee, and others of the Association to permit the committee 











\\ 


R 


s> 


BetBeBeae 


te 













l 


ired 


inly 
ring 
rom 
ress 
ress 
ight 


nes- 
ttee 
ger, 
itts- 
mit 
and 
heir 


Sso- 


eed 
wer 
the 
ach- 
the 
urs’ 
day 
ved 


any 


1 is 
ng. 
ere 
t if 
will 
wn 
‘his 

to 
the 


ntil 





























THE N. E. A. BULLETIN 23 
oo 


to substitute that form which is found in the first part of the “‘Proposed Substitute for Committee’s 
Report,”’ on page 2, for the Article I proposed in the Pittsburgh report. i. 

THE CHAIRMAN: Permit the chair to interrupt to state that there is important business up 
for our consideration and that those who are leaving are denying themselves a part of this business. 
The chair is anxious that all remain for the afternoon meeting. 

MR. OWEN: If the Association allows the committee to make this substitution, then a motion 
will be made by myself to adopt that portion of the report, and will yield to the Field Secretary to 
discuss and lay before you the reasons why he thinks it should be adopted. Therefore, I ask per- 
mission to offer as a substitute for Article I, as proposed in the Pittsburgh report, the preamble, and 
the Article I in the “Proposed Substitute for Committee’s Report.” If this is granted, I will then 
move its adoption. 

MISS HALEY: I don’t want to be put in the position of having to object and withhold the 
unanimous consent. One person in this Association is all that is necessary to prevent unanimous 
consent for consideration of new material that Mr. Owen is asking to have coupled with old ma- 
terial, meaning Article I which was presented at Pittsburgh. Now, if Mr. Owen will agree to leave 
out that new material which he wants considered and which cannot be considered without unanimous 
consent, and will confine himself to the old material in Article I, I think we will avoid confusion. 


THE PREAMBLE 


MR. OWEN: I move the adoption of Article I as presented at Pittsburgh. I move that we 
adopt Article I as proposed at Pittsburgh, and as contained in the 1918 report in italics. 

MR. MAGILL, FIELD SECRETARY: I wish to speak on the adoption of the motion, and I wish 
to speak not as Field Secretary, but as an active member of the Association having the same right 
and no more than you have, and deserving no more consideration. In the place of Article I, pro- 
posed in the Pittsburgh report, referred to, there is in your hands the ‘Proposed Substitute for 
Committee’s Report,’ including the preamble and Article I. This preamble is new material. I will 
say that frankly, so that Miss Haley’s point will be clearly understood. There are other parts in 
this proposed Article I that are new material. This new material can be considered only by unani- 
mous consent. ; 

Now, we would like to take up the preamble for consideration. After I have explained it I think 
you will grant unanimous consent for its consideration, then I shall move that the preamble and 
Article I as here printed be substituted and adopted. I will say this preamble was drawn for the 
purpose of getting the plan of action and plan of work of the Association clearly before the mem- 
bers. The old Charter says that the purpose of this Association shall be “To elevate the character 
and advance the interests of the profession of teaching and to promote the cause of education in 
the United States.’”’ Now, this preamble brings it down to a working proposition. You have read it. 
It sets forth that in order to accomplish this purpose two things must be done: First, there must 
be adequate support of education by the public; and second, there must be efficient and professional 
service of the highest standard given by the teachers. 

MISS HALEY: I think the motion before the house to adopt the Article as proposed should 
be disposed of before we have anything else brought up. I object, altho I do not like to have to. 
I object to bringing in new material. I would suggest that we consider all except new matter, and 
take up the new matter afterwards. 

MR. OWEN: We could not do that. The question before this house is material presented last 
year, and if you vote that down, nothing can come before the house in the form of an amendment. 

MISS HALEY: I object to your coupling matter presented at Pittsburgh, on which this body 
has the unquestioned right to vote, with matter on which this body has no right to vote. You are 
depriving the members of the Association of the right to vote on things which they have the right 
to vote on. I want to vote on this. 

MR. GILLAN: It is merely a matter of procedure. 

MISS HALEY: I insist it was out of order. 

