<<] VOL. ad ies yas WE SC, aa) FE | Wy noe & ta Uy US aay Z FS Wwe WZ MIG APR 18 1921 x APRIL, 1921 V4? 4 YYZ) NOVA UAE YYZ YY WY WAL LINZ E NAL F | VAL E INGAL FRAT EINVAL EINVAL ET VETTEL CT ICL CLIC RECT DRICLIE DCP DIC FIESCRR STU IYO? 9 9 RVALEINVALT IZ CIR SCP I SUCTISSUCTS Th JOURNAL of the NATIONAL EDUCATION i ASSOCIATION RS Business Organization for Service Physical Education in Sweden A Moral Tale : ‘ The Helping Teacher in New Jersey Americanizing Americans Organizing the State Association The Greatest Need of the Schools The Ideal Teacher Editorials Educational Advance i : ; Resolutions of the Department of Superintendence Accomplishments of the Department of Superintendence Can the United States Afford It? | Tests and Scales Enrolment and Affiliation Notes and Announcements Educational Opinion , ; National Education Association—Officers, 1920-21 Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorRTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Books we my issued the Pave 4 past year N the twelve-month period since the Cleveland meet- ing of the Department of Superintendence of the National Education Association we have brought from press the following successful text-books and standard tests. Those marked * are Babson’s A Central Journey. Carson’s Handbook of English Composition: Second Revision. Chadwick-Lamprey’s The Alo Man.* Cockerell’s Zoology. Coryell-Holmes’ Word Finder. Courtis Standard Practice Tests in Handwriting. Fairbanks’ Conservation Reader. Gilman’s Alaska, The American Northland.* Haggerty Reading Examination: Sigma 3. Henman French Tests and Latin Tests.* Hudelson Scale. Jordan’s The Story of Matka.* Laing’s The Hero of the Long- house. Meriam’s Child Life Curriculum. National Intelligence Tests, Form 2 of Scales A and B. Oldham’s Laboratory Manual of English Composition. American English Composition and the soon ready. Otis General Intelligence Exami- nation. Otis Group Intelligence Primary Examination. Phipps’ Paginas Sudamericanas. Ritchie-Caldwell’s Primer of Hygiene: 1920 Revision. Ritchie’s Primer of Sanitation: 1920 Revision. Ritchie’s Primer of Physiology: 1920 Revision. Ritchie’s Human 1920 Revision. Sait’s Government and Politics of France. Sears’ The Boise Survey. Skilling’s Nature-Study Agricul- ture. Terman Group Tests of Mental Ability. Virginia One. Washburne’s Common Science. West’s Experimental Organic Chemistry. Wilkins’ Prognosis Test in Mod- ern Languages. Wohlfarth’s Self-Help Language Lessons: First Book. 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SPOKANE pla in the the tior lis] its S at r at thus the ork, pted 1Ses, cises, APRIL, 1921 Business Organization for Service A description by the Secretary of the headquarters’ organization through which the National Education Association keeps in direct touch with its growing membership of over sixty thousand and indirectly in touch with the 700,000 teachers of the Nation HE chart which is attached to this report (published in the March JouRNAL) shows the place of the headquarters’ organization in the general administrative scheme of the Association. It also serves to show the all-inclusive makeup of the Associa- tion and the completeness and certainty of its executive control. While the Charter and the By-laws do not make specific provision for estab- lishing departments in the Secretary’s ofice, the Board of Directors has been assigned ample authority for organizing this office departments and for making provision for carrying forward the work of the Association. The Execu- tive Committee acts on the authority of the Board of Directors and represents it between meetings. The Secretary works under the of the Executive Committee, yet he has certain powers and duties delegated’ to him by the Charter and By-laws. There are at present four depart- ments in the headquarters’ organization: Records and Field Secre- tary; Business; and Publications. Some of these departments began to assume definite form eight or ten years ago, but they did not function as separate depart- ments with department heads until dur- ing the last few years. The Department of Records and Ac- counts was formally recognized as a de- partment in 1917, with Helen T. Hix- son in charge. The department of the Field Secretary was established in 1918 and Hugh S. Magill was placed at its head. An assistant secretary was elected in 1919 and put in charge of the busi- ness of the Association, which may be taken as the date when the Business Department was created. R. S. Erland- son is head of this department. The Department of Publications was estab- lished in 1920 with Joy E. Morgan at its bead. into direction accounts ; The Department of Commercial Ex- hibits, created in 1916 and until the present year in charge of Hoyt and Hall, is now a division of the Business Depart- ment. ‘The division of shipping, mailing, and multigraphing in the Business De- partment is in charge of W. P. Reilly. A division of the Department of Records and Accounts shown in the chart as Records is in charge of Suzanne C. Wright. The present scheme of organization was definitely planned in 1919. When Major Bengert of Chicago was working out and installing the new system of records and accounts, it was necessary to know the plan of organization for the immediate future. The plan outlined for Major Bengert’s information and use is the same organization which is shown in the chart with only one excep- tion. Instead of creating a department of statistics as planned at that time the statistical work has been done in the Field Secretary’s department. THE Work OUTLINED Secretary's Office: Secretary, J. W. Crabtree; Assistant to Secretary, Har- riet M. Chase; Stenographer, Mary C. Becker ; Typists, Martha Duvall, Fredda Buckingham, and other help as required. The Work: Attending to official and general correspondence; holding fre- quent conferences with department heads and others, and attending to im- portant matters connected with each de- partment; issuing charters to affiliated associations; issuing certificates to 100 per cent schools; filing correspondence ; opening and distributing mail; entering checks and other receipts; directing membership drives; and maintaining general supervision of the work of the Association under the direction of the Executive Committee. Owing to the close connection be- tween the growth in membership and 163} the financial condition of the Associa- tion the Secretary desires to personally direct membership drives and campaigns for State and local affiliations, though much of the work is actually done in other departments. The heads of all departments are in full accord with this policy. Records and Accounts: Head of De- partment, Helen T. Hixson, Assistant Treasurer; Head of the Division of Records, Suzanne C. Wright; Assistants, Katherine Swan, Ina Peter, Keith W. Watkins. The Work: Administering the cur- rent funds of the Association in two accounts, one known as the special ac- count, used for paying current operating expenses in the Secretary’s Office; the other the regular account, covering all receipts of the Association; entering the daily receipts on the cash register, and depositing each day in the special or regular account; keeping the books, in- cluding the daily cash register, the gen- eral cash book, voucher register, journal and ledger ; posting accounts through the ledger and making .trial balance sheet each month to be sent to the President, Treasurer, Secretary, and Chairman of the Board of Trustees; making up and preparing the bills for audit, drawing checks for payment of bills; managing the registration bureau at the two con- ventions; closing the books at the end of the fiscal year and compiling the treasurer's report for presentation to the Representative Assembly; receiving and answering correspondence relating to membership dues or accounfs, and main- taining a general supervision over the membership records. 1 Report of the Secretary to the Executive Committee and Board of Directors of the National Education Association of the United States, Atlantic City, New Jersey, February 25, 1921. 64 THE JOURNAL OF THE NaTIONAL EpucaTIon AssocIATION Special Duties of the Recorder and Clerks: Making daily entries of pay- ments on membership dues; changing the addresses on membership cards and plates for the addressograph; making addressograph plates for all new mem- bers; running filing cards for member- ship-record file, alphabetical file, afhli- ated membership file, and index file of complete membership arranged by cities and States, so that the exact member- ship from any city or State can be ob- tained upon short notice; keeping track of necrology list for publication; ad- dressing envelopes or folders for sending © out literature and publications; sending out membership cards upon payment of dues; compiling shipping lists for the annual volume of Addresses and Pro- ceedings; and work of a similar nature. Field Secretary: Head of Depart- ment, Hugh S. Magill; Assistants, Anna Somdal, Sally Hill, Elizabeth Arlett, and other help as needed. The Work: The work of this depart- ment as outlined in the resolution creat- ing it is the collection and dissemination of information regarding the condition of education throughout the United States and the promotion of the legisla- tive program of the Association. ‘Time is divided between work in Congress in support of the Educational Bill and in delivering addresses throughout the country before educational gatherings and other civic organizations in promo- tion of the program of the National As- sociation. ‘The work before chambers of commerce, women’s clubs, and similar organizations ‘has been effective in awakening the public to a realization of the importance of education and the need of giving it more adequate support. The statistical work is in charge of this department. Educational legislation in the States is receiving attention; field work in securing affiliations and new membership is under the direction of the head of this department, and con- ducted by Sally Hill and Elizabeth Arlett. ‘ Business: Head of Department, R. S. Erlandson, Assistant Secretary; Assis- tants: W. P. Reilly, Mrs. Harriet Thatcher, Grace Nelson, Margaret Holden, Miss B. Bradford, Mrs. M. Carolyn Summers, Lillian Adams, Mrs. Marie Bossé, Ella Cassell, Mrs. Georgia Alvey, Keith W. Watkins. The Work: Managing commercial exhibits, including the necessary cor- respondence with firms, -arranging for on — —— a — = = A pril, 192} EDUCATION THE BASIS OF DEMOCRACY Henry E. Lecter HEN Johann Gutenberg in his secret workshop poured the molten metal into the rough matrices he had cut for separate types, the instru- ment for the spread of democracy was created. When early Cavaliers and Puritans planted the crude beginnings of free public schools, the forces of democracy were multiplied. When half a century ago the first meager be- ginnings of the public library movement were evolved, democracy was for all time assured. .. . The world was old when typography was invented. Less than five centuries have passed since then, and in this interval—but a brief period in the long history of human endeavor—there has been more enlargement of opportunity for the average man and woman than in all the time that went before. Without the instrumentality of the printed page, without the repro- ductive processes that give to all the world in myriad tongues the thought of all the centuries, slavery, serfdom, and feudalism would still shackle the mil- lions not so fortunate as to be born to purple and ermine and fine linen. The evolution of the book is therefore the history of the unfoldment of human rights—From Library Ideals, Open Court Publishing Company, Chicago. suitable quarters at the conventions, having booths constructed and supervis- ing the exhibits; securing advertising, including office correspondence, prepar- ing advertising copy for printer, reading and correcting proof; multigraphing, in- cluding that of printing letterheads, bills, circular letters, and other work; addressographing, including wrappers each month for the JOURNAL, running off lists of members by States as called for; purchasing supplies for head- quarters and for conventions; supervis- ing janitor work and repairs on build- ing; employing help as needed; shipping and mailing JoURNAL, volumes, reports, supplies for use in membership cam- paigns, etc.; contracting for paper and printing, and managing business affairs at conventions. Publications: Head of Department, Joy E. Morgan; Editor-in-Chief of JournaL, W. C. Bagley; Assistants, Jessie M. Robbins, Mrs. Bertha M. Robbins, and other help as needed. The Work: Publishing the proceed- _ ings, including the assembling of copies of addresses before the N. E. A. and its various departments, their editing, ar- rangement, proofreading, indexing, with the necessary editorial relations with the printers. Editing the JouRNAL, including the assembling and editing of copy, the cor- rection of proof, the preparation of the Educational Advance and other material, the arrangement and make-up of matter in each issue, and the like. Editing and publishing reports and other publications, including a general index of the proceedings, special bul- letins, programs for conventions, and press releases; handling the publicity work with the educational press, general newspapers and general magazines; con- ducting an information service for sup- plying with literature and other help those who are investigating problems or conducting educational campaigns. CONTINUANCE OF PLAN The present plan of organization en- ables a small force to do an enormous amount of work. It groups the work into four departments, avoiding the duplication of labor and supplies which would result from a larger number of departments; it requires the Association to employ only a limited number of men and women on high salaries, making it possible to hire adequate clerical help. There is no immediate need of in- creasing the number of departments, though it may be necessary to add new departments or divisions as the Associa- tion widens its services to the profession. It will be necessary to add to the clerical help as the membership increases and to pay the clerks better salaries on the basis of tenure and increased efficiency. There is a deficit which will doubtless be wiped out by the end of the year, but which shows the necessity of holding the expenses of the Association down to the minimum. Plans must be made for hav- ing a surplus to tide over those periods when the weekly receipts of the office run low. Therefore from the standpoint of the financial condition of the Associa tion, no new department could safely be created at this time. There is another reason for not hav tist tra for the ate by anc offi the wil cha the ma pre fou Vise and city ral on- up- ielp OF hav- riods fice oint cla: ifely hav- Vol. 10, No. 4 a ing a large number of departments and a top-heavy office force in the Secretary’s office. “The fundamental principle which is embodied in the Educational Bill now before Congress leaving to State and local agencies important duties and re- sponsibilities is nO more necessary and sound for the organization of a Depart- ment of Education than for the organi- gation of the Association’s central office. ]f that principle is carried out few new departments will be created for some time and no department will assume over-large proportions. The observance of this principle would would mean that much