ea ARY / ; PN? E: A. BULLETIN VOL, VIII, Number 7 March, 1920 Whole Number 48 Entered as second-class matter December 8, 1917, at the post-office at Washington, D. C., under is the Act of August 24, 1912. Publisht every month of the year except July and August. 3 NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES “The purpose and object of the said corporation shall be to elevate the character and advance the interests of the profession of teaching and to premote the cause of education in the United States.”’—Charter of Association granted by Act of Congress. CONTENTS Human Engineers Promoting Our Cause Resolutions Committee, Salt Lake INI TE ALINE si cnigssincs tessinhthins em ghndiniahonsiadicshusiishadiidilta Ueamstnis dip iiamumaiithinis toda : 400% Enrolments The New School, Patri The Country Life Movement, Butterfield___...._-_.____-___________ 10 Teacher Recruiting, Finley penoo! Revenue, Keith .........._.__. pahetinitic sin aie guia cits sri 13 Five Decades of Progress, Winship Functions of State Departments, Hines__..___.__._-_--__-________ _19 How One City Met the Emergency Publisht by the National Education Association 1400 Massachusetts Ave. N. W., Washington, D. C. THE N: E A BULLETIN OFFICERS I I Sr ROR SIO i dnd ieeotinse dengan eh chtndsneatevenerenn pei sieves ase sligrieneg is Olympia, Wash. I a a dn aa aecigents npegsclpgusstepbvepeaciercnninen enesichntabdnsacias Washington, D. C. I a a a ad ie wha isigtnionis ages nen epammnnaisemeedisdipnen Tempe, Ariz, EXECUTIVE COMMITTEE NE SERIE Se Oe al Se PC URES ee Ee ee Olympia, Wash, EN SS EEE le ea a a a a New York, N. Y, Carrell G Pearse, Cisirman of Board of Trustees__....._......................... Milwaukee, Wis, A. J. Matthews, Treasurer..._._..._-- cia IT illinois dimen enden thavinch minitgs triioaiatviaigties Tempe, Ariz, Eg RS NE ey ee Ee Little Rock, Ark, *Deceased. BOARD OF TRUSTEES Carroll G. Pearse, President State Normal School_..-.--.----.---------.~---.-.... Milwaukee, Wis, EEE SELES LES, LR EELS EEE SR La Grange, N. C. eae. Geeees, Bepesiwmtendent 6€ Scheels... 22 ewe Pocatello, Idaho Agnes E. Doherty, History and Sociology, High School_....-..-_----_---------..-. St. Paul, Minn. George D. Strayer, Teachers College, Columbia University_._._..-___._-.---------___ New York, N. Y, VICE-PRESIDENTS George D.. Strayer nnn nk ene nn nnn on en nn nn nnn nnn nnn ewe New York a a can teenie arch alee: sh edamame <> ence SS yur gn THE WN. B.A BULLESIN 17 FIVE DECADES OF EDUCATIONAL PROGRESS A. E. Winship, Editor “Journal of Education,” Boston, Mass. Fifty years ago there was not a high school, city school, normal school, academy, seminary, college and few universities with a laboratory. Now there are 10,000 laboratories in the schools and institutions of the United States. Then there was not a bench, hand tool, or machine in any school or institu- tion in the United States, now there are 10,000 schools with mechanical equipment. Then there was but one school or college in the United States that had any respect for educational agriculture or school gardening, now there are thousands of schools giving attention thereto. Then there were few cities that had drawing, now there is no city that does not have it. Then there were few cities’that had music taught, now there are few that do ‘not. Then there was not a school gymnasium in the- United States, now there are thousands. Then there was not -a piece of play apparatus in any school ground in the United States, now there are 100,000. Then there was not a college graduate in any normal school faculty unless by accident, now there is no member of a normal school faculty who is not a college graduate unless by inheritance. Then there was not a college or university with any thought of professional work for teachers, now there is not one without it. Then there was not a school that did not require all learning to come from books, now there is not a city school, a high school, a normal school, and scarcely a college or university that limits its edugation to book work. Then there was no psychology that was not built on “intellect, sensibility and will,” words no longer heard except in the pulpit and by ancient and honorable professors. Then the subject was the only subject of thought and the child was the sub- ject for applied physical action. Now the child is of interest mentally, aestheti- cally and ethically, and physically he is subject for improvement rather than re- provement. In 1870 there was no studying of anything by doing anything. The school was a book affair. Book-minded children and youth learned a good deal while those who were not book-minded learned little. The student who actually visual- ized the