THE CHAIRMAN: The chair rules that the motion before us is to adopt Article I. 

MR. SPRINGER: May I make a statement, and when I am thru you will see that you can 
all have what you want. It has been demonstrated by the committee as a matter of fact that the 
form of their report made at Pittsburgh is not workable, and they have suggested a new method. 
Mr. Magill made his talk as against the Article in question, which he had a perfect right to do. 
The question of substitution will be a matter that will come afterward. 

MISS HALEY: It is clear, but I will object. 

MR. MAGILL: Mr. Crabtree and I have gone over this, and we have agreed with others 
that it would promote the welfare of the Association to have this preamble and Article I adopted 
as a substitute for the Article I presented at Pittsburgh. I am sure that no one wants to do anything. 











24 THE N. BL. A BULLETIN 








that will in any way impair the efficiency of the N. E. A. If we present something that will help 
the Association, then I am sure all the different factions can come together. So I would like to 
offer this preamble and Article I as a substitute for Article I of the Pittsburgh report offered by 
Dr. Owen. 

MR. OWEN: May I ask for a ruling of the chair on this particular point. It is this: Our 
By-laws require that any amendment be placed before the Association one year. Now this Article | 
was proposed at Pittsburgh and has been before the Association for a year. I made a motion that 
we adopt it. Is that in accordance with the parliamentary laws controlling this Association? Can it 
not be voted up or down? ‘That is why I made that motion. If you vote this motion down then 
the substitution of another form will have to lie over for another year. 


RULINGS OF THE CHAIRMAN 


MR. MAGILL: Before the chair rules on that point, I ask that all new material in the 
preamble and Article I, which I have presented as a substitute, be stricken out, because there is 
objection to its consideration. 

THE CHAIRMAN: The chair rules that the preamble contains matter not germane to Article I 
as proposed last year. The chair also rules that the second paragraph of Section 2 contains matter 
not germane to matter proposed at the last meeting. The chair rules that the second paragraph of 
Section 3 is not germane. The chair rules that the second paragraph of Section 5 is not germane, 
The chair rules that Section 1, the first paragraph of Section 2, the first paragraph of Section 3, all 
of Section 4, the first paragraph of Section 5, and all of Sections 6, 7, 8, 9, and 10 are germane. 

MR. MAGILL: Then I move that these parts which are germane be adopted as a substitute 
for Article I of the Pittsburgh report. 

THE CHAIRMAN: The chair rules therefore that we are ready to consider the Article sec- 
tion by section; that is, only the material which has been ruled to be germane. We therefore begin 
with Section 1 of Article I, which is found in the printed form in your hands. Mr. Magill will 
read it. 

AMENDMENTS TO SECTIONS ON MEMBERSHIP 


MR. MAGILL: The parts that have been ruled as germane are parts we can all agree upon 
I cannot conceive of anyone objecting. (Reads Section 1.) ‘‘The membership of the National 
Education Association of the United States shall consist of three classes, Active, Associate, and 
Corresponding, whose qualifications, rights and obligations shall be hereinafter prescribed.’”’ I move 
the adoption of Section 1. 

THE CHAIRMAN: It has been moved and seconded that this section be adopted. All favor- 
ing the motion say Aye. The section is adopted by unanimous vote. 

MR. MAGILL: (Reads Section 2, first paragraph.) ‘‘Active members of the Association shall 
be those actively engaged in the profession of teaching at the time of their becoming members.” I 
move the adoption of Section 2. 

MISS HALEY: I move that after the words “actively engaged in the profession of teaching” 
be inserted “‘or other educational work.”’ 

THE CHAIRMAN: The amendment has been seconded. All in favor of the amendment say 
Aye. The motion to amend is carried. All in favor of the motion as amended say Aye. The 
motion is carried by unanimous vote. 

MR. MAGILL: (Reads Section 3, first paragraph.) ‘The annual dues of an active member 
shall be $2.00, which shall entitle him to attend all meetings of the Association, and its several 
departments, to receive the Bulletin free, and on application, to secure all publications of the Asso- 
ciation at a price fixt by the Publication Committee, which shall be the approximate cost. By the 
payment of annual dues of $5.00, an active member shall receive in addition to the Bulletin, without 
application or other condition, the Volume of Proceedings and all other regular publications of the 
Association, including the reports of committees, and all special Bulletins and announcements when 
issued.”’ 

