BULLETIN VOL. VIII, Number 9 May, 1920 Whole Number 50 Entered as second-class matter December 8, 1917, at the post-office at Washington, D. C., under the Act of August 24, 1912. Publisht every month of the year except July and August. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES ‘The purpose and object of the said corporation shall be to elevate the character and advance the interests of the profession of teaching and to promote the cause of education in the United States.’—Charter of Association granted by Act of Congress. OFFICIAL IDENTIFICATION CERTIFICATE Your Official Identification Certificate is on Page 31 of this Bulletin. Fill in your name and hand to ticket agent when purchasing the N. E. A. Round Trip Ticket to Annual Meeting, Salt Lake City, July 2-10, 1920. CONTENTS The Annual Meeting ee go a ree, Se ee Cee ATT. oda Si : Resolutions Committee Salary Campaigns Commercial Exhibits Support State Journals Claxton’s Conferences Field Secretary in West Salt Lake Committee and Hotels The New Menace OE Re RR eee Wn S Dae? 12-13 Notice of Proposed Amendments Current Tendencies—Himelick World Peace and Geography—Burrall Strengthening the Superintendency—Broome Democracy in Administration—Blanton Supervised Study—Hall-Quest Salary Schedules One Hundred Per Cent Enrolment The Year’s Main Issue—Preston Official Identification Certificate Explanation of Reduced Rate Publisht by the National Education Association 1400 Massachusetts Ave. N. W., Washington, D. C. 2 Lae SE. A BELL EB TI NN OFFICERS | ee ee ee Olympia, Wash, Bk ie NRG: SOPOT i as settee ci ene eranece ene nen een ena a Washington, D. ¢, a jx meneame, “Leessurer.._.... 8 oe es +--+ = = Tempe, Ariz, EXECUTIVE COMMITTEE nn: OI MR POGII oo a seo cen ewenet Olympia, Wash, George D. Strayer, Vice-President__.._....._...._.........-.-~--.-..~.--.-.+=- New York, N. Y, Carroll G. Pearse, Chairman of Board of Trustees__._-.-------~------------------ Milwaukee, Wis, I I al cacti alien hte mannan doen shashn iim ees ns nterini ns cnn ici nen ws wan crm nannies Tempe, Ariz, peace ©. ©. Beadtecd, Member by Election.-....._......................._.-........ Denver, Colo, BOARD OF TRUSTEES Carroll G. Pearse, President State Normal School_..---.-----------------------~-~- Milwaukee, Wis, SE eRe ee eee ee ee La Grange, N. C Walter R. Siders, Superintendent of Schools__.--.---------------~--------------- Pocatello, Idaho mones. , Denerey, Central High School_...............................-..-....... 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, Wm. M. Davidson, Superintendent of Schools_._----------------------------~---- Pittsburgh, Pa, Sale Bll, Grade Teacher, Public Schools._..........- = .-.-..-.-..-..._......_... Denver, Colo. J. M. McConnell, State Superintendent of Education--.-..-----------------------~- St. Paul, Minn. 7 2 eee menntenaent of Sebedie-.. 8 2 ~~~ 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, Superintendent of Schools___-__-_---------------------------- Los Angeles, Calif. May Trumper, State Superintendent of Public Instruction____-._-------.-_----------- Helena, Mont. R. D. Hetzel, President New Hampshire College-_.--------__-_----------------~--- Durham, N, H. W. S. Booth, Asst. State Superintendent of Public Instruction____.___._--__-.---_--~__Springfield, II. BOARD OF DIRECTORS Directors Ex-Officio Josephine Corliss Preston._.__._.-Olympia, Wash. Carroll] G. Pearse.........-. Milwaukee, Wis. George D. Strayer___.._____ New York, N. Y. 7. W. Soebtreks. 5.25 -c Washington, D. C. DJ. Mathews... ........- Tempe, Ariz. LIFE DIRECTORS 2 Se eee Orono, Me. pS ES | fe eee ee Abilene, Kan. Bradford, Mary C. C..----_--_- Denver, Colo. Johnson, David B.......-.... Rock Hill, S. ¢ Bicknell, Thomas W.--~-..._ Providence, R. I. Jordan, David Starr, Leland Stanford Univ., Cal. Board of Education__._______ Nashville, Tenn. Joyner, James Y....-......... La Grange, N. C Brown, Elmer Ellsworth.____ New York, N. Y. Marshall, T. Marcellus_._.Stouts Mills, W. Va. Butler, Nicholas Murray-__._.-.New York, N. Y. Maxwell, William H.__------ New York, N. Y. Caen, 2. P............... Washington, D. C. Pearse, Carroll G.-..---._--- Milwaukee, Wis. Se Dekalb, Ill. Skinner, Charlee R........-.._ Albany, N. Y. Cooley, Edwin G.--.-.--.-____-__ Chicago, III. State Teachers’ Assoviation of Illinois Corson, Oscar T.-----------__ Columbus, Ohio George D. Strayer__.-.----- New York, N. Y. Eliot, Charles W.-.-..---_- Cambridge, Mass. Swain, Joseph____--_-_-___-- Swarthmore, Pa. Gove, Aaron_........_....__....... Denver, Colo. a Es . epee Ae Decatur, Ill. Graham, H. A._..---_.___ Mt. Pleasant, Mich. Teachers’ Institute__._._.____- Philadelphia, Pa. Green, James M.-.--_-_-______ Trenton, N. J. White, Charles G.-._------- Menominee, Wis. Harvey, Lorenzo D.___---___ Menominee, Wis. HEADQUARTERS STAFF J. W. Crabtree, Secretary Hugh S. Magill, Field Secretary Helen T. Hixson, Recorder Sue L. Fratis, Ass’t Field Secretary R. S. Erlandson, Ass’t Secretary Sallie Hill, Ass’t Field Secretary 1400 Massachusetts Ave., Washington, D. C. 1] hs esse ae ast Ot hs tes he pe ee ee ee ee ee. ee eel ee ae ae I Wis, laho inn, ash, olo. inn. ‘ex. Va. alif. ont. re) MEM BOE OB < Pa. eee ——— THE WBA BULLETIN 3 STATE DIRECTORS Alabama, W. C. Griggs, Superintendent of Schools-___._-_-.-.-_--- isn dew ly dina ta let Gadsden Arizona, C. O. Case, State Superintendent of Public Instruction-_-..----__----_---_----~- Phoenix Arkansas, S. D. Lucas, Superintendent of City Schools........_.................-....-... Augusta California, F. M. Hunter, Superintendent of City Schools___.__.___-...__-_----___---------- Oakland Colorado, H. B. Smith, Secretary Colorado Education Association, 532 Commonwealth Bldg... Denver eeectoet, W. S...Dekin, 17 Westland Avenue... .-. - . 2 nn ence ane West Hartford Dees, A. Bm. Spaid, Cometiasionser of Bducation. 8. os ini enn nee ne Dover District of Columbia, Flora Hendley, Supervising Principal Public Schools______-----~~~ Washington Florida, F. A. Hathaway, County Superintendent of Schools______________-_-__-_----- Jacksonville Georgia, M. L. Brittain, State Superintendent of Schools___-__-_____--__-------------_--- Atlanta hw. ot. SAGeeR, SUpPermbendent Of DEMewle nn. ac a ee ice endeaae Pocatello an, mm ©. Bteops, Superintendent of ‘Scheels... ho. ne cn biesennwennaiel Joliet Indiana, H. Lester Smith, Dean School of Education, Indiana University___.___._____-_- Bloomington re. oo. seemees, Superintendent Of Scheele o sk eee ennedinanwinn Fort Dodge Reeeos, T. W. Butcher, President State Normal School......_...... —....-..~.-.-.-....- Emporia Kentucky, F. C. Button, State Supervisor of Rural Schools__._.__-____-_-_--____________ Frankfort Louisiana, J. M. Gwinn, Superintendent of Schools...._.............................. New Orleans Maine, Glen W. Starkey, Deputy State Superintendent of Schools__........-_____________e Augusta Maryland, William Burdick, Supervisor Physical Education, McCoy Hall__.-._-__-___-_-_-_ Baltimore Massachusetts, Caroline Armitage, 57 Madison Street..........-.-...__________________ Somerville Michigan, T. E. Johnson, State Superintendent of Public Instruction-_.__.___.__._--___________ Lansing Minnesota, L. D. Coffman, President University of Minnesota__.___.___________________ Minneapolis nt 2, a. Seen, Gemetutenmont Of Senecio ee eeiel Greenville Missouri, Samuel A. Baker, State Superintendent of Public Schools__.__.____-__-______ Jefferson City Montana, W. K. Dwyer, Superintendent of Public Schools___._.._........-_________-____ Anaconda Nebraska, E. L. Rouse, President State Normal School_............-...--.-.-______-____-._. Peru Nevada, Samuel O. Welday, Superintendent Elementary Schools____..._---.-------__-__-_-_- Elko New Hampshire, Thedora Richardson, Grade Teacher, 481 Lincoln St...._.__.-.-_-______ Manchester New Mexico, E. W. Bowyer, Superintendent of Schools-._.............___-..-____---______ Clovis New York, Olive M. Jones, Principal Public School No. 120-.-----.-.-__--.___-________ New York North Carolina, Robert H. Wright, President Teachers Training School___.__-.____-_-____ Greenville I | ERNE renee: 5k NL PRN SN eR Fa Bismarck no ee ne Eee es ane eee RES Norwood Oklahoma, E. E. Oberholtzer, Superintendent of Schools_............-.-__-______________ Tulsa Oregon, W. C. Alderson, County Superintendent of Schools_.__.____._.-._------____-----_- Portland Pennsylvania, Grace G. Swan, Principal Cowley School, 1201 Sherman Ave...-...---_--_ Pittsburgh Rhode Island, Walter E. Ranger, Commissioner of Public Schools-___.__.-.-.._-___--_-___ Providence South Carolina, J. E. Walmsley, Winthrop Normal and Industrial College____.__.___._._-____ Rock Hill South Dakota, J. W. Ault, Superintendent of City Schools___.__.________----__---_________ Madison Tennessee, C. P. Jester, Principal Central High School........................._._.____. Memphis 7a 2 ©. Pillere, Guserintendent of Schools... ..... sce aniennnciee Bonham Utah, Milton Bennion, Dean School of Education, University of Utah_..____._._-___- Salt Lake City es on.’ 20, CmsttenG@en, Bunt. of Beetle cen inneaeenne eee Burlington Virginia, Cornelia S. Adair, 1301 Grove Avenue, Teacher, Special Class Work-.-...------ Richmond Wamnington, Jennie M. French, Earlham: Court.....—...2- 5 eee Takoma West Virginia, M. P. Shawkey, State Superintendent of Free Schools___._...-.------____ Charleston Wisconsin, J. F. Sims, President State Normal School__._.-____-____-_-____________ Stevens Point Woyoming, J. J. Eerly, Superintendent of Schoole._...........-. 5 cee Sheridan Alaska, L. D. Henderson, Commissioner of Education-_._.__.-__-_---------.-----------__- Juneau Philippine Islands, Luther B. Bewley, Director of Education-__._._._..-_------------_-_--_--_- Manila Hawaii, Vaughan MacCaughey, College of Hawaii--......______----_--__---________-_-_ Honolulu Porto Rico, Ralph S. Garwood, University of Porto Rico-_..-_.-__..-------------_----_- Mayaguez Saskatchewan, A. A. Kennedy, Inspector of Schools_...._-...--.-.-.-----.-----------.