VOL. X TAL NZ “7 a mw 7. A ~ at, S Rs % FOV Th JOURNAL of the NATIONAL EDUCATION ASSOCIATION The’ Birth of Our National Association Better Speeds wr Better Americans Improving Public-School Teaching Department of Kindergarten Education Ethics for Teachers Editorials The Spirit of Unity New Report on School Conditions Educational Advance Enrolment and Affiliation Notes and Announcements Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorTHWEST, 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. On to Des Moines! N. E. A. CONVENTION The Educational Event of the Nation PLAN YOUR VACATION ze VISIT POINTS STOPPING EN ROUTE AT DES MOINES FOR THIS BIG CONVENTION. TOURIST ALLOW SUMMER WiLL STOP OVERS RATES The Convention A Great Program—Herbert Hoover, Judge Ben Lindsey and a host of other national and in- ternational celebrities will be heard. An opportunity to visit some of Iowa’s open country consoli- dated schools. Auto trips to these buildings every day. Exhibits of work done in the Iowa Consolidated Schools. Every one interested in the rural school movement will want to see what Iowa is doing. Special concerts and musical programs will be presented by the musical organizations of the city. There will be something doing all the time. Special efforts will be made to provide entertainment for the idle hours. Daily excursions to the ‘Iowa State College of Agriculture and Mechanic Arts at Ames. The Coliseum—Capacity 10,000 Where General Sessions will be held Des Moines—A City Worth Visiting The Capital City of lowa—the richest agricultural area of equal size on the face of the earth. The State House—beautiful for situation, overlooking the city— is one of the finest buildings of its kind in the U. S. The Historical Building is the depository of rich, rare and valu- able manuscripts. Nowhere in the Middle West is there a finer collection of archeological, his- torical and scientific material. Experts in town planning de- clare the Des Moines Civic Center to be one of the best conceived and beautifully executed of any city in America. Des Moines is appropriately the greatest center in the world for agricultural journals and farm papers. Spacious and delightful parks. Hundreds of industrial con- cerns. Free auto trips will be provided all visiting teachers. JULY 4-8, 1921 DES MOINES HAS 43 HOTELS IN THE DOWN TOWN DISTRICT IN WALKING DIS. TANCE OF EASY CONVEN.- TION HALLS. REASON. ABLE RATES AND SPLENDID ACCOMMO. DATIONS Iowa In Iowa it is but a short spin “From prairie lands to fairy lands.” In Iowa 93.4 per cent of all the land is under cultivation and productive. Iowa leads in the production of corn and livestock. Iowa stands first among the states in per capita wealth. Iowa has never known a crop failure. Ninety-nine per cent of Towa’s population is literate; one in four is in school. Iowa ranks seventh educationally as shown by the Russell Sage Foundation. The State University of Iowa will offer exceptional opportuni- ties to do summer school work and at the same time attend the convention. No university has ever offered as numerous and varied courses in the field of edu- cation as will be offered here. Come to Iowa---the Great Food Producing Center of the World A Wonderful Program The Glad Ideal Weather Hand of the Great Middle West ou tu tic M sh lo W: tir tic pr tic ter of th MAY, 1921 The Birth of Our National Association “6 WELVE YEARS ago, in the central city of the Empire State, the first’ State teachers in this country Some of you gentlemen who were pres- ent at that meeting, and were instru- mental in calling it, can well remember the ‘fear and trembling’ with which that enterprise was commenced. Until that period, the teachers of that State not only, but those of every other State as well, were almost entirely unacquainted with one another.” * These are the words of Chairman Valentine speaking in 1857 to the choice spirits who were making the first history of our National Association. During the late forties and the early fifties, other States had followed the example of Rhode Island and New York in the formation of associations. Out of the personal fellowship and association of was formed. professional consciousness that had grown up in these State associations germinated the idea from which was born the National Association, first known as the National Teachers’ Asso- ciation. The call for the first meeting went out on May 15, 1857, over the signa- tures of the presidents of State associa- tions in the ten States of New York, Massachusetts, Missouri, New Hamp- shire, Indiana, Pennsylvania, Vermont, lowa, Wisconsin, and Illinois. This call was originally proposed by T. W. Valen- tine, president of the New York associa- tion, and was written by D. B. Hagar, president of the Massachusetts associa- tion. The text of the call is as follows: “To the Teachers of the United States: “The eminent success which has at- tended the establishment and operations of the several teachers’ associations in the States of this country is the source of mutual congratulations among all friends of popular education. To the direct agency and the diffused influence of these associations, more, perhaps, than to any other cause, are due the manifest improvement of schools in all their relations, the rapid intellectual and social elevation of teachers as a class, and the vast development of public in- terest in all that concerns the education of the young. “That the State associations have al- ready accomplished great good, and that As A United Body GEORGE WHARTON PEPPER 7 E once sent overseas an ex- peditionary force composed of our bravest and best. Through them America struck a telling blow | for freedom and by their valor our independence was preserved. It re- mains for us to use the power of our independence in ways worthy of the lives that were sacrificed to maintain it. We that America’s influence is always exerted to combat ignorance and to liberate the human spirit. The world is our field, and we must make our influence felt in every Over a must see to it corner of it. new and greater army of occupation the Stars and Stripes must proudly float. In the vanguard the public- school teachers of America must march as a united body, and the teachers of Philadelphia must be the first over the top—From an address at a teachers’ mass meet- ing, Philadelphia, October 28, 1920. they are destined to exert a still broader and more beneficent influence, no wise observer will deny. “Believing that what has been accom- plished for the States by State associa- tions may be done for the whole country by a National Association, we, the un- 1In a list of fifteen “State Teachers Associations organized before 1857,” pub- lished in the “Fiftieth Anniversary Volume” of the N. E. A., pages 514-15, Will S. Monroe places the New York association second, July 30, 1845; and the Rhode Island association first, January 28, 1845. 2 Proceedings of the National Teachers’ Association feprinted from Bar- nard’s American Journal of Education with additions, Vol. 1, 1857, Bardeen (1909). [ 87] invite fellow-teachers throughout the United States to assem- ble in. Philadelphia on the twenty-sixth day of August next, for the purpose of organizing a National Teachers’ Asso- ciation. “We cordially extend this invitation to all practical teachers in the North, the South, the East, and the West, who are willing to unite in a general effort to promote the general welfare of our country by concentrating the wisdom and power of numerous minds, and by distributing among all the accumulated experiences of all; who are ready to de- vote their energies and their means to advance the dignity, respectability, and usefulness of their calling; and who, in fine, believe that the time has come when the teachers of the Nation should gather into one great _ educational brotherhood. “As the permanent success of any association depends very much upon the auspices attending its establishment, and the character of the organic laws it adopts, it is hoped that all parts of the Union will be largely represented at the ° inauguration of the proposed enterprise.” A little group of enterprising leaders from “the North, the South, the East, and the West” responded to the call and on August 26, 1857, assembled in the Athenaeum Building in Philadelphia, and listened to the speaker with whose words this sketch begins. That inter- esting “first speech” closed with this significant statement : dersigned, our “What we want is, an association that shall embrace ail the teachers of our which shall hold its meetings at such central points as shall accommodate all interests. whole country, all sections and combine And we need this, not merely to promote the interests of our profession, but to gather up and arrange the educational statistics of our country, so that the people may know what is really being done for public education, and what yet remains to be done. | trust the time will come when our gov- ernment will have its Educational De- partment just as it now has one for 88 [HE JOURNAL OF THE NaTIONAL EpucaATION ASSOCIATION _May, 1921 Agriculture, for the Interior, for the Navy, etc. Surely these interests can not be more important than those which pertain to the intellectual and moral welfare of our people. But until this shall be done—as it must be, sooner or later—we need some such combination of effort as shall bring the teachers of this country more together, and dissemi- nate, as well as collect, educational in- telligence. Such an effort is impera- tively demanded of us, and I trust we shall at once decide to go forward and devise measures to accomplish these great objects.” The meeting did “go forward,” a constitution was adopted, and there was born the infant organization, which in 1870 added to itself the American Normal Association and the National Superintendents’ Association, thus be- coming the greatest and most represen- tative educational body in the world—a position which it still retains. Better Speech For Better Americans SUSAN B. Davis Professor of Reading and Effective Speaking, Kent State Normal College, Kent, Ohio O OTHER social phenomenon is more pertinently or forcefully be- fore us than that of immigration. No picture is more constantly before us than that of the incoming hordes of foreign- ers. We call them the “scum of the earth,” yet they come from the land of Socrates, Ibsen, and Tolstoi, from ro- mantic and aesthetic Spain, Italy, and Palestine. We know as never before that if they continue to. seek our shores, for the best interests of us all, they must become one with us in every way. To accomplish this, we no longer invite them to speak our language, but to each and every one we are saying in no un- certain terms, “Thou shalt adopt the American speech.” From many a bill- board gleams the command, “Learn a common tongue.” Is this injunction sounded to our glory or to our shame? These children of Europe and the East come to us with a marvelous literary and linguistic heritage. In the substi- tutes which we offer and insist upon, shall we cheat and debase both them and ourselves by an impoverished, crude, and inelegant language, and a lip-lazy speech ? Fifty-two different tongues were spoken by the various peoples who passed through Ellis Isle during the year 1920. Our language by this lin- guistic influx is submitted to the same leveling process to which a child’s lan- guage is submitted when he leaves home and goes forth to meet the influences of speech as it prevails in playgrounds, in stores, and elsewhere. A child is thus exposed to all the common things of democracy, and some of these have a tendency to reduce all to a common level; “which in terms of speech in our country today means that he is made careless and for the most part uncouth,”’ As it is true that any neighborhood dis- plays the speech habits of those at the lower level, so a nation being recast as ours is will inevitably suffer by a simi- lar leveling process unless it heroically maintains its own standards. The problem of “better speech for better Americans” involves three con- siderations: (1) the use of pure Eng- lish; (2) clear-cut and refined diction; and (3) the effective use of the voice. The last two only are considered in this discussion. Corrective work in diction must be centered about (1) those who through x ; ie From an address before the National Society for the Study and Correction of Speech Disorder at Atlaritic City, New Jer- sey, March 2, 1921. — — i ignorance or sheer laziness fail to make adequate use of the marvelous speech apparatus that God has given them, and (2) those who, by birth or accident, are incapable of excellence in speech. The average American is lip-lagy He. is ignorant or indifferent to the fundamentals of his language. There are one-half million speech defectives jp the United States. care of by Both these classes our public schools and special courses of instruc. must be taken tion. The voice is fundamental to speech, As the individual reveals his inner na- ture through his voice, so the. nation proclaims the life, the mental and emo- tional habits concealed within its being, When we insist upon the acceptance of our speech by other nationalities, we are acceptance of the More leisure, more insisting upon the American voice. knowledge, the study and practice of the social graces, keener appreciation of all the finer things of life, are necessary in American life before the American voice will be worthy of imitation and accept- ance by the “strangers within our gates,” No better opportunity for the mellow- ing of our own voices could be afforded than in our work for the betterment of In de- manding of the foreign-born the accept- ance of our language, let us do it with a love and pride not only for correct written English, but for a speech that shall be beautiful and clear-cut rather than inarticulate and crude. ‘Beautiful speech is like unto the luster of a rare all sorts and conditions of men. pearl.” y igcrewirigy shapers SAND TABLES have infinite possibilities for arousing interest. merges naturally into community enterprise. They afford opportunity for creative work in which individual efor It is here that the first lessons democracy are learned and habits of cooperation are developed. as a thi chi of cre ple les un on ng. of are the ore the all in vice pt: eS, ded t of ept: vith rect that ther ‘iful rare using effor! ns of UBLIC-SCHOOL TEACHING can be much improved by a more intelligent grouping of children ac- cording to their intellectual capabilities and their general conduct so that instruc- tion may be adapted to their varying de- grees of intelligence, and especially to the peculiar needs of the large group ot over-age children. ‘To have good teach- ing there must be a fair promise of suc- cessful performance measured in terms of profit- to those taught. That there are those in the class doomed to failure paralyzes teacher effort. been placed, and rightly, upon the neces- sity of segregating the educationally un- fit for the sake of other children. What | wish to urge is the necessity of such Emphasis has segregation in the interests of good teaching. ‘The pall of idiocy, or some- thing only a little removed therefrom, has shadowed many a teacher’s school- room life until work has become hate- ful, professional aspiration has_ with- ered, and the springs of teacher help- fulness have gone dry. Age-grade tables that about one-third, or thirty-three and one-third per cent, of the children in the public schools are one more behind grade. When we eliminate the two or three per cent that are actually feeble- minded, there still remains the thirty per cent who could very well get back to grade if they could be given atten- tion according to their needs; but if in- struction is not adapted to them, they are bound to become failures and re- main repeaters. An experiment in the interest of the thirty per cent has re- cently come under my _ observation which promises much in the way of re- leasing the energies of these children and making real progress possible. The significant thing is that the in- struction is so adapted as actually to encourage and secure sustained effort, self-help, and self-measurement. The mechanics of the classroom procedure in this special group are simple. Each child has a portfolio containing a series of lesson exercises and questions in- creasing in difficulty but expressed in plain, understandable language; each lesson inthe series forming a distinct unit which may require a longer or show year or Superintendent of Schools, Los Improving Public-School Teaching SUSAN M. Dorsey shorter time for mastery. As soon as one unit is ‘mastered, the child passes on to the next. When a difficulty is met, the teacher’s help is asked, it being un- derstood that the help given shall be such that the child will really solve the diff- culty