That would make all associate members active members, if actively engaged in teaching. I 
move the adoption of this Section. 

A MEMBER: I suggest that active members paying $2.00 shall receive Bulletins and a copy 
of the Volume of Proceedings. 

MR. MAGILL: Two dollars will not cover the cost of the Bulletin and the cost of printing 
the Proceedings and leave anything at all for the overhead expenses. It has been proposed that the 
$2.00 fee should be raised to $3.00. 

A MEMBER: I think $3.00 is too much. 

MR. MAGILL: They will pay only $2.00 and will be admitted to all meetings, get the Bulletin 
when issued, and if they want the Volume of Proceedings they will get it at cost. 





al 


te © 


-e Ss OS 


~-s—lUC<CirS|lC OO hUCUr 

















































ec: 
yin 
rill 


on 
ial 
nd 
ive 


Or 


ay 
he 


er 
ral 
$0- 
he 
ut 
he 
en 


py 


ng 
he 


THE MN. B.A BULLETIN 25 


eer ——EEEEEEEeEeEeEeeoeeeeoeeeeeeeeee 





THE CHAIRMAN: There is no second to the proposed suggestion and therefore we will vote 
on the original, if there is no further discussion. All in favor of the adoption of Section 3 say Aye. 
The Section is adopted by unanimous vote. 


LIFE DIRECTORS 


MR. MAGILL: (Reads Section 4.) ‘All life members and life directors shall have all the | 
rights and privileges of active members without the payment of annual dues and shall receive free i 
without application or condition the publications of the Association.’”” I move the adoption of this 
Section. 

A MEMBER: How does one become a life director? 

MR. PEARSE: I am glad to be able to point to the original criminal life director. Many, 
many years ago when two or three hundred people only attended the meetings of the N. E. A., the 
organization “‘went broke,” and it was necessary to get revenue in some way to meet the little 
expenses of this organization. The proposal was made by distinguisht members at that time, some 
forty years ago, that a class of life directors be created on the payment of the sum of $100. How 
it could be thought that any school man at that time should have $100 is more than I can imagine. 
One man paid in his $100. That man was Mr. Marshall, and he became the original life director 
} of the N. E. A. Sad to relate, ladies and gentlemen, the other gentlemen who were responsible 
| for this proposal did not have the money to make good. Now for a number of years, I don’t 
know how long, there were some life directors created in that way, but when the present constitu- 
tion was adopted, this was stricken out and the only way it can be done now is to be elected as its 
president. The past presidents are life directors. Mrs. Young was a life director, and Mrs. Brad- 

ford is a life director. I believe there are about twenty. 

THE CHAIRMAN: I think there is one other statement which should be made. This same 
gentleman who is the oldest life member gave us the finest of support in our financial difficulties. 
My recollection is that he paid a $25 membership fee this past year. 

THE CHAIRMAN: All in favor of the adoption of Section 4 say Aye. The Section is adopted 

by a unanimous vote. 


ASSOCIATE MEMBERS 


MR. MAGILL: (Reads Section.) ‘‘Associate members of the Association shall be persons who 
are not actively engaged in the profession of teaching, but interested in the promotion of education. 
The annual dues of an associate member shall be the same as the dues of an active member and he 
shall have the same rights and privileges excepting the right to vote and to hold office. 

MISS HALEY: Section 2 was amended and it was so amended that it has taken in some of 
the people who are now in this Association as associate members. Section 3 by its terms would 
exclude from active membership some of the people we propose to include. 

MR. MAGILL: I would suggest that it be changed to read, ‘““Those not actively engaged in 
teaching or other educational work.’’ I move the adoption of Section 5, including that change. 

THE CHAIRMAN: All in favor of the adoption say Aye. Carried by unanimous vote. 