of the im- portant statistical and field work should be done by State and local agencies. The National Education Association renders an inspirational and directive service through its Field Secretary and a few assistants. reach all the people would require three or four times the entire force now em- ployed at headquarters. ‘To do the sta- tistical work on a large scale at the cen- tral ofice would require a still larger force. We believe, however, that by securing the codperation of State and local affili- ated associations, and other agencies, and by encouraging them to do field work and to make investigations, the central ofice will, by summarizing and using these results, accomplish as much for the profession as by attempting to do all this work itself. The purpose of this discussion is to set forth the policies and principles which the Secretary, Field Secretary, Assistant Treasurer, Managing Editor, and Business Manager have had in mind in the development of the departments in the central office, and to present reasons for adhering to these fundamentals in formulating plans for the future growth of the Association. And the Association will grow. Demands for new lines of service will be made. Conditions will change. The central office must foresee these and be ready in each instance to make the necessary adjustment. At present, we believe it best to have only four departments. Later it may be ad- visable to have a greater number of de- partments. The clerical force will necessarily increase as the Association grows and as new demands present themselves. But in adapting the organi- zation to these new needs let it be done in harmony with good policy and sound principle, We believe that the policies and plans here presented represent the views of the To provide able speakers to * THE JOURNAL OF THE NATIONAL EpucaTIon AssocIATION Executive Committee. All has been done under the Committee’s direction. We trust the Committee will approve of our effort to increase the efficiency of departments at this time rather than to increase the size of the staff, and that as divisions or departments are to be added, the Committee will give due considera- tion to the financial condition of the Association, and to the policies and prin- ciples to which importance is attached in our Educational Bill. Physical Education in Sweden OswALD HOLMBERG Captain in the Swedish Army and Physical Director Christianstad High School, Christianstad, Sweden HE MEANING of the expres- sion ‘Physical Education is open to misinterpretation, some people being under the impression that its sole object is to develop the physical possi- bilities of the individual. It means a great deal more than that, however. Physical education has for its object the physical, mental and moral improve- ment of a person by means of bodily exercise. In other words, physical edu- cation embodies also mental and moral development. Physical Education in Sweden com- prises gymnastics, games, and sports. Gymnastics as practised according to our Swedish System has for its object har- moniously to develop the body with appropriate movements and thus make it strong and supple, at the same time giving the person an erect carriage. By gradually making the movements more difficult of execution it tends to increase confidence, self-reliance, and endurance. Finally the Swedish gymnastics tends to instill in the younger generation a sense of order and discipline, the class being required to execute the commands at a given tempo simultaneously. Thus a solid foundation will be laid to build on when more strenuous games or ex- ercises are to be taken up. Games, the most natural form of ex- ercise for children, in addition to stimu- lating their minds and bodies, has for its object, like all ball games, to teach the individual subordination and team work. Sport finally, like gymnastics, has for its object to make the body healthy and strong, and by competition to foster con- centration and energy. The most com- mon branches of sport in Sweden are: general athletic sports, sailing, rowing, ice yatching, swimming, fencing, boxing, wrestling, skating, skate-sailing, skiing, horseback riding, lawn tennis, and bi- cycle riding. The obligatory teaching of gymnastics in the government controlled schools is arranged thus: The public schools have gymnastic lessons, varied with games and sport, three hours a week; the state schools, for classes 1-5, four hours per week, for classes 6-9 also four hours, with two hours’ fence foiling added per week. The girls’ schools have four hours of gymnastics per week. It is obligatory to attend the lessons in gym- nastics, and no one may be excused ex- cept on a doctor’s certificate. At the beginning of the term the school physi- cian, in the presence of the gymnastic teacher, examines all the children to de- termine their fitness. About five per cent are being excused, this being the average for the last ten years. Minor defects may exempt the afflicted boy from certain exercises only, such as jumping or climbing. The goal which the exponents of phys- ical culture in Sweden have set up is one hour’s daily exercise for both boys and girls throughout their stay at school, and if possible, a period of three hours on Saturday afternoons for outdoor games such as running, skating, skiing, and so on. Furthermore, they are striv- ing to require a passing mark in gym- nastics for promotion from one grade to another, which would seem reasonable enough, taking into consideration the mental and moral benefits derived there- from. Other educational institutions under government contro! that have obligatory gymnastics in their curriculum are the normal schools. Every teacher, male and female, in the public schools must be competent to teach gymnastics under the supervision of a _ professionally trained director. The teachers of gymnastics at the state schools are all professionally trained; the male by a 2-3 year’s course at the Royal Gymnastic Central Insti- tute and the female either by a course at that institute or by a course at Arwed- * Captain Holmberg is in the United States for a short period making a special study of physical education. He is attached to the Swedish Legation. 66 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION son’s Institute in Stockholm or the Southern Institute in Lund, both the latter schools being on a par with the Central Institute in so far as authority to license teachers is concerned. The universities of Sweden have no obligatory course in gymnastics although they have regularly appointed teachers for gymnastics and fencing. Finally, each able-bodied male is given one hour’s gymnastics per day during the six months of compulsory military training required, half of which time is spent in various physical exercises. Until lately one year of compulsory military training was required, gymnastic lessons being given daily during six months, and the results obtained as to endurance, skill, and strength were very gratifying indeed. Voluntary gymnastics, sports and games are under the supervision of the Swedish National Gymnastic Sporting Association regularly subsidized by the government. The National Association distributes this appropriation between the Branch Association (The Gymnas- tic Association, The Sport Association, and so on), and it forms the highest court of appeal in questions pertaining to the organization and direction of sport. Every province in Sweden has its so- ciety or association representing the dif- ferent branches of sport, their aim being to spread the cult of physical develop- ment among all classes of citizens. They have succeeded in rousing the interest of the local community governments by whom they are granted yearly subsidies. These are used for the establishment of classes in gymnastics, where members are given free lessons, and in some places, are furnished with suitable sport clothes free of charge. ‘These societies are further bending their energies to pro- cure gymnasiums, lay out tracks and playgrounds, and furnish the laborers at the factories physical recreation. What the exponents of physical cul- ture strive to accomplish is: (1) Intro- duction of the teaching of hygiene at the state schools. (2) Obligatory daily les- sons in gymnastics or other form of ex- ercise of one hour’s (45-minutes’) dura- tion for all schools and all grades. If the child is occupied 5-6 hours at school, 1-3 hours at home studying, a minimum of one hour’s bodily exercise per day seems not unreasonable. Neglect of the body of a growing child may lead to ir- reparable defects, while neglect of studies may easily be remedied later on. (3) Putting the subject physical cul- ture on a par with other subjects taught at school. A Moral Tale ConRAD T. LOGAN State Normal School, Harrisonburg, Virginia HERE was a shortage of doctors in aw community. In almost every family there was sickness. The need for medical attention was imperative. And lawyers. Many young lawyers had gone into the army. ‘They had not returned to the practice of the law, but had entered banks, had taken insurance agencies, had gone into the real estate business. The few remaining lawyers were pushed with work, and trouble- some delays in litigation piled up one on another. But the wise men of the land knew what to do. It was what had always been done in the teaching profession; it would surely work as well in medi- cine and in the law. And so they had the standards of admission to the professions lowered. Men unskilled in the practice of medi- cine were granted physicians’ licenses because of the ‘‘doctor shortage’; men ignorant and untrained in the processes of the law were admitted to the bar and undertook litigation in the courts— for there was a “lawyer shortage.” The mortality rate began to increase; the legal tangles in the courts grew in- tolerable, and justice was known to have fled to a far country. This was hard for the wise men to understand. They, you see, were products of the schools. Such schools, in the nature of things, therefore, had been efficient. But certain inexperienced youths were asking questions. ‘What means this high death rate? Why do sick people so rarely get well? What kind of at- tention do they get from the doctors? “Why the legal tangles and snarls over every deed admitted to record, over every will probated, over every criminal on trial? Have the courts ceased to function? Don’t. the lawyers know their business?” And these foolish youngsters who had not lived enough years to know the ways of the world said: ‘Here! Let’s forget our prejudices and preconceptions and look at the facts: “Tt takes a skilled physician to com- bat physical ailments; it ‘takes a trained lawyer to conduct our legal business. Don’t you agree to that?” But the wise men of the community said: ““My boys, you are wrong—as d pril, 192) usual! The doctors and the lawyer, are no more important than the teachers The doctors have to do with our physical condition, the lawyers have to do with our legal and governmental affair, pretty largely, but surely the teacher have to do with the morals and the ideals, the intelligence and efficiency of ourselves and our children. Surely the teachers are more far-reaching in thei influence, and more essential to the nation than even the doctors or the law. yers. We must therefore end ‘docto; shortages’ and ‘lawyer shortages’ just as we have always ended ‘teacher short. ages.’ “But,” said the young men—who had such foolish and immature ideas— “Who said it was right to let an up. trained person take up the responsibilities of teaching just because there is , ‘teacher shortage’ ?” Here was the height of silliness, and the wise men could ill keep unruffled exteriors. They exploded. And ip proud wrath they hurled upon the foolish youngsters the answer that crushes everything beneath it. Clearly and distinctly they spoke, enunciating each syllable with a crisp dignity and with infinite patience: “Teacher shortages have always been met by taking in untrained people. They get experience as they teach. It’s always been done that way. It’s a fixed policy. . . . It’s the ONLY way, ... You CAN’T CHANGE THAT!" Morar: And sick people kept on dying, and legal tangles kept on getting more complicated, and children kept on growing up poorly prepared for the world that they were to be a part of— until one day*some cheerful idiot up and said: “Folks, I’ve an idea. Let’s require our doctors and our lawyers and our teachers to give evidence of proper training before we let them tinker with our bodies and our governments and our children’s souls. And let’s admit that in any profession a man must be allowed to make enough money to live com fortably and save something against old age. Let’s have high standards for these technical experts to measure up to, and let’s also make it worth men’s while to measure up. Then we can expect thes professions to render the service that we require.” And—would you believe it—the ma was hailed as a philosopher, a statesmat, a genius, a prophet! 1 From the Virginia Journal of Education December, 1920. sul of tez or sh: sta sul col tio the Tul mo lav tio! the cor the Cat tra for the the of ing leg stit are ero par wit ers the the eit oper with our at in ywed com - old rhese le to these t we man man, ation, Superintendent, Sussex County Schools, Newton, Neu N 1916 the legislature of New Jersey placed upon its statutes a law which reads like this: “Whenever the commissioner of education shall in his opinion deem it advisable he may ap- point a helping teacher to aid and direct the work of the teachers in the schools of two or more districts, and shall fix the salary of such helping teacher at a sum not exceeding $1500 a year, which shall include all traveling expenses; pro- vided that no such appointment shall be effective until it is approved by the State board of education. “The county superintendent shall ap- portion annually out of the State school money apportioned to his county the sum of $1500, to remain in the hands of the county collector for each helping teacher so appointed subject to the order of the county superintendent of schools as hereinafter provided. “The salary of each helping teacher shall be paid in ten equal monthly in- stallments by order issued by the county superintendent drawn on the county collector, and paid out of money appor- tioned to him for that purpose.” When the legislature passed that law, the most advanced step ever made for tural schools in New Jersey was taken. This statement is made advisedly and in making it the sentiments of our co- workers in rural schools, as well as our own, are included. The legislature of 1920 by a unani- mous vote of both houses amended the law of 1916 by removing the stipula- tion in the amount of salary, placing the amount wholly in the hands of the commissioner of education subject to the approval of the State board of edu- cation, voted them the sum of $500 for traveling expenses, and also provided for a bonus not to exceed 30 per cent of their salary for the year 1919. This concerted action on the part of the legislature is proof that the people of New Jersey have endorsed the help- ing-teacher movement, because as a rule legislators know the wishes of their con- Stituents. The helping teachers in New Jersey are a carefully selected group of gen- erous-hearted, rural-minded, well-pre- pared, carefully trained, tactful women, with broad vision and considerable prac- The Helping Teacher in New Jersey’ RALPH