experiment he was describing had fine mental discipline and appreciated science. There was no compulsory school law dreamed of, so that only those stayed in school who could learn from books, and as they were never hindered by non- bookish students they made great strides. As there was no show down required and as estimates were impressionistic in their nature scholarship rankt high. That was the condition when the American school entered the decade 1870 to 1880. How did we come from the then to the now, from there to here? Nothing in human nature comes without some push by human nature. Some human thought has been the carrying power over every sticking point which the gravitation of human nature has always created. —Department of Superintendence, Cleveland, Ohio, February 23 to 28, 1920. THE N. E.jA. BULLETIN THE FEDERATION OF STATE EDUCATIONAL ASSOCIATIONS Charles S. Foos, Superintendent of Public Schools, Reading, Pa. The work of the Federation of State Educational Associations must be to help restore confidence in the public schools. Our message to the State Associa- tions must be: “Get your poise.” We must stop exploitation and grandstand talk; we must cease proclaiming that the war has broken down our school systems and changed our methods of instruction. True, the war has changed much and will broaden education but in our primary and elementary schools the work re- mains practically the same. To this end the great majority of teachers must know that the purpose of the primary schools is still to train our children in those things that all must know in common and transmit to them the common ideals that must prevail in, a democracy so that all citizens may have a point of contact. In the Junior High School teachers must impress the lesson that this school is a clearing house for pupils where they may find themselves, and where teachers may explore the indi- vidual pupil’s interest and capacity. We must be less long in talk, and more short in action. We must restore confidence by adjusting compensation so that teachers will have their time to devote to school work and not have to dodge creditors or calculate on the per- centage of meat and drink on which they must subsist. It seems clear to me that we may be helpful in creating and giving to our teachers the proper poise. If we do, we will go a long way toward advancing our schools. Let us work together. Let us bury the hammer and toot the horn. —Department of Superintendence, Cleveland, Ohio, February 23 to 28, 1920. PROJECTS IN GRADES FOUR TO SIX TO AFFORD TRAINING IN SCHOOL SKILLS T. J. Kelly, Dean School of Education, State University, Lawrence, Kans. Educators are pretty generally agreed that a school course of study made out on the basis of projects affords an opportunity which other types of courses of study do not in the development of character. The things that make project teaching develop as slowly as it is developing in this country are two: (1) the natural difficulty of making over the materials of instruction from a form in which they have so long been into a new form, and (2) the difficulty of securing adequate skill in the tool subjects when projects are used. The purpose of the study being made in a number of cities around about the University of Kansas is to determine whether projects may not be devised which have as genuine interest for children as any other projects, but which at the same time afford adequate drill in the tool subjects. On the blank form on which the materials for these projects are being assembled is a place to check the amount of use which the procedure proposed makes of each of the tool subjects of read- ing, writing, spelling, number work, language, music, manual training, and the like. By a proper classification of these projects, it is believed that schools can be checkt up on progress in the tool subjects when making use of this project course of study quite as effectively as they can under the commonly used courses of study. —Department of Superintendence, Cleveland, Ohio, February 23 to 28, 1920. i; a an} an. Sn. oe. ee. | ee ee for out s of ject the hich uate the hich ame . the ount ‘ead- like. n be yurse -s of THE Nek. An BULLE EEN 19 _———— ee@QNleqvVeqé)Nyzaaewewoeeeeeeeeeeeeeeeeeeeeeeeeew§<———<= THE FUNCTIONS AND ORGANIZATION OF THE STATE DEPART- MENT OF EDUCATION CONSIDERED IN THE LIGHT OF PRESENT NEEDS AND PLANS L. N. Hines, State Superintendent of Public Instruction, Indianapolis, Ind. There should be in every state a thoroly equipt Department of Public In- struction to guide the state system of public schools in all the great work that it must do. There should be thoro inspection of all the activities of the public schools, and