MR. MAGILL: (Reads Section 6.) ‘“‘Eminent educators not residing in America may be 
elected by the Board of Directors as corresponding members. The number of corresponding mem- 
bers shall not at any time exceed fifty. They shall pay no dues, and may receive free the publica- 
tions of the Association.” I move the adoption of this Section. 

THE CHAIRMAN: Those in favor of adoption say Aye. Section 6 is adopted by a unanimous 
vote. 


| OTHER CHANGES 


MR. MAGILL: (Reads Section 7.) “The annual dues of all members shall be paid at the 
time of the annual meeting of the Association or shall be sent to the Secretary on or before Novem- 
ber 1. An active member failing to pay his dues as herein provided shall forfeit the privileges of 
membership, and after being in arrears one year shall be dropt from the list of members.” I move 
the adoption of Section 7. 

THE CHAIRMAN: Those in favor of the adoption of Section 7 say Aye. The Section is 

adopted by a unanimous vote. 
} MR. MAGILL. (Reads Section 8.) ‘The membership year shall be the same as the fiscal year 
of the Association, from June 1 to May 31, inclusive. New members may join at any time and the 
membership of those joining between March 1 and June 1 shall extend to the end of the following 
membership year. Those joining after January 1, may, if they so elect, have their dues apply to 
membership for the following year.” I move the adoption of Section 8. 

THE CHAIRMAN: The motion to adopt Section 8 has been seconded. Those in favor say 
Aye. The vote is unanimous and Section 8 is adopted. 


THE N. E. A. BULLETIN 











MR. MAGILL: (Reads Section 9.) ‘The Secretary of the Association shall furnish each 
member of the Association a Membership Card, declaring him to be a member of the National As- 
sociation for the year for which his dues are paid, and as such entitled to all the rights and privi- 
leges granted by the Charter and By-laws of the Association.’”” I move the adoption of this Section. 

THE CHAIRMAN: The motion is seconded. Those favoring the motion .to adopt Section 9 
say Aye. The motion is carried and Section 9 is adopted. 

MR. MAGILL: (Reads Section 10.) “The right to vote shall be limited to active members of 
the Association whose dues are paid. The right to hold office in the Association or in any depart- 
ment shall be limited to active members whose dues are paid. The right to vote and hold office in 
the Council shall be limited to members of the Council whose dues are paid. Each active member 
shall have one vote.”’ 1 move the adoption of this Section. 

THE CHAIRMAN: All favoring the motion to adopt say Aye. The motion is carried and 
Section 10 is adopted. 

MR. MAGILL. I move that the sections adopted separately, be adopted as a whole, that these 
sections be adopted as Article I, as a substitute for the motion made by Mr. Owen to adopt Article I 
of the Pittsburgh report. 

THE CHAIRMAN: The motion is to adopt the matter adopted in sections as a substitute 
for the material which was presented at Pittsburgh as Article I. 

MR. MARSHALL: With regard to the question of the $5.00, there is this: One of the fun- 
damental questions that has been raised for a few years is as to how this Association shall be ad- 
ministered. There has been complaints from time to time for many years. A lot of people had 
the idea that they were running the institution. It became a vital question of how much expense 
we want to put on the Association, and I hope you will consider that matter from now on. 

THE CHAIRMAN: The chair rules that we have another question before us. The motion is 
to adopt the sections as read, as a substitute for the Article I in the Pittsburgh report. It has been 
seconded. All in favor say Aye. The motion to substitute is carried by a unanimous vote. 

MR. MAGILL: I move that the Article I substituted for Article I of the Pittsburgh report be 
adopted as Article I of the By-laws of the Association. 

THE CHAIRMAN: The motion has been seconded. Ali favoring the adoption of this Article I 
as Article I of the By-laws say Aye. Are there any who are opposed? The motion is carried and 
the Article unanimously adopted. 

MR. OWEN: The Committee would ask that it be discharged. 

THE CHAIRMAN: Is there unanimous consent to the motion that the Committee be dis. 
charged? 

MR. CARR: I would like to ask to amend the motion by adding that this Committee has workt 
long and hard under some of the most vexatious and trying conditions, and I would like to ask 
that there be included in that motion the thanks of the Association. 

