21 


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VOL. X OCTOBER, 1921 No. 8 








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: ~ = The JOURNAL of the F 
it 2 NATIONAL EDUCATION |: 


ASSOCIATION ik 
i ee ae 


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AY 

iB Better Salaries for Better Teachers , 135 N t: 
ay The Call to Service. ; ; ; ‘ ' ; 135 % 
The State Program in Education : ; : ‘ : 137 Fy 

. Professional Organization for Results ; . ‘ ; 139 i) 
. Ethics for Teachers. ; 5 ; ‘ ; ‘ : 140 ee 
Pennsylvania State Education Association ‘ ; 141 Me 

° Editorial ; ; ‘ ; ‘ . ‘ ‘ ‘ 142 we 


Educational Advance ; ; . : ; ; 144 ay 
Notes and Announcements i ; : 
Secretaries of State Associations , : ‘ ; ; 146 WB 
Guide to New Books : ; . 7 ae ‘ 147 Us 
Educational Opinion . ; ‘ : : ; : 148 Me 







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 | 103, Act of October 3, 1917, authorized January 26, 1921. 


The Master Key 


To the New Geography 


The old type of geography teaching is dead. The 
new geography takes its place. 

Teachers find the Frye-ATwoop GEOGRAPHICAL 
Series the master key to the new geography. 
They will especially welcome, therefore, 


Teaching the New Geography 


3y WaLLAcE W. ATwoop 


This is a manual for the Frye-Atwood Geo- 
graphical Series—and more. It gives teachers the 
spirit of the new geography teaching. 


You will find here: A full explanation of regional 
geography; a helpful discussion of problem-method 
teaching; a number of type problems worked out in de- 
tail; additional lists of suggested problems; full and 
practical suggestions for the use of the Frye-Atwood 
maps and illustrations; answers to all the problems and 
review questions in the Frye-Atwood, Book Two. 


GINN AND COMPANY 


BOSTON NEW YORK CHICAGO LONDON 
ATLANTA DALLAS COLUMBUS SAN FRANCISCO 


McMURRY AND PARKINS 
GEOGRAPHIES 


These books are the culmination of a 
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They follow a well-defined, well-estab- 
lished educational procedure with ref- 
erence to the subject of geography. 


The one great principle on which the 
authors have consistently worked out 
the details of the series is that of adapt- 
ing the materials of geography to the 
capacities of children instead of subor- 
dinating the child to a subject which 
hitherto has presented unusual diffi- 
culties. 


The Macmillan Company 


New York Atlanta San Francisco 
Boston Chicago Dallas 





The Classroom Teacher 
At Work in American Schools 


AMERICAN EDUCATIONAL SERIES 


By Grorck Drayton Strayer, Professor of Educational] 
Administration, Teachers’ College, Columbia University, 
and N. L. IX NGELHARDT, Associate Professor of E.duca- 
tional Administration, Teachers’ College, Columbia Uni- 
versity. 400 pages. 


HIS is a new kind of pedagogical book. It 
presents the work of the teacher from a 
broad angle—that of co-operation with the 
school system and school officials—yet it gives 
scrupulous care to some of the most puzzling 
problems of the classroom. 

The subjects treated include the qualifications 
of teachers, salaries, courses of study, daily pro- 
grams, discipline, records and reports, school 
hygiene, training for citizenship, teaching chil- 
dren to study, the teacher and the community, ete. 
These subjects are treated here with reference to 
conditions existing today and are presented help- 
fully, suggestively, and completely in the light of 
the best educational thought. 


AMERICAN BOOK COMPANY 


NEW YORK CINCINNATI CHICAGO BOSTON 


Our New Catalogues 


are ready and we want to send you 
copies free and postpaid. 
Catalogue No. E—Books and Seat 
Work Material. 
Catalogue No. 212—Furniture and 
School Supplies. 















OCTOBER, 1921 


Better Salaries for Better Teachers’ 


D. B. WALDO 


President of the State Normal School, Kalamazoo, Michigan, Chairman of the Committee on Salaries 


TEACHERS of the United 
States 140,000 have had training 
equivalent to high-school graduation and 
two years or more of professional train- 


Q: THE PUBLIC -SCHOOL 


5. The public must everywhere ac- 
cord to the teaching profession a decent 
degree of social recognition. 

6. There will be a shortage of trained 
teachers until such time as compensation 


care, insurance, church, legitimate char- 
ity expense, and all desirable facilities 
for wholesome recreation and the pro- 
motion of health. 

2. Social and professional growth, in- 








ing in addition. Of our 
public-school _ teachers 
560,000 have had less 


than this modest mini- 
mum. America’s greatest 
educational need is a 
trained teacher for every 
child. To reach this goal, 
the members of the teach- 
ing profession in America 
must agree to the follow- 
ing— . 

1. Make use in season 
and out of season of legiti- 
mate effective publicity 
and propaganda. 

2. We ourselves must 
see to it that needed legis- 
lation is enacted which 
will require a decent 
minimum of training for 
all who are permitted to 
enter the teaching profes- 
sion. 

3. Superintendents, 
principals, and high-school 
teachers must comprehend 
the problem as a whole 
and exercise such influence 
that a fair percentage of 
the best boys and girls in 
the upper quartile of our 
high-school senior classes 
shall be attracted intd 
the teaching service. 

4. The State must pro- 
vide teacher-training in- 
stitutions of college rank 
properly equipped and 
supported, and numerous 





; 








THE CALL TO SERVICE 
Charl Ormond Williams 


President of the National Education Association, Superintendent of the Shelby 
County Schools, Memphis, Tennessee 


HE CALL to service in the National Education As- 

“ sociation has never been clearer than now. There are 
important tasks ahead—big, challenging tasks that call 
for the best effort of the organized teachers of the Nation, 
The call is to educators of all classes and ranks. Adequate 
elementary education must be provided for every Amer- 
ican child, which means that there must be enormous 
improvement, particularly in rural education. Secondary 
education must eventually be made a vital, universal op- 
portunity for every boy and girl.~ Higher education— 
general, professional, and technical—whether under public 
or private auspices must be helped to grow both in 
quantity and quality until it is able to meet full and 
ready-handed the problem of training the leadership of 
our democracy. Libraries for rural communities as well 
as urban must be built up to keep alive the high purpose 
and the spirit of intelligence which schools exist to create. 
The ideals of educated men and women must more and 
more be made the ideals of our whole people. All this 
will require leadership. Our Association must help to 
provide that leadership. It will require professional 
unity—in locality, State, and Nation. Our Association 
must enlist the profession and help obtain that unity. 
The right development of education in America will re- 
quire far-reaching changes in the methods and ideals of 
revenue raising. It is for the National Education As- 
sociation through study and publicity to light the way. 
Public sentiment must be quickened to see education in 
the perspective of its true importance. Our program of 
service includes all of these things. Let us join hands to 
make this year the greatest in the history of professional 
organization among teachers. Let us work shoulder to 
shoulder for the growth of the National Education 
Association and the realization of its program of service. 





cluding expenditures for 
social life, including as- 
sociation with the attract- 
ive personalities of one’s 
community, reading mat- 
ter, music, art, expense of 
educational associations 
and meetings, travel, and 
professional training in 
institutions of learning. 

3. For a high percent- 
age of all teachers, women 
as well as men, especially 
those who have been in 
the profession five years 
or more, compensation for 
the support of members of 
the family or other de- 
pendents. 

4. An annual surplus 
for investment. A teacher 
who has served faithfully 
and invested thriftily for a 
period of thirty or thirty- 
five years should have a 
living income from invest- 
ments. ‘The teacher is en- 
titled to a return for the 
investment of time and 
cash involved in prepara- 
tion for professional duties. 

The average salary in 
the United States is still 
pitifully inadequate. It is 
not sufficient to attract 
enough high-grade young 
men and young women 
into the profession to do 
the job which must be 





enough to insure within a reasonable 
period—five years—a trained teacher for 
every child. 





*Report of the Committee on Salaries given 
before the Representative Assembly of the 
National Education Association, Des Moines, 
lowa, July 5, 1921. 





done. This inadequacy is 
is adequate to make the profession at- mot due to National poverty. We are 
tractive. not poor. We are rich. 


Adequate compensation must be suffi- 
cient to provide— 

1. A living which includes food, 
clothing, housing, laundry, incidental 
essentials, medical, dental and surgical 


[135] 


There is indubitable evidence of the 
ability of the United States to pay ade- 
quate salaries to the teachers of our pub- 
lic schools. This evidence may be enu- 
merated under four heads. 





136 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





1. Census reports each decade indi- 
cate a tremendous annual production of 
new wealth, and for the year 1920 an 
enormous sum total of all wealth. Our 
total measureable wealth is estimated at 
the sum of $300,000,000,000. We pro- 
duce $60,000,000,000 in new wealth 
annually. Farm values, including lands 
and buildings, increased from the sum 
of $30,801,000,000 in 1910 to $67,795,- 
000,000 in 1920. 

2. State and Federal reports of bank’s 
savings deposits are a definite index to 
vast accumulations and indicate tre- 
mendous wealth. Bank’s savings de- 
posits in Michigan stood at $134,924.,- 
000 in 1907. In 1920 savings deposits 
for this same commonwealth stood at 
$525,671,000—an increase of 296 per 
cent. For every single year from 1907 
to 1920 bank’s savings deposits in Mich- 
igan show an increase over the preceding 
year. 

3. Another sure index of rapidly in 
creasing wealth is shown in the net in 
comes of corporations. In 1910 this 
total net income for Michigan was 
$95,666,000. Im 1918 this total net in- 
come of all corporations in Michigan 
amounted to $338,729,000. 

4. That our ability adequately to sup- 
port a system of public schools is limited 
only by our desire for public-school serv- 
ice is clearly indicated in our expendi- 
ture for luxuries. Edith Strauss, head 
of the Women’s Activity Division of the 
Department of Justice, during the high- 
cost-of-living campaign compiled statis- 
tics which indicate that the average 
family has been spending $348 a year 
for luxuries. Included in the total 
amount is $2,110,000,000 spent for to- 
bacco, $800,000,000 for cigarettes. 
$800,000,000 for loose tobacco and 
snuff, and $510,000,000 for cigars. 
The total expenditure for automobiles 
is put down at $2,000,000,000. The 
total amount spent for candy is $1,000,- 
000,000, for soft drinks $350,000,C000, 
for chewing gum $50,000,000, for per- 
fume and cosmetics $750,000,000, and 
for furs $300,000,000. It seems to be 
as clear as daylight that we have not 
reached the limit of wise expenditure 
for public-school education when our 
schools, public and private, cost less than 
one-half of our annual tobacco bill. 