there should be ready help to school people at all times to do the work they have in hand. The State Department in practically every state has not enough departments and not enough employees to do the work it ought to do. There should be fullest inspection by experts of the schools, and there should be a separate set of experts for inspection and guidance of the grade schools. A teacher training department should attend to the work of those schools preparing teachers for positions in the public schools. There should be in every State De- partment one or more experts giving all their time to investigations and publica- tion of the results of various procedures and school practices. Vocational educa- tion should be administered by a special corps of persons capable of doing this kind of work. In fact, we can go clear along the line of all the various phases of school activity and efficiency and assign to the State Department its part in guid- ing and helping the schools to do their work in the best way possible. The State Department should be the ideal in efficiency and speed. In fact every State Department should have a better chance to do the work that society is asking of it and the schools under its direction. —Department of Superintendence, Cleveland, Ohio, February 23 to 28, 1920. Let every member do all he can during March, April and May to increase the active membership of the Association. Let all make an effort to add 30,000 new members during these months to the 30,000 members who have already enrolled during the present year. THE SOCIALIZED RECITATION Charles S. Pendleton, Assistant Professor of English, University of Wisconsin, Madison, Wis. The socialized recitation is not a panacea for all classroom evils. It has suf- fered much from lack of careful criticism and from the overstatements of its friends. Even its name is a misnomer. It is not a modified recitation, or any recitation at all, in the conventional sense, but a substitute for the “Recitation” as a classroom procedure. It is as yet unrefined and without exact and adequate definition. At present, it is rather a class name than a specific term. It does not necessarily mean this or that particular procedure—for instance, instruction con- ducted by the pupils themselves. But it always does mean the prevalence in the classroom of five conditions: (1), a group of pupils with a teacher as leader, not as dictator; (2), much activity in this group, rather than general passivity—the educative process distinctly as behavioristic; (3) initiative in pupils, not merely the following of leadership; (4), the individual boy or girl, not the group, as the unit of instruction; and (5), both objectives and habits of work in the schoolroom which are of proved validity in the real world beyond—education for the actual life into which the pupils will go. To a certain extent it means also ‘he utiliza- tion in school, (1), of the play spirit as well as the work spirit of children and, (2), of the experimental education which all boys and girls receive from their en- vironment, quite apart from their schooling. —Department of Superintendence, Cleveland, Ohio, February 23 to 23, 1920. THE N. E. A. BULLETIN THE STATE OF MAINE PLAN Augustus O. Thomas, State Superintendent of Public Instruction, Augusta, Me. Centralization, consolidation and standardization bring many advantages especially in a division of labor for teachers in classification of pupils, in the rural junior high school and a properly diversified program, but after all the vital part in school is the teacher. 1f you have a good teacher you will have a good school, if you have a poor teacher you will have a poor school no matter what the other factors are. Few teachers prepare for rural teaching expecting to make it a profession. Many teachers are willing to go into the country school for apprenticeship but hope to be rescued at the end of the term or the year either by some enterprising superintendent of a city school system who has discovered them or by matrimony. They are not content to put up with lack of conveniences, with long walks to and from school in the winter season, without sidewalks, without special social advan- tages and those things which centers of population afford. A teacher who is interested in rural life problems is in sympathy with rural life and who is willing to stay by the job is needed. Even with consolidation and the centralized school the work is still rural. —Department of Superintendence, Cleveland, Ohio, February 23 to 28, 1920. Once a member always a member. RECENT INNOVATIONS IN PUBLIC EDUCATION Earnest A. Smith, Superintendent of Schools Salt Lake City, Utah John Galsworthy in the current “Atlantic” writes, “For the future of civiliza- tion, states must reorganize education spiritually.” The world war and its after- math have brought a flood of educational plans and laws in Europe and America. A, disposition to attempt large things has been dominant. One state in 1919 blazed the way in its program of character education. Utah requires that all boys and girls up to eighteen years of age be either at school or at work. They register once a year for a twelve-months’ enrolment and are supervised the entire time. The aims are all round education—mental, physical and moral, and training for efficient citizenship. Records are kept of progress in studies, health habits and civic, patriotic service. Acquaintance with the traits of a pupil is held to be as essential as analysis of his talents. The teaching and the practice of civics enters as a potent instrumentality. In this character education provision is made for cooperation with the home and with leaders in social, industrial, civic and re- ligious organizations. The schools of Utah have assumed responsibility for the patriotic and moral instruction of its youth, mindful of the maxim that what one wishes to see appear in the life of a nation must be first introduced into its schools. ‘. —Department of Superintendence, Cleveland, Ohio, February 23 to 28, 1920. This number of the N. E. A. Builetin presents abstracts of a number of the very strong addresses delivered at the Semi-Centennial meeting of the Depart- ment of Superintendence. 21 THE N. E. A BULLETIN | Me. es the rital ood rhat ~ $20UD}}iWas PUD 81 Sulpuas saquaw aayop jo ssasppp puDd awDyy NOISS240Ud TINA NI BWYN ¥O NOILWIOA igauis NOILVZINVOUO S1IQGUI9 IA] Q}EINOSSW Se SUSZI}IT) jo qUuSU}sIpU"y ‘O ‘Gd ‘NOLONIHSYM “"M 'N ‘3QN3AV SLLESNHOVSSYW OOT! ‘ S3LVLS G3LINN 3Hi dO NOILVIOOSSV NOILVONGSA IWNOILVN “= we 0 ” ow os &3 > ges ° geet VUeREGkEUAME SZ OH Y Gasaeia 2s N Uv VeSse Saet*® 6 OS ae he rt- THE N. EB. 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 td discontinue such membership by giving notice to the Secretary before September 1 of any year. * ote eee f op Cancel line which wish my membership to run for the year 1920-21 does not apply Name (plainly written) Titles or Degrees (if any), with date and source of each Post office (Cancel line which does not apply Enclosed find remittance by check for OR Enclosed find remittance by check for The payment of $2.00 entitles an active member to attend all meetings of the Association and departments, to vote and hold office, and to receive the N. E, A. Bulletin 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. THE N. E. A BULLETIN HOW ONE CITY MET THE EMERGENCY The following is a copy of the official ballot in a city where the maximum levy for school purposes would not raise sufficient funds for paying teachers a living and saving wage: OFFICIAL BALLOT The Board of Education of the School District of the City of Lincoln, Nebraska, proposes the following measures to meet the emergency arising from a serious shortage of teachers in the Lincoln schools caused by inadequate salaries. 1. An increase of $400 to each regular classroom teacher. 2. Reasonable increases to part-time teachers, kindergarten assistants, su- pervisors, and principals. 3. The establishment of a salary schedule providing: a. A minimum salary of $1,000 for regular teachers, b. A maximum salary of $1,600 for normal school graduates. c. A maximum salary of $2,000 for teachers holding the A. B. degree and of $2,200 for a few holding the A. M. degree. d. Annual increases of $100 until maximums are reacht. To carry out this program will necessitate: 1. The creation of a deficit that will probably amount to $310,000 June 30, 1921. 2. A request of the next legislature that the law under which the Lincoln schools are governed be amended to authorize a levy of 62 mills for gen- eral school purposes. If these measures are carried out, they will result in a net increase of 20 mills in the school levy. The Board of Education desires the approval of the community in these measures to meet a great emergency. I vote Yes [J Ivote No The referendum vote carried by a vote of 15 to 1. This will be true in other places where the superintendent, teachers and others who are interested in the success of the schools place before the people the actual situation and the dangers that threaten the efficiency of the schools. Department officers are at work on their programs for the Salt Lake City meeting. Railroad officials are considering the matter of reduced rates for the Salt Lake City meeting, July 4 to 10, which will include stop over privileges. THE N. EB. A BULLETIN DAVEMTER. aon ey AUGHTE R SAKE DONT dO Py