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State mate) super publi reset ‘omp teac choo peopl ching of rerfe othe ngs 0 s, th or ha powr le fy ‘ion | e N yrofe teac sole! dre sake nere. rs al Pol. 10, No- is nevertheless true that the Federal Government has certain sovereign powers the effective exercise of which is dependent upon the education which its citizens receive in the schools that are controlled by the several States. It is also true that the exercise of these powers affects the several States differ- ently. For example, a State with a large non-English-speaking population sent many men fit only for manual labor to the training camps, and a State whose drafted men could speak and read Eng- lish had them drilled for trench and field warfare. - The worth of public education, from the national point of view, was clearly revealed both in its positive and negative aspects during the trying days of the war. This worth is as constant and as effective in peace as in war. The policy of Federal aid to education, which antedates the adoption of the Constitution and _ concerning which there has-never been an adverse 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 41 court decision, has been found to be the Nation’s best method of participating in the most fundamental of all sovereign rights—that of perpetuating itself and rising to higher things—education. The equivalent of national approval, as well as the approval. itself, should be given to teaching as an occupation to assure us that for all time there shall be a com- petent, well-trained teacher, in hearty ac- cord with American ideals, in every pub- lic-school position in the United States. Committee Reports Education Bill HE COMMITTEE on Educa- tion of the House of Representa- tives reported the Smith-Towner bill on January 11, suggesting certain amendments and recommending that the bill as amended be passed by Congress. After explaining the proposed amend- ments, and giving the bill in full as amended, the Committee proceeds to discuss the provisions of the measure. This report, prepared by Congressman Towner, has received nation-wide atten- tion. It is House Report Number 1201 of the Sixty-sixth Congress and will be furnished free, on application, by your Congressman or by the National Educa- tion Association. The following is the Committee’s analysis of the bill as given in the report: ANALYSIS AND GENERAL CONSIDERA- TIONS The bill creates a Department of Education with a Secretary at its head, who shall be a, member of the Presi- dent’s Cabinet. The first six sections of the bill provide for the organization of this department. ‘There are many reasons why this should be done. It is generally admitted that the education of its citizens is the most important work in which a government can engage. This is especially true in a republic. A nation can be properly governed only when it is intelligently governed. While the United States is more dependent than almost any other nation upon edu- cation for the successful conduct of its Government, it is about the only nation inthe world that has not given educa- tion primary recognition, for nearly all the other nations have departments or ministries of education with their heads members of the cabinet. Early in our history we began mak- ing appropriations to the States in lands and money for educational purposes. We have undertaken the work both di- rectly and indirectly. There are now thirty or more different parts of the Government service doing educational work, and we are annually making large appropriations from the National Treas- ury for their support. Yet the only recognition we have given education at the seat of government is the establish- When HEN the salaries of teach- ers are raised to a point where the men and women who prepare for the work can be happy in it, proud of it, freed from con- stant financial worry, and able to pay their share of the social and civic activities of the town, then, and only then, will teaching at- tract the kind of men and women who should and can instruct the citizens of tomorrow.—T he Liter- ary Digest. ment of a small bureau in the Depart- ment of the Interior. ‘There is no co- ordination of the various educational activities of the Government. There is no head to direct the work. The Com- missioner of Education has no authority over the educational work of the Gov- ernment outside his own bureau, which has but a subordinate place, supported only by small appropriations. ‘To con- centrate and codrdinate this work will make both for efficiency and economy. To give to education the recognition in the Federal system which its importance merits is one of the principal objects of the bill. AID FROM THE FEDERAL TREASURY The remaining sections of the bill provide for the authorizations of appro- priations from the Federal Treasury to aid and encourage the States in particu- . lar branches of educational work which are especially urgent. These authoriza- tions for appropriations are made con- tingent upon the States appropriating an amount at least equally as large forthe same purpose. ‘The particular branches of educational work to be thus aided and encouraged are the removal of illiteracy, the Americanization of immigrants, the equalization of educational opportuni- ties, the promotion of physical education, and the preparation of teachers. ILLITERACY The extent of illiteracy in the United States is so great as to amount not only to a national disgrace but a national menace as well. According to the census of 1910, there were in the United States 5,500,000 persons ten years of age and over who could not read or write any language. In addition there were 3,500,000 who could not speak, read, or write English. These statistics put us in ninth place among the nations, with most of the civilized world ahead of+us. The disclosures of the last census as to illiteracy are not yet available, but it is believed that the percentage of illiteracy has not been substantially reduced since 1910. Our alarming condition was graphi- cally disclosed by the examination of the draft registrants during the late war. The Surgeon General’s report showed that of the men called to service between the ages of twenty-one and thirty-one nearly twenty-five per cent were practi- cally illiterate. The Nation’s defense is thus doubly impaired. First, because one-fourth of the sons of America called to serve are incapacitated for efficient service by being so ignorant and illiter- ate that they cannot even understand the orders given them; and, second, because in a free country its safety is jeopard- ized when its voters cannot read the bal- +2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION lots they cast and only know how to vote as they are told. The economic loss is tremendous. Secretary Lane estimated the annual loss to the Nation because of illiteracy alone at $825,000,000. The Director of the Bureau of Mines states that of the 1,000,000 men engaged in mining in the United States 620,000 are foreign- ers, and that 460,000 of these cannot speak English. He states that the re- moval of illiteracy among the miners would save annually 1000 lives and 150,000 injuries. Investigation has shown that one-half the industrial acci- dents are the result of ignorance, be- cause the workers cannot read the dan- ger warnings or understand the orders given. It has been said that illiteracy is a southern problem. ‘The facts do not warrant that conclusion. Georgia has 389,000 illiterates, but New York has 406,000. Alabama has 352,000, while Pennsylvania has 354,000. Louisana has 352,000, .Mississippi 290,000, and Texas has 282,000, but Illinois has 168,000, Ohio 124,000, and New Jersey 113,000; even Massachusetts has 141,- 000, and undertakes partially to solve her illiteracy problem by depriving them of the right to vote. It is thought by many that illiteracy is a race question. But it is much more than that. There are over 1,000,000 more white illiterates in the United States than illiterate negroes. AMERICANIZATION Closely allied with the problem of the removal of illiteracy is the Americani- zation of our foreign born. We have now more than 15,000,000 foreign-born population in the United States. More than 5,000,000 cannot read or write the English language. More than 2,000,000 cannot read or write any language. This mass of ignorance is not merely a negative evil; it has become and is now an active source of danger to the Re- public. Alien communities where our language is not spoken, where our maga- zines and papers are not read, and where no American ideals or any understanding of our institutions are made known con- stitute a rich soil in which are sown the seeds of unrest and revolt. Alien agitators who advocate the destruction of our Government, whose only purpose in coming to our shores is to excite revo- lution by violence, find here their oppor- tunity. These revolutionists whom we have mistakenly allowed to come to this country easily win the confidence of their countrymen and easily lead them astray. Most of the difficulties among foreign workingmen have their origin in the evil work of these foreign malcon- tents and trouble makers. There is but one cure for these condi- tions, and that is to educate the immi- grant to understand our language, our government, and our institutions. We are ourselves largely to blame. We ad- mit the foreigner on easy terms and then let him shift for himself. We should surround him from the first with an atmosphere of helpful and patriotic in- fluence. We should teach him to know what a free government is and what America really means. A man cannot love a country which he does not under- stand. He cannot appreciate and cher- ish institutions which are incomprehen- sible to him. The task of the Americanization of immigrants, as well as that of the re- moval of illiteracy, is very largely an adult problem. ‘The children we hope will be cared for in the schoo's. But there are few schools and few facilities of any kind for the education of grown men and women. ‘That fact makes the problem. more difficult, and accounts in part for the delay and reluctance of the States to meet the demand. But the difficulty must be faced. It is the duty of both the States and the Nation to meet it, and it is hoped that by an March, 19% ~~ an effective codperation in the work y, may be able within a few years mat rially to better the conditions that no, exist. EQUALIZING EDUCATIONAL Oppo. TUNITIES Provision is made for an appropriy tion to encourage the States to equaliz educational opportunities for the you of the land. That great inequalitig exist within and among the States ; well known. In the South a large py portion of the negro children never the inside of a schoolhouse. In th North there is hardly a city that hy adequate school facilities for all its chil dren. In some rural communities anj factory districts the value of the Prop. erty is so small that local taxatigy cannot support the schools. In othe sparsely settled communities means mug be provided to carry pupils to centr schools. The differences between th city and country schools are marked On an average the country boy has tw months less of a school year than th city boy. Through the eight grades thi amounts to one year and four months advantage given the city boy over the country boy. Unfortunately it is found that wher the educational needs are greatest th schools are most inadequate. All ove our land the poorest schools are in the poorest communities—just where the best schools are most needed. Through national codperation with the States and the local communities these unfortunate! conditions can be largely remedied. | should be the Nation’s task to so en courage the States and codperate with them that every child in America whether born in a city or in a remote rural district, shall have the advantage of at least a common-school education. The idea is fundamentally sound tha the Nation, the State, and the local com munity should share in the responsibility and the expense of supporting an ade quate and equalized system of public education. PuysicAL EpucATION The Provost Marshal General’s rte port revealed the startling fact that more than one-third of the men exam ined for military service in the late wat were disqualified by reason of physical disability. It is also stated that ninety per cent of these hundreds of thousands of young men thus classed as physical defectives unfit for military servic could have qualified had they been — OS OS OSS Ol lo POR. OPTiz. Laling youth alitie tes | > Pro. aT Se L the t ha chil. an{ Prop. cation othe; we ‘ntral 1 the irked, $ tiny 1 the s this ynths r the vhere t the over n the the ough $ and inate It ) en with erica, mote ntage ition. that com: bility ade- ublic $ Te that xam- wat ‘sical inety ands ‘sical rvict Vol. 10, No. 3 Vol. 10, N taught the application of the simplest rules of hygiene and health. It was ignorance, gross ignorance, that in the vast majority of cases was the cause of their incompetence. If one-third of our young men are diseased and unfit to fight for their country, they are unfit to make their full contribution to the life and progress of the Nation. ‘They cannot bring to their families, to the community, or to the Nation a man’s share of its obliga- tion and service. In a double sense physical education is a national interest. Not only because a physical defective is a burden to the Nation, but because it is as necessary to have sound men as it is to have effective guns and ammuni- tion for the Nation’s defense. The ad- dition to the dynamic power of the Nation, the strengthening of all the forces that make not only for national defense but for progress, even the in- crease of moral strength that would come from observance of the funda- mental principles of healthful living, are incalculable. There is but one adequate and sensi- ble course: to adopt and put into opera- tion as part of our school curriculum a system of physical education in its broadest and best sense. Unfortunately this has not been generally done. The additional cost deprives many schools and thousands of children of this essen- tial element of education, with the un- fortunate results already referred to. As the Nation has an immediate interest in the physical fitness of its citizens, it is only proper it should bear a part of the expense and do something toward stimu- lating the activity of the States in this regard. PREPARATION OF ‘TEACHERS It is generally admitted by those who have given thought to the subject that the most pressing educational problem in America is how to overcome the difh- culty of securing competent teachers for our schools. Thousands of schools are closed because teachers cannot be ob- tained. Tens of thousands of schools are taught by incompetent teachers. Over 100,000 teachers now teaching American youth are less than twenty years old; 30,000 have no education beyond the eighth grade; 200,000 have less than a_ high-school education; 300,000 have no professional training whatever. The principal cause of this is that teachers have been paid less wages than almost any other class engaged in private THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 43 or public service. The average salary paid teachers in the United States last year was $640. This is less than the wages paid scrub women or ditch dig- gers. It is only a fraction of the amount paid mechanics. It must be manifest that such conditions will drive all com- petent and self-respecting teachers from their work. It is certainly the duty of the people of the United States to bring up to at least a scale of reason and jus- tice the salaries of the teachers of the country. But it is also the duty of the people to see that adequate means for the prep- Great Britain HE BUDGET of the Brit- ish Board of Education for the fiscal year beginning April 1, 1920, is approximately two and one-half times that of 1918. Of the increase for the two years of £26 420,000, £15,000,000 repre- sents increased pay for teachers. According to figures given out by the Bankers’ Trust Company of New York, the expenditure was £14,900,498 in 1916; £19,334,- 705 in 1918; £32,772,473 in 1919; and £45,755,567 in 1920. aration of teachers be made available on such terms as will induce competent young men and women to engage in