The cost of living determines in part 
adequate compensation for _ salaried 
classes. According to the National In- 
dustrial Conference Board, the cost of 
living on May 1, 1921, as compared 
with the cost of living in July, 1914, 
stood at 165.7. In other words, while 
there has been a marked decline in cost 





October, 192} 


= ————S—$ $s $$ 


of living from 1920 to the present time 
in 1921, there is still an increase of 65.7 
per cent. 

For food the increase is 52 per cent, 
for shelter 71 per cent, for clothing 68 
per cent, for fuel and light 78 per cent, 
and for sundries 85 per cent. The esti- 
mate of the total increase of 65.7 per 
cent is based on retail prices of the com- 
ponent elements in the family budget, 
weighted according to consumption by 
average wage earners before the war. 

According to the Bureau of Labor, 
the increase in cost of living from De- 
cember, 1914, to May, 1921, in five 
large cities was as follows: Chicago, 
78.4 per cent; Cleveland, 84.7 per cent; 
Detroit, 93.3 per cent; New York, $1.7 
per cent; Philadelphia, 79.8 per cent. 

The main argument for better com- 
pensation must now rest upon the gen- 
eral law of supply and demand. ‘The 
demand for trained teachers is greater 
than at any time in the history of our 
public-school system. The effective pub- 
licity campaign of the National Educa- 
tion Association, the wholesale exposi- 
tion in the public press and in standard 
periodicals of the actual teacher situa- 
tion in our public schools, has led to 
the increased demand for better teach- 
ing. The public is not yet asking for a 
trained teacher for every child, but we 
are rapidly approaching that goal. 

While the demand has been increas- 
ing, the supply is still lamentably low. 
The reports of the Bureau of Education 
and the bulletins of the N. E. A. Com- 
mission on the emergency in education 
reveal great masses of immature, un- 


trained, and incompetent teachers in oy; 
public schools. The folly of intrusting 
school children to the incompetent ang 
the waste due to the large annual turp. 
over in our public-school teaching forge 
call for no discussion before this body, 
There is appalling waste in a large part 
of our public-school system due to jp. 
competent teaching. 

The discussion of this waste must be put 
before the public, and especially before 
organized groups of men and women jn 
local communities everywhere through. 
out the American commonwealth, 
Through this discussion we must in. 
crease the demand for teachers who are 
really fit to do the job. 

While we must constantly emphasize 
the importance of training and of ade. 
quate compensation to reward the 
trained teacher, we may expedite mat- 
ters by legislating the untrained out of 
the profession. In Michigan a boy or 
girl eightéen years of age, who can pass 
a third-grade examination, may be cer- 
tificated to teach after a minimum of six 
weeks of professional training. Through 
new legislation, in five years from the 
present time, nd person will be certifi- 
cated to teach whose training represents 
less than graduation from an approved 
high school and one year of professional 
training in addition thereto. The time 
has come when by legislative enactment 
it should be made illegal for a common- 
wealth to intrust the training of its 
school children to those who have made 
no adequate preparation for the work. 
The competition of the incompetent at 
the present time unquestionably affects 








LIFE 


Henry van Dyke 


Let me but live my life from year to year 
With forward face and unreluctant soul; 
Not hurrying to, nor turning from, the goal; 
Not mourning for the things that disappear 
In the dim past, nor holding back in fear 
From what the future veils; but with a whole 
And happy heart, that pays its toll 
To Youth and Age, and travels on with cheer. 


So let the way wind up the hill or down, 

O’er rough or smooth, the journey will be joy; 
Still seeking what I sought when but a boy, 
New friendships, high adventure, and a crown, 
My heart will keep the courage of the quest, 
And hope the road’s last turn will be the best. 


[From Music and Other Poems, Scribner, 1919] 














21 


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the 
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Vol. 10, No. 8 





the general level of our salary schedules 
for the nation as a whole, and it seems 
clear that we must wage an unending 
fight until victory is won. 

While it is true that salary schedules 
are not yet satisfactory, speaking for the 
country as a whole, it is also true that 
we have been moving rapidly in the 
right direction since 1919. While it is 
true that statistics for 359 cities show 
an average salary increase of but 61 per 
cent since 1914 and that this increase 
does not equal the cost of living, it is 
also true that a major part of the in- 
crease came in a two-year period preced- 
ing the investigation. In January, 1919, 
the demand for a miniumum salary of 
$1000 was looked upon as radical. At 
the present time a high percentage of 
cities offer a minimum salary of $1200 
or more. ‘There has been a marked in- 
crease in money compensation in the past 
two years. Reports from a large num- 
ber of cities in the United States indi- 
cate that there will be no diminution in 
cash compensation, and that schedules 
calling for an annual increase are being 
maintained. 

It seems clear to the Committee that 
if we are to attract into the teaching 
profession a fair percentage of the best 
boys and girls who are graduating each 
year from high school, we must insist 
upon a living minimum salary with a 
rapid annual increase during the first 
four or five years of service. It has been 
clearly demonstrated that we cannot at- 
tract enough young people into the pro- 
fession to keep the ranks filled on the 
basis of apprenticeship schedules for the 
early years. 

It is more important, however, that 
we shall insist upon adequate compensa- 
tion for those who have served a decade 
and have indicated their intention of re- 
maining permanently in the _ public- 
school service. These people constitute 
the backbone of the teaching force in 
nearly all communities and must be paid 
if they are to be retained at a maximum 
of efficiency. Their salaries are still all 
too meager. Teachers accumulate de- 
pendents with lengthened years in the 
service. The mature teacher must be 
more adequately compensated and liberal 
salary schedules should reward extended 
cultural and professional training. We 
must have special rewards for the espe- 
cially gifted teachers. The compensa- 
tion of superior teachers in every public- 
school system should be recognized more 
generally in terms of cash. 

Here and there throughout the coun- 
try, and for the most part in recent years, 
cities have adopted the policy of paying 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


grade teachers compensation equivalent 
to that paid high-school teachers where 
training, experience, and skill are equiv- 
alent. This practice rests on a sound 
basis. The movement is bound to spread 
rapidly during the next decade, and is 
entitled to our cordial support. 

In conclusion, the members of this 
association must make it their business to 
attract into the teaching profession a 
fair percentage of the upper quartile 
from our high-school graduating classes. 
We ourselves must take a large part in 


the campaign for adequate compensation. 
We must have publicity, especially pub- 
licity of facts, strong leadership, more 
thorough organization, and a campaign 
that continues. We must utilize all the 
organs of publicity, including the press, 
and we must retain the aid of organized 
groups of men and women in every cor- 
ner of the land. We must present edu- 
cation as an investment and an insurance 
and we must free ourselves from what 
has been servitude to low ideals, both as 
to training and compensation. 


The State Program in Education 


GEORGE H. REAVIS 
Assistant State Superintendent of Schools, Baltimore, Maryland 


STATE PROGRAM in educa- 
tion is a working plan for meeting 
the educational needs of the State. It 
attempts to solve the larger and more 
important educational problems, not 
only of the State, but of the Nation, 
within the State, and should cast into 
definite form the general outlines in 
which the National program is expressed. 
The schools are confronted with sev- 
eral problems which are peculiarly de- 
pendent on the State for solution. I 
shall discuss three of these which are 
important elements in any State pro- 
gram. Something must be done—by 
the State—so that the supply of well- 
trained teachers will eventually become 
adequate. Means must be devised—by 
the State—in order that sufficient funds 
will eventually be available to every 
section for maintaining the public 
schools at a high standard of efficiency. 
A campaign must be continually con- 
ducted—by the State—to educate all 
the State’s people properly to appreciate 
the value of good schools. 

The, most urgent need of the schools 
today is an adequate supply of com- 
petent teachers. The teacher-training 
problem is primarily a question of pro- 
duction. The supply of properly trained 
teachers is inadequate because produc- 
tion only fractionally approximates the 
demand. 

A vast army of experienced teachers 
leaves the service each year. But if all 
the trained teachers entering the service 
in the past twenty-five years were still 
in service, it would be necessary to em- 
ploy a large number of untrained teach- 
ers. No State can hope to replace im- 
mediately its untrained teachers with 
teachers satisfactorily trained, but cer- 
tainly every State should at least strive 





to replace every teacher who drops out 
with a trained teacher. 

To attack this problem in a business- 
like way, a State should determine the 
number of teachers it needs each year, 
and proceed to produce them. In Mary- 
land, where the county is the local unit 
of school administration, we have tabu- 
lated by counties this loss of teachers, 
or “turnover,” and are trying to hold 
each county responsible for getting 
enough candidates in training each year 
to meet its annual turnover. By as 
much as any county falls short of its 
quota, some other county must exceed 
its quota or the State will fall short of 
its mark. But to place this number of 
women in training from the counties of 
Maryland would require all the girls 
at present being graduated by the four- 
year high schools in that territory, as 
the number of girls graduating is ap- 
proximately equal to the turnover in the 
teaching service. We cannot hope to 
have all girls graduating enter the teach- 
ing profession. Some high-school grad- 
uates should not attempt teaching, and 
some of those who should enter the serv- 
ice will be unable to do so. It is ap- 
parent, therefore, that we cannot hope 
to supply immediately enough trained 
teachers outside the cities to meet the 
present annual turnover. This is true 
for the rural districts of the whole 
country. But if the towns, villages, 
and rural districts are to have trained 
teachers, they must, eventually, produce 
them. As the schools are improved, a 
larger number of children should com- 
plete the elementary course while young 
enough to secure a high-school education, 
and as the high-school facilities are ex- 
tended more generally to the rural dis- 
tricts, a larger supply of high-school 






































































138 


THE JOURNAL OF THE NATIO 








graduates should be available to train 
for teaching positions in their home ter- 
ritory. 

But at the same time that a State is 
attacking the problem of production, it 
must endeavor, by making the remunera- 
tion for teaching more attractive to 
those in service, to reduce the annual 
turnover to a minimum. Higher sal- 
aries may not exert a very large and 
immediate influence to bring candidates 
into training, but adequate compensation 
and good working conditions will ma- 
terially reduce the annual turnover. 
Salaries, however, cannot be increased 
to the point where the financial rewards 
will put all desirable high-school gradu- 
ates in training. ‘This can be done by 
lowering the cost of subsistence to nor- 
mai-schoo! students. 

in Maryiand the State provides room, 
beard, laundry, books, tuition, and ail 
other necessary expenses in the normal 
schools at a cost of one hundred dollars 
a year, and this sum is loaned to good 
prospects who do not have it. 

Some States have tried to produce 
teachers by legislation, saying, that after 
some future date, teachers with less 
than a certain standard of training would 
-not be employed. But when the time 
arrives and enough trained teachers 
have not been produced, the experiment 
ends by continuing the schools with the 
material available, and setting some new 
future date after which only trained 
teachers are to be employed, because it 
is better to have a school taught by the 
best candidate available than to have no 
school at all. 