himself. This experiment under- taken in the interest of misfits and over- age children has resulted so helpfully that in many instances belated children have covered two and even three half grades in a half year and have been en- tered into their regular grade quite able to move on with the successful pupils of their own age. yA second means for securing better teaching is the application of vocational guidance to the vocation of teaching. It is a matter of regret that recent exi- gencies in public school education have made it necessary to stress the fact that teachers have at all times been under- paid; as a result the impression has gained strength that the profession is one for the ambitious young person to avoid. Granting that the meager compensation of teachers in the past has been a re- proach, even with this disability there are many intellectual and spiritual com- pensations which should make the voca- tion attractive, not to speak of those ac- companiments of the profession com- monly supposed to be advantages, such as association with the young, the hope- ful, the buoyant; moderate hours of service; and extended vacations. To secure better teaching, it will be necessary to guide into the profession those of good intelligence and good char- acter. While we are guiding into other vocations, what prevents us from point- ing the way into our own? And a very good one it is, to which I mean to in- vite the promising young as to a life of privilege and magnificent opportunity. This must be one immediate way of im- proving teaching. Give us fresh young blood full of ambition and enthusiasm, with the far-off look toward the future which never sees the intervening years of work and worry but always the distant glory. ? ing ! How shall we improve teach- By believing in it ourselves, by ‘From an address before the Department of Superintendence, Atlantic City, New Jersey, March 2, 1921. { 89] Angeles, California talk hardships, its penury, its limitations, and by seeing with the clear vision of those who love its work and believe in its re- generating destinies the road that leads to supreme service, highest satisfaction, and most helpful accomplishment ; by in- viting the best of those whom we teach to enter a vocation second to’none in the opportunity to live lives of contentment, of service, and of achievement—so shall we have better teaching. DA third measure that will contribute to good teaching is a somewhat better adjustment of teacher training given in departments of education to the every- day needs of the child. I am not one to complain of the colleges or of the type of educated product issuing therefrom. The magnificent college-trained young manhood and womanhood of our coun- try speak for themselves. about its stopping our dolorous In one par- ticular, however, there is need of a com- ing together of the departments of edu- cation and the public schools, since the greater number of those who graduate from the schools of education are to be- come the teachers of just boys and girls in the elementary or high schools. These young instructors need to under- stand thoroughly two things: first, that university methods, attitudes, and even standards, cannot be carried into the teaching of boys and girls; and second, that the emphasis must be placed upon the development of children rather than upon the development of subject-matter. We are starting now a general move- ment for more extended training of teachers. This is desirable, even neces- sary, because as general intelligence in- creases, teacher intelligence must in- The mighty events of the last few years in which the youth of our Nation played their part heroically and in which our entire people participated have lifted the whole Nation as on the crest of a mighty wave far above the grade of pre-war intelligence. Every family has gained knowledge of peoples, races, lands, customs; of appliances, in- struments, and modes of living of which formerly little was known. As from a mountain-top we have seen new worlds and the sweep of intelligence has broad- ened with the vision. Teacher intelli- crease apace. 90 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION gence must be correspondingly enlarged so that there may be better teaching, more human teaching, teaching that takes cognizance of the way men actually live and which has a pre-vision of a bet- ter way. No cold, formal, intellectual, merely academic atmosphere can possibly meet the needs of the throbbing, almost feverish, living of today and tomorrow. Our departments of education must train men and women of sympathy and of understanding hearts who will care as much for the present life of the child and for his future fate as for the last jot and tittle of a finished recitation in a favorite subject. They must under- stand that the young have emotions as well as intellect and that unless these emotions are educated to right expres- sion, they will turn and rend society. Not less of classics, not less of science, of literature, and of art, but more of a human understanding of the heart of the young, beset with hard home conditions or imperiled by over-indulgent parents, or enthralled by social temptations, or galled by poverty, or humiliated by the consciousness of inferior capacity. For all such as these is the kingdom ot Heaven and to that kingdom the young must be led through the medium of clas- sics, art, science, and vocation, but al- ways with the sympathetic help and guidance of teachers. In the better teaching of which I speak subjects shall become the humble servants of our chil- dren, and children shall not be sacri- ficed to subjects. By all means give us more extended teacher training, better informed, more intelligent teachers to measure up to the demands of the day. At the same time let the humanities be- come human; so shall they be glorified. To have better teaching in the public schools, there must be an enlarged un- derstanding of the aim of all teaching. Frankly, unhesitatingly, persistently, the young must be made to realize that pub- lic education implies a social partner- ship, precludes the selfish individualism of the exclusive, and imposes inescapable social and civic obligations upon the re- cipients thereof. Herein lies the most important essential in the training of teachers for public-school service. No longer should it be left to chance that teachers shall possess sufficiently gen- erous and high-minded natures to train the children of the Nation into a com- prehension of their obligations to society and to the State, and to inspire a spirit of service. The first business of all schools of education should be to insure May, 192) 7 a an understanding on the part of those being trained of the place of public edu- cation in a republic. They must be defi- nitely taught that the State is not con- cerned with education as a means for in- creasing the intelligence of the individual in order that he may the more success- fully exploit society for his own selfish advantage, that the whole significance of education at the public expense lies in the mutual helpfulness of the educated and the offering of their combined et- forts for the betterment of all. Unless teachers have themselves mastered these fundamental principles of their craft, they are not fit candidates for employ- Kindergartens for All PRESIDENT HARDING Because the kindergarten seems* to me an effective means of provid- ing early moral, social, and intel- lectual training, and promoting pa- triotism, 1 am hopeful that this educational advantage may pres- ently be provided for all children of the Nation—From a letter to Julian M. Gerard, Treasurer, Na- tional Kindergarten Association, March 23, 1921. ment as teachers of present and pros- pective citizens. Other nations, through their systems of education, have been able to train up generations of men and women to be- come the slaves of even a base national ideal. Surely, the educators of America can grasp and formulate the noble prin- ciples and ideals of our national life and give that teacher training necessary to secure the transmission of them to the young. Certain it is that recent experi- ences should have taught us that teach- ers whose own notions of their respon- sibility to the Nation growing out of their place in the public schools are vague, undefined, and even indifferent, cannot be relied upon to teach our chil- dren those fundamentals which