- Weyburn 4 THE N. E. A BULLETIN THE ANNUAL MEETING Josephine Corliss Preston, President of the National Education Association The program for the general sessions will be completed within the next ten days. It has been decided, however, not to hold the May N. E. A. Bulletin for the completed program, but to mail it out to members at once in order to an- nounce the reduced railroad rates and to print the program in the June N. E. A, Bulletin which will be mailed to members during the last two weeks of May, The June N. E. A. Bulletin will also contain explanations of the programs of the Departments and the Allied Associations. A feature of the week wiil be the meetings of the Congress of Boards of Edu- cation and the consideration of the financial problems of the rural and city schools, This Congress will use three entire sessions on the general program. It will give special attention to the problem of teacher shortage and the best plans for meet- ing the emergency. It will consider questions pertaining to the administration and supervision of the schools and to the relation of the teachers to organization and administration. Some of the most eminent men and women in the country have consented to speak and many others will attend the Congress. The program when completed will certainly appeal to teachers and superin- tendents alike in that the effort is to find practical and satisfactory solutions of the emergency problems of the schools. The discussion will prepare for the con- sideration and adoption of policies worth observing in the readjustment of education. The round trip rate for one and one-third fare, the opportunity also of taking advantage in most places of the fine summer tourist fares will help in assuring a good attendance at the Salt Lake City meeting. An important meeting of state superintendents has been called for Friday and Saturday preceding the N. E. A. meeting to consider problems of special interest to state school systems. Members should make an effort to reach Salt Lake City by Saturday night so as to be in the city for Musical Sunday. Special musical features will be pre- pared by the best talent in that great musical center and given in honor of the National Education Association. The National Education Association bears the torch in the campaign for better schools, and the fires must be kept burning by the teachers and friends of education in every community. Once a member always a member. COMMUNITY AND SCHOOL MEMORIALS Every school should become a center thru which the community might reg- ister its lasting respect for soldier sacrifices. In every city, village, town, and district, there should be erected fitting soldier memorials. Certainly every school- house should have its bronze tablet with the names of the soldiers who added luster to their community by serving their country. ——_ I s 0 Zs mee sf =| I du- ols, rive 2et- ion ion try of on- of ng ya lay ial rht re- he or of So Sreonne THE MN. £.HA BULLETIN 5 — Ss ROUND TRIP TICKETS Members of the Association will have their choice of the N. E. A. round trip tickets, or the summer tourist tickets for the Salt Lake City meeting. The N. E.A. round trip tickets will be sold at the rate of one and one-third fare from all points in the United States. The summer tourist tickets will be sold at all points with the possible exception of points on the Pacific coast. Stop over privileges are permitted on the summer tourist tickets but not on the N. E. A. round trip tickets. The N. E. A. round trip tickets will likely cost less than the summer tourist tickets in remote places, but slightly more than summer tourist tickets at points in the Mississippi valley. The summer tourist rates have not been announst as this Bulletin goes to press, but the tariffs are being arranged and will go out to agents within a few weeks. Get information concerning these rates from railroad agents. Each one will need to decide for himself which ticket to purchase, Every member of the Association will receive an identification certificate in his May Bulletin. He must have this in order to purchase the N. E. A. round trip ticket. It will be necessary for each member to write his own name on the blank. It is already properly signed by the Secretary. Additional blanks may be secured by writing the State Director or the Secretary of the Association. REORGANIZATION PLANS DISCUST Since the reorganization of the National Education Association was so thoroly considered at the Milwaukee meeting last year, and it was unanimously voted to secure, if possible, an amendment to the charter enabling the Association to estab- lish a representative form of government, the subject has been quite generally discust by members of the Association. The prevailing opinion seems to be that the representative assembly, when establisht, should consist of state delegates and local delegates. It is suggested that the state delegates be elected by the State Associations and represent the various departments in education, such as the state departments, the colleges, the normal schools, the county superinten- dents, the city superintendents, the high schools and the class room teachers, and that the local delegates be the representatives of the various local teachers organizations. The basis of representation, or the number of members necessary to entitle an Association to a delegate, must be workt out, which will, of course, determine the size of the representative assembly. The whole subject will prob- ably receive consideration at the Salt Lake meeting this summer. RESOLUTIONS COMMITTEE, SALT LAKE CITY MEETING The following is the personnel of the Resolutions Committee for the Salt Lake meeting, as selected by Josephine Corliss Preston, President of the Association: F. B. Cooper, Superintendent City Schools, Seattle, Wash., Chairman. May Trumper, State Superintendent of Public Instruction, Helena, Mont. Annie Webb Blanton, State Superintendent of Public Instruction, Austin, Tex. Anna Wilson, Teachers College, Columbia University, New York, N. Y. Robert J. Aley, President State University, Orono, Me. Charl O. Williams, Superintendent Shelby County Schools, Memphis, Tenn. J. M. Gwinn, Superintendent City Schools, New Orleans, La. According to a resolution introduced at the Milwaukee meeting by W. M. Davidson, Superintendent City Schools, Pittsburgh, Pa., and adopted by the As- ———— | | 6 THE N. E. A. BULLETIN peeneninin a ooSa06»e——“—“—(_(00—“6_“—“_“—«—s« a THE NWN. £..A4. BULLETIN 9 ee eee nese ee see en nn eS LOCAL COMMITTEES AND HOTELS Salt Lake City Meeting, July 4-10, 1920 The members of the Association who are planning on attending the Salt Lake meeting and are not familiar with the hotel accommodations of that city are requested to write Mr. Stearns asking him to make reservation. He is well in- formed on the problem and will make the best possible reservation. Hotels Hotel Utah, Association Headquarters, $5.00 and up. Hotel Newhouse, $4.00 and up. Hotel Wilson, $1.50 and up. Hotel Kenyon, $1.50 and up. Hotel New Grand, $1.50 and up. Hotel Moxum, $2.00 and up. Hotel Cullen, $1.50 to $3.00. Hotel Semloh, $2.50 to $4.00. Hote) Windsor, $1.00 and up. Hotel Perry, $2.00 to $3.00. Hotel Lennox, $2.00. Hotel White House, $1.00 to $2.00. Hotel Sheldon, $1.00 and up. Detailed information will be gladly furnisht upon application. If those de- siring reservations will address the undersigned stating specifically the accommo- dations wanted, the same will be provided if possible. Besides the splendid hotel accommodations, some of which are listed above, the committee has at its disposal a large number of very desirable rooms in some of the best homes of the city. Kindly inform us as to your wishes. It will be out business to see that you are pleased with your accommodations. Harold J. Stearns, Chairman of Committee on Hotels and Accommodations, Room 313, City and County Building, Salt Lake City, Utah. ; Local Committee The local committee has been divided as follows: Chairman State Executive Committee, George N. Child, State Superintendent of Public Instruction, State Capitol, Salt Lake City. Chairman City Executive Committee, E. A. Smith, Superintendent of City Schools, 313 City and County Building, Salt Lake City. Hotels and Reservations—Harold J. Stearns, 313 City and County Building, Salt Lake City. Meeting Places—Adam S. Bennion, Church Office Building, 47 E. South Tem- ple, Salt Lake City. Commercial School Exhibits and Registration Building—E, J. Norton, School Office, State Capitol, Salt Lake City. Transportation—D. S. Spencer, General Passenger Agent, O. S. L. R. R, Deseret News Building, Salt Lake City. Excursions and Sightseeing—A. L. Mathews, University of Utah, Salt Lake City. Information and General Service—Oscar A. Kirkman, Scout Headquarters, Deseret National Bank Building, Salt Lake City. Publicity—J. Fred Anderson, 313 City and County Building, Salt Lake City. With arrangements in such good hands the members of the Association are assured that they will be hospitably cared for during their visit to Salt Lake City. THE N. E. A. BULLETIN THE NEW NATIONAL MENACE ) How The Emergency is Met in a Few Places {oaks A new national menace has appeared, as a result of changing economic condi- ae tions, in the form of a shortage of teachers in the public schools. It is more dan. Lake gerous than adult illiteracy, or the unAmericanized foreign born element, how. Obi : : ' Line ever serious and threatening these problems may be. The shortage of teachers! Neb. has already added more than half a million to the army of children who are with.) New out any school advantages whatever, and unless its influence is checkt it will ina wens few years result in a crop of illiterates many times greater than was revealed New by the war in 1918. N. L But this condition will be corrected. The public in some of the more progres.) yey sive communities has already responded to the need of doubling the pay of teach. Mas ers. For every one of these communities, however, there are scores of places a where the public has not yet awakened to the seriousness of the situation and pe these are the places which must be reacht with adequate information as rapidly _ Neb. as possible. Oak aad ‘ Cali: It should be considered the duty of every teacher and every citizen interested Okds in the welfare of the schools to assist in placing before the public the dangers. Okla which actually threaten the efficiency of the public schools. It is suggested Pate that teachers and citizens ask the local press to make use of the information cok 3 lected by the Field Secretary and given in this table, so as to get before the peo- | on ple what has actually been done in some places to meet the teacher shortage Sagi emergency. ae Sagi Elementary Teachers High School Teachers ee ; { 10U i 1915 1919 1920 1921 1915 1919 1920 192 City “Aberdeen = Minimum 760 1020 1200 1260---.-.----.. 960 1120 1260 150) Spol Wash. Maximum 1000 1140 1470 1600_------_____ 1200 1500 1560 190) Was Albuquerque Minimum 600 780 1200 CC 800 1050 1320 1320 Spri N. M. Maximum 850 1080 1320 ae a ees 1250 1320 1440 1500 Mas Bayonne Minimum 600 800 1000 1400--.--.---... 900 1200 1400 180) ty | N. J. Maximum 1200 1600 1900 2100_.-.