Although it is impossible to replace 
immediately the untrained teachers now 
in the service, a State can do much to 
raise its untrained teachers to a higher 
standard through adequate supervision, 
summer-school instruction, extension 
courses, and the like. 

Successful department stores find that 
it pays to employ one supervisor for each 
fifteen to thirty clerks. In large tele- 
phone exchanges, one operator in eleven 
answers no calls but directs the other 
ten on duty. In good hospitals one 
nurse in seven attends no patients but 
directs the other six. Five bricklayers 
will lay more brick if one of them, 
rather than laying brick, directs the 
other four. The Maryland program 
calls for one supervisor for each forty 
teachers. The State supports extension 
courses, and all teachers with less than a 
normal-school education are required to 
attend summer school at least once in 
three years. 





The problem of financial support is 
the perennial problem of school adminis- 
tration. In many school systems it takes 
so much of the superintendent’s time 
that he has little left for anything else. 

The States have thrown too much of 
the burden of school support on the 
local unit. Until the Federal govern- 
ment appropriates liberally for schools, 
a State should pay fifty per cent of the 
total current cost of education, and a 
part of the school appropriation should 
be distributed in inverse ratio to the 


wealth of the local units, so that the 
poorer units may have school facilities 





HOMAS E. FINEGAN, repre- 

senting the National Education As- 
sociation at the Pan-Pacific Educational 
Conference, caught by the camera hold- 
ing a native of Hawaii. An ocean voy- 
age and the charms of Hawaii have not 
lessened Dr. Finegan’s interest in child- 
hood, demonstrated by his significant 
achievement as State Superintendent of 
Public Instruction in Pennsylvania. 





comparable to those in the more favored 
centers of wealth. A State should not 
give special help to poor local units until 
they have made as much effort as the 
wealthy units, but when a poor district 
has done this the State should make it 
possible for the poor unit to have schools 
comparable with those of the more fa- 
vored centers of wealth. A State should 
make it possible for all local units to 
carry the minimum or required educa- 
tional program with the average local 
school tax-rate. Any local tax levied 
in addition to the average rate for the 
State should be available for exceeding 
the prescribed program. 

In Maryland, the wealthier counties 
have five times-as much wealth as the 


NAL EDUCATION ASSOCIATION 





October, 1924 


ee al 


poorest counties; they spend twice a 
much on each child, but have local tax. 
rates for schools only half as high as the 
poorest counties. The local tax-rate jp 
the wealthy counties is about fifty cents 
on each one hundred dollars’ actual 
valuation. In the poor counties it is 
approximately one dollar on the hun. 
dred. The average is about Sixty-five 
cents. The Maryland pzogram pro. 
vides that any county which (with 4 
sixty-five cent school tax) can not pay 
the higher salaries proposed (which 
shall not exceed seventy per cent of the 
current expenses, leaving at least thirty 
per cent of the budget for purposes other 
than teachers’ salaries) may have 
enough from the State equalization fund 
to enable it to carry the program, and 
all money raised locally in excess of a 
sixty-five cent tax may be used to sup- 
port a higher standard of school facilities 
than the State requires. This will place 
the poorer counties more nearly on equal 
terms with the wealthier ones. 

But, a State program in education js 
not complete when it has analyzed the 
important problems confronting the 
schools and presented a comprehensive 
working plan of school improvement. 
It must also provide for acquainting the 
people of the State with the facts on 
which it is based and the improvements 
proposed so they can act intelligently on 
the issues involved. In Maryland we 
began formulating our program a year 
and a half ahead of the meeting of the 
General Assembly and began presenting 
it to the public a year ahead. Teachers’ 
meetings have been held throughout the 
counties to discuss it, and it has been dis- 
cussed in patrons’ meetings, women’s 
clubs, the League of Women Voters, 
the granges, and before all other groups 
where an interested audience could be 
secured. It was the topic for discussion 
at the recent high-school commence- 
ments, and will be presented to the State 
Press Association, with continuous news- 
paper publicity. An effort is being 
made to commit everybody, from the 
Governor down, to the support of the 
program in the coming session of the 
General Assembly. The old method 
was to take our needs to the Lord in 
prayer; the more modern way is to take 
them to the people with confidence. 


Educated Dog—‘Lay down, pup. Lay 
down. That’s a good doggie. Lay 
down, I tell you.” 

“Mister, you'll have to say, ‘Lie 
down.’ He's a Boston terrier.” — Nash- 
ville Tennesseean. 











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Professional Organization for Results 


ARTHUR H. CHAMBERLAIN 


Executive Secretary, California Teachers’. Association, San Francisco, California 


TION—The first requisite to 

the securing of results is gen- 
eral participation by teachers in the 
activities of their organization. Only 
as teachers assume the responsibilities of 
membership can adequate results be se- 
cured for society, the organization, or 
themselves. ‘Teachers are beginning to 
realize that the enthusiasm and inspira- 
tion that comes from numbers meeting 
together is an important asset. They 
further realize that in the matter of im- 
proved methods, more sensible selection 
of textbooks and equipment, more ade- 
quate salaries, and improved legislation, 
it is-the collective and cumulative in- 
fluence that counts. Individuals may 
initiate ; numbers create public sentiment 
and public sentiment is the greatest re- 
sult-getter in the world. All progressive 
school people, whether administrators or 
classroom teachers, should see clearly 
the advantage and necessity of meeting 
upon a common ground for the discus- 
sion of common problems looking toward 
acommon good. 
A Working Harmony — The second 
requisite to the securing of results is a 
working harmony. Results are possible 
only when the individual members, the 
various committees or group elements 
are integrated and function as the parts 
of a machine or the several departments 
of a successful business enterprise. “This 
statement does not carry with it the im- 
plication that all must think alike, but 
it does mean that all must be intellect- 
ually honest and reach agreement in 
essentials. Individual differences must 
be subservient to larger community in- 
terests. Schools, children, education 
must be considered, rather than special 
interests Or persons representing special 
types of schools or special subjects. 
A Sound Financial Policy—In order 
that substantial results may be secured 
from professional organization, the same 
principles that are in force in the world 
of sound business must be made to apply 
in organization for purposes educational. 
In the business world it is less a question 
of what the thing will cost than it is of 
the returns to be secured on the invest- 
ment. Any organization of teachers to 
bea success must be backed by a business- 
like, as well as by a professional admin- 
istration. Unless the association is prop- 


(G tex PARTICIPA- 





erly financed, results are slow, partial, 
and inadequate. 

Central Office and Executive Head— 
There must be an _ executive head, 
charged not alone with the responsibility 
of carrying out the mandates of the as- 
sociation, but with powers of initiation 
of plans and policies. This central 


RTHUR H. CHAMBERLAIN, 

the author of this article, as secre- 
tary of the California Association, which 
is affiliated with the National Educa- 
tion Association, has had an important 
part in educational progress in Cali- 
fornia and in the movement for perma- 
nent secretaries for State associations. 


office should serve as a clearing-house 
for all groups of teachers; should assist 
local officers in making up programs; 
should provide for reference, magazines, 
books, and educational literature gener- 
ally; and should issue bulletins of inter- 
est to the members. The office must be 
in constant touch, not alone with the 
officers and members of the organization, 
but also with State school officials. 

The Executive Secretary must, when 
occasion demands, carry forward a cam- 
paign of education with members of the 
legislature, with the newspapers of the 
State, with the citizens, and with clubs 


[139] 


and organizations generally. The office 
must keep in close touch through corre- 
spondence, study and investigation, visits 
and speaking engagements, with the for- 
ward movements in education, both 
within and without the State. All of 
this requires an adequate staff of com- 
petent men and women. ‘The activities 
are centralized still further when, as in 
California, there is maintained a State- 
wide Teachers’ Registration and Place- 
ment Bureau and an official magazine. 
An Official Magazine—There should 
be an official journal. This should be 
edited by or under the direction of the 
executive officer of the Association. 
This journal, placed in the hands of 
each member of the Association, without 
charge other than covered by the mem- 
bership fee, serves as the channel of com- 
munication, uniting all parts of the 
State. Full attention must be given to 
matters of local and State interest, but 
the magazine must be more than a local 
news bulletin. Educational principles, 
rather than personalities, must be fea- 
tured. The editors of this magazine, by 
culling the best from the publications 
issued in all parts of the country, may 
keep readers in touch with National 
movements. One point must be made 
clear. The educational magazine such 
as we are here discussing, is the official 
mouthpiece, not by adoption or selection, 
but by ownership. To be of the great- 
est value the magazine must be owned 
and controlled by the teachers them- 
selves.- It thus becomes an integral part 
of the organization. While dedicated to 
the promotion of clear-cut policies and 
well-defined principles and reflecting as. 
an open forum the views of the organiza- 
tion, the magazine must carry to the 
readers the unbiased views and personal 
opinion fearlessly expressed of those 
charged with its editorial policy. Edited 
otherwise, the magazine degenerates into 
a colorless and space-filling sheet. 

Some Tangible Results—Under such an 
organization results are certain. Much 
has been done in the past. ‘Teachers’ 
pensions and retirement salary laws in a 
number of States owe their existence 
primarily to the work and influence of 
teachers’ organizations. Security of 
tenure, wherever enforced, has been 
brought about largely through the ef- 
forts of organization. Sentiment for a 


140 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





limited class enrolment, the development 
of the kindergarten, higher requirements 
and standards for teachers, increase in 
the compulsory-school age, free text- 
books, types of vocational education, in- 
creased funds for schools and for teach- 
ers’ salaries—these and other forward 
movements have found expression 
through _ professional organization. 
Everywhere the force of numbers and 
unity of action have been the most con- 
vincing arguments to legislature or 
school board. 

There has recently been carried to 
success in California, largely through the 
united efforts of the organized educa- 
tional forces, working in complete co- 
operation with the State education de- 
partment, the most comprehensive and 
far-reaching educational program ever 
enacted in any State. This program was 
made the subject of study and discussion 
through committee reports, the official 
journal, and conferences throughout the 
State. Emphasis was placed upon im- 
portant measures only, the organization 
standing for principles involved rather 
than for details. Chief among these 
measures were increased moneys for 
schools; the improvement of teacher- 
training facilities and development of 
the normal schools into teachers’ col- 
leges; development of the school of edu- 
cation at the State university and more 
liberal financing of higher education; 
creation of a system of regional junior 
colleges; and improved teachers’ retire- 
ment salary law and tenure for teachers. 

