P13 


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N. E. A. BULLETIN 








VOL. VIII, Number 5 January, 1920 Whole Number 46 








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 suid 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 


ot National Education Association rejoices in 


extending ta the Ceachers of America its cordial 


wishes for a Gappy and Prosperous New Uear 


CONTENTS 


a 
Cleveland Meeting Sas i Baa a a 
Why a Secretary of Education—Hugh S. Magill__-- 
meachers Organizations —............... 
One Hundred Per Cent Enrolments_____- 

Value of Teachers Councils—W. J. Bogan_- 

Training of Teachers—W. C. Ragley Eola eee ae, 

An Adequate Student Constituency—J. G. Crabbe________- 

An Adequate Supply of Teachers—D. B. Waldo__-_--__--_- 
Administrative Cooperation ! 

oa mew weora—Lietiry Sterling... ke nee 15 
Passing the Salary Bill—Olive Jones___.--_-_____--~_~ 

Business Methods in Education—H. H. Hilton 

Teacher Participation in Administration—Mary C. Harris.....____- 17 
Cooperation with School Boards—W. L. Pieplow 

Recent Pension Developments—Joseph Swain 

Secretary’s Minutes, Milwaukee Meeting__._-_.._____._____- - os saat 19 
Cleveland Hotels 


a ay a eee aeRO NT Saar LL 





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








THE N..E A. BULLETIN 








OFFICERS 
See eee er , PROTON nas a an nh te een Olympia, Wash. 
I nis cata ati anit nia caensign iamnow ean terem enn mens Selts Washington, D. C 
i a dS eps els msi i dn ih pms neem easiest Tempe, Ariz. 


EXECUTIVE COMMITTEE 


INT TINO: 30 CEI PN i i isn va ance mixes nam panes noses naan astieaaeminensipeimanadoan Olympia, Wash. 
ne er Wai RINE nic ee eens mencencnes ew York, Noa 
Carroll G. Pearse, Chairman of Board of Trustees_____-_-_---_---_-_---_----------_ Milwaukee, Wis. 
a aI Clas cca tage dp esaiang cn dreiniin om encameenanen cueven nck eneuaianerees Tempe, Ariz, 
Inn in WO ORION” I-Ie cte atin per eek cn cenaisen anicomrnl eenoeeent Mena, Ark. 


BOARD OF TRUSTEES 


Carroll G. Pearse, President State Normal School...............-.-.-...--..~.- Milwaukee, Wis. 
I a erm cic anenini in cbeideserssasesbtanaten tcdnmasenmiaoasibea La Grange, N. C. 
Walter R. Siders, Superintendent of Schools__..._.____--..-_-----.--.--------~---- Pocatello, Idaho 
en ae. Geemewen, Mometre! Tisek SeeeelQ. . gnc nn hn i ewe St. Paul, Minn. 
Josephine Corliss Preston, State Superintendent of Public Instruction-_._-.----.---- Olympia, Wash. 


VICE-PRESIDENTS 


George D. Strayer, Teachers College, Columbia University-_-____----------------- New York, N. Y. 
eek oe. eeewreeem, Guecrmtiendent of Scheele... .... 2 nen ccnnncnnecenene Pittsburgh, Pa. 
ee eee een “Tememes, Public SCROGi in in ee rennet Denver, Colo. 
J. M. McConnell, State Superintendent of Education___-_-_-_----------------__---- St. Paul, Minn. 
=. ae eee, eertentent of Scheele... i221... 22. cn ne Highland Park, Mich. 
Annie W. Blanton, State Superintendent of Public Instruction-____--._-----------~--~-~-/ Austin, Tex. 
J. A. C. Chandler, President College of William and Mary_-------~-------~------ Williamsburg, Va. 
Susan M. Dorsey, Asst. Superintendent of Schools_.___.-.-...--.-.--------__~-~- Los Angeles, Calif. 
May Trumper, State Superintendent of Public Instruction-__----------.------------ Helena, Mont. 
2 Seemmes, Presicgent New Hoempebire Catlege... oe Durham, N. H. 
W. S. Beoth, Asst. State Superintendent of Public Instruction-___._-._--.----------- Springfield, IIL. 


DEPARTMENT OF SUPERINTENDENCE 


President, E. U. Graff, Superintendent of Schools..._..........................-- Indianapolis, Ind. 
First Vice-President, D. J. Kelly, Superintendent of Schools_____._----------~--~ Binghampton, N. Y. 
Second Vice-President, H. S. Johnson, Superintendent of Schools_.-----------------~-- Ogden, Utah 
Secretary, Charl O. Williams, County Superintendent of Schools___-___-_--------~_- Memphis, Tenn. 


HEADQUARTERS STAFF 


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


Members, who attend the Cleveland meeting of the Department of Superin- 
tendance, will present their membership cards at the N. E. A. headquarters for 
badges, programs, etc. 


The N. E. A. Post Office, which proved so satisfactory at the Milwaukee 
meeting, will be operated also at the Cleveland meeting of the Department of 
Superintendence. 


















































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THE N EB A. BULLETIN 








WORKING TOGETHER TO PROMOTE THE COMMON GOOD 


Teachers have always workt for the common good and not without a degree 
of success. They have always cooperated with other agencies in promoting com- 
munity and national enterprises. They have rendered this valuable service as 
individuals, not as an organized force. It remained for the. war crisis in educa- 
tion to teach them the value of organization and combined effort. They mow 
recognize that organization is necessary for the advancement and increast influ- 
ence of the teaching profession. They are now getting together as never before 
in local, state, and national organ‘zations, not so much to promote selfish ends, 
as for the purpose of putting their work on a high professional plane and for the 
purpose of working more effectively in promoting the common good. 





THE TEACHING PROFESSION 





Teachers thruout the country take honest pride in the fact that they belong 
to a worthy profession. They hold to ideals and standards in keeping with the 
high type of their calling. Shame on the men and women who would break down 
this source of their inspiration by forcing upon them the claim that there is no 
such thing as a teaching profession in the United States and that the teachers’ 
work is a most menial kind of service. Nothing but discontent and disloyalty can 
result from the promotion of such doctrine. There is a teaching profession and 
its ideals have inspired hope on the part of teachers and gained the confidence of 
the public. The fact that teachers believe they belong to a worthy profession and 
that the public appreciates its high standards are the strongest forces at the pres- 
ent time in securing increast salaries for teachers in the present crisis in educa- 
tion. There is a teaching profession and the National Education Association is 
one of many organizations of teachers properly credited with being professional 
organizations. 


THE SCHOOL SERVICE OF THE NATIONAL GEOGRAPHIC SOCIETY 


In cooperation with the Bureau of Education the National Geographic So- 
ciety now furnishes free to schools a weekly bulletin of current events, linking 
the news items in the press with their geographic and historic backgrounds. 

in addition to its bulletins, however, the Society is now publishing its im- 
mense wealth of pictures on separate sheets of heavy paper with appropriate text 
for schools. In accordance with its custom these pictures are being issued practi- 
cally at cost as a part of the vast educational work of the Society in the increase 
and diffusion of geographic knowledge. To carry out more fully its enlarged pro- 
gram, the Society has establisht a School Service Department of which Miss 
Jessie L. Burrall is Chief. 


The cost of living has exactly doubled since 1913. Teachers’ salaries were at 
that time on the cost of living basis. Where teachers are receiving less than two 
times what they received in 1913 they have as a matter of fact suffered a decrease 
in pay. Acquaint members of boards of education and other citizens with this 
fact. The valuable information on teachers’ salaries in the N. E. A. Bulletins will 





THE N. & A BULLETIN 








THE N. E. A. BULLETIN AND ADVERTISING 


The recommendation that the N. E. A. Bulletin open its columns to adver- 
tisements as a source of revenue for the Association has not been accepted for 
the following reasons: 

1. It is in the interest of the teaching profession to have a strong well-sup- 
ported: educational press. The state school papers and other educational journals 
could not long survive under present conditions without the funds which they 
are receiving from advertisers. If the N. E. A. Bulletin should compete for ad- 
vertising with educational journals, it would likely decrease the amount of space 
used by adv tisers in these papers. 

2. There is the fear on the part of some of the members of the Association 
that commercial interests might desire to shape and control its policies. 

3. If the Bulletin is supported only by funds coming from membership dues, 
it is likely to remain more loyal to the members of the Association, and to con- 
tinue to put forth determined efforts in the promotion of their interests. 


Teachers’ organizations in California at Los Angeles, Oakland and San Fran- 
cisco participate in making courses of study and in a limited way in determining 
administrative policies. In Kentucky the Louisville Educational Association par- 
ticipates in this work. There are many other places where teachers’ organizations 
are recognized in this way. 

The Secretary of the Association wishes the names and addresses of the 
presidents of teachers’ organizations which participate in making courses of study 
and in determining the administrative policies of the school. 


PROGRAM OF THE CLEVELAND MEETING 


The President of the Department of Superintendence announces that the pro- 
gram for the Cleveland meeting will place special emphasis on Americanization, 
and that it will provide for a full discussion of current problems in school admin- 
istration. The speakers for the program are mainly superintendents and men en- 
gaged in practical school work. The papers are to be concrete and definite and 
to suggest practical solutions of various educational problems. Discussions are 
to be specific rather than general and the entire program as practical and helpful 
as possible. All prominent educators who have been invited to speak have ac- 
cepted. The speakers will represent the best talent the country affords. 

President Graff will announce his program in the February Bulletin which 
will reach members February 1. 


The Secretary must have the complete programs for conferences of Depart- 
ments and allied associations for the Cleveland meeting by January 12, in order 
to insure their being printed in the general program. It is presumed that each 
association desiring to hold a conference at the Cleveland meeting has arranged 
with the Secretary for a date and for an assembly room. Any others desirous, 
however, of making arrangements at this time should let him know by wire. 


The Secretary has received excellent reports from superintendents and teach- 
ers’ organizations concerning the service which Mrs. Sue L. Fratis and Miss Sallie 
Hill are rendering to teachers and schools in their work as assistant field secre- 
taries. They are working in western states at the present time. 





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THE N. E. A. BULLETIN 5 
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THE SMITH-TOWNER BILL 





The Smith-Towner Bill is still in committee in both the Senate and House. 
Of course, it will not need to be reintroduced, but will hold its present number 
and designation thruout the Sixty-sixth Congress, which will expire March 4, 
1921. The regular “long session” convened on Monday, December 1, and will 
probably continue until next summer or fall. The final “short session” will con- 
yene December 6, 1920. We should do everything in our power to secure the 
passage of this bill by the Sixty-sixth Congress. 

In order to secure the passage of this bill we must do two specific things: 
First, acquaint the people with its provisions and secure their cooperation and 
support; and, second, get the people to tell the members of Congress by tele- 
grams, letters and petitions that they want this bill past. Congressmen are in- 
terested in a thousand other things, and they will forget our cause unless we re- 
peatedly bring it to their attention. If you can get prominent persons and com- 
mercial clubs, rotary clubs, women’s clubs and other similar civic organizations to 
send in letters, resolutions, and petitions to Congress they will be very effective. 
We must recognize the importance of organized, cooperative effort and of a per- 
sistent, aggressive campaign. 

The cause which we represent is vitally related to the welfare of all the people 
and to the safety and prosperity of our nation. The responsibility for the passage 
of this constructive piece of legislation is largely upon us and we must not fail. 
Will you do your part in winning this great battle for the promotion of education? 