THE CHAIRMAN: The amendment is accepted. 

MR. OWEN: I made that motion because I believe that after we secure the amendment to the 
Charter, the Association will want to constitute a commitee in keeping with the ideals of the 
Association at that time, and therefore I personally should like to be relieved of the matter. I 
believe it is best for the Association that such action be taken. I will get my ideas before the Asso- 
ciation individually, where I can’t as a member of the committee. May I say this further: I have 
kept out of the debate so far because I believe when you make an agreement to have a thing go 
thru you ought not to debate the matter. 

THE CHAIRMAN: How many are in favor of the adoption of the motion? The motion is 
carried and the committee is discharged with the thanks and appreciation of the Association. 


(Minutes to be continued in the December Bulletin) 











1] 


R 


R 
R 
R 
R 








I 


ach 
As- 
‘ivi- 
ion. 
n 9 


; of 
art- 
in 
ber 


and 


lese 
le I 


tute 


1 is 
een 


be 
le I 
and 
dis. 
rkt 
ask 
the 
the 
sso- 
ave 

go 


1 is 



































~ 


THE N. BA. BULLETIN 2 


oO 
CLEVELAND HOTEL RATES 


{t has been suggested that members make hotel reservations early by writing 
direct to the hotel. If in need of further information concerning hotels write 
R. G. Jones, Assistant City Superintendent, who is chairman of the local com- 
mittee, asking him to make the reservation for you. There is every reason for 
expecting a large attendance at this meeting. President Graff estimates an at- 
tendance of 9,000. The date for the meeting of the Department of Superintend- 
ence is February 23 to 28. 


AMERICAN HOUSE 
(150 rooms) 
639-49 Superior Avenue, N. W. 
Room Rates 


ee eee One person—without bath... 0 6.220. nccccwenencatewsene $1.00 to $1.50 
ac: One person—with path=... 2 eS 2.00 
a coe two persons—with beth =... BO 
Room for two persons—without bath___--..___-____________________ 2.00to 2.50 


HOTEL CLEVELAND 
(1000 rooms) 
Superior Avenue, N. W. at Public Square 


Room for one person—private bath___-_-__-----__-__________-_________$2.50 to $6.00 
a cor two person’s—orivate Bath... 2. ce 3.50to 8.00 


COLONIAL HOTEL 
(150 rooms) 


Prospect Avenue at Colonial Arcade j 


Room for one person—without bath-.---------_-_--_----_-------__- $1.50 to $2.50 





a tor One person—private bath......................_......... 2.00 to 3.50 
Room for two persons—without bath _________-__-___-_-______--____ 2.50to 3.50 
Room for two persons—private bath--...--.-_...-.-.._____________ 3.00 to 5.00 


HOTEL EUCLID 
(200 rooms) 
Euclid Avenue at East 14th 


Room for one person—without bath______-_-_____-_-___-___________ $1.50 to $3.00 
a sor Ome. persom—erite bets. ck nn nen nnsnesenenanns 2.00 to 5.00 
Room for two persons—without bath ............_-_______________ 2.50to 3.50 
Room for two persons—with bath......._...._______________________ 3.00 to 6.00 


HOTEL GILLSEY 
(350 rooms) 
East 9th Street at Chester Ave. 


meem for one person—without bath........._..____.._____..______- $1.25 to $1.50 
moom for one person—with bath............._....._____._____=__. 1.50to 3.00 
Room for two persons—with bath_.....-......_.__....____________- 2.50to 4.00 


two persons—without bath............................_-- 2.25to 2.50 








ee. m..z. A. 


BULLETIN 








Room 
Room 


Room 
Room 


Room 
Room 
Room 
Room 


Room 
Room 


Room 
Room 


Room 
Room 


Room 
Room 


for 
for 


for 
for 


for 
for 
for 
for 


for 
for 


for 
for 


for 
for 


for 


HOTEL HERMITAGE 
(80 rooms) 


Euclid Avenue at E. 13th Street 


eue. pereou—wihout bath........................... 
iwe. sorsons—without bath.......................- 


HOTEL HOLLENDEN 
(800 rooms) 


Superior Avenue at E. 6th Street 


me eerenm ith Date ns eu 
two persons—private bath_.....-....._..._______ 


KENNARD HOUSE 
(103 rooms) 


St. Clair Avenue at W. 6th St. 
one person—without bath 


two persons—without bath 


NEW AMSTERDAM HOTEL 
(359 rooms) 


Euclid Avenue at E. 22nd St. 