-_----..2200 2400 2800 3200 Mo. | Berkeley Minimum 780 A) ee 1200 1380 1680 = 168), Tul: j Calif. Maximum 1200 1320 1620 1620__---_______ 1500 1620 1920 192% kd: f Boise Minimum 780 aye ER 1000 §=1100 1300 160 whi Idaho Maximum 960 1080 1300 ne ae 1400 1650 1850 2400 N, * Bridgeport Minimum 500 (|e | B... 750 1000 1200 120) Wic Conn. Maximum =. a ae eee 1450 2100 2600 270) Kan f Butte Minimum 900 950 7 ie eee 1200 1250 1600 ' Mont. Maximum 1200 1400 Sn |. . ibskhaincsinetete 1800 1800 2200 Cheyenne Minimum 750 840 1080 ot RES Fa 870 1020 1260 1500 tl Wyo. Maximum 900 1140 1380 a ee 1020 1320 1560 1800 \ Columbus Minimum 500 OP a 900 900 1125 1350 { Ohio Maximum ee OG” GR Be iekeesn kind 1600 1800 2250 287% | Dayton Minimum 500 ae, See eee OS a 900 1200 1450 of | Ohio Maximum Meee! | dicwinbentad 1500 1800 2050 Cle | Evanston Minimum 825 850 >. =O a i Ill. Maximum 1250 1450 1550 eae 1 Everett Minimum 600 840 _ Sea eee 840 1140 1140 1400 she Wash. Maximum 7S Ce <0 MBs 1260 1500 1620 2000 tive Fitchburg Minimum 500 600 1050 One VER 500 750 1200 1200 of | Mass. Maximum 800 > ee | ern 2000 2100 2400 2450 \ i if THE N. BE. A. BULLETIN 11 eee OOe0eoeoeoeqeqoqoqoqoq®q®q$=S$>SS>$["?>=$——0—00—0—0 0808000 TG ee Eee. a Elementary Teachers High School Teachers ' 1915 1919 1920 1921 1915 1919 1920 1921 | Jackson Minimum 525 6 1 10 700 975 1300 1400 Mich. Maximum 750 1000 1400 1600_----_------ 1625 1850 2420 2500 . Minimum 500 700 EE 800 900 1080 1500 a See eines «= 750.2080 180. 1200 1350 1974 1890 e dam pakewood Minimum 500 900 =. ete 1000 1000 1000 1400 how, Ohio Maximum 1000 1800 1800 2000__-_-_-----.2000 2400 2400 3000 “i Lincoln Minimum 600 i. eee 730 900 1000 1000 achers! Neb. Maximum O56 SRO AIRE. BD iicccciccen 1100 1550 2200 2200 me k Minimum 580 700 900 | ee 900 1000 1000 1400 t with} Ney Maximum 1100 1200 1500 1900------------2500 2700 2800 3200 | Mina) Newport Minimum 495 6: CE: Benes 675 697 1400 1400 vealed) News, Va. Maximum 540 Oe SOP ciate 810 819 2000 2000 N. Rochelle Minimum 650 at ee eee 1000 1200 1400 1600 N.Y. Maximum 1050 1150 1450 2100__-_-_______ 1450 1800 2300 3000 OTE: Newtonville Minimum 650 oe. 1a eeee...554.. 900 1050 1300 1500 teach) Mass. Maximum 1000 1300 1650 1800__-----___-- 1500 2000 2500 3000 Northampton, Minimum 450 oo 2 Miennnns.- 750 850 1250 1250 an a een §6=——ié‘S)=:=«*SMSO).«C«:858-- 900 1000 1400 1400 7 and Omaha Minimum 600 . 2: eee 800 900 1200 1400 apidly Neb. Maximum 1000 1200 1500 21%00__-----_---- 1200 1500 1800 2300 Oakland Minimum 780 oo) 6 6h eel 1020 1200 1620 Calif. Maximum 1200 1380 1800 = ------------ 1560 1740 2160 rested Okla. City Minimum 760 | eee 1200 1200 1500 ingers Okla. Maximum inks wetimens 1800 1800 2200 yested Paterson Minimum 475 et ee 700 1200 1440 1600 wal N. J. Maximum 900 1400 1640 1900__-.-_-_-_-- 1800 2500 2740 3000 - Portland Minimum 725 . = ae: eee 1150 1200 1600 1600 e peo | Oregon Maximum 1100 1300 1700 1700__----__---- 1350 1800 2000 2000 ortage = Saginaw Minimum 400 600 a - Piao 650 875 1150 1400 E. S. Mich. Maximum 700 oS. 16 . ew... 1450 1650 1950 2400 Saginaw Minimum 425 650 — 750 850 1120 1440 nate W. S. Mich. Maximum 700 4 Be. | Wc tewccsus 1000 1200 1680 2400 | Sioux Minimum 600 a We 6100 700 900 1200 1326 1921 City, Ia. Maximum 775 950 ie 22a 1300 1700 1800 2100 1500 = Spokane Minimum 600 750 ee 1100 1100 1150 1900 = Wash. Maximum 1000 1150 1350 1750_----------- 1400 1600 1750 1320) Springfield Minimum 650 SS hee 750 1150 1150 1300 15005 = Mass. Maximum 1050 =: 1350 —niiocan se. ae ae ee 1800 St. Louis Minimum 600 Ro 1120 1200 1388 3200, Mo. Maximum 1300 1550 1738 ees ae a. 168 = Tulsa Minimum 450 ne, a a 600 750 1200 i500 1920 Okla. Maximum “aS: i tm’ es 900 1800 2200 2500 160 = White Plains Minimum 700 - |e “RNR 1050 1200 1500 1500 amy ON. Y. Maximum 1000 1125 a ee 1800 . 2200 2800 2800 1200 Wichita Minimum 1008 1900s. eee 1200 1440 2700 Kansas Maximum 1176 OE © 1560 1968 1500 1800 DEPARTMENT OF SUPERINTENDENCE . 1350 a , . : ; 2875 Commissioner Calvin N. Kendall, Trenton, N. J., President of the Department of Superintendence, during the week of April 19-24 visited Washington, Quantico, Cleveland and Atlantic City investigating accommodations for the next meeting of the Department of Superintendence. He will visit other places and within a 1400 short time he hopes to be able to make a definite recommendation to the Execu- 2000 tive Committee concerning the location for the next meeting of the Department 1200 of Superintendence. 2450 — 12 THE N. E. A. BULLETIN —e—eeeS “wow Oe aa aoe (For use of those whose expenses are paid from public funds.) Form 731 VU. S. Internal Revenue. EXEMPTION CERTIFICATE Tax on the Transportation of Persons see ee OE RI CE inn ar nn nia it 5 st ne : a ees, EE LS eer ee ee Ee Number Indicate By X Service (indicate amt. paid in proper space) aati AS ae ‘TRANSPOR. | STATE | EXCESS e | } £4 TICKET ‘nmen RAIL | WATER | TATION SEAT} BERTH ROOM | BAGGAGE _ — _ SS See eee mae ————————_—_.. He | a] g¢ | | s - band oe | : mt ks $ rseseees i$ ae Biicsés enh $n 3 1%. : § (ES Le a SSR 2 Deh 6 ween 6 ons cgiemin tare ad acs 3 EE REO a ae EN TE Ui 3 (Give name or names of transportation company) 83 I certify that the charges for the service indicated above have been, or will be, paid for hy the 3 United States, or by the state or political subdivision thereof indicated below, are incurred in the © « performance of my official duties, and are exempt under section 500 of the revenue act, 1918, from 3 the tax imposed by said act. be ii eee ee >) ie eee: or i ey ae 2 (State, or political subdivision thereof, e. g. (Signature of person claiming exemption). 8 £ County, city, town, School District. etc.) #@ PENALTY CO FR OE) Sl ee ee § ° $1,000 and imprisonment (Official Title) ER SR. EE § = g CREDENTIAL CERTIFICATE This is to certify that the travelling expenses of_____.-._.___...._...___........ Name Position City ie District City — peeaty | Political Unit public funds. He is authorized to execute exemption certificate to cover amount of tax on such transportation charges. OS ee Official Title. \\ I the the om a -THE N. EB. A BULLETIN 13 SSS eS TEACHERS SUFFER MOST “Among those employees who suffer most acutely have been the teachers in our schools. Their situation in many parts of the country has become deplorable. Thousands of them, trained in their profession, with a high and honorable pride in it, have been literally forced to leave it, and to resign what had been their hope, not of wealth, but of loyal service in building the foundation of knowledge and character upon which our national strength must rest. In consequence there is evervwhere a shortage of teachers. An inquiry made by the Bureau of Education showed that in January, 1920, more than 18,000 teachers’ positions in the public schools of the country were then vacant because the teachers to fill them could not be had. Over 42,000 positions are filled, in order that they may be filled at all, by teachers whose qualifications are below the minimum standard of require- ment in the several states. It is the estimate of the Commissioner of Educatiom that more thap 300,000 of the 650,000 school teachers of the country are today ‘below any reasonable minimum standard of qualifications.’ Many of those who remain in our schools receive less pay than common laborers, despite the long years of preparation for their profession that they have undertaken. This situa- tion is a national menace. It is useless to talk of Americanization and of the diminution of illiteracy and other national educational problems, unless it is faced at once.” —From tne recent report of the Industrial Conference called by President Wilsow. EXEMPTION FROM WAR TAX ON RAILROAD TICKETS All persons traveling to Salt Lake City to attend the meetings of the National Education Association and having their transportation expenses paid by the fed- eral government, state, state institution, county or local school district will be exempt from the usual war tax on their transportation by presenting the blank forms, properly filled out to the railroad official. Exemption from war tax is granted on either Summer Tourist Tickets or N. E. A. round-trip tickets. Follow the directions below. 1. Fill out Exemption Certificate and sign yourself. Fill out Credential Certificate and have signed by the president of the school board, county superintendent, proper state, state institutional, or U. S. Official. 3. Present these two certificates to the ticket agent when you purchase your round trip ticket to Salt Lake City. 4. In case ticket agent refuses to grant exemption get a receipt from him for amount of ticket and war tax separately and ticket number. File claim for refund with Legal Department, Bureau of Internal Revenue, Interior Building, Washington, D. C., in- closing Form 731 and Credential Certificate properly filled out with statement of facts. 5. These forms have no relation to one and one-third-rate which is secured upon presen- tation of Identification Certificate as described above. (Forms on Page 12) Superintendent J. H. Keating, of Pueblo, Colorado, wishes those who plan to go to Salt Lake City by auto to write him as he has suggestions to make concerning the trip thru Colorado. We shall advance when we have learned humility; when we have learned to- seek the truth, to reveal it and publish it. Walter Lippman. 14 Taek eH BA BULLETIN: NOTICE OF PROPOSED AMENDMENTS The following notices of Amendments to the By-Laws were presented at the Milwaukee meeting and will be considered in the business session of the next meeting of the Association at Salt Lake City, July 2-10: “I hereby give notice of an amendment to Article VIII, Section 1, as follows: The proceed- ings of the Association, the Council, the Departments, the Commissions, and the Committees shall be publisht at the discretion of and under the direction of a committee appointed by the Executive Committee, provided that in the opinion of the Executive Committee the funds of the Association warrant the publication. Each member of the Association shall be entitled to a copy of the proceedings.” —Presented by Katherine D. Blake. “I desire to present notice of an amendment to Article VI, Section 3, of the By-laws by adding the following: When the vote is taken by the Committee on Nominations for candidates for Presi- dent and for Treasurer, the Committee shall report to the active members at their annual business meeting the persons receiving the highest number of votes not exceeding two candidates for each office. But if any person shall receive two-thirds of the votes cast by the Committee on Nomina- tions for either of the aforesaid offices, then the person receiving such two-thirds majority shall be reported as the only candidate for such office.” —Presented by S. Y. Gillan. “T propose the following amendment to the By-laws of the Association and ask that the same lie over one year: That Article XI—Amendments, be amended to read as follows: Section 1. These By-laws may be altered or amended at the annual business meeting of the active members by unani- mous consent, or by a two-thirds vote of the active members present. Section 2. This amendment shall take effect immediately upon its adoption.” —Presented by H. R. Driggs. “I wish to give notice of an amendment to the By-laws to change the day from Friday to Thursday for the business meeting. (Article VII, Section 2.)” —Presented by Edward O. Marsh. “I now offer the following amendment to be added to Article VI, Section 4: That the report of the Committee on Resolutions shall be limited to 2,000 words.” —Presented by S. Y. Gillan. “To amend Article V, Section 3, by adding ‘And except that the Department of Deans of Women may hold their annual meeting at the time of the meeting of the Department of Super- intendence.’ ” —Presented by the Department of Deans of Women. W. M. Davidson moved the adoption of 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.” —Resolution Adopted. Mr. Hunter, of Oakland, California, stated that “he should like to serve notice of the presenta- tion of a program embodying principles governing teachers’ organizations at the next annual meet- ing.” \ fess {t « tie fac tha bu: we ere th de y¢ gC th hi di — —_- ea oa Lon} he xt -d- all ve on he CEs XA. £&..& BUVULLSIT Le 15 ———oOOOOOOOOOOOeeeeeS.._"“"““waa®a=oows s—o 4545555 CURRENT TENDENCIES AND PROBLEMS IN EDUCATION R. W. Himelick, City Superintendent of Schools, Fort Wayne, Ind. There has been and is yet, too great a tendency to belittle the teaching pro- fession and the teacher. There is no nobler work than the training of the youth. {t does not require much brains and little training to stand behind a counter and tie up packages and send from the store a satisfied or dis-satisfied customer. The fact that a man turns his whole life over to making a little money is no indication that he possesses any unusual intelligence or that he is engaged in an honorable business. The ministry or medicine do not offer as great a field of service. The work of most of these is merely incidental. What they do passes with each gen- eration. The world and communities in ‘which they lived soon forget all about them and their work. But not so with the teacher. He has a man’s job. In his hands lies the destiny of the world. You cannot forget your teacher because he is always with you. He has given the trend of your thoughts and has shaped your destiny. He goes with the man in the factory, the banker in his place of business, the clerk to the store and the boy to the field. The teacher is the noblest Roman of all. He has taught us all to think. He is the past master in every activity of life. He deserves the united support of humanity. This great organization assembled here could render no greater service to the world than to resolve itself into a “Booster Club” with a determination to go before the people and place the teacher and the teaching profession where they really and truly belong. Until we do this we are working in vain. First of all an effort should be put forth to establish a real teaching profes- sion. To do this a high standard of professional training should be establisht. So long as the world believes that just any one can teach, we cannot hope for much advance. In the complex society which we have today I am of the belief that we had just as well close thousands of the schools taught by people who have no training and no vision. Such teachers can give nothing except the mere rudiments which under present conditions could and would be given in the homes and upon the streets. It will take time to fill the schools with men and women trained for the work of a teacher. Encourage those who do train by paying ade- quate salaries and our normal schools and schools of education will soon be filled. The schools must create a public consciousness that will not tolerate within our midst destructive forces under the guise of personal liberty. Every man should have a right to say and do as he pleases so long as he pleases to say and do the things that make the world a better place in which to live. ,.No man, even tho he is styled a professor, has any right to say, “We must broaden the flag and make it big enough to include another star and that a red star.” Such men are traitors to their country and deserve to be treated as such. May we therefore as citizens and as teachers under these stars and stripes lift our eyes from the mere formalities of the school and look out over the countless multitudes of children eage1 to be true Americans and from them catch new in- spiration for our tasks. While yesterday is but a dream and tomorrow is but a vision, may we perform our duties today so that the dreams of yesterday will have in them no regrets and the vision of tomorrow be a perfect man. —Department of Superintendence, Cleveland, Ohio, February 23-28, 1920. SSS eee 16 2, BE. UN.E..&. BULLE TIN WORLD PEACE AND GEOGRAPHY IN THE GRADES Jessie L. Burrall, Chief of School Service of the National Geographic Society, Washington, D. C. The study of geography is the biggest factor in world peace. Permanent world peace ean be establisht only thru a sympathetic under- standing among world peoples of each others’ problems. The first great task of the geography teacher is to arouse in his pupils an interest in world People, and secure a broad gauge understanding of them. The people of the world are likeable and our pupils must find it out, and feel them- selves a part of the world family. No better illustration of our lack of geographic understanding is to be found than the controversy now going on about the League of Nations. Evidently this country will hereafter be associated with Great Britain and Hedjaz, with the new Czecho Slovia and the ancient China, with Liberia, and Portugal and Peru. But the intelligent opinion on the form that this association will take cannot be made by one who has not first-hand knowledge of these countries. The schools must give the ground work of geography which will enable citizens of the future to take an intelligent part in the new world order. The reason why geography is hard to teach will be clear if we will but recall our school days. What mental picture did we get from the definition, “a lake is a body of water in a depression of the earth’s surface?” Whatever the mental pic- ture was, it was depressing and also vague. Put into a child’s hand a picture of Lake Como, of Lake Michigan, and he will thrill at the spectacle. Show him pic- tures of islands, of capes, of mountains, and he will get the idea at a flash. That being our task, changes both in method and content of our geography teaching are of immediate and pressing importance. The new geography must include a new and well ordered course of study, and a method that will allow the pupil to think thru intelligible maps brought to life by a wealth of pictorial illustrations. -—Department of Superintendence, Cleveland, Ohio, Feb. 23-28, 1920. STRENGTHENING THE SUPERINTENDENCY Edwin C. Broome, Superintendent City Public Schools, East Orange, N. J. Logically the state should, and eventually, perhaps, the state will assume the complete support and control of its public schools, just as today the state supports and controls its courts of justice. When that time comes all persons engaged in the work of public education will be state officials, appointed and directed by state authority, and assigned to state or local fields of service. Until that time comes cities with a high degree of public spirit; and a minimum of political corruption will have good schools; and cities with a low degree of public spirit and a high degree of political corruption will have poor schools. Likewise the wealthy subur- ban town will have good schools, and the country village with small resources will have poor schools. I believe in equal educational opportunities for all the public schools; provided, of course, such control is honest, wise, and efficient, and the support is adequate. The first place to begin in any effort to improve the management of schools is naturally with the board of education. A capable superintendent cannot get \| wit Th cor ten prc po wo of ret rec hi i] ty, '_ wr Fe wD OB aw —_ oe wm EPA TRI THE -. =. A BULGER Tin 17 Pn nr good results under a poor board any more than a good board can get good results with an incompetent superintendent. There must be an equal balance of efficiency. Those who have made a most thoro study of school administration agree that a comparatively small board is more efficient than a large one. Let us consider some appropriate measures of strengthening the superin- tendency directly. Briefly such measures should contemplate the personal and professional qualifications, the selection, and term of the superintendent, and the powers and duties of the office. In a more extensive treatise on this subject it would be interesting to trace the evolution of the superintendency from the status of a walking delegate of the school committee to that of a responsible, general manager of a great system of schools; from a job which was past around among retired ministers, briefless lawyers, and patientless doctors to a profession which requires as extensive general and technical training and as much ability as is necessary for the management of a great business or industrial enterprise. The qualifications required by statute for the superintendency should be sufficiently high to insure every community well trained and experienst educa- tional leadership. The selection of a superintendent is perhaps the most important duty that a board of education has to perform. Boards of education could be greatly assisted in this particular by expert advice from state departments of education. The superintendent, however, should have sufficient length of service in a community guaranteed to him to have his plans carried out and the value of his leadership fairly assest. The final, and by far most important measure for strengthening the super- intendency is the consideration of some means of establishing definite, working relations between school boards and superintendents. He should have the initiative, at least in the following matters: 1. In the selection, assignment, transfer, suspension, and dismissal of all his subordinates. 2. In the selection of appropriate educational books, supplies, and apparatus. 3. In the planning and alteration of the course of study. 4. In the determination of the standards of scholarship and instruction, and management of the schools. 5. In the classification, promotion, and transfer of pupils. 6. In the direction, and supervision of all engaged in instruction, and man- agement of the schools. 