Our constitutional amendment num- 
ber sixteen, providing equal educational 
opportunity for every boy and girl in the 
State, city and country alike, was car- 
ried directly to the people by an initia- 
tive proposal, and passed by an over- 
whelming vote. The State Teachers’ 
Association was responsible for this 
measure, and financed and directed the 
campaign. Money is now collected 
where the wealth is and distributed 
where the children are. Emphasis was 
placed upon financing education, rather 
than upon increasing teachers’ salaries, 
but no school is so far removed that any 
teacher need receive a salary less than 
$1200. 

These results in California and other 
States are ample evidence of the advan- 
tages of professional organization with 
service as the watchword. The organized 
educational forces of America, working 
locally in the States and as a great Na- 
tional body, can, with unity of purpose 
and under wise leadership, accomplish 
all reasonable ends to which they may 
set. themselves. 





October, 192] 


a 


Ethics for Teachers 


1. A teacher? should actively affiliate 
with professional organizations of 
teachers and should become acquainted 
with the proceedings of the State as- 
sociations. (The principal professional 
organizations for classroom teachers are 
the National Education Association, the 
Michigan State Teachers’ Association, 
the Schoolmasters’ Club, and certain 
county and local organizations. School 
authorities should encourage active 
participation in certain of these organi- 
zations by all teachers. ) 

2. A clear understanding of the law 
of contracts is incumbent upon a teacher. 
Since a teacher should scrupulously 
keep whatever agreement is made, he 
should refuse to sign a contract unjust 
and humiliating in form. (A teacher 
should ask such questions as: 

a. Does the contract provide sufficient 
salary as indicated in Article 3? 

b. What provision is made for termi- 
nating this contract? Is this provision 
fair to both teacher and board of educa- 
tion? 

c. Does the contract cover the essential 
items as defined by the Superintendent 
of Public Instruction? See School Law, 
revision of 1919, p. 281.) 

3. It is unprofessional for a teacher 
to sign a yearly contract to teach for a 
wage that is not sufficient to cover liv- 
ing expenses for twelve months. (Ac- 
cording to the resolutions of the Michi- 
gan State Teachers’ Association in 
Grand Rapids, 1920, the minimum sal- 
ary for any teacher should be sufficient 
to cover living expenses for twelve 
months, plus three hundred dollars for 
savings. To determine living expenses 
for twelve months, the cost of board, 
room, laundry, and street-car fare, in 
the community where the teacher is em- 
ployed, should be taken as representing 
fifty-two and one-half‘ percent of the 
total living expenses for the year.) 

4. It is unprofessional for a teacher 
to resign unless his contract provides for 
release on giving of proper notice. 

5. It is unprofessional for a teacher 
to underbid knowingly a rival in order 


1Report of the committee on professional 
ethics of the Michigan State Teachers’ As- 
sociation. 

2The term “teacher” as used in this Code 
shall include all persons employed in teach- 
ing, and all superintendents, supervisors, 
principals, special teachers, and county com- 
missioners of schools. 





to secure a position, It is expected that 
a teacher will verify a rumor of a ya. 
cancy before filing an application, |p 
a graded school, application should be 
filed with the superintendent. 

6. It is unprofessional for a teacher 
to tutor pupils of his own classes for 
remuneration except by special permis. 
sion of the school authorities. 

7. It is unprofessional for a teacher 
to absent himself from school or to cal] 
in or allow the use of a substitute except 
for serious illness or for other grave 
reasons. 

8. It is unprofessional for a teacher 
to measure his duties and _responsibili- 
ties to the pupils, or to the school, or to 
the community, in terms of financial re. 
wards. 

9. Since teachers are rightly regarded 
as examples to pupils, a teacher should 
so conduct himself that no just reproach 
may be brought against him. Where 
liberty of conscience is not concerned, a 
teacher should stand ready to make per- 
sonal sacrifice, because of the prejudices 
of a community. 

10; It is unprofessional for a superin- 
tendent or other school officer to offer a 
position to a teacher under contract 
without first determining the willing- 
ness of the teacher’s employer to grant 
a release. 

11. It is unprofessional for a superin- 
tendent to refuse to aid a_ successful 
teacher to secure worthy promotion 
within his own or another school sys- 
tem. (It is the opinion of the Commit- 
tee on Professional Ethics that the surest 
way to attract and retain superior men 
and women in the teaching profession, is 
for superintendents to aid such teachers 
in the securing of worthy promotions 
within their own or another school sys- 
tem. ) 

12. It is unprofessional for teachers 
to criticise co-laborers or predecessors in 
the presence of pupils or patrons. Such 
procedure tends to injure the school and 
to weaken the confidence in which the 
work of teachers is held by the public. 

13. Teachers should be ready at all 
times to assist one another by giving in- 
formation, counsel and advice,and by such 
services and acts as teachers can perform 
without detriment to themselves or their 
work. Such reasonable service should 
be regarded as a professional duty for 
which remuneration beyond actual ex 
penses should not be accepted. 














































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Pennsylvania State Education Association 


JAMES H. KELLEY 


Executive Secretary, Pennsylvania State Education Association, Harrisburg, Pennsylvania 


nual meeting of the Pennsylvania 

State Education Association in Har- 
risburg, the Association reorganized itself 
by adopting a new constitution. This 
instrument created a democratic organ- 
ation with a representative form of 
government. ; 

In January, 1921, the Executive 
Council elected the Trustees of the Per- 
manent Fund, a Treasurer, and an 
Executive Secretary on full time, and 
during the same month a committee of 
the Executive Council and the Execu- 
tive Secretary purchased the Pennsyl- 
yania School Journal, the official organ 
of the Association and of the Department 
of Public Instruction. On March 1, 
headquarters were opened in Harris- 
burg. 

The control of the Association is in 
the hands of the active and life members 
who group themselves in 262 local 
branches, composed of legally consti- 
tuted county and district teachers’ insti- 
tutes, State normal schools, colleges, 
and schools of education. Each local 
branch elects one delegate or more on 
the basis of one for each hundred mem- 
bers of major portion thereof to the 
House of Delegates, which meets regu- 
larly once a year. ‘The members as- 
semble for the annual meeting by 
departments, where each department 
elects a delegate to the House of Dele- 
gates. “These two classes of delegates 
with one delegate from the State De- 
partment of Public Instruction compose 
the House of Delegates, which initiates 
general policies, conducts the annual 
business meeting and elects the President, 
the Second Vice-President, a Committee 
on Legislation, and a Committee on 
Resolutions. 

The Executive Council is composed 
of the President, the First Vice-Presi- 
dent, who is the retiring President, the 
State Superintendent of Public Instruc- 
tion,and the chairmen of the nine depart- 
ments—(1) County Superintendence, 
(2) District Superintendence, (3) Col- 
lege and Teacher-Training School, (4) 
High School, (5) Graded School, (6) 
Rural School, (7) Vocational Education 
and Practical Arts, (8) Music, and (9) 
Supervising Principals. 

The Executive Council carries out 
the plans and the policies adopted by the 


[’ DECEMBER, 1920, at the an- 


House of Delegates and recognizes for 
afhliation various round tables for the 
consideration of special phases of study 
such as Americanization Round Table, 
Child Hygiene Round Table, Geogra- 
phy Teachers’ Round Table, Penman- 
ship Teachers’ Round Table, Kinder- 
garten Round Table, School Patrons’ 
Association. 

The membership in the Association is 
now 35,000 out of a possible membership 
of 45,000 teachers in the State. The 
annual dues are one dollar. The paid 
circulation of the Pennsylvania School 
Journal is 38,568 but the first number 
under the new regime, Vol. 70, No. 1, 
was published in an edition of 50,000 
‘and a copy was sent to every teacher in 
the State, to the secretary of each of the 
2,600 school boards, to a goodly list of 
prospective exchanges, and to a widely 
scattered list of miscellaneous subscrib- 
ers. 

The Association actively supported 
the legislative program of Dr. Thomas 
E. Finegan, State Superintendent of 
Public Instruction, and assisted him in 
securing the passage by the 1921 legis- 
lature of seventy-two educational bills, 
sixty of which were signed by Governor 
William C. Sproul. The outstanding 
features of these bills may be briefly 
summarized as follows: 

1. Standard for elementary teachers— 
two years of normal-school training 
above a four-year high-school course. 

2. Standard for high-school teachers— 
college graduation. 

3. A minimum salary law which wiil 
guarantee to persons entering the pro- 
fession compensation comparable to what 
is offered in other vocations. 

4. Longer school term. 

5. Recognizes by law the professional 
status of the superintendent. 

6. Consolidation of rural schools. 

7. One State Council of Education 
composed of business men and women 
instead of two Boards composed entirely 
of school men. 

8. Establishment and support of kin- 
dergartens. 

9. Equitable apportionment of State 
funds for education. 

10. Justice to the superannuated 
teacher in retirement allowances. 

The past two years the State has 
contributed twenty-four million dollars 


[141] 


to public education. To carry out the 
program which the legislature has ap- 
proved will require an increase of twelve 
million dollars, or thirty-six million 
dollars for the next two years. 

Already our Commission on Profes- 
sional Ethics has made an investigation 
on the invitation of three members of a 
board of education of the ethics of the 
action of a majority of the board in 
changing textbooks without the recom- 
mendation of the superintendent. 

While the present year is one of un- 
usual achievement, we have much yet to 
do and have outlined a possible program 
of action as follows: 

1. To lower the compulsory school 
age. 

2. To perfect the Teachers’ Retire- 
ment Act. 

3. To secure a sane tenure bill. 

4. To secure better teaching condi- 
tions. 

5. To promote democratic control in 
selecting textbooks and in school admin- 
istration. 

6. To recruit the profession of teach- . 
ing. 

7. To change our fourteen State nor- 
mal schools into State teachers’ colleges. 

In order to accomplish our program, 
we are inviting every teacher in the State 
to unite with the Association, so as to 
give us the benefit of our total group 
strength. The principles underlying our 
Association are: 

1. Our purpose is the public good, the 
welfare of the child, not the personal 
interests of our members. 

2. Our program should be broad 
enough to warrant and enlist the support 
of every reputable person engaged in 
teaching. 

3. We affiliate only with the Na- 
tional Education Association; we avoid 
all entangling alliances. 

4. We use no coercion, no threats. 
Our only campaigns are publicity cam- 
paigns in the interest of public education. 

5. We regard each teacher as a com- 
missioned officer of the State, a part of 
the body politic. 

6. We stand for unity of effort and 
collective responsibility, for the teaching 
forces, the supervising forces, and the 
administrative forces, and invite all to 
work in harmony for the common good 


of all. 



































The Journal of the 
National Education Association 


st by the 


Published monthly except July and Au 
ted States. 