Mr. Magill delivered addresses in December in the states of Ohio, Missouri, 
Texas, California and Colorado. He was greeted by large audiences in each of 
these states. His services are in such great demand that he cannot accept one- 
half of the calls which are received. During January and February he will make 
other trips across the continent. These ocean to ocean trips would be expensive 
to the Association were it not for the fact that the local associations and clubs 
where he speaks meet his railroad and hotel expenses. 


The N. E. A. Bulletin limits its editorials and pronouncements to policies 
definitely adopted by the Association or recommended by its commissions and 
committees. 


NO SOVIET TENDENCY IN THE PROFESSION 


The fact that a few overworkt and unballanst teachers in radical communities 
have voist the sentiment of their kind, does not justify the conclusion that teach- 
ers are not loyal to our form of government. I do not believe that there is the 
slightest Soviet tendency in the teaching profession. I do not sense it in my cor- 
respondence with thousands of them in every part of the country. I do sense 
a consecration to the work of their calling and a degree of ioyalty to our demo- 
cratic form of government which I do not believe can be found among the repre- 
sentatives of any other occupation or profession. 

: J. W. CRABTREE, 
Secretary of the National Education Association. 








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LHe xX. = A: BULLETIN 
ae6a"6e6—“0—9—_0_0_0_0—0—0($00O0OO Eee eS” 


WHY A SECRETARY OF EDUCATION? 
Hugh §S. Magill, Field Secretary National Education Association 


The Smith-Towner Educational Bill now before Congress contains two prin- 
cipal provisions, the creation of a Department of Education with a Secretary of 
Education in the President’s Cabinet at its head, and the authorization of an ap- 
propriation of $100,000,000 to aid and encourage the states in the promotion of 
education. The bill embodies two fundamental ideas, a Secretary of Education 
and Federal aid. 

It has been suggested that the appointment of a Secretary of Education by 
the President might bring education into partisan politics, and it is pointed out 
that in the states and local communities it has been found wise to keep the ad- 
ministration of education free from all political influence. It seems to me that 
those who hold this view have not given sufficient consideration to certain facts 
which are quite fundamental in determining the question. 


The Federal Government Cannot Administer Education 


In the first place, the Federal Government cannot control or administer edu- 
cation. Any attempt to do so would be in violation of the tenth amendment to 
the Constitution. The Smith-Towner Bill expressly provides that the purpose 
of the act is “to encourage the states in the promotion of education,” and that all 
educational facilities encouraged by its provisions “shall be organized, supervised 
and administered exclusively by the legally constituted state and local educational 
authorities of the several states.” 

It is clear, therefore, that the arguments which may be advanst in behalf 
of keeping the administration of education out of politics do not apply to the Sec- 
retary of Education as provided for in the Smith-Towner Bill. He is authorized 
to administer his department, but he cannot administer the public schools. The 
administration and control of education in the schools is reserved by the federal 
constitution “to the states, respectively, or to the people,” and by the terms of 
this bill to the “state and local educational authorities of the several states.” 


Offensive Partisanship Unlikely in Department of Education 


I do not believe that the appointment of a Secretary of Education by the 
President is at all likely to bring the administration of the Department of Edu- 
cation into partisan politics. A prominent United States Senator, whose name 
has frequently been mentioned in connection with the Presidency, recently re- 
marked that he did not know of any action that would be poorer politics froma 
purely partisan standpoint than for a President to undertake to “play politics” 
with a Department of Education. He declared that in his opinion any President 
would recognize that a failure to keep the Department of Education on a very 
high plane of efficiency and professional service would be condemned by people 
of all parties and would be most disastrous even from a partisan standpoint. 
This view is held by every member of the committees on education of both the 
Senate and House with whom I have talkt. 


Education in Relation to a Federal Budget 


But there are some very positive reasons why there should be a Secretary 
of Education in the President’s Cabinet. It is quite generally conceded that the 





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Federal Government should make appropriations to encourage the states in the 

romotion of education. It is also recognized that a budget system should be 
created. A bill establishing such a system has been past by the House of Rep- 
resentatives, and is now under consideration in the Senate. A federal budget 
must, of necessity, be prepared by the Executive Department under the direction 
of the President. Its preparation will become an important administrative func- 
tion and will undoubtedly be carefully studied and discust by the President and 
his Cabinet. If education is to receive just recognition and support it should be 
represented in the President’s Cabinet, the same as other great national interests. 
The Department of Agriculture, which has enjoyed such recognition since 1889, 
now receives more than $33,000,000 a year for the promotion of agriculture, while 
the Bureau of Education, which does not have such recognition, receives less 
than a half a million for the promotion of education. 


The Need of Educational Statesmanship 


But the most important reason for a Secretary of Education is that the vital 
relation of education to the social, industrial and economic life of our nation may 
receive due consideration by those highest in authority, Someone should be in a 
position to bring this fact to the attention of the President and other high offi- 
cials, that it may be recognized as an important element in the policy of every 
administration. The President might well include it in his messages to Congress 
as a subject of national importance, and recommend such action by Congress as 
might seem best to encourage the states in the promotion of education. Expe- 
rience has demonstrated that this cannot be accomplisht by a Commissioner 
who is not in immediate touch with the President and Congress. 

The administration of the schools should continue to be under the manage- 
ment of educational experts, just as the immediate control of the army should be 
under military experts, but the relation of education to the welfare of the country 
deserves recognition in the highest councils of the nation. Here the demand is 
for educational statesmanship. 


COMMITTEE ON STATE SUPERINTENDENTS REPORTS 


The President of the National Education Association has on the request of 
state superintendents, appointed a committee to study state superintendents’ re- 
ports with a view of increasing efficiency in gathering statistics. Following is the 
committee: 


T. E. Johnson, Michigan, Chairman. Katherine Morton, Wyoming. 
C. N. Childs, Utah, J. A. Churchill, Oregon. 
G. N. Sheats, Florida. T. E. Finegan, Pennsylvania. 


A picture of Ella Flagg Young appropriately hangs on the wall in the reception 
room at N. E. A. headquarters near the portraits of W. T. Harris and Irwin Shepard. 
The picture was framed and presented to the Asséciation by Miss Laura M. Brayton, 
who was Mrs. Young’s secretary and companion for many years.. Mrs. Young was 
President of the National Education Association in 1910-11, the first woman president 
of the Association. Her last public service was efficiently rendered as a member of 
the Woman’s National Eiberty Loan Committee, Treasury Department, Washington, 


D. C. She was active in this particular work up to the time of her death, October 
26, 1918. 





THE N. E. A. BULLETIN 











TEACHERS ORGANIZATIONS 
Participation of Classroom Teachers in Determining Educational Policies 


The following is a correct statement of the action taken by the Commission 
on the Emergency in Education, which has been favorably received thruout the 
country: 

In the administration of the public schools we recognize boards of education 
as the representatives of the people. Theirs is the responsibility to adopt the 
policies which will make for the development of public education and thru public 
education for the development of our democratic society. We recognize the su- 
perintendent of schools as the executive officer chosen by the board of education 
to carry out its policies and to recommend to these representatives of the people 
the kind of action that will make for the realization of our educational ideals. At 
the same time, we know that teachers working in the classrooms of our public 
schools have contributed ideas that have had a determining influence upon edu- 
cational progress. Thru teachers’ councils, thru committees, thru voluntary asso- 
ciations, and thru individual recommendations, teachers have concerned them- 
selves with the larger problems of educational administration to the great benefit 
of the schools. 

Boards of education and administrative officers in those communities that 
have made the greatest progress, have recognized this principle. In many places, 
by rule of the board or by invitation of the superintendent, teachers’ organizations 
have been requested to make recommendations affecting courses of study, the 
adoption of textbooks, types of building and equipment, the organization of special 
classes and special kinds of schools, and the formulation of budgets. 

We believe that participation by teachers is indispensable to the best devel- 
opment of the public schools. We believe that such participation should be the 
right and responsibility of every teacher. To this end we urge that boards of 
education by their rules recognize this right, and provide stated meetings at which 
teachers will be heard. In order to guarantee such participation, we urge state 
legislatures—the final authorities thru whose action local boards of education 
exercise the control now vested in them—to enact laws providing that teachers 
may appear before boards of education, providing that these boards shall give 
them an opportunity to present their suggestions and proposals for improving 
the work of the schools. 

If these steps are taken not only will the insight, knowledge, and skill of 
every teacher be made available for the promotion of educational progress, but 
the responsibility and influence of the classroom teacher will be officially recog- 
nized, the calling will become thereby more dignified and attractive, and large 
numbers of the strong and capable young men and women of the country will 
enter public school service as a life career. Next to the provision of better sala- 
ries for teachers, nothing will do more to raise the status of the profession and 
make its service attractive to the kind of men and women that the schools need, 
than the adoption of a policy that will lift the classroom teacher above the level 
of a mere routine worker carrying out in a mechanical fashion plans and policies 
that are handed down from above. 

In recognition of the principles of democracy in public-school service, there 
must be added to the wisdom of the boards of education and to the judgment 
and executive ability of their administrative officers the effective participation of 
classroom teachers in the development of the policies which control education. 








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, ONE HUNDRED PER CENT ENROLMENTS 


ion Over 2,000 schools and colleges are trying for a 100 per cent enrolment in 
the 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. 
ion Special Certificates are being prepared for all 100 per cent schools and colleges. 
the The following places reported 100 per cent enrolment December 15: 
lic Aberdeen, S. D., Aberdeen City Schools, Joseph T. Glenn, Superintendent 
su- Akron, Mich., City Public Schools, Ralph Rourke, Superintendent 
ion Allegan, Mich., City Public Schools, A. H. Robertson, Superintendent 
ple Albert Lea, Minn., Central School, C. C. Baker, Superintendent 
At Americus, Ga., Public Schools (white) T. E. Mathis, Superintendent 
lic Americus, Ga., High School, C. M. Hale, Principal 
lu- Americus, Ga., Furlow Grammar School, Elizabeth McLendon, Vice Principal 
. Appleton, Wis., Appleton High School, Paul G. W. Keller, Principal 
“4 Bainbridge, N. Y., High School, G. Harold Carl, Principal 
wai Bayard, Nebr., Bayard City Schools, I. H. Linder, Superintendent 
fit Bellflower, Iil., Bellflower ‘Township High School, Roy Schofield 
Ben Avon, Pa., City Public Schools, H. M. Merritt, Supervising Principal 
lat Berkeley, Calif., Berkeley High School, C. L. Biedenbach, Principal 
es, Beverly, Ohio, City Public Schools, F. J. Taylor, Superintendent 
ns Bingham Canyon, Utah, Highland Boy School, H. S. Mangelson, Principal 
| Rogata, Tex., City Public Schools, Murry H. Fly, Superintendent 
a Bryant, S. D., City Public Schools, Edmund Steele, Superintendent 
al Buffalo, Wyo., Johnson County High School, S. R. Bumann, Principal 
Carleton, Mich., City Public Schools, E. H. Bremer, Superintendent 
»]- Center, Colo., Center Joint Consolidated School, District No. 26, S. W. Todd, Superintendent 
he Centerville, S. D., City Public Schools, Robert Favell, Superintendent 
of Chicago, Ill., Norwood Park School, Wm. L. Super, Principal 
+h Chisago City, Minn., Graded School, J. A. Petska, Principal 
: Cleveland, Ohio, Dike School, Bessie M. Corlett, Principal 
te Cleveland, Ohio, Doan School, Laura Kate Collister, Principal 
mn Cleveland, Ohio, Eagle School, Sara E. Slawson, Principal 
rs Cleveland, Ohio, East Denison School, Brigid L. Gafney, Principal 
ye | Cleveland, Ohio, Gordon School, Edith C. Peters, Principal 
Te Cleveland, Ohio, Waring School, Katharine M. Grayeli, Principal 
Cleveland, Ohio, Willson Cripple School, Alice Christianar, Principal 
Clovis, N. M., City Public Schools, E. W. Bowyer, Superintendent 
of | Cohasset, Mass., School Department, Harry H. Lowery, Superintendent 
it Columbus, Ohio, FultonStreet School, Belle T. Scott, Principal 
- Connell, Wash., City Public Schools, J. L. Hunt, Principal 
ve ' Delphos, Ohio, High School, Fred C. Snodgrass, Principal 
: Duvall, Wash., City Public Schools, G. W. Greene, Principal 
ll East Troy, Wis., City Public Schools, A. W. Kruger, Principal 
i- Edinboro, Pa., Edinboro State Normal School, F. E. Baker, Principal 
d . Elko, Nev., City Public Schools, S. O. Welday, Superintendent 
1 Elmhurst, Ill., City Public Schools, Lydia Vautsmier, Superintendent 
a Elyria, Ohio, City Public Schools, F. M. Shelton, Superintendent 
| Eureka, Nev., County High School, Joseph Dickinson, Principal 
Ss \ Fort Wayne, Ind., Fort Wayne Normal and Training School, Flora Wilbur, Principal 
Freeland, Mich., Public Schools, H. B. Fisher, Principal 
e Freeport, Me., High School, Oscar F. Smith, Principal 
Garber, Okla., City Public Schools, R. D. Eaton, Superintendent 
it Gardner, Me., High School, T. C. Chaffee, Principal 
yf Grand Valley, Colo., Grand Valley Schools, L. W. Martin, Superintendent 