teaching. And this is not merely a local problem nor a State problem; it is a national problem as well. It is un- doubtedly one of the principal duties of our schools to put into the minds and hearts of the youth of our land the principles of American liberty and jus- tice and to teach them the blessings and the responsibility of American citizen- ship. Indifference as to the want of school privileges or as to the character of the schools and their teachers will in- evitably result in the deterioration of our citizenship and endanger the life of the Nation. It is to aid and encourage the States in the work of preparing com- petent teachers for all the schools within their borders, both public and private, that this provision is inserted in the bill. OBJECTIONS It is urged that this bill provides for an undue extension of the powers of the General Government; that education is properly a State function and should not be invaded by the Nation. In reply to this objection it may be said that the legislation proposed does not usurp the powers of the States in their control of education. On the contrary, the con- trol and management of the schools by State and local authorities is most care- fully preserved, and very definite and positive provision is made against any interference on the part of the Federal Government. It cannot be too strongly stated that this bill is to aid and en- courage, and not to control. The bill instead of granting power to the Federal Government to control education within the States in the strongest possible pro- visions guards against it. The Secretary of Education is denied the right to estab- lish standards or to exercise any power over the conduct of the schools. The only standards or conditions which must be met by the States in order to receive the benefits provided are clearly stated in the bill. All details with respect to courses of study, plans, and methods are left entirely to the States. It cannot be said that national aid for education is a new proposition. As a matter of historic fact, the policy of making grants by the National Govern- ment for the education of the people antedates the adoption of the Constitu- tion. The land act of 1785 provided for the survey of the Northwest Terri- tory and set aside therein lot number 16 in every township for “the mainte- nance of public schools within said township.” The ordinance of 1787 de- clared that “Schools and the means of education shall forever be encouraged.” In 1826 the section-grant provision was applied to the Louisiana purchase. In 1848, in the Oregon Territory land act, sections sixteen and thirty-six were set aside for the public schools. Nor. were grants of land only made by the General Government. In 1818 the act admit- ting Illinois set aside the “five per cent” funds for education. The surplus dis- tributions were used largely for that purpose. In 1863 the Morrill Act pro- viding for the establishment of the “land-grant colleges” in each State was signed by President Lincoln. This was strengthened by the Hatch Act in 1887. The second Morrill Act, passed in 1890, gave $25,000 a year to each land-grant college. This was increased first to: $30,000 and then to $80,000 a year in cash from the National Treasury. The Smith-Lever Act of 1914 gave further increases for extension work and farm- ers’ institutes. The Smith-Ilughes Act of 1917, providing for assistance to the States for the promotion of vocational 2 education, gives a total maximum ap- propriation from the National Govern- ment annually of $7,200,000 for that purpose. It is evident that the policy was early adopted and has been since maintained that the National Government shall, when National as well as State interests are involved, aid the States in the educa- tion of its citizens. The additional demand which will be made upon the Treasury is urged as an objection. In the first place, it should be observed that the bill does not appro- priate but merely authorizes appropria- tions. It establishes a limit rather than creates a burden. It is within the dis- cretion of Congress to appropriate the whole or any part within that limit in any year. Besides, it is not at all prob- able that the entire amount provided will ever be called for. To absorb the entire amount all the States would have to qualify under all the five separate provisions every year. It is not likely that this will ever occur. Some States will qualify for aid in the removal of illiteracy. Others will not need it. Some will qualify for the Americaniza- tion of immigrants. Others will not do so. And this is the case with each of the five provisions. The Federal Gov- ernment will respond only when the State shall deem its own need in that particular matter of sufficient impor- tance to make at least an equal appro- priation. When Congress is to consider to which of the various demands for ap- propriations it will respond, it should make selection of those which are of greatest importance and omit those which are least justifiable. There is nothing of more importance in our scheme of government than the educa- tion of the people. Whatever else may be left out, education cannot safely be excluded. If there is any one thing that justifies a tax in the judgment of Amer- ican citizens, it is that which strengthens and supports our public schools. There are many millions now appropriated which have much less justification than the appropriations called for under the terms of this bill. If education should be given the recognition which its importance re- quires, if illiteracy is a national peril, if ignorance of our language and insti- tutions is a source of danger, if through the equalization of educational oppor- tunities there should be guaranteed to every child in the land at least a com- mon-school education, if the conserva- THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION tion of the physical well-being of the youth of our land is imperative from the standpoint of national welfare, if there should be provided for every boy and girl in America a competent, well- qualified teacher in order that there may be developed throughout our Nation an intelligent and enlightened citizenship, then it can be fairly said that this legis- lation is justified. The Greatest Boys’ Club TomM SHEEHAN Rotarian, Jersey City, New Jersey E have heard during the past two or three years speech after speech, and there has been an endless amount of talk, relative to boys’ work and the possibilities of developing in the com- munity a boys’ work committee that would function properly and do some- thing for the under-privileged boy. It was my pleasure the other morning to visit the greatest boys’ club in America; in fact, the greatest boys’ club in the world. In charge of this club is a superintendent who has been there for years; in fact, he has given his life and his talents at a meager salary to the development, not alone of the under- privileged boy, but of the privileged boy as well. He is a kindly, considerate gentleman, and we have many of his type in America. He took me through the club and I lingered in one department. In _ this particular department a woman was in charge; a wonderful woman, fifty years of age; kind, considerate and patient. She has been on the job for thirty-two years and has handled an average of thirty boys and girls a year over this period. Nine hundred and sixty boys and girls have passed along to take their place in politics, law, medicine, and busi- ness; in fact, in all of the arts. - I know some of them today and many of them were what we call the under-privileged boy and girl. The under-privileged boy is compelled by law to spend nine years of his life in his club house; nine years of his life from eight-thirty o'clock in the morning until three in the afternoon. For the support of this particular club house, an assessment appears on my tax bill every year. It is not enough. I would 1 The address of a business man before the Jersey City, N. J., Rotary Club, re- ree in The Rotary Call, December 22, March, 192] honestly like to see it more if I knew that the more was going to the support of this particular club. How much we owe the American schoolroom. How much we owe the patient, kindly con- sideration that was shown us during the meanest years of our life by some kind, patient man or woman. If Christmas means anything at all to the Rotarian, it means a determina- tion that next year beginning January 1 he is going to see to it that the American schoolroom is filled with the right kind of teachers. When I say the “American schoolroom,” [ mean every kind of schoolroom, for I have never seen a bad one. It is of very little moment to me where a boy receives his education. | love the public school, for I owe it all that I am. Whether it is a Jewish school, a Catholic school, an Episcopal school, or a public school, it is all the same to me so long as the boy and the girl are taught that, which is our only hope—the right principles of Ameri- canism. I remember a very bad case of tuber- culosis that I came in contact with some years ago. I heard the physician say, “There is very little we can do in this instance, our work is with that boy,” who happened to be the son of the patient. So it is with this bolshe- vistic, socialistic and all of the other istic trends—our hope is with the boy and the girl. One cannot tear the flag of a man’s country out of his heart and supplant it with another. This is a fact that we might just as well stare in the face. ‘he Italian will be an Italian, the Irishman will be an_ Irishman, the Englishman will be an Englishman and the German will be a German as long as he lives. Each may be honest in his allegiance to the oath he took when he became a citizen of this Republic, but that is mental and has nothing to do with the love of country or of flag. It is only in the schoolroom of America that we can hope to develop the men and women who owe not alone a_ legal allegiance, but a sympathetic, honest and patriotic allegiance born of their love for the Flag and the Nation. I learned it there yesterday and the boy of today and tomorrow will learn it there also if we Rotarians take the trouble to see that the right kind of men and women, receiving for their services sufficient re- muneration so that they may live as American ladies and gentlemen should live, are handling our educational insti- tutions. ll al Ly, Teachers Week in North Dakota A. G. CRANE Formerly President, State Normal School, Minot, North Dakota y EALIZING the peril to North Dakota schools, caused by the shortage of trained teachers, the Normal School Presidents’ Council or- ganized a state-wide campaign. The ‘Board of Administration was first in- terested and by resolution of April 19, 1920, endorsed the project, authorized the necessary expenditures and petitioned the Governor to set apart a week in May as state-wide Teachers’ Week. The week of May 16th was officially pro- claimed by the Governor. The proc- lamation set forth the purposes of the campaign to be: 1. To secure a thrift wage for trained teachers that capable young people may be led into the profession. 2. To secure more trained teachers, particularly in the rural schools. 3. To improve the professional con- dition of teachers in service. All public spirited agencies and citi- zens in the State were urged to codper- ate in the campaign. In accordance with the action of the Board of Administra- tion, the Normal School Presidents’ Council proceeded to organize the cam- paign. The Board agreed to pay for a campaign manual. Each educational in- stitution of the State was authorized to use its funds for campaign expenses. The State was divided into eight dis- tricts, with the president of the teacher- training institution in that district as director of the district. To the State Manager (the present writer) was as- signed the task of compiling the cam- paign manual. To other directors was assigned the special work of enlisting and directing the codperation of the press, the church, the theater. Each director was made responsible for find- ing public speakers for his district and, in general, became the clearing house for campaign activities in his district. The coéperation of powerful organiza- tions and agencies was indicated by the following list: State Teachers’ Association, State Federation of Labor, State Extension Department, American Legion, Women’s Council of Defense, county superintendents, local school officers, Federated Women’s Clubs, fraternal orders, business organizations, city and county officers, and Four- Minute Men. Each of these agencies gave hearty support to the campaign, enlisting its local representatives through the State. The campaign manual was the official document of the campaign, containing the proclamations of the Governor, the Board of Administration, the State De- partment of Public Instruction, as well as full details of the plan of the cam- paign. Its chief purpose, however, was to provide the facts and figures for the ROMOTE, then, as an ob- ject of primary importance, in- stitutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened. — Washington in his Farewell Address, 1796. use of speakers and writers. Each article was presented in newspaper form, ready for press copy. Arguments were present- ed on the following aspects of the situa- tion: Teachers’ wages are too low. Teacher shortage is lowering pro- fessional standards. The State is in danger. What must be done? Value of professional training is gaining recognition. Teaching is attractive work. Thus organized the campaign soon be- came state-wide. North Dakota’s situation was not greatly different from that of the coun- try at large. Probably 30 per cent of the teachers were new each year. The number of experienced, trained, and capable teachers who left the profession of the State during war times was alarm- ing. ‘To take the places of those who- left, there were fewer students in train- ing in the State normal schools. The registration in the normal schools had decreased steadily since 1916. North Dakota is an agricultural State and its rural-teacher situation had never been ideal. Of eight thousand teachers in the State, over half were in one-room rural schools. In 1918-1919, one-tenth [45 teaching on permits; 62 per cent held the lowest possible legal license, and 21 per cent, the third-grade license. The average of these teachers were salary, on a twelve months’ basis, for these rural teachers was $55 a month in 1920. The county superintendents, upan whom devolves the supervision of these schools, were working on salary rates set seventeen years ago. It was evident that the farmer’s child got the shortest term, the poorest curriculum, and the least competent teacher. The campaign leaders maintained that the farmers’ children deserved better. The acute shortage of teachers had resulted in accepting persons of question- able proficiency in order to keep the schools open. County institute con- ductors in eighteen counties reported, in the fall of 1919, that 32 per cent of the teachers in those institutes were then teaching their first year of school. An investigation of teaching condi- tions in the sixteen tributary counties was made by the State Normal School at Minot. The same questionnaire was used as had been used in Minnesota, thus affording an opportunity for comparison. From this the following startling facts ° were secured: Only 30 per cent of the teachers had any schooling beyond high school, while 6 per cent were graduates of the eighth grade only. Less than 6 per cent had had as much as a year of professional training and 35 per cent were teaching for the first time. The survey brought out the alarming fact that rural teachers received the lowest wage paid for any regular service rendered to society. Even cooks and chambermaids received more. Four years was about the average time that the teachers remained in the profession and during that time they probably taught in several schools. The teachers’ financial statements showed that rural teachers were paid just $25 more than they were required to spend, teachers in high schools received $16 above expenses, while the expenses of teachers in the graded schools exceeded their incomes by more than $100 a year. During the winter of 1919 a commit- tee of the State Teachers’ Association worked out a Fair