National Education Association of the U 


President, Charl Ormond Williams 
Secretary, J. W. Crabtree 





The payment of $2.00 active membership dues entitles a 
member to attend all meetings of the Association and its de- 
portments. to vote for delegates to the Representative Assem- 

ly, 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 LA eae 
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 
eopies, 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- 

og = hats mem may _" C., under pe act F August 24, 

a eceptance for mailing at special rate o: e pro- 

vided fordn section 1103, Act of October 3, 191}, authorised 
January 26, 1921. 





Editor-in-Chief, William C. Bagley 


Pablication Staff 
R. S. Erlandson 


Business Manager 


Joy Elmer Morgan 


Managing Editor 





EXECUTIVE AND EDITORIAL OFFICES: 
1201 Sixteenth Street N. W., Washington, D. C, 








Limitation of Armaments 


HE EVENTS of the war and of 

the peace conference were dominant 
subjects of discussion and study in every 
American classroom during the mo- 
mentous years, 1917, 1918, and 1919. 
With the same eager interest, we be- 
lieve, teachers and pupils throughout 
the land will watch the proceedings of 
the Conference on the Limitation of 
Armaments. 

The United States entered the world 
war with two clear-cut objectives. One 
was to save free institutions and prove 
the principle of democracy in government 
The other was to make forever impos- 
sible another such war. With the vic- 
tory of the allied cause, the first of these 
objectives was attained; but it was 
fairly clear then and it has become in- 
creasingly apparent since the peace con- 
ference that the prevention of future 
war will be as essential to the safety of 
free institutions as was the defeat of the 
Central Powers. It is, indeed, pretty 
generally agreed that another war on 
anything approaching the scale of the 
recent conflict would spell annihilation, 
not only to democracy, but to civilization 
itself. 

From this point of view, the economic 
saving that would be involved in a wide- 
spread policy of limitation of armament, 
important and appealing as it is, be- 
comes after all a matter of secondary 
importance. Even assuming that through 
wars in the past principles were estab- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





lished that could not at the time have 
been established at any smaller cost, it 
is clear that the permanence of these 
very principles now demands a cessation 
of war. The intelligence that has made 
war so destructive must now be di- 
rected to the far more difficult task of 
making it unnecessary. 

Physically and economically, the civil- 
ized nations are today a unit. ‘Therein 
lies the peril of another war—for so 
intricate and thoroughgoing has _phys- 
ical and economic interdependence be- 
come that even a remote and apparently 
trivial quarrel may easily upset the equi- 
librium. ‘There is but one way out of 
the difficulty—the unity brought about 
by economic forces must be comple- 
mented by a unity that rests upon spirit- 
ual and moral bonds. A world of com- 
mon needs must become in some measure 
a world of common ideals and common 
standards. 

A reduction in armaments through 
the voluntary co-operation of the Vic- 
torious powers is the first obvious step 
toward this end. The possibility of such 
a reduction is greatly increased by the 
popular demand in all countries for a 
lightening of the tax-burden. It should 
be further increased by the clear fact 
that the democratic peoples now need 
fear only one another. A reduction in 
armaments would mean first of all a re- 
duction of mutual distrust. 

Upon the initial basis thus provided, 
the positive work of bringing the civil- 
ized peoples together in a more funda- 
mental and thoroughgoing way could 
proceed with every promise of ultimate 
success. This does not mean the de- 
velopment of a super-state, but it does 
mean a world community of ideals and 
standards. Education can bring about 
this integration on a permanent basis 
and without the erection of a super- 
state. If any other program can ever 
conceivably do as much, it has not yet 
been set forth. The sooner the Con- 
ference on the Limitation of Arma- 
ments is followed by an international 
conference on education, the better it 
will be for the peace of the world. 


State Associations 
HE GROWING strength of State 


education associations is one of the 
hopeful signs of educational progress. 
The practice of employing paid full- 
time secretaries for State associations 
is spreading rapidly. ‘The States which 
have had such secretaries have made the 
greatest progress in education and there 
is every evidence that within a few years 








October, 192] 


a 





no State will be without such a ful}. 
time representative of the professional 
interests of its teachers. The Oppor- 
tunity in a well-organized State associa- 
tion is such as to command the services 
of the most capable leaders in the pro. 
fession. ‘The two articles in this num. 
ber of THE JouRNAL by secretaries of 
two of the largest and strongest State as. 
sociations foreshadow the progress which 
may be made throughout the Nation 
when every State has come to realize 
the value of a strong association. The 
ideal is a complete enlistment of the 
profession in local, State, and National 
associations, 


‘The Continued Shortage of 


Trained Teachers 


S THERE a teacher shortage today? 

There is only one answer to this 
question. There is still an appailing 
lack of trained teachers throughout the 
country. There is grave danger to the 
teaching profession and to the cause of 
education in the statements loosely made 
in some quarters that there is a surplus 
of teachers and that salaries should be 
lowered. There may be in certain 
quarters a surplus of people who want 
to teach school. Many persons out of 
employment due to the economic de- 
pression are seeking teaching positions, 
Some of these persons, who temporarily 
gave up teaching during the war, are 
qualified teachers. But making liberal 
allowance for this group, there are tens 
of thousands of applicants seeking posi- 
tions in the schools who have neither 
the personal nor professional qualifica- 
tionseto train children. To admit such 
teachers to have charge of growing 
young life is a crime against the child- 
hood of the Nation. It must not be 
tolerated. “The false cry that there is 
no teacher shortage must not go un- 
challenged. 

The fatherhood and motherhood of 
America must be awakened to under- 
stand the menace of the untrained 
teacher. American wealth is able to 
pay adequate salaries for competent 
teaching service. The public will gladly 
pay the bills when it appreciates the gain 
from reasonable investment in good 
schools. The facts contained in the re 
port of the Association’s committee on 
salaries published in this issue and sim 
ilar facts collected by local and State 
associations must be brought to the 
attention of school boards, city councils, 
and the public. Great emphasis must 
be placed on the fact that better teachers 





a. 2, i, ae 








ion 
‘ize 
The 
the 
nal 


























Vol. 10, No. 8 


—— ~~ 


will come only as better salaries are 
provided and that it would be a Na- 
tional misfortune to reduce salaries 
which are already far too low to pay 
for adequate scholarship and professional 
preparation. 


International Education 
Association 
a VIEW of the new interest in 


education, evident in every nation of 
the civilized world, the report of the 
Committee on Foreign Relations at Des 
Moines and the acticn of the Repre- 
sentative Assembly which came in con- 
sequence of that report are especially 
significant. ‘There is no surer guarantee 
of world peace and just international 
relations than the common friendships 
and ideals which are fostered by such 
international congresses and associations 
as those proposed by Superintendent 
Studebaker, of Des Moines, and heartily 
and unanimously adopted by the Rep- 
resentative Assembly in the following 
preamble and resolution: 

Whereas, the nations of the world are 
today bound together in interdependent 
relationships by irrevocable economic 
and commercial conditions, and 

Whereas, the inevitable future compe- 


mee TER H. SEERLEY, president 

of the National Council of Edu- 
1920-21 and 
Seerley, who has been a member of the 
association since 1889, is president of 
the Iowa State Teachers’ College, Ce- 
dar Falls, Iowa. 


cation 1921-22. Dr. 


THE JOURNAL OF THE 








RANK PIERREPONT GRAVES, 


September 10, 1921, be- 
came State Commissioner of Education, 
Albany, New York. Dr. Graves was 
recently dean of the school of educa- 
tion of the University of Pennsylvania. 
He joined the National Education As- 
sociation in 1908 and in his new office 
becomes an ex-officio member of the 
Representative Assembly. 


who on 





tition among nations for economic pros- 
perity or supremacy will undoubtedly 
tend to incite increasing international 
friction and possibly throw the world 
again into a merciless and devastating 
war, and 

Whereas, the peace of the world is 
dependent upon international goodwill 
and friendship founded upon accurate, 
scientific, and universal understanding, 
and 

Whereas, a common understanding 
among the nations is possible only 
through certain commonly accepted in- 
ternational educational purposes and 
plans: 

Be it resolved, therefore, that the 
Representative Assembly of the National 
Education Association, assembled in Des 
Moines, Iowa, July 8, 1921, request 
the President of the Association to em- 
ploy such means as may be effective for 
the purpose of organizing an Interna- 
tional Congress of Education, in accord- 
ance with the recommendation of the 
Committee on Foreign Relations, to be 
held in the United States of America 
in 1923, and that the President also in- 
augurate a plan whereby we may receive 





NATIONAL EpucCATION AssocIATION 143 


in this Representative Assembly at its 
annual meeting in 1922 a report of the 
committee indicating what may be done 
with reference to the organization of 
an International Education Association. 


Shall Education Be 
Submerged ? 
HE ARGUMENT has recently 


been advanced by some who favor 
the creation of a Department of Public 
Welfare, which shall include education 
as one of its subdivisions, that conced- 
ing that education is of the highest im- 
portance to the Nation, nevertheless, it 
should be placed in a subordinate posi- 
tion in order to keep it out of politics 
and give it greater permanency of man- 
agement. Since the heads of bureaus 
are appointed by the President, and are 
under the direction of Cabinet officers 
also appointed by the President, the 
fallacy of such an argument is apparent. 
Experience has demonstrated that a 
President is frequently less careful in 
the selection of subordinate officers than 
in the selection of Cabinet members, and 
that it is impossible to secure as high a 
type of leadership and ability for the 
head of a subordinate division as can be 
obtained for a Cabinet position. Re- 
cent experiences emphasize the fact that 
there is no greater permanency in a sub- 
ordinate position than in the Cabinet. 
The friends of education insist that in 
order to keep education free from parti- 
san politics the educational leader of the 
Nation should hold such an outstanding 
position as would command public at- 
tention, and that he should be under no 
one but the President. They want the 
responsibility for educational leadership 
clearly defined, definitely located, and 
subordinated to no other person or in- 
terest. They hold that education is so 
highly esteemed by the people that no 
president would dare to appoint a mere 
politician at the head of the Department 
of Education. ‘They point out that ex- 
perience has demonstrated that educa- 
tion in State and Nation must be kept 
free from other interests and influences, 
and that to subordinate education is to 
make real educational leadership impos- 
sible and to make possible the perversion 
of education to selfish interests, 


Ethics for Teachers 


NE of the corner stones of any pro- 
fession is the code of standards set 

by its members for their conduct toward 
the public and toward one another. It 
is therefore an evidence of growing pro- 










144 


fessional consciousness that various edu- 
cational associations are seeking to de- 
fine, codify, and enforce standards of 
professional ethics for their members. 
It is peculiarly the province of profes- 
sional associations to lead the way in this 
important work. Respect for the pro- 
fession rises directly in proportion as 
high standards are established and en- 
forced by intelligent public sentiment 
within the professional ranks. Teach- 
ing recruits such large numbers of new 
workers each year that constant vigi- 
lance on the part of practising teachers, 
teacher-training schools, educational 
journals, and associations of teachers is 
necessary to initiate the new element 
into professional traditions and standards. 
Page 92 of the May, 1921, number of 
this Journal gave the code of ethics 
adopted by the Pennsylvania Associa- 
tion. Elsewhere in this issue is pub- 
lished the work of the Michigan Associ- 
ation in the same field. 


