The JOURNAL of the NATIONAL EDUCATION ASSOCIATION VOLUME xX January- Decemser, 1921 (For explanation of volume numbering see page 15) (For index see page 207) THe NATIONAL EpucaTion ASSOCIATION OF THE UNITED STATES 1201 SrxreEntH SrREET NorRTHWEST WasuinctTon, D. C. 1921 A Petition for a Department of Education To the President of the United States: On behalf of our respective organizations we earnestly pray that in the reorganization of the Executive Departments of the Government, education be given recognition commensurate with its supreme impor- tance to the Nation. The purpose of public education is to develop good citizens. Since the citizenship of our Nation is but the aggregate citizen- ship of the States, the Nation is and always must be vitally interested in education. If the Federal Government is to perform its proper function in the promotion of education, the department at Washington must be given such dignity and prominence as will command the respect of the public and merit the confidence of the educational forces of the country. The educational leader of the Nation should hold an outstanding position, with powers and responsibilities clearly defined, subordinate to no one except the President. In view of the reorganization now pending, the present is a most op- portune time for giving education its proper place in the Administrative Branch of the Government. On behalf of the National organizations which we represent, each of which has officially taken action in accordance with the prayer of this petition, we respectfully urge that the President of the United States use his great influence to bring about the creation of a Department of Education with a Secretary in the Cabinet. NA HA ae ee | = = = == = =] = i Respectfully submitted, President of the National gtion Association President of the General Federation of Women’s Clubs* HA he LS Vy Die Presifen ne Ye Natio I Department of Education President of t 4 Jational Society o Revolu ‘ UZ LY? By. hyve Kefwas Mb Prefta Ansrican ZA. ) President of the National Congress of Mothers an@ Parent-Teacher Q Associations (3 ° 3 y Y Director of the Amefican Council on Education President of the National Council of Jewish Women resident of the American Library Association President of the Ze Corps President of the National Federation of Les Clubs President of the Woman's Christian Temperance Union Whte, fe thea, Chairman of the Committee on Education of the Sunday School Coun- cil of Evangelical Denominations and the International Sunday School Association NE ah TONE IE OT ae Ee RELI ON i Se BIE A TE ATS NETS ETE NI eS RR GN pen 7 * — \aRAN Pp VOL. X eee eee ay UNIVE) Ve. \z6l The JOURNAL of the =| NATIONAL EDUCATION ASSOCIATION CRCRSC EATING > Rs Nt 47: N04 SW SOY VARY NINA SS C Ebb AU SWE L WAZ ay OG t ¢ Xe 4 9 i OY SW Cae ae Re A Platform of Service—An Editorial A National Program for Education Editorials ; ‘ . ‘ Educational Opinion , , : The Educational Advance . ; Teacher Situation—City Schools . ; p : 11 J Campaign for Education in Ohio . ‘ ‘ ' 13 Enrolment and Affiliation : ; ‘ ; ; 14 Notes and Announcements . ‘ : ‘ ‘ 15 Department of Superintendence—Program . 4 16 Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Application pending for entry as second class matter at the post office at Washington, D. C. (CSRS ee ais OG UA ENE | Ag COT CENCE AORTIC CO yo. Desiesteiehidinmeneteammnibem a dand.. aot on cont, ammeemnitiadiemedemamenntadensiidiaedianenmmemamentineaetatae heme antaaadoneneetee | LIPPINCOTT’S BOOKS are known everywhere for their standards of excellence They are Modern They are Scientific They are Authoritative They are Teachable They are Well and Durably Made Your attention is invited to the following: APPLIED ARITHMETICS—tThe Three Essentials By N. J. Lennes and Frances Jenkins The authors have fully appreciated the necessity of making the sub- ject interesting to the child and have consequently been very happy in their choice of illustrations and application of principles to the child’s spontaneous interests, thus connecting arithmetic with the activities in which the child is interested and engaged. TEACHERS’ EDITIONS — Quite unlike anything you have previously seen, are now ready. LEFFERTS—AMERICAN LEADERS Refreshing history story texts for 5th or 6th grades—describing the lives of national leaders—written in consonance with recommenda- tions of Committee of Eight of the American Historical Association. THE DEARBORN GROUP INTELLIGENCE TESTS- —complete for all grades, 1st to 9th, inclusive. These afford every school the full resources of the Harvard University Psychologica! Laboratory. LIPPINCOTT’S FARM MANUALS LIPPINCOTT’S HOME MANUALS WORCESTER’S DICTIONARIES —revised to date. Send for descriptive price-list and complete School Library Catalogue J. B. LIPPINCOTT COMPANY 2126 Prairie Avenue CHICAGO, ILL. East Washington Square PHILADELPHIA, PA. Disorder is Disastrous Method is Meritorious Will Your School Children Be Graded Properly Next Semester? ROBABLY no device which has been made for schools has ever met with the instant response which has been given to group tests of intelligence and achievement. School people have long felt the Mo for something which would do what the tests are doing. The use of group tests in the army demonstrated to everyone their effectiveness. The Journal of Educational Research says, ““We may expect within the next twelve-month several million school children will be tested and the number will rapidly increase from year to year.” Present sales for the tests we publish are likely the best indication that the schools are getting results from using them. The demand for them is unheard of. Larger edition after large edition in rapid succession are sold before the printing is finished. Orders come from everywhere, from the largest cities and the smallest country one-room schools. Specimen sets of these tests will be sent postpaid at the prices named: National Intelligence Tests, 50 cents; Otis Group Intelligence Scale, 75 cents; Terman Group Test of Mental Ability, 15 cents; Haggerty Intelligence Examination, 65 cents; Haggerty Reading Examination, 50 cents; Courtis Standard Practice Tests in Arithmetic, $1.50; Wilkins Prognosis Test in Modern Language, 10 cents. ‘ust issued a booklet, entitled A Brief Treatise on “s and Measurements (with a list of the ‘d measurements in most general use, and to tests), and we shall be very glad to yyone. 300K COMPANY ‘DSON - NEW YORK 313 South Preston St., Dallas They Dramatize Geography! Maps that have surpassed in significance and interest anything yet dreamed of for children’s textbooks are foun in the NEW GEOGRAPHY—BOOK TWO (Frye-Atwood Geographical Series) The first full set of regional maps ever offered | American textbook! Dr. Atwood has devo to their production, with the result that they are equaled in accuracy and completeness. Political, economic and commercial maps (up-te-th: minute in every detail), rainfall maps, populatio maps and—another wholly new feature—colored reli maps that show topography and vegetation togeth« —these are a few reasons why children need na: urging to study this book. The photographs make it more fascinating than any picture book, the questions guide the interest, aad the maps provide a constant source of facts and the reason behind them. Have you seen this new book? BOOK ONE (A. E. Frye) New imprint, with after-the-war maps and text. BOOK TWO (W. W. Atwood) The only neu geography since the war. GINN AND COMPANY Boston New York Chicago London The “Perry “Pictures Offer Real Assistance to Teachers They should be included in all plans for the educa- tion of children HE Perry Pictures are reprints of T the masterpieces of the World’s greatest artists, and to acquaint the young with these beautiful art pictures is not only appropriate but essential to all educational work. But there is another reason why they should be in every schoolroom. They are of real assistance in stamping unforgettable impressions of historical events, geography and litera- ture upon youthful minds through their association with these beautiful reproductions of subjects so intimately bound up with the great events of history, literature and art. PLAN TO USE THEM IN PICTURE STUDY ALL THROUGH THE YEAR Here are a few subjects and prices—but, first of all, get the com- plete Catalogue for 15 cents. The Tercentenary of the Landing of the Pilgrims, 1620-1920. What better charce to teach history stories than during this year? Use the Perry Pictures in teaching the story of the Pilgrims. Send 50 cents for 25 pictures of the Pilgrims, Plymouth Rock, the Mayflower, etc. Each 5'%4x8; smaller size, 3x3%, 30 for 30 cents. Reproductions of the World’s Great Paintings ONE-CENT SIZE—3x3'%. For 50 or more. TWO-CENT SIZE—5%x8. For 25 or more. TEN-CENT SIZE—trox12. For 5 or more. Send 50 cents for 25 choice art subjects we have selected. Each 514x8, or for 25 Pilgrim subjects, ete Bird pictures in natural colors. Size 7x9. Three cents exch for 15 or more. First of all—send fifteen cents for our 64-page Catalostle of 1600 miniature illustrations. a 10-cent picture, ox12, a New Yor edition picture, 7x0, a colored bird picture. and 54 pictures each about 2x2'4, printed in the Catalogue. (Please do not send for the Catalogue without sending the 15 cents in coin.) © —— The PERRY PICTURES COMPANY BOX U. S. MALDEN, MASSACHUSETTS AA ER hE et EE ELL A SEE ST OLE ELIE LLL BIE IE LE LEE LLLE LI PEACE | eee eR Ey REIN SNM OA AAEIROE ar Hotel Accommodations For the Meetings of the DEPARTMENT of SUPERINTENDENCE of the NATIONAL EDUCATION ASSOCIATION THE NATIONAL SOCIETY FOR VOCATIONAL EDUCATION AND ALLIED AND AFFILIATED ORGANIZATIONS FEBRUARY 27 to MARCH 4, 1921 ATLANTIC CITY, NEW JERSEY Apply direct to Hotels for reservations stating rate you wish to pay TLANTIC CITY PUBLIC- ITY BUREAU represents a large number of hotels which have quoted rates for our convention which are guaranteed by this Bureau. They have also signed a contract to con- tribute a percentage of their receipts from those in attendance from which it will defray certain expenses of the meetings as agreed upon with the committees in charge. This is a sub- stantial assistance which we ask you to reciprocate by patronizing the hotels which have signed the contract and which are shown on the hotel list. The observance of the rate schedule by every hotel in this list is guar- anteed by the ATLANTIC CITY PUBLICITY BUREAU. Each member will secure on regis- tering at the hotel a Hotel Certificate, which is to be presented with the N. E. A. Membership Card, or at Reg- istration Headquarters on the Mil- lion Dollar Pier and exchanged for the Admission Badge. Residents of Atlantic City and others not regis- tered at hotels on this or supple- mentary lists pay one dollar in addi- tion to their membership fee, the extra dollar to be used in defraying the expenses of the meeting. Atlantic City and County teachers will secure their certificates from Superintendent Boyer’s office at the High School. The Admission Badge will admit to all meet- ings and the exhibits on the Million Dollar Pier. The January Journal of the National Education Association contains the tentative program of the Department of Superintendence and other notes about the meeting. Reservations should be made at once. Copy prepared by the ATLANTIC City Pusuiciry BurEAU, Atlantic City, N. J. eV ecu: Frist |_| | Seiaastas wolfe cE Sy eee — Je Srematoors mers N Pare XQ nit) (rs YBa ==rN Pi) 'e ais EE we 0 none J03)Ce. te nee regia cR™ E ISLAND in ono 'N Ca \ New Nixon SS stds esteot sttteares \ |" a a en \ Steel Pier, wok RNER HALL | ooo | FELLOWS HALL ij oung's Millic TLANTIC CITY is the world’s premier pleasure and health resort. Taken all the year round, it has no equal. Some European resorts rival it for a limited winter season, but none compares in popularity, comfort, pleas- ure and health-giving qualities the four seasons through. On Absecon Island, ten miles in length and less than a mile in width, extending nearly due east and west, separated from the mainland by five miles of salt bays and meadows, At- lantic City faces the south. The pre- vailing southwest breeze of summer comes to it cooled by the ocean, while ) Garden Pier \\ Keith Theatre ; its southern exposure and proximity to the Gulf Stream and the protection of the Jersey pine belt in- sure an equable climate several degrees warmer than nearby New York and Philadelphia. Delightful Climate Fea capiar it of average tem- peratures only suggests the sub- stantial difference between the sum- mer temperatures in Atlantic City and those of the great cities. Long periods of heat and humidity are un- known here. Water on every side makes impossible extremes common elsewhere and creates a climate largely oceanic. In each year of the last 25, the temperature reached 90 degrees on the average on 34 days in St. Louis, 25 in Cincinnati, 22 in Wash- ington, 12 in Pittsburgh, and 15 in Philadelphia. The temperature in Atlantic City reached 90 degrees but twice during the summer months, and seldom remained at that height more than a few minutes. In win- ter the sweep of the Gulf Stream toward Atlantic City and the sur- rounding salt water keep up the temperature. The warmth and salt of the air make snowfalls light and soon melt them. The lowest tempera- tures of our large cities do not oc- cur here. In 30 of 44 years covered by the U. S. Weather Bureau there was no zero temperature in Atlantic City. In the other 14 there was but one day in each in which the temperature was zero or below. In the same 14 years in winx there were 102 such days in Chicago, 26 in St. Louis, 24 in Pittsburgh, 23 in Cincinnati and 21 in Boston. The average number of days in each year in which the maximum temperature has been 32 degrees or lower in Atlantic Sunshine over the City is only 16. —w Anew Tig eda ee ge ean ae es = a cane cane VRE et ene it te ne = eet en eremn ates — emma, Sespieshalieeieameetetentiindice.ocadmahencantadieataeieeiamaaamaniea — x 2 SUPPLEMENT TO THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1921 United States averages 50 per cent; in Atlantic City, 61 per cent. There are no fresh water rivers near Atlantic City, and consequently its climate is dry and well nigh free from fog. The sun’s rays shine through an atmosphere unpolluted by fog or smoke or dust which absorb the germ-killing violet and ultra-violet rays. Because of this the skin tans more quickly at Atlantic City than inland. These remarkable climatic conditions bring an all-year-round patronage which has developed the largest and most in- teresting city in the world exclusively devoted to the entertainment of the public. Hotels and Cottages TLANTIC CITY is a city of hotels, cottages and shops. Its sole business is to give rest, health and pleasure to all the world. Every day guests are provided with the comfort and elegance of the best metropolitan hotels which possess every modern con- venience and luxury. They are hand- some structures, built for all-year serv- ice. Some cost several million dollars and are of fire-proof construction, have their own water from artesian wells 840 feet deep, and complete electric and re- frigerating plants. The public and pri- vate bathrooms are generally supplied with hot and cold sea water, and heated sun-parlors are a feature of almost every hotel. The moderate-priced houses supply accommodations of superior ex- cellence and conveniences for the price. Many are always open. The cottages are adapted to every purse, and many are built for winter use. The more modest rent at a few hundred dollars a season; some parallel the hotels in comfort and luxury. They may be rented fully furnished. Prom- inent people from New York, Philadel- phia, Baltimore, Washington, Pittsburgh and elsewhere enjoy the cottage life all or part of the year. The City Beautiful TLANTIC CITY is governed by five commissioners. Its public buildings are handsome; its mercantile interests are numerous. Its churches, Y. M. C. A,, and other institutions are large, modern and well-managed. Its public schools are among the best in the State. There are excellent private schools. The fire department of 174 men is most efficient. A high pressure service protects the hotel zone. The police are capable and courteous. The asphalt, bitulithic, brick and wooden block streets are kept clean and in good Vo RATES BY THE DAY Rooms without Private Bath Rooms with Private Bath A—American Plan / E—European Plan For 1 Person For 2 Persons | For 1 Person For 2 Persons | ! Min. Max. | Min. Max. | Min. Max. | Min. | Max, Boardwalk A—Royal Palace........ 8.00...10.00. ..13.00...18.00...10.00. ..16.00...20.00...28.00 —— A—Breakers...........- 8.00... 9.00...15.00...18.00... 9.00...14.00...17.00...26.00 Ten E—Breakers........... 4.00... 5.00... 7.00...10.00....5.00...10.00... 9.00...16.00 Aver A—St. Charles......... 8.00... 9.00...14.00...15.00...12.00...18.00...16.00...24.00 A—Blackstone.......... 6.00. ..——...12.00...———... 8.00...— . 16.00. ..—— E—Blackstone.......... 2.50...——... 5.00...——... 4.00...——.... 7.00... 8.00 sno\ Oct The one the bk — = a Ant as = 4 | eee ee ee cee tee cont tolled ie CRON ORE cae pee ak ees we ot o Za > tems cted enn- con- valk. ersey Y ork nigh- view. Vol. 10, No. 1 SUPPLEMENT TO THE JOURNAL OF THE NATIUNAL EDUCATION ASSOCIATION 3 tele a SSS SR EE ss a ee ee re ey ee ee en ee | A—American Plan E—European Plan Rooms without Private Bath For 1 Person | For 2 Persons RATES BY THE DAY Rooms with Private Bath For 1 Person | For 2 Persons Min. | Max. | Min. Max. Min. Max. Min. | Max. Tennessee E—Elberon. . ios Se... o0.. oS Sa a. 3... 