Grass Lake, Mich., City Public Schools, A. W. Glas, Superintendent 
Greeley, Colo., Colorado State Teachers College, J. G. Crabbe, President 
Idaho Springs, Colo., City Public Schools, Charles E. Greene, Superintendent 








10 THE N. E. A. BULLETIN 








Ipswich, S. D., City Public Schools, E. M. Paulu, Superintendent 
Ithaca, N. Y., Ithaca Public Schools, F. D. Boynton, Superintendent 
Jacksonville, Ill., High School, H. C. Hopkins, Principal 

Knoxville, Pittsburgh, Pa., Union High School, C. B. Critchfield, Principal 
Las Vegas, Nev., City Public Schools, R. H. McPeak, Superintendent 
Lawrenceville, Ill., Lawrenceville Township High School, R. R. Denison, Principal 
Lewisburg, Pa., High School, H. S. Bourne, Principal 

Locust Grove, Ga., City Public Schools, J. Harry P. Thomas, Principal 

Maple Lake, Minn., City Public Schools, Hugh Graham, Superintendent 
McIntosh, Minn., McIntosh Public Schools, I. S. Horn, Superintendent 
Milbank, S. D., City Public Schools, H. C. Souder, Superintendent 

Minnesota Lake, Minn., City Public Schools, E. H. Englebart, Superintendent. 
Morris, N. Y., High School, Ross E. Cameron, Principal 

New Redford, Mass., Betsey B. Wilson School, Allen P. Keith, Superintendent 
Noblesville, Ind., City Public Schools, A. C. Payne, Superintendent 

Norfolk, Conn., The Center School, John Lund, Superintendent 

Okmulgee, Okla., High School, E. S. Griggs, Principal 

Orland, Ind., High School, F. Ray Rogers, Principal 

Otis Orchards, Wash., Otis Orchards Public Schools, E. W. McHenry, Superintendent 
Parsons, Kans., McKinley School, John T. Barnhill, Superintendent 

Peabody, Kans., City Public Schools, Webster P. Reese, Superintendent 

Quincy, Ill., Adams School, Sara Louise Derrick, Principal 

Quincy, Ill., Emerson School 

Quincy, Ill., Washington School, Emma Beckwith, Principal 

Quincy, Ill., Special School, Anna M. Kordsiemon, Director 

Racine, Wis., City Public Schools, F. M. Longanecker, Superintendent 

Redfield, S. D., Redfield Public Schools, C. M. Bair, Superintendent 

Rochester, N. H., High School, Bernard Ross, Headmaster 

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

Rocky Ford, Colo., City Public Schools, R. J. Walters, Superintendent 
Rockford, Wash., City Public Schools, M. E. Brown, Superintendent 

Rossford, Ohio, City Public Schools, E. N. Littleton, Superintendent 

Roy, Wash., City Public Schools, N. E. Wilson, Superintendent 

Rudyard, Mont., High School, N. W. Lawrence, Principal 

Salem, W. Va., Salem High School, Paul N. Musgrave, Principal 

Salem, Mass., Farms Grammar School, Wilhelmina Patterson, Supervising Principal 
Schleswig, Iowa, City Public Schools, C. D. Vance, Superintendent 

Sedalia, Mo., Horace Mann School, Jessie Bell Steele, Principal 

Sedalia, Mo., Prospect School, Nina K. Slater, Principal 

Sharonville, Ohio, Village School, Sarah E. Williamson, Principal 

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

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

St. Louis, Mo., Eugene Field School, E. J. Sexton, Principal 

St. Louis, Mo., House of Detention School, Bertha Hensel, Principal 

St. Louis, Mo., Lindenwood School, Margaret Gartenbach, Principal 

St. Louis, Mo., Penrose School 

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

Tonopah, Nev., City Public Schools, G. L. Delworth, Superintendent 

Wayland, N. Y., High School, A. Earle Hemstreet, Supervising Principal 
Westerville, Ohio, City Public Schools, Edward L. Baxter, Superintendent 
Williamson, W. Va., City Public Schools, A. C. Davis, Superintendent 

Wilton, N. D., City Public Schools, C. L. Codding, Superintendent 

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

Winchester, Conn., Public Schools, John Lund, Superintendent 

Wind Gap, Pa., City Public Schools, Isaac Rissmiller, Superintendent 

Winnetka, Ill., City Public Schools, C. W. Washburne, Superintendent 
Zumbrota, Minn., City Public Schools, K. O. Snortum, Superintendent 





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THE N. EA BULLETiN 11 


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THE VALUE OF TEACHERS’ COUNCILS 
William J. Bogan, Principal, Lane Technical High School, Chicago, Ill. 


A study of educational administration will show that most educational lec- 
tures, books, addresses, notices, and directions are permeated at best by the spirit 
of benevolent despotism and at worst by the spirit of plain undiluted despotism. 
Many administrators seem to believe that the ideal teachers are docile children 
who need but to be directed kindly in the way they should go. Others seem to 
believe that teachers should walk with downcast eyes and listen to the voice of 
authority in fear and trembling. ‘The attitude of the former is typified by the 
superintendent who said recently in organizing a new educational association, 
“The elementary teachers will be satisfied to listen to the inspirational lectures 
and leave the management to us.” Doubtless he meant to furnish the inspiration 
too, When someone complained that the teachers did not have representation 
enough in the new organization that he was forming he said, curtly, “My teachers 
are not nearly so much concerned about their representation as you are.” The 
pity of it is that he told the truth, in all probability. The establishment of teach- 
ers’ councils will set teachers to thinking on educational problems as never before. 
Thinking on these problems will solve most of them. The council will serve as a 
clearing house for the ideals and ideas of all the teachers in the system and it will 
release a pent-up enthusiasm for education at present unknown to educational ad- 
ministrators. It will bring freedom and independence to the teacher and thru 
the teacher to the pupil. Intimidation will go out of fashion and truth will prevail. 


These desirable ends will be attained only thru the establishment of real 
councils. Councils without power or responsibility will not serve a useful pur- 
pose except for the practice they may give in debating. They will be repudiated 
by all teachers with a spirit of independence, and unless such councils are repu- 
diated teachers will be as helpless as before. ‘Teachers must be free to discuss 
without fear all matters relating to educational policyy Only in this manner can 
the responsibility of teachers be given a genuine test. Even this kind of freedom 


will not prevent sycophants from running with their tales to willing ears, but it 
does provide a measure of protection. 


—-Milwaukee Meeting National Education Association. 


TRAINING OF TEACHERS - 
W. C. Bagley, Teachers College, Columbia University, New York, N. Y. 


There are certain fundamental facts that deserve to be reiterated until their 
deep significance has sunk home. 


In the first place the high-school graduates now entering the normal schools 
to prepare for public-school service represent a significantly lower level of mental 
ability than do the high-school graduates who are looking toward other profes- 
sions. That this condition obtains in many if not most of the states is voucht 
for by the testimony of those long familiar with the situation. The few who are 
now preparing with any degree of seriousness for the work do not represent, as 
a group, the best available material. 


A second fact of which the public should become thoroly aware is the low 
rank that we hold among the civilized nations with respect to the preparation of 








12 THE N. E. A. BULLETIN 
oo 


our public-school teachers. Just before the war began, for example, two-thirds 
of the elementary teachers in England had had a preparation that would be 
equivalent in this country to graduation from a four-year high school plus two 
years of normal-school training. In the United States not more than one-fifth of 
the elementary teachers have had so extended a preparation. 

Nor is our standing low only in comparison with countries like England and 
France. One of our South American sister-republics, Chile, supports sixteen 
normal schools for a population of 4,000,000—five more than Massachusetts oper- 
ates for a population about equal to that of Chile. 

Another fact deserves especially serious consideration. Our neglect of ade. 
quate preparation for teachers has led to the creation of a system which was 
designed to compensate for this neglect, but which in itself bears the seeds of 
very great evils. I mean frankly the effort to compensate for poor preparation 
thru elaborate systems of supervision. This is rapidly bringing into being a 
group of superteachers, if I may use the term, better trained and much better 
paid than the classroom teachers and bearing to the latter a relation akin to that 
of the foreman of a factory to the “hands” of the factory. More and more the 
plans and specifications for teaching are being prepared by these superteachers. 
While they have been selected in the past very largely upon the basis of their 
success in doing and actual first-hand teaching, this condition is rapidly passing, 
and in any case their work means a detachment from the real first-hand problems 
of teaching and managing boys and girls. 

It may be too late to correct in industry the evils that the factory system has 
brought about. It is not too late in education. The problem is immediately to 
place teaching in the only position in which it can hope to render its all-important 
service—to give the actual work of first-hand teaching its true status as a fine 
art. This means above all a vast extension of our agencies for the initial prepara. 


tion of teachers. This will solve the problem and nothing else will. 
—Dept. of Superintendence, Chicago Meeting National Education Association. 


HOW TO SECURE AN ADEQUATE STUDENT CONSTITUENCY 
FOR STATE NORMAL SCHOOLS AND COLLEGES 


J. G. Crabbe, President Colorado State Teachers College, Greeley, Colo. 


No greater menace ever faced the American people than the present shortage 
of teachers. The choicest young men and women of the country must be at- 
tracted to the profession, First of all in the objectives of the campaign for the 
improvement of the profession comes the urgent necessity for better salaries. 

In all fairness the public-school teacher must be absolutely impartial in atti- 
tude and in his teaching. He must teach without discrimination “all the children 
of all the people.” The American teacher should keep the fine impartiality that 
he has heretofore held in American education, thus eschewing all class distine- 
tions. May we avoid entangling alliances! 