The Disorder in West 
Virginia 

Ripe RECENT uprising in the min- 

ing district of West Virginia has 
been a source of regret to all lovers of 
peace and good order. It reflects dis- 
credit not only upon the State of West 
Virginia but upon the Nation. It has 
drawn widespread editorial comment. 
Various reasons are given for the diffi- 
culty, but most of the editorials agree 
that the trouble had its foundations in 
illiteracy and ignorance and the practices 
which thrive in communities where a 
high level of intelligence is inadequately 
appreciated. The West Virginia situa- 
tion is one more evidence of the primary 
importance of intelligent respect for 
laws wisely enacted. Good laws and 
respect for them depend directly upon 
the education of all the people, the man- 
agement of which is primarily a State 
function but for whose promotion in all 
the States the Nation cannot escape its 
share of responsibility. 

West Virginia has made commendable 
progress educationally during recent 
years. ‘The devoted work of her school 
people deserves the encouragement which 
reasonable State and National aid would 
furnish—an incentive to peaceful pros- 
perity which no show of force could so 
easily or cheaply provide. The equaliza- 
tion of educational opportunity through 
National aid, supplemented by State aid, 
should within a generation make impos- 
sible in America such a tragedy as this. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ' 








-s October, 1921 








a 


on ne a a a, 






The Antioch Idea—Under this head 
in The Nation for September 7, 1921, 
Dickinson §. Miller has an account of 
the reorganization of Antioch College, 
Yellow Springs, Ohio, by Arthur E. 
Morgan, a well-known engineer, who has 
become its president. In brief the plan 
is to enable students to produce as they 
learn. ‘There is to be a factory building 
on the campus housing a number of 
small industries. The student will al- 
ternate five weeks at school with five 
weeks at work through an entire course 
of six years which will include three 
years of academic work. It is the aim 
of the college to prepare men for “su- 
preme administrative positions.” 


Health Education will be given a new 
impetus by the new School of Public 
Health which is being conducted jointly 
by Harvard University and the Massa- 
The 


chusetts Institute of Technology. 





RTHUR L. MARSH, who on 

July 1, 1921, joined the goodly 
and increasing company of professional 
secretaries of State associations by be- 
coming executive secretary of the Wash- 
ington Education Association, which is 
affiliated with the National Education 
Association. 


EDUCATIONAL ADVANCE 






school will give special instruction jp 
health education to teachers, school 
nurses, directors of physical education, 
and public health workers generally, 


Alabama—C. B. Glenn, former assist. 
ant superintendent, has been chosen to 
succeed Dr. J. H. Phillips, superintend- 


ent of Birmingham schools, whose death 
occurred July 21, 1921. 


California—A striking tribute has been 
paid by the people to the peoples’ library 
by the referendum vote with which Los 
Angeles approved a bond issue of two 
and a half millions for its library build- 
ing, with sixty-three thousand votes, 
while the pet project of harbor develop- 
ment received but fifty-six thousand 
votes and other proposals for bond issues 
were rejected. 


Colorado—The Colorado Education 
Association will meet in three divisions 
during the week of October 17, at 
Grand Junction, Pueblo, and Denver. 
The list of speakers includes Thomas 
Nelson Page, Aurelia Henry Reinhardt, 
William C. Bagley, and Will C. Wood. 


Delaware—The Delaware State Teach- 
ers’ Association will meet at Dover on 
November 11 and 12. Among the 
speakers announced for the meeting are 
Mabel Carney and William H. Kil- 
patrick of Teachers College, Columbia 
University; Florence E. Bamberger of 
Johns Hopkins University and Presi- 
dent Walter Hullihen of the University 
of Delaware. 


Iowa—The sixty-seventh annual con- 
vention of the Iowa Teachers Associa- 
tion will meet in Des Moines November 
3, 4, and 5. An attractive program has 
been provided. Among the speakers are 
Cora Wilson Stewart and Livingston 
Lord. 


Michigan—The recent Michigan leg- 
islature passed laws which constitute a 
notable educational program. Districts 
are empowered to build homes for teach- 
ers. The limit of high-school tuition 
which may be paid by district is ad- 
vanced to sixty dollars per year. Com 
solidation of rural schools is simplified. 


> Af feetlUlUlClC eee lee 





228 


‘wo 
ild- 
tes, 
lop- 
and 
sues 


tion 
ions 
at 
ver, 
ymas 
ardt, 
ood. 


sach- 
r on 

the 
y are 
Kil- 
mbia 
ar of 
> resi- 
ersity 


con- 
socia- 
ember 
m has 
rs are 
\gston 


1 leg: 
ute 4 
stricts 
teach- 
uition 
s ad- 
Con- 
ified. 











Vol. 10, No. 8 









ASPER L. McBRIEN, 


who as 
school extension specialist in the 
United States Bureau of Education 
since 1913 has earned for himself a 
place of unique National leadership in 
the movement for adequate rural edu- 
cation, leaves the Bureau on October 1 
to become head of the department of 
rural education in the Indiana State 
Normal School at Terre Haute, where 
he will have an opportunity to do in- 
tensively the work for rural life which 
for eight years he has done extensively. 
Mr. McBrien’s leavirg is a severe loss to 
the Bureau of Education. 


State aid of four hundred dollars per 
vehicle and one thousand dollars per 
school is provided to promote consolida- 
tion. School officers are given the right 
to raise money by taxation to place 
schoolhouses in a safe and sanitary con- 
dition. A requirement is established 
that by 1925 teachers entering the pro- 
fession must have one year of profes- 
sonal training beyond high school. 
State aid of two hundred dollars for 
maintaining nine months of school is 
provided under certain conditions. 


The establishment by the Board of 
Regents of the School of Education at the 
University of Michigan on July 1, 1921, 
has evoked favorable comment from edu- 
cational leaders throughout the country. 
It is one of many evidences of the re- 
awakening interest in the professional 
training of teachers. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








New York—The New York State 
Teachers’ Association, which was organ- 
ized in 1845, will meet in Buffalo, 
November 21, 22, and 23. Member- 
ship in the association increased last year 
from nine thousand to fifteen thousand. 
Twenty-five thousand is the goal set 
for next year. Richard A. Searing is 
secretary. 


Pennsylvania—William Rowan has 
been elected president of the Philadel- 
phia board of education to succeed Simon 
Gratz, who has resigned from the board. 


South Dakota—The thirty-ninth an- 
nual session of the South Dakota Edu- 
cation Association will meet at Huron 
November 21, 22, and 23. The slogan 
of the meeting is Stabilizing the Pro- 
fession. Among the leading speakers 
are President Lotus D. Coffman, of the 
University of Minnesota; President 
Aurelia Henry Reinhardt of Mi£ills 
College, Oakland, California; Lee L. 


Driver, Director of Rural Education 


+ 


145 











for the State of Pennsylvania; and 
Hugh S. Magill, Field Secretary of the 
National Education Association. 


The two weeks’ summer school for 
rural pastors was a notable feature of 
the summer session of the teachers’ col- 
lege at Aberdeen, of which Harold W. 
Foght is president. 


Texas—The ‘lexas State Teachers’ As- 
sociation will meet at Dallas on Novem- 
ber 24, 25, and 26. Rural Education as 
a State Problem will be the central 
theme of the meeting. Among the 
speakers announced are Charl O. Wil- 
liams, President. of the National Educa- 
tion; C. A. Prosser, of Dunwoody Insti- 
tute, Minneapolis; T. N. Jones, lawyer, 
Tyler, Texas, and John R. Bell of the 
Colorado State ‘Teachers College at 
Greeley. The September number of the 
Texas Outlook reports that the enrol- 
ment in the State Association is one 
hundred and fifteen per cent ahead of 
last year. R. T. Ellis, of Fort Worth, 


is secretary. 





NOTES aud ANNOUNCEMENTS 








The National Education Association 
and the American Legion, with the co- 
operation of several other National or- 
ganizations, have agreed upon December 
4 to 10 inclusive as Education Week, to 
be observed throughout the United 
States for awakening an increased public 
interest in education. Details and sug- 
gestions will be published in the Novem- 
ber JOURNAL. 


Department of Superintendence— 
Plans are well under way for the meet- 
ing of the Department in Chicago, 
February 27 to March 2d, inclusive. 
A strong program is being prepared and 
will be published in an early issue of 
the JOURNAL. 


The past correspondence of officers of 
the National Education Association, 
which contains much interesting histori- 
cal matter, is being arranged at head- 
quarters and is to be bound into volumes 
for permanent preservation. It will 
thus be made available for use by stu- 
dents of the history of education. 


The volume of Proceedings is now 
being printed at the Chicago University 





Press. The present plan is to have the 
bound volumes ready for distribution 
during October. It is believed that the 
disadvantage of collecting and editing a 
large mass of material during a short 
period of time will be offset by the 
advantage of having the volume in 
circulation for use by speakers at the 
fall meetings of teachers’ associations 
and in classes in teacher-training insti- 
tutions. 


A second multograph has been pur- 
chased for use at headquarters. One of 
the machines is now used for regular 
multograph work. The other, with a 
printing attachment, is being used as a 
printing press, which will reduce the cost 
of printing the Association’s circulars 
about sixty per cent. The record per- 
formance of the two machines for one 
day is forty-seven thousand circulars. 


The Institute of International Edu- 
cation has issued a guidebook for for- 
eign students in the United States. 
While the book is written especially for 
foreign students, it gives a bird’s-eye 
view of the American educational sys- 
tem which will be useful to American 









146 


Tue JourNAL OF THE NATIONAL EDUCATION ASSOCIATION 














students. The emphasis is primarily 
on higher education. ‘The headquarters 
of the institute are at 419 West 117th 
Street, New York, N. Y. 


Know and Help Your Schools—This 
is the third report covering the investiga- 
tions of the National Committee for 
Chamber of Commerce Codperation 
with Public Schools and the American 
City Bureau. A copy of this report 
should be in the hands of every urban 
schocl officer. It contains important 
facts relating to boards of education and 
the receipts and expenditures in schools 
in cities of eight thousand population 
or more. ‘The report is comprehensive 
and maintains the high standard of ex- 
cellence established by its predecessors. 