are es- sential to the strengthening and perpetu- ity of our national life. An occasional reminder to prospective teachers by those entrusted with their training that loyalty to country and reverence for the flag . Should be taught, will not suffice. What we need is a rich body of informative material to illuminate the whole sub- ject of the responsibility of the indi- vidual to society and to the State. Equally necessary is teacher training in the duty and the art of transmitting to the young through instruction and through school activities a gripping sense of the obligations and relations of each to all and to that impersonal, yet, eyer. Sporadic attempts of individuals to write accept. present reality—our country. able textbooks along the lines indicated will be abortive; courses of study skjj. fully adjusted to meet the needs of the better teaching of patriotism will not suffice. Through a unified, suitable, and adequate body of teaching material and through training, a new type of teach. ing and teacher must be produced—the teacher trained first of all to regard his work not as an individual, unrelated task, not as a group task in a single school, or in a system, but as a part of a great national program designed to jn- terpret for the whole people through specific instruction given in the public schools the significance, the accomplish- ments, the possibilities, the necessities of our particular nationalism. ‘The teach- ing must be consciously adapted to create in the young such dispositions and atti- tudes as will make them fit to live ina land such as ours as well as apt for its service. ‘The instruction given to teach- ers to prepare them for this particular and supreme end in public education should be required of each normal school or department of education as a requi- site for receiving State and Federal aid. If France was able to stand fast with her word, ‘“They shall not pass,” it was because her children, grown to manhood, had been educated from their earliest years to a sense of the national danger and of the necessity of preparation and resistance to the death. So must Amer ica interpret her national aims and ideals and through unified instruction in the public schools establish in the hearts of her people a national defense. This is my offering to the solving of the problem of better teaching: first, 4 better grouping of children in the pub lic schools for instructional purposes; second, the securing of better teacher by the guiding of young persons of prom ise into the vocation; third, the better adaptation of teacher training in ob / leges and universities to the real need of the public schools; and lastly, an tir derstanding on the part of teachers @ the place of public-school education @ the national scheme together with abil ity to give instruction which shall cor tribute directly, constantly, and desig edly to the security, the advancement and the perpetuity of the Nation. St. col M an, af car. ate tti- Vol. 10, No. 5 —— THE JOURNAL OF THE NATIONAL EpuCATION Department of Kindergarten Education NINA C VANDEWALKER Specialist in Kindergarten Education, United States Bureau of Education Washington, D. C HE DEPARTMENT of Kin- dergarten Education of the Na- tional Education Association dates hack to the meeting held in Madison, Wisconsin, in 1884. At that time but six departments had been organized. The Department of Kindergarten Edu- cation was therefore the seventh, and the Department of Music Education, authorized the same year, the eighth to be created. The kindergarten was at that time in the focus of public interest. It had at- tracted nation-wide attention by the ex- periment in St. Louis in 1873 to make it a part of the public-school system, and by the demonstration of its work and methods at the Philadelphia Exposition. As a result hundreds of kindergartens had been opened in different sections of the country, some private, some chari- table, and some public. Seven cities— St. Louis, Missouri; Milwaukee, Wis- consin; Ft. Collins, Colorado; Des Moines, Iowa; Portland, Maine; Mus- kegon, Michigan; and La Porte, Indi- ana, had already made the kindergarten apart of the school system. Four State normal schools—those at Oshkosh, Wis- consin; Winona, Minnesota; Fredonia, New York; and Emporia, Kansas—had organized kindergarten training courses. These facts implied the endorsement of the kindergarten by the educational leaders of the country and pointed to the likelihood of its general acceptance as a part of the school system. ‘The organ ization of the department was therefore timely, since it afforded the teachers of the country an opportunity to become acquainted with the principles and meth- ods of kindergarten education. ‘The or- question was effected through the request of Dr. William N. Hailmann, that the Froebel League of North America be accepted as a depart- ment of the National Education Asso- ciation. ganization in This request was granted, and since Dr. Hailmann was one of the lead- ing exponents of the kindergarten he was elected president. The first meeting of the newly created department was held at Saratoga Springs the following year. At this meeting the president said that the purpose of those who had petitioned for the creation of the department was 7 THIS is a kindergarten maintained by a coal and iron company in the mining district of Alabama. It is good business as well as good citizenship to develop carefully those upon whom the industry of the future must devolve. ASSOCIATION y] not so much to increase the number of kindergartens as “to secure a thorough testing and sifting of kindergarten prin- ciples and methods and to devise ways and means for the full and generous ap- plication of what may be found valuable and available for the educational work of the school.” ‘This purpose necessarily included the building up and standard- izing of the kindergartens themselves since they were neceessary for the study by which the value of the principles in The makers of the department soon discov- question was to be determined. ered the need of broadening its scope, since the principles that give the kinder- garten value for the school also give it value for the life of the home and of the community. A glance at the programs presented from year to year shows them to have been of an unusually high order. To make them contribute directly to the general intelligence concerning the kin- dergarten the leaders of the movement important Specialists in subjects which be- gin in the kindergarten, such as art and music, have frequently been invited to illustrate and discuss the right begin- nings of their specialties in the kinder- have always been given an place. garten and to indicate the nature of the methods to be used in the grades. Every program has included one or more ad- dresses by leaders of thought in the field of general education. A mere glance at the programs shows the names of Dr. William T. Harris, William N. Hail- mann, Francis W. Parker, Frank Louis Soldan, M. V. O’Shea, Nicholas Mur- ray Butler, Frederic Burke, Joseph E. Lee, Richard Watson Gilder, John Dewey, and rank. Their codperation in the advancement of the kindergarten movement has been of great value. As a whole the service which the de- partment has given to the cause of edu- cation and to the National Education others of equal Association in the thirty-six years of its existence has been a creditable one. It has stood for definite things—the right of children below the age of six to a place in the school and an education based upon their needs at the successive stages of development as indicated by present day psychology; tlie utilization of children’s interests and activities in educational procedure all along the line; and the consequent motivation of school It has been a clearing house for the exchange of educational ideas new and old, and has contributed not a little to the loosening of the hold of tradition work, 92 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION upon school work and methods and the development of modern ideals and stand- ards. The present officers of the department President, Marion S. Hanckel, Richmond, Virginia; vice-president, Bar- bara Greenwood, Los Angeles, Cali- fornia; secretary, Anna H. Littell, Day- ton, Ohio.: Its officers recognize that the department has accomplished much for education but that much still re- mains to be done if the ideals which it was