SOI TI ian aise ciegttictin en cemmne 


two persons—with bath 


HOTEL OLMSTED 
(360 rooms) 


Superior Avenue at E. 9th 


One person—private bath....................... 


two persons—with bath 


HOTEL STATLER 
(1,000 rooms) 
Euclid Avenue at E. 12th St. 
one person—private bath 
two persons—private bath 


HOTEL WINTON 
(600 rooms) 
Prospect Avenue near F. 9th St. 


one person—private 


ene perso@—with bath... ncnenenns 
twe persena—with bath... 2.2. ns. 


for two persons—with bath 





$1.25 to $1.50 


a ne 2.00 to 3.00 


2.00 to $5.00 


si iin ils 3.50 to 6.00 


$1.00 to $1.50 


—— 1.50 to 2.00 
See 3.00 to 4.00 
is aeeaies 2.00 to 2.50 


ae aeeas. $1.50 to $2.00 
diinicnaliteeeats 3.00 to 4.50 


Cee $2.00 to $4.00 
ee ae 3.00 to 5.00 


ica tate $2.00 to $5.00 
whieh 3.50 to 


7.00 


eee $2.00 to $6.00 
Sie daa 3.00 to 8.00 


Libraries are taking out the $5 memberships in order that all teachers may 
have easy access to the bound volume, the committee reports, the commission re- 
ports and the other publications of the Association. 


has made provision for this valuable material. 


Ask whether your library 
If not advise it to do so at once. 


_———-—eneene CE 
a Ee ALONG SOT LN ~~ 


' 
‘ 
' 
' 
' 
' 
' 
‘ 


1) 


~~» we 


de 


ty 








00 


:.00 
.00 


5.00 
3.00 


| 


THE WN. E. A. BULLETIN 29 








National Education Association 
OF THE UNITED STATES 
1400 Massachusetts Avenue N. W., Washingtor.,, D. C. 


Data Blank for Active Members 


If any changes or additions are desired in the interest of your enrolment as 
printed in the Yearbook indicate the same below; otherwise write your name on 
} the upper line and write the word “correct” across the other blank spaces, and 
return at once. If your dues are not paid for 1919-20 fill out the complete blank 
and enclose check for $2 or $5. 


‘4. Name (in full) 


'9 Titles or Degrees (if any), with date and source of each 


PAYMENT OF DUES 


. If you have not paid membership dues for 1919-20, kindly fill out the fol- 
: lowing: 


(Cancel lines which do not apply.) 


ae, ee Re ee AE ee NS Ee ee $2.00 
OR 
ee Ge a |, ee ee ae ae ee UR ee EIT Tate $5.00 
OR 
Pe, @MELOSCU COOGE TG once noon nqucsasmsiocmeen eee $3.00 


Those who have paid $2 for 1919-20 but who desire to take out the $5 mem- 
bership will send a check for $3. 

The November N. E. A. Bulletin will be mailed out the first week of Novem- 
i ber to addresses as shown on the records in the office, but we hope to have cor- 
rection made in time for succeeding numbers. 

The changes in the By-Laws and the installation of a new system of records 


: and accounts also make it necessary to check up on enrolment data as early as 
: possible. 


The bound Volume of Proceedings will be ready to mail out in a week or 
i two. 











ZHeE WE. A BULLETIN 7 ™ 








. 


7 . ~~ a. . ° 
National Education Association 
OF THE UNITED STATES 





New Active Membership Enrolment 


J. W. CRABTREE, Secretary N. E. A., 1400 Mass. Ave., Washington, D. C. 


Dear Sir:—I hereby enrol as an active Member of the NATIONAL EDU- 
CATION ASSOCIATION and agree to pay annual dues before September 
1 of each year, reserving the right to discontinue such membership by giving 
notice to the Secretary before September 1 of any year. 