The publication in this issue of the 
JourNAL of a selected list of books 
from The Booklist of the American 
Library Association is especially fitting 
in view of the fact that the joint meet- 
ing of the Library Department and the 
National Council of Teachers of Eng- 
-lish in session at Des Moines endorsed 
The Booklist and urged that it be used 
by all English classes and kept upon the 
reading tables of all high schools. The 
Booklist is a guide to the best new 
books, compiled by experts in codpera- 
tion with the book-selecting departments 
of leading libraries and published by the 
American Library Association to en- 
courage the purchase and use of the best 
literature. The Booklist contains about 
two hundred entries each month, giving 
all classes of books for both children and 
adults. It contains a special list for the 
small libraries and another for the 
school library. It is seventeen years old 
and is already in five thousand libraries, 
but it deserves to be more widely known. 
It is disinterested public service and is 
not published for financial gain. 


Secretaries of State Associations 


AvasaMa, H. G. Dowling, Alabama Educa- 
tion Association, Cullman. x 
Arizona, Dorothy I. Gregg, Arizona State 

Teachers’ Association, Bisbee. 

ArKANSAS, Irene Jones, Arkansas Educational 
Association, Leslie. 

*CatirorNiA, Arthur H. Chamberlain, Cali- 
fornia State Teachers’ Association, Flood 
Building, San Francisco. 

Covorapo, H. B. Smith, Colorado Education 
Association, 532 Commonwealth Building, 
Denver. 

Connecticut, Samuel P. Willard, Connecti- 
cut State Teachers’ Association, Colchester. 

Detawarz, Agnes Snyder, Delaware State 
Teachers’ Association, Women’s College, 
Newark. 

District or Co.tumsiA, Adelaide Davis, Edu- 

cation Association of the District of Co- 

lumbia, Seward Apartment, Washington. 


FLorwa, R. L. Turner, Florida Educational 
Association, Tallahassee. 

GeorciA, H. D. Meyers, Georgia Educational 
Association, Athens. 

IDAHO, Lucy B. Morton, Idaho State Teach- 
ers’ Association, Shelley. 

*I_trnors, Robert C. Moore, Illinois State 
Teachers’ Association, Carlinville. 

INDIANA, Charles O. Williams, Indiana State 
Teachers’ Association, County Superin- 


tendent of Schools, Richmond. 





AMES HERBERT KELLEY, 

Executive Secretary of the Pennsyl- 
vania State Education Association since 
March 1, 1921. The Pennsylvania 
Association, whose membership promises 
to exceed 40,000, is affiliated with the 
National Education Association. Be- 
fore taking up his present work Dr. 
Kelley was director of university ex- 
tension and professor of education in the 
University of Pittsburgh. His article 
on the Pennsylvania Association (page 
141) shows what may be achieved 
through the cooperation of a strong 
State educational executive and an active 
State association. 


*Iowa, Charles F. Pye, Iowa State Teachers’ 
Association, 407 Youngerman Block, Des 
Moines. 

*Kawnsas, F. L. Pinet, Kansas State Teachers’ 
Association, 923 Kansas Avenue, Topeka. 

Kentucky, R. E. Williams, Kentucky Edu- 
cation Association, 4518 Southern Parkway, 
Louisville. 


*Indicates that a salaried secretary is em- 
ployed who devotes all of his time to the 
work of the Association. Corrections in 
this list will be welcome. 





O ctober, 1927 


Louisiana, L. J. Alleman, Louisiana Pypjj- 
School Teachers’ Association, State Nor. 
mal School, Natchitoches. 

Maine, Adelbert W. Gordon, Maine Teach. 
ers’ Association, Augusta. 

Marytand, Hugh W. Caldwell, Marylang 
State Teachers’ Association, Elkton, 

MassacHuseTts, Ernst Makechnie, Massq- 
chusetts Teachers’ Federation, 238 Elm 
Street, West Somerville. 

MicuiGAN, John P. Everett, Michigan State 
Teachers’ Association, Western State Nor- 
mal, Kalamazoo. 

*Minnesota, C. G. Schulz, Minnesota Edy- 
cational Association, 1661 Portland Aye. 
nue, St. Paul. 7 

*MississipP1, W. N. Taylor, Mississippi State 
Teachers’ Association, State Department 
of Education, Jackson. 

*Missouri, E. M. Carter, Missouri State 
Teachers’ Association, Columbia. 

Montana, [selection to be made to fill ya- 
cancy left by resignation] Montana State 
Teachers’ Association, Lewistown. 

Nepraska, H. O. Sutton, Nebraska State 
Teachers’ Association, State Normal 
School, Kearney. 

NevapA, E. Otis Vaughan, Nevada State 
Teachers’ Association, Reno. 

New Hampsuire, Caroline E. Head, New 
Hampshire State Teachers’ Association 
97 Liberty Street, Manchester. ; 

New Jersey, Henry J. Neal, New Jersey 
State Teachers’ Association, Collingswood, 

New Mexico, John Milne, New Mexico Edu- 
cational Association, Albuquerque. 

*New York, Richard A. Searing, New York 
State Teachers’ Association, 617 North 
Goodman Street, Rochester. 

NortH Carouina, A. T. Allen, North Caro- 
lina Teachers’ Assembly, Raleigh. 

NortH Dakota, W. E. Parsons, North Da- 
kota State Teachers’ Association, County 
Superintendent of Schools, Bismarck. 

Ouro, Frank E. Reynolds, Ohio State Teach- 
ers’ Association, Superintendent of Schools, 
West Park. 

*OKLAHOMA, M. A. Nash, Oklahoma State 
Teachers’ Association, Room 4o1, State 
Capitol, Oklahoma City. 

Orecon, E. D. Ressler, Oregon State Teach- 
ers’ Association, Corvallis. 

*PENNSYLVANIA, James Herbert Kelley, Penn- 
sylvania State Education Association, 10 
South Market Square, Harrisburg. 

RuHopE IsLannD, Rhode Island State Teachers’ 
Association, Providence. 

SouTH CarRoLina, R. C. Burts, South Caro- 
lina State Teachers’ Association, Rock Hill. 

SoutH Dakota, Professot A. H. Seymour, 
South Dakota Education Association, N.N. 
& I. S., Aberdeen. 

TENNESSEE, P. L. Harned, Tennessee State 
Association of Teachers, Clarksville. 
*Texas, R. T. Ellis, Texas State Teachers’ 
Association, 2938 Lipscomb Street, Fort 

Worth. 

Utan, J. Challen Smith, Utah Educational 
Association, 968 Lake St., Salt Lake City. 
VERMONT, Florence Wellman, Vermont State 
Teachers’ Association, Brattleboro. 
*Vircinta, Wm. T. Sanger, Virginia State 
Teachers’ Association, 312 Lyric Building, 
Richmond. : 
*Wasuincton, Arthur L. Marsh, Washing- 
ton Education Association, 705 Lowman 
Building, Seattle. - 
West Vircinia, W. W. Trent, West Vir- 
ginia Education Association, Elkins. ; 
Wisconsin, M. A. Bussewitz, Wisconsin 
Teachers’ Association, State Normal 
School, Milwaukee. 

Wyominc, L. C. Tidball, Wyoming State 
Teachers Association, Commissioner 
Education, Cheyenne, 











































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ate 
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Vol. 10, No. 8 


oO 





THE JOURNAL OF THE NATIONAL 





+ 


EDUCATION ASSOCIATION 


147 





GUIDE TO NEW BOOKS 


Titles and Notes Selected from the Monthly Bookist of the American Library Association, 
78 East Washington Street, Chicago, Illinois 


BALDWIN, SIMEON Espen. The young 
man and the law. N. Y. Macmil- 
lan, 1920. 160 p. $1.50. 


A clear explanation of the advantages and 
the disadvantages of the profession, the per- 
sonal, and educational requirements for it. 
Useful to high school or college students 
planning a career. By a professor of law 


at Yale. 


BocaRT, ERNEST LupLow. War costs 
and their financing (Problems of 
war and of reconstruction). N. Y. 


Appleton, 1921. 509 p. $3. 


The problem of financing the war and the 
after-war problems of debt and taxation are 
dearly and broadly set forth—giving special 
emphasis to the experience of the United 
States, her present financial primacy of the 
world and her relation to the financial re- 
habilitation of Europe. Not so statistical a 
study as author’s earlier work (Booklist, 
153346, Je 19) from which, however, he has 
drawn some statistical data for the present 
book. It brings together much scattered in- 
formation. 


BonsER, FREDERICK Gorpvon. The ele- 
mentary school curriculum. N. Y. 
Macmillan, 1921. 466 p. $2.20. 


olding out the ideal of an elementary 
course based on the activities of child life 
rather than on set “subjects” for study, but 
also recognizing the practical difficulty of 
putting such a course into effect at once in 
any public school. Both theory and practice 
of all the elementary subjects are given. 
less readable though more sweeping in sur- 
vey than Wells (p. 334) which is a good 
application text for certain of this author’s 
principles. Index. For reading circles or 
normal student text. 


Crakk, THOMAS ARKLE. Discipline 
and the derelict. N. Y. Macmillan, 
1921. 203 p. $1.50. 


Provocative little chapters of inside in- 
formation about the cribber, the politician, 
the athlete, the loafer, the fusser, the young- 
est son and the worker at college. Written 
by the dean of men at the University cf 
lilinois. Parents and instructors will read 
these for their understanding of young peo- 
ple and college students themselves will find 
many new thoughts in them. Especially in- 
teresting is the chapter on the man who 
must work his way through school. In this 
the author deplores the necessity of carry- 
ing two burdens at once, and shows the dan- 


gets to character, to cultural development 
and health. 


Eowarps, Austin SouTHwick. The 
fundamental principles of learning 
and study. Balt. Warwick, 1920. 
239 p. illus. $1.80. 


Valuable as an adult student’s guide to 
tetive habit formation in study, or as an 
imtrained teacher’s first book “of pedagogic 
Mintiples. Bibliography (4% p.). Index. 





GriscomM, ELtwoop, Jr. Americaniza- 
tion. N. Y. Macmillan, 1920. 255 
p. illus. $1. 


A school reader and speaker containing 
selections from such diverse Americans as 
Lyman Abbott and Laurette Taylor, as well 
as many others, past and present. Selec- 
tions are grouped under the headings: 
Foundation stones; The flag; Great names 
in American history; Incentives to patriot- 
ism, and Present-day problems. Full table 
of contents, no index. Not so full, compre- 
hensive, nor so well arranged as Bennett 
(Booklist, 17:290, My-Je 21). 


Hitt, Davin Spence. Introduction 
to vocational education; with an in- 
troduction by M. V. O’Shea. N. 
Y. Macmillan, 1920. 483 p. $1.60. 