Wage Scale for teachers. This scale was presented to every teacher and every school officer 46 THE JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION in the State. It was endorsed by public assemblies, by institutions, by teachers and school officers’ conventions, and re- ceived very general approval and adop- tion. The scale provides for an increase in wages with improved professional train- ing and successful experience, as well as for promotion in grade of position held. It includes elementary schools, junior and senior high schools. It fixes the minimum for licensed teachers at $810, with four increases of $90 per year. It provides for a 15 per cent higher schedule for men than for women. In fixing this, the committee was not passing upon the justice of such a premium for men, but was frankly facing a critical situation and offering the most feasible and convenient remedy. The scale throughout was an attempt by practical, experienced school people to frame what would probably be an im- provement; would promise relief from the present shortage of teachers; would encourage institutional training and ex- perience; and would be attainable under the present conditions of public senti- ment and revenue limits. The wisdom of the scale has been proved by the results. The campaign brought out some in- teresting and novel methods of securing public attention. The press was used liberally. The Four-Minute speakers, trained during war time, gave splendid help in theaters and in public assemblies. The moving-picture houses ran slides portraying the educational crisis. Public mass meetings were held. Window dis- plays were made in the cities. Enter- prising firms and educational institutions printed Teachers’ Week slogans on their correspondence envelopes. The good roads tours throughout the State during the same week gave opportunity for speakers to address rural and village audiences. The Town Criers’ Club of Minot offered prizes for the best Teachers’ Week slogan, song, cartoon, and limericks. "The contest was state- wide and produced some contributions that should be of value in future, similar campaigns. The prize winning con- tributions follow: TEACHERS WEEK LIMERICKS Prize winning set C. F. Williams, State Normal School, Valley City Most everyone now is agreed That this is the country’s big need! More teachers well trained Well paid and big brained With UNSELFISH SERVICE their creed. A schoolma’am in dreadful despair Was seen to be tearing her hair When asked what’s the matter She yelled: “Can the chatter, I can’t live on love and hot air.” A school teacher’s houseful of kids Were so poor that they went without lids; His wife had no coat, No sty had the shoat, And the Lizzie was minus non-skids. There was a young man from Cheyenne Who said: ‘I will teach if I can.” So he brushed up a bit And got a permit— Now he’s principal—’cause he’s a man. Growls the pessimist, “We needn’t mind them, Cheap teachers? We still can find them.” But the optimist wise With a gleam in his eyes, Quotes, “The N. D. E. A. is behind them.” TEACHERS WEEK SONG First prize Huldah Lucile Winsted, State Normal School, Minot (Tune: Marching Through Georgia) A danger is a-looming ‘long the Nation’s boundary line; A spectre grim and daring, coming closer all the time; schoolhouse and o’er cottage, chism’s flag may fly If the present teacher shortage continues. anar- O’er Chorus: Come one, come all, ye valiant teachers true! Teach on! Carry on! The Nation’s back of you! Our country is in peril And the fight depends on you— We'll win if we all pull together! The school bells now are silent, who will come and make them ring? Teach the leaders of the future songs of home and freedom sing? Teach the boys and girls the lessons they must learn if they would rule Our own dear U. S. A. forever! Chorus: Come one, come all, ye valiant teachers true ! Teach on! Carry on! The Nation’s back of you! Our country is in peril And the fight depends on you— We'll win if we all pull together! A state-wide essay contest was held in all the schools, dividing the con- testants into three groups—elementary, secondary and collegiate students. The contest was managed from the State De- partment at Bismarck. The essays were on the topic, “Why Prepare for Teach- ing,” and called the attention of many young people to the advantages of pro- fessional preparation. The pageant, The Light, was repro- duced in several counties and cities. In the counties the superintendent assigned March, 1921 various “Glimmers” to different schools and then assembled them for the final performance at some central location, At Minot the pageant was given by the city schools and the Normal School com- bined. District teachers’ associations carried the plea for better schools and trained teachers. These organizations readily endorsed the campaign and many new members were added to the State educational association. The hopeful signs for the profession are increased salaries already being re- ceived by this year’s normal-school graduates. The graduates for the State Normal School at Minot will average $125 per month this year, ranging from $100 to $200. In the summer of 1920 requests for forty-five consolidated-school principals have been reported to this one normal school alone. Districts which last year were paying less than $100 have raised their minimum to $125. School boards have shown great willingness to pay well for competent service. Summer sessions have shown a great increase both in the number of registrants and in their grade of scholar- ship and education. County superinten- dents report great interest and a more alert attitude on the part of the boards of education. The Teachers’ Fair Wage Scale has been adopted by thou- sands of school boards and exceeded by many. One of the far-reaching results of the campaign, and most promising for future gains, is the resolution by county superintendents, normal schools, and State Department to continue the campaign of education and agitation throughout the fall and winter in insti- tutes, associations, and school officers’ meetings. Normal schools are anticipat- ing increased registrations this fall and a more hearty and favorable attitude by the high school graduates of 1921. The campaign was one of publicity. It had a definite Fair Wage Scale. It secured the active codperation of all educational institutions and state-wide civic organizations. . The campaign of Teachers’ Week was but the opening barrage. The fight is still on for the welfare of the boys and girls of North | Dakota. It is hoped that Dakota's ex- | perience may be suggestive to other com / munities where an awakened public sen- | timent is needed for better schools through trained teachers. Copies of the North Dakota Campaign Manual can | be had by writing to the State Normal | School at Minot or to A. G. Crane, Principal, State Normal School, Edin- boro, Pennsylvania. 21 ols nal din- Two lowa Consolidated Schools N DISCUSSIONS of the progress of school architecture, too little at- tention is paid to the consolidated rural school. ‘The improvement in the rural high school is more notable than those of the city schools, for the architect has had to overcome greater difficulties and show more ingenuity in their plan- ning. A rural high school which is now be- ing built at Barnes City, lowa, under the supervision of Architect Edgar A. Payne, of Carthage, Illinois, is indicated by the first series of plans shown on this page. The building is rectangular in form, 88 feet 6 inches in length and 59 feet in depth. It is three stories in height, the ground floor being three feet below the grade of the surrounding surface. The (om Loos ! —al main front of the building faces west and the classrooms are arranged to face either east or west. A central entrance leads through a vestibule into the main corridor, which extends south from the north entrance. There is also a vesti- bule entrance at the north end of main corridor. The boiler room is under the main building and contains two steam boilers of sectional type. The coal bunkers are large enough to hold two cars of coal. The ground floor contains a gymna- Grown) 1008 eta EpcarR A. PAYNE Architect, Carthage, Illinois sium, 30x60 feet clear floor space, with 15-foot ceiling, with bleachers accommo- dating 150 spectators. This floor also affords space for manual training and domestic science, and the boys’ toilets. On the first floor of the building there are five regular classrooms, three of are equipped which with ventilated wardrobes. ‘The girls’ toilet room opens off the landing about half way between the first and second floors. The office, 9x11 feet, is over the main entrance. The second floor contains one standard classroom. The other rooms are ar- ranged for high school. The capacity of the assembly room is 100 single desks when used as a study hall. It is also pro- vided with ventilated wardrobes. This floor also contains two recitation rooms and a fully-equipped laboratory. The construction of the building is semi-fireproof, all walls being of tile, faced with brick, the corridor floors of reinforced concrete and the stairs of steel, with composition treads. The finished floors in the corridors and vesti- bules are of a composition material, brownish red in color, laid without joints and possessed of excellent wearing qualities, and are coved at the walls to make them more sanitary. The Class- [47] room floors are of hard maple, the wood trim is of oak, and the blackboards are of natural slate. The building is heated and ventilated by indirect steam radi- ators, the plumbing fixtures being of the most modern type. Water is supplied from a deep well by electric pump and pressure tank. The building is lighted by electricity with semi-direct fixtures. It has a student accommodation of 350 pupils. The second series of figures shows a somewhat larger building by the same architect. This building is 114 feet in length by 110 feet in depth, having about the same student capacity in the grades and a high school capacity of 200. The ground floor contains rooms for manual training, domestic science and fast fh tL AN thee agriculture, toilets, and boiler room The grades are confined to the first story, having five rooms seating 40 each at single desks. This floor also contains the superintendent’s office and waiting room. The second floor is arranged en- tirely for high school. 1From the National School Building Journal, September and October, 1920 Used by permission. 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 retary The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- partments, to vote for delegates to the Representative Assem- bly, to hold office, and to receive the Journal! monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition 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. Entered as second class matter October 28, 1920, at the post- office at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage pro- vided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Editor-in-chief William C. Bagley Editorial Council Names of members will appear later. Publication Staff Joy Elmer Morgan R. S. Erlandson Managing Editor Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W.. Washington, D. C. How the Centers of Wealth Profit by Equalizing Educational Opportunities | S IT just to tax communities in pro- portion to their wealth and to dis- tribute the funds among the communi- ties in proportion to their educational needs? This question has_ recurred again and again in the history of Ameri- can education. It has been raised frequently in the discussion of the Federal appropriations proposed by the Smith-Towner bill. In what way will the rich commercial and industrial centers of the North- eastern states, which pay so large a pro- portion of the income and excess-profits taxes, benefit by improved schools in the poorer sections of the country? In the first place, the prosperity of these favored centers is directly depen- dent upon the prosperity of their tribu-- tary areas—their “hinterland.” It has been clearly demonstrated that the most important factor in production is trained intelligence. The higher the level of trained intelligence among the people of the “hinterland,” the greater will be their prosperity and the greater the pros- perity of the centers which constitute their outlet markets and their sources of manufactured goods. In the second place, the Nation’s laws are made by a Congress that represents the various sections not in proportion to THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION their wealth, but in proportion chiefly to their population. Good laws depend upon good legislators and good legis- lators depend upon intelligent elec- torates. The representatives from the “hinterland” outnumber the representa- tives from the centers. It is a wise policy of self-protection on the part of the centers to stimulate. the develop- ment of good schools throughout the country as a whole. In the third place, the population is extremely mobile. Many of the chil- dren of the “hinterland” who are now limited in their school facilities will in another decade be residents of the cen- ters. Again it is a sound policy of self- protection for these centers to contribute to the improvement of the outlying schools. These three arguments for “equaliz- ing educational opportunities” leave out of account the essential justice of giving to every American ‘child a fair chance by providing for him a good school and teacher. “They are in part an appeal to the rich communities solely and simply from the standpoint of their own welfare. Add to these the basic argument of fair-play to all of the Nation’s children, and the case for equalization is overwhelming. a good The Superintendent’s Responsibility in Professional Organization HE PROGRAM of the National Education Association expresses the objectives of those interested in the pro- motion of education—better teachers, in- creased facilities for the training of teachers, salaries and conditions that will attract the most capable men and women to the profession, the education of the public to a higher appreciation of the importance of education, and such recognition and support of education as its importance in relation to public wel- fare demands. In order to accomplish these ends there must be effected a professional or- ganization of the educational forces of the country that shall include local, State and national organizations, work- ing in the closest possible codperation for the accomplishment of common pur- poses. The teachers of the country must be made to realize how vitally important it is to their individual welfare, to the interests of their profession, and to the cause of education generally that such an-organization be developed as rapidly as possible. Upon whom devolves the chief re- sponsibility for leadership in the accom- March, 192] —————_, plishment of these results? It seems logical to conclude that in effecting such an organization of the educational forces of the Nation, leadership should be assumed by those holding the chief positions of responsibility in the school systems of the country. Superintendents are looked to by their teachers and by the public as the responsible heads of their respective systems. They are, or should be, the recognized leaders in educational movements. Information and advice from them will have great weight with the teaching force. Scores of instances could be cited where, under the able and sympathetic leadership of the superintendent, the en- tire teaching body has been formed into an effective local organization, promot- ing the interests of its members and sup- porting the superintendent in his efforts to elevate standards and advance the educational interests of the community, These groups have not been content to confine their activity to local affairs, but have united with their State association for its promotion and support, and in many cases have enrolled 100 per cent in the National Association. Not infrequently the superintendenf, after consultation with his teaching corps, has advised the selection of one of the classroom teachers, gifted with strong organizing ability, to take charge of a campaign for securing the member- ship of all the teachers in the local, State and _ national organizations. Through hearty