7. In the preparation of blanks and forms necessary for the proper conduct of school work. 8. In the recommendation of policies for the advancement of the schools. There are other items in which the superintendent should have the initiative; but these are the essential ones. Moreover the superintendent should be respon- sible to the board as a whole, and not to sub-committees, or individual members. —Department of Superintendence, Cleveland, Ohio, Feb. 23-28, 1920. CONTINUOUS SCHOOL CENSUS John W. Davis, Director Bureau of Attendance, Department of Education, New York, N. Y. The need for a continuing census grows out of the ease with which a change of residence may be effected today; the tremendous growth of cities in which an individual will be known, except in the rarest instances, to only a few scores of 18 THE N. E. A. BULLETIN ee eeeeeeeeeeeeeeeeeeeeeeeeeeeSsSs those by whom he is surrounded; and the habit, as well as the ease of movement from one place to another. Instability in residence is paralleled and in part caused by instability in employment, the frequent dislocations of industry, and | RC NR meRnIN the huge labor turnover of industry and trade. Within most cities, and particularly | in New York, there goes on a ceaseless movement of families from one section to another and from one block to another (at least before the days of rent profiteering). It is the movement of population which necessitates the continuing census | as against the annual census. If it be true that registration in school and regular attendance upon instruction is a factor in child welfare, at least equal in import- ance to any other, and in addition that only by securing such registration and | instruction can other:factors be brought with certainty into play. The continuous follow-up is then the condition of an approach to complete success. The first and primary work of the continuing school census is to locate and identify the individual, and then not to lose sight of him. When identified and located the child most obviously needing specialized care stands revealed, and becomes subject to the ministrations of the agencies of society. -—Department of Superintendence, Cleveland Ohio, Feb. 23-28, 1920. SETTING UP SCHOOL STANDARDS C. E. Douglass, Assistant Superintendent of Schools, Erie, Pa. Two tendencies in current educational thot have weight in the determina- tion of standards. 1. Democracy demands with increasing insistence that all be trained for useful citizenship. 2. There is, thru recent investigations, a conviction that human intelligence can be measured with a considerable degree of accuracy, and it is possible to forecast the range of accomplishment of any given pupil. The school administrator today has the problem of establishing, not a stand- ard which may be indiscriminately applied to all, but standards for various groups | of widely different degrees of intelligence. Achievement in the field of English, in all but the more formal aspects of the study, is, and doubtless should be, as varied as the intelligence quotients of the students. We have no moral right to © seek to maintain an arbitrary standard which would exclude those whom we should train. The public schools are training, rather than selective, institutions. | Indeed, he of low intelligence who works up to his ability is a better citizen than is he of superior mental ability who idles away his opportunities. Standard scales are useful chiefly to measure improvement rather than absolute achievement save in certain fundamental skills. —Department of Superintendence, Cleveland, Ohio, Feb. 23-28, 1920. THE PROBLEMS OF THE SOCIAL LIFE OF COLLEGE WOMEN Josephine Simrall, Dean of Women, University of Kentucky, Lexington, Ky. The constructive side of the social life of the college woman seems to me to be our immediate problem. I have not time to offer suggestions as to its solution. I doubt if such suggestions would be of any particular value, for it is after all, a special problem for each one of us, conditioned by the circumstances of our own peculiar situation. But there are certain general principles to be observed in working out these problems. How to make the environment of our students, not a \ amo see the | pret a be and the to r cult dam to t con: prac Hal to b By | clos trie: able of o Assi cout sche mur and pea ‘in te suffi wor dem cou! He thru ther secc and but Soci peor nd nd nd a- be on yy ps on. a wn 10t ORI OOK meneame: THE N. EB. A BULLETIN 19 ee EEE ooo elaborate, not luxurious, but fine and beautiful; how to so develop the social life among our students that they may learn to recognize truth and beauty when they see it, for the recognition of truth and beauty, wherever they may be is, I take it, the essence of culture—how to do things in the real way, without sham and without pretense; how to make the girl realize the value of a perfectly appointed table, of a beautifully arranged vase of flowers, of gowns that are suitable for the occasion and express the personality of the wearer rather than the passing style, these are the things that constitute our real problems. But our greatest problem, it seems to me, is to secure as directors of our Halls of Residence, women of sincerity, culture and strong personality. After all it is personality that influences youth. To sum up the basing of the social conventions upon which we insist on fun- damental realities; the presenting of our social problems in clearly defined form to the students, trusting them to work them out effectively; the providing of a constructive program of social training thru a right environment, thru a constant practice of the fine art of social living and thru securing for the supervision of our Halls of Residence of the right type of woman, at almost any cost;—these seem to be at least the first step toward the solution of our social problems. —Department of Superintendence, Cleveland, Ohio, Feb. 23-28, 1920. SOCIAL AND BUSINESS STUDIES IN SECONDARY SCHOOLS AND COLLEGES ° By C. O. Ruggles, Professor of Economics, Ohio State University, Columbus, Ohio It is clear that as a result of the World War the United States is to have closer political, industrial and commercial relations with all of the principal coun- tries of the world than it has had in the past. The degree to which we will be able to maintain ourselves in this world struggle will depend upon the training of our men. Hence—the need for reorganization of our education from the ele- mentary school thru the University. A committee of the National Education Association reporting in 1911 stated that “Courses in Economics should be en- couraged”; that “ignorance of economic principles is appalling”; that “Every high school student should be given a practical knowledge of affairs in his own com- munity, political, industrial, and philanthropic; of the basic principles of state and national politics and of the movements for social reform and international peace.” President Hadley has recently pointed out that our soldiers were lacking ‘in technical knowledge; that the number with a knowledge of logarithms was not sufficient to meet the needs of the artillery regiments; that the number with a working knowledge even of modern languages was far too small to meet the demands of army intelligence. President Butler has said that the first question to be askt concerning any course of study is “Does it lead to a knowledge of our contemporary civilization?” He maintains that if it does not “it is neither efficient nor liberal.” A complete education program from elementary and secondary education thru the colleges and universities ought to accomplish at least two things. First there should be every opportunity for the proper education of the masses, and second adequate training for leaders. ‘The combination of an intelligent people and competent leaders is necessary not only to make the world safe for democracy but to make democracy safe for the world. The extent to which panaceas for social ills will be embraced depends upon the level of general intelligence of our people. -Department of Superintendence, Cleveland, Ohio, Feb. 23-28, 1920. 20 THE N. E. A. BULLETIN DEMOCRACY IN SCHOOL ADMINISTRATION Annie Webb Blanton, State Superintendent of Public Instruction, Austin, Tex, Seeeeteenae ttieas peetae eee The teachers in the ranks may be said to have past thru three stages. I: ‘i first, she was regarded tolerantly as a useful member of society, but she » , usually ignored in public discussions. In the second stage, the teacher was | interpreted by the superintendent, who was wont to wax eloquent in delineating the “model teacher’. He instructed the public—and also the teacher—as to what the teacher desired and deserved, and he explained to the public the meaning of | her activities, and inactivities. i ia During these two stages of her existence, the teacher was in the position of the guest, whose host said to him, “Will you have a little of this cold veal, or’~ and then looking over the table, and seeing nothing else, he added lamely—*or not.” The teacher as an educated woman had no choice of occupation; she could teach or starve. In the third stage, the teacher has begun to interest herself, and the public | and the superintendent, after recovering from the first shock of surprise and _ alarm, are gradually coming to realize that those who are capable of training the | great mass of the citizens of America, are, perhaps, equal also to contributing | valuable idéas as to the conduct of the schools. Democracy in school administration means the cooperation in the manage. | ment of the schools on the part of school board, superintendent, principal, super- visor and teacher. As to the various matters on which the views of teachers may well be invited, I would suggest the following: i 1. Fair standards as to judging teacher. 2. Just systems of remuneration. 3. Details of state school laws, applicable to all teachers. 4. Special rules of their own school system as to requirements made of teachers. 5. Details of rules for the government of their pupils. 3. Plans for the conduct of their own teachers’ associations, or institutions. The content of courses of study prescribed for their improvement. Details of courses of study which they are to teach. aN tA ng Measures designed to safeguard the welfare of pupil and teacher. 