22 SSS... 3 SS Avenue A—Continental. . .. 4.00... 6.00... 8.00...10.00... 6.00... 8.00...12.00...16.00 E—Continental......... 38... BSB... SRB. 6.48... CH. s. C..33 00...12 00 E—Fredonia Sucee 2... SE. B.S .: SS... 4.0... 64.0... 5 St. James A—Flanders.......... 406;... 6S... 6.0... SR: bis — — -_ Place A—Elwood.... . §$.00...——... 9.00...——.... 7.00. ..——_ 12.00 — E—Elwood... . 3.00...— .. 4.00...——... 4.00. ..—— 5.00 — Kentucky A—New Clarion . 5.00... 6.00... 8.@....10.00... 7.40... 9.08. 13. 16 00 Avenue E—New Clarion ree. 3 ....273 2aee:.. 9. cs Bee. De: 7.00 A—De Ville. . . 2.2... 5.08... 8.8...40.0... 7.0... S.80...42. 14.00 E—De Ville oe 28: . 2.98... 45s. Oe. .« te ; —, _ A—Westminster. . . ae... 2... 6.48 Oe... 2.08... 5A... Oe 10.00 A—Silverton . £8... SR... Bec ees —.. ke — “ E—Silverton ¢ A, . s.« ee oe —.. A—Richmond . ef an? ll Uh A - - _ - E—Strath Haven 300... 3.20... Bas eee... 3:88. 4.00... 5.00... 6.00 Illinois A—Craig Hall.......... 4.00... 6.00... 7.00... 9.00... 6.00... 8.00... 9.50...11.00 Avenue Park A—Glaslyn-Chatham 4.00...——... 7.00...——...10.00...——...10.00. ..———__ Place A—Runnymede..... . 5.00... 6.00...10.00...——...———.. .—_ ——.....12.. 00... .14.00 A—Cheltenham—Revere . 3.50... 4.00... 7.00.. .00...— 7.00... 9.00...10.00 Michigan A—Penhurst 50... ¢0. «ee... 408... oe 8.00...14.00...14.00 Avenue A—Arlington... oe MMe 2. BER ee... OA: cE. ee... ee E—Arlington 2.00... 4.00... 4.0... 6... +e. - —., — Arkansas E—Terminal er ee ey 2.00. 3.00... 3:30... 4.0. .7 Oe... 5.00... 6.8 Avenue Missouri A—Worthington........ 4.00... 5.0... 7.@...10.0...——— ——...12.00...14.00 Avenue Pacific A—Plaza ms .. 4,68... 6:08... Ba cee eens 7.00...10.00...12.00...14.00 Avenue E—Y. M.C.A......... 1.25... 1.75... 2.00:.. 2.00...(For members only) A—Godwin : 2.08... 3.08... Be eee ow an o¢ E—Godwin 1.28... 1.38..... 2.00... 4.98.. - A—Arondale. . » eee ss Be. oe eas is " a E—Arondale eee | Pee see Re Oe ise ; yf A—Eastbourne......... 4.00...—— 8.00... ... 7.00...——...10.00. ..—— A—Mt. Vernon 3.00....4.00... 5.0... 7.0... 5.00... 6.0... 8.00...10:0 E—Mt. Vernon......... :.50;.. S40... 3:00... 4.0... 3.00... 3:00;.:. 5:00... 700 E—Edgewood. . oo a oe]. Mao es 5) eee as ic 6 Arctic A—Ridley (colored) , a... 3.80... Sia 7 Avenue E—Ridley err | ee Of sf A—Wrights (colored).... 4.00...——... 8.00...10.00.. E—Wrights............ 1.50...——... 3.00... 5.00.. The Famous Boardwalk HE most distinctive feature of At- lantic City is the Boardwalk. It extends eight miles along the beach, with practically unobstructed ocean In its central portion it is sixty i feet wide, and at no point less than _ twenty. It is a substantial structure, ten to fifteen feet above the strand, upon piling. It is brilliantly lighted every night in the year. Well patronized at ; all times, in July, August and September it is thronged. A multitude from all arket parts of the world finds on the Board- leys Jent- econ, The Ycean _ walk an early spring and relief from the snow and slush of the cities. May and October grow more popular every year. ) The Easter Sunday parade of more than jone hundred thousand people, dressed in ithe latest styles, is a social pageant of surpassing interest not found in any other part of the world. Thanksgiving Day, Christmas and New Year’s test the capacity of many hotels. The shops and wheeled chairs are fea- tures of the Boardwalk. Visitors, re- gardless of age, health and sex, are pa- trons of these chairs, which are open for the bright warm days in spring and autumn, and shaded for the summer, while for convalescents they may be en- closed in glass. The invalid guest may ride from his room into the elevator and out upon the "Walk. Tracks in the Boardwalk provide smooth riding sur- face. Along the land side the shops break the occasional north wind, and are one of the "Walk’s chief charms. Armenia and Syria, China and Japan, Hawaii and Mexico, Egypt and Turkey, India and Persia, Italy and Scandinavia, Paris and London, are each represented by shops devoted to its rarest importations. Many more display American creations. Shop windows and auction sales attract the connoisseur and entertain the stroller. Department stores and shops in the cen- ter of the city serve visitor and resident. Extending seaward from the Board- walk are the piers—in all the world the greatest series of piers devoted to rec- reation. Concerts, theatres, dancing, net hauls and other amusements have added zest over the ocean. Along the Boardwalk are playhouses and much en- tertainment. Atlantic City enjoys many premiers because gf its cosmopolitan audiences. Anyone can find endless di- version in Atlantic City. ‘The saunterer is led on by the bracing air and the resil- iency of the Boardwalk, the lure of the ocean, the shops, the amusements and the joy of mingling with the pleasure- seekers until he returns with keen ap- petite and mind refreshed. The Board- walk is the promenade of the world. Bathing, Yachting and Fishing HE beach is the most perfect on the Coast. It is far enough south to have most desirable temperatures for bathing. Fifty thousand bathers are often seen in the surf at one time. For their protection, a beach patrol of 100 trained men is equipped with boats and other apparatus, and directed by an ex- perienced surgeon. ‘Their assistance is little needed for the beach shelves off gradually without dangerous holes or cross currents. sary. The smooth bays and thoroughfares between Absecon Island and the main- land are ideal for small sail and power boats, and for crabbing and _ fishing, while larger yachts quickly find un- limited opportunity on the ocean. A fishing bank seven miles out affords deep-sea fishing. “The yacht clubs are headquarters for visiting and local craft. The Inlet yachting fleet, staunchly built and ably manned, at all seasons accom- modates the public individually or in parties at moderate rates. The Absecon Lighthouse, the life-saving drills by the United States Coast Guards, and the fishing and oyster fleets are interesting marine features. The clubhouses of the Atlantic City, Chelsea and Vent- nor yacht clubs are the scenes of many yachting and social events. Life lines are unneces- gt en ae a enn eases tetanis sma Golfing HE spring and autumn tourna- ments at the Country Club bring together the best players from the Mid- dle Atlantic States. The Amateur Championship and the Annual- Cham- pionship of the Woman’s Eastern Golf Association have been played on this course. The eighteen holes have a play- ing length of 6,016 yards. The Sea View Golf Club links and clubhouse cost nearly half a million dollars. Its eighteen holes have been approved by many leading golfers. Golf is played all the year. Aviation A cmaa Week, 1910, set stand- ards in the air. Brookins made a world’s altitude record. The same year, Wellman and Vaniman left Atlantic City in the airship America for their memorable and record-breaking voyage of 1,008 miles over the ocean. This was the first serious attempt to cross the Atlantic in the air. The Atlantic City Air Port—the first in the world—was dedicated May, 1919. It supplies a splendid flying field for the Aero Club of America, the Aerial League of America and the Atlantic City Aero Club. It also provides an aerial mail station, an air port for trans- Atlantic liners, either seaplane, land plane or balloon type, and a good land- ing field for all aircraft. At the Second Pan-American Aeronautic Convention, many interesting demonstrations were made. In the future the popular route to the Playground of the World will be through the air. Pure Water Supply 5 pa water for the city comes from twenty-one artesian wells and a lake in an inland sandy forest. The waters are of unusual purity, very soft and with no indication of pollution. The total dissolved solids are less than two grains per gailon in the pool waters, and less than three grains per gallon for the artesian water, figures lower than some bottled waters. Through a com- plete system, sewage is pumped several miles out on the meadows, where dis- posal takes place. Convalescents and Children OR convalescents, Atlantic City has no equal. The salt air, miles of boardwalk, wheeled chairs and excel- lent hotels, many with diet-kitchens where tempting dishes are prepared es- pecially for individual needs, make re- SUPPLEMENT TO THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION covery rapid and pleasant. Doctors of all schools, many of them specialists, are resident. The Atlantic City Hospital is well equipped. The marvelous sand forts of the chil- dren defy the hopes of the advocates of universal peace, and their pennies have as yet failed to appease the insatiable appetites of the sand lions of the beach sculptors. Riding the ponies, wading in the ocean, paddling in the shallow pools, searching for rare shells and the coy and reluctant clam—all these entertain the children when not engaged in a wild scamper before the pursuing line of foam. Atlantic City is at all times of the year the place for children. The Convention City EAR New York, Philadelphia, Baltimore and Washington, At- lantic City has good train connections with all parts of the country. Its meet- ing places are accessible to steam, elec- tricity, gas and water. It has every- thing that goes with a large city except great manufacturing and commercial interests. It is a neutral point of which no city feels jealous. Atlantic City is the leading convention city. Good Roads and Automobiling EW roads are more used by motor- ists than those from New York and Philadelphia to the boulevards across the meadows to Atlantic City. The Somers Point Boulevard leads from Ocean City and South Jersey resorts. The Absecon Boulevard will eliminate grade crossings and save five miles be- tween New York or Philadelphia and Atlantic City. Garage accommodations are ample. Unique and Unrivalled NIQUE locations, remarkable cli- matic conditions, magnificent ho- tels, comfortable cottages, superior train service, unrivalled boardwalk and per- fect bathing beach have transformed a barren waste of sand dunes, dotted with a few gunning and fishing shacks in 1854, into the greatest pleasure and health resort in any country. * * ... * What Would Happen HE late Hamilton W. Mabie was one of those genial men who can en- joy a joke on themselves. Illustrating this phase of Mr. Mabie’s character, a sub- scriber writes that when he was a stu- dent at the University of Minnesota, Mr. Mabie made an address in which he told this story: He had visited a school in Philadelphia in which there January, 192] i was a daily fire drill. The teacher regularly asked the students: “Children, what would you do if fire were to break’ out in this building?” The children al], repeated in chorus: “We would rise jn) our places, step into the aisle, and march quietly out of the building.” On the morning when Mr. Mabie visited the. school, the teacher stepped before the pupils and said: “Children, what would) you say if I were to tell you that Mr, Mabie is to speak to you this morning?” The children promptly replied jp chorus: ‘‘We would rise in our places, step into the aisle, and march quietly out of the building.’—The Outlook. Train Pupils for Citizenship CHOOLS are the price we pay for being a great, prosperous, and free nation. Without schools we would be a Mexico or a Russia. Health, knowl edge, power, skill—all should be direct products of your teaching in the school. But the by-products should be regular habits, honesty, respect for law, love of justice, loyalty to our flag and all that it represents, and an abiding faith in our republican institutions. May we all as teachers highly resolve that God helping us we will this year bear high the torch of knowledge, justice, free- dom, and truth that has been committed to our hands.—C. P. Colegrove, in Midland Schools. High School Libraries TANDARD Library Organization and Equipment for Seconday Schools of Different Sizes, popularly known as the Certain Report, has been reprinted by the American Library Asse ciation, 78 East Washington Street, Chi cago, Illinois. It was first published the National Education Association, be ing the work of one of its important com mittees. Copies may be had postpail from either organization at forty cent each. This report has already become classic and merits careful study by even superintendent, principal, English teacher, or librarian. j What Education Means DUCATION does not mean teach ing people to know what they a not know. It means teaching them tobe have as they do not behave. It is ml teaching the youth the shapes of letter and the tricks of numbers and then leat ing them to turn their arithmetic t roguery and their literature to lust. I is, on the contrary, training them int the perfect exercise and kingly contr nence of their bodies and souls.—Rus 1921. ‘ - acher dren, break mall ise in” narch 1 the” 1 the! . the. vould” Mr, ing?” 1 in laces, uietly, |. Pp y for 1 free 1 be a nowl- direct chool. -gular ve of 1 that ith in ‘y we t God r high free- mitted ye, in zation ondary ularly s been » Asso- t, Chi hed by on, be it com: ostpail y cents become y ever) g lish ba | teach hey é 1 to be: is letter. n leave -A Platform of Service An Editorial HE National Education Associa- tion is a professional organization. Its fundamental purpose as set forth in its Charter is to elevate the char- acter and advance the interests of the profession of teaching and to promote the cause of education in the United States. This is more than a mere senti- ment; it is a pledge and a promise to the people of the United States from whose Representatives in Congress the Associa- tion accepted its Charter. As a pro- fessional organiza- tion the Association The platform properly begins with the most vital element in a system of education—the teacher. It recognizes the serious obstacle that immature, tran- sient, and untrained teachers place across the path of educational progress. It is the conviction of the Association that this problem cannot be met by half-way methods. The teaching profession itself Platform of the National Education Association 1. A competent, well-trained teacher in hearty accord with American carried through to a successful issue, will constitute the greatest single achieve- ment in the history of American educa- tion. It will involve among other things an almost complete reversal of the atti- tude that the public has hitherto taken toward the work of teaching. From an occupation now almost universally re- garded as temporary and casual, the actual work of teaching boys and girls must.in the future offer the recogni- tions and rewards == that mark an occu- pation as constitu- ting a real career. For those who wish will do most for its own members when it does most for the cause in which their services are enlisted. It will do most for its members and most for the cause of education when it directs its energies toward raising the standards that deter- mine who shall be permitted to teach; when it recognizes meritorious work wherever found and demands that such work be fittingly re- warded; when it condemns those within its own ranks who betray their high trust; when it demonstrates to the public that the men and women engaged in the public-school service would make that service clean, efficient, and de- pendable. == ideals, in every public-school position in the United States. 2. Increased facilities for the training of teachers, and such inducements to enter the teaching profession as will attract men and women of the highest character and ability to this important field of public service. ‘ 3. Such an awakening of the people to a. realization of the importance and value of education as will elevate the profession of teaching to a higher plane in public esteem and insure just compensation, social recognition, and permanent tenure on the basis of efficient service. 4. Continued and thorough investigation of educational problems as the basis for revised educational standards and methods, to the end that the schools may attain greater efficiency and make the largest possible contribu- tion to public welfare. 5. The establishment of a Department of Education with a Secretary in the President’s Cabinet, and federal aid to encourage and assist the States in the promotion of education, with the expressed provision that the man- agement of the public schools shall remain exclusively under State control. 6. The unification and federation of the educational forces of the country in one great professional organization devoted to the advancement of the teaching profession, and, through education, the promotion of the highest welfare A the Nation. To accomplish this purpose every teacher should be a member of a local teachers’ organization, a State teachers’ association, and the National Education Association. 7. Active assistance to State and local affiliated associations in securing needed legislation and in promoting the interests of such associations and the welfare of their members in accordance with the Charter and By-laws of this Association. 8. Equal salaries for equal service to all teachers of equivalent training, experience and success; and the promotion of sympathetic cooperation be- tween school authorities and teachers by utilizing under recognized authority and responsible leadership suggestions and advice based upon classroom experience. 