The second objective of the campaign for the improvement of the profession 
is fully presented in the big “National Program of Education” as introduced in 
Congress and popularly called the “Smith-Towner Bill Revised.” In this critical 
period in America our government cannot neglect a national program of educa- 
tion. 

Teacher-producing institutions must be made attractive to young men and 
women who have been drawn to the profession of teaching. It matters not by 





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THE N. E. A. BULLETIN 13 
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what name the school may be called—normal school, normal college, normal uni- 
yersity, or teachers’ college; but it must maintain four-year courses of college 
grade. The full-fledged normal school is a teachers’ college. 

The teachers-training schools are under-advertised. The meeting of this 
Department today will be worth all it cost if all its members go away with these 
words ringing in their ears: The normal schools are under- advertised! I offer 
the following sifted suggestions for a big program of institutional advertising—a 
plan of publicity. 

‘. A bureau of publicity—The school must have a bureau of publicity with 
a te man” in charge. 

2. A mailing-list. 

3. A series of bulletins —A monthly bulletin. 

4. A field agent.—A field worker, well informed, tactful, popular, proves her 
value. Try her out and you will be pleased. 

5. Special visitation to high schools.—Since the next step from the high 
school, in the training of teachers, is the normal school or teachers’ college, it is 
highly important that these higher institutions of learning focus the attention of 
the high-school student before he has made his choice of profession and of college. 

6. Free tuition and low cost of living.—No tuition should be required in a 
state school, and certainly not in a teacher-training school. Incidentals and all 
fees should be fixt at a minimum. Dormitories should be establisht in most nor- 


mal schools. 
—~Milwaukee Meeting National Education Association. 


AN ADEQUATE SUPPLY OF TEACHERS « 
D. B. Waldo, State Normal, Kalamazoo, Mich. 


The solution of the teacher-training problem lies first in the adoption ot 
adequate standards. Minimum preparation for all teachers in the grades and in 
the rural schools should involve not less than two years of special training after 
graduation from a standard four-year high school. For a considerable percentage 
of such teachers the standard of training should involve not less than four years 
of special preparation beyond high-school graduation, Public-school leaders and 
a considerable percentage of teachers should have five, six, or seven years of 
academic and professional training beyond high-school graduation. Public-school 
service will never be generally recognized as a profession of unquestioned dignity 
and position until we require of teachers preparation equivalent to that now re- 
quired in the professions of law and medicine. 

Teacher-training institutions must be made equal to the task of sound, 
thoro training of the student body. Such institutions, especially state normal 
schools and colleges, must be adequately supplied and equipt. Buildings should 
be models of convenience and sanitary standards. Instructors in state normak 
school should be paid as much as university instructors. There should be no- 
overload either of teaching hours or of class numbers. These teacher-training- 
institutions must have the life and vigor of youth. 

The teaching profession must be made attractive to the ablest young men 
and women of this generation. Public schools must afford opportunity to render 
service untrammeled by needless annoyances and obstacles. Teaching service and 
teachers should command the respect and challenge the admiration of every com- 
munity where public schools exist. 











14 THE NM. EA BULLETIN 








Teachers everywhere must be paid adequately. There must be a decent 
thrift salary as a minimum. In every community there should be special salary 
rewards for exceptional teachers. These rewards should be large. The salaries 
of grade teachers in many places should start at a minimum of $1,200 and rapidly 
increase to not less than $2,000. Above this the exceptional teacher who teaches 
a red-letter lesson every day should be rewarded just as the exceptional lawyer, 
phy ian, or business manager is rewarded. 

—Milwaukee Meeting National Education Association. 


ADMINISTRATIVE COOPERATION IN MAKING OF COURSES OF 
STUDY IN ELEMENTARY SCHOOLS 


Administrative cooperation in the making of courses of study in elementary 
schools has been approved by a sufficiently large number of superintendents of 
schools in cities of twenty-five thousand population and over to establish it as an 
accepted principle of administration of schools in such cities. 

In cites below twenty-five thousand, administrative cooperation has not been 
tested in a sufficiently large number of places to conclude that superintendents of 
such cities as a whole have set their approval upon it. Nevertheless a large ma- 
jority of those who have tried it express such judgments as to indicate their ap- 
proval, altho in some cases with minor reservations. 

There are still a large number of superintendents, particularly in the smaller 
cities, who prepare courses of study themselves or with only incidental and unor- 
ganized assistance of teachers and principals. Many of these superintendents 
have not in all probability given extended thought to the advantages that are to 
be derived from cooperative effort in the making of courses of study. Other su- 
perintendents, in both large and small cities, firmly believe that centralized contro! 
of details and strict uniformity in courses of study are essential to efficient schools. 
These practices are not in accordance with the principles of administration de- 
duced from the science of efficiency nor with the practices approved by the ma- 
jority of superintendents in their replies to the questionnaire used in this study. 

There is no general agreement as to the best form of committee for coopera- 
tive effort. So few superintendents have tried more than one form of committee 
and their experience has been so limited and so recent that their judgments as to 
the best form of committee do not furnish a reliable index of the best committee 
organization. The form of committee most frequently found includes but a small 
number of the supervisory and teaching force working with the superintendent 
without organized contacts with other teachers. These were chosen by the su- 
perintendent primarily because of their abilities for this work; representation of 
an equal number of teachers from each building or district was of minor con- 
sideration. 


—From the Report of the Committee on Superintendents’ Problems. 


A limited number of the above Report of the Committee on Superintendents’ 
Problems, by Harlan Updegraff and A. Duncan Yokum, have been received at the 
N. E. A. headquarters. 

Part one of the booklet deals with the administrative cooperation in the mak- 
ing of courses of study in elementary schools, and part two is a report of the sub- 
cominittee on Curriculum, The price is fifty cents to members. 








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THE N. E A. BULLETIN 15 


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THE NEW WORLD AND THE DEMANDS THAT IT WILL MAKE UPON 
PUBLIC EDUCATION 


Henry Sterling, Legislative Representative American Federation of Labor, 
Washington, D. C. 


What is our present purpose regarding education? We propose to cooperate 
to the fullest possible extent of our power and influence with the National Educa- 
tion Association and with all others who will cooperate in impressing more fully 
upon the public mind the vital need of full education for all the children of the 
Republic, regardless of state lines. A primary essential is a more adequate con- 
ception of the vital need of education to the safety and welfare of the Republic 
and the elevation of the profession of teaching to its rightful place in the public 
esteem. Unless the profession stands high in public esteem salaries for teachers 
adequate to secure the highest talent cannot be obtained. The teachers of Wash- 
ington are urging upon Congress a salary of at least $1,000 per year. Coal heavers. 
hod carriers, street laborers, day laborers, building laborers, farm hands, are paid 
at rates as high and sometimes higher than that. A 50 per cent pay cannot secure 
a 100 per cent efficiency. Low-class salaries cannot secure high-class talent. We 
cannot afford to put teachers not fully competent, not fully equipt, in charge of 
the education of American children. It is a wrong to the children and an injury 
to the Republic. The welfare of the children, the future rulers of the Republic, 
demands that teachers be properly paid. 

A more democratic management of the schools is another essential to educa- 
tional progress. Too many petty oligarchies are holding secret sessions, deciding 
behind closed doors large questions of vital concern to the entire public, and 
reaching, in strictest privacy, determinations relating to the administration of 
public property, public functions, and public policy. The establishment of teachers’ 
councils would bring to the service of the schools the benefit of the fresh initiative 
growing out of actual teaching experience and would tend to eliminate autocratic 
and secret methods. 

—-Milwaukee Meeting National Education Association. 


HOW THE SALARY BILL WAS PAST IN THE NEW YORK 
LEGISLATURE 


Olive Jones, New York City 


The average legislator, like the average public, is not interested in your needs 
or your problems. What you must do is to make the average legislator and the 
average public, the average citizen, feel and know and believe that your problem 
is his problem, and that your unsatisfied need will spell disaster to some special 
interest of his own. 

To bring about this result as far as teachers’ salaries are concerned there are 
just two methods. Both begin with the letter p, and that makes them easy to 
remember: practical politics and publicity. 

No one person, however well endowed with the qualities of leadership or the 
advantages of social and political acquaintance, can do this work alone. Every- 
body must work, and everyone must work in cooperation with his fellow-teacher. 
It was that spirit of cooperation which our opponents feared most and made their 
strongest efforts to destroy. Opponents of salary legislation for teachers tried 








16 THE N. E. A BULLETIN 








to make us tie ourselves up with this, that, or the other issue, and many teachers 
were led into error, not realizing that we must stand alone as a great body ot 
teachers, independent of all other issues and all other organized bodies whether 
of capital, labor, or of profession. They tried to make us lose popular sympathy, 
just as we were getting it most fully, by inducing some foolish ones to talk of 
“strikes,” but except in the newspapers and among a few agitators the talk of 
strikes was trifling and negligible. The great mass of teachers is fundamentally 
sound in devotion to the children, whose young lives only would suffer if teachers 
went on strike, and the teachers repudiated the idea of strike, believing that the 
teacher who goes on strike is like the soldier who deserts in the face of the enemy. 

Victory can be won only by full cooperation of all teachers working as an 
independent and yet an organized body. Get such cooperation, even if some ot 
the real and wise leaders among you must make, as some of ours did, final, su- 
preme self-abnegation by letting press and public give the credit of their labors 
to others. 

Right here let me say that there is only one convincing argument to use with 
anyone, in or out of the legislature. Tell them why your lack of salary is going 
to bring some trouble to themselves and give them a few concrete illustrations 
of their personal inconvenience or worry resulting from your poor salary and you 
will have interested listeners, and sooner or later you will find each listener re- 
peating his story or experience and thus becoming a publicity agent for you. 
Convince a man of his need or of his imminent loss and he becomes an active 
agent in discovering the cause of this need or loss, even tho it incidentally gives 
you some more money. 

—Milwaukee Meeting National Education Association. 


MODIFICATION OF BUSINESS METHODS IN EDUCATIONAL 
INSTITUTIONS 


Henry H. Hilton, Chief of Settlement Division, Committee on Education and 
Special Training, War Department, Washington, D. C. 


The recent experience of college teachers in war work has been tremendously 
impressive. They have found themselves and have in turn been discovered by 
the business world. Will they go back to teaching? Most of them will doubtless 
do so, but not under the conditions heretofore existing. With a new sense of 
power and the appreciation of their own adaptability to the business world, they 
will insist upon a different recognition by college authorities. Greater freedom 
will be demanded. Larger salaries will be expected and should be granted, One 
thousand dollars, instead of being usual for an instructor, should be considered 
ridiculous for any well-trained man. The business house knows from experience 
that underpayment of employes is false economy. 

With the consciousness of growing power there should come to college pro- 
fessors an increasing disposition to place themselves upon an identical footing 
with men of business. An important step in this direction would be for the life- 
tenure, in whose warmth they have baskt, to be discontinued, making their status 
become that of the corps of any business house of repute. In the past, to many 
dependent upon salary, such assurance of permanence has been an inducement, 
if not full justification, for selecting this vocation. With the readjustment of 
compensation to a higher level the argument of necessity disappears. Were this 





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THE W. BE A. BULLETIN 17 


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change to be brought about could anyone question the resulting benefit? The 
courageous would not be thereby deterred from entering the profession. If it 
were otherwise with the timid, so much the better. The life-tenure principle in 
the business world would have a paralyzing effect. Disaster inevitably follows 
in the business house where this principle has been allowed to take root. Would 
anyone argue that if such a principle is fatal in the business house it is wholly 
without bearing in the college world? 