10. Plans and equipment of buildings in which they are to teach and of playgrounds on which they are to act as supervisors. When real democracy has come to stay, teachers’ associations will throw off ring-rule; women will receive representation in proportion to their numbers and their ability; nominating committees appointed by presidents will become an institution of the past; and superintendents will admit the teacher to a partner ship on resolution committees which prepare for the public, presumably, the opin ions of the great body of teachers composing the Association. —Department of Superintendence, Cleveland Ohio, Feb. 23-28, 1920. THE N. £-. A BULLETIN 21 OOOO SUPERVISED STUDY IN THE GRADES Alfred L. Hall-Quest, Supervisor of Secondary Education, University of Cincinnati, Cincinnati, Ohio ‘Vhen other excrises are seemingly of no avail it is a common last resort to bia... it all on the :lementary schools. The grades are lookt upon as the seat ci original sin. ‘* is a fact, however, observed by foreign educators, as well as by many of our ow , that the elementary schools far outstrip the high schools both in the adaptability of subject-matter and in the effectiveness of technique of teaching. Experimentation is more easily carried on in the grades than in the high school. The bulk of educational measurements deals with elementary school subjects. It is altogether proper that the acute accent rest on this, the largest and fundamental division of American Education. And for like reasons it is im- portant that very early in their school life even greater attention be given to ways and means of teaching and training boys and girls to study, so that in time correct habits of work will have become fixt. There can be no question of the attitude of superintendents on this matter. Many of them have written me that they favor supervised study. Thruout the United States there has been a very rapid growth in the application of this type of class management and teaching technique. A daily program usually provides for a number of recitation periods and a number of study periods for each class. This two-fold division of time is usually based on the following computation: The number of subjects taught. In a day of say, 300 minutes. Less amount of time required for general exercises and recess. The number of subjects divided into the net time available. a i ae . The further distribution of the subjects, according to their relative im- portance in each grade. If, however, we study the time distribution in relation to a different set of principles it may be possible to introduce educational benefits not so easily per- missable at present. These principles may be stated as follows: 1. The list of subjects to be taught. 2. The amount of time available per week. 3. The elements of subject-matter or of study common to the subjects—such as reading—common to history and language; penmanship common to several subjects. 4. Amount of time required for the building of habits connected with the subjects as organized under (3) and as determined, in part, by such investigators as Courtis in arithmetic, Ayres in spelling, Thorndike in writing, Kelly in reading, and in part by the aggregate amount of time resulting from the organization of courses as under (3). 5. Amount of time as further determined by the combination of subjects and the theory that all subjects need not be studied every day. 6. Amount of time as still further effected by the reduction of study periods, 22 THE-N. 2B. A BULLETIN ee it being assumed that most of the studying will take place in the respective class- rooms under supervision. The spirit, the dominating purpose of the school should be training not only in the subjects that are fundamental to intelligent cooperation in citizenship but training also in the use of the mind along very definite as well as diversified supervision which all too often means encouragement of habits mentally and morally bad. The school is the place for training in study. Here the bulk of it should be done. Later, when the pupil understands more clearly how to work it wili be safe to enlarge the scope of his unsupervised study. —Department of Superintendence, Cleveland Ohio, Feb. 23-28, 1920. PRACTICE TEACHING FOR PROSPECTIVE RURAL TEACHERS Ethel Black, Normal School, Detroit, Mich. It is generally accepted that we should apply (so far as possible) the project theory in the training of teachers as well as help the students to apply it in their work with children. Conditions are such yet and so much of method must come from experiment, that the student teacher is perhaps safer if trained in methods both new and those in common use now, so if she meets a situation where the new fails she may fall back upon the old. We must face the fact that we shall never be able to get the project over, so to speak, unless we get with it enough of what the public calls “order” to satisfy their demands. Possibly in the average training school any caution against sending teachers out without equipment in the old methods is out of place. As a rule they get too little of the new. The whole project theory spells the spirit of Democracy, which is a means of growth, an evolution. It is evident in the present demands for industrial democracy, and is being rapidly extended to the schools. The teacher’s derrand for a voice in administrative and supervisory affairs is evidence of this fact and the wise administrator deals with his teachers not according to the checker game, moving each at will, but as the modern base ball game is conducted where cach member sees his own importance and responsibility and his place in the whole plan. In training men for the army, we are told that it was found necessary to inform our men by use of moving pictures, of the general plans and movements at the front, so that a man had a vision of his place in the whole scheme, knew its importance, and when he went over the top he knew just what was being done along the front, knew that his part was vital and necessary. It is from such a vision that ideals and attitudes come. Democracy is possible only when its citizens are trained to participate and assume responsibilities. Because adults as well as children, grow from the assumption of responsibility, and because cooperation, initiative, and the ability to judge her own work as well as that of others, are so necessary to the success of a teacher, should we not shift to the student in training, the responsibility of more initiative in the choice of her activities in the training school, more opportunity to cooperate with her neighbors and to judge or measure the result of her own and her classmates’ work? The whole course of training is, to the student teacher, a project. —Department of Suferintendence, Cleveland Ohio, Feb. 23-28, 1920. thz edi to lat sti th tis th a> * a ne @ S$- ly ut ES ee ee lame THE N. EB. A. BULLETIN 23 ————oo—— OOOO THE EDUCATIONAL CHALLENGE OF THE PRESENT WORLD SITUATION Henry Churchill King, President Oberlin College, Oberlin, Ohio What are some of the demonstrations of the war and after-the-war conditions, that particularly concern educators, and some of the consequent demands upon education today? The plans of the American government for its army in the war were such as to bring out with unusual distinctness the advantage of the educated man. The later plans for the education of the army during the period after the armistice also strongly accentuated the value of education. I think there can be no doubt that that value was brought home as never before to thousands of men, and the pres- tige even of higher education was greatly strengthened. It is a part of the busi- ness of American education now to make the most of this deepened conviction of the value of education. The Comparative Failure of Our Education on the Ideal Side But in spite of this new conviction of the power and value of education, I fear we must confess that the war revealed the comparative failure of our American education on the ideal side. As an educator one makes that statement with reluctance. But I fear that we cannot deny that the war made fully clear that we had not succeeded in penetrating our American youth with the deeper and finer aspects of education in the degree that we hoped was true. I am afraid we must admit that many of our American soldiers never got into mind the real aims of the war; never clearly perceived what the essential elements of democracy in self are, nor those great moral principles that were involvd in the war. So far as this is true, it brings a definite challenge to American educators to make sure that their work is permeated at every stage with the great method of the moral law: “mental and spiritual fellowship among men, and mental and spiritual independence on the part of the individual’; that we thus make certain that our pupils come to convictions and insights which are truly their own. At the same time, this comparative failure of our education on the ideal side, suggests the necessity for a more definite and discriminating moral education, and for clear-sighted and far-sighted training for democracy—the training of citizens who can think, who know the peculiar necessity, in a democracy of self discip- line. In learning the lessons of the war nothing is more vital than that we should see that these are great racial achievements and great possible spiritual assets; and just on that account they are a perpetual challenge to American edu- .ators to make sure that we carry over these great achievements into the time and tasks of peace. They give the teacher a ground of appeal, inestimably precious and powerful. . It is not too much to say that every one of the larger aspects of the war prociaims the necessity henceforth of the international mind for every nation, and for every citizen of that nation, that means to count intelligently and with full value in the life of the world. The attempt of a provincial patriotism to withdraw into our old selfish isolation is stupidly futile. And it belongs to the educator most of all to make certain that the new generation has learned this all- embracing lesson of the war, and knows that a true internationalism is no foe of a true nationalism, but that each requires the other rationally to complete it. —Department of Superintendence, Cleveland, Ohio, February 23 to 28, 1920. THE N. E. A. BULLETIN $$$ SALARY SCHEDULES IN A FEW CITIES This table shows the minimum and maximum salaries of elementary and high school teachers in a few cities for 1919 and 1920. It shows an awakening of the public to the need for better salaries for teachers, Many of these cities are considering still larger increases for next year which is necessary to place teachers’ salaries on an adequate basis: Elementary High Elementary High Teachers School 4 Teachers School Teachers Teachers et ee ae Jt 1919 1920 1919 1920 1919 1920 1919 1929 Adams Minimum 650 850-. 850 1000 Holland Minimum 650 1000-_ 675 1000 Mass. Maximum 9800 1200...1000 1400 Michigan Maximum 775 1000--1200 1400 Adrian Minimum 650 950_. 800 1150 Joplin Minimum 450 540. 765 855 Michigan Maximum 98:00 1100-1800 2050 Missouri Maximum 653 810.1170 1350 Beaumont Minimum 540 750. 720 950 Kans. City Minimum 750 925.1000 1200 Texas Maximum 945 1050--1350 1900 Missouri Maximum 1259 1350-.2050 2350 Bellingham Minimum 650 840_. 960 1140 Lansing Minimum 600 800-. 800 1000 Wash. Maximum 1020 1260-1440 1680 Michigan Maximum 850 1050-.1700 1950 Berkeley Minimum 900 1200__1380 1680 Lawrence Minimum 675 900-. 900 1000 Calif. Maximum 1320 1620-1620 1920 Kansas Maximum 1200 1400-.1250 1500 Berlin Minimum 600 900-- 650 1000 Lincoln Minimum 750 1000__. 900 1000 N. Hamp. Maximum 1000 1300-1600 2050 Nebraska Maximum 1250 2200-1550 2200 Bluefield Minimum 675 765. 