DECKER tical experience in teaching and in supervising, especially in rural schools— teachers who can read human nature quickly, who know good work and good methods at sight, who know how to secure that kind of work from their teachers, and who are not afraid of long hours of tiresome work. They are selected by the commis- sioner of education and not by boards of education and are responsible to and under the direction of the county super- intendent with whom they work. They are relieved of all administrative work and responsibility and their whole busi- ness is to help teachers, as their title suggests. The number of helping teachers in a county varies from one to four and the number of teachers they have under their supervision varies from 20 to 50. With but very few and rare excep- tions these helping teachers are wel- comed by all our teachers. Naturally we expected some opposition from our older teachers at the beginning. In my own county, for illustration, all the teachers responded heartily but two. One of these we have passed on to another county, and the other still re- mains. We yet have a ray of hope in her case, and if she lives long enough, and we live long enough, she may be rescued from the rutted slough of con- tentment and self-satisfaction in which she is floundering at present. Today our oldest teachers are the loudest in their praises for the helping teacher and her work. The children’s reception of her is most gratifying. "They look on her as a companion and friend, and hail her visits with delight. A few of our com- munities were slow to adopt her, but after seeing the results of her work, they, too, are enthusiastic in her sup- port. The helping teacher has brought in- spiration to our teachers, our schools, and our communities. She has led them in one way or -another to see the better things within their reach, and now ail three are striving in hearty codperation to accomplish those things. We have been connecting the work of the helping teacher with three factors or agencies. So close is their relation that her work [67] ) Jersey with any one is reflected in the others. The first factor is the teacher. The object of her work with the teacher is to improve her. This improvement must have three direct objectives: (1) to improve the teacher herself; (2) to improve her work; (3) to improve her school. in order to improve herself the teacher must be led to see the size of her job and the opportunities and possi- bilities it offers. She must be led to realize that she is teaching children with the object of having them develop into the highest type of men and women, and that the books and subjects which she teaches are only the tools with which she works. She must be led to inventory her mental equipment and training to see if it fully measures up to the things required of her. She must have a desire to improve herself and the helping teacher must lead the way to summer schools, extension courses, cor- respondence courses, home study, read- ing, lectures, institutes, and other places where opportunities for improvement may be found. Improvement of her work will in- clude daily plans and daily preparation. It will mean changes or improvement in methods. This may be brought about by changing the viewpoint, by demon- stration lessons given by the helping teacher, by demonstration lessons in group meetings or by the visitation of a classroom of some particularly strong teacher. Some of our best work along this line has been to gather up the teachers of a community and take them for an afternoon in our cars to see the work of a strong teacher, and to follow their observation work with an hour’s round-table discussion. - Better drills, better devices, and worth-while busy work also have been fertile fields for helping teacher helpfulness. 1 Work with the teacher that will im- prove her school includes ‘assistance in making her program for the day so that it is psychologically arranged to get the best work from both teacher and pupil. It includes organization of the class so as to get the proper consolidation, thus 1An address before the Department of Superintendence, Atlantic City, New Jersey, February 28, 1921. 68 saving as much time and energy as pos- sible. It means assistance in better housekeeping, in preservation of the health of the pupils, by more attention to heating and ventilation and in plac- ing the responsibility for this and many other things upon the pupils, all of which have been sadly neglected in the rural schools in the past. The second factor is the schools. The results of the helping teacher’s work in and for the school are manifold. She has brought to the schools as well as to the teacher a vision of the possibilities within their reach and as a result of the combined work of the helping teacher, the teacher and the pupils, schools have been transformed from dead, inanimate places where work is a compulsion, to live, animated, throbbing workshops where work is a pleasure. Her work has brought better equip- ment, which includes more and better textbooks and supplies, seatwork mate- rial, magazines, papers, and musical in- struments. She has brought renewed interest in contests, both academic and athletic. She has stimulated club work of all kinds, including civics, agricul- tural, bird, poultry, sewing, and others either carried on under the direct auspices of the school or in connection with some extension Y. M. C. A. or Y. W. C. A. leader. She has helped in the teaching of the great lesson of thrift so greatly needed by our American people, through assist- ance in thrift instruction, thrift clubs, and school savings banks. She has vital- ized the health work by the formation of ‘health clubs, health inspection, health chores, weight charts, hot lunches, and talks on nutrition. She has helped the attendance by making the school worth while—a school that will appeal to the children. In connection with teachers and pupils school censuses have been taken. She has visited homes relative to poor attendance and banners and pennants have been given for attendance and punctuality. Standard tests and, in a few instances, intelligence tests have been given, thus helping teachers and pupils to know how their work ranked with other schools and with recognized standards. Had we time, mention might be made of project teaching, socialized recita- tions, motivation and initiative which she has brought to our schools for the lasting benefit of our pupils. The third factor is the community. It was here that the helping teacher was most needed. She has touched the peo- ple from two angles: indirectly through THE JOURNAL OF THE NaTIONAL EpucaTIon Asso¢IaTION April, 197 the children and directly by coming in close contact with them. She _ has brought the people of the different com- munities together and organized them into parent-teacher associations, home- and-school associations, or community groups. ‘These groups study the needs of the school and the community and learn the great lesson of codperation. A whole volume would be necessary to tell of the many ways in which they have made themselves useful and of the many fine things they have done. The helping teacher has codperated with churches, granges, farm bureaus, lodges, and other organizations wher- ever or whenever she could get any in- terest or support for her work, and the result is that rural communities are shaking off their conservatism and are responding in a most gratifying way. We must not fail to speak of the play festivals, field days, get-together days, and pageants that have been given by local schools, by all the schools of a dis- trict, or by counties, bringing together crowds of people to enjoy a day of sports and other worth-while things. And now, in conclusion, the helping- THE LAND WHERE HATE SHOULD DIE By Denis A. McCarthy teacher movement has brought to th. schools of New Jersey a democratic type of supervision; a simplified type of organization and management; an Op. portunity to teachers for professiong| growth; it has aroused communities to their duty and their opportunities; j, has brought better equipment into oy, schools; it has changed the status of the teacher, making her a true leader in th community ; it has made her more usefyj to the school and to the community; it offers a good connecting link between the commissioner of education, the county superintendent, and the teacher and community; it has shown what . operation of all the school forces of the State, county, and locality will do. We do not offer the helping teacher as the whole solution of the rural-schogl problem, but her regenerating and rf. vitalizing influence on teachers, schools and communities has made her a power. ful factor, to which let us add all the consolidation and centralization we can, and then to these add a more generous financial support on the part of States for rural schools and our problem will be solved. This is the land where hate should die— No feuds of faith, no spleen of race, No darkly. brooding fear should try Beneath our flag to find a place. Lo! every people here has sent Its sons to answer freedom’s call, Their lifeblood is the strong cement That builds and binds the nation’s wall. This is the land where hate should die— Though dear to me my faith and shrine, I serve my country when I Respect the creeds that are not mine. He little loves his land who’d cast Upon his neighbor’s word a doubt, Or cite the wrongs of ages past From present rights to bar him out. This is the land where hate should die— This is the land where strife should cease, Where foul, suspicious fear should fly Before the light of love and peace. ‘ Then let us purge from poisoned thought That service to the state we give, [From Heart Songs and Home Songs, Little, Brown & Company, 1916] And so be worthy as we ought Of this great land in which we live. 21 the tic | Vol. 10, No. 4 Americanizing Americans KENYON L. BUTTERFIELD President, Massachusetts Agricultural College, Amherst, Massachusetts much about Americanizing some- thing or somebody—the peace treaty, the stranger within our gates. We are anxious to be known as 100 per cent American. But when we come to apply this splendid idea, we find that we are not all agreed on what Americanism is nor in what the process of Americaniza- tion consists. Is it to talk American? to look American? to act American? Of course we know well that it is not. We believe that there are big ideas underlying the word, that America does stand for great things. What are they? Perhaps, first of all, it might be well for us to consider some of the things that Americanism is not. Surely it is |: recent months we have heard + not Americanism to think of ourselves as perfect, to be blind to our own faults as well as to the virtues of other races and peoples, to assume that we cannot improve ourselves and to resent honest criticism. Americanism is not to think of America only. A nation like an indi- vidual must look to its own interests, but if America first means America selfish, or America unmindful of world wrongs, we can hardly call it Ameri- canism. Nor is it “America over all.” Is there danger that the Prussian spirit is grow- ing in our country? I hope not, but what are we going to do with our un- exampled power? For instance, what do we propose to do with this huge navy that is under construction? Why do we need it? ‘There is always danger in unrestricted power, even in the case of good men and good nations. But it would not be American, would it, to use that power solely for our own advance- ‘ment? Just because so many questions keep coming up and there is often difference of opinion as to what it is to be Ameri- can, I have the feeling that we ought, first of all, to Americanize ourselves. But, again, what is Americanism? Is it representative government? Is it eficiency? Is it wonderful scenery? Is it great productivity? These things are all characteristic of America; are they the main things ? I am going to assert that the great thing in Americanism is the leadership of ideals. We call ourselves a practical people. Yes. But no nation can lose its ideals and live. The Pilgrims and Puritans had a great ideal of freedom. The Revolution was fought to establish the great Republic. Webster voiced the great ambition of Americans to make a constitution sufficient for our needs. The Civil War was fought to preserve the Union and to abolish slavery. We did not send 2,000,000 men to Europe merely in self-defense, but in obedience to a great call of world duty. Yes, we have done our great things under the inspiration of great ideals. True Americanism is idealism. But what are some of these ideals? First of all, there is the recognition of the dignity of each man—not man in the abstract, but of each man as aman. It is the recognition of the sacredness of personality. It is the idea of real equality that every man shall have a chance to become all he is capable of be- coming and have all the rights and privileges that are any man’s due. Another ideal is that of codperation. Our very government is a federation of sovereign States. There have been mis- understandings, even at times divisions, but generally speaking, our government is a government of codperation. ‘This idea of codperation is working itself into many activities and is being more and more recognized as real Americanism. And then there is the ideal of service, that men must be of use to one another, that a fair exchange is not only no rob- bery, but it is positive helpfulness to both parties; that we cannot prosper if we constantly try to “do” the other fel- low—we must do for him. These various elements all merge into one big ideal—that of a real democracy and always more of it. There are some of our people who apparently do not understand this. They think the ques- tion of democracy was settled in 1789 when the constitution was adopted. But a democracy never stands still. There is always room for more of it. There is always a chance to apply it in new ways. It does not belong merely to government. It relates to every phase of life in a com- plex society. But what shall we do to Americanize Americans? We must, of course, try to agree on these great ideals and then apply them. How shall we apply them? We must keep human welfare as more sacred than human wealth. This is not THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 69 to deny the right to property nor the rights of property; but let us beware lest we fail to consider folks more than fortunes. We have great ideals in Amer- ica, but nevertheless materialism is a great menace to true Americanism. All this means that we must apply the idea of democracy more fully and more freely. We must apply it in the com- munity. The community idea applied in this fashion is the finest possible exhibit of democracy. We must apply the democratic idea in industry. It is a difficult thing to do perhaps, but we must find a way by which the wage worker has a larger share of real management in industry. On the other hand, he must recognize the limitations to his rights and power, the rights of the public, the rights of the consumer as well as the rights of the capitalist and the employer. There has just been organized in Italy an Industrial Parliament made up of rep- resentatives of labor, of capital, of agri- culture, and of the public. It is an idea that has wonderful possibilities for iron- ing out the question “how to apply the democratic idea to modern industrial conditions?” Producers and consumers of food must in some way get together so that each shall see the problems of the other and try to eliminate waste and inefficiency all along the line. We must apply democracy more fully to the relations between races. We have our problems here in this field—the problem of non-English speaking immi- grants, of the negroes, of the Japanese, of the Jews. We must be fair, we must be friendly. We must be democratic or else we will not be American in solv- ing these problems. We must apply democracy in relations between nations. I can not imagine America permanently holding aloof from the rest of the world and refusing to do its full part in straightening out the world’s tangles. I believe, too, that a part of Ameri- canism is to make religion vital, to build a,Christian democracy. Perhaps we may have even an American religion. True Americanism is the ideal of a Christian democracy, applied to all government, to all industry and business, to all social relations, in which every individual, every class, every race, every nation, has its chance through codperation for both its fullest self-development and its best service to the common welfare. 