created to realize are to find ex- pression in the schools of the country. They will therefore submit to the de- partment at the Des Moines meeting a plan of reorganization which will ad- mit of the election of a permanent secre- tary. This would make possible a con- tinuity of plan and purpose from year to Ethics for HIS code is an application of the general principles of ethics to the special obligations, rights, and privileges of the teaching profession. PROFESSIONAL ATTITUDE — Epuca- TIONAL ATTITUDE— The highest obliga- tion of every member of the teaching profession is due to those who are under his professional care. CoMPENSATION—The teaching profes- sion should demand for each of its mem- bers that compensation which will enable him to render the most efficient service. To attain maximum efficiency the com- pensation must be sufficient to enable him to live upon a scale befitting his place in society, to permit the necessary expenditures for professional improve- ment, and to make proper provision for those dependent upon him, and for him- self in his old age. OpeN-MINDED StupDY OF EDUCATION —Every -member of the profession should be a progressive student of educa- tion. To this end he should be a thoughtful reader of educational litera- ture, should attend and participate in educational meetings, should engage in such experimentation and collection of data as will test the value of educational theories and aid in the establishment of a scientific basis for educational practice, and should be willing to give to his fel- low members the benefit of his profes- sional knowledge and experience. CriticisMs OF Associates—(a) The motives for all criticism should be help- fulness and improvement. Adverse criticisms, known or heard, should not are: year, such as cannot be had when all the officers are elected for one year only. The program for the Des Moines meeting is‘now in tentative form. The customary two sessions have been agreed upon and an outdoor gathering for story telling is in contemplation as a third. One session will be devoted in part to reports of the joint meeting of the In- ternational Kindergarten Union and the National Council of Primary Education at Atlantic City, and the annual meet- ing of the International Kindergarten Union in Detroit. The general topic for the second session will be THE UNI- FICATION OF AIMS AND PRINCIPLES IN THE WorK OF THE KINDERGARTEN AND Earty Grapes. ‘There will be sub- topics under this and speakers of national reputation are promised. Teachers be made or repeated except to the one criticised, or to his superior with the full expectation that opportunity for expla- nation will be afforded. On the other hand, when corrupt and dishonorable practices are known to exist they should be fearlessly reported to the proper au- thorities. (b) Adverse comments and insinuations in regard to the work of a predecessor or of the teacher of previous grade are to be condemned. APPOINTMENTS AND _ PROMOTIONS— (a) All appointments, promotions or ad- vancements in salary should be obtained *This code of ethics for the teaching profession was adopted by the Pennsyl- vania State Educational Association at its meeting in December, 1920, and appeared in the Pennsylvania School Journal, Feb- ruary, 1921. May, 192] —_— iar. To this end it js proper for the candidate to make his qualifications known to the proper schoo] authorities, either directly or through a teachers’ agency. (b) A teacher should take no steps towards obtaining a specific position until he knows the position js vacant or about to become vacant. (c) No teacher should secure an offer else. where for the sole purpose of using it as a means to obtain an increase of salary in his present position. (d) Upon ac. cepting appointments in a given district a teacher should notify all other districts to which letters of application have been sent. (e) Whenever a superintendent js seeking a teacher in another district he should inform the superintendent ‘or the proper officials of the district, but a superintendent’s reluctance to part with a teacher should not deprive the teacher of an opportunity for deserved advance- exclusively on merit. ment. CoNTRACT OBLIGATIONS — A teacher should never violate a contract. Unless the consent of the employing body is ob- tained releasing the obligation, the con- tract should be fulfilled. On the other hand, when a teacher is offered a better position elsewhere it is against the best interests of the schools to stand in the way of the teacher’s advancement hy arbitrary insistence upon the terms of a needlessly rigid contract, if the place can be satisfactorily filled. DEMOCRACY IN THE DEVELOPMENT OF ScHooL PLAN — The superintendent should be recognized as the professional leader of the school system. Each mem- ber of the system should be given oppor- tunity to collaborate in the solution of professional problems; but when a policy is finally determined, it should be loyally supported by all. ww $s I fi p f $ f 0 er OF ant nal m- Or- of icy lly Vol. 10, No. 5 7 ———— RELATIONS BETWEEN SUPERVISORY OFFICERS AND TEACHERS—(a) Co- operation, loyalty, and sincerity should characterize all relations between super- visory officers and teachers. (b) Each teacher is entitled from time to time to statements of his professional record, whether favorable or unfavorable, and may properly make requests for such statements. Moreover, every teacher whose reémployment is not intended should be given timely notice. (c) A supervisor of classroom work should ob- serve the following ethical principles in relation to the teachers whose work he observes professionally: He should ex- press an opinion upon the work observed following each professional visit. He should recommend ways to remove every fault pointed out and allow reasonable opportunity for improvement. He should not criticize a teacher before other teachers or before pupils. He should just as certainly and just as un- failingly point out the excellencies as the faults of the work observed. He should give ample opportunity for conference THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 93 previous to observation of the teacher’s work. (d) A superintendent or other supervisory officer should be ready and willing at any time to answer official inquiries from prospective employers con- cerning the qualifications of any teacher under him, and should be willing to write to any interested party at the re- quest of a teacher, giving a statement of the teacher’s professional record under him, but evasive or equivocal letters of recommendation should not be given. RELATIONS TO PARENTs—(a) Teachers should maintain codperative relations with parents and should meet criticism with open-mindedness and courtesy. (b) Teachers should not discuss the physical, mental, moral, or financial limitations of their pupils in such a way as to em- barrass the pupils or parents unneces- sarily. Nevertheless they should exer- cise the utmost candor, as well as tact, in their communications with parents on matters of real importance. Informa- tion concerning the home conditions of the pupils should be held in confidence by the teachers. TEACHERS" COUNCIL OF EDUCATION . * $$ —From the American School Board Journal, March, 1921 RELATIONS TO PUBLISHERS AND SupP- PLY Houses—No member of the pro- fession should act as an agent, or receive a commission, a royalty, or anything else of value, for any books or supplies in the purchase of which he exercises official decision. TeacHers’ AGENcIES—The profession should unhesitatingly condemn teachers’ agencies that encourage teachers to break their contracts, that work for the ap- pointment or promotion of unqualified teachers, or that make recommendations for positions not known positively to be vacant. Any member of the profession who has knowledge of such action should report it to the Commission on Profes- sional Ethics. LoyALty To ScHOoL Boarps—(a) It is the duty of every member of the pro- fession in a school system to recognize the legal authority of the board of di- rectors and to be loyal to its policies es- tablished in accordance therewith. (b) lf, however, the attitude of a school board should clearly and persistently be such as to prevent the members of the profession employed by it from serving the best interests of the pupils, and if re- peated efforts to remedy the situation have been without avail, then an appeal should be made to