810 855 Madison Minimum 750 950-1050 1200 W. Va. Maximum 765 810--1100 1200 Wisconsin Maximum 900 1100-2100 2100 Cen’! Falls Minimum 580 900_- 980 1380 Midlet’wn Minimum 600 1080__ 650 1135 R. I. Maximum 800 1300--1100 1540 Conn. Maximum 975 1330-1400 1740 Cleveland Minimum 700 1030-- 100 1300 Monessen Minimum 585 738_. 945 1080 Ohio Maximum 1400 1725-2500 2760 Pa. Maximum 972 1170__1530 1764 Coffeyville Minimum 698 720-.- 900 990 Mortclair Minimum 900 1050-1150 1500 Kansas Maximum 810 810-.1035 1494 N. J. Maximum 1125 1550-2500 2900 Columbus Minimum 750 1000_. 900 1125 Muskogee Minimum 540 810__ 810 900 Ohio Maximum 1200 1600--1800 2250 Okla. Maximum 855 1080-.1080 1350 Cumb’rl’d Minimum 600 600... 750 750 Nashua Minimum 650 900_. 9 Md. Maximum 850 850-1000 1000 N. H. Maximum 900 120071100 1400 DesMoines Minimum 750 1180-. 950 1250 Newark Minimum 700 900-1000 1000 Iowa Maximum 1200 1505--1550 1940 N. J. Maximum 1290 1500_.2700 2800 Dubuque Minimum 600 800-- 850 1000 New B’df’d Minimum 750 1000--1000 1200 Iowa Maximum 900 1200--1250 1559 Mass. Maximum 1000 1350-1900 2375 E. Aurora Minimum 550 750-- 950 1150 Newport Illinois Maximum 1050 1250-1800 2000 News Minimum 576 1100_. 697 1400 E. St.Louis Minimum 550 800-. 750 1000 Virginia) Maximum 616 1600-. 819 2000 Illinois Maximum 1100 1550-1900 2450 Okla. City Minimum 760 760-1200 1200 Fau Claire Minimum 495 765. 765 990 ose. ae tae ee ee Wisconsin Maximum 675 810_.1440 1600 Paducah Minimum 450 540. 675 855 El Paso Minimum 540 900__ 900 1100 Kentucky Maximura 585 720_.1125 1350 Texas Maximum 1000 1200-1600 1800 Park’sburg Minimum 562 675-. 800 900 Evansville Minimum 600 _700-- 900 1000 W. Ve Mettewm 875 945-1500 Indiana Maximum 950 1100--1650 1800 Paterson Minimum 800 1040-1200 1440 Fargo Minimum 675 _945-. 990 1170 Moximem 1400 1690__2500 aim N. Dak Maximum 810 1080-1080 1530 Petersburg Minimum 600 700-. 750 850 Fitchburg Minimum 60) 1050-- 750 1200 Virginia Maximum 900 1050-.1800 1950 Mass. Maximum 900 1650--1100 2450 Platte Mini 4530 750.. 800 988 i he , attsburg inimum iis Hamilton Minimum 475 700_. 800 1200 : Ohio Maximum 950 1500-21800 2100 New York Maximum 600 1150. 900 1350 Hatt’sburg Minimum 540 630__ 720 900 Pottstown Minimum 470 720_. 800 1050 Miss. Maximum 870 1000--1350 1500 Pa. Maximum 640 — 800--1500 1800 Henderson Minimum 468 468. 800 800 Saginaw,E. Minimum 600 925. 875 1150 Kentucky Maximum 716 716-1250 1350 Michigan Maximum 975 1250-.1650 1950 ee ee \\ id of re Co wae eo oOo CO ——_ Se OO Sa ) ) en aur eo. THE N. E. A BULLETIN 25 eee ee —— ————___—____——__—_— Elementary High Elementary High Teachers School Teachers School Teachers Teachers RR - ———-., -_—_——___ a =———— —«—-_—aXr—""— 1919 1920 1919 1920 1919 1920 1919 1920 San Jose Minimum 900 1200--1300 1600 S os ° A : t. Paul Minimum 600 600_. 800 1500 Calif. ae la eee lee Minn. Maximum 1000 1500-1600 2100 Sharon Minimum 495 855_. 810 1215 Pa. Maximum 810 1238_..1500 1950 Tucson Minimum 810 ie = South Bend Minimum 550 _800-- 850 1050 OD, PERE ails re Indiana Maximum 1150 1400_.1800 2000 Utica Minimum 550 800. 800 1000 N. Y. Maximum 1000 1400-.1200 1600 Sp’tanburg Minimum 540 720. 675 900 S. C. M a OS eee Se Waycross Minimum 540 540-- 810 900 Spokane Minimum 750 850--1100 1150 Georgia Maximum 720 720--1200 1200 Wash. Maximum 1150 1350-1600 1750 peerage ie aes el lee P é ite Pl’ns Minimum -” S ringfield Minimum 300 800_. 900 1200 ° . _.2200 2800 Springfield Minimum 950 1200221500 1800 N. ¥. Maximum 1125 2000 : ‘ni "1k? ini _. 660 825 Springfield Minimum 9880 1180-1150 1150 W’lk’sBarreMinimum 562 702 ——— Maximum 1050 1350222800 3100 Pa. Maximum 96@ 1200--1800 2070 Stillwater Minimum 540 720-. 765 855 Wil’mantic Minimum 850 1100. 930 1150 Minn. Maximum 630 783-1098 1530 Conn. Maximum 1000 1150-1100 2100 A NOTABLE PETITION Will H. Hays, chairman of the National Republican Committee, has received a petition to which, if he is wise, he will give heed. It was presented by John F. Wright, president of the New York State Teach- ers’ Association, William T. McCoy, chairman of the Illinois Association, and Olive M. Jones, president of the New York Principals’ Association. They officially represented 32,000 teachers of Illinois, 53,000 teachers of New York, and unofficially, 709,000 teachers of the United States, and these 700,000 teachers have with them, with intense conviction, nine-tenths of the women voters of the United States, and three-fourths of the men voters. The petition emphasizes the growing deterioration in public education caused by the tremendous loss of successful and prepared teachers, and the great lower- ing of standards of applicants for teachers’ positions. “The basis of the cause of these conditions which threaten the efficiency of education is the deficiency in educational funds. The failure to pay teachers adequate wages is a national sin, long confest, but unatoned for. “It will take years to man the schools even as they were in 1914. We cannot afford to wait for the public to become sufficiently alarmed to act. “The desertion of farms is largely due to removal of farmers to cities where they can get decent schooling for their children. Illiteracy, which disqualified 700,000 drafted men for effective service in the great war, is on the increase.” —Journal of Education. 6 THE N..E. A BULLETIN SS 2 AMERICANIZATION UNDER THE NEW HAMPSHIRE PLAN Maro S. Brooks, Deputy Commissioner of Education, Concord, N. H. The educational act past almost unanimously at the last session of the New Hampshire legislature creating a state board of education and providing state- wide supervision of schools, had for its chief aim equalization of opportunity for ' i oe the children of the state and the cultivation of American citizenship. By this law | “the administration of the work of Americanization in teaching English to non- English speaking adults and in furnishing instruction in the privileges, duties, | and the responsibilities of citizenship is hereby declared to be an essential part of | public school education.” The most striking section of the new law calls for the exclusive use of Eng- lish in private schools both for the purposes of instruction in the ordinary school | subjects of the elementary school and for purposes of general administration. A foreign language may be used in the conduct of devotional exercises and may be | taught in addition to the subjects required by the state course of study. The agreement concerning parochial schools made last year by the New Hampshire Committee on Americanization and the Bishop of the Roman Catholic Church in New Hampshire was made the basis of the law governing the approval of all pri- vate schools. The hearty cooperation of the officials of the Catholic church with the State Board of Education promises much for the improvement of all the schools of New Hampshire, both public and private. Minors between the ages of sixteen and twenty-one who cannot speak and read English understandingly may not be legally employed unless they attend | schoo:. Towns and cities in which reside or are employed fifteen such minors or twenty non-English speaking adults must maintain an evening or special day school. Americanization is recognized as a social, as well as educational problem to | be solved by a long-time program without hysteria. Thru the socialized school carried to the people and thru community work in which every social agency shall cooperate for the forming of neighborly contacts, New Hampshire seeks to perfect her citizenship. —Department of Superintendence, Cleveland, Ohio, February 23-28, 1920. SITUATION ALARMING A prominent District Superintendent in the state of New York writes: “I have had to close two rural schools this season just because teachers could not be had for even $25 per week with good board and room at $5.00 per week. And furthermore, I have been obliged to open eight of my rural schools this year by granting temporary licenses to persons without training or even a high school education. This I have done so that the little people would have a chance to learn perhaps a little, rather than not go to school at all. The situation certainly begins to look alarming.” eeeereeens gess th Re; Re Re Re Re Th Re Re Re Re Co: Ye Pre Re} Hi: His Re} Ful Ful Rey Rey Fir l ew for Id ar 01 ns THE MEA BULLETIN PRICE LIST FOR 1920 Publications of National Education Association Washington, D. C. ~~ ~_ A limited number of the reperts listed below are on hand and will be sold until the supply is exhausted, at the prices listed. Price per Single Copy By Mail Report of Committee of Ten.on Secondiérg Gehools, 1006... ocmiinscnnacipinecnson 249 pages $2.00 Report of Committee on College Entrance Requirements, 1899___.__-------------~- 188 “ig 1.00 Report of Committee on Normal ls, eI i aciicensnatesceiiiahalesquiiniemigdibibcnden inddhsiie dasa 644.." .50 Report of Committee on Salaries, Tenure, and Pensions of Teachers, 1905--------~_- —_— @ 2.00 Report of Committee on Taxation as Related to Public Education, 1905------------- ges -50 Report of Committee on Industrial Education in Schools for Rural Communities, 1905 97. ” -50 Report of Committee on Instruction in Library Administration in Normal . SEE, BOD cnet emimentee em teenmrseenmen an aneres eninun Sinan tate ao aaah teas en ers ene av coenan anv enanan Smee ee esas coins 71 - -50 The Essential Place of Religion in Education, 1916------------------------------- iM. -50 BE I sc cees canine cins comers caeomnten ots shennth mencoennees eoenanny me eenen inane amin pl cnt th gen co tiniest iSiee e.-\-™ 50 Report of Committee on Grammatical Nomenclature, 1918-------.----------------- 65 i .50 Report of Commission on Administrative Legislation, 1918------------------------- 16 - .25 Report of Committee on Teachers’ Salaries and Cost of Living, 1918_----_-__---~_- 71 ” 1.00 Report of Committee on Library Organization and Equipment (C. C. Certain)_-----~ ” * .50 Commission Series: (A National Program for Education) No. 1 General Statement, Emergency in Education-_.-__-..-------__--_- - = .25 No. 2. Statistical Data on Illiteracy, Teachers, etc.-__.___...-.-------~-_-- i, .25 ee I: © IU sae entice midecarttinnces Nisin eneiedtidincadnatiangece ~~ .25 Seen ee eee SOD PGR: hci rh ein sick nh ees .25 ee EG ES ee ee ee Le GEN, eee gE ay os .02 No. 6 Teachers’ Salarics and Salary Schedules, 1918-19, E. S. Evenden__..169 ” 2.00 ig he. GES SERRE A Sa SASS a SES ee SAME Ome eee! Cee me eas Gee — * 1.00 Preliminary Report of Department of Superintendency, Chicago, 1919_..