1Address read before Americanization and Citizenship Conference, Atlantic City, N. J., February 28, 1921. 70 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION _April, 192] Organizing the State Association R. O. Stoops Superintendent of Schools, Joliet, and N. E. A. State Director for Illinois HE MOST important institution | which American democracy has developed is the American free public school. ‘The future of our chil- dren and the welfare of the Republic alike demand the continued maintenance of our schools and their more generous financial support. This is an era of big business, and public education, from the standpoint of the number of efficient workers and the payrolls involved, ranks high as a great business enterprise. Big business is built upon organization and _ sound financial support. Although the entire public is supposed to be a sufficient or- ganization to promote school welfare, the individuals constituting the public are so absorbed in their various personal interests that pressing school needs are frequently neglected. The _ schools, therefore, need an organization whose sole interest is centered in school wel- fare, first, last, and all the time. This must be a teachers’ organization. Hitherto the great majority of teachers have been denied the ballot and consequently have exerted little political power, a condition now happily past. What group of citizens is more worthy of political power than teachers? Our timidity and self-effacement must give way to confidence and political self- respect. We must assume our rightful political responsibility but tie our votes solely to the schools. We must organize active local units centering in a vigorous State association which shall in turn carry its share of activity in the National Education As- sociation. We must not affiliate with any other organization whatever, and accordingly, we must so finance our as- sociation as to enable it to stand alone with no other objective than meeting the manifold needs of a rapidly growing public school system. Never have State and national asso- ciations rendered such immediate service to the teaching profession as within the past two or three years. “Teachers gen- erally realize that the publicity program of the National Education Association has done much to create public sentiment favoring more liberal appropriations for teachers’ salaries. Now is the psycho- logical moment, therefore, to enlist the teachers of this State to support a real State association with an adequate financial and legislative program. Liberal financial support is the first essential—not a dollar a year, but at least 5 per cent of one month’s salary each year. The member of a labor union pays from twelve to thirty dollars a year to his organization. As a result, the labor union commands consideration in the business world. Teachers unor- ganized are helpless. Fully organized and soundly financed, they, too, may command a respectful hearing. Last year in the public schools of Illinois there were 35,000 teachers who drew an average salary of $847 for an average school year of 7.7 months. ‘This means an average salary of $110 a month. By means of thorough organiza- tion, an energetic campaign, and the active personal interest of county and city superintendents and high school principals, at least 25,000 of these teachers should be enrolled in support of local, State, and national organizations. An average combined annual fee of $5.50 for the three organizations would produce $137,500. Allowing $2 of each fee for the National Education Associa- tion and $1 for the local unit, there would be left $2.50 for the State asso- ciation, or an annual working fund of $62,500. This estimate is not visionary ; within the next two years, it can be made a reality by the combined effort of the teachers of Illinois. The present organization of the State association is based on democratic prin- ciples and needs only readjustment and expansion. The executive department of the State association should consist of three codrdinate heads, with such salaries and terms of service as will at- tract and keep the best talent available. We should get and keep real leaders. First, there should be an inspirational leader and speaker, free from political influence, to devote his full time to field work. He should be a _ convincing speaker able to carry the story of our educational needs to chambers of com- merce, Rotary and Kiwanis clubs, farmers’ organizations, women’s clubs, and other groups of citizens. Second, a business manager and politi- cal leader is needed to organize and fuse the teaching body and to look after legislation. This man must be an or- ganizer and diplomat, a tactful political leader. He should spend his time jp field work except when the legislature is in session at Springfield. Third, a publicity expert is needed to keep teachers informed and the public awakened to school needs. ‘The schools never have been well advertised. This is a virgin field with wonderful posgj- bilities. Through the Illinois Teacher, the Associated Press, and the various educational and secular papers of the State, the needs of the schools should constantly be set forth in attractive and popular form. These three men should be chosen from the business and professional world by a small board of directors, elected by this association, for a term of five years, one retiring every year. This would give the proper degree of stability and continuity to secure results. We cannot expect generous support on the part of Illinois teachers unless we can place before them definite ob- jectives which will appeal to them as worth while. Among these should be more liberal provision for pensions, ad- equate teachers’ salaries, longer tenure for teachers and superintendents, and a State teachers’ agency furnishing free service to members and maintaining offices at Springfield and Chicago. The big field of work in a construc- tive program, I believe, is public finances and school taxation. Tax dodgers of every description will oppose any move to increase school revenues. If properly managed, however, our fight will event- ually win the support of all good citizens. As the active membership in the State writer is indebted to former Su perintendent W. L. Nida of River Forest, now of San Diego, California, for many of these suggestions. * The _ = ' “WE HAVE STRETCHED THE WALLS OP OUR SCHOOL BULLDINGS UNTLL THEY HAVE CRACKED” — Supt ETTLINGER \ Wis t ha Oa hn Gove _ From the (N. Y.) Evening Mail. as _ ~*~» —— ae su eS ST VwvrlCU Ol Vol. 10, No. 4 association increases, there will probably be a tendency on the part of sectional divisions to become delegate bodies and the smaller local groups will grow in active importance. The biggest task is to develop county units. No other small unit offers the possibility of reaching all our teachers. Teachers should be called together at least five times a year for fellowship and inspiration. This will involve but little time and expense, for county meetings can be held on Saturdays at the county seat and either the State inspirational leader or the business and _ political leader can occasionally be present. To do their work properly, the local units may have to employ paid leader- ship for a part of the time. The big opportunity is to see that school finances are in the hands of the friends of the public schools. “Teachers must strive to know as much about tax laws and real estate valuations in their communities as do bankers. Summarizing, the plan provides for active membership in national, State, and local associations on an annual mem- bership fee of 5 per cent of one month’s salary—$2 of this to go to the National Education Association, $1 to the local county unit, and the rest, averaging $2.50 or more, to the State association. The State association should be under three active codrdinate heads—an in- spirational leader and speaker, a business manager and political organizer, and a publicity man who should be an adver- tising expert. The official program should include liberal provisions for pensions, adequate teachers’ salaries, longer tenure for teachers and superin- tendents, free State teachers’ agency service and systematic study of finances and taxation. Proper organization along these lines should inspire teachers with the con- sciousness of membership in a real pro- fession and should fuse local, State, and national organizations into an active force which could command the respect of public officials everywhere. The 35,000 teachers of Illinois and the 700,- 000 within the Nation could thus hope to secure proper financial support and teaching conditions to enable them to render to the boys and girls of America the high type of service which this Republic owes to her future citizens. Thus organized the teachers could main- tain the higher standards which must go hand in hand with increased financial support and improved teaching condi- tions. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 71 The Greatest Need of the Schools ---Better Teaching WALTER A. JESSUP President University of lowa, lowa City, lowa UBLIC education today, as in p every period of great readjustment, occupies a dominant place in the attention of the world. This is true not only in the United States but in Europe, more especially in France, England, and Germany, where great educational revi- vals are being experienced. Definite progress is being made in educational organization in England as a result of policies proposed during the heat of the great conflict just passed. More than one hundred thousand students attended German universities last year. Euro- pean research laboratories report definite programs since the war. ‘The universi- ties of Oxford and Cambridge are crowded to the limit. In our own country, distinct educa- tional progress has been made not only in national organization as indicated by the passage of the Smith-Hughes law, the insistent agitation in favor of the Smith-Towner bill, but definite ad- vances have been made within the past five years in almost every State in the Union in so far as buildings, salary, equipment, and conditions of teaching are concerned. Periods of great politi- cal readjustment have been paralleled by marked changes in public education. The period of the French Revolution was marked by an educational reorgani- zation. The Franco-Prussian War was succeeded by an educational reorganiza- tion in France and Germany. During our own Civil War legislation was enacted which established in every State land-grant colleges. Indeed, this parallel is so close that it might have been possible for any stu- dent of educational history to prophesy safely that this great military conflict would be followed by a new educational impetus. Each new conception of citi- zenship has demanded a new interpreta- tion of the means whereby this new idea of citizenship could be developed. ‘To- day as in no previous time in the history of this country, the public is debating the issues of American citizenship and is setting up new standards. In a country such as ours, with its constitutional guarantees and its statu- tory provisions, it is peculiarly necessary that the public realize its absolute de- pendence upon a program of effective public education. New queries are being raised in re- gard to the relationship of illiteracy to American achievement, of ignorance to national security, of physical weakness to effective service, of moral training to safe conduct. In no period in our coun- try has there been such clear recognition of the need of public education to safe- guard our future. If we are to main- tain American civilization it can only be done through a policy of sound public education, taking into account the end to be attained—a wholesome American citizenry. This emphasis upon the social import of an educational program involves the necessity for a constant scrutiny of the effectiveness of the job. In recent years this scrutiny and criticism has taken the form of endless surveys, constant attempts at standardi- zation, elaborate development of tests and scales of measuring efficiency, culmi- nating in the examination of millions of men in the selective draft. It is no accident that the so-called scientific movement in educational administration has met with such great favor. The public has been interested in knowing the effectiveness of the teaching job. The professional teacher has been espe- cially critical of the results of teaching. He has been demanding better teaching and seeking means to bring it about. New demands have complicated the issues and multiplied the task. Whereas formerly, students were from a highly selected group, now America demands that we educate the whole group; whereas in earlier days pupils represented a narrow economic, social, and intellectual level, today the public schools teach children from every economic level, from every social status, from every intellectual level. It is a much more difficult problem to teach all of the children than to teach those who want to learn. The earlier school could rest content with furnishing the selected student with an opportunity for 1An address before the Department of Superintendence, Atlantic City, New Jersey, March 2, 1921. 