9. Cooperation with other organizations and with men and women of intelligence and vision everywhere who recognize that only through educa- tion can be solved many of the serious problems confronting our Nation. 10. The National Education Association is committed to a program of service—service to the teachers, service to the profession, service to the Nation. Its supreme purpose is the welfare of the childhood of America. to make classroom service an ‘ultimate job,’ giving to its problems the same absorbed and _life- long study that the physician, the law- yer, the engineer, and the business man are proud to give to their daily work, there must be sanctions and com- pensations that are comparable with those that accrue to patient, devoted, and successful effort in other callings. It is with no self- ish or insincere mo- tives that the Asso- ciation has set up this goal. It is not for individual profit that the members of this group pledge themselves to ad- vance the status of the teacher. It is rather because the Consistent with these ideals, the plat- form that appears in outline form on this page has been officially adopted as ex- pressing briefly but faithfully the col- lective judgment and the collective will of the Association as embodied in its resolutions. It is the purpose of the present article to consider the more im- portant implications of this program as a whole. Succeeding articles will treat in turn each of the detailed proposals. will be satished with nothing short of a competent and well-trained teacher for every classroom in the land. How far we must travel to attain this goal and the successive steps that should be taken will be the theme of subsequent discussions in these columns. It is sufficient here to acknowledge that the goal will be hard to reach. For this reason, if for no other, the task which the profession has set for itself, when [1] prevailing low status has prevented and still prevents thousands of capable men and women from entering the service. The work that should be done by the very ablest talent that the country pro- duces is, in consequence, turned over in large part to persons who are far too immature to grasp its significance. The work that calls for the highest type of preliminary preparation if it is to be done well is all too frequently delegated ~ aration. 2 THE JourNAL OF THE NATIONAL EpuCATION ASSOCIATION to teachers who have themselves but the barest minimum of substantial education. The work that can be done best by those who have mastered a difficult art through years of studious effort is in- trusted to successive levies of raw recruits. That all this is unjust to the small proportion of teachers who spend their lives in the service is not the point at issue in the earnest desire of the Asso- ciation to correct these grave defects. The emphasis is clearly and unequivo- cally upon the injustice that the Nation’s children suffer from this short- sighted policy and upon the reduction of the Nation’s strength by the failure to realize through competent instruc- tion, training, and inspiration the pos- sibilities that these children represent. Society cannot insure to every child a good home, a devoted and intelligent mother, and a wise and provident father; but society can insure to every child a good school and a competent teacher. This is by all odds the most direct and effective channel through which the forces of social control can operate. To provide these advantages is by all odds the most serious of social ob- ligations. Furthermore, by making such provisions now, the proportion of good homes and wise and provident parents will be vastly increased in succeeding generations. Investment at this point will not only return large dividends in the immediate future; the interest will be compounded at a rate unparalleled by any conceivable form of material in- vestment. II Basic to any effective plan for placing a competent teacher in every public- school position is a far-reaching policy for the preparation of teachers. The Association recognizes this need in the second plank of its platform. In- creased facilities for the training of teachers will mean not only more normal schools and teachers’ colleges, but the extension and improvement of existing institutions. The instructional staffs must be enlarged; the program of studies enriched and expanded; and the require- ments for admission and for graduation decidedly advanced. The Association maintains with justice that the profes- sional schools of teaching should be placed on at least an equivalent footing with the institutions that train recruits for the professions that have so far de- veloped the highest standards of prep- To require from prospective teachers a standard of preliminary train- ing inferior to that demanded of pros- pective lawyers, physicians, and engineers is to belittle the public-school service and to leave its responsible posts open to men and women of inferior ability. Young people of the caliber needed in the work of teaching are intelligent enough to measure the worth of a service by the price that one must pay in terms of pre- liminary training for the privilege of admission. But the need of increased facilities and advanced standards for the prepara- tion of teachers strikes far more deeply than this. Low standards of prepara- OCIETY cannot insure to every child a good home, a de- voted and intelligent mother, and a wise and provident father; but so- ciety can insure to every child a good school and a _ competent teacher. This is by all odds the most direct and effective channel through which the forces of social control can operate. To provide these advantages is by all odds the most serious of social obligations. Furthermore, by making such pro- visions now, the proportion of good homes and wise and provident parents will be vastly increased in succeeding generations. Invest- ment at this point will not only return large dividends in the im- mediate future; the interest will be compounded at a rate unparalleled by any conceivable form of mate- rial investment. tion not only cheapen the service; they oppose the most stubborn of all obstacles to educational progress. It is probably true that in no other profession does in- efficiency have the opportunity to live and to spread its baneful influence that it has in teaching. The muddled lawyer soon loses his clients. The bungling sur- geon will not kill many patients before the logic of hard facts forces him to conclude that he has missed his calling. Even the blundering engineer cannot build many bridges that “buckle and break” until his last chance of getting another con- tract has been buried with the ruins. In the efficiency of lawyers, phy- sicians, and engineers the public, of course, has a vital interest; but its in- terest in the efficiency of its public-school teachers is even more fundamental, for here not only does inefficiency affect a wide circle of relatively helpless human- January, 192] ity, but it may remain undetected for months or for years. To the prelimi- nary preparation of teachers the public must look for protection against this danger. III If our professional schools of teach- ing are to attract students in sufh- cient numbers and if they are to keep them sufficiently long to insure a proper preparation, it is clear that the service itself must have a higher—a more hon- ored—place in public esteem. Good pay for competent teachers is the first need, but it is not the only need. Methods must be devised for discovering excep- tional merit and for recognizing highly efficient service wherever in the school system that merit may be found or that service rendered. Men and women of the type that the schools urgently need are the men and women who look beyond material re- wards. They crave—and they crave justly—the recognition that successful effort brings in other callings. The names of the most successful practition- ers in law and in medicine are widely known. Unusual achievement in the commerciai and industrial fields brings a measure of renown that overtops in its attractiveness even the high financial rewards that go with it. The great art- ists, writers, actors, and musicians have their appropriate recognitions. Even the preacher who suffers with the teacher the misfortunes of a beggarly wage has possibilities of abundant compensation in wide fame and acknowledged prestige. But of the seven hundred thousand classroom teachers in American schools, not the seven hundred, not the seventy— not even the seven—who are doing the best work are known to their own pro- fession, let alone the public at large. ‘Fame’ in the educational world at- taches not to superior teaching, but to successful administration, writing, and research—and even the most successful teaching is more likely than not to draw the teacher away from his real work and, under the guise of ‘promotion,’ assign him to tasks that, important though they may be, require qualities less fine eh S.-i lt is ee ee . ticks oc: tc, aes ae, CL Ss = >. i -| and less rare than those that highly ex- pert teaching involves. To change the false system of values by which teaching is now measured will be far from an easy task. It means above all an ‘awakening of the people’ not only or primarily to the essential in- justice of this system of values as it affects the teaching profession, but to NG! IE ATI n- ier las on nd ss, ine vill | Vol. 10, No. 1 a realization of the fact that their chil- dren are the chief sufferers. IV An effective plan for placing in every classroom a competent teacher must also go hand in hand with an ex- tended and continuing program of edu- cational investigation. Every art depends for its advancement upon scientific study that aims to lay bare the principles lying back of its practice. The scientific study of educational problems has passed the period of its infancy; it has amply justified the efforts of its pioneers in the contributions that have already been made to the understanding and im- provement of educational processes. But what has been accomplished hitherto is at best only an augury of the benefits that will come when this field of investiga- tion has become as well organized as are the fields of research in medicine, engineering, and agriculture. At the present time nothing is being attempted in educational investigation that is at all analagous in scope or efficiency with what a single endowed institution—the Rockefeller Institute—has accomplished in medicine; and any comparison of edu- cational research with the work of the tax-supported agricultural and engineer- ing experiment stations would be ridic- ulous. In the meantime, the public is making demands upon the schools for results that are in many cases unattainable simply because the problems involved have not been subjected to a rigorous scientific analysis. Teachers are criti- cized for their failure to work what, under the present conditions of our knowledge, would be nothing less than miracles. That the prestige of the pro- fession suffers from this situation is again not the basic evil; that the money invested in schools fails to make the re- turn that it might make is not the most serious consequence of this neglect. The N the efficiency of lawyers, physicians, and engineers the public, of course, has a vital inter- est; but its interest in the efficiency of its public-school teachers is even more fundamental, for here not only does inefficiency affect a wide circle of relatively helpless human- ity, but it may remain undetected for months or for years. To the preliminary preparation of teachers the public must look for protec- tion against this danger. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION basic evil lies once more in the injustice that the people’s children suffer because the people themselves are unwilling to provide for the welfare of their offspring the type of scientific service that they provide for their crops, their cattle, and their hogs. The establishment of the agricultural experiment stations through federal subsidy thirty-five years ago was in many ways a ‘leap in the dark’; but re- sults have justified in a thousand ways the chances that the Nation took. To promote the scientific study of impor- tant problems is no longer a leap in the dark. Science is often slow in its proc- esses, but it has a way of getting re- sults in the end. The processes of edu- cation are vastly more complicated than those of agriculture, more complicated even than those of medicine. It is the difficult tasks that are always left to the last. But the time has clearly come for a measure of advancement in educational research that will rival the brilliant rec- ord that agriculture and medicine have made in the past thirty years. The most difficult pioneer work has been done. The methods have been refined and the field fairly well explored. It would be most unfortunate if, with this start, the movement should not go forward as rapidly as the resources of this rich country will permit. The Association stands pledged to do all in its power to promote this advancement. V The program that has been dis- cussed in the preceding paragraphs is essentially a national program. It is true that it might be carried out bit by bit through the successive efforts of the States and the local communities. It is true, also, that a forward step even in the smallest or the most isolated school may be a step forward for the Nation. But such fractional advances leave the full solution of the problem not only years and decades but generations in the future. It should be remembered, too, that, while certain progressive com- munities are moving forward, others are likely to stand still or even to move back ; hence the net result for the Nation may not be progress but retrogression. The Association is convinced that the Nation is neglecting at its own peril the serious problems presented by the pub- lic schools. It maintains that the Nation is itself an educational unit—that the States are as interdependent education- ally as they are commercially and indus- N the meantime, the public is making demands upon the schools for results that are in many cases unattainable simply because the problems involved have not been subjected to a rigorcus scien- tific analysis. Teachers are criti- cized for their failure to work what, under the present conditions of our knowledge, would be noth- ing less than miracles. That the prestige of the profession suffers from this situation is again not the basic evil; that the money invested in schools fails to make the return that it might make is not the most serious consequence of this neglect. The basic evil lies once more in the injustice that the people's chil- dren suffer because the people themselves are unwilling to pro- vide for the welfare of their off- spring the type of scientific service that they provide for their crops, their cattle, and their hogs. trially—that educational backwardness in any single section, in any single State, in any single community is a matter of national concern—that every child is a child of the Nation as well as a child of the State and of the local community in which he may reside, and that the Nation as a nation has an interest and a stake in his proper education. The Smith-Towner bill has been framed to meet the national need for better schools and better teachers. Its provisions and its present status are fully discussed elsewhere in this Journal. It is mentioned here as the most impor- tant step that has yet been undertaken to make effective on a nation-wide scale the comprehensive program that the As- sociation has projected. When the bill has been written into law, a beginning will have been made toward the solution of the great prob- lem—a competent teacher for every pub- lic-school position in the United States. But this will be only a beginning. The program of the Association is larger than the bill—larger than any form of legislation could possibly be. Its full realization will depend upon something more fundamental than law; it will de- pend upon the deep-lying motives that sway the hearts and minds of our peo- ple—their innate sense of justice and fair play, their appreciation of real val- ues once these have been clearly demon- strated, their substantial idealism that salle malneaeeeaeiaee 2 wert eet onesie aeiSEaaOEe ——_ A A LENT ee ae Do aera mmm erm he a 4 has a way of rising on occasion to splendid heights of sacrifice and service. Only as these fundamental forces are appealed to and directed toward the ends that the program seeks to attain can the promise of a new day in educa- tion be fulfilled. VI A profession can never be devel- oped from without; wholesome growth and permanent gains come only through the operation of forces that work from within. The professions that today rep- resent the highest standards of service very largely control the conditions gov- erning that service. ‘Their practices are governed by public laws, but these laws have usually been framed by the pro- fessions themselves and passed by the representatives of the people because the professions have taken the initiative and made the demand. Not only have the professions safeguarded the public in- terest by securing public legislation ; they have safeguarded the public interest by voluntarily imposing upon themselves restrictions that may even impress the lay mind as needlessly oppressive. It means much to the dignity and worth of a calling that its standards and ideals are self-determined. It implies a measure of public confidence that gives to the professional group a powerful prestige in its efforts to improve its ser- vice. To raise their profession to this plane of public confidence should be the aim of all teachers who have at heart the welfare and progress of education. Only united action can bring this about, and united action means, first of all, effec- tive organization. For the first time in the history of American education, the framework of such an organization has been set up. The National Education Association is now a federation of State and local teach- ers’ organizations. Its deliberations and proceedings hereafter will be organized and conducted on the delegate basis. Its pronouncements will voice the opinions and record the judgments of the teach- ing public with a measure of fidelity that has hitherto been out of the question. At the present time more than sixty thousand teachers speak through the National Education Association. By the close of the year, the number will be more than one hundred thousand. The voice of one hundred thousand teachers will be listened to by the pub- lic. Within a year this first condition needed to elevate teaching to the status of a real profession will be met. From THE JOURNAL OF THE NATIONAL EpuCcATiON ASSOCIATION that time forth the all-important ques- tion will be this—“How may this great organization which now has the ear of the public use the opportunity to pro- mote public trust in its proposals?” We speak frequently in these days about ‘selling ideas.’ The first step in selling an idea is to obtain a hearing. That point the Association will soon reach. The next step is to convince the prospective purchaser that the goods of-. fered meet a real need, and that the price is consistent with the value. But in building up a permanent business the first sale is at best no more than a fair beginning. Only as the goods continue to satisfy will the market continue, and in proportion as the goods do satisfy, the confidence of the market in the merchant grows apace. It is that confidence that must be the goal toward which our ef- forts are directed. ‘The items in the Association’s program are the goods that are offered; the public is the market; the Association is the merchant. ‘The public’s confidence—its ‘good will’— once it is assured, will be the Associa- tion’s most important asset. VII The essential strength of the Asso- ciation under its new organization lies in the vigor of its component units. The influence of each of these units adds to the power and prestige of the central body; and through the central body each unit partakes of the strength of all the others. To contribute to the HEN the bill has been written into law, a begin- ning will have been made toward the solution of the great problem— a competent teacher for every pub- lic-school position in the United States. But this will be only a beginning. The program of the Association is larger than the bill —larger than any form of legisla- tion could possibly be. Its full realization will depend upon some- thing more fundamental than law; it will depend upon the deep-lying motives that sway the hearts and minds of our people—their in- nate sense of justice and fair play, their appreciation of real values once these have been clearly demonstrated, their substantial idealism that has a way of rising on occasion to splendid heights of sacrifice and service. January, 192f development of each and every affiliated organization is to increase the effective power of the Association as a whole. The Association, then, has an impor- tant service to discharge in promoting, in every way consistent with its Charter, the progress of teachers’ organizations throughout the country. This service cannot be limited to an encouragement of new movements, important as these are. It must involve as well the safe- guarding of the gains already made and especially the defense and protection of professional interests, standards, and ideals. ‘The Association has properly placed its first emphasis upon the respon- sibilities of the profession to the public; but it recognizes that there must always be a fundamental balance between re- sponsibilities and rights. Vigorously to combat in every legitimate way the in- justices to which teachers may be sub- jected because of their occupation must be part and parcel of its efforts to ad- vance the interests of the profession and to promote the cause of education. It is true that there should be no empty threats or idle boastings here; it is equally true that there should be no mincing of words. The National Edu- cation Association is in a position to serve a plain warning to those who would defame the teaching profession, belittle the public-school service, or em- barrass teachers in the performance of their duties. A clear implication of the commission given to the Association in its Charter is the duty of protecting the profession and its members from un- warranted and unjust attacks. The As’ sociation will not seek trouble—but neither will it seek at the price of self- respect to avoid trouble. It has the most pacific of aims; but in the defense of the profession and in the _ professional protection of its members it has both the power and the determination to be a aggressively militant as the occasion may demand. VIII There are two principles which, i the judgment of the Association, should be firmly established as public policies because they are fundamentally essential to the realization of the ideals that have been set forth in the preceding pare graphs. The first of these is the principle @ equal salaries for equal service to al teachers of equivalent training, expe rience, and success. ‘This means, nege tively, that the financial rewards @ (Continued on page 13) % . 7 -eoOo—- i - at eS ed ive or- 1g, er, ons ent ese fe- and of and rly on- lic; rays re- y to in- sub- oust and It is npty no Edu- 1 to who sion, em- e of n of ation cting n un- e As- —but - self se of sional h the be as n may ch, in should olicies sential t have” para iple of to all expe , nega rds a A National Program for Education Final Report of the Commission on Emergency in Education as Presented by Its Chairman at Salt Lake City HE COMMISSION on the Emergency in Education was ap- pointed by Mrs. Mary C. C. Bradford, then President of the Na- tional Education Association, and by Dr. Thomas E. Finegan, then President of the Department of “uperintendence, in February, 1918. In addition to those thus appointed it was agreed that the Commission should include the mem- bers of the Executive Committee and of the Board of Trustees of the National Education Association. This group met in Washington at National Education Association headquarters immediately following the meeting of the Depart- ment of Superintendence in 1918 and at intervals during the two years just passed. The following is a summary of the work which the Commission has done. SUMMARY OF ACTIVITIES The heavy responsibilities for the na- tional service placed upon the already depleted and overworked teaching per- sonnel, together with the educational inadequacies and shortcomings revealed by the draft, led the Commission to undertake at once to devise ways and means of meeting the emergency. The confusion and congestion caused by war work in the schools received first atten- tion. The Commission had no official status, but the Government agencies welcomed its coOperation as represent- ing the public-school workers of the Nation. Through its efforts a ‘Clearing House’ was established at Washington; the activities of a score of departments, bureaus, and committees, all attempting to work through the schools, were codr- dinated, overlappings were eliminated, rival claims reconciled, and the entire range of ‘war activities’ so reorganized that they not only served their imme- diate purpose much better than before, but also fulfilled an educational func- tion. Once this was accomplished, the 1 From the final report of the Commission on The Emergency in Education as pre- sented by its Chairman to the National Education Association at Salt Lake City, July 6, 1920. GeEorGE D. STRAYER Teachers’ College, Columbia University Commission devoted its energies to the preparation of a program through which the outstanding defects of public educa- tion as revealed by the war might ulti- mately be remedied. ‘The program which resulted was embodied later in the Smith-Towner bill, a which will be described subsequent paragraphs. measure in detail in T IS the crying shame that boys and girls of America to- day must go to school to teachers who are, as a group, less educated and less well trained professionally than are the teachers of any other civilized country in the whole world. It is hard to understand how anyone can _ remonstrate against national support for edu- cation and at the same time pro- pose that there be equality of educational opportunities in our American democracy. The Commission made a scientific inquiry concerning the salaries of - teachers throughout the Nation, and pub- lished a report thereon which was used as the basis of salary campaigns throughout the country. It recommended to the Executive Committee the appointment of a Field Secretary, and thus made available to the teachers of the country this most important service which has _ been rendered them by this department. It organized a committee on the en- listment of the profession, and devised plans which have proved most effective in helping to secure the large increase in the enrolment of active members in the Association. It prepared a definite statement ad- vocating the participation of teachers in the formulation of administrative policies and proposed a definite plan for cooperation of classroom teachers look- ing to the more complete democratiza- tion of the teaching profession. Through a campaign of publicity car- ried on from the platform and in the [5] magazines of the country, the Com mission and the officers of the Asso- ciation developed the earnest and effec- tive codperation of the public in sup- port of measures for the proper recog- nition and the more adequate support of education. It has secured the cooperation of civic organizations and forward-look- ing citizens throughout the Nation in support of the Smith-Towner bill, which is conceded to be the most important and far-reaching educational measure ever brought to the consideration of the Congress. In a general statement which was prepared and circulated throughout the United States and in its special publi- cations the Commission has tried to bring home to the profession and to the American people the crying need for a great national program which would give every boy and girl an opportunity for education in terms of adequately educated and professionally qualified teachers, courses of study which would provide for variations in ability and vocational outlook, longer school terms and more adequate school equipment. We have advocated the development of a program which will remove illiteracy. which will provide an opportunity fo: adult foreigners to come to understand our institutions and to participate in ou: national life, a program which will make provision in terms of health service for the national physical growth and development of every boy and which will make possible opportunities for education for boys and girls in rural America equal to those now enjoyed by children in our most enlightened urban communities. SMITH-T OWNER BILL PREPARED Members of the Commission recog: nized very early in their work that this great national program would require for its accomplishment the sanction and support of the Nation. The Commis- sion therefore devoted its energies to the preparation of a bill embodying this program. ‘This measure was first pre- 6 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 192] © sented to Congress in the fall of 1918. The bill was distributed throughout the Nation and was revised in terms of the criticisms received from State, city, and county superintendents of schools, normal schools, university and college presidents, and others interested in the cause of public education. After such revision the bill was re-submitted to Congress and was known in the past ses- sion as the Smith-Towner education bill. This measure has the unqualified en- dorsement of the sessions of the Na- tional Education Association at Pitts- burgh and at Milwaukee and the meet- ings of the Department of Superin- tendence held in Chicago and Cleve- land. Throughout the length and breadth of the land, educators and oth- ers interested in education have given their most earnest support to the meas- ure. Among the organized groups that have endorsed the bill are the General Federation of Women’s Clubs, the Na- tional League of Women Voters, the Daughters of the American Revolution, the National Woman’s Trade Union League, Congress of Mothers and Parent-Teacher Associations, the Na- tional Council of Jewish Women, American Federation of Teachers, the American Library Association, and the Association of Coilegiate Alumnae. In addition to these national bodies there have been hundreds of Chambers of Commerce, Rotary Clubs, Kiwanis Clubs, Women’s Clubs, and others that have taken action in favor of the measure after the bill has been pre- sented for their consideration and after the objections which might be expected to follow have been satisfied. Department of Education Approved Certain objections to the measure have been proposed from within as well as from outside our professional group. None of these objections have, in the minds of those responsible for the ad- ministration of public education in the United States, been considered valid after they have been presented by those who have proposed them. The bill pro- vides for the establishment of a Depart- ment of Education with a Secretary in the President’s Cabinet. The sugges- tion that it would be better to have a national board of education whose ex- ecutive officer should be appointed by them was repudiated by the Depart- ment of Superintendence after a debate on this subject held at its last meeting. It seems clear that, if national leader- ship and a national sanction for the de- velopment of education are to be pro- vided, the method already employed in the establishment of the departments of Agriculture, Commerce, and Labor should be followed. There has been the sugestion that the establishment of such a department will lead to the centralization of authority over education and the necessary limit- ing of the States in their own efforts which is, in effect, guaranteed to them in the Constitution. The answer to this objection is found in the bill itself which provides that its provisions shall not be construed to require uniformity in the organization of the educational facilities in the States or of the plans or methods which are to be used in the development of education as encouraged by the bill. It is further provided in the Smith- Towner bill that the schools which are aided by provisions of the act shall be organized, supervised and administered solely by the legally constituted State and local educational authorities. There are those who question the wis- dom of the measure from an exactly opposite angle and who suggest that a National Department of Education should establish standards or that such standards should be written into the bill and form the basis for participation by the States in the appropriations that are made available. In reply to this argument it is proposed that, first of all, the bill itself provides minimum stand- ards in the requirements that schools shall be open at least twenty-four weeks in the year, that compulsory education for children between seven and fourteen years of age shall be required and that no State may participate that does not require that the language of instruction in all schools, both public and private, during the elementary school period, be English. To require standards higher than those which can be met by States which has the least educational devel- opment would be to deny aid to those who need it most. The purpose of a national program as embodied in this bill is to equalize educational opportuni- ties throughout the Nation. It has been suggested by some of the critics of the measure that the bill should have specified the bureaus, divi- sions, or administrative units to be trans- ferred to the Department of Education. It has seemed wiser to those who have studied the problem carefully to propose that the Bureau of Education be made the nucleus of the new department and that the transfer of other administrative units be determined after careful study and investigation have been made by the Secretary of Education in codperation ” with the other members of the Presj- dent’s Cabinet with whom he is asso- ciated. It would seem legitimate that the Secretary of Education have, as his most important duty during his first year in office after conference with his colleagues and with the President of the United States, to propose to the Presi- dent and to the Cabinet the constitution of the department that would best serve the needs of the Nation. The Smoot bill, which proposes a reorganization of the several departments of the Goyv- ernment to the end that the waste of duplication