-__-___---- ima. = 50 Report of Committee on Superintendents’ Problems, 1919__--__-__________________ 69 = .50 History of the National Education Association of the United States, 1857-91________ .50 Report of Committee on Teachers’ Salaries and Cost of Living, 1913_....._________ age 2.00 Final Report of National Committee of Fifteen on Geometry Syllabus, 1912___-_____ — .50 Bound Volumes of the Proceedings of the National Education Association Price per Price per Volume Volume *1871 St. Louis (Supply exhausted) *1883 Saratoga Springs (Supply exhausted) *1872 Boston (Supply exhausted) pe re Fi BR LR eh 3.00 I hich nienta ante entienesnipiaeaunnnaien’. $3.00 *1885 Saratoga Springs (Supply exhausted) I iis cress cease a eect enedigpinaainaite 3.00 SEE: INE. inten nnsaiincnruimenet-ndsdien aeons 3.00 NE EE ane 5.00 *1887 Chicago (Supply exhausted) EN Ee nb i an Se 3.00 ener ee. Se 3.00 *1877 Louisville (Supply exhausted) kt genet eee. Ariat sien 3.00 1878 (No Meeting) i. Sa eae a eRe meta eee ot 3.00 ES eee 5.00 CE Do wxtitestersceusstrectnechediaenec ee ee ane 3.00 1892 Saratoga Springs ~.............-.- 3.00 EE ne lg Es 3.00 SE NID erica nvcieattnionbacaneten oienah 3.00 *1882 Saratoga Springs (Supply exhausted) TOPE, ES DOOD, sespinconan anges 28 THE N. E A. BULLETIN Price per Price per Volume : Volume ORE DG sn. n cn dit tienedsicadommenba 3.00 SOG? Tint. AMBGCE ccc ceccncwnicetecnnnan 3.00 I in dhe nh es nigh bali 5.00 eS eee 3.00 BO VEO sie nine mmes 3.00 NINE, | sss cciicenininiice eiaigmnaneenciubie ania 3.00 *1898 Washington, D. C. (Supply exhausted) ae cern 3.00 Beer BOG ARSED cnc n nck cnn ncecs 3.00 20) OR. SUMMED qn s ces ccnn sens 3.00 *1900 Charleston (Supply exhausted) SO ID sii hkciis akc cit imi 5.00 NIN asthi: Sariidiaecndin ance maine cium aioe 3.00 1933 Set Lake Cay <..........-5 3.00 RE SEINE inn ctinctnncecnntion 3.00 Oe eee 3.00 si cna est adnan ao 3.00 ee aa eet 3.00 I TE aicentit inna nininiioninmacmene 3.00 1956 Dee Tork Cily ..... 58 3.00 1905 Asbury Park and Ocean Grove_-_-. 3.00 OF TRIE, niin cient enennench 3.00 1906 Fiftieth Anniversary (No meeting) UE FY, acai ntti ccetine decent 3.00 General Index (1857-1906)_----- 3.00 DORD TRIOS eet es 3.00 *The National Education Association will purchase a limited number of copies for the years for which the supply is exhausted at $2.00 a volume. Men- bers wishing to dispose of volumes for years 1871, 1872, 1877, 1882, 1883, 1885, 1887, 1898, and 1900 should notify the Secretary. The Association cannot at pres- ent purchase for other years. In cases where the price is $5 a volume the supply is almost exhausted. Some of the volumes are slightly damaged. ONE HUNDRED PER CENT ENROLMENTS Over 2,000 schools and colleges are trying for a 100 per cent enrolment in the National Education Association. Many of these have the work well under way and will soon be ready to report. The former Bulletins contained the names of 321 schools which had reported. The following additional 20 schools com- pleted their reports up to April 15. Special Certificates have been prepared for all 100 per cent schools and Colleges. If any 100 per cent schools have not been included in this or previous lists write calling the Secretary’s attention to the omission. Auburn, R. I., Cranston High School, Clarence H. Boswell, Principal Berkeley, Calif—Longfellow School, Annie Woodall, Principal Conshohocken, Pa.—Paul Y. Eckert Superintendent Third Avenue School High School Manual Training Buildings Council Bluffs, lowa, Theodore Saam, Superintendent Third Street Schooi, Helen Tyler, Principal Washington School, Mantie Mauguam, Principal East Chicago, Ind.—Washington High School, Edwin N. Canine, Superintendent Emeryville, Calif.—-City Public Schools, D. B. Lacy; Superintendent Gardiner, Me.—Central Street Grammar School, Mrs. E. L. Bussell, Principal Gardiner, Me.—Highland Avenue School, Neal C. Merrill, Principal Gilmanton, Wis.—Gilmanton High School, Wallace J. Landry, Principal Juneau, Alaska—Juneau Public Schools, Edgar C. Stanton, Superintendent Lockport, N. Y.—Lockport Public Schools, Emmet Belknap, Superintendent Long Beach, Calif.—Horace Mann School, S. F. Howland, Principal Norwalk, Ohio—League Street School, Agatha Hogan, Principal Oakland, Calif.—Harrison School, Mrs. A. M. Heydorn, Principal Oaklard, Calif.—Melrose Heights School, L. D. Inskeep, Principal San Bernardino, Calif.—I Street School, Anna Livingoud, Principal Seward, Alaska—Seward Public Schools, Curtis R. Morford, Superintendent SOY ee RETR EIR the tio1 sch int: as by int pre hay wil for Ssssssssssqssss*sa i yl a — @ ~ ek getemomse So er aR pM gent meee THE NH. B.A BULLETIN 29 oo 00°o>‘>O0O30Mwnwnwnwoownamwo0w}two}3ooooSSSooaoaassz AMERICA’S GIFT TO FRANCE Wardlaw Miles, Professor of English, Princeton University, Princeton, N. J. The America’s Gift to France Association has been formed with the purpose af erecting in France a heroic statue which will be placed near the village of Meaux overlooking the Marne river, the place where the first German advance on Paris was arrested by the French on September the sixth, 1914. This statue is to be presented as a gift from America to France. It is considered that it will prove a suitable return for the Statue of Liberty which was presented by France to America in 1886. The Statue of Liberty was paid for by popular subscription and smail amounts poured in from every corner of France. It is particularly desired that the memorial gift from America will be subscribed to in a similar way. It will cost about $250,000 which was about the cost of the Bartholdi statue. Ob- viously the gift will be greatly enhanst if the cost is made up of a great number of small subscriptions 1ather than of a comparatively few large ones. This project of America’s gift to France should make a peculiar appeal to the schools. It is obvious that to have it make up of a large number of subscrip- tions from school children would be peculiarly suitable. The interest of the school children should be aroused by the introduction of a certain amount of matter dealing with the history of the battle of the Marne which can easily be introduced into the regular work of History and Geography, and of Arithmetic as well. The subject of a number of compositions can be advantageously supplied by topics dealing with the battle of the Marne. It is intended to stimulate the interest of school children by a national essay contest, the awards for which will probably be given in the form of medals. Moreover such towns and cities as have effectively contributed to the fund will be named in a book prepared and placed for reference near the statue at Meaux. —Department of Superintendence, Cleveland, Ohio, Feb. 23-28, 1920. REORGANIZATION OF THE DEPARTMENT OF SUPERINTENDENCE A plan of reorganization was introduced at the Cleveland meeting of the Department of Superintendence by Fred M. Hunter, Superintendent City Schools, Oakland, Calif. ‘This plan was amended by motions made by A. E. Wiaship, Editor, Journal of Education, Boston, Mass., and Will M. Wood, State Superin- tendent of Schools, San Francisco, Calif., and by a motion of substitution by D. W. Springer, University of Michigan, Ann Arbor, which motion of substitution was accepted by Superintendent Hunter, the mover of the motion. The resolu- tion was past as amended. The plan of organization as amended was printed in the April Bulletin on Page 5. According to the decision of the outgoing President the plan of organization will go into operation at once, modified as may be necessary to make it workable for the next election by the committee appointed for that purpose. 30 THE N. E. A BULLETIN THE MAIN ISSUE OF THE YEAR Josephine Corliss Preston, State, Superintendent of Public Instruction, Olympia, Wash. This is a time when greater demands are made upon public education than ever before in the history of our country. We are confronted with an increast shortage of teachers and threatened with a general breakdown of our pnblic schooi system and educational standards. Our main issue this year is the teacher shortage question, We have promist equal educational opportunity to each and every boy and girl in this country. As a matter of fact, unless each successive generation is afforded a higher standard of educational opportunity than the one which immediately precedes it, then asa great nation we are failing to cope with increast responsibilities brought by the complexity of modern, social, and economic life. Men have been entering the teaching profession in smaller numbers for years, Many of those who entered used it only as a stepping stone to other work which brought greater financial return. The indifferent public sat by complacently | knowing that there was a great army of women who were ready and willing to supply the demand. But the world war changed even this. Women--the type that made success- ful teachers—refined, cultured women with trained minds and exceptional ability —were needed in trades and industry, the business world, even in agricultural life while the men were off to war and these fields had the money to offer them greater financial returns for their work and many of our teachers accepted work in other lines from dire necessity. Many of them left their chosen work with regret because of their love for children and the great opportunity teaching offers for real service, but children in the home, an aged parent, a young brother in col- lege, a sister struggling to become a teacher, these and countless other reasons forced them into these other fields of work. We lost thousands of our capable teachers during the war. We need a campaign of education in every locality, county and state. The time has come for school administrators and those in authority to be sanely and positively aggressive in placing before the business interests of this country the fact that our biggest business in the United States is that of Education. Only as education is adequately finanst can the country develop along economic and in- dustrial as well as social and moral lines. Because of conditions forced upon us during the late world war—a complacent public has been in no small measure aroused to the needs of the school. If the educations! forces of this country do not grasp the opportunity and carry forward to a successful issue the matter of adequate support; if we fail dur- ing this great crisis to convince our great public that their boys and girls are the nation’s greatest asset; that they are entitled to the men and women with the Lest brains and talent of the nation to be their teachers; then we shall have failed to secure for the children their rights. We, as educators, have a duty to perform.’ —Depariment of Superintendence, Cleveland, Ohio, Feb. 23-28, 1920. ee en {| THE HN. £. A BULLETIN 31 ' This certificate is necessary in securing the N. E. A. round trip ticket | but is not needed for the Summer Tourist ticket. IDENTIFICATION CERTIFICATE NATIONAL EDUCATION ASSOCIATION han east Annual Meeting Salt Lake City, Utah, July 2-10, 1920 blic Washington, D. C. j May 1, 1920. nist | Ticket Agent: This certifies that As | lard is a pr nn rn rn rn ern nn tn rn nen enn na= the Name of member. (To be filled in before presented to Agent.) i ig a member of the National Education Association, and is entitled to pur-