codperation the most gratifying results have been obtained. It is true that in some instances effective organizations have been formed by the teaching force without the codperation of the superintendent, but it would seem that in such cases the superintendent has failed to take advantage of one of the highest opportunities of his position. Everyone who understands the fun- damental principles of organization and government realizes the essential im- portance of recognized authority and responsible leadership. Probably no pro- fessional group has a more intelligent appreciation of this than teachers. To the wise superintendent, who is demo- cratic in spirit and genuinely interested in promoting the welfare of his teachers and the interests of his profession, there are great possibilities for leadership through professional organization. The Cause of Education HE NATIONAL EDUCATION ASSOCIATION has. been _ intr mately concerned with educational prog- ild ief 01 its sat rts ut on in nt nt, ng ith er- re Lip ti- Vol. 10, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 49 —_— ress in the United States since it was first organized as the National Teachers’ As- sociation in 1857. ‘There is ample evi- dence even in the early volumes of proceedings of a growing national con- ciousness in education. The educational advance has been quickened all along the line by the consideration of important educational subjects at the Association’s meetings. Perhaps more important than the discussions has been the friendship and spirit of unity which has grown up among the educational leaders of the Nation in consequence of the fellowship of these meetings. In a Nation so exten- sive as the United States provincialism is likely to be the besetting sin in educa- tion as in other: fields. ‘This provin- cialism melts away under the warm in- fluence of the friendships formed at successive conferences. From the first these conferences have been dominated by a single purpose which has remained practically unchanged from the begin- ning. of government and even its name, but its purpose as stated in the preamble of its first constitution still stands, with the change of but a single word, in the Association’s Charter. That purpose is to elevate the character and advance the interests of the profession of teaching and to promote the cause of | popular] education in the United States. The “popular” was dropped when the Association was incorporated word under a special act of Congress, ap- proved by President Roosevelt June 30, 1906, and accepted by the Association on July 10, 1907. ‘The discontinuance of the word “popular” registers the broadening conception of the Associa- tion’s field of work and influence to in- clude all educational activity whether under public, private, or religious auspices. “This change fore- shadows the growth of the spirit of or- ganization which in 1920 made the National Education Association directly representative of all the educational in- constructive The Association has changed its formterests in the United States. fe mma ws ee tt ec et ct se ee ke iit site ie cs tt nt ok) | | EDUCATIONAL ADVANCE ft | Character Education NATIONAL RESEARCH A among educators for the best method of character education in public schools, which carries an award of $20,000, closed at midnight February 22. In each State a committee of nine collaborators has been working for over a year, and the award for the best plan will go to some State, to be divided $4000 to the chairman and $2000 to each of his eight collaborators. After the judges have made the award, all the better plans will be distributed to the leading educators of the Nation for study. The research is under the con- trol of The Character Education Insti- tution, of Washington, D. C. The donor of the award has promised to supply $1000 a month ($12,000 a year) for continued study of character education problems. Arkansas— The citizens’ section of the Arkansas Education Association has started a campaign for better schools in an effort to improve the rating of the Arkansas school system, which in 1918 was forty-sixth, according to the Ayres’ | report. Special effort will be made to equalize educational opportunities and to increase teachers’ salaries. California—The University of Cali- fornia at Berkeley has 10,500 regular students, 15,000 extension students served through local branches, and through its agricultural college dis- tributes information to 35,000 farmers. Colorado—Rural school consolida- tion has made notable progress in Weld and Rio Grande counties. The first consolidated school in Weld county was established in 1914 at Fort Lupton. The movement has gained headway in the county until there are now twenty- three consolidated schools; eighty old schoolhouses have been replaced by twenty modern ones, while building op- erations are still in progress; 5613 chil- dren attend these schools (782 are in high school) ; the average daily attend- ance has increased from 54 to 90 per cent; 2613 children are transported in seventy-seven auto busses; over a million dollars has been invested in new build- ings and equipment; better trained teachers have been employed; and the school courses have been definitely re- lated to rural life, while the buildings serve as community centers. Connecticut—The Connecticut State Teachers’ Association, coOperating with the State Board of Education, is work- ing for a definite legislative program which calls for more State aid for edu- cation, improvements in the teacher-re- tirement law, and a permanent tenure law for teachers. Delaware—The school year in Dela- ware was lengthened during 1920 from 146 to 182 days; the schools that were kept open over 182 days were increased from 3.1 per cent to 42.4 per cent. At- tendance increased 35 per cent and high school enrolment increased nearly 50 per cent. The State’s rating, measured by Ayres’ ten points, rose from 42.84 to 57.3. The annual expenditure per pupil in average daily attendance rose from $50.80 in 1918-19 to $63.51 in 1919-20. Three special districts “have authorized by referendum the bond is- sues which enable them, by the help of the duPont gift, to build adequate mod- ern school buildings. District of Columbia—The Board of Education and Superintendent Ballou are endeavoring to obtain from Con- gress appropriations which will enable the Board to pay adequate salaries and to undertake a much-needed building program. A preliminary survey of the Schools of the District appears as the Bureau of Education Bulletin, 1920, No. 36. Florida—According to the Ayres’ index numbers, Florida schools were 28.52 per cent efficient in 1890, 22.45 per cent efficient in 1900, 29.69 per cent efficient in 1910, and 37.77 per cent efh- cient in 1918. During the same period the efficiency of the schools of the United States as a whole increased from 29.57 to 51.01. Georgia—Recently a law was passed authorizing the State Superintendent to use $100 000 to promote the consolida- tion of rural schools by means of a bonus of $500 for elementary schools and $1000 for secondary schools which meet certain standards as to equipment and teaching personnel. Fifty-eight towns qualified to receive the bonus by making improvements costing a total of $276,575. Of the 1102 rural high school pupils attending these con- have solidated high schools, 668 were trans- ported, whereas 262 were boarding pupils. State Superintendent M. L. Brittain has prepared a new edition of his Blue Book of Character Stories, which is be- ing sent to all county and city superin- tendents and high school principals in Georgia. Each virtue is illustrated by a well-chosen anecdote. Civic virtues are especially emphasized. Idaho—The Idaho State Teachers’ Association now numbers approximately four thousand members, which enables it to wield real power for improved leg- islation and school policy. Educational leaders in Idaho are working for the creation of the office of State high school inspector, the creation of the office of health inspector or supervisor, increasing the salaries of county superintendents, the securing of a State-wide tax of at least $20 per pupil, raising the stand- ards of the teaching profession, the county unit, and simplification of the certification laws. The following are county superin- tendents, who took up their duties in January: Elmore county, Mrs. Pearl S. Barber; Clearwater ‘county, Evelyn S. Merwin; Gem county, Mrs. Ella Reed; Idaho county, Leonard Case; Washing- ton county, M. Gladys Houston; Boise county, Mrs. Halley Skinner; Butte county, Mrs. Louise Pratt; Bear Lake county, Letha Dunford; Bonneville county, Jesse H. Neilson. The Idaho State Department of Edu- cation has established at Lewiston State Normal School a bureau of educational tests and measurements to serve as a central agency and clearing house in this field for the entire State. C. L. Harlan, director of the bureau, has taught in the Universities of Indiana, Illinois, Pennsylvania, and Minnesota. Twenty-three cities and towns of the State have been visited by the director or his assistant who have aided the local school authorities in making use of standard tests. Over thirty-five thou- sand tests have been given in reading, arithmetic, language and grammar, and in general intelligence. The have been tabulated and put into such form as to make them available to every teacher in the results superintendent and twenty-three school systems. In each place visited the teachers were given complete instruc- tions for conducting the tests and the children were actually tested by way of superintendent and demonstration. 50 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Illinois—The Illinois State Teach- ers’ Association is urging the General Assembly to increase the State distrib- utive fund from six to twenty millions and to enact laws which will strengthen the school system of the State. Indiana—A special session of the legislature in 1920 passed a new mini- mum salary law, which makes $800 the minimum annual salary for new teach- ers in any school no matter how short the term or insignificant the school itself. Minimum daily wages are fur- ther determined by multiplying the gen- eral average on the teacher’s license by a fixed number of cents, which number is increased as successful experience in- creases. Indiana started a campaign for bet- ter schools in November, 1920. It is expected that much improved school legislation will result. The Indiana State Teachers’ Association is working for the passage of a bill proposing larger State appropriation for local support of schools, and the distribution thereof on a new basis. Iowa—During the fiscal year, July 1, 1919, to June 30, 1920, the State board of education examiners in Iowa issued 18,377 teachers’ certificates of which 2304 were State certificates of some kind, 2460 high school training certificates, 10,405 uniform county cer- tificates and 3208 provisional certifi- cates. Kansas—The Kansas State Teach- ers’ Association is advocating a reorgan- ization of the State department of edu- cation in order to give greater latitude in the selection of heads of the depart- ment and in the payment of salaries. The Association is also urging the equal- ization of school taxes, the standardiza- tion of teachers’ certificates, a compul- sory teachers’ pension law, the strength- ening of the present compulsory attend- ance law, increased salaries for county superintendents, and the requiring of private and parochial schools to give the same certification and supervision now required in public schools. Kentucky—TIwo constitutional amendments have been submitted by the 1920 legislature to be voted on Novem- ber, 1921. The first would make the State superintendent an appointive rather than an elective officer. The second would permit ten per cent of the State school fund to be distributed on March, 192] some other: than a per capita basis, State Superintendent George Colvin writes that the 1920 legislature enacted thirty-two school laws of which the fol- lowing are the most important: a law to create a non-partisan county school board of five members elected from the county at large, with authority to es. tablish districts, appoint county superin- tendents and teachers, fixing minimum school rate at twenty-five cents and minimum salary for county superintend- ent at twelve hundred dollars; a law fixing seventy-five dollars per month as the minimum salary for public-school teachers; a law providing for an edu- cational survey by non-resident experts; a law providing that all teachers’ cer- tificates secured upon examination should be issued from the State Department, Heretofore, each county board had cer- tificated teachers on examination. The law requires high school education and normal training for all applicants be- fore they are eligible for examination; a law providing for the appointment of an attendance officer in each county, and making attendance at school compulsory between the ages of seven and sixteen, inclusive; laws providing for physical education as a part of the school course in all schools. Louisiana—The 1920 legislature passed laws relating to the sale and lease of school lands, the publication of the proceedings of school boards, the Insti- tution for the Blind, compulsory attend- ance of mentally or morally deficient children in special classes or schools, support of State educational institutions, school tax, the prohibition of hazing, compensation of members of parish school boards, creation of school dis- tricts, certification of teachers. Two most important laws relate to public libraries. One creates a State library agency in the form of a library commission and the other authorizes all municipal corporations to maintain pub- lic libraries and appropriate money for their operation. The New Orleans Parish School Board adopted in November, 1920, a new salary schedule, which is based on a minimum salary of $120 per month for elementary teachers. Regular in- creases are provided for additional ex- perience and for college credit or de- grees. Maine—The new executive commit- tee of the Maine Teachers’ Association has authorized the president of the As —_— S rH wD FFF = TH fF FF FF DD CF FS be be a4 DD fF #F* &S FH fF HF DW S eat rrTe -» hea i on ith s, S, ry ll Vol. 10, No. 3 sociation, Superintendent R. J. Libby of Gorham, to collect for the Associa- tion data relative to teachers’ salaries, cost of living, and the like, in Maine and other New England States, for the use of superintendents of schools and other school officials in recommending school appropriations Sor the ‘eeat echaal year. Maryland— he 1920 session of the Maryland legislature enacted a mini- mum salary law for teachers, increasing the legal minimum about forty per cent and appropriated funds to pay one-half the necessary increases, requiring coun- ties to provide the remainder. ‘The classification of high schools was reor- ganized. Small high schools may now receive aid, whereas in the past aid has been given only to four-year high schools. Plans are under way for a State-wide educational program to be presented to the public in the fall of 1921 and then to the legislature. Massachusetts—President Merle S. Getchell has announced a strong pro- gram for the meeting of the High School Masters’ Club of Massachusetts which is to be held at Harvard Univer- sity, March 24, 1921. The Department of Education is ar- ranging for a conference of rural super- intendents of schools at Amherst, April 14, 15 and 16; of Junior High School principals at Bridgewater, April 20, 21 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 51 Normal ni? 4 hoole Teachers Colleges — STATE BOARD OF EDUCATION STATE COMMISSIONER OF EDUCATION Assistant Commissioners acting as Heads of Divisions. | Vooational] Seconda : tz z ae Division | Division he as oF ob &| i a6 22) a) 28 4)i}|2|2 az a Po} alaéIS as LEGISLATURE which regulates Board of Regents for Universit HIS DIAGRAM represents the type of educational reorganization which the special legislative committee has in mind for ultimate development in Cali- fornia. The ninety-six-page report of this committee of the forty-third session of the legislature is unusually well prepared and significant. and 22; of superintendents of schools at Framingham, May 4, 5 and 6. The Lynn Teachers’ Club is work- ing for