72 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION learning by hearing classes; now it is necessary to teach with consummate skill if all children are to be given the modi- cum of training essential to American citizenship. In the development of our schools we have emphasized different things at dif- ferent times. At certain periods, the emphasis has been on buildings and equipment; at other times on the cur- riculum and subject-matter; and again on the time devoted to certain types of educational activity. Educational tests have revealed that results have not been the direct outcome of specific type of buildings, of specific type of curricula, or the specific amount of time spent. Indeed, excellent results have been se- cured with poor buildings, with poor equipment, with a narrow curriculum, and with a small amount of time. In other words, the factors of education which are easily manipulated and even spectacular in form furnish by no means a reliable index of the outcome of teaching. With the new emphasis upon uni- versal citizenship, paralleling suffrage for all, comes a renewed consciousness of the importance of reaching every child. Every child must remain in educational “quarantine” until there is evidence that the “test is positive,” evi- dence that education has “taken.” This can only be done by effective teaching. We have always been interested in the personality and character of the teacher; we have even stood for a modicum of intellectual attainment on the part of the teacher. However, too little emphasis has been placed upon the technique of the teacher, the skill of the teacher, the facility to get results from the difficult student. We have had schools of method such as the Quincy method, the inductive method, and the like; yet modern analysis of the results of teaching, to- gether with the analysis of the intel- lectual processes, are such as to indicate that there is little prospect of our being able to teach all the children of all the people by a single or even a small number of methods. ‘The laboratories have shown that the one constant mental reaction is variation. An apparent sin- gle act is made up of a series of lesser acts. We do not have the capacity to remember in general; rather the capac- ity to remember certain things. The old-fashioned conception of “a good head for mathematics” is now inter- preted to mean the control over a thousand intricate habits, skills, and relationships. “A poor reader” may be poor from a number of causes, such as bad “eye habits,” inability to “phrase” properly, lack of “phonetic” ability; vocalization, repetition, substitution, or accent. Diag- nostic analysis of unsatisfactory results in arithmetic may reveal difficulties not in addition or subtraction, but in ‘“‘com- bination,” “carrying,” “borrowing,” and the like. My Mother Tongue HARRIETTE TREADWELL Chicago Public Schools . I believe that my mother tongue is worthy of my ad- miration, respect, and love. . I believe that it is possible for me to speak my native language correctly, fluently, and elegantly. . I believe that this takes time, patience, and care. . I believe that slang is lan- guage in the making and that until it is made, it is not proper for children to use. . 1 believe that the use of slang kills one’s power to speak fluently. . I believe that the proper accompaniment to pure, clearly enunciated language is a musical voice. . I believe this voice can be cultivated for it is every- one’s right by inheritance. . I believe it is possible to live up to this creed. . I believe it is worth while. . I believe I'll try it. The experimental work in the schools of education and in the progressive school systems of the country furnishes great encouragement. The contribution recently made in diagnostic analysis of difficulties which occur in reading, arithmetic, spelling, writing, and the other fundamental subjects of the cur- riculum should become a part of the equipment of every teacher in the land. Specific treatments for specific edu- cational ailments have produced striking results. The earlier experiments of A pril, 1927 Brown to determine the effect of three. minute daily drill in arithmetic as teaching device produced decided results, Kirby’s experiments in a slight modif- cation in the teaching device in habit formation revealed a difference in re. sults. City in geography for a period of six weeks produced a difference in results, Within the past year or two experi- ments by O’Brien at Illinois, Gray in Chicago, Horn in Iowa, revealed that the modification of teaching technique in the rate of reading produced different results not only in speed but in compre. hension. The experiments in Stoughton, Wisconsin with a diagnostic reading clinic produced remarkable results, If we are to accept the present demands on the part of the public, namely, that the schools are to function in a certain type of citizenship, if we are to recognize that these children come to us representing every variation of social, economic, and _ intellectual uality, we must recognize that our ask centers down to the problem of eeting the child where he is, diagnos- g his specific status, and taking him y a process of specific teaching a step oward the goal. The effectiveness of our service will be determined by our ability to teach, our ability to teach will be conditioned by our skill in analyzing the job to be accomplished,—the status of the child and the end desired—and modifying our technique in such a way as to ac complish the end. Modern medicine has come to place great emphasis upon the diagnostic clinic with facilities for analyzing each detail of the patient’s case. In a similar way education is developing the same at- titude toward the problem of ignorance. No teacher can afford to be ignorant of this great experimental movement of the present time in the schools of education and progressive school systems through out the country. Experimental educa tion is making a direct contribution to the field of teaching. In current pro fessional literature ample reports of many of these experiments are available; the recent year-books of the National Society for the Study of Education fur nish excellent material. The greatest single need in public education is better teaching. This caf best be secured and the public faith im education justified only by recognizing the importance of even slight variations in teaching technique. Packer’s experiments in Iowa — inj th a ha ut! ba: nes suc pay ne\ edt tea onl On dec bet pay for ceas dict be | bett not, but not expe educ rew? cess M last mini teack prop room prov: tion orgal rigid at its the t the i W intel] colle; ignor room and | but i not at- nce. t of - the tion juca- Vol. 10, No. 4 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 73 The Ideal Teacher LIVINGSTON C. LorD President,*? Eastern Illinois State Normal School, Charleston, Illinois HERE has been great glorifica- tion of education, of the public schools, and of the teacher’s call- ing; but there has been some suspicion that those who spoke the word lacked a little in sincerity and seriousness and had not the fullest belief in their own utterances. But in recent months, barely years, a high degree of earnest- ness and seriousness has characterized such words, and pulpit, platform, daily paper, and monthly: magazine have as never before emphasized the need of education and hence the need of good teaching. The war has been a large, but not the only factor responsible for this change. One may safely predict that but a few decades will pass before comparison between the sums men are willing to pay for the training of their colts and for the teaching of their children will cease to be made, and one also may pre- dict with confidence that such sums will be spent for education as will attract better talent to the teacher’s calling— not, as somebody says, to reward virtue, but to attract virtue. However, it is not to be expected and ought not to be expected that distinguished success in education will reap the same money reward that comes to distinguished suc- cess in surgery, law, or business. Much thought has been given in these last few decades to organization, ad- ministration, and to the preparing of teachers. School work must be done in properly lighted, heated, and ventilated rooms; apparatus and books must be provided; the right subjects of instruc- tion must be selected; and a _ good organization, not too loose, not too rigid, is necessary with a proper person at its head. Then things are ready for the teacher and the boys and girls—for the ideal teacher. What are his qualities? He must be intelligent, of course. I once heard a college president say, ““We can endure ignorance and dullness in the school- room, but not the teacher who whips and scolds.” We can endure neither, but if we must endure either we must not and cannot endure ignorance and dullness. Because one may know and ‘An address before the Department of Superintendence of the National Education , Atlantic , 1921. Febrent City, New Jersey, cannot teach, it is sometimes assumed that one can teach who does not know. These agnostics behind the teachcz’s desk who know nothing and who never will know anything are the only agnos- tics that ever did or ever will do much harm. The ideal teacher sees clearly and face to face, and not through a glass darkly. In character, he must be truthful with a passion for getting things right —one of integrity of mind, of whole- ness and wholesomeness of mind. His is the single eye, the directness and simplicity which gives the character a charm and winsomeness as beautiful as it is rare and as rare as it is beautiful. He must be courageous to say, “I don’t know,” or “I was unjust,” not lacking the heart to do his duty when such duty is unpleasant, with strength of purpose and will, not only one who can, but who will—not soft nor hard-boiled. He must have acquired good man- ners, a habit of personal tidiness. He must have had opportunity to get knowledge and culture and possess the evidences of such opportunity in his diploma and degree. The meager equipments of a few generations back are today no more to be considered than an ox team is to be considered a proper means of transpor- tation, although it was once as good as was to be had. In fact, the ideal teacher is to be an educated person. Let the President of Columbia University state five of the evidences of an educated per- son. First, correctness and precision in the use of the mother tongue; second, gentle manners; third, the habit of re- flection; fourth, power of growth; fifth, power to do. Let William James add “the ability to suspend belief in the midst of emotionally conflicting ideas.” The educated man_does not boil at a low temperature nor blow up at a spark. What activities characterize the ideal teacher in the classroom? Again abun- dant knowledge of what he is to teach —a very important part of his profes- sional equipment. He creates, or at least does not destroy, a good spirit in the classroom. He knows that the field is new to the pupil and that everybody blunders and stumbles in a strange field. He is quick in discovering errér, simple and direct in pointing it out, and skill- ful in correcting it. He leads students to see what is true is the thing to be established, not who is right. He strives tor clearness and does not mistake muddiness for pro- fundity. He knows when to be a mediator, and when to keep out of the way and let the pupil come into imme- diate contact with what is to be learned. He knows that the verb, to teach, takes in English, as in Latin, two accusatives, and that such utterances as we some- times hear—“I don’t teach the subject; I teach the boy’—are ridiculous and absurd. He knows that the student’s good time consists in acquiring knowledge and skill and strength, and not in amuse- ment, listening to weak jokes and silly stories. He knows that the serious but enjoyable business of learning is not attended with much laughter. He knows the use of illustration and is not like the speaker who found his illustra- tions first and the things to be illus- trated afterwards. He knows that knowledge must be acquired now and then painfully, but usually with pleasure —that knowledge is power—potential— and he knows also that knowledge must be converted into what is quite other than the raw material of knowledge. As iron ore is converted into shining steel knowledge is converted into opinion and culture. The ideal teacher knows that relative interests and relative values are not necessarily the same; he knows that the recently lost or about to be lost, as well as the recently found, are all of great interest, but not necessarily of great value. We all have spent a half dollar’s worth of time trying to fish a nickel out of a crack in the sidewalk, and shall very properly continue to do so; but nobody thinks a nickel is worth fifty cents. And the ideal teacher will not think that because the “ee the scalawag greatly excite his i est and very properly take much of his time and attention, these are of more value than the others. The ideal teacher does not bore his classes. The writer has seen a third- grade class in arithmetic work hard for fifty minutes with a high degree of con- centration, and when told by the teacher that they had been working hard and now might do what they liked, almost unanimously and eagerly say, “Give us some more problems.” With a poor teacher they would have been sick of the whole thing in less than fifteen minutes. The ideal teacher knows well the (Concluded on page 86) - THE JoURNAL OF THE NaTIONAL EpucaTION AssocIATION 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 ~——SS The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- ments, to vote for delegates to the Representative Assem- y, 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- abip, 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. Members are kindly requested to report at once any change of address, giving old as well as new address. 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- wided 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. Department of Superinten- dence Restricts Its Membership HE ATLANTIC CITY MEET- ING was made memorable by the decision of the Department of Superin- tendence to restrict its membership to the administrative heads of State, county and city school systems, together with certain other administrative officers in these systems and in the educational system of the Federal (Government. The Department heretofore has been opened to all members of the National Education’ Association. As a result, the winter meeting has become a great forum of educational discussion and de- bate. Its deliberations and decisions, representing the views of all interested in administrative and supervisory prob- lems, have had a profound influence upon educational development. An in- creasing number of other organizations —nearly fifty this year—have come to hold their annual meetings at the same time and in the same place, but the Department’s sessions have been the central feature of the conference. This unique forum has developed dis- advantages. ‘The sessions have come to be so largely attended as to preclude discussion from the floor. Programs have come to deal more and more largely with questions of educational policy and development, leaving to the more specific problems of the superin- tendent a decreasing proportion of time and attention. The speakers have often represented interests other than those of school administration and supervision. For these and other reasons, the mem- bers of the Department decided to re- turn to a simpler plan and a smaller organization. The action of the Department in re- stricting its membership has made it necessary for the National Association to provide a meeting which shall include all departments and allied associations in order to conserve the unity’ of the profession and secure advantages which can come only from a meeting in which all phases of education shall be repre- sented. This meeting must be held at such time and under such conditions as will be most convenient to all con- cerned. In order to meet this situation, the Board of Directors and Executive Committee decided to call a conference of representatives of all the different departments of the Association, and of allied associations, to be held at the annual meeting of the National Associa- tion in Des Moines during the first week of July. An announcement of this conference was made by President ENATOR HOKE SMITH, of Georgia, who introduced the edu- cational bill in the Senate, and who was its enthusiastic supporter in the Sixty- fifth and Sixty-sixth Congresses. Friends of education deeply regret that Senator Smith will not be a member of the Sixty-seventh Congress. A pril, 192] es ONGRESSMAN HORAGh MANN TOWNER, of Iow, who introduced the educational bill iy the Sixty-sixth Congress, and who wil} reintroduce it at the beginning of th special session of the Sixty-seventh Con gress. Judge Towner has ably sy. ported this measure and is an ardent friend of public education. Hunter of the National Association # the closing session of the Department o Superintendence. It is confidently expected that thi conference will work out a satisfactoy solution of the problem and that ar. rangements will be made for holdin annually a great, all-inclusive meeting of the educational forces of the country, Present Status of Educa- tional Bill HE SMITH-TOWNER BIL was reported favorably by the Com mittees on Education of both House anl Senate in the face of determined oppo sition. Largely because of this oppos tion, the bill has received the wide publicity ever given to an education measure. It has indeed become a i# tional issue. The bill has been carefully revis# for reintroduction in the Sixty-sevetti Congress. Although its fundamentl purposes remain unchanged the phrat ology has been so altered as to expe in the clearest possible language tt prevention of centralization and th preservation of State and local cont of education. A special provision ¢ a a et ete Se) Ae ee. | CU CC CL Wealth from | Wealth sf Wealth | s—:; 1912 1904-1912 1920 loa= | per |= aS Ses | Teacher (SSR. & m 19290 |~ £88 Continental United States $175,425,551,588|$75,152,603,748 |$250,578,155,3361697,453| $359,278 2.78 = ana aaneta e ea aiapenceemieten 2 Lem pee ei eine eee x LANTIC DIVISION | } — 2 1,030,366,547 281,432,275 1,311,798,822| 6,402} 204,904 4.88 New Hampshire. 