and overlapping be elimi- nated, is in direct accord with our pro- gram. It seems doubtful whether any one who serves in the Cabinet can pro- pose a plan which would satisfactorily determine which of the bureaus, divi- sions, or administrative units should be included in the new department. Federal Aid Necessary There are those who have objected to the appropriation of money by the Na- tional Government for removal of illit- eracy, for Americanization of foreign born, for training teachers, for develop- ment of a program of health service and physical education and for equalization of educational opportunities. It is well to call to mind the fact that we have done much in the United States to pro- vide for education in engineering and agriculture and in those studies which have been encouraged by the National Government in its appropriations to col- leges of agriculture and mechanic arts. In like manner we have felt the need for encouraging education in industrial and household arts in secondary schools and have made much progress, due primarily to the encouragement offered through national appropriations for the purpose. There have been and I assume there always will be those who would deny the wisdom of appropriating money from the National Treasury for the pur- pose of strengthening our systems of — public education. The reply to such an ~ objection seems obvious. The person who is illiterate is not a good citizen. © He may, in the hand of the demagog, become an enemy to our institutions. The man of foreign birth who has not had an opportunity to understand © American life or to participate with us RS aS TLE and tive ‘udy the tion resi- 1SSO- that - his first ed PAT RCIERN Ai cI the resi- tion erve noot n of JOv- e of ‘imi- — pro- pro- orily divi- d be AEM IL ey URE Vol. 10, No. 1 in the development of our institutions is, as we all know, undemocratic even to the point of seeking to destroy the ° society with which he is not in sym- pathy. The man who is physically unfit has neither the opportunity to enjoy life nor to contribute his part to the com- mon good. It is the crying shame that boys and girls of America today must go to school to teachers who are, as a group, less edu- cated and less well trained profession- ally than are the teachers of any other civilized country in the whole world. It is hard to understand how- anyone can remonstrate against national support for education and at the same time propose that there be equality of educational op- portunities in our American democracy. In recent years the National Govern- ment has gone into the States and into the localities within the States and taken from them their most remunerative sources of revenue while leaving to the State and to the locality the most ex- pensive function of government. ‘The Nation should contribute to the support of its schools and seek through such con- tribution an equalization of the opportu- nities provided. HIGHER SALARIES SOUGHT The Commission on the Emergency in Education has dealt with the prob- lems of teachers’ salaries. There was prepared for the Commission a report on salaries and salary schedules which brought together data which have proved valuable in salary campaigns throughout the United States. We recognize the necessity for larger salaries in order that the abler of our young men and women may find in teaching a life career. It is important that those who wish well for the public school system think of the salary question, not merely in terms of requests of teachers for more money, but more particularly from the standpoint of the kind of service which the schools may be able to secure. We need to bring to the attention of the people an analysis of the salary problem which will enable them to understand the need for increase, even to the extent of doubling the salaries paid in 1914. The signifi- cance of the salary paid is to be found in the opportunity which is provided to those entering the teaching profession for growth in efficiency in their chosen profession. The community may pay a teacher barely enough for her existence. This means that the teacher, even though she A National Obligation Herbert Hoover HE NATION as a whole, has the obligation of such measures toward its children, as a whole, as will yield to them an equal opportunity at their start in life. This responsibility and duty is not based alone upon human aspirations, but it is also based on the necessity to secure physical, mental and moral health, economic and social progress by the Nation. Every child delinquent in body, education, or character is a charge upon the community as a whole and a menace to the community itself. The children of strong physique, of sound education and character, are the army with which we must march to progress. *From an address at the Annual Meeting of the American Child Hygiene Association, St. Louis, Oc- tober 11, 1920. is able to make no plans for the future, may have enough to buy food, clothing, and shelter, and to pay for the abso- lutely necessary dental and medical services. This subsistence salary in most of our city communities I would place, at the present time, at $1,500. The supposition is that there is to be good food, comfortable quarters, reasonably decent clothing, and satisfactory medi- cal and dental care when the need arises. If teachers are to be free from the anxiety of illness and old age, they must have a larger salary in order to make provision against these disabilities. This cannot be done on the lower salary level. An average of from ten to twenty per cent above the subsistence salary must be provided for what may be termed a salary providing economic in- dependence. We expect teachers to transmit to boys and girls not only the elements of reading, writing, and arithmetic, but also ideals and standards which are peculiar to our race and to our country. If teachers are to work systematically with children in the development of this broader training in citizenship, “they” must have what may be ot a cul- tural salary. By that I mean that they may be able to have books and maga- zines, to enjoy good music, to travel, to continue their professional study, and THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 7 the like. The mere economic indepen- dence which they may enjoy on a $1,800 salary will not provide for their per- sonal growth and development and for their cultural life which is so essential to the best teaching. Another twenty per cent must be added to the $1,800 salary if this desired result is to be secured. If teaching is to be made attractive to the ablest of our young men and women, there must be a higher minimum salary available for those who do work of a very high order in their profession. This salary, which might be called a professional, salary, should be available for all who have spent their time and money in preparing to teach and show unusual professional ability, whether they teach in the first grade or in the high school. We have made a very great mistake in drafting the best of our classroom teachers for the super- visory and administrative posts, for which often they are not peculiarly fitted. We need capable teachers in the classroom not only for the work which they will do for the boys and girls with whom they are associated, but for the sake of lifting the profession in the esti- mation of the community, and for the sake of making it attractive to capable young men and women. Salaries for unusually capable teachers should be equal to the salaries of successful work- ers in other callings. TASK OF THE MoMENT _ The task of the moment is to secure the passage of the Smith-Towner bill by Congress. The measure of our profes- sional zeal and our efficiency as a group will be found in the degree to which we are able to work together and to enlist public support for the Smith-Towner bill. We believe that the friends of public education are more numerous than the enemies of our public schools. We are confident that we are approaching the day when education shall have its place in the councils of the Nation; when the Secretary shall sit at the Cabinet table to propose for the consideration of the President and his associates such meas- ures as will make for the realization of a more efficient system of public schools throughout the Nation. We believe that America—free, just, and efficient—will make good the promise of democracy and that on the foundation laid in a greater American school system will arise the Greater American Republic. The Journal of the National Education Association Published monthly except July and August by the National Education Association of the United States. Fred M. Hunter J. W. Crabtree President Secretary The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- mapa er to vote for delegates to the Representative Assem- y, to hold office, and to receive the Journal monthly. ent of $5.00 instead of $2.00 entitles an active Te on to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal Subscription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. scenes ED Application pending for entry as second class matter at the post office at Washington, D. C. Editor-in-chief William C. Bagley Editorial Council The names of members of the Editorial Council will appear in the February Journal. Publication Staff Joy Elmer Morgan R. S. Erlandson Managing Editor Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. Department of Education C Ew political atmosphere at the Nation’s Capital is surcharged with expectancy and uncertainty. All want to know; some say they know; but no- body knows. The Sixty-sixth Congress is now in its closing session. What may be accomplished during this short ses- sion is purely conjectural. The leaders of both House and Senate have an- nounced that no general legislation will be considered, only the necessary appro- priation bills. The new President and the new Congress will not take office till the fourth of March. It is consid- ered certain that President Harding will call the Sixty-seventh Congress in special session sometime in March. The newspaper correspondents have filled all the Cabinet positions many times over, including the Department of Education, but the one man who knows has not spoken. Anticipating the enactment of legisla- tion during the new administration for the reorganization of the Executive De- partments, several bills on this subject have been introduced, although it is not expected that any of them will be passed during this session. It is too early to give a complete list of these bills and the provisions of each. One would abolish the Department of Interior and create a Department of Public Works; another would do the same, and also create a Department of Public Welfare; and THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION still another would establish a Depart- ment of Social Welfare. All would more or less rearrange existing bureaus. The first would transfer the Bureau of Education to the Department of Labor; the second would place it in the Depart- ment of Public Welfare; while the third would include it in the Department of Social Welfare. While we would favor reorganization of the Departments in the interest of efficiency, and would not oppose the creation of other new departments, it is apparent that these bills do not meet the needs of education, for none of them would give any greater recognition to education than it now has nor make any more generous provisions for its promo- tion and support. Education would be left in a bureau, on a par with fisheries, plants and animals, but with much smaller appropriations than these. There are nearly ten times as many employes in the Bureau of Animal Industry as in the Bureau of Education, and the Government spends four times as much per head on the cattle, horses, mules, sheep and hogs of the country through the Bureau of Animal Industry as it spends per capita on the school children of the country through the Bureau of Education, and the Bureau of Animal Industry is only one of several similar bureaus in the Department of Agricul- ture. Even if one of these bills were passed the friends of education would have to keep right on working for a Department of Education. We ask no less for live stock but more for children. The Smith-Towner bill would lift education out of the subordinate position in which it has so long been submerged and give it equal recognition with agri- culture, commerce and labor, with a Sec- retary in the President’s Cabinet. Presi- dent-elect Harding declared in his state- ment to the committee of the National Education Association, at Marion, on October first, that “Education is so in- timately related to every phase of human welfare and to the perpetuity of our free institutions that it must be considered of primary importance in every program for social betterment.” Is it not imperative that a matter of such “primary impor- tance” be given primary recognition? We do not object to a Department of Public Welfare, but we must continue to insist on a Department of Education. There is abundant evidence that the movement for a Department of Educa- tion is gaining in public support. Of course there is opposition, and no doubt some of it is sincere, but the opposition January, 1921 which is most heard is based on mis- apprehension and misrepresentation, and must break down when the truth is known and understood. It is absurd to state that under the provisions of the Smith-Towner bill control of the public schools would be centralized in Wash- ington, when it specifically provides for State and local control. But every knock is proving a boost. The friends of public education are becoming aroused. ‘They are asking why those who have never demonstrated any par- ticular love for the public schools should presume to be so concerned about their welfare, and they very logically conclude . that public education is safest in the hands of its friends. The American people have a way of finding out what is right and best and then bringing it to pass. The time is critical. The friends of public education have an opportunity right now to show their devotion and loyalty by working for a Department of Education. Never mind the timid and the doubting. This is a time for action. Congressmen and Senators are always pleased to hear from their constituents. A hundred telegrams and letters to each could not tell all the needs of education. Our friends will help, too. We have’ some powerful allies in this cause. Six of the great national organizations of women are aggressively supporting the movement, and many national organiza- tions of men are rising in support of the highest welfare of the public schools. The justice of the cause appeals to nearly all patriotic citizens. The proper recognition and promo — tion of education by the Federal Gov- ernment is so fair and reasonable and so clearly essential to the preservation and — development of all that is best in our national life that it is sure to come. It may be delayed but it can not be de ~ feated. In spite of doubts and complica- — tions and opposition there will yet come to education the dawning of a brighter day. Our National Association HERE IS a growing tendency on ~ the part of members of the Na tional Education Association, particu- | larly officers of affiliated State and local | associations, to speak of it as “Our Na | tional Association.” This is natural | and proper. Under the revised Charter © and By-laws the Association is no longer © an independent organization, but a fed- | eration of affiliated State and local as 7 sociations, which, through their chosen eT IV LE ST, SEI ES NOD Lo TRIB a oO ae ©. nae 2 rrr —— —<«+ -, Tf —_£ ~-- t r I a 1, i ee a ee ee ee 5 ae LS PS ETD blic ates ery nds ‘ing lose | Jar- uld heir — ude + the ican ym0- Ov: id so. and our it - de- lica- ome LATICES = g PERT EEE. ee Os. Vol. 10, No. 1 delegates, elect its officers and control its policies. As an organization it is simply these State and local associations functioning unitedly and nationally. The Associa- tion should be to every teacher in the United States “Our National Associa- tion,” just as each of the State associa- tions should be to all the teachers in the respective states, “Our State Associa- tion.” Loyalty on the part of all teach- ers to their State and national associa- tions will mean much in promoting the interests of the teachers and of the pro- fession. Salaries and Standards IGH MINIMUM #salaries_ for teachers without proper stand- ards of professional equipment are sure to work to the detriment of both the schools and the teachers. The changes now taking place in our industrial con- ditions will soon make this fact apparent. There is always a shifting industrial class which changes from one occupa- tion to another, attracted by the avail- able positions which pay the best sal- aries. For several years those who make up this class have been employed in the various occupations which have paid high wages. ‘Teaching has had no attraction for them because of the com- paratively low salaries of teachers. They have no professional spirit, little if any professional training, and would never engage in teaching except for the money they may get out of it. The demand for workers at high wages is growing less. It is already noticeable that many who have been otherwise employed are turning to teach- ing, not as a profession and not because they love the work or are fitted for it, but simply to take advantage of the in- creased salaries that have been granted teachers which in many places have not been safeguarded by proper professional standards. This shifting class of workers is not turning to the legal or medical profes- sions, because the requirements of these professions are such that they could not be admitted without years of study, which they are quite unwilling to pur- sue. For the same reasons they are not turning to the other professions, but be- cause in very many States “almost any- body can get a license to teach school” they are turning to teaching. Not only are they coming into open competition with competent, trained teachers, but oe THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 9 their admission will prove disastrous to the interests of the unfortunate pupils who may come under their influence. The remedy is simple enough. Leg- islatures must throw around the teach- ing profession the safeguards of high professional standards. The intellectual and moral development of youth should be protected by law from the quackery The Awakening APPILY, the awakening has come at last. There were those who saw a new National Education Association, a modern institution, that must grow in structural strength and scope, and through these in service and achievement. They envisioned an edifice that was rep- resentative of every phase of American educational effort, and saw the necessity of welding the various forces into an or- ganized whole, capable of expressing effectively, comprehensively and _ elo- quently the educational tendencies and aspirations of the entire Nation. Build up the National Education As- sociation. Let its leaders strive for nu- merical strength, for democratic meth- ods, for the highest degree of service. Let the organization command the at- tention, the respect and the confidence of the statesmanship, of the press and the public of an entire country to the end that it may render a higher and nobler service to the cause of popular education and the progress of the Na- tion.