more money for school purposes. Lynn schools, through special legisla- tion, are allowed $7.50 per thousand of valuation. An increase of $2 per thou- sand is being sought from the legislature. Michigan—Governor Groesbeck in his message to the legislature, January 6, STATE EDUCATIONAL AUTHORITIES People of City School District cs °o City Board or Education a CITY SUPERINTENDENT OF SCHOOLS City Adminietrative Fs Officers / t 4 ? % o 7 // q on o / J / / Principals and 2 eachers | g £ Secretary and Business Manager Sohool Janitors People of County School District County Board of Education COUNTY SUPERINTENDENT OF SCHOOLS A Assistant Superintendent Special County Bupervisors Librarien . Prinoipale —_ FZ Librarians sy v at: / HIS DIAGRAM is also from the report of the California legislative com- mittee on education and contains that committee's conception of a good form of county-unit educational reorganization as applied to California. said: “In a democracy all should receive the benefit of the best education obtain- able, and while we are proud of our higher institutions of learning, we must not forget that after all the common school is the college of the average man and woman. It is such schools, and par- ticularly those in rural districts, which should receive the attention of the leg- islature at this time. There are meas-. ures in course of preparation which, it is hoped, will afford better advantages in such districts. Their purpose is to hasten the time when more boys and girls will be given the equivalent of a high school course, so as to better pre- pare them for their future careers.” An adequate salary for the State superintendent of Michigan is on the legislative program for this winter. It is expected the budget will provide a salary of $10,000 for this important office. The Detroit Educational Bulletin for December, 1920 contains an age-grade and nationality survey of the Detroit schools, which has been prepared by the Department of Special Education and the Bureau of Statistics and Reference. Mississippi—Constructive legisla- tion, passed by the 1920 legislature, has laid the foundation for better educa- tional conditions in Mississippi. This legislation includes a compulsory school law requiring the attendance at school for four months of children between the ages of seven and fourteen, a salary law in bo which doubles the maximum salary of first grade teachers and _ authorizes boards of trustees to employ teachers for a term not exceeding three years and to pay them monthly twelve months in the year. Salaries of county superintendents were increased from a maximum of $1800 to a minimum of $2500 and a maximum of $3850, while the salary of the State superintendent was increased 80 per cent. Other important laws re- late to physical education, consolidation, free high school privileges, the use of school buildings fo: public gatherings, school bonds, and industrial education. Missouri—State Superintendent Sam A. Baker is urging that, instead of re- pealing the State income tax law, as has been advocated, this law be amended so as to give to the school fund all revenue derived from incomes. The Missouri Constitution provides that the general assembly shall set aside one-fourth of all revenues for school purposes. In recent years the assembly has been setting aside one-third of the general revenue, but much of this has been devoted to special uses. Superintendent Baker advocates that special aids be taken from general revenue, and that the one-third be used to encourage better school conditions throughout the State, more especially adequate salaries for teachers. Other proposed legislation includes additional requirements for standardiz- ing rural schools and provision for the county unit of taxation for maintenance of the public schools, including a uni- form length of term and the creation of county boards of education, each to be composed of at least six members se- lected for a period of three years. Nebraska—Several amendments, proposed by the constitutional conven- tion, were approved by the people at a special election, September 21. The English language is made the official language of the State, and common branches are required to be taught in that language in all schools; school must be maintained in all districts for the minimum term provided by law; school lands may be sold at auction as legis- lature may provide; State University re- gents are to be elected by districts in- stead of at large; no public corporation is permitted to appropriate aid in any school not form to any exclusively owned and controlled by the State or its governmental subdivisions; the upper limit of reform school age is changed from sixteen to eighteen years; the nor- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION mal school board of seven members is made a constitutional body; the State superintendent is changed from a two- year to a four-year office, with a salary change from $2000 to $5000 per year. Sixty-five cities in Nebraska paid their school superintendents $2000 or more during the school year 1919. “Two hun- dred forty Nebraska cities are paying their superintendents more than $2000 during the present school year, accord- ing to W. K. Fowler in the December Nebraska Teacher. New Hampshire—During 1919-20, with an increased expenditure of only 20 per cent over 1916, the following achievements were accomplished: (1) A thirty-six-week year for all children, thus insuring 6500 rural schools at least four weeks more schooling than before; (2) 526 or nearly one-half the school buildings in use improved or remodeled ; (3) health supervision extended so as to reach 98 per cent of the public school children; (4) for the first time all teachers in the public schools have been certified or licensed, thus excluding those who do not meet minimum standards of education and training; (5) attendance at evening schools increased from 1500 to 6000; (6) a practical and uniform method of accounting in the administra- tion of district finances. New Jersey—The 1920 legislature passed improving amendments to several school laws. - County superintendents’ salaries were raised to $4000. Helping teachers’ salaries were increased and provision was made for the management and direction of continuation schools. The Board of Education in Newark, N. J. has inserted in the budget a spe- cial item of $600,000 to cover the pro- posed $200 salary increase for all teach- ers. The Board is planning to equalize the salaries of men and women teachers. especially in the high schools, by giving the women $200 in addition to the reg- ular $200 increase for next year. If the Board’s plans go through all teachers will receive increases of from three to four hundred dollars next fall. New York—A total of 866,463 pu- pils are enrolled in Greater New York’s public schools, according to the annual report of President Prall of the Board of Education. North Carolina—The compensation of the State superintendent of public in- struction is increased to $5000 by a bill March, 192 passed on January 11. ‘The office was created in 1852. The bureau of extension of the Uni- versity of North Carolina has organized a division of design and improvement of school grounds. The division, under the leadership of Dr. W. C. Coker, will is. sue a bulletin of designs, suggestions, and plans for beautifying school grounds, Ohio—The program of the Ohio State Teachers’ Association as outlined in the Ohio Teacher for January calls for a membership of 25,000 or more, The Association has affliated with the National Education Association and js planning to send a large delegation to Des Moines in July. In 1920 the Ohio Association helped to obtain the passage of the school reve. nue law and the teachers’ retirement law. ‘The school revenue act provides not only for adequate revenues but for a State-wide tax of 1.8 mills to be dis- tributed according to enumeration of the counties and one mill additional to be collected by counties and distributed within the county according to salaries, cost of transportation, and aggregate at- tendance. From the former fund $1,000,000 is to be reserved for dis- tribution among the economically weak districts. Now, the ordinary school dis- trict can realize about 8.8 mills. Under this law, the minimum teachers’ salary is $800, and salary schedules allowing for training and experience have been adopted by the majority of school boards. A committee has been appointed for each of the six district associations to work with the executive committee of the Ohio State Teachers’ Association on reorganization. The officers of the State Association are coOperating with the State Department of Public Instruc- tion in revising the compulsory educa- tional laws and in encouraging the re- cruiting of teachers. The Association is now actively work- ing for teacher tenure. A _ tentative teacher-tenure bill is being revised, pre- paratory to being presented to the State legislature. A legal adviser, who will assist in securing new legislation, will probably be elected by the executive committee for the calendar year. Oklahoma—The Oklahoma Educa- tional Association, through its State leg- islative committee, has proposed legisla tion for a scientific school survey of Oklahoma; for appropriations for weak school districts; for an increase in the maximum local district levy from 15 to ar ol Sl Sl rr — OTS ee ee CO ee tT YY Tf Hw an 2 en tor rk- ‘ive yre- rate vill vill tive ca- leg- isla- of eak the 4 Vol. 10, No. 3 25 mills; for liberal appropriations for higher educational institutions; for the county unit plan; for systematic physi- cal education and examination of all pupils; for better provision for the elec- tion of teachers, school board members, and superintendents; and for the dis- tribution of State school funds on per pupil-day-attendance basis. Movies and kindred amusements are costing the school children of Ardmore, an oil town of 20,000 population, $132,- 797, which is $11,672 more than the en- tire cost of the schools of Ardmore, ac- cording to a study made by the psycho- logical diagnostician of the Ardmore schools. ‘The investigation showed that eight children went to the movies seven times in the week; six went six times; twenty went five times; forty-two went four times; 114 went three times; 231 went twice; and 818 went once. Oregon—The Oregon State Teach- ers’ Association adopted a single salary schedule on December 30, 1920. This schedule, for all teachers, allows mini- mum salaries of $1200 to normal school graduates, $1440 to those with bach- elor’s degrees ; $1680 to those with mas- ter’s degrees, and provides an annual in- crease of $120 for six, eight, and nine years, respectively. No discrimination is made between grade and high school teachers except as training and success- ful experience are emphasized. Pennsylvania—Governor William C. Sproul in an address to the General As- sembly, January 18, recommended im- proved educational facilities for the 1,750,000 children of Pennsylvania. He suggested (1) that the State Board of Education and the College and Uni- versity Council be abolished and a State Council of Education, including all in- dependent boards and agencies relating to public education, be established; (2) that a law be passed requiring proper qualifications for all teachers at salaries commensurate with such qualifications; (3) that the State normal schools be included in a budget system which would insure adequate financial sup- port; (4) that attendance laws be mod- ified to grant educational opportunity to every child in the State; (5) that such increased State aid be given public edu- cation as the condition of the revenues would allow; (6) that a bureau for the elimination of adult illiteracy be estab- lished. Pennsylvania has 418,000 illit- erate adults, according to the 1920 cen- Sus report recently issued. South Carolina—The newly elected president of the South Carolina State Teachers’ Association is Superintendent E. C. McCants, of Anderson. Mr. McCants, who became principal of the Anderson high school in 1900 and super- intendent of city schools in 1907, is known also as a writer of fiction. Tennessee—The Biennial Report of State Superintendent Albert Williams for 1919-20 shows that the salaries of county elementary teachers increased from $257.56 in 1919 to $325.98 in 1920; those of high school teachers in- creased from $720.86 to $857.36. The county elementary school term increased from 104 to 115 days. Over two and a half million dollars more was spent in J o £23 Soh ~ ALABAMA 74 62S ARIZONA 282 | ARKANSAS 76 CALIFORNIA 92.7 cnt COLORADO 521 tie CONNECTICUT 954 DELAWARE “0 —_——— ee FLORIDA 17.4 GEORGIA 9.1 | IDAHO 22.6 ILLINOIS 62.6 INDIANA 47.5 1OWwa 344 KANSAS 297 KENTUCKY 235 LOUISIANA 168 MAINE 53.7 MARY LAND 567 a MASSACHUSETTS 96 [J MICHIGAN 50 eer a ke MINNESOTA 454 ee ee ee MISSISSIPPI 46 | MISSOURI 388 MONTANA 40.) NEBRASKA 33.6 NEVADA 192 NEW HAMPSHIRE 91.6 NEW JERSEY 70.8 NEw MExICcO 1.5 NEW Y@RK 79.5 NORTH CAROLINA 10.4 NORTH DAKOTA 16.5 Onm1o 524 OKLAHOMA 4.7 OREGON 58.1 1 eeteedieeentiideaeeeee PENNSYLVANIA 474 RHODE ISLAND SS ee SOUTH CAROLINA 9 SOUTH DAKOTA a5 TENNESSEE 19 | TEXAS 14.7 UTAU 52.7 VERMONT 93.5 WASHINGTON 55.5 WEST VIRGINIA 10.9 — | AVERAGE 45 CHOOLS lay foundations for edu- cation. Libraries encourage educa- tion as a life-long enterprise. This chart, compiled by the Bureau of Edu- cation in 1918, shows the per cent of population having access to free public libraries in the various States and in the United States. It reveals an alarm- ing shortage of library facilities, which is even more Striking than this table in- dicates, for there are many libraries which, while they carry the name, have neither the facilities nor the trained per- sonnel required to make library service genuinely effective. The county library is now the accepted solution of the prob- lem except in New England, where the town 1s preferred. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 53 maintaining the schools in 1920 than in 1919. attendance was $15.48 in 1920. In November a campaign for better schools was started. Regional confer- conducted in The average expense per child in $13.77 in 1919 and cities. It was decided to urge legislation pro viding that the minimum school tern should be eight months, that the min imum standard of qualification of teach ers (to be reached by 1925 or 1926) should be four years’ high school anc two years’ additional training, that the minimum salary of teachers should be $1,200, and that the minimum county ences were seven tax for school purposes for counties shar- ing in the State equalizing fund should be five mills on the dollar. Texas—State Superintendent Annie Webb Blanton reports progress in edu- cation in Texas along many lines dur- ing 1920. A constitutional amendment removing the limit from the amount of tax that a vote in support of its schools was passed by an overwhelming majority. Many new rural school buildings were constructed under the rural aid law, which appro- priates $2,000,000 to aid rural districts which vote the maximum local build- ing tax and wish to provide approved types of buildings. Laws were passed compelling the State tax board to levy annually a State tax of thirty-five cents on the hundred dollars for support of schools, making consolidation more prac- local district .can ticable, and requiring teachers to register annually in the State department of education. The teacher certification laws were completely revised, granting a choice of subjects for examination, emphasizing professional training and providing for with other States. Enrolment in summer schools was stimulated by the provision of the rural aid law which permits the State to pay half the increase of salary if the local school board will raise the salary of a teacher who spends the sum- mer in study and returns to the same position in a reciprocity rural school. Many teacherages were erected. Utah—The compulsory school age has been raised to eighteen years. Boys and girls over sixteen years of age hav- ing completed the eighth grade may, when excused by the superintendent, en- gainful provided 144 hours are devoted to school during the gage in work, vear. Provisions have also been made for a continuous school term for twelve 54 Tue JourNAL OF THE NATIONAL EDUCATION ASSOCIATION months in the year, for the constant supervision of boys and girls to their eighteenth year, for state-wide instruc- tion in thrift, for the elimination of the use of narcotics, and for a health program covering children of pre-school age and parents as well, with a State director in charge of health education. Vermont—At a recent meeting in Montpelier, the State supervisors recom- mended that the teachers’ retirement fund law be amended so as to make its provisions more attractive to the younger teachers, that there be greater super- vision of transportation, and that the law governing the sale of narcotics be made more stringent. Virginia—The ontlook for educa- tion in Virginia during 1921 is excel- lent. The University of Virginia will celebrate its centennial. The University and all the colleges of the State are overflowing with students. The public schools have reached a record in attend- ance; the Department of Education is encouraging and aiding’ educational work of every type in the State; the Board of Education is earnest and active; the Governor is an ardent ad- vocate of better schools; supervisors are making additional appropriations for pay of teachers. The people of the State by formal vote have authorized increased taxation. Many cities are making large bond issues for school buildings; notably under the direction of Superintendent Hill and the school board of Richmond, the city council, by unanimous vote, has authorized a bond issue of $1,500,000 for school buildings. Lynchburg is con- templating an issue of $750,000. The Richmond board of education has adopt- ed a salary schedule based upon the National Education Association schedule. Winchester has established an improved schedule as have Newport News and Norfolk. Other cities are contemplating large increases. In rural districts salaries have been increased from fifty to one hundred per cent. Best of all the teachers of the State are improving in professional spirit and in organization in a way that is certain to command the respect of the people. The State Teachers’ Association, at its annual business meeting November 26. 