613,441,572! 120,175,002 733,616,574| 3,188) 230,118) 4.34 sae 496,935,964 155,273,320 652,209,284) 2,552} 255,567) 3.91 Massachusetts. . . eon 5,735,230,115| 1,202,111,911 6,937,342,026| 18,541) 374,162} 2.67 Rhode Island .... canal 892,693,475 148,212,683 1,040,906,158| 3,118! 333,837) 2.99 Connecticut....... ; 2,153,511,444| 836,726,374 | 2,990,237,818| 7,355| 406,558| 2.45 | New York........ 21,912,629,507| 8,472,771,603 | 30,385,401,110| 60,190) 504,824! 1.98 New Jersey..........-. 5,361,917,422| 2,339,421,220| 7,701,338,642| 19,976] 385,529] 2.59 Pennsylvania...... 14,137,272,911| 3,323,631,192 | 17,460,904,103) 48,509) 359,951} 2.77 | NortH CENTRAL Division— | | b az 8,552,130,667| 2,859,013,849 | 11,411,144,516| 35,179} 324,373) 3.08 — oe | 4,951,061,490| 1,958,713,665 6,909,775,155| 21,792] 317,078} 3.15 a | 14,596,467,087| 6,062,457,740 | 20,658,924,827| 36,255} 569,822 1.75 | Michigan...... | 5,169,022,582| 2,019,905,452| 7,188,928,034| 23,134) 310,751 3.21 | Wisconsin......... 4,282,454,539| 1,548,840,242 | 5,831,294,781| 20,316} 287,029) 3.48 | Minnesota...... 5,266,950,787| 2,046,138,695 | 7,313,089,482|) 19,513) 374,780) 2.66 7 See | 7,437,094,834| 3,493,779,907 | 10,930,874,741| 27,712| 394,445) 2.53 | Missouri........... 5,546,493,103) 1,948,362,081 | 7,494,855,184| 21,790] 343,958] 2.90 | North Dakota..... bi 2,037,626,024| 1,334,616,199 | 3,372,242,223) 8,617) 391,347} 2.55 South Dakota...... 1,330,693,417| 702,157,238 2,032,850,655| 7,550 269.251) 3.71 Nebraska......... 3,605,133,830| 1,656,325,044| 5,261,458,874| 14,273] 368,630| 2.71 ae 4,393,844,208| 2,208,149,568| 6,601,993,776! 16,383} 402.978] 2.48 | Sourd ATLANTIC Division— | = §< 293,721,979 72,389,975 | 366,111,954) 1,181) 310.001} 3.22 | Maryland......... i . | 2,002,216,720) 584,926,953 | 2,587,143,673| 7,182} 360,226) 2.77 | District of Columbia | 767,316,951) 121,961,248 889,278,199} 1,837] 484,092) 2.06 - ae 2,174,685,192} 939,376,771 | 3,114,061,963| 15,223) 204,562) 4.88 West Virginia...... 2,179,527,639| Bed 3,544,715,076| 11,336| 312,695| 3.19 North Carolina... .. 1,745,233,696| 933,365,002 2,678,598,698| 17,185| 155,868) 6.41 South Carolina... 1,301,406,985) 735,583,454 | 2,036,990,439| 9,543) 213,453) 4.68 ss | 2,209,197,590| 1,177,734,053 | 3,476,931,643| 16,987) 204,681} 4.88 Pinfida.......... 1,014,585,076| 602,155,957 | 1,616,741,033| 7,184) 225,047) 4.44 inte Re a Ett tide PP ama etic: oi? etna FX pias? PRs South CENTRAL Division— | MeeeRY........... "8 2,152,097,565| 702,241,987 2,854,339,552| 14,651| 194,822} 5.13 Tennessee......... S 1,834,354,927| 776,250,364 | 2,610,605,291| 14,405] 181,229) 5.51 | Alabama. . . 2,050,014,767| 1,114,788,723 | 3,164,803,490) 12,515| 252,880) 3.95 Mississippi..... . 1,306,384,960)| 631,637,709 | 1,938,022,669} 10,953) 176,939) 5.65 Louisiana . . 2,056,572,346| 1,076,861,236 3,133,433,582| 8,614) 363,760! 2.74 Texas...... 6,552,242,164) 3,815,289,245 | 10,367,531.409| 32,673| 317,311 3.15 Arkansas... 1,757,533,669 976,873,515 2,734,407,184| 11,149] 245,260) 4.07 Oklahoma......... 4,321,150,418] 3,612,915,150} 7,934,065,568| 13,712] 578,622 1.72 Western Division— | Montana.......... 1,113,008, 146} 476,817,923 | 1,589,826,069| 6,657) 238,820) 4.18 Wyoming.......... 344,834,812!) 89,010,612 | 433,845,424) 2,245} 193,249) 5.17 Colorado. . . | 2,286,478,777| 1,185,706,534| 3,472,185,311| 7,421] 467,886} 2.13 New Mexico 501,627,424} 256,678,214 758,305,638} 2,290| 331,137| 3.01 Arizona. 487,099,365 261,450,666 748,550,031| 2,201} 340,095} 2.94 Utah... 734,811,880 328,039,567 1,062,851,447| 3,773) 281,699) 3.54 | Nevada 441,382,827] 301,715,515 743,098,342) 785| 946,622) 1.05 isis ..... 591,073,842) 314,304,766 905,378,608} 4,302) 210,455) 4.74 Washington....... 3,054,690,780| 2,068,521,397 | 5,123,212,177) 10,549|' 485,658) 2.05 Se 1,843,542,127| 1,077,632,335 2,921,174,462} 7,157] 408,159} 2.45 California.......... 8,023,435,581| 4,142,620,322 12,166,055,903| 21 568.560 1.75 ,398) | ‘Taken from report Dep’t. of Commerce, Bureau of Ce *Found from data given, ibid. nsus, Estimated Valuation of National Wealth, 1850- *Found by adding increase from 1904-12 to wealth of 1912. ‘Found by adding increase 1913 and 1917, Vol. II. | 1912, p. 18. from 1911-12 to 1915-16 to the figure for 1915-16. U.S. Com. Edy Reports for ; ound by dividing data in Column 3 by data in Column 4. Computed by dividing $1,000 by the separate data of Columin 5. i _ EE | | | | | | | 79 1920. We can find the increase to the number of teachers from 1912-1916, and by adding this increase to the num- ber of teachers in 1916, get a most con- servative estimate of the number of teachers in the public school service in 1920. Having obtained the foregoing data, it is a simple matter to divide the total taxable wealth by the total number of teachers. The quotient thus found is the taxable wealth per teacher. If, now, $1000 be divided by the taxable wealth per teacher, we find the rate of taxation necessary to raise $1000 per teacher. The surprising thing that results from this little mathematical computation is that a tax of 2.78 mills per dollar of taxable wealth the United States would pay to each public-school teacher in the United States $1000 per year. The table in presented herewith shows the facts for each State. It also shows the need for an equalization as among the several States. The only body com- petent to bring about equalization among the States is Congress, and the Smith-Towner bill is the only bill be- fore Congress that recognizes the need for equalization. Tests and Scales HIS short bibliography of tests and scales is based on one given in the October, 1920, number of the Ohio Schoolmen’s Conference Bul- letin. “It does not pretend to be com- plete but merely to give the most satis- factory tests and, wherever possible, those that have been most thoroughly standardized.” A longer bibliography of tests can be found in Strayer and Engelhardt’s The Classroom Teacher, pages 205-11, published by the Amer- ican Book Company, Chicago, III. GENERAL INTELLIGENCE Terman—The Measurement of Intelligence. Houghton Mifflin Co., Boston, Mass. The National Intelligence Tests Yerkes, Thorndike, Haggerty, Whip- ple). World Book Co., Yonkers-on- the Hudson, N. Y. (Terman, ELEMENTARY SCHOOL TESTS Arithmetic—Fundamental Operations Courtis’ Standard Tests, Series A and B. S. A. Courtis, 82 Eliot Streét, Detroit, Mich. Monroe’s Diagnostic Tests. Bureau of Educational Measurements and Stand- ards, Emporia, Kans. Woody’s Arithmetic Scales. Bureau of Publications, Teachers College, Colum- bia University, N. Y. Cleveland Survey Tests. Charles H. Judd, School of Education, University of Chicago, Chicago, IIl. 80 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Arithmetic—Reasoning Bonser’s Reasoning Tests. Bureau of Pub- lications, Teachers College, Columbia University, N. Y. Stone’s Reasoning Test. Bureau of Publi- cations, Teachers College, Columbia University, N. Y. Geography Thompson’s Standardized Tests in Geog- raphy. E. Thompson, Monrovia, Calif. Courtis Geography Test. 82 Elliot St., De- troit, Mich. Handwriting Ayres Scale for Measuring the Handwrit- ing of School Children. Russell Sage Foundation, 130 East 22d St., New Yoru, N. ¥. Gettysburg Edition of Ayres Scale. Russell Sage Foundation, 130 East 22d St., New York, N. Y. Freeman’s Handwriting Scale (Diagnostic). Houghton Mifflin Co., Chicago, IIl. Thorndike’s Scale. Bureau of Publications, Teachers College, Columbia University, New York, N. Y. History Harlan’s Test of Information in American History. Charles L. Harlan, College of Education, University of Minnesota, Minneapolis, Minn. Pratt’s U. S. History Test. Supt. O. C. Pratt, Spokane, Wash. Van Wagenen’s History Scales. Bureau of Publication, Teachers College, Colum- bia University, N. Y. Language Harvard-Newton Composition Scale. Har- vard University Press, Cambridge, Mass. ; Nassau County Supplement to Hillegas Scale (Composition). Bureau of Pub- lications, Teachers College, Columbia University, New York, N. Y. Charters’ Grammar Test. W. W. Charters, University of Illinois, Urbana, II. Haggerty’s Grammar Test. Bureau of Co- operative Research, University of Min- nesota, Minneapolis, Minn. Music Seashore’s Musical Talent Chart. Carl E. Seashore, University of Iowa, Iowa City, Iowa. Silent Reading Monroe’s Standardized Tests in Silent Reading. University of Illinois, Ur- bana, III. Thorndike’s Visual Vocabulary Scales. Bu- reau of Publications, Teachers College, Columbia University, New York, N. Y. Thorndike’s Scale Alpha and Alpha 2 for Measuring the Understanding of Sen- tences. Bureau of Publications, Teach- ers College, Columbia University, New York, N. Y. Spelling Ayres Spelling Scale. Russell Sage Foun- dation, 130 East 22d St., New York, N. Y Monroe’s Timed Sentence Spelling Tests. Bureau of Educational Measurements and Standards, Emporia, Kans. Starch’s Spelling Scales. University of Wisconsin, Madison, Wis. HicH ScwHoor Tests Algebra Hotz’s First-year Algebra Scales. of Publications, Teachers Columbia University, N. Y. Bureau College, A pril, 19) a Monroe’s Standard Research Tests in Alge- bra. Bureau of Educational Measure- ments and Standards, Emporia, Kans. History Sackett’s Scale in Ancient History. L. W. Sackett, University of Texas, Austin, Tex. Latin Brown’s Latin Tests. A series by Pr H. A. Brown, State Normal Sep Oshkosh, Wis. . Physics Thurstone Tests. L. L. Thurstone Un; versity of Pittsburgh, Pittsburgh y ee l ENROLMENT and AFFILIATION | | | %e . Affiliated State and Local Associations HE following associations are in addition to the affiliations which were reported in the March JouRNAL: ABERDEEN, S. D., Aberdeen City Teachers’ Association, Roland R. Deimer, Acting Secretary. ApriAN, Micu., Adrian Teachers’ Club, A. J. Hypes, President. ALPENA, MicH., Alpena Orrin S. Rice, Secretary. ANNANDALE-ON-Hupson, N. Y., President and Faculty of St. Stephens College, E. C. Cook, Secretary. Asuton, Mo., Clark County Teachers’ As- sociation, Eugene D. Hess, Secretary. AvuBuRN, MAINE, Auburn Teachers’ Asso- ciation, Clara H. Butler, Secretary. Aurora, N. Y., Wells College Faculty, Clara A. Bliss, Secretary. BattimoreE, Mp., Faculty of the James Mon- roe School, Mary V. Thomas, Treasurer ; Principals’ Association of Baltimore, Nor- man W. Cameron, Director. BuiurFTon, Onto, Faculty of Bluffton Col- lege, S. K. Mosiman, President. BriGHAM City, UtaH, Box Elder Teach- ers’ Association, Alf L. Freeman, Secre- tary. Brooktyn, N. Y., New York Principals’ Association, Sara L. Rhodes, Correspond- ing Secretary. CAMDEN, N. J., Camden High School Teach- ers’ Association, Viola M. Blaisdell, Treasurer. CenTER, Coxo., San Luis Valley Teachers’ Association, Fern Dorothy Mitchell, Sec- retary. CHERRYDALE, VA., Arlington Coynty Teach- ers’ Association, Helen H. Rains, Secre- tary. CLAUDELL, Kans., Smith County Teachers’ Association, Wm. M. McMullen, Presi- dent. DeELaANnD, Fia., Deland Teachers’ Associa- tion, B. F. Ezell, Superintendent. Denver, Coio., Denver Principals’ and Di- rectors’ Association, H. T. Cluxton, Prin- cipal; High School Masters’ Guild of Denver, B. Raymond Greene, Secretary. GREELEY, Coto., Colorado State Teachers’ College Faculty, W. H. Hargrove, Secre- tary-Treasurer. HoMESTEAD, Pa., Homestead Teachers’ As- sociation, Anna V. Murphy, Secretary. Houston, Tex., Houston Teachers’ Asso- ciation, Edith M. Bradley, Corresponding Secretary. HuntTInctTon, Inp., Huntington City Teach- ers, J. M. Scudder, Superintendent. IpABEL, OKtA., McCurtain County Teachers’ Association, Vesta Kilgore, Secretary. INDIANAPOLIS, OKLA., Custer County Teach- ers’ Assaciation, Florence I. Nash, Secre- tary. Kansas City, Mo., Council of Negro Teach- ers, W. W. Yate School. Teachers’ Club. ee He ee KauKAUNA, ILL., Teachers’ Council of Kg kauna, Tessie O’Keefe, Secretary, s LEAVENWORTH, Kans., Leavenworth Grad Teachers’ Club, Ruth Burgard, Secretan Lincotn, Nesr., Lincoln Teachers’ Asso¢iy tion, Blanche Rowe, Secretary. ; LittLe Rock, ArK., Women Teachers’ Ass, ciation, Hazel Murray, Secretary, LoutsviL_e, Ky., Louisville Educational Ay sociation, Anne Grunder, President. McPuerson, Kans., McPherson (jp, Teachers’ Association, Agnes McDonal Secretary. Missourr .VALLEY, Iowa, Missouri Valp Teachers’ Association, Helen Giehm, Sen retary. New York, N. Y., Association of Pybj School Teachers of Crippled Childym Adelaide Guggenheimer, Treasurer; My sic Teachers’ Association of New Vo) City, Ethel V. Cooledge, Secretary; Vo. tional School for Girls Teachers’ Associg. tion, Bessie Abrams, Secretary-Treagure OAKLAND, Ca.ir., Oakland Teachers’ Asy. ciation, H. D. Brasefield, Secretary. OmaHa, NEsrR., Omaha School Forum, 0n R. Shallander, Recording Secretary, PapucaH, Ky., Paducah, Kentucky, Publi School Teachers’ Association, Adah | Brazelton, Secretary-Treasurer. PorTLAND, Orecon, Portland High Scho Teachers’ Association, Helen Lucas, Cyr. responding Secretary; Portland Teacher Association, Will O. Hersey, Secretary. Pues_o, Coro., Pueblo Grade Teachers A sociation, District 20, Mabel Kindall, Se. retary. SALINA, KANs., Salina City Teachers’ Asw ciation, Edith Harris, Secretary. San Dreco, Cauir., San Diego Principal Club, John Aseltine, Secretary. Sanoy, Utan, Jordan District Teacher! Association, E. Ray Beck, Secretary. SPANISH Fork, Utau, Nebo Teachers dr sociation, J. Ralph Wilkins, President. St. Lours, Mo., Teachers’ Fellowship & ciety, Helena VY. Marshall, Secretary. Tritton, N. H., Winnepesaukee Teacher Association, Florence M. Shaw, Tree urer. Waco, Tex., Waco Grade Teachers’ Asw ciation, Leonie