I wish my active membership to begin with the year 1919-20. 
EEE ER 


Titles or Degrees (if any), with date and source of each_____-_________-___ 


EE ae ee 


(Cancel line which does not apply 


Enclosed find remittance by check for...............................- $2.00 
OR 
Enclosed find remittance by check for__..__..________________________ $5.00 


The payment of $2.00 entitles an active member to attend all meetings 
of the Association and departments, to vote and hold office, and to receive 
the N. E. A. Bulletin. Each active member will receive a membership card 

The payment of $5.00 instead of $2.00 entitles an active member to re- 
ceive, in addition to the above, the complete volume of proceedings and all 
committee reports and all other regular publications of the Association, 

The N. E. A. Bulletin will give complete information concerning the 
work of the Association. It will keep members definitely informed of the 
meetings of the Association, of the success of the campaign for increast 
salaries for teachers, of the progress of state and national educational legis- 
lation and of other important work of the Association. It will hereafter 
appear as a monthly bulletin, (10 months). 

The By-Laws require the annual dues to be paid before November 1. 
Members agree to pay before September 1, in order not to miss receiving 
the September Bulletin, or other literature issued in September and October. 





‘SIOQUIDU 3J}eIDOSSE OOO'SI JNOGe OpNy[duUT JOU SIOp jIeYD VAOGe 2YT ‘“pasinba1 AjsawI0; se OOS 
JO 92} JUIU[OIJUD [eUOT}IPpe 24} Jo JUIUIARd JY} JNOY WM pue OO'Vs JO Sonp [enuue oy} jo yuaWIAed ay} UO S419q 
-W9UI 9AIJIV DWIOII ACUI SIIYILVI} JeY} SuIpiAoid BSuljoour soyNemMj!P_Y 94} Je popuoure as9aM sMey-A_q IY] 


NOILVIDOSSV NOILVONGH IVNOILVN AHL AO SHAANAN AAILOV 


Sigt-LIG! 

El6I-ZI6I 

0161-6061 

TTT 606!-806! 
1061-0061 

OO6I-6E8I 

6681-868! 


ZO6I-1061 


2061-906! 
vO6i-S06! 


wa 8681-268! 


TTT} SO6I-+¥06l 


| | To 
| 


rT TTT. 806I-206! 
PTT tr 906!-S06I 





LI6I-9IGI 

Toe 
9IGI-SI6I 

Te 
Siét-vig6t 

Enapade 

Te 
mene al 
“H6I 

SERREEED 
161-016! 

TT 





| 








Z 
o 
(x) 
= 
4 
fo) 
ion 
< 
tz} 
Z 
(2) 
en 















HEROES OF PEACE 
By Hugh S. Magill 







AS the spirit of service, the self-sacrificing devotion to duty 


which! was supreme during the war, died in the hearts of our 





people? That a great change has come aboutis evident. The 







pendulum has swung back. Consciousness of duty well performed 






seems not so satisfying. The demand is for larger material reward. 


On every hand there is a mad scramble for more money. 






In contrast to this prevailing tendency is the attitude of the 






teachers who have remained at their posts, faithful to the children 


committed to their charge. They furnish astimulating example of 







unselfish, patriotic service. They are not as well paid proportion- 


ately, as before the war. Thousands of them have received only 






slight increases in salary while the cost of living has doubled. 


They have seen a hundred and forty thousand of their comrades 






drop out, disheartened, during the past year. They are compelled 





to pinch and save until they are reduced below their normal effi- 


ciency. Yet they hold on heroically, like the soldiers of the Lost 







Battalion, faithful to their trust, glad of an opportunity to give 






themselves in service. 


“Peace hath her victories no less renowned than war,” and 





these are her heroes. Suffering from the economic results of war. 






they continue to serve the childhood of America. All honor to 






these guardians of our nation’s treasure. Let us hasten the day 





when the people of our country shall recognize the importance of 






their profession, appreciate the value of their services. and give 





them a just recompense, so long delayed. 





il « ee 


i