1920, provided for an executive secre- tary at a salary of $3500 per annum. The duties of the secretary are to be defined by the board of directors. He is to be appointed by and to work under the direction of the executive committee of the Association. The dues in the Association have been raised from twenty-five to fifty cents in order to make possible the payment of this salary and traveling expenses. The executive secretary is to visit the various districts of the State and to organize and re- organize the associations in such a way that the teachers of Virginia may act on educational matters with more unanimity and better understanding. The execu- tive secretary will also become the editor of the Virginia Journal of Educa- tion, which has been taken over as the organ of the State Association. Washington—At the recent session of the Washington legislature a State public school code commission was ap- pointed to investigate the school situa- tion. The commission has recommended many progressive measures, including a reorganization of county and district ad- ministration, a reorganization of the State Department, and greater financial support for education. Spokane has adopted the single salary schedule, which is designed to encourage scholastic and _ professional preparation for all branches of the serv- ice by paying the same salaries to teach- ers, whether their work be in kinder- garten, grades, or high school. Wisconsin—Parent - Teacher ciations have recently been organized in thirty-two different towns. This im- portant work is promoted by the bureau of community development of the exten- sion division of the University of Wis- consin. It supplies all necessary infor- mation for the associations, furnishes suggestions for social programs, and sends an organizer to study local con- ditions. At a special meeting of the Wisconsin Board of Education, held December 8, 1920, a new position of State Director of Physical Education at $3000 a year was created. A revised schedule for the normal schools was adopted. This eight- year schedule divides normal school teachers into four classes. Teachers in Class A, including one-fourth of the regular teachers, begin with $1700 and receive a $100 increase each year for five years and a $200 increase the seventh and eighth years; teachers in Class B, one-half of the regular teachers, begin with $2000 and receive a $100 increase for the second and third years, and a $200 increase for each of the next five; teachers ‘in Class C, including one- fourth of the regular teachers, begin asso- March, 192] with $2800 and receive a $100 increase the second and third years, and a $200 increase for each of the next five years; Class D, special teachers, receive from $4100 to $4800. An appropriation was made to employ nurses in the normal schools at salaries of $175 per month. As a guide in con. sidering applications for additional teachers for normal schools, eighteen hours a week is to be regarded as the standard teaching load and the average class as twenty students. Wyoming—A constitutional amend- ment was adopted on November 2, 1920, raising the limit of indebtedness which a school district may incur in erecting or enlarging school buildings from two to four per cent. Of the six amendments proposed the school amend- ment was the only one passed. Our State School Systems HE table on the following page shows important facts about State school systems for the school year 1917. 18, the latest year for which complete statistics have been published. It has been compiled at National Education Association headquarters from facts given in U. S. Bureau of Education Bulletin, 1920, No. 11, and from An Index Number for State School Sys. tems, by Leonard P. Ayres. The page references at the head of columns 1-11 refer to the source of the facts, Bulletin, 1920, No. 11; those in columns 12 and 13 to Dr. Ayres’ book. There were 27,686,476 children of f school age, 5 to 18 years, in 1918. Of this number 75.3 per cent were enroled in the public schools; 6.9 per cent in private schools, and 17.8 per cent were not enroled in any school. Of the total enrolment 9.3 per cent was in second- ary schools. Columns 5 to 7 indicate the length of the school term provided as compared with actual attendance and reveal the enormous financial loss due to irreg- ular attendance, which for the United States is 25.4 per cent of the total ex penditure for public education. The number of teaching positions i shown in column 8 as being 636,655 for the United States. The average annual salary was $635. Only 161 per cent of the teachers in 1918 were men. Many additional facts and compatr may be derived from a_ careful study of this table and of the reports upon which it is based. sons i i ad FACTS EVERY TEACHER SHOULD KNOW rom Interesting and significant statistics of State school systems which show the big facts of educational progress (See page 54) Dloy Ties _—_—_——"— ———————— a — % napa = — a x con- sag Se~| oa | & a ae Z Se |e. Sus! 35 |8e ‘ oD .) a" - o ? | 2 mS ee er Si ~ EE tee nal ~.2& |S8a) o* 1 & eR Bae Su 6| ~: UB eal Be.) ae s% |e > teen au. Lm a3| 84] 3- 3" 2 Ze ae aES| Be are ert a sco (E581 82/82) $3) 3°) TE | B™ lez | RP“ ET eg] <3 [S8. rage ae ws Fea e ne |= a Hg |2S¢/ om. |e e°| SS [wag = ls OH} OT Os = ¢ oer as = & en,o| 2a 2] Bs -| He Sec o's be om a | te of — - = 3.9 Sle] O98 2| S88 EQ isaé tp - ee | O-s ee | on =U Es aa OTs se eS > ss pF . $5 |5n% 8. | €° ~ Be ioe & me S| OPA) eee) YS les ail Ege |Sca) 2] & 3 2 ee Ge 5 Ee |Se2°|S3 | Sea] 55 [S735 as > #22.) ©2] oa Mors o .= Ob = > 0 > > & © =F |o © Way (as.S) GWE] Q ow x £ r A ao | |xS ness a apie 1 2 3 4 5 6 7 8 9 | 10 1 | 12 | 93 rin ——_—_—_—_————— | - ——_|-—_—— — | | —_—_—__ | —_—_— ———— ————|—_—_——__|____ ings Continental United . 5 es cnn akd'e | 27,686,476 | 75.3 | 9.3 |160.7 | 119.8 | 25.4 636,655 | 635 |$41.45 | $7.67 > SIX So eh eee oe ee ae Nene ee eS ee ee ee ee a cee, oe end- as as ...| 760,598 | 75.4| 5.4) 124 | 73.6 | 40.6 [$2,462,879 | 12,562 | 345 | 15.69 | 2.07 | 30.58 | 45 aR Bei 66,655 |102.0| 6.6} 162| 98.6 | 39.1 | 1,381,572 | 2,048 | 952 | 74.81 | 10.61 | 66.19 3 oi te sere ipy o 9 8s 562,861 | 82.0 2.5 120 78.0 | 35.0 | 1,748,166 | 9,898 387 16.63 .07 | 30.28 46 ll RR ER | 606,350 | 99.4 | 19.0 | 172 | 122.9 | 28.5 | 9,723,029 | 17,276 |1,012 | 67.18 | 12.22 | 71.214 2 Colorado............-.-| 237,407 | 84.6] 12.1 | 168 | 115.5 | 31.2 | 3,036,765 | 7,242 | 749 | 58.65] 11.89 | 59.23] 43 page Mimmecticut............ | 205,031 | 82.7 | 10.0] 181 | 142.0 | 21.5 | 2,293,971 | 6,917 | 745 | 48.44 | 7.44 | 59.77] 40 State RE ae 53,657 | 69.2 | 7.8 | 164 | 108.7 | 33.7 | 295,170] 1,066 | 561 | 33.54 | 2.04 | 42.48 | 35 ‘ District of Columbia. .... 74,524 | 82.6 | 12.6| 173 | 134.4 | 22.3} 710,003 | 1,828 |1,052 | 60.72 | 5.84 | 64.24 | Florid 269'553 | 72.9| 5.4| 130] 90.9 | 30.1 | 1,406,907] 5.898 | 383 | 26.93 | 7.12 | 37.77 | 37°" EE A 269,55: Se Me! | 30.1 | 1,406,907 | 5.8 383 | 26.93 7 37.77 | 37 ae Georgia..............-.| 937,742 | 72.5] 5.4| 138] 93.8 | 32.0 | 2,435,859 | 15,054 | 366 | 15.17 | 1.36 | 32 60 | 43 as | | | | tion a 121,838 | 86.0 | 11.4 | 150 | 106.8 | 28.8 | 1,491,507 | 3,847 | 685 | 61.28 | 8.07 | 58.57 | 17 fell RAPIER ERIC 1,554,799 | 70.0 | 10.3 | 159 | 140.5 | 11.6 | 5,974,701 | 33,653 | 778 | 44.44 | 9.10 | 56.75 | 22 I ae eee, Se eee | 144.0 | 7.1 | 1,958,017 | 16,990 | 587 | 40.94 | 11.77 | 58.80 | 16 ition ay NR | — §82,889 | 91.0 | 10.1 | 180 | 134.2 | 25.4 | 7,436,575 | 23,560 | 578 | 61.87 | 12.14 | 61.85 | 6 An I | 495,578 | 81.8 | 13.1] 172 | 122.0 | 29.1 | 4,976,869 | 16,398 | 513 | 48.67 | 10.67 | 55.16 | 25 | | op | - Sys- Kentucky.............. | 707,766 | 75.4| 4.4] 150] 88.3 | 41.1 | 3,434,312 | 15,225 | 364] 26.38] .15 | 34.98] 41 a vs ap sien e's | §90,259| 55.1 | 7.2 | 136 | 97.5 | 28.3 | 1,703,222 | 7,908 | 471 | 22.16| 3.62 | 33.86] 42 1 of .. |RSS 179,048 | 78.6 12.5 | 169 | 136.5 | 19.2 | 850,773 | 5,833 | 443 | 37.42 | 1.54] 47.36] 32 of Maryland.............. 363,234 | 64.8 | 5.8| 170 | 117.3 | 31.0 | 1,854,989 | 5,565 | 687 | 35.06] 1.93 | 43.22] 34 the Massachusetts.......... 855,544 | 73.7 | 17.2 | 176 | 141.5 | 19.6 | 6,093,206 | 19,637 | 858 | 52.58 | 7.61 | 61.04 8 “2 Michigan............... | 770,809 | 85.1 | 11.6} 172 | 137.2 | 20.2 | 6,488,492 | 22,462 | 663 | 47.94 | 13.44 | 60.43 | ~9 00k. SSS Se 635,138 | 76.9 | 10.4 | 169 | 129.3 | 23.5 | 5,874,296 | 18,768 | 651 | 53.93 | 12.96 | 58.43 | 18 n of a ieee 651,443 | 83.0 | 5.4 | 138 | 88.4 | 36.0 | 1,535,023 | 11,611 | 291 | 12.32 ]|....... 30.04 | 47 issouri...............| 900,144 | 73.8 | 9.3] 165 | 125.9 | 23.7 | 5,424,596 | 20,740 | 651 | 35.52 | 9.77 | 49.64! 31 7 ES 5... ssa vay 104,673 [116.6 | 9.5] 152] 112.8 | 25.8 | 2,401,480 | 5,781} 670 | 80.54 | 22.86 | 75.79 1 ‘0 | ce Eee | 351,924 | 85.3 | 9.7 | 165 | 118.0 | 28.5 | 4,098,829 | 13,248 | 562 | 55.86 | 11.24 | 57.14] 21 DES | 18,831 | 77.1 | 10.5 | 171] 123.0) 28.1 | 225,516 582 | 874 | 73.37 | 3.57 | 59.05) 15 wert New Hampshire.........| 99,038 | 66.7 | 18.1 | 174 | 138.7 | 20.3 | 637,084! 5,128 | 548 | 57.18 | 2.40 | 54.37 | 27 total New Jersey............. | 739,126 | 76.1 | 8.9] 185 | 139.5 | 24.6 | 7,440,130 | 16,676 | 911 | 58.51 | 12.86 | 65.93| 4 oil New Mexico............ | 126,679 | 67.6 | 4.4 155 | 102.1 | 34.1 | 1,320,321} 2,534 | 500 | 40.38 | 28.30 | 53.01 | 28 ee | 2,421,283 | 68.8 | 10.1 | 187 | 145.4 | 22.2 |17,994,956 | 52,777 | 976 | 58.12 | 4.24 | 59.35 | 12 ngth North Carolina.......... 792,481 | 80.0 | 2.8} 123 80.1 | 34.9 | 2,283,968 | 15,241 | 284 | 12.97 | 2.80} 30.59 | 44 ae North Dakota.......... 222,693 | 75.5 | 6.9 | 168 | 119.1 | 29.1 | 2,879,190 | 7,779 | 578 | 67.81 | 15.09 | 59.17 | 14 - Se ..| 1,246,601 | 76.4 | 14.0| 163 | 145.5 | 10.7 | 5,403,288 | 32,138 | 744 | 48.20 | 11.26 | 59.72) 11 - the Oklahoma. ....... bs 729,547 | 75.6 | 6.4| 157 | 94.7 | 39.7 | 5,623,985 | 14,181 | 571 | 35.00 | 7.46 | 44.44 | 33 rreg- pe tae ie - = a reg | a 194,984 | 74.8 | 15.5 | 183 | 164.2 | 10.3 775,617 | 6,354 | 702 | 51.85 | 5.71 | 57.81 | 19 ted 4 | | ni Pennsylvania...........| 2,192,214 | 69.1 | 8.2) 175 | 141.8 | 19.0 |13,208,847 | 44,466 | 702 | 47.57 | 9.05 | 57.65 | 20 | x Rhode Island........... 147,516 | 62.3} 9.5 | 193 | 151.8 | 21.3 862,388 | 2,694 | 802 | 47.83 | 8.21 | 56.33 | 24 South Carolina.......... | 554,374] 71.2] 2.2] 113 | 73.2 | 35.2 | 1,747,693 | 8,596 | 315 | 17.48 | 1.93 | 29.39 | 48 South Dakota........... 203,623 | 68.0} 9.4 186 | 121.6 | 34.6 | 2,450,338 7,380 | 504 | 63.30 | 15.00 | 55.03 26 ns Is | , a | 697,110 | 84.8] 5.2] 140| 96.0 | 31.4 | 2,418,432 | 12,947 | 370 | 14.99 | 3.98 | 35.14} 40 65 : EM... es, 1,441,881 | 76.2 | 9.6| 146 | 104.7 | 28.3 | 6,949,827 | 29,001 | 487 | 24.65 | 6.50 | 41.12 | 36 rage Se 131,734 | 83.6) 9.2 | 169 | 131.8 | 22.0 | 1,178,442 | 3,449 | 754 | 50.22 | 12.08.) 61.39] 7 161 RS 85,256 | 72.8 | 13.0] 171 | 137.1] 19.8} 502,282] 2,977 | 467 | 47.55 | 3.42 | 51.51] 29 a a ............ | 678,455 | 70.9 | 6.1] 141 | 95.8 | 32.1 | 2,665,747 | 13,904 | 385 | 22.15 | 3.32 | 35.26 | 39 Washington. OTA Ap 363,812 | 72.2 | 14.0] 174 | 129.3 | 25.7 | 3,922,843 | 9,222 | 922 | 67.18 | 11.15 | 63.67 5 est Virginia... 2.2... 416.483 | 76.1| 5.2| 133] 93.6] 29.6 | 2.069.346 | 10.978 | 408 | 26.23| 5.19 | 37:73] 38 ari W ” | p Wisconsin.............. 701,084 | 64.1 | 11.0] 178 | 141.0} 20.8 | 3,672,571 | 16,745 | 521 | 40.84] 8.69 | 51.34] 30 reful a 39,294 | 97.4] 8.8] 150 | 120.1 | 19.9 398,879 | 1,891 | 578 | 58.01 | 7.47 | 56.71 | 23 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION Affiliated State and Local Associations ~ - . . ° fd HE following associations are in addition to the affiliations which were reported in the January Journal: AMERICAN Fork, UTAH, Alpi;ne Teachers’ Association, Irving L. Pratt, Secretary. ATLANTIC City, N. J., Atlantic City Teach- ers’ Association, Mabel Gilbert, Presi- dent. AUBURN, MAINE, Androscoggin County Teachers’ Association, Gladys A. Maines, Secretary. Avucusta, MAINE, Maine Teachers’ Associ- ation, Glenn W. Starkey, Secretary. BattrmoreE, Mbp., Faculty of Baltimore Teachers’ Training School, Norman W. Cameron, Secretary. BatH, MAINE, Sagadahoc County Teachers’ Association, Ellen R. Turner, Secretary. BeLtFast, Maine, Belfast Teachers’ Club. Mrs. Annie L. Black, Secretary. BrsmarcK, N. D., North Dakota State Teachers’ Association, W. E. Parsons, Secretary. BozEMAN, Monrt., Montana State Teachers’ Association, R. J. Cunningham, Superin- tendent. Bripceton, N. J., Irving Avenue School, Emma W. Westcott, Secretary; Bank Strect School Faculty, Chester Robbins, Secretary. BRIDGEWATER, VA., Rockingham Teachers’ Association, Lina E. Sanger, Secretary. BrookKiine, Mass., Brookline Teachers’ Club, Chauncey W. Waldron, Cor. Secre- tary. BrookiyNn, N. Y., Faculty of Adelphi Col- lege, James W. Park, Secretafy. Brooks, Maine, Waldo County Teachers’ Association, Grace A. Lord, Secretary. Burra.o, N. Y., Buffalo Federation of Edu- cational Associations, Richard R. Dry, Treasurer Bururncton. Vt., Burlington Public School Teachers’ Association, Essie M. Sylvester, Secretary. Canyon, Texas, West Texas State Normal College. CARTHAGE, ILL., Carthage College. Senate, H. D. Hoover, President. CasTILLEJos, ZAMBALES, P. I., Zambales Teachers’ Association, Marcelo H. Ac- avan, President. CHEROYGAN, MIcH., Cheboygan — City Teachers’ Association, Carl Titus, Super- intendent. CHESTER, Pa.. Chester Teachers’ Associa- tion, Anna C. Stewart, Secretary. Cre Erum, Was8., Cle Elum Teachers, Eugene D. Merriman, Secretary. cLovis, N. M., Curry County Teachers’ As- sociation, E. W. Bowyer, Acting Secre- tary. ToLorADO Sprincs, Coro., Colerado Springs Federation of Teachers, Kate Kinney, Secretary. CotumBIA, Mo., Missouri State Teachers’ Association, E. M. Carter. CorntsH, Maine, Saco Valley Teachers’ Association, Celia H. Sanborn, Secretary. Corona, CauiF., Corona Teachers’ Associa- tion, Carrie A. DeHaan, Secretary. DanviL_e, VA., Danville Teachers’ Associa- tion, Mrs. Lily F. Walton, Treasurer. DENVER, CoLo., The Denver High School Teachers’ Association, Irene Fisher, Sec- retary-Treasurer; Denver Grade Teach- ers’ Association, Amelie’ D. Irving, Sec- retary. EASTHAMPTON, Mass., Easthampton Teach- ers’ Association, Lucy E. Tripp, Secretary. Easton, Pa., Easton Teachers’ Association, Maud H. Peet, Secretary. East ORANGE, N. J., East Orange Teach- ers’ Association, Jean M. Hall, Secretary. ELKINS, W. Va., West Virginia Education Association, W. W. Trent, Secretary. E:woop, INp., Public School Teachers of Elwood, E. B. Hargrave, Secretary. Eryria, Ouro, Elyria Teachers’ Club, Jean C. Gessner, Secretary. Farrsury, Iti., Livingston County Teach- ers’ Association, E. W. Powers, Secre- tary. Fort Wayne, INp., Fort Wayne Teachers’ Association, Elizabeth G. Murphy, Presi- dent. Fort WortH, Texas, University Faculty of Texas Christian University, Colby D. Hall, Dean. Foxcrort, Marne, Piscataquis County Teachers’ Association, W. M. Bottomley, President. GALVESTON, TEXAS, Galveston City Teach- ers’ Association, Alice Block, Secretary. GENEVA, NeEsr., Fillmore County Educa- tional Association, Margaret E. Haugha- watt, Secretary. GREELEY, Co1o., Greeley Teachers’ Club, Mary I. Comin, Secretary. GREENVILLE, Muss., Washington County Teachers’ Association, Herman W. Solo- mon, Secretary. Hackensack, N. J., Hackensack Teachers’ Association, William B. Cornish, Secre- tary. HapponFiEL_p, N. J., Haddonfield Associa- tion of Teachers, Anne S. Williams, Sec- retary. HarrissurG, Pa., Harrisburg Teachers’ In- stitute, Kathryn Gamble, Secretary. Hitisporo, Orecon, Washington County Teachers’ Association, N. A. Frost, Super- intendent. F IpAHO Fattis, IpAHO, North Eastern Idaho Teachers’ Association, Coralie Lake, Sec- retary. IRVINGTON, N. J., Teachers’ Association, Mahon, Secretary. Kane, Pa., Kane Teachers’ League, Emma E. Christian, President. Kansas City, Mo., Association of High School Women, Jane Adams. KAUFMAN, TEXAS, Kaufman County Teach- ers. Mary E. Nash, Secretary. KEARNEY, NEBR., Nebraska State Teachers’ Association, H. O. Sytton, Secretary. KENNEBUNK, MAINE, York County Teach- ers’ Association, M. T. Goodrich, Presi- dent. KenosHa, Wis., Kenosha Teachers’ Club, Rosa M. Bufton, Secretary. KNoXvILLE, TENN., Kno-sville League, W. E. Evans, President. .La Crosse, Wis., Teachers’ Club of La Crosse, Wisconsin, Susan Campbell, Sec- retary. Irvington Public School Cora B. Mac- Teachers’ March, 192] a La Crosse, Wis., Western W isconsin Teachers’ Association, W. H. Sanders Secretary. La SaA..e, Iti., La Salle County Teachers Assoc.ation, Leslie Tomlinson, Secretary, LAWRENCE, Kans., Educational Council of Lawrence Teachers, Mamie Clare Walker Secretary. LEWISBURG, Pa., Library. LittLe Rock, Ark., Arkansas Educationa| Association, A. B. Hill, President. Lopt, N. J., Lodi Teachers’ Association Sara C. U. Mercer, Secretary. : Los ANGELES, CA.iF., Faculty of the College of Liberal Arts, University of Californig Hugh C. Willett, Secretary. : LouisviLt_eE, Ky., Faculty League of the Girls’ High School, Anna Voegtle, See. retary; Louivsille Education Association, Anne Grunder, President. LyncHpurGc, Va., Lynchburg Teachers Club, Myrtle E. Reveley, Secretary. Bucknell University Macuias, Maine, Washington County Teachers’ Association, Mary McDonald, Secretary. Macomps, ILv., Faculty of the Western Illj- nois State Normal School, Faunie Jack. son, Secretary. Ma.pen, Mass., Malden Teachers’ Associa- tion, Helen A. Davidson, Secretary. MANCHESTER, N. H., Manchester Teachers Guild, Myra B. Colby, Secretary. MANKATO, MINN., Mankato Teachers’ Asso- ciation, Minnie E. Parker. Mipptetown, Dev., New Castle County Teachers’ Association, O. E. McKnight, Secretary. Miivit1E, N. J., South Millville School, Emma Ford, Principal. MINNEAPOLIS, MINN., Augsburg Seminary Library and Faculty, J. L. Nydahl, Librarian. Missouta, Mont., The Missoula Grade Teachers’ Club, 169, Aurelia Boles, Sec- retary. Montrose, Coto., Montrose Educational As- sociation, R. R. Brown, Secretary. Newark, N. J., High School Women’s As- sociation, Flora E. Hook, Secretary- Treasurer; Kearny Branch of the N. E. A., Mabel Kysor, Treasurer. New Or.eans, La., Faculty of Newcomb College, Pierce Butler, Dean. Newton, Iowa, Newton Teachers’ Associa tion, Ida Griebeling, Secretary. New York, N. Y., The Staten Island Teachers’ Association, Lucy Lomax, Secretary. NoBLESVILLE, IND., Noblesville High School, A. E. Harbin, Secretary. Norristown, Pa., Teachers of Montgomery County, Pennsylvania, J. Horace Landis, Superintendent. NortH Anson, MAINE, Western Somerset County Teachers’ Association, Mrs. M. E. Manso, Secretary. NorTHFIELD, MINN., Faculty College. Norway, Maine, Oxford County Teachers Association, Edith M. Knight, Secretary. Norwicu, N. Y., Norwich Teachers’ Asso- ciation, Lillian O. Ford, President. Opertin, Onto. Faculty of Oberlin College, George M. Jones, Secretary. Om Crry, Pa., Oil City Teachers’ Associ tion, Maude McC. Morris, Secretary. PuitapetPuta, Pa., University Council of of Carleton Temple University, Laura H. Carnell, Dean. PittsFIeLD, Maine, Eastern Somerset County Teachers’ Association, Annie M. Fuller, Secretary. PocaTELLo, IpAHo. Pocatello Education As sociation, Pearl Garrison, Secretary; Southeastern Teachers’ Association, George B. Crawford, Secretary. hn nm U | U W W W W W W W W W ge ers’ 50- nty ht, ool, ary ahi, ade As- As- ry- cia- and 1ax, ool, very dis, rset eton ers’ ‘ary. s$0- lege, cia | of nell, rset As- ary; tion, Vol. 10, No. 3 PortLAND, MAINE, Cumberland County Teachers’ Association, Florence M. Dole, Secretary. om PoRTLAND, OREGON, Portland Grade Teach- ers’ Association, Grace Towslee, Secre- tary. ; 2 PortsmouTH, N. H., Portsmouth Teachers 4ssociation, Mary L. Griffin, Secretary. Prairie VIEW, TEXAS, Prairie View State Normal and Industrial College. Presour (SLE, MAINE, Aroostook County Teachers’ Association, Alice M. Coffin, Secretary. Reapinc, Pa., Reading Teachers’ Associa- tion, C. Gilbert Hintz, Secretary. RwGEFIELD, ConN., Ridgefield Teachers’ As- sociation, Grace C. White, Secretary. RocKLaND, Maine, Knox County Teachers’ Association, Lena K. Sargent, Secretary. Satissury, Mp., Wicomico County Teach- ~ ers’ Association, Alice Toadvine, Secre- tary. . Satmon Faris, N. H., Stafford County Teachers’ Association, Edith M. Austin, Secretary. Sart Lake City, Utan, Salt Lake Teach- ers’ Association, Jean MacNeil, Cor. Sec- retary. ; San Francisco, Catir., San Francisco Grade Teachers’ Association, Dorothy S. Farrell, Secretary. SanTA BarBaRA, CALiF., Santa Barbara City Teachers’ Club, Kate Boyer, Secre- tary. SHELBURN, VT., Vermont Women Teachers’ Club, Mary M. Deyett, Secretary. SoutHwest Harpsor, Marine. Hancock County Teachers’ Association, Nellie B. Michels, Secretary. SPEARMAN, TEXAS, Hansford County Teach- ers Institute, Nellie Hart, Secretary. STAMFORD, CONN., Stamford Teachers’ As- sociation, Harry T. Hart, Treasurer. STRATFORD, CoNN., Stratford Teachers’ Association, Mary C. Nolan, Secretary. Summit, N. J., Summit Teachers’ Associa- tion. Elizabeth F. Harrison, Secretary. Swampscott, Mass., Swampscott Teachers’ Association, Sarah Bucknaw, Secretary. TAHLEQUAH, OKLA., Northeastern Okla- homa Educational Association, J. M. Hackler, Treasurer. Totepo, Onto. Toledo Teachers’ Assocta- tion, Lucile Manton, Cor. Secretary. TopeKA, Kans., Kansas State Teachers’ Association, F. L. Pinet, Secretary. Trenton, N. J., New Jersey State Teachers Association, S. Ida MacMahon, Treasurer. University, Va.. Virginia State Teachers’ Association, J. T. Fentress, Secretary. Uptanp, Inp., Faculty of Taylor University, George Evans, Business Manager. Watposoro, Marine, Lincoln County Teach- ers’ Association, Agies L. Creamer, Sec- retary. WarrENTON, N. C., Warren County Local 113, N.C. Teachers’ Assembly, Supt. J. F. Allen, Secretary. WatTerRvILLE, Marine, Kennebec County Teachers’ Association, Ada E. Edgecomb. Secretary. Wausau. Wis., Central Wisconsin Teach- ers’ Association, I. C. Painter, Secretary. WeenawkeN. N. J., Town of Union Teach- ers’ Association, Margaret D. Kelley. President. West Orance, N. ers’ Association, tary. West SprINGFIELD, Mass.. 1... West Orange Teach- 3Jeulah R. Dean, Secre- West Spring- field Teachers’ Association, Grace Mac- Moran, Secretary. Wruamson, W. Va., Williamson Teach- ers’, Mabel Robinson, Secretary. Witmincron, N. C., New Hanover County Teachers’ Association, Julia H. Hill, Sec- Tetary. ‘THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION WINSTON-SALEM, N. C., Winston-Salem City Teachers’ Association, Anna Lula Dobson, Secretary. Wise, Va., Wise County Teachers’ Asso- ciation, J. J. Kelley, Jr., Secretary. Wor.tanp, Wyo., Wyoming State Teachers’ Association, Supt. E. H. Emmett, Secre- tary. Yonkers, N. Y., Yonkers Teachers’ Asso- ciation, May B. Archer, Treasurer. Completed Enrolments” HE following schools have pleted their reports for one hundred per cent membership enrolment in the National Education since the list was published in the January Journal. . com- Association ALAMEDA, CALir., Longfellow School, Alice Orne Hunt, Principal; Everett School, Ada Bird, Principal. Denver Completes Enrolment HE following telegrams ad- dressed to Secretary Crabtree are eloquent evidence of the pro- fessional’ spirit that animates the Denver schools: “Denver, Colorado, February. 5, 1921.—The Denver Grade Teach- reports 100 per cent membership. in the National Education Association of the ele- ers’ Association mentary and junior high school Drive conducted by the Association, dues forwarded Mon- day—A melie D. Irving, Corre- sponding Cora B. teachers. Secretary; Morrison, President.” “Denver, Colorado, February 5, 1921.—Every teacher in Denver member National Education Asso- ciation.—J esse H. Newlon, Super- intendent.” ALTOONA, Pa., Central Grammar School, W. H. Burd, Principal; Garfield School, M. A. Dively, Principal; Miller School, M. A. Dively, Principal; Washington School, J.J. Hamilton, Principal; Wright School, I. S. Wolcott, Principal. Americus, GaA., Americus High School, C. M. Hale, Principal; East Americus School, Susie Taylor, Principal; Furlow Grammar School, Sarah P. Cobb, Prin- cipal; McKay Hill School, A. S. Staley. Principal; Prospect Heights School, Eliz- abeth Belcher, Principal. Arpmore, OKLA., Jefferson School, George W. Coffman, Principal; Washington School, Cornelia E. Washington, Prin- cipal. BayONNE,:-N. J., School Number 3, Flor- ence Moore, Principal; School Number 4, Mary J. Donohoe, Principal. BrivceTton, N. J., Bank Street School, Ches- ter Robbins, Secretary, School Faculty; Irving Avenue School, Emma M. West- cott, Secretary, I. A. School. Uar- Iowa, Central School Mrs. Laura Veach, Princi- CENTERVILLI field School pal; Lincoln School, E. Lucile Spooner, Principal; McKinley School, Sara Ritchel, Principal. Etwoop, INpb., Central School, Grace De Hority, Principal; Edgewood School Ruth M. Bennett, Principal; High School, Wm. F. Smith, Principal; Junior High School, Grace De Hority, Principal; Lin- wood School, Carrie House, Principal; Osborn School, Edna I. Miller, Princi- pal; Washington School, Mary Principal. EryriA, Onto, Elyria Public School, F. M Shelton, Superintendent; Franklin School. Hattie McCloy, Principal; Garford School, Lizzie Hahn, Principal; Gates School, Leanna Moore, Principal; Ham- ilton School, Elizabeth Freese, Principal ; High School, R. P. Vaughn, Principal; Jefferson School, Myrtle Halliwell, Prin- cipal; McKinley School, Mrs. Eleanor Symons, Principal; Ridge School, Bertha Philpott, Principal. Fort Donce, lowa, Carpenter Grade School, Leeson, Maud Fretzs, Principal; Duncombe Grade School, Mamie Foster, Principal; Lincoln Grade School, Jennie Pollock, Principal; Riverside Grade School, Min- nie Ridenour, Principal. HamMmMonp, INp., Central School, Jennie Mabbs, Principal. HarrRINGTON, Det., Harrington Special School District, Isaac Rissmiller, Super- intendent. INGRAM, Pa., Ingram Public School, M A Steiner, Principal. Kearny, N. J., Franklin School, Mrs. Fan- nie Shepard, Principal; Garfield Schou E. S. Brady, Principal; High School Albion Hale Brainard, Principal; /.1m- coln School, William E. Ross, Principal: McKinley School, John E. Gleason, Prin- cipal; Nathan Hale School, Edith M. Leadley, Principal; Supervisory Staff, Herman Dressel, Jr., Superintendent: Washington School, W. M. Broadbent. Principal. Monrcrair, N. J., Spaulding School, A. S. Knight, Principal. NorFo_k, Va., Henry Clay School, Merrill J. Ober, Principal. Parsons, Kans., Garfield School; McKin- ley School. PittssurcH, Pa., Lee School, Effie P. Butz, Principal. PLAINFIELD, N. J., Stillman School. Pontiac, ILi., Central School, Elizabeth Dunlap, Principal; Ladd School, Eva M. Fristoe, Principal; Lincoln School, Verna Fillingham, Principal; Special Teachers. G. J. Koons, Superintendent; Washing- ton School, Edna Wilson, Principal. PorTLAND, Orec., Scott School, Ellyn The- lander, Principal. Quincy, Itt., Adams School, Sara Louise Derrick, Principal. RiversipE, Cauir., Lowell School. St. JosepH, Mo., Everett School, Clara 3yrne, Principal; Krug School, Gertrude De Vorss, Principal; Maerwell School, Della Nash, Principal. St Louis, Mo., Simmons Public Schools, Richard H. Cole, Principal. SacGINAw, West Sipe, Micu., John Moore School, Richard M. Johnson, Principal. Satem, W. Va., Salem High School, Fred M. Cottrill, Principal. SANTA BarsBaraA, Catir., Evening High School, Eldon Ford, Principal; Franklin School, Mrs. C. E. Sherman. Principal: 58 Garfield School, William J. Kircher, Principal; Junior High School, Herbert V. Hills, Principal; Lincoln School, J. Defray Silvia, Principal; McKinley School, Eva L. McPhail, Principal; Riviera School, Mylitta M. Morris, Prin- cipal; Washington School, Emil Lange, Principal; Wilson School, Hattie B. Phoenix, Principal. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION SoutH BEND, INp., Muessel School, Ella H. Rieman, Principal. TEMPE, ArIZ., Tempe Normal School, A. J. Matthews, President. TERRIL, lowa, Consolidated School of Lloyd Township, Ruth Featherstone, Principal. WaLLtaA Watta, Wasu., Baker School; — Park School, Eloise Thomas, Prin- cipal. NOTES and ANNOUNCEMENTS Department of Superintendence Nominations HE nominations for the various of- + ficers of the Department of Super- intendence up to the time of going to press are: For President—William L. Ettinger, Superintendent City Schools, New York, N. Y.; J. M. Gwinn, Super- intendent City Schools, New Orleans, La.; R. G. Jones, Superintendent City Schools, Cleveland, Ohio; John F. Keating, Superintendent City Schools, Pueblo, Colo.; Jesse H. Newlon, Super- intendent City Schools, Denver, Colo. ; Herbert S. Weet, Superintendent City Schools, Rochester, N. Y.; Charl O. Williams, County Superintendent of Schools, Memphis, Tenn.; John W. Withers, Superintendent City Schools, ote St. Louis, Mo.; For Vice-President—E. C. Broome, Superintendent City Schools, East Orange, N. J.; Will C. Wood, State Superintendent of Public Instruc- tion, Sacramento, Calif.; For Second Vice-President—Frank W._ Ballou, Superintendent City Schools, Washing- ton, D. C.; Will C. Wood, State Super- intendent of Public Instruction, Sacra- mento, Calif.; For Secretary—Theda Gildemeister, Winona State Normal School, Winona, Minn. ; Belle M. Ryan, Assistant Superintendent City Schools, Omaha, Nebr. Des Moines Meeting LANS are well under way for the 1921 meeting of the National Edu- cation Association, which will occur at DEPARTMENT OF SUPERINTENDENCE, 1886-1921 March, 192] Des Moines July 4-9. Association head. quarters will be at the Hotel Fort Des Moines. Persons wishing hotel reserya. tions should apply to Mr. Charles Ff. Pye, 407 Youngerman Building, Deg Moines, Iowa, who is in charge of this work for the committee and who will be pleased to furnish a list of the hotels giving the rates for each. The Commercial Exhibits will be under the direct management of the As. sociation. Requests for reservations of space should be addressed to Mr. R. §. Erlandson, Manager, 1201 Sixteenth Street Northwest, Washington, D. C. School Motion Pictures OTION PICTURE FILMS on a large number of interesting themes may be had by schools for the cost of transportation, according to a list sent out by the National Board of Re. view of Motion Pictures. . The list in- cludes such subjects as Making a Ford, Road Building, Pineapple Industry in Hawaii, Lumbering, the Story of Oil, a score of Canadian scenic pictures, and many others. list may be had from the National Board of Review of Moving Pictures, 70 Fifth Avenue, New York City. (Continued on page 59) a a ——— _ — Copies of the complete. Year | Place of Meeting President First Vice-President Second Vice-President | Secretary 1921 | Atlantic City, N. J. Calvin N. Kendall E. A. Smith J. M. Gwinn Belle M. Ryan 1920 | Cleveland, Ohio E. U. Graff D. J. Kelly H. C. Johnson Charl O. Williams 1919 | Chicago, IIl. E. C. Hagtwell David B. Corson J. R. Morgan | Marie Gugle 1918 | Atlantic City, N. J. Thomas F. Finegan A. A. McDonald Carlos M. Cole | Lida Lee Tall 1917 | Kansas City, Mo. John D. Shoop F. L. Keeler John Dietrich | Margaret T. Maguire 1916 | Detroit, Mich. M. P. Shawkey Lawton B. Evans Lucy Wheelock | E. C. Warriner 1915 | Cincinnati, Ohio Henry Snyder Paul W. Horn FE. C. Warriner | Mrs. Ellor C. Ripley 1914 | Richmond, Va. Ben Blewett W. E. Ranger A. S. Cook | Anna E. Logan 1913 | Philadelphia, Pa. Franklin B. Dyer Samuel Hamilton Mrs. Ellor C. Ripley Burr W. Torreyson 1912 | St. Louis, Mo. Charles E. Chadsey O. J. Kern | H. J. Willingham | Harlan Updegraft 1911 | Mobile, Ala. William M. Davidson J. A. Shawan C. G. Schulz | Arthur D. Call 1910 | Indianapolis, Ind. Stratton D. Brooks Wales C. Martindale | Julia A. Richman | John F. Keating 1909 | Chicago, IIl. W. H. Elson D. B. Johnson Ida C. Bender | A. C. Nelson 1908 | Washington, D. C. Frank B. Cooper Stratton D. Brooks Ella C. Sullivan George B. Cook 1907 | Chicago, Ill. | W. W. Stetson H. H. Seerley R. J. Tighe J. H. Harris 1 Louisville, Ky. John W. Carr J. H. Phillips Ida C. Bender | Ella C. Sullivan 1905 | Milwaukee, Wis. Edwin G. Cooley Lawton B. Evans J. W. Carr Evangeline E. Whitney 1904 | Atlanta, Ga. Henry P. Emerson Edwin B. Cox John W. Abercrombie | John H. Hinemon 1903 | Cincinnati, Ohio Charles M. Jordan Clarence F. Carroll Warren Easton | J. N. Wilkinson 1902 | Chicago, Ill. G. R. Glenn Henry P. Emerson F. W. Cooley John Dietrich 1901 | Chicago, IIl. L. D. Harvey A. K. Whitcomb W. F. Slaton Frank B. Cooper 1900 | Chicago, Ill. A. S. Downing G. R. Glenn J. A. Shawan | Charles M. Jordan 1899 | Columbus, Ohio E. H. Mark G. H. Conley A. T. Barrett | J. H. Van Sickle 1898 | Chattanooga, Tenn. N. C. Shaeffer Frank B. Cooper E. H. Mark W. L. Steele 1897 | Indianapolis, Ind. C. B. Gilbert A. B. Blodgett W. S. Sutton | Lawton B. Evans 1896 | Jacksonville, Fla. L. H. Jones J. H. Phillips Charles W. Cole R. E. Denfeld 1895 | Cleveland, Ohio W. H. Maxwell O. T. Corson William F. Fox James M. Carlisle 1894 | Richmond, Va. D. L. Kiehle ah eeseo | F. Treudley 1893 | Boston, Mass. Edward Brooks I MS og ces pieces a | J. H. Phillips 1892 | Brooklyn, N. Y. Henry Sabin V. C. Curtis Oscar H. Cooper | L. W. Day 1891 | Philadelphia, Pa. Andrew S. Draper J. A. B. Lovett E. B. McElroy | L. W. Day 1890 | New York, N. Y. Andrew S. Draper J. A. B. Lovett E. B. McElroy | L. W. Day 1889 | Nashville, Tenn. F. M. Campbell C. C. Davidson George Luckey W. R. Thigpen 1888 | San Francisco, Calif. N. C. Dougherty Henry A. Wise J. G. Scofield W. R. Thigpen 1887 | Chicago, IIl. Charles S. Young i IE 40 'y > Bess s oes endintes Rae Charles C. Davidson 1886 | Topeka, Kans. Warren Easton Le vcr.) Funes cevesacssie Charles C. Davidson Vol. er’s | Shaw by th ton, - ods 0 the c topics is inc Co iD) leges State: lished report varlou profes profes the U of th identi five gi salary dents fand ¢ Ve ye P ion . onth ar y educe rme: Bi Bich in = -— e. ete ard fth e Vol. 10, No. 3 i Playgrounds 7... School Playgrounds and Equipment is the subject of Teach- r’s Leaflet, No. 11, which has recently nc prepared by K. Cecil Richmond, of Shawnee County, Kansas, and published by the Bureau of Education, Washing- ton, D. C. Kinds of equipment, meth- ods of financing the school playground, the care of equipment are some of the topics discussed. A short bibliography is included. College and University Salaries ATA regarding salaries paid in 1919-20 by 401 universities and col- leges have been compiled by the United States Bureau of Education and pub- lished as Bulletin, 1920, No. 20. . The report gives the number of salaries of yarious amounts for presidents, deans, professors, associate professors, assistant professors, instructors, and assistants for the United State as a whole and for each of the various institutions which are ‘identified by numbers and grouped under five geographical divisions. The median salary of university and college presi- dents is $6000 for public institutions fand $3500 for private institutions. Volume of Proceedings—1920 HE VOLUME of Addresses and Proceedings of the National Educa- ion Association is being mailed this onth to all $5 members. During the yar years the size of the volume was reduced one-third by order of the Gov- ernment. The size of the 1920 volume THe JouRNAL OF THE NATIONAL EpuUCATION ASSOCIATION _ has been kept at the standard maintained during the war because of the high cost of paper. Now that the price of paper is falling, the size of the 1921 volume will return to the pre-war standard of 1000 to 1200 pages. Dr. James Monroe Green August 29, 1851—November 1, 1920 N the death of Dr. James M. Green, president of the National Education Association 1900-01, the educational world lost one of its most beloved and capable leaders. Dr. Green was edu- cated in the public schools of New Jer- sey, the State Normal School at Tren- ton, and Dickinson College. He taught in the public schools, was principal of the high school, and supervisor of all the schools in the city of Long Branch. In 1881 he was president of the State Teachers’ Association. At the age of thirty-eight he was appointed principal of the State Normal and Model Schools at Trenton. In this position he re- mained twenty-eight years, during which time the enrolment moré than doubled and the influence of the schools greatly increased. Thoroughly democratic in feeling, he never forgot that he was the servant of the people. It was his devo- tion to the cause, and his willingness to spend hours in friendly conversation with those who needed admonition, ad- vice, or encouragement, which endeared him to those who had the good fortune to know him personally. His desire to see and know the strong men in his chosen calling drew him into ai HIS new building houses a Missouri valley consolidated school. center of the activities and interests of a large rural community. Plates the movement for improved rural schools is gaining headway. Such schools, upplemented by an active rural church and by adequate rural libraries—all in harge of trained professional leaders—have it in their power to make rural life ich in the great satisfactions necessary to secure a permanent rural civilization. It is the In a score of 59 the National Education Association in his youth. As early as 1887, he took an active part in the discussions in the De- partment of Superintendence. He was a regular attendant at the meetings for thirty years. He prepared papers, served on important committees and joined in the discussions. He became a life direc- 1892. In 1895 he was chosen president of the Normal School Depart- ment. He was elected to the National Council of Education in 1894 and ren- dered thirteen years of service in that body (1894-1907). In 1900 he was elected president of the National Edu- cation Association. tor in Dr. Green was deeply interested in problems with which the National Edu- cation Association has to deal. He had an abiding faith in the far-reaching in- fluence that the Association could exert in shaping public opinion favorable to education. In his address as president in 1901 he said: “We have reached a position that commands the respect not only of our Nation, but of other nations. We may, with courage, undertake the most serious educational problems that present themselves to the minds of men. May our success of the past be but feeble prophecies of the successes that await us in the future.” Educational Research HE DIRECTORS of the Com- monwealth Fund, having become convinced of the importance of encour- aging educational research, requested a group of educational leaders to report upon the opportunities in the field and recommend a plan of operation. This Educational Research Conference was held in Atlantic City on October 23, 24 and 25, 1920. It chose to emphasize in its report the following subjects: the problem of school revenues; the evalua- tion, analysis, measures and standards of accomplishment of school subjects; the field of supervision; and the reor- ganization of public school systems. The conference recommended the ap- pointment of a committee to consider and recommend projects for research, and to assume executive responsibility for supervising the carrying on of such researches as might be adopted. It was deemed advisable that this committee also recommend researches to be under- taken by individuals or The directors of the associations. Commonwealth Fund accepted the report and appointed the following committee: Leonard P. Ayres, Vice-President, 60 Cleveland Trust Company; Samuel P. Capen, Secretary, American Council on Education, Secretary; Lotus D. Coff- man, President, University of Min- nesota; Ellwood P. Cubberley, Profes- sor, Stanford University; Charles H. Judd, Director, School of Education, Teachers’ College, Columbia Univer- sity; Paul Monroe, Director, School of Education, Teachers’ College, Colum- bia University; Frank E. Spaulding, Professor, Yale University; Max Far- rand, General Director, The Common- wealth Fund, Chairman ex officio. Education for Thrift ' ODERN EDUCATION must include thrift instruction if it is to be fully educative. American educa- tion. is rapidly forsaking a theoretical attitude and is becoming a practical in- strument for efficient living. Ability to succeed financially is essential to a well rounded life. A good citizen is first of all self-sustaining. The first civic duty of the individual is self-support and the capacity to save something for his own financial comforts, through which less fortunate individuals may be helped and the community enriched. Instruction in simple economic principles and project practice in thrift are vitally needed in the schools because the prevalent ex- travagance and waste in American life threaten to undermine the economic in- dependence and civic virtue of American citizenship. Habits of popular saving will create universal capital, develop financial independence, and tend to a more even distribution of wealth. The school is the most fundamental and logical place through which to dis- seminate such practical and fundamental knowledge as is necessary to the welfare of all the people. Therefore, we recom- mend that thrift education be made a part of the course of study in all school systems, and a part of the regular in- struction in all schools, either as a separate course, or cerrelated with kindred subjects. The method of pro- viding this instruction should be left to the State and local school administra- tions. We recommend that the field of in- struction in thrift be limited to thrift in time, money and material, in order to avoid a duplication of the work now be- 1 Report of the committee appointed by the Section of State Superintendents of the National Education Association, in its meeting at Salt Lake City. The members of the committee are: Mary C. C. Brad- ford, chairman; Annie Webb Blanton, Clem Hampton, Thomas E. Finegan, P. E. McClenahan, L. J. Muir, A. O. Thomas PHe JOURNAL OF THE NationaL Evucarion ASSOCIATION ing done through other subjects in the curriculm, or by agencies outside of the school. We recommend careful instruction in simple economic principles as they per- tain to work; production; systematic saving, wise spending and careful in- vestment of money; judicious use of time and materials; a broader understanding of financial institutions and _ financial practice. We recommend project practice in Physical Training Creed OUNTY = Superintendent Johnson, of Union County, New Jersey, has distributed the following physical training creed to all the schools in his county: 1.—I believe my body is my house and should be kept clean as long as it ts occupied. P 2.—I believe my muscles should be kept working smoothly by sys- tematic exercise. 3.—I believe this training de- velops the will to make the best of myself and to do greater service for others. 4.—I believe daily trains me to feel and to under- stand the joy in work and play. 5.—I believe in athletics, in tak- ing my part in school contests, in courage, fair play and sportsman- ship. 6.—I believe I am growing in manhood and am preparing myself to be an active, intelligent, useful citizen, ready to take my part and to give the other fellow a “square deal.” 7.—I believe: in playing the game to the end with all my mind, strength, and courage. exercise thrift as a méthod of practicalizing the principles which are taught. Project work has demonstrated its efficiency in many lines of education, and is absolutely essential in connection with the teaching of thrift. We recommend that definite courses in the elementary principles of practical economics be provided in the upper grammar grades, and that a more ex- tended study of practical finance as ap- plied to government fiscal operations, banking, life insurance, and the like, should be given in connection with a regular course in economics in the high school. March, As a method of furthering the Dra tice of saving money and of apply; the principles of safe investment, schog savings systems, utilizing Governmey savings securities and savings bank facil. ties, should be worked out. It iS ny enough that students should merely } encouraged to save money. They shoulj be given a practical opportunity in th schools to invest their savings, We recommend cordial codperatig with the Savings Division of the Unity | States Treasury, the American Banke, Association, the Parent-Teachers Agy ciation, and other organizations qualifg to help in this work. We suggest that the various sch publishing companies look into this ney subject of education with a view of, casting certain textbooks on civig economics, history, arithmetic, and oth subjects with which thrift educatig may be correlated to include practic material on thrift and the basic pr ciples of economics, and that they og sider the question of preparing suitd textbooks on these subjects for useg the public schools, if the investigatiy and assessment of the publishing houg themselves a distinct need { such texts. In the meantime, mater and suggestions for study already p pared by the Savings Division of ty Treasury Department, the Americ Bankers Association and similar orga reveal zations are readily available and can} made most useful. Some recent ter books on civics and economics also a tain helpful chapters on thrift. It is the opinion of the committee th thrift education has come _ into ¢ American school system to stay; th henceforth it is not to be sought mere by-product of educational process but will take its place with the ot A’ standard subjects in the school as a grt objective of education. . We therefore commend the new th Sura education to State superintendents @ Chic public instruction and urge its promg the s adoption by all the State and lf to th educational systems of the Unit® ab States. Rura We appeal for this enrichment of! sity, course of study through thrift inst Rural tion on the ground that. it is a! perative educational need and a s0m@ At educational policy. If the Amen Super school is to prepare its students for Marc practical responsibilities of life itt hensi assume the task of teaching the prob Rural of life and of giving the instruction urday the experience necessary to fit YE secsig people for the business of living. - 192) a > Prac. P Lying Scho MMe: facil IS ny rely by shoulj in th CTatign Unity Sanken 3 Asy ualifie Scho nis ney y of CIVig d Othe Lucatigg Tacticg iC pri Cy Cop Suitabh use ¢ tigatia y hous eed fg materi dy p of tN meric Or gash 1 can i nt tey Iso ct ttee ti nto # ay; th sht a TOCES he othe $a pit aw the dents } P on nd lo Unit nt of t ; an i | Superintendence, National Education Association ORGANIZATION AND ADMINISTRATION | Active Members Active Members Associate Members (No Vote) Associate Members (No Vote) State associations Affiliated Local ASSOC Corresponding Members {ations State Delegates 1 per 100 Members up | to S500 Meet by States and choose Committee Members Affiliated Officers of N. E. A. — anemia _aee | — ty 4 4 Pe SLL CERES «S : ~