— School Board Journal. The New N. E. A. HAT THE new N. E. A. is uni- formly welcome is everywhere ap- parent. We are sure that the regis- tration will go above 100,000 this year, and it will be no surprise if it goes above 200,000. This will give a financial support and organized sentiment that will make anything possible. The new National Education Asso- ciation will inevitably be the greatest professional organization of any kind in the world. To oppose it would be fool- ish, to doubt it would be silly. The teachers of America welcome it heart- ily, and they will support it with virtual unanimity.—Dr. A. E. Winship in the Journal of Education. of untrained teachers as their bodies are protected from the quackery of untrained physicians. If the teaching profession is to be elevated in public esteem it must be protected from the demoralizing in- fluence of the incompetent and un- trained. Our slogan must be not merely higher salaries, but higher sal- aries and higher standards. - *.° EDUCATIONAL OPINION | °, oe A Matter of Common Sense ITH the suffrage extended to women, there is even greater need than ever before in the history of the Republic for an educated electorate. Every specialist worth his salt knows that all other methods of Americaniza- tion are as nothing compared with the value of the public school, and particu- larly the public school treated as a com- munity center and accessible to young and old. It ought to be and will be viewed as a grave public scandal, therefore, if we do not stiffen the appropriations for educational purposes everywhere and work out that relationship of the Cen- tral Government to the States in the matter of educational development that is the crying need of the hour. During the last sessions of Congress all sorts of futile efforts were made to pass a law which would set up a real and not a makeshift Department of Education, with a Secretary in the Cabinet and with appropriation apportioned to the sev- eral States in due degree to their codp- eration with the federal board. There is no invasion of States’ rights in such a measure. It helps the States reach that educational level that the best minds of the country realize must be attained to get results in the future. That the country should gag over the expenditure of the proper amount necessary to secure trained teachers is unthinkable. It is about time we faced this issue flatly and realized that it is not a matter of senti- mental altruism but of downright com- mon horse sense. We have backed too many wrong horses in a wasteful way in our national budgets, and now is the time to put our money on the right team, the well-trained teacher properly appointed phia Ledger. in a school.—P hiladel- THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 2, eH eC eee Menarini 7° THE EDUCATIONAL ADVANCE California AS adopted by: a vote of almost two to one an amendment to the con- stitution providing for the financing of elementary and secondary schools. The amendment was prepared by a com- mittee of the California Teachers’ Asso- ciation and is considered the most im- portant educational measure submitted to the people of California since 1849. This amendment fixes the annual State contribution for elementary schools at $30 per pupil, which is an increase of approximately 50 per cent and makes it impossible to reduce this amount ex- cept by vote of the people; and fixes the annual State contribution for high school purposes at $30 per pupil, which is an increase of 100 per cent. It writes into the constitution the pro- visions of the county high school fund bill, which more than any other law has promoted the development of high schools in California; and the provisions of the county elementary school tax law, making their repeal impossible except by vote of the people. It guarantees that all the money raised by the State and 60 per cent of the money raised by the county for school purposes shall be used for teaching. Georgia AS adopted constitutional amend- ments which practically create a new educational constitution so that for the first time Georgia may be called a public school State, according to State Superintendent M. L. Brittain. The last constitutional convention in Georgia met in 1877. It was hostile to public education and because of experiences with carpet-bag government it curtailed the taxing power, making it almost im- possible to obtain local aid for education through local taxation. To remedy this situation two amendments to the consti- tution were ratified by large majorities by the people on November 2. ‘The first amendment requires every county to levy a local tax throughout its boun- daries in addition to State aid received. The second removes restrictions against State appropriations for high schools. .o, Manan s4s i ( poanoraaitts¢ Moaaieneabs ones canna puatean cbt 5 he Od Louisiana ATIFIED two amendments on November 2. The first provides for additional school tax of one mill on the State assessment. The funds realized from this additional tax will amount to between a million and a half and two million dollars and are to be distributed on the basis of school population. The second amendment fixes the tax levy in New Orleans at seven mills on the city assessment, which increases the revenues of that city by several million dollars. Nebraska’s TATE superintendency is changed from a two to a four-year office, with a salary change from $2,000 to $5,000 per year by a constitutional amendment adopted by the people. January, 192) Richmond’s New Schedule NEW single salary schedule ha been adopted by the Board of Edy. cation of Richmond, Virginia, whic places that city in the lead among south. ern cities. The schedule is based on the recommendation of the National Education Association as contained jp the Evenden report. The minimug salary is $1,200 and the maximum $1,800 for teachers having two years of professional training, and up to $2,40) for college graduates, applicable to all grades. The total increase is about thirty-four per cent and will add $366, 000 to the annual budget. To take effect this schedule must be approved by the City Council, which levies the tax. It was unanimously agreed upon by the teachers of Richmond, at whose request Field Secretary Hugh S. Magill appeared before the Board and presented arguments in its support. Members of the Board expressed themselves as being particularly impressed by the Field See. retary’s report of the salaries’ schedules recently adopted by other leading cities, Denver’s Salary Schedule HE BOARD of Education of Denver, Colorado, has adopted and put into operation a new salary schedule which adds over half a million dollars to the school budget and which is based on the principle that teachers with equivalent ability, training, and experience should be paid the same salaries whether they teach in high school, junior high school, or elementary school. Superintendent Jesse H. Newlon and his teachers are enthusiastic over the situation, Denver being the first large city to adopt a straight-out single schedule. The minimum professional training required for appointment to a posi- tion in the elementary schools is graduation from a standard two-year normal school course (two years above the high school) or its equivalent. The provisions of the schedule apply to all grades in the schools so that equal qualifications command equal pay throughout the system. Approved experience up to two years in other school systems is recog- nized in the new schedule and liberal provision is made for leaves of absence for advanced study or for sickness. The schedule became effective December 1, and provides immediate increases ranging from $500 down. ai Yearly Minimum Maximum Increases Normal school graduate (high school plus two years) or less High school plus three years Preparation $1,200 $2,040 2,280 7 x $120 2 x 120; above $2,040 maximum High school plus four years (for teachers with four years of professional training not organized so as to obtain a degree from a standard college or university) 2,520 2 x 120; above $2,280 maximum 8 x 150 A. B. degree from standard college or university 2,880 A. M. degree ? maximum Teachers appointed in last féw years who have less than the minimum requirement as to preparation 6 x 100 ~~ Behera & ee De ok ae ER Om hCee OC: DB oh (ee eee ee 6 6 COU Oo — — ewe rnc? ao ~~ = © © na +4 = 4. ATS of 2,400 ro all about 366, take roved s the vhose Tagill ented Ts of being | See. dules Cities, nd le ld or on he si- ar nt. lat 1g of ive yn. Ses 20; 280 um 50 180 00 .B. um 00 k [ i FAS RRS |e HE SALARIES, training and ex- perience of public school teachers in the United States have long been known to be inadequate to maintain the schools at a reasonable standard of perform- ance. Salaries were so low before the war that schools were fast drifting into inefficiency. If the cost of living had remained stationary, far-sighted man- agement of public education would have required that salaries be greatly in- creased all along the line. But the cost of living doubled between 1914 and 1920, leaving teachers’ salaries much more inadequate than they had previ- ously been. Full light is thrown on the seriousness of the situation by a report, Know and Help Your Schools which represents careful investigation of the teacher situation in 359 cities of 8,000 population or more, conducted by a committee, which is composed of 33 secretaries of chambers of commerce and 33 superintendents of schools. Dr. George D. Strayer, Professor of Edu- cational Administration, Teachers’ Col- lege, Columbia University, is Chairman of the Committee. Much of the work of preparing the report was done by Dr. M. G. Neale, Professor of Educational Administration, University of Missouri, and Dr. E. S. Evenden, who prepared the monumental report on Teachers’ Salaries, which was published by the National Education Association in 1919.? By consulting the figures here repro- duced it is possible for any interested person to compare the salaries paid wo- men elementary teachers in his city with salaries paid in other cities of the same size in his section of the country. By consulting the full report it is possible to obtain similar information for women high school teachers. The table at the right shows salary increases for various groups of teachers in the various classes of cities during the period from 1913-14 to 1919-20. The met increase is only 61 per cent. 1The report is published for the Commit- tee by the American City Bureau. Single copies may be had postpaid for twenty cents; ten or more copies for fifteen cents each. Orders should be sent to Mr. Fred A. Richardson, Executive Secretary, Amer- ican City Bureau, Tribune Building, New York City. Every member of an urban school board in the United States should study the report carefully. d *Teachers’ Salaries and Salary Schedules in the United States, 1918-19. E. S. Even- den. Commission Series No. 6, National Education Association, Washington, D. C. ‘Teacher Situation—City Schools Median Salaries Paid to Women Elementary Teachers During School Year 1919-20 CITIES 8,000 TO 30,000 Pottsville, Pa. ...... 845 Ss . Seer eS cia eee POPULATION Bridgeton, a —,' 838 Mount Vernon, Ohio. 906 oe SS Se See 821 Beet, TR, ossccs00 903 Eastern States —e ; 4 5 Phoenixville, Pa. .... 799 Findlay, Ohio ....... 900 Ansonia, Conn. ..... $1,550 Millville, N. J. ...... 789 Marion, Ohio ....... 899 Central Falls, R. I... 1,339 eS epee 785 New Philadelphia, O. 804 Melrose, Mass. ..... 1,334 Fulton, N. ¥. ....... 782 Be Ts wcteeiesn 88 West Springfield, Mass 1,322 Granville, N. Y. ..... 773 Appleton, Wis. ...... 87 Arlington, Mass. .... 1,281 eee. a 766 eo re 869 Beverly, Mass. ...... 1,244 Keene, N. H. ....... 763 Champaign, Ill. ..... 863 Montclair, N. J. ..... 1,240 Laconia, N. H. ..... 758 Taylorville, Ill. ...... 861 Weymouth, Mass. ... 1,229 Lewistown, Pa. ..... 747 Seventies, Tih. . Mich. 1,058 Coshocton, Ohio .... 663 ttleboro, oe. ..<. 22008 ichmond, Ind. ..... 1,054 = New London, Conn. . 994 Blue Island, Ill. ..... 1,053 . Great Plains States St. Se re 985 Jefferson, Ind. ...... 1,050 Virginia, Minn. ..... $1,435 Asbury Park, N. J... 981 Mishawaka, Ind. .... 1,048 Independence, Kans. . 1,351 Cen Is Bs <0scce 963 Adrian, Mich. ....... 1,045 Aberdeen, S. Dak. ... 1,094 Latrobe, Pa. ........ 960 Fond du Lac, Wis. .. 1,041 soem, — sence 1,093 Rahway, N. J. ...... ‘955 Ishpeming, Mich. ... 1,021 Wise N. Dak. aes 1,064 Port Chester, N. Y... 0955 Warren, Ohio ....... 1,017 R aterloo (E.S.), Ia.. 1,032 Marlboro, Mass. .... 947 Chicago Heights, IIll.. 1,007 einen ena sees 1,025 Carbondale, Pa. ..... 942 Alliance, Ohio ...... 1,007 ca an we sees 1,011 Bradford, Pa. ....... 913 SS. err 991 a Oka ceeee 1,004 Kingston, N. Y. .... 909 Middletown, Ohio ... 980 pe Pai a or eses 996 Gloversville, N. Y. .. 904 Belleville, Ill, ....... 967 March nen %. 7 sate Monessen, Pa. ...... 880 Fremont, Ohio ...... 967 Hatehi a. owa . 950 Waterville, Me. ..... 870 Owosso, Mich. ...... 954 Muse "City I ans. .- 935 Norwalk, Conn. 861 Zanesville, Ohio ..... 939 Salina, Ke owa ... 934 Saratoga Springs, N. Y. 860 Huntington, Ind. .... 936 aa hin ant Scene ve 933 Titusville, Pa. ...... 860 Logansport, Ind. .... 936 Bee tee ’N - coos 983 Lepanom, Pa. ....... 857 Vincennes, Ind. ..... 933 — * — oes 919 Charleroi, Pa. ....3«% 850 Kankakee, Ill. ...... 925 cone, LOWE .....-- 904 Demmise, I. Y... cove. 845 Shelbyville, Ind. .... 913 (Continued on page 12) INCREASES IN TEACHERS’ SALARIES FROM 1913-14 TO 1919-20. FOR VARIOUS GROUPS OF TEACHERS IN CITIES OF DIFFERENT SIZES Median Median Increase | Per Cent 1913-14 1919-20 in Increase Dollars In Cities from 8,000 to 30,000 Population: Men Elementary Teachers Women Elementary Teachers Men Junior High School Teachers Women Junior High School Teachers Men Senior High School Teachers Women Senior High School Teachers In Cities from 30,000 to 100,000 Population: Men Elementary Teachers Women Elementrary Teachers Men Junior High School Teachers Women Junior High School Teachers Men Senior High School Teachers Women Senior High School Teachers In Cities of Over 100,000 Population: Men Elementary Teachers Women Elementary Teachers Men Junior High School Teachers Women Junior High School Teachers Men Senior High School Teachers Women Senior High School Teachers In Cities of 8,000 Population and Over: Men Elementary Teachers Women Elementary Teachers Men Junior High School Teachers Women Junior High School Teachers Men Senior High School Teachers Women Senior High School Teachers Men and Women Teachers in Elementary, Junior and Senior High Schools In 1913-14 one-half of the men elementary teachers in cities with a population of from 8,000 to 30,000 re- =" less a? $946. In 1919-20 one-half of the same group were receiving less than $1,262, an advance of |. 16 or 33%. TEACHER SITUATION (Continued from page 11) Parsons, Kans. Clinton, Iowa Bartleville, Okla. 854 Fort Scott, Kans. .... 840 Red Wing, Minn. .... 821 Winfield, Kans. ..... 804 Pittsburg, Kans. .. 776 Coffeyville, Kans. 775 Shawnee, Okla. ..... 740 Sout, We Ss cckess. 647 Cape Girardeau, Mo.. 635 Jefferson City, Mo. .. 593 Columbia, Mo. ...... 584 Hannibal, Mo. Independence, Mo. Western States Helena, Mont. ...... $1,658 Missoula, Mont. ..... 1,438 Great Falls, Mont. .. 1,360 Ses ENO. cecsec. 1,353 | > ae 1,347 Walla Walla, Wash... 1,293 Cheyenne, Wyo. 1,275 Phoenix, Ariz. ...... 