the Commission on Professional Ethics. COMMISSION ON PROFESSIONAL ETHICS —(a) There should be a Commission on Professional Ethics operating under the Pennsylvania State Educational As- sociation. “This commission shall consist of the president of the association ex officio and four members of the pro- fession, appointed by the president, with terms of four years each, one term ex- piring on July first each year. (b) It shall be the duty of this commission to study the various problems of profes- sional ethics arising from time to time, to give to inquiring members of the pro- fession its interpretation of the meaning of various principles in this code, to ar- range for investigations rendered ad- visable in connection with this code, to take such action in regard to their find- ings as may be deemed wise, to make recommendations to the State Associa- tion as to amendments or additions to the code, and in general to have over- sight of all questions arising in connec- tion with the ethics of the teaching pro- fession within the State. Plan to attend the Des Moines meeting of the Association July 4-9. It will be the first meeting of the re- organized association. The Journal of the National Education Association Pablished monthly except July and August by the National Education Association of the United States. Fred M. Hunter J. W. Crabtree President retary The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- ents, 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- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal. Subscription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any ehange 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- vided for in section 1103, Act of October 3, 1917, authorized ’ January 26, 1921. Editor-in-chief William C. Bagley Editorial Council Names of members will appear later. Publication Staff Joy Elmer Morgan R. S. Erlandson Managing Editor Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. An Appeal For Our Public Schools HIS IS no time for extravagance in governmental expenditures. Appro- priations should be carefully scrutinized and all unnecessary items eliminated. The times demand the application of the best business principles in the con- duct of public affairs. However, there can be no retrench- ment in the support of education. Money wisely expended for this purpose is an investment in citizenship and an insurance against the revolutionary con- ditions which exist in countries whose peoples are ignorant and illiterate. Our free public school system is an integral part of our free government, essential to its life and ‘prosperity. The only secure foundation for democracy is an enlightened and intelligent electorate. A government of the people and by the people can be no better and no stronger than the composite citizenship of which it is constituted. This fact was recognized by the far- seeing statesmen who founded this Na- tion. William Penn declared that the only way to preserve free government was by the education of all its citizens, “for which,” said he, “spare no cost, for by such parsimony all that is saved is lost.” Washington urged his country- men “to promote as objects of primary importance institutions for the general diffusion of knowledge.” Jefferson, 94 THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION Adams, and Madison taught that the education of all the people furnishes the greatest safeguard for our free institu- tions. : The greatest need of our country to- day is competent, well-qualified teachers to train the future citizens of the Na- tion. We must get rid of the incompe- tent and unprepared in our public schools. The schools of tomorrow should be taught only by the best, and the profession of teaching must be made so inviting that it will attract and hold the best. Any reduction in the salaries of teachers or any failure properly to appreciate the importance of education will turn from the teaching profession those young men and women now pre- paring for their life’s work who should be secured for this most important field of public service. Let us cut down expenditures for luxuries. Let us reduce appropriations wherever it can be done with safety, but for the perpetuity of those ideals and principles which are nearest to the hearts of the American people, there can be no backward step in the development of a strong, intelligent, patriotic citizenry, upon whom must depend the preserva- tion of the things for which we have made such sacrifice in blood and treas- ure. The hgpe of America is in her free public schools. To elevate their standards and promote their efficiency should be the purpose of every American statesman and citizen. Educational Bill Reintroduced HE EDUCATIONAL BILL was introduced by Congressman ‘Towner on April 11, the opening day of the special session of the Sixty-seventh Con- gress. It will be known as H. R. 7. The bill has been carefully revised. Its phraseology is so clear and definite with respect to the preservation of State and local control of education that it cannot be twisted to permit Federal control. The section which carried the appropri- ation of one hundred million dollars is eliminated, and the separate appropria- tions authorized for the five specific purposes are independently set forth. A feature of the revised bill is the creation of a National Council on Education to consult and advise with the Secretary of Education. This Council is composed of the chief educational authority of each State, ex-officio, and not to exceed twenty-five educators representing the different interests in education, and not to exceed twenty-five persons, not edu- May, 192] —— ae cators, representing the public, to be appointed annually by the Secretary of Education, to meet once each year at the call of the Secretary of Education fo; conference on the promotion of educa- tion throughout the Nation. Copies of the revised bill will be furnished free by the National Education Association, Its passage by the Sixty-seventh Con. gress is confidently expected. Money for Education OME SCHOOL OFFICERS are being placed in a hard _ position. They seem to be caught between the demands of teachers for adequate sala- ries, the clamor for lower taxes, the eagerness of city administration to make a showing for economy, and their own desire to be level-headed business men. Prices have gone down during the past few months. “They may or may not reach lower levels. Many business men believe that a period of rising prices is soon to begin. However that may be, there are one or two outstanding facts that should not be overlooked. There is enough money in the country to sup- port education on an adequate basis. The sum required for this primary ac- tivity is less than that spent for any one of a score of the luxuries of life which are vastly less important than education, upon the effectiveness of which depends the safety of everything Americans hold most dear. This fact must be kept be- fore the people. No amount of material gain can take the place of the precious promise of childhood. Schools were much undersupported before the war. Except in a few communities, salaries have not been put up to any satisfactory standard since that date. The present is no time to retrench in education. “Forward march!” in finance, in professional training, and in personal faith is the slogan for all edu- cational workers until there is a well- trained teacher in hearty accord with American ideals in every public-school position in the United States. Our Advertisers HE FIRMS that have taken space in the JOURNAL since it opened its columns to advertising with the January number deserve the appreciation and support of all members of the Associa tion. They have helped to make the JourNAt what it is and in so doing have promoted the cause of education. The advertising columns of the modem magazine are second in importance only to the text itself. The up-to-date firm wi bu wl th wh div of | of ad of the me thr of niti ers| gre the our cial wa shiy as con Th but Ru: Edi TIO mee tod: we vid acte Clat nec ann Ass the ds Id )e- ial yus re ar. ies ory ch in du- ell- ‘ith ool ace its ary and cla- the ving jon. lern ynly firm Vol. 10, No. 5 ——— believes in intelligent, well-placed ad- yertising as the basis of its selling cam- paign. ‘The alert school officer reads the advertisements because he knows that through them he can get the latest word from the