Ahrenbeck, Correspondi Secretary. WaARRENSBURG, Mo., Western Centr Teachers’ Association, C. N. Phillips, St retary. Watertoo, N. Y., Teachers of Waterle Public Schools, Elizabeth Staley, Seat tary. WeELiINGToN, Kans., Wellington @ Teachers’ Association, Ola Evans, tary. Wieurton, OKLA., Latimer County Teat ers’ Association, Ora Dollins, Secreta WILKINsBuRG, Pa., Teachers’ Inshitit James L. Allison, President. Wiuiamsport, Pa., Williamsport Teach Association, Marguerite I. Quigley, Se retary. drt the sin pal cipe Sch Gra Pal Sch Sch Ele Pri Al Sch Ma Alle Sch Mil Ma) Smi lotte S ch Side Vol. 10, No. 4 es Completed Enrolments HE following schools have com- pleted their reports for one hun- dred per cent membership enrolment in the National Education Association since the list was published in the March JOURNAL: ALAMEDA, CauiF., Alameda High School, Dr. George C. Thompson, Principal ; Haight §chool, George E. Furbush, Principal. Bayard, Nesr., Bayard Public Schools, 1. H. Linder, Superintendent. BrivceTon, N. J., Fairton School. Burtincton, Vt., Adams School, Emma J. Chapman, Principal. CENTERVILLE, Towa, Centerville Public Schools, H. M. Taylor, Superintendent. Cuenzy, WasH., State Normal School, N. D. Showalter, President. CincinnaTI, On10, Vine School, E. E. Ellis, Principal. ; Denver, Coro., Aaron Gove Junior High School, Jessie M. Hamilton, Principal; Albion School, Eugene C. Stevens, Prin- cipal; Alcott School, Ed Gene Arnold, Principal; Ashland School, Ralph W. Strong, Principal; Berkeley School, Angela Gilmore, Principal; Boulevard School, Joseph M. Erwin, Principal; Broadway Junior High School, Louise A. Merrill, Principal; Bromwell School, Belle McMichael, Principal; Bryant School, Louise Klein, Principal; Byers School, Elizabeth Cordingly, Principal; Central School, Adela McClure, Princi- pal; Cheltenham School, H. T. Cluxton, Principal; George W. Clayton School, Eugene C. Stevens, Principal; Colfax School, Helen R. Gumlick, Principal; Columbian School, Mary E. Morris, Prin- cipal; Columbian School Annex, Mary E. Morris, Principal; Columbine School, Su- sanne E. Morrison, Principal; Corona School, Dora M. Moore, Principal; Crit- tenton School, Kate P. Elms, Principal; East Side High School, Roscoe C. Hill, Principal; Ebert School, Cornelia S. Miles, Principal; Edison School, Maude L. Craig, Principal; Elmwood School, James W. Ellison, Principal; Elyria School, Nell Romick, Principal; Emerson School, Carlotta G. Abbott, Principal; Evans Elementary School, Lydia Runyon Cornish, Principal; Evans Junior High School, Homer S. Philips, Principal; Eve- ning High School, John B. Garvin, Prin- cipal; Fairmont School, Richard Parsons, Principal; Fairview School, Clara F. Gard, Principal; Franklin School, James B. Ragan, Principal; Garden Place School, Roscoe K. Stockton, Principal; Garfield School, Flora I. Doble, Princi- pal; Gilpin School, Mary G. Carson, Prin- cipal; Glen Park School; Globeville School, Roscoe K. Stockton, Principal; Grant Junior High School, Rufus H. Palmer, Principal; Hyde Park School, George W. Wyatt, Principal; Jronton School, Lina Wisebart, Principal; Lincoln School, Anna L. Force, Principal; Logan Elementary School, Eliza L. McGrew, Principal; Logan Junior High School, Alwyn C. Smith, Principal; McKinley School, Clara J. Coney, Principal; Manual Training High School, Charles Allen Bradley, Principal; Meeker School, Lydia G. Meeker, Principal; Milton School, J. H. Dodds, Principal; Maria Mitchell School, Margaret M. Smith, Principal; Montclair School, Char- lotte J. Godsman, Principal; Myrtle Hill School, Sarah P. Ketner, Principal; North Side High School, E. L. Brown, Princi- pal; Opportunity School, Emily Griffith Principal; Park Hill School, Elizabeth Ellis, Principal; Perry School, Genevieve Simpson, Principal; Dora E. Reynolds School, Lillie E. Watts, Principal; Sheri- dan School, L. A. Stueland, Principal; Sherman School, Josephine G. Moore, Principal; Smedley School, M. Allien Lander, Principal; South Side High School, John J. Cory, Principal; Stedman School, Elizabeth Ellis, Principal; Robert W. Steele School, Julia M. White, Prin- cipal; Swansea School, Nell Romick, Principal; Teller School, Elizabeth S. Feltner, Principal; Joseph A. Thatcher School, George M. McMeen, Principal; Twenty-fourth Street School, Lila M. O’Boyle, Principal; University Park School, Ethlyn Rogers, Principal; Val- verde School, A. J. Fynn, Principal; Vas- sar School, Hattie E. Richardson, Prin- cipal; Villa Park School, W. H. Eagle- ton, Principal; Washington School, Monta J. Boyer, Principal; Webster School, Lil- lian Noce, Principal; West Side High School, H. V. Kepner, Principal; Whit- tier School, H. W. Zirkle, Principal; Wyman School, F. M. Montgomery, Prin- cipal. Detroit, Micw., Bellevue School. Du.utH, MinN., Franklin, School, Harold House, Principal. Eau Crarre, Wis., Schools of Eau Claire County, Lillia E. Johnson, County Super- intendent. Fonp pu Lac, Wis., Fond du Lac Public Schools, R. W. Fairchild, Superintendent. Ironwoop, Micu., Jronwood Public Schools, D. F. R. Rice, Superintendent. Kansas City, Mo., Attucks School, Walter H. Harrison, Principal; Bruce School, F. Leslie Clark, Principal; Cherry Street School, J. H. Coleman, Principal; Doug- lass School, M. H. Tompkins, Principal ; Garrison School, R. T. Coles, Principal ; Penn School, A. M. Wilson, Principal; Sumner School, Margaret J. Robinson, Principal; Wendell Phillips School, Hen- ley L. Cox, Principal; Wheatley School, Lela L. Elmore, Principal; W. W. Yates °, HE BY-LAWS of the National Education Association provide that memberships taken in March, April, and May, continue in force all next year. Financing Delegates HE following is a report of prog- ress of the committee on financing delegates to the annual meeting of the National Education Association made to the Executive Committee at its meeting February 26, at Atlantic City, N. J., Cornelia S$. Adair, chairman: Since its appointment in October the committee has been investigating the methods of financing delegates used by other national organizations and making a systematic canvass of individual teach- NOTES and ANNOUNCEMENTS | THE JOURNAL OF THE NATIONAL EpucaTiIon AssocIiATION 81 School, Joe E. Harriford, Principal. Las Vecas, N. Mex., New Mexico Normal University, F. H. H. Roberts, President. Mouine, Itt., McKinley School, Elizabeth Martin, Principal; Willard School, Mary Tague, Principal; William Carr School, Florence Donahey, Principal. Mount VERNON, N. Y., Columbus School, Arthur S. Townsend, Principal. NortH Anson, Maing, North Anson School District, Mrs. L. A. Bradbury, Superin- tendent. Orv Town, Maine, Old Town Public Schools, Willard O. Chase, Superintend- ent. OmaHA, NeEsR, Cass School, Josephine Grant, Principal; Edward Rosewater School; Jungmann School; Park School, Mary A. Fitch, Principal; South Lincoln School, Jessie A. Robeson, Principal. PonmT1ac, Itu., Pontiac Public Schools, G. L. Jenner, Superintendent; Township High School, G. J. Koons, Principal. Puesio, Coro., Pueblo Public Schools, J. F. Keating, Superintendent. Sanpy, Utau, Herriman School. SANTA Barpara, CA.iF., Santa Barbara High School, Homer Martin, Principal. St. JosepH, Mo., Benton School, Fred E. Vandersloot, Principal; Blair School, Julia Ford, Principal; Bliss School, May B. Peterman, Principal; Ernst School, Mrs. Abbie Barnes, Principal; Floyd School, C. C. Carpenter, Principal; Gar- field School, Eva Montgomery, Princi- pal; Humbolt School, Alvina Schmitz, Principal; Hyde School, Minnie Nelson, Principal; Jackson School, Frances A. Burris, Principal; Lincoln School, J. H. Sims, Principal; Longfellow School, Nora Thompson, Principal; McKinley School, Francis Ritchie, Principal; Owen School, Clara Herchenroder, Principal; Robidoux School, Ralph W. Polk, Principal; Sher- wood School, Mabel White, Principal; South Park School, Bettie Bolen, Princi- pal; Webster School, Fannie Brennan, Principal; Wyatt School, Mrs. Annie Wells, Principal; Young School, Mary Moore, Principal. ers and teachers’ organizations, affiliated and unaffiliated, for suggestions on the subject. Miss Doherty presented a very comprehensive report on national organ- izations. She found that in most in- stances the local organizations paid the expenses of the delegates. Where the expenses of the delegates were paid by the national organizations the dues are high. Phi Beta Kappa has a central meeting place and prorates the delegates’ expenses among the chapters in propor- tion to their membership of the preced- ing year. Each chapter is allowed one delegate. Many suggestions were re- ceived from clubs and individuals. The following report was made by the committee to the Executive Com- a Piabpspeagatiea asia nner te cate ibe abl See ene 82 THE JOURNAL oF THE NATIONAL EpucATION AssocIATION mittee and Board of Directors at At- lantic City. This report is not to be regarded as final. The committee sug- gests: First, that each local affiliated association adopt a budget system, pay- ing from its treasury both State and national dues. Second, that the Na- tional Education Association arrange for the payment of one-fourth of the expenses of local and State delegates. Third, that the affiliated associations (State and local) arrange for the pay- ment of three-fourths of the expenses of their delegates. Fourth, that boards of education be urged to bear at least a part of the expenses of local and State delegates. No definite recommendation as to raising the money for the National Education Association apportionment was made. The following suggestions were offered as a basis for discussion: First, that the National Education Association set aside some portion of the $2 dues for a delegate fund. This seems at present impossible. Second, that the National Education Association raise dues a small amount to form a delegate fund. Third, that the Na- tional Education Association apportion- ment be prorated among -the affiliated organizations in some manner such as is employed by Phi Beta Kappa. The committee will welcome any criticism or suggestion that will tend to make the final report suitable and compre- hensive. A Word of Appreciation HERE have been many expres- sions of appreciation of the chart published in the March JourRNAL show- ing the organization and administration of the National Education Association. This chart was prepared for the Asso- ciation by Dr. S. A. Courtis, Director of Instruction, Normal Training and Re- search, Detroit, Michigan. Appreciation of President Kendall XPRESSIONS of regret that President Kendall was not able to be present were heard on every hand at the Department of Superintendence meeting. The following resolution was introduced at the Monday morning session by Superintendent H. B. Wil- son, of Berkeley, California, and unani- mously adopted: Be it resolved that in this our open- ing session we send greetings and good cheer to the President of this depart- ment, the Honorable Calvin N. Ken- dall, Commissioner of Education for New Jersey, and sincere expressions of regret over his absence from our sessions together with genuine hope that his full strength and vigor of health may speed- ily return, in order that his great ability and high professional ideals may again assert themselves in the advancement of the cause of public education, for which cause no public school administrator in America has done more than he. And, be it further resolved, that our chairman be hereby directed to appoint a committee of three members of this department to bear daily to Commis- sioner Kendall appropriate tangible evi- dence of our thoughtfulness of him and that all expenses incident thereto be de- frayed from the funds appropriated for meeting the expenses of this convention. Dr. Kendall’s letter to the members of the Department of Superintendence was also read at the first session and was greatly appreciated. Reorganization Committee Report T THE Cleveland meeting of the Department of Superintendence in 1920 a special committee was appointed to prepare a report on the election of officers of the Department to be pre- sented on the second day of the 1921 meeting. This committee consisted of A. E. Winship, editor Journal of Edu- cation, Boston, Mass.; E. C. Hartwell, superintendent city schools, Buffalo, N. Y.; H. S. Weet, superintendent city and President Fred M. Hunter at Atlantic City, making plans for the Des Moines meeting, caught unexpectedly by the camera while taking a stroll on the Boardwalk. ___ Abril, 192) i schools, Rochester, N. Y.; J. W. Sex. ton, superintendent city schools, Lap. sing, Mich.; and R. G. Jones, superip. tendent city schools, Cleveland, Ohio, who presented the report of the com. mittee at the forenoon session, Monday, March 1, 1921. The report is ag fo. lows: Your committee, appointed one yea, ago to determine upon and recommen a plan for the annual election of officers of the Department of Superintendence of the National Education Association, hag assumed that the Association commis. sioned its committee to consult, so far as possible, members of the Association, make a careful analysis of the present status, in the light of which it might possibly discern whether the Association is accomplishing the definite purpose for which it was organized, and to recom. mend that such immediate steps be taken as will most effectively assure the future permanence, usefulness, _ professional ideals, effective direction and operation of this organization. With these ends in view, your com. mittee respectfully submits the folloy. ing report for your consideration: ORGANIZATION AND CONTROL Membership in the Department of Superintendence shall be defined to in. clude State, county, and city superin- tendents (1000 population and above), assistant superintendents and all State and national officers of school adminis tration who are members of the Na tional Education Association. The Department of Superintendenc shall provide its own system of financial support and shall be financially inde pendent of the National Education As sociation. Orricers—T HEIR Duties The officers of the Department of Superintendence shall be a president, first and a second vice-president, secre tary, treasurer, and an executive com mittee consisting of four members. The president, vice-presidents, and treasure! shall hold office for a period of one yea from the date of election, including ont full year’s service in the promotion and operation of one meeting of the De partment. The secretary shall be elected by th president and executive committee fo an indefinite period subject to terminé tion at the close of the February mett ing of each year. Members of the executive commit shall hold office for four years, one met ber retiring each year. At the first eles Vol tion nun shal for tive rece men com gar¢ depé pres in tl T cers shall mor! time ecut! print Met issue ment shall to be Th vided ters, audit are h TI votin: the tl Th numb fices the / Th shal] mittee ANN( LoT— ness © the re the re eral ¢ It i mittee stood the a propo: altern ganiz tuted be set furthe gency nation be rez of Fel - of ins erin: ve), state inis- lence ncial inde- t of nt, 4 ecre- surer > for mina: nittet - elet: Vol. 10, No. 4 nat tion the member receiving the largest qumber of votes in the initial election shall serve for four years, and the others jor three, two, and one years, respec- tively, according to the number of votes received. The president shall be an ex officio member and chairman of the executive committee. The