1,260 Hoquiam, Wash. .... 1,252 Santa Clara, Cal. .... 1,250 Everett, Wash. ...... 1,248 Santa Barbara, Cal. .. 1,235 Pocatello, Idaho .... 1,220 en GM du cninnkes 1,167 Regen, CO ..cencae 1,135 San Bernardino, Cal.. 1,106 Riverside, Cal. ...... 1,085 Vancouver, Wash. 1,067 Greeley, Colo. ....... 1,025 Boulder, Colo. ...... 1,017 Tucumcari, N. Mex 1,013 Santa Ana, Cal. ..... 955 Sandpoint, Idaho .... 850 Southern States Greenville, Miss. ....$1,275 Spartanburg, S. C.... 954 Parkersburg, W. Va.. 920 Denison, ae 894 Fort Smith, Ark. .... 879 Bluefield, W. Va. .... 864 Winchester, Va. ..... 863 Alexandria, La. ..... 850 Alexandria, Va. ..... 815 Columbus, Miss. 809 Bessemer, Ala. ...... 789 Palestine, Texas ..... 788 Clarksburg, W. Va. 773 Meridian, Miss. ..... 768 Martinsburg, W. Va.. 757 Selma, Ala. .......-- 750 Suffolk, ee 750 Sherman, Pers 750 Paducah, Ky. ....... 744 Corsicana, Texas 740 Brunswick, Ga. ...... 730 Duties m. ©. ...%. 726 Frederick, OE cae, 723 Elizabeth City, N. C.. 650 Marshall, Texas ..... 650 Cleburne, Texas ..... 648 == Srey aie 644 Owensboro, Ky. ..... 640 Anniston, Ala. ...... 636 Waycross, Ga. .....-. 633 re ae) eee 573 Henderson, Ky. ..... 543 Jackson, Tenn. ...... 471 CITIES 30,000 TO 100,000 POPULATION Eastern States Holyoke, Mass. ..... $1,847 Hoboken, N. J. ...... 1,707 Brookline, Mass. 1,656 Newton, Mass. ...... 1,482 Meriden, Conn. ..... 1,400 New Rochelle, N. Y.. 1,352 Passaic, N. J. .....<- 1,327 Waltham, 92 36s 1,322 Woonsocket, R. I. ... 1,317 Waterbury, Conn. ... 1,316 Chelsea, Mass. ...... 1,307 Newport, R. I........ 1,245 Bayonne, N. J........ 1,236 Everett, Mass. ...... 1,218 New Britain, Conn. . 1,169 Allentown, Pa. ...... 1,090 Schenectady, N. Y 1,089 “i Se ear 1,063 Wilkes-Barre, aes 1,053 Lewiston, Me. ...... 1,052 TE, Bs ve s0 deine 1,038 Malden, Mass. ...... 1,025 Binghamton, N. Y.... 1,022 Perth Amboy, N. J... 1,010 Py The Bs oocdve 1,008 Jamestown, N. Y. 1,007 Newburgh, N. Y. .... 1,007 Elmira, IR Se SAE 994 2. ceaccuns 979 Bmeabeth, N. J. ..... 950 Hazelton, Pa. ....... 8908 Harrisburg, Pa. ..... 885 New Castle, Pa. ..... 854 Watertown. N. Y 843 Portland, Me. Great Lakes States Superior, Wis. ...... $1,378 SO SD 1,281 Rock Island, Ill. 1,226 ap Er 1,213 Battle Creek, Mich... 1,204 Ss ee 1,188 Hammond, Ind. ..... 1,179 foliee t hE re 1,153 EE SL Kadi cade 1,146 aginaw (E. Side), gs carats: 8: 0:5 8 1,145 Jackson, Mich. ...... 1,139 Oe eee 1,119 Springfield, Fe 1,115 re 1,108 Kalamazoo, Mich. ... 1,050 Terre Haute, Ind. 1,031 South Bend, Ind. .... 1,017 Aurora (East), Ill.... 1,014 2 See 996 Kenosha, Wis. ...... 976 "re 966 Le Coss, Wee ..... 964 Aurora (West), Ill.... 957 Springfield, Ohio 954 Moline, SS PTF 924 Muskegon, Mich. .... 915 Oshkosh, Wis. ...... go! Green Bay, Wis. 892 Portsmouth, Ohio 822 Great Plains States Lincola, Neb. ....... $1,381 Sioux City, Iowa .... 1,323 Dubuque, Iowa ..... 1,220 Davenport, Iowa 1,217 Cedar Rapids, Iowa.. 1,123 Wichita, SEEM ESE 1,084 St. Joseph, Mo. ..... Muskogee, Okla. 974 Springfield, Mo. ..... 841 Western States = ee $1,665 Berkeley, Cal. ....... 1,612 ES 1,550 Long Beach, Cal. ... 1,409 Sacramento, Cal. .... 1,398 ae ee 1,278 Southern States Lynchburg, Va. ..... $1,004 Wheeling, W. Va. ... 985 Shreveport, La. ..... 950 Covington, Ky. ..... 927 Winston-Salem, N. C. 828 Lexington, Ky. ...... 795 EE eee 746 Austin, Texas ....... 741 Roanoke, Va. ....... 695 Montgomery, Ala. 655 CITIES 100,000 POPULA- TION AND OVER Eastern States OS “Se are $1,599 Worcester, Mass. .... 1,523 Bridgeport, Conn. 1,521 Fall River, Mass. .... 1,518 SS & aes 1,423 Newark, N. . ‘ip aa, eed 1,420 Springfield, Mass. ... 1,373 pina Cite, Wes Jes .« BSES a 1,235 Rochester, N. Y. .... 1,210 Paterson, N. J. ...... 1,202 Providence, R. I. .... 1,140 TD. 0s Bs saeco 1,048 a arr New Bedford, Mass... Scranton, Pa. ....... 985 mentee, Te. J. cose 962 Great Lakes States Se eres $1,044 Cincinnati, Ohio 1,770 Milwaukee, Wis. 1,563 Cleveland, Ohio ..... 1,448 Columbus, | eer 1,400 Detroit, Mich. ...... 1,355 Grand Rapids, Mich.. 1,115 Great Plains States St. Paul, Minn. ..... $1,428 Omaha, Neb. ....... 1,364 me Louie, Mo. .....: 1,336 Des Moines, Iowa.... 1,317 Minneapolis, Minn. 1,298 Kansas City, Kans. .. 1,060 Western States Oakland, Cal. ....... $1,814 Seattle, Wash. ...... 1,659 Denver, Colo. ....... 1,513 Los Angeles, Cal. ... 1,488 Spokane, eae 1,289 Salt Lake City, Utah. 1,142 Southern States a a Sr $1,254 New Orleans, La. 1,234 Baltimore, Md. ...... 1,186 Richmond, Va. ..... 1,071 San Antonio, Texas.. 1,060 Memphis, Tenn. ..... 1,025 Louisville, Ky. ...... 880 "ane tn iti a la a 0 aaa ema THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 192) DISTRIBUTIONS OF SALARIES OF ALL TEACHERS OF ALL SCHOOLS OF THE CITIES) Less than $300. 300-$399..... 400- DArsis 500- 1,300-1,399.... 1,400-1,499.... 1,500-1,599.... 1,600-1,699.... 1,700-1,799.... 1,800-1,899.... 1,900-1,999.... 2,000-2,499.... 2,500-2,999. . 3,000 and over . One-half of the men elementary school teachers in all cities reporting receive less than the median Three-fourths receive less than $1,797 (Q3) and one-fourth less than $1,256 (Q1). salary, $1,517. (ae Q ; .|$1,256 Men Elem. Teachers 914 1,517 1,797 HE TABLE Women Elem. 53,774 $964 1,154 1,397 various groups of teachers. The median salary paid men and women teachers in elementary, junior and_ senior high schools was $768 in 1913-14 and $1,235 in 1919-20—an increase of $467 or 61 During the same time the increase in the cost of living has been over one hundred per cent. From the table given below it is possible to tell how in each of the groups noted have per cent. DISTRIBUTION OF NUMBER OF YEARS OF TRAINING ABOVE EIGHTH GRADE RECEIVED BY TEACHERS Men Elem. Teachers 1,449 4.41 6.16 6.96 above shows the distribution of the salaries of all teachers in all cities reporting for the year 1919-20. The full report con- tains similar tables for superinten- dents, assistant superintendents, super- visors, principals, librarians, showing salary distribution in each of the three groups of cities, and for each of the many teachers REPORTING FOR THE YEAR 1919-1920 the left of the table. tains a similar table showing the dis tribution of experience. The complete report also contain suggestions for local study and action on the teachers’ salary problem. }f is suggested that a central committer Men Women Men Women Per Cent} Jr. H.S. Jr.H.S. Sr.H.S. Sr.H.S.| Totals Teachers |Teachers} Teachers | Teachers |Teachers 0 0 1 0 1 00.0 | 0 0 1 1 86 00.1 | 0 2 1 7 234 00.3 1 15 1 18 483 00.7 | 0 51 2 28 1,252 01.7 5 105 6 43 | 2,991 04.2 4 179 1 200 5,175 07.2 22 387 35 414 | 7,057 09.6 | 16 363 57 683 9,205 12.6 28 427 67 Tae 1 3,187 09.8 51 $11 157 1,045 7,781 10.7 47 402 170 891 6,544 08.9 37 348 239 761 4,443 06.3 59 234 328 849 5,793 07.9 60 242 383 777 4,936 06.7 41 193 387 621 2,563 03.5 53 165 434 677 2,254 03.2 42 178 440 421 1,303 01.8 63 53 1,078 993 2,718 03.8 4 a 428 148 588 00.8 0 0 151 27 183 00.2 oe = a 533 3,857 4,367 9,322 72,767 100.0 $1,313 $1,062 $1,607 $1,220 ($1,010 ee 1,594 1,278 1,880 1,479 1,235 1,854 1,544 2,052 1,788 1,537 had the number of years of training above the eighth grade indicated a The report con be formed of the educational com erintendent of schools. mittee of the chamber of commere and an equal number of the schod staff selected by the board of educa tion upon the nomination of the sup Suggestion are given for the collection of data for the development of a program covering a period of years, and fo Women Sr. H.S. Women Men Women Men Elem. Jr. H.S Jr. H.S. | Sr. H.S. Teachers | Teachers | Teachers |Teachers|Teachers 264 8 19 12 436 4 15 19 1,014 16 41 45 1,563 18 51 50 6,001 74 338 212 5,398 53 297 135 24,893 180 1,229 450 4,105 85 391 308 2,598 139 699 1,170 565 38 287 563 213 18 85 229 38 3 13 45 33 4 7 44 47,121 640 3,472 3,882 5.46 5.75 6.09 7.15 6.36 6.86 6.79 8.40 6.83 8.30 8.32 8.94 Totals the determination of the kind of cam paign necessary. sources of information is added. A select list of One-half of the men elementary school teachers in all cities reporting have had less than themed) ian 6.16 years of training above the 8th Grade. Three-fourths have had less than 6.96 years of traiy ing above the 8th Grade and one-fourth less than 4.41 years. e@@nF f& = fA AL CH _— ~__ he eae al Ul. UE aining ted at rt con 1e dis tains action B*p S S =s 3 BSRn= ASros Pore y ee BSess 3 :3|8 Vol. 10, No. 1 A Platform of Service (Concluded from page 4) teaching should not be determined by the sex of the teacher, by the age of the pupils who are taught, nor by the loca- tion of the school in which the teaching is done. It means, positively, that suc- cessful effort for which one has paid the price of serious preparation and the self- discipline of experience should be ade- quately, even generously, recompensed. It means that there must be opportu- nities on each of the so-called ‘levels’ of the public-school service to earn through meritorious teaching a wage as high as that which can be earned upon any other ‘level.’ It means, also, that the rural- school service should not suffer in com- parison with the urban service. The second principle recognizes the need and the value of participation by classroom teachers in the construction of educational policies. The Associa- tion not only believes such participation to be essential to the development of the profession; it is convinced that the policies into which those most closely concerned with the actual tasks of teaching have read the results of their experience, their study, and their reflec- tion will be both wiser and more work- able than policies framed irrespective of this important source of intimate, first- hand knowledge could possibly be. It is convinced that the establishment of this principle will do more to stabilize edu- cational policies and insure their thor- oughgoing efficacy than any other single step that could be taken. The Association, however, is cog- nizant of the system of delegated respon- sibility and authority under which a democracy seeks to meet its needs and realize its aim. The people as a whole have established the public schools and the people provide for their support. To legally constituted representatives the people delegate the power to control the schools. These representatives in turn delegate certain elements of their power to executive officers. - Such offi- cers are responsible to the people’s rep- resentatives and through these represen- tatives to the people themselves. This constitutes the ‘recognized authority and responsible leadership’ under which an effective plan of participation and codp- eration must be worked out. This sys- tem need impose no hardships upon the classroom teachers. of ‘subordination’ it involves is in no sense an educational subordination; it is an administrative necessity imposed not Whatever measure - by an autocratic decree but by the simple, inherent, and inalienable right of the peo- ple to insure economy and efficiency in the management of their collective en- terprises. One who protests against this as ‘undemocratic’ cannot have thought clearly through the fundamental prin- ciples of democratic government. 1X No professional organization faced with the serious and difficult tasks which the Association has assumed can work successfully without the codpera- tion and counsel of other organizations, both professional and lay, and the will- ing aid of men and women of intel- ligence and vision everywhere who rec- ognize that only through education can be solved many of the serious problems confronting our Nation. The Association bespeaks, on behalf of the profession, the aid, sympathy, ad- vice, and codperation of all interested organizations and individuals in the THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 13 carrying out of its program. It can form no alliances; it can offer no quid pro quo; it can accept aid only in so far as it retains its own independence and its own right to determine the move- ments, outside of its chief field, that it shall exert its influence to promote. Its only claim to consideration is the great cause to which its service is pledged. This cause reaches far beyond its own professional ranks. It is more closely bound up with public welfare and na- tional progress than is any other cause today. The Association asks codpera- tion on this ground and on this ground alone. To do more than this would be to repudiate whatever claims it may now have upon the interest of the lay public. xX The National Education Associa- tion is committed to a program of ser- vice—service to the teachers, service to the profession, service to the Nation. Its supreme purpose is the welfare of the childhood of America. Campaign for Education in Ohio’ Ten Things That Ohio Schools Need First.— More teachers. Second.—Better buildings. Third.—Increased revenue. Fourth. Active support of the people. Fifth—Good light and ventt- lation. Sixth.—Better methods of teaching. Seventh.— More pay for the teachers. Eighth.—Better training for teachers. Ninth.— More vocational ed- ucation. Tenth.—Progressive people in charge of schools. IRST, we should pay teachers ade- quate salaries. Many of our finest teachers are staying with the work from a sheer sense of duty, but every year thousands are leaving. *From the N. C. R., Dayton, October, 1920. Ohio, Whether underpaying teachers re- sults in having stupid, crude, and un- educated men and women bring up our children, or whether it results in inade- quate compensation for those noble men and women who remain in the profes- sion, the condition is one to make us hang our heads in shame. Second, our schoolroom classes should be smaller. A classroom teacher can do justice with 15 or 20 children. When classes are larger than this the results are poorer. Until we are willing to greatly enlarge our teaching staff we will continue to waste the larger part of our children’s time, and that can never be given back to them. Third, we must recognize individu- ality in our children. We herd them together in classes, and each pupil has to make the same progress as every other. Bright children become shiftless and lazy. The dull ones become discour- aged and lose out. - Fourth, we must house our school children in a decent, sanitary manner. Badly lighted, poorly ventilated, and crowded rooms make good work impos- sible. Fifth, we should keep our exceptional teachers and give them charge of our exceptional pupils. # ¢ ENROLMENT and AFFILIATION Affiliated State Associations HE STATE associations of the fol- lowing States have taken favorable action on affiliation with the National Education Association: Alabama, Ar- kansas, California, Colorado, Delaware, Indiana, Iowa, Maine, Massachusetts, Michigan, Missouri, Montana, Ne- braska, New Hampshire, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, South Caro- lina, South Dakota, Vermont, Vir- ginia, Washington, West Virginia and Wyoming. Affiliated Local Associations ABERDEEN, S. D., Northern Normal and In- dustrial School, J. Willard Thomas, Sec- retary. ApriAn, Micu., Adrian College Faculty, Charles W. Obee, Secretary. Aurrep, N. Y., Faculty of Alfred College, Boothe C. Davis, President. ANADARKO, OKiA., Caddo County Education Association, R. E. Forbes, Secretary. Bayonne, N, J., Bayonne Teachers’ Asso- ciation, Mildred F. Higgins, Secretary. Brattriesoro, Vt., Brattleboro Teachers’ Association, Mary Croker, Secretary. Brivceton, N. J., Academy High School, Mark Brenner, Secretary; South Avenue Teachers’ Association, Norman A. Wright, Secretary; Bridgeton Teachers’ Club, Esther E. Bacon, Secretary; Mon- roe Street Teachers’ Association, Horace M. Perry, Secretary; Pearl Street Teach- ers’ Association, Horace M. Perry, Sec- retary; Vine Street School, Clara T. Mul- ford, Secretary. Brookiyn, N. Y., Maxwell Pedagogical As- sociation, Ella P. Merrill, Secretary. Burtey, Ipano, South Central District As- sociation, Mae Lowe, Secretary. CALDWELL, IDAHO, College of Idaho Faculty, Paul Murphy, Secretary. Canon City, Coro., Canon City Teachers’ Club, Millicent Steacy, Secretary. Cape GIRARDEAU, Mo., Community Teachers’ Association No. 1, Florence W. Walker, Secretary; Faculty of the Southeast Mis- souri State Teachers’ Association, Chris- tine W. Randolph, Secretary. Cepar Fatis, Iowa, Jowa State Teachers’ College Faculty, C. A. Cory, Secretary. CLEVELAND, Oun10, Cleveland Teachers’ As- sociation, H. T. McMyler, 2728 Euclid Avenue. DurHaM, N. C., Durham City Teachers’ Association, Quinton Holton, Acting Sec- retary. Easton, Pa., LaFayette College Faculty, William S. Nall, Secretary. Eau Crarre, Wis., Northwestern Wisconsin Teachers’ Association, Charles Beardsley, Secretary. Exton Coxxece, N. C., Elon College Faculty, W. A. Harper, President. EvizapetH, N. J., Elizabeth Teachers’ As- sociation, William H. Duncan, President. FarMinctTon, Me., Franklin County Teach- ers’ Association, Agnes Mantor, Secretary. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION °, A OAT, SUNT Fayette, Iowa, Faculty of the Upper Iowa University, E. A. Billings, Secretary. FiacstarFF, Ariz., Northern Arizona Normal School Faculty, L. B. McMullen, Presi- dent. Fort SmitH, ArK., Fort Smith Teachers’ Club, Ruby Washington, President. FrepericK, Mp., Faculty of Hood College, W. Augusta Lanz, Secretary. FREEPORT, TEXAS, Freeport Teachers, O. A. Fleming, Secretary. GLAsTonBuRY, CONN., Glastonbury Teach- ers’ Association, Margaret R. Riddell, Secretary. Granp Rapins, Micu., Grand Rapids Teach- ers’ Club, Mary Frances Hyland, Sec- retary. GREENFIELD, Mass., Franklin County Teach- ers’ Association, Mildred M. Hartwell, Secretary. GRINNELL, Iowa, Grinnell Teachers’ Asso- ciation, Mary A. Evans, Secretary. HarrispurG, Pa., Hansford County Teach- ers’ Institute, Nellie Hart, Secretary; Harrisburg Teachers’ Institute, F. E. Downs, Superintendent. HarrisonsurG, VaA., Harrisonburg Teach- ers’ Association, Ethel Spilman, Presi- dent. Hrawatua, Kans., Hiawatha Teachers’ As- sociation, Daisy Moore, Secretary. HicHLAND Park, Micu., Highland Park Teachers’ Club, Care Mabel C. Willson. HoHENWALD, TENN., Lewis County Teach- ers’ Association, Mrs. C. Baker, Secre- tary. Ironton, Onto, Lawrence County Teach- ers’ Association, Edward Q. Swan, Sup- erintendent. JAMEstown, N. Y., Jamestown Teachers’ Association, Mildred B. Willson, Secre- tary. Kansas City, Kans., Grade Teachers’ Club, Leona Sheppard, Secretary. KEARNEY, Nesr., Kearney Educational As- sociation, Mabel P. Scott, Secretary. Keyser, W. Va., Mineral County Teachers’ Association, Myra M. Nefflen, Secretary. LAKE City, Micu., Missaukee County Teachers’ Association, Gertrude Fern, Secretary. LaNvER, Wyo., Fremont County Teachers’ Institute, Verma E. Wells, Secretary. LEBANON, ILL., Teachers’ Club, McCondree College Library. LEBANON, Va., Russell County Teachers’ Association, R. N. Anderson, Superin- tendent. LewissurG, Pa., Faculty of Bucknell Uni- versity, C. A. Lindemann, Librarian. LouIsviIL_E, Ky., Guild of Louisville Teach- ers, Edna T. Cremin, Corresponding Sec- retary. MenasHA, Wis., Northeastern Wisconsin Teachers’ Association, C. F. Cole, Secre- tary. MesitLa, N. M., Dona Ana County Teach- ers’ Association, Filomon T. Martinez, Secretary. Mempuis, Mo., Scotland County Missouri Community Association, Care Mrs. Le- nora Harding. Mitton, Mass., Massachusetts School- masters’ Club, Leonard M. Patton, Secre- tary. Montcrair, N. J., Montclair Public Schoo} Teachers’ Association, Maud A. Howes, Secretary. MonrTIcELLo, ILx., Piatt County Teachers Association, Charles McIntosh, Secretary, Montcome_ry, Ara., The Women’s College of © Alabama, N. W. Swartz, Secretary. MorEHEAD, Ky., Rowan County Teachers — Association, Care J. Harlin Powers, Su- © perintendent. Moscow, IpaHo, North Central Idaho Teachers’ Association, Lillian Skatattaboe, Secretary. Mount Union, Pa., Mount Union Teachers Club, Edna Oppel, Secretary. NASHVILLE, TENN., Faculty of George Pea- body College, Care Bruce R. Payne. NATCHITOCHES, La., Louisiana State Norma) Teachers’ Association, A. G. Alexander, Secretary. Newark, N. J., Newark School Men’s Club. Walter W. Shaffer, Treasurer; Newark Women’s Teachers’ Guild, Mary W. Nichols, Corresponding Secretary; Super. vising Primary Vice Principals, Mar- garet C. Horan, Secretary. NraGaRA Fats, N. Y., Niagara Falls Teachers’ Association, Clark J. Peet, Sec. retary. NorFo_k, Va., Norfolk Teachers’ Associa- tion, M. L. Berryman, Care Henry Clay School. NorMat, ILx., Faculty Illinois State Norma} University, Edith Irene Atkin, Secretary OAKLAND, Catir., Oakland Principals’ Club, Dora Loges, Secretary; School Women’s Club of Oakland, Alice M. Williams, Secretary. Paterson, N. J., Paterson Teachers’ Asso- — ciation, Daisy Brown, Secretary. PertH Amboy, N. J., Perth Amboy Teach- ers’ Association, Glenworth Sturgis, High School. PHILADELPHIA, Pa., Philadelphia Teachers Association, Emity Renshaw, Secretary. PirtspurGcH, Pa., Pennsylvania College for Women, Woodland Road. ProvipENcE, R. I., Public School Teachers Association of Providence, Katherine U. Pierce, Secretary. Puesio, Coro., Hinsdale School, Henrietta Robinson, Secretary. Rauway, N. J., Rahway Elementary Teach ers’ Association, Helen S. Elliott, Secre- tary. ROANOKE, VA., Roanoke Colored Teachers Association, Marian Bowden, Secretary. Rock Hit, S. C., Winthrop College Faculty Association, J. E. Walmsley, Secretary. Rock Istanp, ILt., Illinois Valley Teachers Association, Anna M. Holliday, Secretary. Rocky Forp, Coro., Rocky Ford Teachers Association, Rocky River, Ouro, Teachers’ Association, Elsie L. Cleverdon, Secretary. RuTHERFoRD, N. J., Rutherford Teachers — Assocwtion, Edna Cline Hamlon, Secre- — tary. Sr. Louts, Mo., St. Louis Froebel Society. Mary A. Flynn, Treasurer. Sac Harsor, N. Y., Pierson High School Teachers’ Association, Ortha L. Wilner, Secretary. SaisBury, N. C., Salisbury City Teachers Association, Carrie M. Roberts, Secretary. — ; Monico — Teachers’ Association, W. L. Mason, Sec SANTA Monica, Cauir., Santa retary. SHELTON, Conn., Shelton Teachers’ League. Dorothea A. Verrett, Secretary. Stoux City, Iowa, Sioux City Teachers Club, Mary A. Lord, Secretary. SOMERVILLE, Mass., Somerville Teachers Club, Gladys L. Swallow, Corresponding Secretary. January, 192}° Cuyahoga County — 921 hook ~SpoxANE, WASH., Spokane Education As- wes, sociation, Olive G, Fisher, Secretary; Spokane Grade Teachers’ Association, ers’ Margaret Richardson, President. ary. SprINGFIELD, ILL., Sangamon County Teach- eof ors’ Association, Sue U. Stanton, Secre- . tary. ers’ | TmiePOONVILLE, Conn., Enfield Teachers’ Su- = = Association, Mabel E. Thomason, Secre- ; tary. aho oe... Oxta., Johnston County Edu- boe, cation Association, W. C. Herring, Presi- dent. ers University, VA., General Faculty of the University of Virginia, Albert G. A. ea- Bolz, Secretary. VINELAND, N. J., Vineland Teachers’ Asso- ‘ma ciation, H. W. Weidner, Secretary-Treas- der, urer. WaLLA WALLA, WaASH., Associated Teach- ‘Lub, ers of the City of Walla Walla, Ruth vark Ringhoffer, Secretary. W. WarrenssurG, Mo., Teachers’ Community per- Association, George R. Crissman, Presi- far dent. ’ WasHINGTON, IND., Washington City Teach- ‘alls ers’ Association, R. N. Tirey, Superinten- Sec- dent. Weston, W. Va., Lewis County Teachers’ Cia- Institute, Clay Bailey, Secretary. Clay Youncstown, Onto, City Teachers’ Associa- tion, H. K. Rayen. ‘mal ay Completed Enrolments ‘lu en’s HE following schools have com- ams, pleted their reports for one hun- esi dred per cent membership enrolment in the National Education Association ach- since the list was published in the Oc- ligh “tober Bulletin: hers Azttoona, Pa. Curtin School, L. C. Smith, ry. Principal; Emerson School, W. H. Burd, for Principal; Franklin School, D. L. Hoff- man, Principal; Penn School, D. L. Hoff- hers’ man, Principal; Stevens School, H. C. 2 'U. Smith, Principal; Webster School, I. S. Wolcott, Principal. ietta Bayonne, N. J. Vocational Schools, M. W. Haynes, Principal. ache BeERKELEY, Catir. LeComte School, John A. cre- Imrie, Principal; Longfellow School, Annie Woodall, Principal; Washington hers School, A. J. Hamilton, Principal. ary. Bertin, N. H. Berlin High School, D. W. culty _ MacLean, Principal. ary. Brivceton, N. J. Academy High School, hers Mark Brenner; Irving Avenue School, tary. Emma _ Westcott, Principal; Monroe hers Street School, Horace M. Perry, Prin- cipal; South Avenue School, Norman A. unty _ Wright, Principal; Vine Street School, doa Clara T. Mulford, Principal. Cuicaco, It. American Library Associa- 4 tion, Carl H. Milam, Secretary. — “CumuicotHe, Mo. Chillicothe Public -hool iIner, hers’ tary. nico Sec- 1g ue, hers — hers ding — y Vol. 10, No. 1 ' Schools, A. L. Threlkeld, Superinten- __ dent. 3 CLEVELAND, Onto. Landon School, Susanna Kirkpatrick. DeLPHos, Onto. Delphos High School, Hugh R. Hick, Superintendent. “Etwoop, Inv. Elwood Public Schools, Arthur W. Konold, Superintendent. SEmeryvittz, Cauir. Emeryville Public » Schools, D. B. Lacy, Superintendent. AIRBURY, Itt. Edison School, Nelle Car- ) tithers, Principal; Fairbury Township i High School, E. W. Powers, Principal ; i Isaac Walton School, Ruth Bradshaw, ; Principal. OLDFIELD, Nev. Goldfield Public Schools, A. W. Armitage, Superintendent. EBER, Utan. Heber Public Schools, D. A. Broadbent, Superintendent. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION KEARNEY, Nesr. Kearney City Schools, A. L. Caviness, Superintendent. La Crosse, Wis. Hogan School, D. H. Shepardson, Principal; Lincoln School, D. H. Shepardson, Principal. Lincotn, Nesr. Principals of the Lincoln Nebraska, Public Schools; Supervisors of the Lincoln, Nebraska, Public Schools. Lyons, Nesr. Lyons Public Schools, Clar- ence Linton, Superintendent. Mankato, Minn. Franklin School, Minnie Bangertner, Principal; Roosevelt School, S. Rose Stalet, Principal. MaARENISCO, MICH. Marenisco Public Schools, G. L. Blough, Principal. Maywoop, Itt. Proviso Township High School, J. L. Thalman, Principal. Mupank, S. Dax. Millbank Public Schools, H. C. Souder, Superintendent. New Raymer, Coro. Raymer Centralized Schools, A. A. Birdick, Superintendent. Quincy, Itt. Washington School, Emma Beckwith, Principal. 15 SEATTLE, WASH. Jefferson School, Mathilde McConeghy. Suiton, N. J. Shiloh Schools, M. Kelton Evans, Principal. St. Crarr, Micw. St. Clair Public Schools, O. M. Misenar, Superintendent. St. CLoup, Minn. City Public Schools, P. R. Spencer, Superintendent. St. Louris, Mo. Special School Number Five, Mary L. Dickson. St. Pavi, Nesr. St. Paul Public Schools, H. G. Stout, Superintendent. TonopaH, Nev. City Public Schools, G. L. Delworth, Superintendent. WatTERSMEET, MicH. Watersmeet Public Schools, R. A. Plowman, Principal. Wiuramson, W. Va. Williamson Public Schools, A. C. Davis, Superintendent. Winnetka, ILL. Winnetka Public Schools, Carleton W. Washburne, Superintendent. Yakima, WasH. Central School, Carolyn S. Young, Principal. “ 7 Jaen en eC A smn NOTES and ANNOUNCEMENTS | Atlantic City Plan HEN President Kendall decided to take the meeting of the De- partment of Superintendence to Atlantic City he agreed to comply with the rules of the Atlantic City Convention Bureau. All associations which hold their annual meetings at Atlantic City are required to comply with these same regulations. The only rule which differs from the regulations which the Association has ob- served elsewhere is the one requiring members to put up at convention hotels. The names of these hotels are printed in the supplement to this number of the Journal. One who does not put up at a convention hotel is required to pay an additional $1.00 for the privilege of at- tending meetings on the Million-Dollar Pier. The local teachers pay this addi- tional $1.00 in order to do their part in paying for convention halls and other expenses of the meeting. There was some dissatisfaction over this requirement at the meeting of the Department of Superintendence in 1918 because the rule had not been fully ex- plained beforehand. Practically every desirable hotel of the city is in this list so that the plan will not likely incon- venience any member of the Association. Read the supplement to this number of the Journal. Nomination of Officers T THE Cleveland meeting of the Department of Superintendence a new plan for the nomination of officers was adopted which provides that any ac- tive member of the Department of Su- perintendence may between January first and February fifteenth of each year file with the Secretary of the National Edu- cation Association a nomination for each office in the Department, which nomina- tion shall be placed upon the primary ballot. The plan provides that in each Janu- ary issue of the National Education Association Bulletin the Secretary shall print a notice calling for nominations for the several offices of the Department of Superintendence. ‘This statement will serve as such notice. : The officers of the Department are president, first vice-president, second vice-president and secretary. OTEL RESERVATIONS may be had by writing Mr. R. S. Erlandson, Assistant Secretary, 1201 Sixteenth St. N. W., Washington, D. C. Many of the larger hotels are already booked full and some range of choice should be allowed in making requests. Mr. Erlandson will make special effort to accommodate members. HIS NUMBER of the new Jour- nal starts as Volume X, Number 1. It thus continues in the volume series of the Bulletin which it supersedes and the last number of which was December, 1920—Volume IX, Number 4. _ Be- ginning with the year 1921, the Journals for each calendar year will constitute a volume. The title page and index will be printed in the December number each year. SST SS PASTE ME SS 8 Oe MERE See Department of Superintendence Tentative Program for Its Meeting at Atlantic City, February 24—March 3, 1921 p ‘HE following is the general pro- gram of the Department of Super- intendence. The programs for the National Society of Vocational Edu- cation, the National Council of Educa- tion and other Department and Allied Associations, which begin on February 24 and continue to March 3, will be an- nounced later. Music will be conducted throughout the meetings of the Department of Sup- erintendence by Albert E. Brown, Bos- ton, Massachusetts. Morning Service Sunday, February 27 Henry Van Dyke, Princeton University, New Jersey. Evening Service John H. Finley, State Commissioner of Education, Albany, N. Y. Monday Morning February 28, 9:30 o’clock The Great Problem in American Educa- tion—The Rural School. What has been accomplished? What is the solution? (Speakers limited to thirty minutes) Will C. Wood, State Superintendent of Public Instruction, Sacramento, Calif. W. _L. Harding, Governor State of Iowa, Des Moines, Iowa. W. C. Bagley, Teachers College, New York, N. Y., THe Arms or Rurat EpucatTIon. Ralph Decker, Superintendent of Schools, Sussex County, N. J Open discussion, speakers limited to ten minutes, led by Ernest Burnham, State Normal School, Kalamazoo, Mich.; Elizabeth Kelly, Department of Educa- tion, Raleigh, N: C. Monday Afternoon February 28, 2:30 o’clock Ideals and Accomplishments of the School System I Represent. (Speakers limited to thirty minutes) H. S. Weet, Superintendent City Schools, Rochester, N. Y. Randall J. Condon, Superintendent City Schools, Cincinnati, Ohio. David B. Corson, Superintendent City » Schools, Newark, N. J. Frank B. Cooper, Superintendent City Schools, Seattle, Wash. Open discussion, leaders limited to fifteen minutes, led by Frank Cody, Superin- tendent City Schools, Detroit, Mich. Monday Evening February 28, 8:00 o’clock Address Nicholas Murray Butler, President Colum- bia University, New York, N. Y. (in- vited). . Tuesday Morning March 1, 9:00 o’clock Best Use of the Superintendent’s Time (Speakers limited to thirty minutes) H. B. Wilson, Superintendent City Schools, Berkeley, Calif. Charl O. Williams, Superintendent City Schools, Memphis, Tenn. James H. Van Sickle, Superintendent City Schools, Springfield, Mass. Charles S. Meek, Superintendent City Schools, Madison, Wis. Open discussion, leaders limited to ten min- utes each, led by Bennett B. Jackson, Superintendent City Schools, Minne- apolis, Minn.; James O. Engleman, Superintendent City Schools, Decatur, Ill. First Business Meeting, 11:30 o’clock Tuesday Afternoon March 1, 2:30 o’clock The Probable Future of Education in the United States—Its Policies and Programs (Speakers limited to thirty minutes) Frank E. Spaulding, Head of Department of Education, Yale University, New Haven, Conn. Lotus D. Coffman, President University of Minnesota, Minneapolis, Minn. M. L. Burton, President University of Michigan, Ann Arbor, Mich. Henry Snyder, Superintendent City Schools, Jersey City, N. J. Open discussion, leaders limited to fifteen minutes, led by John W. Withers, Su- perintendent City Schools, St. Louis, Mo.; Robert J. Aley, President State University, Orono, Maine. Tuesday Evening March 1, 8:00 o’clock Address Sir Auckland Geddes, Ambassador from Great Britain, Washington, D. C. (in- vited). Address H. M. Towner, Congressman from Iowa, Washington, D. C. [16] Wednesday Morning March 2, 9:30 o’clock The Great Need of the Schools—Betig Teaching. How Shall We Get It? (Speakers limited to thirty minutes) © Mrs. Susan M. Dorsey, Superintendey City Schools, Los Angeles, Calif. Charles H. Judd, Dean of Department 9 Education, University of Chicago, Chi cago, Iil. Walter A. Jessup, President University 9 Iowa, Iowa City, Iowa. Zenos E. Scott, Superintendent City School Louisville, Ky. Open discussion, speakers limited to twenty five minutes, led by Arthur W. Duy Bureau of Education, Washingt D.C. Wednesday Afternoon March 2, 2:30 o’clock Departmental Meetings Cities less than 50,000—Henry M. Maxse ae City Schools, Plainfiel Cities 50,000 to 250,000—Louis P. Benex Superintendent City Schools, Evan ville, Ind. Cities 250,000 to 450,000—Joseph M. Gwin Superintendent City Schools, New Qy leans, La. Cities 450,000 and up—William M. Davi son, Superintendent City Schools, Pitt burgh, Pa. Committee on Resolutions Henry S. West, Superintendent (CG Schools, Baltitmore, Md., Chairman, Frank V. Thompson, Superintendent @ Schools, Boston, Mass. Carleton B. Gibson, Superintendent @ Schools, Savannah, Ga. Ira I. Cammack, Superintendent @ Schools, Kansas City, Mo. Milton C. Potter, Superintendent @ Schools, Milwaukee, Wis. George D. Strayer, Teachers’ College, @ lumbia University, New York, N. ¥ Wednesday Evening March 2, 8:00 o’clock Address P. P. Claxton, Commissioner of Educatity Washington, D. C. i Thursday Morning March 3, 9:30 o’clock & How May the Public Understand Wie Service the School is Rendering the ~ Community ? ‘8 Thomas E. Finegan, State Superintend) of Public Instruction, Harrisburg, © Local Influence of the Russell Sage F dation Ranking of Montana’s Edw cational System Edward C. Elliott, Chancellor Univers of Montana, Dillon, Montana. Final Business Meeting, 11:30 o'clock