best professional and business talent of the country. The Closing Weeks a. WELL that ends well” is as applicable in education as else- where. May marks the beginning of the closing stretch of the school year. This last lap is a period of unusual THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION opportunity for every teacher and school supervisor. It is a time for rounding out the work of the year—a time for deepening the impression in the minds of pupils and public that education is richly worth while. The quality of the work and the teacher’s attitude toward her task during the closing weeks will largely determine whether or not many pupils will continue their education and whether or not many parents will pay willingly and gladly the larger price that must be paid if adequate provision is to be made for equipment and teach- ers’ salaries. The Spirit of Unity HERE IS something that inspires and commands respect in the spirit which impels men to lay aside their in- dividual interests and to unite in behalf of the greater cause. of such spirit that democratic civilization advances. ‘The history of the National Education Association is rich in examples of this spirit of codéperation. Perhaps there is no finer instance of it than the meeting of 1870, when the leaders of three educational organizations, not one of which had yet obtained much recog- nition from the press or the political lead- ership of the Nation, found common ground in one of these organizations for the revitalized association which is today our widely influential National Asso- ciation. ~The National Teachers’ Association was formed in 1857 under the leader- ship of Thomas W. Valentine and D. B. Hagar. That year may well be taken as marking the birth of the National consciousness among educational leaders. The ones who had the vision were few, but they inspired enough others to make a beginning. The address of William Russell, editor of American Journal of Education, on NATIONAL ORGANIZA- TION OF TEACHERS, read at that first meeting, is full of statements of pur- pose which are as true and as applicable today as they were then. For example, “The personal interest of every indi- vidual who pursues the calling, or who means to adopt it, is concerned in every measure which tends to elevate its char- acter or extend its usefulness.” ! The American Normal School Asso- ciation was organized at Norwich, Con- necticut, in August, 1858.2. It had met annually with the National Teachers’ Association since 1866 and was laying the foundation for the appreciation of It is in consequence the importance of special training for teaching and for the scientific study of teaching problems which underlies much of our educational progress. The National Association of School Superintendents was organized during the session of the National ‘Teachers’ Association at Harrisburg, Pennsylvania, in August, 1865. In 1866 it held two meetings: one in Washington, D. C., in February, and the other in August at Indianapolis in connection with the Na- tional Teachers’ Association. This prac- tice of holding two meetings each year was continued up to the time of reor- ganization.* These associations which when the leaven of coéperation began its work, and D. B. Hagar in his address in 1870 as presi- dent of the National Teachers’ Asso- ciation said, “Blending the three asso- ciations into one, we can preserve the advantages of each, and at the same time establish on a broad foundation an organization grand in its proportions, comprehensive in its objects, and pow- erful in its operations.” * The great achievement of the meeting of 1870 was in this quickened loyalty to the larger cause, but another feature of the meeting marks a significant phase in the growth of the Association—a phase probably no less significant and far- reaching in its results than the reor- ganization at Salt Lake City in 1920. This was the recognition of the fact were the had grown up ‘Proceedings of the National Teachers’ Association . reprinted from Bar- nard’s American Journal of Education with additions, Vol. 1, 1857, Barden (1909), p. 16. *N. E. A. Fiftieth Anniversary Volume, p. 524. *Ibid., p. 524. *Addresses and Journal of Proceedings of the American Normal School and the National Teachers’ Asso- ciations, Cleveland, Ohio, 1870, p. 95. *Fiftieth Anniversary V6lume, p. 528. that every educational leader has two sets of interests—one a general inter- est in the universal principles that un- derlie all education; the other a specific interest in the peculiar phase of educa- tional activity to which he has chosen to devote his life. Without the broader every educational worker, education could not hope to be- interest, uniting come a democratic and a universal thing which command the respect ®f Without the peculiar interests could not that effectiveness of application and technique needed to hold popular sup- port once it had been won. would the entire people. education develop A great uni- fying national educational congress was necessary, but no more essential than the development of fellowship and common purpose in each of the special fields. The meeting of 1870 found the solution in the departmental type of organiza- tion. It retained the ideal of the gen- eral meeting, but provided the Depart- ment of School Superintendence to con- tinue the work of the former association of superintendents, and the Department of Normal Schools to carry on the work in promotion of teacher-training that its predecessor had begun. There were two special interests not yet recognized for which new departments were created at this meeting—elementary education and higher education, with no less a man than Charles W. Eliot at the head of the latter, Twenty-one departments now repre- sent special phases of education at the Association’s meetings and have their proceedings printed in its annual vol- ume. Over a score of special organiza- tions interested in other specific phases of education meet at the same time and share the pages of the Association’s pro- gram and the work of its publicity or- ganization. The central organization has likewise grown. For many years the attendance had not exceeded 400 members,® but as the place of the Association in the National life came to be more clearly recognized by such organizers and lead- ers as Thomas W. Bicknell, who was president in 1884, the enrolment began the rapid upward climb which now has exceeded 60,000 and which should not cease until half the teachers of the land have made themselves a part of the movement for enlightened democ- racy. Only thus can teachers present their educational ideals to the public with such dynamic and compelling foece that they will become the common prop- erty of the Nation. New Report on School Conditions ENS OF THOUSANDS of school children are now housed in insanitary or dangerous build- ings; 1,800,000 children have a play- ground space of less than thirty-four square feet and hundreds of thousands of other children are attending school only part time or are sitting in classes that are too large for effective work, according to a study recently made of conditions in 429 cities of 8000 popula- tion or over by the American City Bureau. This inquiry is one of a series which seeks to interest the public in the prob- lems of the schools. The increase in average daily attendance in the 429 cities studied is 21 per cent for the six- year period ended 1919-20. During the same period elementary-school attend- ance has increased 17 per cent, while attendance in kindergartens has increased 30 per cent. The Great Plains cities are furnishing kindergartens for a larger per cent of their children than are the cities of any other geographical group. Junior high-school attendance _in- creased seven times during the six-year period and promises to continue fo de- velop rapidly. In spite of the number of students taken from senior high schools by the development of the junior schools, these schools have increased in attendance during the period studied 39 per cent for the entire country, 59 per cent in the South, 55 per cent in the Great Lakes cities, and only 18 per cent in the Great Plains cities. ‘This report is the second of a_ series published for the National Committee for Chamber of Commerce cooperation with the Public Schools by the American City Bureau. This Committee was organized in February, 1920, for the purpose of inquir- ing into the