executive committee shall be re- garded as the administrative body of the department subject to the call of the president, to supplement and assist him in the conduct of his office. ELECTION OF OFFICERS The procedure for the election of ofh- cers shall be as follows: Nominations shall be made from the floor on the morning of the first day’s session at a time previously agreed upon by the ex- ecutive committee and announced in the printed program of the meeting. MetHop oF Ba.tiotinc—The tickets isued by the secretary of the Depart- ment to members of the Association shall be provided with a detachable stub to be used as a ballot. Two places for balloting shall be pro- vided, one at the secretary's headquar- ters, the other at the entrance to the auditorium in which the general sessions are held. The ballot boxes shall be open for voting from 11 a. m. until 6 p. m. on the third day of the meeting. Those candidates receiving the highest number of votes for the respective of- fices shall be considered the choice of the Association and declared elected. The entire procedure of balloting shall be in charge of the executive com- mittee and the secretary. ANNOUNCEMENT OF RESULT OF BAL- tot—On Friday, at the regular busi- ness meeting, the president shall call for the report of the secretary, announcing the result of the ballots cast for the sev- eral officers of the Association. It is the recommendation of this com- mittee that since its function is under- stood to be to examine and determine the availability of the Springer plan, proposed last year, or to propose an alternate plan, that the plan for reor- ganization herewith proposed be substi- tuted for the tentative Springer plan and be set in operation at this session. It is further recommended that in this emer- gency the clause providing for the nomi- nation on the first day of the meeting be read the second day of the meeting of February, 1921. THE JOURNAL OF THE NATIONAL EDUCATION AssoclIATION SPECIAL RESOLUTION Superintendent Jones in presenting the report made a careful explanation of the purposes of the committee. The Department also adopted unanimously the following resolution, which was in- troduced by Randall J. Condon, super- intendent city schools, Cincinnati, Ohio: ResoLvep that the Department of Superintendence reaffirms its full alle- giance to the National Education Asso- ciation and records its intention of re- maining an essential and integral part of the National Association. UPERINTENDENT A. SMITH, vice-president of the ERNEST Illinois, Department of Superintendence, who, in the absence of President Kendall, presided over the sessions at Atlantic City in a manner which did credit both to himself and to the Association. Evanston, Executive Committee Commends Report RESIDENT FRED M. HUN- TER made the following statement for the Executive Committee at the business meeting of the Department of Superintendence, “Thursday March 3: The Executive Committee of the Na- tional Education Association notes with approval the statement of R. G. Jones, speaking for the reorganization com- morning, mittee of the Department of Superin- tendence on March 1 to the effect that the Department of Superintendence has had and should have no thought of sep- aration from the parent organization, and that the action taken in the adop- tion of the report presented by him at that time contemplated the full con- tinuance of the Department of Super- intendence as an integral part of the Na- tional Education Association as hereto- fore. This is of especial importance at this time because a united teaching pro- fession is rallying rapidly and enthusi- astically to the support of a great con- structive national program in _ public education. Furthermore, any other ac- tion would have been entirely illegal and null and void under the Charter of the Association. The Executive Com- mittee recognizes the right of a depart- ment of the Association to define its own membership. The Executive Committee announces that at the Des Moines meeting ample provision will be made to take care of all departments and sections. The needs of all classes of membership in the National Association will be fully met. To the end that we very fully know the needs and desires of all groups of our membership, a conference of repre- sentatives of all departments and sec- tions is hereby called to meet at Des Moines the first week of July, 1921. Rural-Teacher Scholarship HE American Country Life Asso- ciation offers a scholarship of $200 to the rural-school teacher who contrib- utes an article describing the most effi- cient work done by the teacher to make the elementary school a vital factor in American country life. In offering this scholarship the association aims to dis- cover teachers who are adapting the rural school to its new conditions and to discover the methods by which this adaptation is being made with a view to stimulating the special preparation of teachers for the field of rural education. The article may feature the adapta- tion of the curriculum, the development of community work, or the establish- ment of a closer relation between the school and the community, but it must be based on the writer’s experience. Teachers working in demonstration schools or connected with colleges, nor- mal schools, or foundations are not eli- gible to enter this contest. ‘The article should not exceed 2500 words and sRould be typewritten in order to facili- tate the work of the judges. The name 84 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION of the contributor and name of the place should not appear in the article. On a separate sheet of paper in a sealed envelope enclosed in the manuscript should be given the names and addresses of the following: the contributor, the school, the superintendent of the dis- trict or county, the chairman of the local board of education and the chairman of the parent-teachers’ association, or a resident of the district, preferably a woman, who is interested in education. The contest closes August 15, 1921. Articles should be sent to Kenyon L. Butterfield, president American Country Life Association, Amherst, Massachu- setts. The American Country Life As- sociation reserves the right to keep and use all contributions. Credit for author- ship will be given for any material used, if desired. A Year in France R. JOHN G. COULTER, a member of the Association now resident in Paris, sends the following suggestions to American teachers who may be planning to spend the coming year in France. “Exchange today is in the neighbor- hood of 16. One thousand dollars will buy at a New York bank the day you read this Paris exchange to the amount of at least 15,000 francs, I dare say,— the point being that any one planning to come to France should buy francs now while they are cheap. The best way is to buy in the form of the Bons de la Defense Nationale. ‘That is, for 950 francs you can buy at any postoffice here a bond good for 1000 francs a year from date, and negotiable with accrued in- terest on any day. The bonds are ac- RESERVATIONS FOR SUMMER MEETING NATIONAL EDUCATION ASSOCIATION Des Moines, July 4-8, 1921 Des Moines has 4000 guest rooms in the first thirty hotels, all in the downtown district within a radius of five blocks and convenient to Convention Hall. Additional rooms, if necessary will be available in apartments and private homes. The following schedule of rates applies to the large downtown hotels. Rates in apartments, rooming and private houses will be in proportion to accommodations. Fourth and Chestnut. CHAMBERLAIN HOTEL............ Seventh and Locust. RE yg. I are 219 Fourth Street. HOTEL FORT DES MOINES........ Tenth and Walnut. ee RES cy. I aa ee Eighth and Walnut. ps) gh) i ON Fifth and Locust. CE ed ey alee od wma oie Sixth and Cherry. Se) oe 0 0 ts > re Fourth and Walnut. LLOYD HOTEL Sixth and High. MANHAT IAN HIOLEL............... 313 Fifth Street. MARTIN HOTEL Third and Locust. NORTHWESTERN HOTEL.......... East Fourth and Walnut. RANDOLPH HOTEL Fourth and Court Ave po RR gs Oa a Sixth and Mulberry. hoy Be oo ge | | Ce a Fourth and Locust. WELLINGIUON FRO Uiis. oo. c ccc cece Fifth and Grand Ave. Sy Ue RE 8g Se SRT a, RUE ¢ oo, o abc te tm< os 0 adhe eae Ceoeeesrsescesresesesece Without Bath With Bath For each Per room Per room additional Two persons Two persons occupant 00 $4.50 3.00—$3.50 4.00—$6.00 $1.00—$2.00 .00— 2.50 3.00—4.00 1.00— 2.00 5.00— 8.50 2.00 .00— 2.50 2.50—3.50 1.00 4.00— 5.00 1.25— 1.50 3.00— 4.00 1.25— 1.50 00— 3.00 4.00 1.50— 2.00 50 3.50 1.00— 1.25 4.00— 5.00 5.00 00 3.50— 4.50 1.00 00— 2.50 3.00— 4.00 .50— 3.23 3.50—5.00 1.00— 2.00 00O— 2.50 2.50— 3.50 1.00 5.00— 9.00 2.00 1.50— 3.00 3.50— 4.00 .75-—— 2.00 .50 3.00— 4.00 1.50 .00— 2.50 1.00 Make reservations as early as possible, to insure you satisfactory quarters and at the same time relieve the committee of extremely heavy work in the days immediately pre- ceding the convention. Indicate as definitely as possible just what you want in the way of accommodations and the rate that you desire to pay. Make all reservations with Address Chas. F. Pye, 407 Youngerman Bldg., Des Moines, Iowa. the Committee. NAME er ererrs oe A pril, 1924 a cepted on the same terms as Currency jp the big Paris stores. “With fifteen, or even twelve thou. sand francs one can be assured of , very good year in France if one knows how to go at it. Two hundred thiry dollars, if the rates have not changed will buy very comfortable second-clag passage, New York to the coast gf France and return. 1| count that extr, You begin on your franc fund when yoy land at Havre, or Cherbourg, or Boy, logne. You come equipped as for a hik. ing trip. A fat suit case or steame trunk is quite enough luggage. Firg get your French in proper order— travel later. You live in the country but within two francs, third class, from Paris,—at Pontoise or Melun or apy one of a half dozen other delighfy) places. You get right into a rej French family, a fine and not a greedy one. This costs you for a comfortable room and good table 500 francs , month. ‘Take six months of that for 3000 francs—$200 if they are bought now. ‘Then you have plenty left fo, six months of travel if you want t travel even all the time.” Department of Superintendence HE new officers of the Department are: president, R. G. Jones, super. intendent city schools, Cleveland, Ohio; first vice-president, Will C. Wood, State commissioner of education, Sacr mento, Calif.; second vice-president, E. C. Broome, superintendent city schools, Philadelphia, Pa.; treasurer, I. B. Bush, superintendent city school Erie, Pa.; secretary to be elected by th executive committee; executive commit tee—Jesse H. Newlon, superintendent city schools, Denver, Colo.; Frank Cody, superintendent city schools, De troit, Mich.; Randall J. Condon, super intendent city schools, Cincinnati, Ohio; J. H. Beveridge, superintendent cif schools, Omaha, Nebr. EDUCATIONAL | OPINION om am Summer Training VERY great demand is now bem made for better trained teaches This demand comes from members @ boards of education, superintendents a the public generally. During the p# two years the public press has va generously joined us in bringing to th Vol. ers, licity creas toda} untré these in sO rende fact. Ther sion { teach short for tl sonal gethe} make N; Fred } J. W. D. ¢ Cornel Va. Fred } Joseph: Olyn Carroll Trus Cornel; Va. T.E.F burg, Carroll Scho Walter Scho Agnes |] Paul, Olive J Fred M Oakl Josephii lic In Annie ( ville, ECB lic In Jean E Lake losephir Steub $A. B lic Sc E. F. Cz Euger trie } Schoo Mary — Evans William cultur; nent per: hio; ACTa- Jent, city urer, ols, y the amit: ident Vol. 10, No. 4 ———— open the very small salaries paid teach- es, and partly as a result of. this pub- licity teachers’ salaries have been in- seased. ‘There are within our ranks today many teachers who are wholly untrained, and in the public opinion these teachers are being paid enough and in some cases too much for the services rendered. ‘There is no dodging this fact. Every school official knows it. There would be no room in the profes- sion for these teachers if we had trained teachers to take their places. The shortage of teachers makes it necessary for them to stay on the job, and per- gnal pride and professional ethics, to- gether with a desire to do one’s best, make it necessary for them to attend summer schools.—From an editorial in Progressive Teacher, March, 1921. Correspondence Study ORRESPONDENCE., Study in Universities and Colleges is the title of U. S. Bureau of Education Bulletin, 1920, No. 10, prepared by Arthur J. Klein, Executive Secretary, National University Extension Associa- tion. Copies of the Bulletin are sold by the Superintendent of Documents, Washington, D. C., at 10 cents each. Facts ure given concerning the extent of correspondence instruction and to in- dicate the kinds of courses offered, the methods used, and something of the results obtained. National Education Association Officers 1920-1921 Fred M. Hunter, President, Oakland, Calif. J. W. Crabtree, Secretary, Washington, Cornelia S. Adair, Treasurer, Richmond, Va. EXECUTIVE COMMITTEE Fred M. Hunter, President, Oakland, Calif. Josephine Corliss Preston, Vice-President, * Olympia, Wash. Carroll G. Pearse, Chairman Board of Trustees, Milwaukee, Wis. Cornelia S. Adair, Treasurer, Richmond, Va. T.E. Finegan, Member by Election, Harris- burg, Pa. BoarD OF TRUSTEES Carroll G. Pearse, President State Normal School, Milwaukee, Wis. Walter R. Siders, Superintendent of Schools, Pocatello, Idaho. Agnes E. Doherty, Central High School, St. Paul, Minn. Olive Jones, Principal, New: York, N. Y. Fred M. Hunter, Superintendent of Schools, Oakland, Calif. Vi1cE-PRESIDENTS Josephine Corliss Preston, State Supt. Pub- lic Instruction, Olympia, Wash. Annie C. Woodward, High School, Somer- ville, Mass. E. C. Brooks, State Superintendent of Pub- lic Instruction, Raleigh, N. C. Jean E. Heiges, 12 Oak Apartments, Salt Lake City, Utah losephine Hammond, 843 North 4th Street, Steubenville, Ohio . A. Baker, State Superintendent of Pub- ‘lic Schools, Jefferson City, Mo. E. F. Carleton, Superintendent City Schools, Eugene, Oreg. Carrie R. Keever, State Department of Free Schools, Charleston, W. Va. Mary D. Bradford, Superintendent of Schools, Kenosha, Wis. J. H. Wagner, State Superintendent of Public Instruction, Santa Fe, N. M. L. P. Benezet, Superintendent of Schools, Evansville, Ind. William Jardine, President Kansas Agri- cultural College, Manhattan, Kans. BoarD OF DIRECTORS Directors Ex Officio Fred M. Hunter, Oakland, Calif. Cornelia S. Adair, Richmond, Va. Carroll G. Pearse, Milwaukee, Wis. J. W. Crabtree, Washington, D. C. Life Directors Ae | erty Orono, Me. Bradiord, Mary C. C......... Denver, Colo. Bicknell, Thomas W.....Providence, R. I. Board of Education...... Nashvilie, Tenn. 3rown, Elmer Ellsworth..New York, N. Y. Butler, Nicholas Murray..New York, N. Y. ee oe |e Washington, D. C. IE SRN NI sons ayn c's. oe wes ee Dekalb, Ill. Cooley, Bitwan GS... 0.4.5. ess08 Chicago, IIl. Coram: T9stet 1 oscs. cs. ss bes Oxford, Ohio Eliot, Charles W......... Cambridge, Mass. eo a Cer Mt. Pleasant, Mich. Harvey, Lorenzo D.......Menominee, Wis. Johnson, David B......... Rock Hill, S. C. Jordan, David Starr, Leland Stanford Univ., Calif. Joyner, james Y.......... La Grange, N. C. Marshall, T. Marcellus..Stouts Mill, W. Va. Preston, Josephine Corliss. .Olympia, Wash. Pearse, Carroll G......... Milwaukee, Wis. Skinner, Charles R..........