—-Milwaukee Meeting National Education Association. 


TEACHER PARTICIPATION IN SCHOOL ADMINISTRATION 


Mary C. Harris, Former Chairman of Teachers’ Educational Council, 
Minneapolis, Minn. 


In the great upheaval of the past five years two great principles ride the storm 
securely: first, that the voice of the many must really count in the counsels of 
those who govern, and second, that knowledge, understanding, and sympathy are 
essential for successful democracy. 

The voice-of the many must really count, not merely be heard and disre- 
garded. There have been sometimes autocratic methods in school administration 


even under a semblance of democracy. I advocate and thoroly believe in a real 


conference of admin‘strative officers with representatives whom the teachers 

choose, a conference in which there is mutual respect, and in which weight is 

attacht to the opinion of both sides, so that both contribute to the outcome of 
the conference. Such an attitude on the part of school officials toward teachers 
certainly comes nearer to our idea of the schools of a free people. 

It was in the belief that there should be some means by which the teachers 
in a large city system might know and understand the administrative officers and 
in turn be known and understood by them, in the belief, too, that from those who 
are in direct contact with the children would come most valuable suggestions, 
that we began in 1912 to seek the formation of an Advisory Council. The Council 
is made up of the following personnel: 

. The city is divided into five high-school districts. Each district sends six 

grade teachers and one high-school teacher to the Council. Of the six grade 

teachers one represents the first grade, one the second, one the third and fourth 
, combined, one the fifth and sixth combined, and two the seventh and eighth, in- 
cluding the special teachers. 

There are also the following representatives: one for all the kindergarten 
teachers of the city, two for the grade principals, one high-school principal, one 
from the Girls’ Vocational High School, and one from a group made up of the 
seventh-, eighth-, and ninth-grade teachers of the junior high schools. Thus 
there are forty-one members. 

The Council has now been in existence for four years and in that time has 
dealt with such vital problems as courses of study, textbooks, the merit system, 
length of day, typical school building, and salary increases, It keeps in touch 
with local conditions by attendance of one member at each regular meeting of 
the board of education and sends delegates to the great national conventions that 
it may know the trend of educational progress. 

—Milwaukee Meeting National Education Association. 


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THE N. E. A. BULLETIN 








COOPERATION BETWEEN BOARDS OF EDUCATION 
AND THE PUBLIC 


William L. Pieplow, President, Board of School Directors, Milwaukee, Wis. 


The business of running schools is an expert business. The business of a 
school board itself is not to run the schools but to see that they are run. The 
tendency on the part of many private citizens to regard themselves as quite capa- 
ble of running the schools is one of the commonest and saddest manifestations of 
non-technical interference in technical public business to be found anywhere in 
American life. 

School-board members stand in need of personal courage and honesty. They 
will find ample occasion for the exercise of these qualities. No other institution 
comes so delicately, so intimately, into contact with every home in the city as 
does the public school. The use of influence, if the board membership is known 
to be weak or political-minded, will be incessant and destructive. If all the board 
members are known to be honest and courageous the occasional exercise of the 


right of petition in matters of general policy can accomplish nothing but good. 
—Milwaukee Mecting National Education Association. 


~.. RECENT PENSION DEVELOPMENTS 
Joseph Swain, President, Swarthmore College, Swarthmore, Pa. 


The crisis thru which the country is passing in the matter of the supply of 
teachers demands the closest analysis and consideration’ of the conditions to 
which it is due and of the means by which it may be met. 

The National Education Association has during the past year undertaken a 
campaign for the increase of salaries. We cannot, however, afford to neglect at 
this time of economic readjustment the problem of providing for disability and 
old age, which is only another part of the problem of salaries. The colleges of 
the country are at present considering simultaneously the questions of increasing 
salaries and of establishing pension systems. England during the past year has 
not only bent her efforts to securing the adoption of generous salary scales but 
has also instituted a national pension system, which, albeit it is open to serious 
criticism, is at any rate an admission that when the rewards of the tcaching pro- 
fession are being considered, protection against the two chief hazards of life must 
be taken into account. Governor Smith, of New York, in his annual message to 
the legislature stated that “the efficiency of the school cannot rise above the 
standard of qualifications set for the teaching service. To bring this about the 


teachers should be adequately paid and fairly pensioned.” 
—Milwaukee Meeting National Education Association. 


If your library or school has not taken out a $5 membership see that it does so at 
once in order that all publications of the Association may be easily accessible to all 
members. 


Commission Series No. 6 on Teachers Salaries and Salary Schedules is rendering 
effective service in salary campaigns. The general price is $1.50 but the price to mem- 
bers and for class use or for use in salary campaigns is $1.00 a copy. Orders will be 
filled promptly as long as the supply lasts. Every school should have at least one copy 
of this report. 


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THE N. E A. BULLETIN 19 


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THE BUSINESS SESSION—MILWAUKEE MEETING 
THE SECRETARY’S MINUTES—(Concluded) 
The Business Session of the National Education Association for the year 
1919 was held at the Auditorium, Milwaukee, Wisconsin, Friday, July 4, 1919. 
This is an exact copy of the Secretary’s minutes following that which was 
contained in the December Bulletin on pages 20 to 25: 





GENERAL STATEMENT OF PRINCIPLES 


MR. HUNTER: I will first present a general statement of principles: One phase of the 
world crisis in the progress of civilization has just been safely past in the successful outcome of 
the great war. The democratic peoples of the world face another phase of the same crisis in the 
solution of the problem of making democracy universal and effective. Inasmuch as universal and 
effective democracy is fundamentally dependent upon a high level of intelligence in the rank and 
file of the citizenship of a nation, as well as upon a properly qualified and trained leadership, a 
nation-wide, even a world-wide program in education has become a vitally essential factor in the 
right solution of the great problem. The National Education Association desires to outline at this 
time of crisis an American program in education. In so doing we are not unmindful of the great 
fundamental lessons taught by the war. 

1. That the general ideals, purposes, and methods of American education are consistent with 
competent and effective democracy because of the war has proved the output of the schools of 
America to be resourceful, of independent and reliable judgment, courageous in the highest degree, 
and consecrated to public duty. 

2. That great defects in our National life and in our social and industrial system exist, which 
are incompatible with the spirit of democracy, which invite the existence of forces and institutions 
destructive to our ideals and purposes as a nation, and which are essentially dangerous to the per- 
petual prosperity and happiness of the masses of our people and to our leadership in the movement 
toward universal democracy. We _ recognize these to be, 

(a) An increasingly large un-Americanized element, both native and foreign born, in our 
population evident by statistical research to be one in three. 

(b) An alarming percentage of illiteracy in our population shown by the Army tests to be 
approximately twenty percent of the total population. 

(c) An astonishing degree of physical unfitness in our people, betraying a lack of preparedness 
either for the duties of defense or the responsibilities of peace—amounting to at least one-third of 
the entire adult population. 

(d) A machinery for public education which is distinctly defective in many vital particulars, 
namely, 

(al) The schools as the principal agent of a democratic people in the training for universal 
good citizenship fail to reach effectively at ieast fifty percent of the youth for whom such training 
is vitally essential, and for whom a system of public education is intended. 

(a2) School organizations, courses of study and class-room methods have not been sufficiently 
differentiated and adapted to the varying needs of different communities and individual children. 

(a3) A large proportion of the teaching corps of the nation has had training and experience 
entirely incommensurate with the responsibilities imposed upon the teachers of the schools of a 
democracy. Five million children, or one-fourth of our total school population in the United States, 
are taught by teachers having less than the regular four years of high school training. 

(a4) Such inadequate support has been given the public schools of the United States that 
teachers are leaving the profession in large numbers for more remunerative fields, and ambitious 
and talented young men and young women are largely refusing to enter the profession of teaching 
as a life career. (During the past school year from 30,000 to 70,000 children were without teachers 
in one of the largest metropolitan cities because it was impossible to secure a sufficient number of 
teachers on account of ‘the very few men and women entering the profession). 

(a5) The average yearly salary paid elementary teachers in the United States is $630.00. 

(a6) There has never been developt an adequate effectively organized and well supervised sys- 
tem of rural education. 

(a7) Compulsory education laws have not been well enforced and such enforcement as has 
been prevalent has not been based upon records showing the numbers of minor citizens of each age 
in our various communities, without which provision complete and universal enforcement is entirely 
impossible. 

(a8) Our efforts in making education scientific have been largely theoretical. We have not 
adequately followed up our surveys and scientific investigations. 








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THE N. E A. BULLETIN 








AIMS OF A PROGRAM IN EDUCATION 


In view of these conclusions forced upon us by the great war, a program of education in 
America should aim to bring about the following results: 

(1) A general high level of patriotic intelligent and competent citizenship thru the specific 
training of all children of the democracy for citizenship to an’age approximating maturity. 

(2) The Americanization of the un-Americanized element in the United States, both native and 
foreign born. 

(3) The complete abolition of illiteracy. 

(4) The use of English as the medium of instruction in all schools and as the means of mak. 
ing general and common our American ideals. 

(5) A high degree of physical and moral fitness for both the responsibilities of peace and the 
duties of war on the part of all our people. 

(6) An adequate and effective system of public education, both State and National, as the 
chief agency for the accomplishment of the above ends. 

Since the aims of an American program in education are these, the National Education Associa. 
tion pledges itself to the following measure. and calls upon all its membership to engage actively in 
a nation-wide campaign for the successfu! consummation of them all and urges upon all those in 
our nation who believe in democracy ana in the effectiveness of public education as an agency in 
perfecting it and bringing to ourselves and our children its richest fruits, active persistent effort in 
supporting this program: 


NATIONAL MEASURES 

We advocate the enactment of the following measures as fundamental beginnings of a national 
program in education: 

(1) The passage by Congress of the Smith-Towner Bill, H. R. 7, and S. 1017. 

(2) An act providing for a year of compulsory civic, physical and vocational training under 
the proposed department of Education. 

(3) A nation-wide plan foi the enlistment of all teachers as active members of the National 
Education Association. 

(4) A policy of interpretation and administration of the Smith-Hughes law consistent with 
the above named purposes of an Educational program. 


THE SMITH-TOWNER BILL 


This Association has urged for years that education should be given just recognition by the 
Federal Government, and that a Department of Education should be established. The war has so 
emphasized the importance of education from a national standpoint that the necessity of the imme- 
diate consideration of this question is universally recognized. 

Moreover, a Commission on the Emergency in Education, appointed by this Association one 
year ago, acting under the instructions of the Association, prepared a bill creating a Department of 
Education with a Secretary in the President’s Cabinet, and authorizing the appropriation of one 
hundred million dollars to encourage the states in the promotion of education, particularly on the 
removal of illiteracy, the Americanization of immigrants, physical and health education, teacher 
preparation, and the equalizing of educational opportunities. 

This Association thru its Commission and with the cooperation of other great national organiza 
tions, secured the introduction of this bill in the sixty-fifth Congress, and more recently its intro 
duction in the sixty-sixth Congress, in a carefully revised and perfected form, known as the Smith 
Towner Bill, H. R. 7, and S. 1017. 

This Association, therefore gives its hearty and unqualified endorsement to the Smith-Towner 
Bill, H. R. 7, and S. 1017, now before the sixty-sixth Congress, and instructs the official staff of 
this Association to use all honorable means to secure its passage. 