conditions of urban schools and assisting, through the codperation of civic and commercial organizations with city school officials, the study and devel- opment of the local school program upon a basis of carefully assembled facts. The first report of the Committee, summarized in the January JouRNAL, presented the facts about salaries, training, and experience of teachers in American cities. There is now under way a survey on revenue and ex- penditure and the educational program of urban public schools. The report here summarized has been prepared under the direction of the executive committee, rep- resenting the larger committee. The com- pilation of the statistics and the prepara- tion of the report has been done by J. R. McGaughy. Single copies may be had postpaid for 20 cents; ten or more copies for 15 cents each. Orders should be sent to Fred A. Richardson, Executive Secre- tary, American City Bureau, Tribune Building, New York City. Evening-school attendance has fallen off 21 per cent under the influence of the competition of high wages which prevailed during the six years covered by the report. One of the striking facts revealed by the study is the large number of chil- dren who leave the public schools be- tween the ages of thirteen and sixteen. “According to the reports from 290 cities 6 per cent of the children have left school before their thirteenth year, 19 per cent before fourteen, 38 per cent before fifteen, and 64 per cent before they are sixteen years of age. “In the geographical groups, the highest per cent of these children remain in school in the Western cities. Of the children fourteen years old 86 per cent, of those fifteen years old 69 per cent, and of those sixteen years old 49 per cent are in school. Only one-third of the children of these ages combined leave school. Next in order are the Great Plains cities, then the Southern, the Great Lakes, and lowest of all are the Eastern cities. In this last group only 29 per cent of the children sixteen years of age, and 56 per cent of those from fourteen to sixteen years, inclusive, are in school.”’ “These cities vary widely in their tax rate for school purposes and in their ESSENTIAL FACTS—FIFTEEN GEOGRAPHICAL AND SIZE GROUPS annual expenditure per pupil attending school. ‘The median tax rate allowed for school purposes is $15 per thousand of the assessed valuation. Half of these cities allow a rate between nine and twenty-five dollars per thousand. The range for all cities reporting is from $1.60 to $60.” SECOND Part OF THE REPORT—This part of the report gives certain facts for each of the cities which participated in the survey. It is possible from the tables given to obtain the relative stand- ing of the various cities with reference to date of construction of the building which houses the median child, number of rooms in the median elementary school building, the type of the median building, number of square feet of play- ground per median child, per cent of increase in attendance during six years for elementary and senior high schools, number of pupils in the median class of elementary and senior high schools, the actual number and the per cent of pupils housed in unfit buildings, the number of pupils on half time, the average annual expenditure per pupil, and the rank of the city with reference to each of six items. By consulting the table below it is possible to compare conditions in any city with those in other cities of its class, ! Id [96 | 'e | 8 |4, laa | * & 2 Cn os < oe s.2 $ x =8 | 20 ob & Sok ~ 2 1S) Bo | §% o as | Lm fo & ES m a; a | £0 & —= =| 5 v | 38 a 5 | 86 3 E 28 {| Sa ao Em — 52? ao | “82 | 6 | Sa | 28 | 8 ps of Cities e235. an 28s gu GA & 8 Pe -B 3 : SP | ee Sue 32 | 3 rT) Be aso ° ) Om £YU n on2O ae _ peetarecmereneraertin and highest salaried position. We are courses. Something of interest to Specialists and School Officials . | ‘ . Write for Information here with both. The Outlook for the Summer quarter for teachers and others teacher is interestingly told by an ex- a, Study = national eae ¢ educational experts and spend r c ac eo | Faas ‘onteal tet pert in our booklet, “Teaching as a | summer at the National Capital. Business.”’ Send for it. = ROCKY ITT TEACHERS LOUIS WIN RAPEER, Ph. D. AGENCY Other Offices: 437 Fifth Ave., New York; Symes | President 410 U.S.NarT. BANK BLDG. DENVER, COLO. Bidg., Denver, Colo.; Peyton Bldg., Spokane, Wash. | Write for catalogs UNEXCELLED SERVICE—FREE ENROLLMENT ea! OTHER OFFICES: In All Offices PORTLAND, ORE. MINNEAPOLIS LOS ANGELES KANSAS CITY, MO. N.W. Bank Bldg. Lumber Exchange Cham. of Com. CHICAGO Application for space now received Fisk Teachers Agency COMMERCIAL Temple University 28 E. Jackson Blvd., Chicago E. E. OLP, Manager E xX H I B I 6 3 S [o] All former records of the Agency broken in 1920. Great demand for teachers for next In connection with the Meeting of the fall. If available for any kind of teaching . , position, write us. Affiliated Agencies in prin- NATIONAL EDUCATION Summer Sesston cipal cities. ASSOCIATION CoLLEGE OF LIBERAL ARTS DES MOINES, IOWA TEACHERS COLLEGE ALBANY TEACHERS’ AGENCY Jury 4-8, 1921 81 CHAPEL STREET Axsany, N. Y. Supplies Schools and Colleges with Affords a splendid opportunity for the display of ‘ competent teachers. We can increase School Supplies School Furniture SCHOOL oF Music your range of choice and save you Office Equipment Office Appliance University Hicu Scuo time and trouble. Textbooks Maps, Etc. a Harlan P. French, Pres. Willard W. Andrews, Sec. SCHOOL OF COMMERCE July 5 to August 16, 1921 Rates and Information furnished by THE NATIONAL EDUCATION [0] THE FISK TEACHERS’AGENCIES ASSOCIATION EVERETT O. FISK & CO., Propnetors WASHINGTON, D. C. Send for circular Boston, 2a Park Street Chicago, 814 Steger Bid. ’ ss New York, 225 Fifth Ave. Denver, 317 Masonic Bld. Dept. of Commercial’Exhibits 1201 16th St. N.W. Syracuse, 402 Dillaye Bldg. Portland, 604 Journal Bld. + F Pittsburg, 549 Union Arcade Berkeley, 2161 Shattuck Av. Office for all Departments: Birmingham, Al., 809 Title B.-Los Angeles, 510 Spring St. Pra a a a : COLLEGE HALL Send to any address above for agency manual Broad Street Below Berks Philadelphia, Pa. Teacher Placement at Cost L . SE ae We operate on a cost basis. No registration Telephone, Diamond 631 fee. Through our various offices and affiliated interests we cover the entire country. : Ww. B. Ittner, F. A. I. A. National Teachers Agency General Office, Evanston, Illinois Architect and School Specialist BUY YOu Write tod rite toc ay for quotations on Chicago Washington New York Boston Walla Walla BOARD OF EDUCATION BUILDING anything you need for your school. We are Headquarters for School SAINT LOUIS MISSOURI Supplies, also everything your Jan itor needs to keep the school clean from top to bottom, including out Teachers for Schools—Schools for Teachers oo SUPPL ES famous “Casmire Process” for the We serve teachers and schools everywhere. We believe that placement is as important as preparation. G .” LOCKHART sanitary renovation and refinishing Write or wire our expense your needs, real or in prospect, ics of School Desks—making thems goodasnew; Haynes Electric Vacuum and we will give personal service to each request. J Have promoted over 20,000 teachers. Architect Blackboard Eraser Cleaner; P. V. Cleaner National Teachers Agency, Inc. for cleaning wood work and walls; Nation D. H. COOK, General Manager al Furniture Polish, etc., etc. Orden 327 Perry Building Philadelphia, Pa. $91 ENDICOTT BUILDING ST. PAUL, MINN. received now for July delivery, September ’ dating. We will save you money. Cl k T h 9 A National Wood Renovating Company ark eacners enc 1424-26 WALNUT ST., KANSAS CITY, MO. PAUL 8S. FILER, Mana B y FRANK IRVING COooPER Warehouse: Branches: Indianapolis, 132 E. Court St. ts : “ New York City Oakland, Cal., 312 12th % 412 Cham. of Com. Bldg. SPOKANE Specialist in School House Design Ww t a higher salary and a better position than res on yh pn without our aid. If you ah a position 33 CORNHILL : BOSTON, MASS. in any of the Western States, write us. We are a national Cheieman N.E.A. Committee on Standardization Kindly Mention agency offering Free Registration _in seven offices— of Schoolhouse Planning and Construction | 5 Percent Commission. THE JOURNAL PECIALISTS Fee (©) ‘All States. Ger detail ety (@ When Writing Advertisers EDUCATIONAL BUREAU _ BERKELEY, CALIF - ODEON BLDG.,ST. LOUIS,Mo : Dia. setts