A YEAR OF CIVIC TRAINING 


We advocate a comprehensive program of education which shall bring effectively within the 
reach of every boy and girl all the training physical, mental and moral, literary, technical and 
scientific, of which each is capable. 

We urge that this program of education shall provide for universal training of all young men 
and women for a definite period, which training shall have for its object civic responsibility and 
occupational efficiency in the interest of National progress and National defense. 

We urge the government of the United States to institute and maintain a full twelve month- 
year of instruction, training and discipline, for each young man and young woman between the 
ages of seventeen and twenty, such training to be carried on at such place and in such manner as 





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THE N. E A BULLETIN 21 


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may result in the particular advantage of the individual in the development of civic responsibility 
and vocational efficiency, and to bear the entire expense of this undertaking, including adequate 
maintenance allowance for the dependents of such students in training. 


A NATIONAL POLICY OF VOCATIONAL EDUCATION 


A high standard of intelligence, general vocational efficiency, physical and moral fitness and 
civic devotion are not only dependent upon an efficient system of public education of all our youth, 
but also upon the reaction upon human values of the occupations in which the people of the nation 
engage. If we are to become a homogenous people generally happy and prosperous, generally living 
full, rich, contributive lives, the work which we do must continue thru our lives. To this end, in- 
dustry in this country must be reorganized. All industry must become educational to those wha 
engage in it. The workers must find in their work an opportunity for self-expression and self- 
development. Human, not commercial values must be placed first in our great industrial establish 
ments. The rank and file of those who produce wealth must, thru their organizations, share in the 
control of the policy of the institutions for which they work. They must find an eduactive’ realiza- 
tion of their life’s purpose in the output of their daity toil, and in the sharing in the direction of 
the policy aiding its production, Voca‘ional Education must have as its purpose educative industry 
Inasmuch as the general policy of Vocational Education in this coun‘ry is directed by those re 
sponsible for the administration of the Smith-Hughes law, we urge those thus responsible to adopt 
such a policy in interpreting and administering this law that the above ends may be furthered by 
the system of Vocational Education now developing under this law: namely, ‘That those educated 
in the schools and departments organized under the Smith-Hughes law shall be made competent as 
far as humanly possible for sharing in the control of the policy of the institution in which they may 
afterwards be employed,” and, “‘That they shall be inspired so far as is humanly possible with an 
impulse to continue their education thru the instrumentality of the occupation for which they may 
he trained and in which they may be afterward engaged.” 


A BUREAU OF INTERNATIONAL STUDY 


“The country needs a growing constituency’ of educated leaders, familiar with the language, 
history, traditions, aspirations and ideals of the various foreign nations with which the Uni‘ed 
States will from this time on have ever increasing relations, commercial, social and political. The 
number of Americans on the soil who understand the hearts and the institutions, and the tongues of 
foreign peoples is exceedingly small. 

Our government should, therefore, establish a plan by which every year two or three hundred 
young men and young women, who have completed their secondary or preparatory education, should 
be carefully selected to be sent to the various countries of South America, Australia, and the old 
world to spend from four to six years in the higher educational institutions of the country to 
which they are accredited, their necessary living expenses being borne by their government, as is 
now done in the case of young men being educated for the Army at West Point, and for the*Navy 
at Annapolis.” 

I move the adoption of the resolution just read. 

THE CHAIRMAN: All who favor the adoption of these resolutions say Aye; those wha 
oppose, say No. The motion is carried. Mr. Hunter may continue his report. 

MR. HUNTER: (Reading.) 


STATE MEASURES 


An American program in education is dependent to a great degree upon the support of educa- 
tion afforded by the state. We recommend the adoption of a specific program in public education 
by each of the states, adapted to the special problems of the states respectively, but in general con- 
forming to the national program and seeking finally a common purpose with it and all other public 
education programs. 

The responsibility for such a plan must rest chiefly upon the legislature of each state and upon 
the educational leadership and organization within the respective states. 

We specifically recommend the foliowing steps and measures: 


1. Provisions by each state legislature for more adequate financial support of public education 
in order to 


(a) Pay salaries sufficient to maintain the teaching profession upon an efficient basis, con- 
sistent with the ideals and standards of living in this democracy. 
(b) Establish a plan for systematically recruiting the profession. 
(c) Develop a teacher-training system adequate for the general and special phases of educa: 


tion. 





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22 THE-N. E. A. BULLETIN 








(d) Initiate a plan for “‘all-year schools.” 

2. Laws clearly defining education as a function of the state rather than the municipality, and 
making impossible the control of the public educational system or municipal government by estab- 
lishing the fiscal independence of school districts. 

3. Laws definitely establishing an efficiently organized, supervised and administered system of 
rural schools upon the basis of a larger unit than the local district, such as the county unit plan. 

4. Legal provision for the development of flexible and adaptable courses of study, methods 
of instruction and systems of promotion to meet the needs of all classes of children. 

5. Legal provision for compulsory full-time education to the age of sixteen, and compulsory 
continuation schools upon the employers’ time to the age of eighteen. 

6. Laws providing for compulsory registration of minors as a basis for effective enforcement 
of the compulsory education laws. 

7. Effective compulsory education laws in all states. 

8. Legal provision for compulsory classes in Americanization for all illiterates and all who are 
not able to read and write the English language with a proficiency equivalent to a sixth grade stand- 
ard, which standard shall be necessary for admission to citizenship of the United States. 

9. Legal requirement for the use of English as the medium of instruction in all schools. 

10. Legal provision for compulsory physical education in all units of the public educational 
system. 

I move the adoption of this resolution. 

THE CHAIRMAN: You have heard the motion to adopt the resolution. All favoring the mo- 

MR. HUNTER: (Reads.) 
tion say Aye. The resolution is adopted. 


RECRUITING THE TEACHING PROFESSION 


There is a growing disinclination of young men and women to enter upon teaching as a pro- 
fession, evident by the lessening number of graduates frem Normal Schools and Teachers’ Colleges, 
and also of those admitted to these institutions, and by the steady decrease in the number of college 
seniors who become teachers. Many of the ablest tcachers are leaving the profession of teaching 
for more attractive and iucrative employment. The consequent shortage of teachers is depriving 
many thousand children of adequate instruction, and we affirm that the future of our country de- 
pends upon giving the children today the sort of training that will produce efficient, intelligent and 
patriotic citizens, prepared to uphold the ideals of American democracy. It is impossible for teach- 
ers of mediocre ability or of insufficient ideals to train properly the citizenship of tomorrow. 

We therefore, insist that all teachers’ organizations as a part of the campaign to increase 
salaries of teachers, also conduct a systematic campaign to interest desirable men and women to 
enter the teaching profession, and the National Education Association and each State Commissioner 
of Education secure the services of men and women best equipt to conduct such a campaign among 
high schools and colleges. ; 

I move the adoption of the resolution. 

THE CHAIRMAN: All in favor of the resolution say Aye. The resolution is adopted. 

MR. HUNTER: (Reads.) 


TEACHERS’ SALARIES 


There are evidences that the campaign for adequate, just and appropriate salaries for teachers 
is beginning to show results, but we also know that deplorable conditions still too generally exist. 
We therefore, stand for the minimum of $1,000 for any and all legally qualified teachers, and for 
legislative enactment to that end. Since thru the magnanimity of public spirited citizens who have 
purchast space in metropolitan daily papers for the promulgation of the teachers’ salary cause, and 
used their journals for that end, we have had demonstrated to us the effectiveness of that form of 
support and promotion. We therefore urge thru increast publicity the continuance of this cam- 
aign for a living, saving, culture wage for all competent teachers until the public mind is imprest 
with the patriotic and social importance of this cause as it effects the future welfare of our country, 
and with its justice as it affects our profession. 

That this movement for more adequate compensation implies the reciprocal obligations to 


earnest effort for increast efficiency of service, must not be forgotten, if the gains are to be made 
secure. 


EDUCATIONAL AND TYPICAL CHILDREN 


1. We advocate the application of standard measurements to all children to determine their 
mentai strength, progress and fitness, and an earnest effort to adapt education to the needs of all, as 
discovered by these tests, to the superior, mediocre, and inferior alike. 








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THE N. E A. BULLETIN 23 


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2. The educational policy of the state should be sufficiently comprehensive to provide training 
and ins‘ruction for every child under eighteen years of age, be he normal, feeble-minded, delinquent, 
or sufiering from permanent physical handicaps. 

3. The education of the mental defectives, of delinquents, and of those suffering from physical 
handicaps, should be an integral part of the educational program of the state and should not be 
dependent upon individual initiative, or state authority, other than that responsible for the entire 
educational policy of the state. 

4. The diagnosing of degrees of mental defect and the classification of children upon_ such 
diagnosis should be in the hands of highly qualified and certified psychologists only. The same 
standard should apply to those diagnosing the physical handicaps. 

5. In order to facilitate adequate handling, state institutions for exceptional children should 
be available as research laboratories and as training schools for teachers of exceptional children. 


AN ALL-YEAR,. SCHOOL 


Since the All-year schools mean, (1) a greater conservation of the child’s time during his school 
years, and a consequent raising of the general level of education; (2) and offers the economic ad- 
vantage of affording a fuller utilization of the school palnt; and (3) will assist towards a con- 
tinuous census for a more reliable count of children and the securing of educational rights for 
everyone of them, we recommend for city school systems the continuous school year of four 
twelve-week units. 

{ move the adoption of this section, including these resolutions. 

MISS HALEY: I think that where it says the minimum salary of teachers should be $1,000 
should be amended to read $1,200. I would like to have the plan concerning All-year schools set 
aside so that we may adopt that separately. I am willing to vote with the rest if the section con- 
cerning the All-year schools is withdrawn. 

MR. HUNTER: I will consider my motion covering the first two resolutions only. 

THE CHAIRMAN: Those in favor of the motion as amended say Aye. The first two resolu- 
tions are adopted. 

MISS HALEY: I move that the action of the All-year portion of the report be postponed for 
one year. 

THE CHAIRMAN: All in favor of the motion say Aye. The motion is carried. 

MR. HUNTER: (Reads.) 


GENERAL RESOLUTIONS 


We declare our advocacy of the following measures which we believe to be in accordance with 
the general ideals and purposes of our democracy, and vital to the carrying out of the program just 
stated: 


LEAGUE OF NATIONS 


One of the revelations brought to us out of the great world war is the knowledge that no 
country can preserve its ideals in isolation from the rest of the world. If our ideals of democracy 
and humanity are to continue, even for ourselves as an American people, it is essential that we 
establish with the other nations of the world such relations as will tend to preserve the peace of the 
world, demand from all nations the education of their people in the fundamental ideals and prin- 
ciples of good government, and secure for all peoples the opportunity to pursue their industries and 
commerce without interruption by unnecessary wars or interference because of the selfish ambitions 
of any one people or ruler. 

Therefore, this Association heartily approves the action of President Wilson in his support of 
the League of Nations and urges upon the United States the adoption of the treaty without amend- 
ment and the recognition of the League of Nations as a non-partisan measure, designed to secure 
the peace and happiness of all people and the propagation and preservative of true democracy. 


RECOGNITION OF WAR SERVICE ‘ 


Altho the great patriotic service rendered by the rank and file of the educational forces of our 
country during the years has received in no small measure the appreciation due such high service, 
we feel that further expressions of praise would not be fulsome. The Association desires therefore 
to take this opportunity to express its appreciation of the self-forgetfulness and devotion with which 
the teachers of the nation replicd to the catl upon them, so that by their example, their influence, and 
their instruction they made the schools the main factor in the quick and generous response our peo- 


ple gave in reply to the various war loans, war activities, and the demand for the service and even 
life of their sons. 








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SUFFRAGE 


Since the Congress of the United States with commendable justice and recognition of the rights 
of suffrage to women has past the separate amendment to the Constitution granting the ballot to the 
womanhood of America, we urge the Governors of all states that have not already ratified the 
amendment to call a special session of their respective state legislatures so that the amendment may 
speedily become a law and our great country may take this additional step in becoming a true 


democracy. 


BUDGET SYSTEM 


Since expenditures National, State and Local will greatly increase, and inasmuch as education 
is always able and ready to justify all expenditures, and every other appropriation should be re- 
quired to justify itself, we insist upon the universal adoption of the Budget System in public ap- 


propriation. . 
THRIFT INSTRUCTION 


The subject of thrift and savings is, thru the efforts of the Treasury Department of Washington, 
engrossing and receiving attention of all thinking people in this Republic; furthermore, the safety 
of the democracy in which we live depends largely upon the stability of the government and the 
improvement of the financial condition of the majority of our people, we accordingly endorse this 
movement and the work of the N. E. A. Commission on Thrift to universalize and render perma- 
nent the habit of thrift and savings among our people and we urge that the teaching of thrift and 
savings be made a compulsory part of every school curriculum in this country. 


THE SCOUT MOVEMENT 


Recognizing the notable service rendered by the organization known as Boy Scouts of America 
and the Girl Scouts of America during the world war, and taking into consideration the educational 
value of training for citizenship thru service, the National Education Association of the United 
States approves and endorses the work and program of the Boy Scouts and the Girl Scouts, urges 
its promotion as a supplementary extra classroom educational activity for the schools, and recom- 
mends the fullest cooperation tetween the schools and the Boy Scout and Girl Scout movements in 
the development of their common objective of character building and citizenship training. 

Report signed by the Committee. 

THE CHAIRMAN: The question is open for discussion. The resolutions will be adopted 


item by item. 
OBJECTIONS TO LEAGUE OF NATIONS 


MISS O’REILLY OF CHICAGO: TI do not think we need to discuss the League of Nations, 
as this is being done in the Senate. The only point that I wish to make is that such a measure 
should not be past as that referring to the League of Nations. How can we expect to approve of it 
at this time before a copy of the League of Nations is in our hands, and before we have heard its 
discussion? I am going to try to get my point to you by telling a story. I heard sometime ago 
about two Irishmen working on a roof. One came down and called to the other, ‘Don’t come down 
the ladder on the southwest corner because I took it away.” It seems to me that anybody who 
counts on the so-called League of Nations to secure democracy is in this position. 

This is a matter which is open for the fullest and freest discussion. We should not endorse it 
today at this late hour, because we are tired and hungry and want to go home. It is a question 
whether this will secure the peace which we are after, or whether it will open the way for other 
wars. It is freely predicted that we had better prepare for the war with the yellow race in 1940. 
it secures no protection for small nations. My name is O’Reilly and I am interested in the rights 
of a small nation, whose rights are not secured. Fellow members, I ask that this be postponed, and 
I speak as one of you. 

THE CHAIRMAN: The chair rules that the postponement called for is out of order, except 
by action of the Association. Is there further discussion? 

A MEMBER: I move it be laid on the table. 

MR. NEWLON: I wish the personal privilege of speaking. I have a family, some of them 
gave their lives in France, others were wounded. I am a Republican. I am for the treaty. The 
only thing we can discuss today is the treaty. Nine out of every ten Americans are in favor of the 
treaty. It would be a travesty on justice on the part of the N. E. A. if by some unfortunate cir- 
cumstances or otherwise, this assembly should not give expression to the wishes of nine-tenths of 
the teachers in America upon this very vital question. 











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THE CHAIRMAN: The effect of the motion to lay on the table will be to refuse to adopt the 
resolution. It is before us now. Those in favor of laying the resolution concerning a League of 
Nations on the table say Aye. Opposed, No. The motion is lost. We are now to vote on the 
adoption of the resolution. All favoring say Aye. Opposed, No. The resolution is past. 

MR. HUNTER: I move the adoption of the resolution concerning the recognition of the War 
Service of the Teachers. 

THE CHAIRMAN: All in favor of this motion say Aye. The motion is carried and the reso- 
lution is adopted. 

MR. HUNTER: I move the adoption of the Suffrage Resolution. 

THE CHAIRMAN: All in favor of this motion say Aye. The motion is carried and the reso- 
lution is adopted. 

MR. HUNTER: I move the adoption of the Budget Resolution. 

THE CHAIRMAN: Those favoring this resolution say Aye. The motion is carried and the 
resolution is adopted. 

MR. HUNTER: I move the adoption. of the Thrift Resolution. 

THE CHAIRMAN: All those favoring the motion say Aye. The motion is carried and the 
resolution is adopted. 

MR. HUNTER: I now move the adoption of the complete report as amended. 

THE CHAIRMAN: Those in favor of the complete set of resolutions as amended and adopted 
separately, say Aye. The resolutions are unanimously adopted. 

MR. HUNTER: Before the committee is discharged. I should like to serve notice of the 
presentation of a program embodying principles governing teachers’ organizations at the next annual 
Meeting. 

WILLIAM M. DAVIDSON: I wish to offer the following resolution: 

“That the Secretary of the N. E. A. be directed to print hereafter in connection with each 
annual meeting of this Association a special number of the N. E. A. Bulletin, and issue the same to 
the members of the Association in attendance upon such annual meetings: that the said “special 
number” shall contain an advance copy of the report of the committee on resolutions and that the 
said special number shall be issued at least one day in advance of the date on which the committee 
on resolutions is scheduled to make its report.”’ 

THE CHAIRMAN: All in favor, say Aye. The resolution is adopted. 

A MEMBER: I move we express our thanks to the people of Milwaukee for the courteous 
treatment we have received during this convention, the conveniences afforded us and the enter- 
tainment given by all of the teaching organization. 

THE CHAIRMAN: The resolution is adopted by a unanimous vote. 


AMENDMENTS TO BY-LAWS PROPOSED 


MR. GILLAN: I rise to propose an amendment to the By-laws, to lie over for one year. Also 
to call attention to the fact that I think the chairman realizes that he made a little slip when he 
tuled that my amendment for a change in the hour of meeting would have to lie over a year. By 
unanimous consent any amendment can be made to the By-laws and be effective at the meeting at 
which it is made. I now offer the following amendment to be added to Section 4, Article 6, “that 
the report of the Committee on Resolutions shall be limited to 2,000 words.” 

THE CHAIRMAN: This is accepted as notice of action to be taken next year. 

MR. GILLAN: Now, Mr. President, I hope you will not rule me out of order when I ask for 
unanimous consent to vote on the amendment which I proposed some time ago to change the hour 
of the business meeting from 11:00 o’clock to 9:00 o'clock. 

THE CHAIRMAN: Do I hear an objection? (Some one objects.) Let me ask again, is 
there objection? There is no objection. All favoring the amendment say Aye. The amendment is 
adopted by unanimous vote. 

MR. MARSH: I wish to give notice of an amendment to the By-laws to change the day from 
Friday to Thursday for the business meeting. 

THE CHAIRMAN: Notice has been given and it will be a subject for action at the next 
business meeting. Is there any other matter of business or notice of motion: if not, we will have 
the Report of the Nominating Committee. 

MR. MAGILL: I wish to ask unanimous consent to offer the “Preamble” printed in the 
“Proposed Substitute for Committee’s Report” under the heading “Declaration of Purpose,” and to 
have it taken up for consideration at this time. 

MISS HALEY: I want it understood that this is not to be a part of the By-laws. 

MR. MAGILL: No, it is presented as a separate resolution expressing in concrete form the 
purpose of the Association—a sort of platform, so to speak. 








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26 THE N. EE A. BULLETIN 









































THE CHAIRMAN: Is there any objection to the consideration of this matter at this time? 
The chairman hears no objection. Unanimous consent is granted. 

MR. MAGILL: Then I move that the subject matter of the “Preamble’’ as printed in the 
“Proposed Substitute for Committee’s Report’? be adopted under the heading of ‘Declaration of 


Purpose.” It is as follows: 


DECLARATION OF PURPOSE 


The object of the National Education Association of the United States is set forth in its Charter 
granted by Congress as follows: 

“To elevate the character and advance the interests of the profession of teaching, and to pro- 
mote the cause of education in the United States.’ To accomplish this object it is imperative that 
the public shall give generous support to public education in order that men and women of the 
highest character and scholarship shall be attracted to the profession of teaching as a career, and 
that the highest professional standards shall ‘be developt and maintained and the most efficient service 
rendered by those engaged in the teaching profession. 

The Association will, therefore, exert all its influence thru its officers, its committees, its publi- 
cations, and its official staff to the accomplishment of the following objects: 

(1) To secure the enactment of such state and federal legislation as will give proper recogni- 
tion and support to public education and provide adequate compensation for teachers; and 

(2) To establish and maintain such educational standards with respect to the training and 
qualifications of teachers, length of school terms and compulsory attendance, sanitary buildings, and 
modern equipment, organization for the elimination of all class distinction and privilege, and the 
most improved educational policies and methods attainable thru the continued investigation and 
study of educational problems, in order that public education shall make the largest possible contri- 
bution to the welfare of the community, the state, and the nation. 

THE CHAIRMAN: Those in favor of adopting this Declaration of Purpose will say Aye. 
Those opposed, No. It is unanimously adopted. x 

THE CHAIRMAN: In the absence of Mr. Aley, Chairman of the Committee on Nominations, 
the report will be read by the Secretary. 

MR. CRABTREE: (Reads report.) For President, Josephine Corliss Preston, State Superin- 
tendent of Public Instruction, Olympia, Washington. Vice-Presidents, George D. Strayer, New 
York; William M. Davidson, Pittsburgh; Sallie Hill, Denver; J. M. McConnel, St. Paul, Minne- 
sota; Anna Webb Blanton, Austin, Texas; J. A. C. Chandler, Williamsburg, Virginia; Susan M. 
Dorsey, Los Angeles, California; R. D. Hetzel, New Hampshire; May Trumper, Helena, Mon- 
tana; T. J. Knapp, Michigan; W. S. Booth, Springfield, IIl. 

Treasurer, A. J. Matthews, Tempe, Arizona. 

Board of Directors: Alabama—J. H. Phillips; Arizona—C. O. Case; Arkansas—S. D. Lucas; 
California—-F. M. Hunter; Colorado—H. B. Smith; Connecticut—No one; District of Columbia— 
Jessie Burrall; Florida—F. A. Hathaway; Georgia—M. L. Brittain; Idaho—W. R. Siders; Illinois— 
E. A. Ellis; Indiana—H. L. Smith; Iowa—L. H. Minkel; Kansas—T. W. Butcher; Kentucky—F. C. 
Button; Louisiana—J. M. Gwinn; Maine—Glenn W. Starkey; Maryland—William Burdick; Massa- 
chusetts—Caroline Armitage; Michigan—Thomas E. Johnson; Minnesota—L. D. Coffman; Mississippi 
—E. E. Bass; Missouri—Samuel A. Baker; Montana—W. K. Dwyer; Nebraska—E. L. Rouse; 
Nevada—No one; New Hampshire-—Theodora Richardson; New Mexico—E. W. Boyer; New York— 
Olive M. Jones; North Carolina—-Robert A. Wright; North Dakota—N. C. McDonald; Ohio—W. W. 
McIntire; Oklahoma—-E. E. Oberholtzer; Oregon—-R. L. Kirk; Pennsylvania—Grace Swann; South 
Carolina—J. E. Walmsley; South Dakota—J. W. Ault; Tennessee—C. P. Jester; Texas—Emma 
Mitchell; Utah—Milton Bennion; Vermont—Carolina S. Woodruff; Virginia—Cornelia S. Adair; 
Washington—Jennie M. French; West Virginia—M. P. Shawkey; Wisconsin—J. F. Sims. 

A MEMBER: I move the Secretary cast the vote of the Association for the persons nominated. 

THE CHAIRMAN: There being no other nominees, the Secretary is instructed to cast the 
vote of the Association for each person nominated. 

THE SECRETARY—I hereby cast the vote of the Association for each person on the list 
presented by the Nominating Committee. 

THE CHAIRMAN: These persons are duly elected. We shall now have a word from our new 
president. 


THE NEW PRESIDENT 


JOSEPHINE CORLISS PRESTON: We have had a long and important session, and I know 
you are all anxious to get away. I want to say I deeply appreciate the honor you have conferred 
on me. I want to say that I am greatly concerned and deeply interested in the welfare of the chil- 





























at 
le 
d 


THE N. EB A. BULLETIN 27 








dren of the United States, and I want you this year to help me to give to the children of the 
United States the service to which they are entitled. Let us work together. I am a long way out 
west, where the heart beats are a little longer, and where the hand clasps are a little strnoger. 
I want you all to help me in this national educational work. ‘Time forbids that I say to you what is 
in my heart, but I thank you for this honor. 

THE CHAIRMAN: Is there any further business to be brought before the Association? There 
is no further business. The annual session for 1919 1s therefore adjourned. 

This finishes the publication of the complete minutes of the Business Session 
which can be found on pages 7 to 12 of the October number, 20 to 26 of the 
November number, 20 to 25 of the December number, and 19 to 27 of the January 
number of the Bulletin. 

The minutes of the Executive Committee at the Milwaukee meeting will be 
found on pages 26 and 27 of the December Bulletin. 


The University of Michigan will have the State of Michigan dinner on 
Wednesday evening of the weck of the Cleveland meeting at the Masonic Temple. 
For information concerning tickets address Inspector J. B. Edmonson, Ann Arbor, 
Mich. As the announcements of other dinners and luncheons are received they 
will be publisht in the Bulletin. 





PERILOUS TO UNDERPAY TEACHERS 


The chief danger point in American life today lies in underpaid and dissatis- 
fied instructors in our colleges and schools. It is a perilous situation when the 
men and women who are forming the characters of our children, who are to guide 
the ship of state, are unhappy and discontented people. 

The teachers are waging a silent battle continually upon which depends the 
next definition of what Americanism is. We find in our schools little groups of 
dissatisfied people who are open to soviet argument, mainly because they see no 
hope for escape from conditions intolerable by reason of wages lower than la- 
borers are paid. 

In many cases these are men who have come back from the service in jobs 
in schools and who jind they can not maintain their dignity and respect in what 
should be the most honored and dignified of professions. 

—Genezal Leonard Wood. 


The price of the bound volume of the Proceedings is $2.50, but a special price 
of $2 a volume is made to new active members and to libraries. 


One of the best brief statements of the reasons for a National Department of 
Education is the N. E. A. Bulletin No. 8 Copies of this four-page leaflet will be 
supplied free where desired to be used in promoting the Educational Bill before Con- 
gress. 


Officers of local and state associations should call on the Secretary of the Na- 
tional Association for help in salary and other educational campaigns, The plan 
for cooperation between local, state and national associations has already become 
effective in many places. 


The National Phi Delta Kappa dinner will be given Wednesday, at noon, 
probably at the Cleveland Hotel. 











THE N E. A. BULLETIN 


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SEE FOLLOWING PAGE FOR PLANS OF ENLISTING THE SUPPORT OF CITIZENS 








THE N. E. A. BULLETIN 29 
Eee 


ASSOCIATE MEMBERS 


Following is the provision in the by-laws pertaining to associate members: 

“Associate members of the Association shall be persons who are not actively 
engaged in teaching or other professional work 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, ex- 
cepting the right to vote and hold office.” 


THE PLAN OF ENLISTING THE SUPPORT OF THE PUBLIC 


Each active member, who can give a few hours time to this work, is requested 
to make an effort to secure not less than five new associate members during the 
first half of January, listing the names on the blank and sending it to the Sec- 
retary with a check covering membership dues. Those who pay $2 will receive 
the monthly Bulletin and all general information and announcements. Those who 
pay $5 will receive the Bulletin, the bound volume of Proceedings, all committee 
and.commission reports and all regular publications of the Association. 


CLEVELAND HOTELS 


The members of the Association who are planning on attending the Cleve- 
land meeting, and are not familiar with the hotel accommodations of that city, 
are requested to write Assistant Superintendent A. C. Eldridge asking him to 
make reservations. He is well informed on this problem and will make the best 
possible reservations. 


Hotel Cleveland -----------_~-----------------.---..-.-Superior Avenue N. W., at Public Square 
I a a ak Prospect Avenue at Colonial Arcade 
saan cecisis eiTicemiipimeeene jn se gm aaah ooesiimealiiamiabaal Euclid Avenue at East 14th Street 
EE a Le ee 
ae weemitage ..........__._..........____.........,........._EBuchid Avenue at EB. 18th Strest 
Hotel Hollenden -_~~_~_- sn as a ei orgs i ina psa Sh fs Sac SG 
TE ae a LOD! Re, ee St. Clair Avenue at W. 6th Street 
New Amsterdam Hotel________ Kaa ccbmesanacncechoncnscnennnc One Avene at 3 Sie: Bisa 
Hotel Olms‘ed ~_-_-~- pee ee KAS ce Sena een sane neeeneesenaa ae Eee DOOR 0). coe Sek Tene 
Motel Statler ........_- PR alr Rn ee Fie ASCE re ONE ete EN EL Euclid Avenue at E. 12th Street 
ii an tale angdbepngia eatdinGa ena dani bene Prospect Avenue near E. 9th Street 


THE LOCAL COMMITTEE 


The work of the local committee has been divided as follows: 
Auditoriums and Hotels, A. C. El- Elementary, Catherine T. Bryce 
dridge Kindergartens, Margaret A. Trace 
Publicity, Chas. A. Lake Chas. F. Thwing 


tlateenaine., 
Entertainment, S. D. Shankland it tia | Chas. S. Howe 


Exhibits, George Carrothers Normal, Ambrose L. Suhrie 
Transportation, O. M, Eastman Art Museum, F. Allen Whiting 
Information, H. A. Bathrick Art School, Henry Turner Bailey 
Pamphlets, J. B. Welles Suburban School, W. H. Kirk 
Music, J. Powell Jones County Schools, A. G. Yawberg 
Extension, George Carrothers Buildings, F. G. Hogan 

High Schools, R. G. Jones Public Addresses, A. S. Suhrie 


The local arrangements are in good hands and the members of the Depart- 
ment may be well assured that their comfort, convenience and entertainment will 
be amply cared for during their stay in Cleveland. 











THE NW. £ A BULLETIN 








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. 


(1919-20 Cancel line which 


I wish my membership to run for the year 1 1920-21 does not apply 


EN ESE SSS RT 


Titles or Degrees (if any), with date and source of each______-_--__-_____ 


we ew eee eee oe ee ee we eo oe ee Owe ee eo we we wr ee oe we wwe er we ow we wm oe we oe we = ee eee 


TEs Sy gn ee a State... | 


(Cancel line which does not apply 


Haclosed find remittance by check for...............................- $2.00 i 
OR ; 


Eamciosea Gnd remittance by check for............................. .. $5.00 


The payment of $2.00 entitles an active member to attend all meetings 
of the Assocaition and departments, to vote and hold office, and to receive 
the N. E, A. Bulletin and for full cooperation by the Association in the pro- 
fessional advancement of the cause of education. 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. 








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ANrlI G42LLOdG DONO'TVY uvaL 


THE N. E. A. BULLETIN 31 
——— 


AMENDMENT TO THE CHARTER 


At the Milwaukee meeting of the National Education Association, the active 
members by a unanimous vote instructed the Executive Committee “to secure the 
enactment by Congress of legislation amending the act of incorporation under 
and by virtue of which said Association is organized, which will permit said As- 
sociation by amendment of the by-laws in accordance with the provisions thereof 
to adopt a representative plan of organization.” The Executive Committee later 
authorized the Secretary to take such action as necessary to carry out the in- 
structions which were given to the Executive Committee. 

The following bill prepared by the Secretary’s office under these instructions 
has been introduced in Congress by Congressman Horace Mann Towner as H. R. 


10917: 
H. R. 10917 

To amend an Act entitled, ‘An Act to incorporate the National Education Association of the 
United States,” by adding thereto an additional section. 

Be it enacted by the Senate and House of Representatives of the United States of America in 
Congress assembled, That an Act entitled, “An Act to incorporate the National Education Associa- 
tion of business, shall be vested in and exercised by a representative assembly composed of delegates 
to said Act, which section shall be designated Section 12, and shall read as follows: 

Section 12. That said corporation may provide, by amendment to its by-laws, that the powers 
of the active members exercised at the annual meeting, in the election of officers and the transac- 
tion of business, shall be vested in and exercised by a representative assembly composed of delegates 
apportioned, elected and governed in accordance with the provisions of the by-laws adopted by said 
corporation. 

It is believed that the proposed amendment is in harmony with the action 
taken at the Milwaukee meeting and with the understanding of all who partici- 
pated in the discussions at the annual business session. It is believed that it meets 
the wishes of every active member of the Association and that all the educational 
forces of the country will favor its adoption. 

The adoption of the amendment will not mean a representative plan of organi- 
zation at once. The by-laws would need to be amended in the usual way before 
such a plan could become operative. 


In publishing abstracts of addresses made at the meetings of the National 
Education Association, the aim is not to use that which presents the policies of 
the Association but iimpartially to select the strongest and best portions of the 
address, whether in harmony with the adopted policies of the Association or not. 


THE PLAN OF COOPERATION 


There is a strong desire on the part of teachers for a plan of affiliation be- 
tween the National Education Association and the state and local teachers’ asso- 
ciations. A bill has been introduced in Congress for amending the charter of the 
Association making provision for affiliation and for a form of government in 
which all teachers’ organizations may have representation. In the meantime a 
plan of cooperation is being carried out which is highly satisfactory. Each teach- 
ers’ council, or other local association, desiring a closer cooperation with the Na- 
tional Association designates its president or someone else to correspond with the 
officers of the N. E. A. to secure assistance in local educational campaigns and to 
direct the local group in doing its part in making effective the big educational 
program of the Association. The N. E. A. is giving special attention to the re- 
quests for help coming from local associations. 





NEW TYPE OF ORGANIZATION 


HE type of organization we need is one that will be domin- 
ated by professional aims; that will have regard for the teach- 
ers duties and responsibilities; that will attempt to develop 
the teachers thru cooperative effort: that will improve the work 
and spirit of the schools; that will choose as its insignia not the 


almighty dollar but the image of a little child. 
WILL C. WOOD 


State Superintendent of Public Instruction 
California _