A thorough survey of the theory, methods 
and organization of vocational education 
below college grade. Arranged as a stu- 





HILDREN’S BOOK WEEK is 
recognized the country over as the 
one week each year when schools, li- 
braries, clubs, teachers, book stores, and 
the press emphasize the worthy ideal of 
a wider and wiser use of books by chil- 


dren. Teachers desiring large colored 
copies of the poster reproduced above or 
any other information about the week, 
should write to the Children’s Book 
Week Committee, Room 212, 334 
Fifth Avenue, New York, N. Y. 


dent text to be used by special instructors, 
but so profusely supplied with bibliogra- 
phies and data that it is an excellent refer- 
ence for anyone considering the functions 
of public education. Has appended Smith- 
Hughes and Smith-Sears acts. Index. 


Hoyer, RaymMonp A., comp. Games 
for play institutes, conducted by 
Recreation committee, Community 
council, Louisville, Ky. 61 Ken- 
yon bldg., Louisville, Ky., Com- 
munity council, 1921. 28 p.  Pa- 
per, 35c. 


The particular care has been to select 
games which can be played with very little 


equipment and which can be used with 
adults indoors or outdoors. Though there 
are several old standbys, leaders in dif- 


ferent communities will doubtless find many 


that are new to them. Bibliography (1% 

p-). 

IRWIN, WILLIAM Henry. “The next 
war.” N. Y. Dutton, 1921. 161 
p. illus. $1.50. 


The race for armament, the methods, tac- 
tics and effects of carrying on the new war- 
fare of the future “by wholesale, not by re- 
tail,” the economic, physical and moral costs, 
and the proposed ways to peace are dis- 
cussed tersely and incisively by an Ameri- 
can who gathered his facts in a long, inti- 
mate experience as a correspondent in the 
late war. Diagrams make the facts graphic. 
A timely, thought-provoking book. 


Jessup, Eton. The motor camping 
book. N. Y. Putnam, 1921. 210 
p. illus. maps. $3. 

Full information on equipment both for 
short and for long tours. There are also 
chapters on motor trails, on where to go, 
which sum up the features of the national 
parks, and on the motor laws of different 
states. Author is associate editor of Outing. 


MERRIAM, CHARLES Epwarp. Ameri- 
can political ideas. N. Y. Macmil- 
lan, 1920. 481 p. $2.75. 


Digests and organizes an amazing amount 
of opinion on every problem that has vexed 
this country since the Civil War. Copious 
foot-note references constitute a comprehen- 
sive bibliography. A supplement to the au- 
thor’s History of American political theories 
(4. L. A. Catalog 1904). 


PHELAN, JOHN. Readings in rural 
sociology. N. Y. Macmillan, 1920. 
632 p. $4. 

An authoritative cyclopedia of rural wel- 
fare. Each section of the country is treated, 
as are the immigrant, cooperation, ownership 
and tenancy, child and adult labor, rural 
health, recreation, communication and trans- 
portation, correctional agriculture and rural 
police, the rural home, the school, the church, 
organization of rural interests, leadership, 
and the field of rural sociology. The arti- 
cles are by those best known to rural inter- 
ests. Chapter bibliographies. Index. Use- 
ful to teachers and all rural workers. 


PHELps, EpitH M., comp. Selected 
articles on immigration (Handbook 
series). N. Y. Wilson, 1920. 370 
p. $1.80. 


Planned like the rest of the series—briefs, 
selected bibliography and reprints of litera- 
















148 


ture presenting arguments on both sides. 
European and Asiatic immigration are 
treated separately. Duplicates seven arti- 
cles in Reely’s book of the same title (Book- 
list, 13:366, My 17). Has many more arti- 
cles on Asiatic immigration, none of which 
are duplicates. 


Roperts, Peter. The problem of 
Americanization. N. Y. Macmil- 
lan, 1920. 246 p. $1.60. 


Designed to aid Americanization workers. 
Though a touch of condescension is detected 
it is based on good sense, knowledge of and 
sympathy with the ways of aliens and long 
experience in working with them, and is 
concrete, suggestive and readable. Short 
reading lists follow each chapter. 


Seron, Ernest THompson. Wood- 
land tales. Garden City, N. Y., 
Doubleday, 1921. 238 p. illus. $2. 

“For children of all ages who have not 
outgrown the delight of a fairy tale,” says 


the author. They are very short stories of 
things to see in each season, things to know, 


things to do and things to remember. These 
are nature myths, scientific observations, 
and games and tests for alertness. Excel- 


lent material for teachers of grades three 
to six. Illustrated with pen and ink draw- 
ings. 


Tryon, Rotta Mitton. The teach- 
ing of history in junior and senior 
high schools. Bost. Ginn, 1921. 
294 p. $1.48. 

The technique of history teaching for up- 
per grades and high schools. Its value lies 
in the presentation of definite things to do— 
forms for note-book work, reading problems 
and courses of procedure which may be ap- 
plied to any phase of the subject. Not a 
psychology. By associate professor of teach- 


ing of history, University of Chicago. Bib- 
liography (1 p.). Index. 
Warp, GILBERT OAKLEY. Suggestive 


outlines and methods for teaching 
the use of the library (Useful refer- 
ence series). Bost. Faxon, 1919. 
104 p. $1.50. 


A manual for librarians teaching library 
economy to high school students. The mate- 
rial is selected on the basis of the needs of 
students. Each topic is developed as a les- 
son, suggesting classroom procedure, illus- 
trative material, exercises for assignment 
and study references. The second part is 
a condensation of modern teaching methods. 
Will be found helpful and convenient, espe- 
cially by those inexperienced in teaching. 
Addressed to teachers while Rice (Booklist, 
17:232, Ap 21) is addressed to pupils, and 
for use with older students. 


WarpbLaw, CuHarves Dicsy. Basket 
ball, by Charles Digby Wardlaw 
and Whitelaw Reid Morrison. N. 
Y. Scribner, 1921. 231 p. illus. 


$2. 


“A handbook for coaches and players.”— 
Subtitle. Covers the general principles, the 
technique of handling the ball and the body, 
the plays from different positions, offense 
and defense, the hygiene of training and 
problems of administration. Illustrated by 
many diagrams and photographs. Authors 
are experienced. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Wetts, Herpert GeorGe. The sal- 
vaging of civilization. N. Y. Mac- 
millan, 1921. 199 p. $2. 


Mr. Wells is here very much concerned 
about the possibility of another catastrophe 
which shall leave mankind in utter deca- 
dence. His safeguard is a world state, and 
his method of achieving it is effective propa- 
ganda, education and the sacrificial efforts 
of enlightened individuals. Reprinted from 
the Review of Reviews and from the Satur- 
day Evening Post. 


We tis, Marcaret ELizABETH. A 
project curriculum  (Lippincott’s 
school project series). Phil. Lip- 
pincott, 1921. 338 p. illus. $2. 


A curriculum for the first six grades, 
vitalized by play projects as a center for 
each year’s work. These projects include 











October, 192] 


il 





playing fair, playing family, 
playing a year’s trip around the world. 
Very full instructions. From the normal 
school, Trenton, N. J. Valuable to any ele. 
mentary teacher. Index. 


playing city, 


Witurams, JAMES’ Micket, 
foundations of social science. 


Knopf, 1920. 494 p. $6. 

The first of a series of six volumes on 
social psychology, the science that Searches 
for the “causes in human motives that make 
history and determine the phenomena of 
social science.” The present volume treats 
of the relation of this new science to other 
fields of social study—political science, juris- 
prudence, economics, history and sociolo 
The author, a professor at Hobart College, 
has worked over an amazing amount of 
material. His conclusions are addressed to 
special students and others who are seriously 
interested. Bibliography (31 p.). 


The 
N. Y, 


EDUCATIONAL OPINION 





The National Education Association 
is the foremost power in promoting a 
program of public education in America. 
It is endeavoring to bring about the 
following results: (1) a removal of 
illiteracy from the United States; (2) 
the Americanization of all un-Ameri- 
canized elements; (3) a professionally- 
equipped teacher who is an American 
with American ideals in every class- 
room in America; (4) universal physical 
fitness ; (5) the codrdination of all public 
and private agencies studying the prob- 
lems of education in the United States; 
(6) a National Department of Educa- 
tion, with a secretary in the President’s 
Cabinet; (7) a well-knit, coherent, co- 
éperative organization within itself. 

The individual teacher needs the 
National organization, and the Grade 
Association should send classroom rep- 
resentatives to the National Education 
Association in greater numbers each 
year. Not that our members wish. to 
dictate or dominate, but we will never 
grow unless we assume some of the 
responsibilities and obligations—Emma 
L. Dacre in The Bulletin of the San 
Francisco Grade Teachers’ Association 
for September, 1921. 


The New School Year—Never has a 
school year opened with so much of hope 
and cheer as does the year 1921-22. 
Education was never so genuinely alive 
as it is now. ‘Teachers never had so 
nearly adequate salaries as now. State 
associations were never so equipped for 





service either in official personality or in 
office administration. The National 
Education Association has never been a 
tenth part as well organized to serve the 
teachers and the children, the commun- 
ity, and the Nation as it is today. 

The normal schools have never had 
any such vision of opportunity and re- 
sponsibility as now. “Twice as many of 
them have collegiate privileges as two 
years ago. Universities and colleges are 
appreciating opportunities for service to 
the cause of professiorial education as 
never before. 

Parent-teachers’ associations, mothers’ 
clubs, Rotarians, Kiwanians, Lion’s 
clubs, and chambers of commerce are all 
boosting the schools.—An editorial by 
A. E. Winship in the Journal of Edu- 
cation for September 8, 1921. 


In order that teaching may become a 
profession, it is necessary that teachers 
be qualified to render skilful, intelli- 
gent, expert service to the children, the 
parents, and the community. This re 
quires a longer period of preparation 
than has hitherto been customary. Our 
teacher-preparation agencies have, for 
almost thirty years, been offering 4 
standardized two-year curriculum based 
on high-school graduation. Its inade 
quacy is confessed by all. It must be 
extended to four years if teaching is evet 
to become a profession. ‘The proposition 
that a child of eighteen should have 4 
teacher with four years of preparation 
while a child of seven needs a teacher 



























































21 


ity, 
rid. 
mal 
ele- 


he 
¥. 


3 on 
ches 
nake 
1 of 
reats 
other 
uris- 
logy. 
lege, 
it of 
ed to 
ously 


fol. 10, No. 8 


_ ictiiimeaicliti a 


with only two years of preparation is 
ss indefensible, educationally, as the 
parallel proposition that a child of eigh- 
teen needs a physician or surgeon or 
dentist with six years of preparation 
while a child of seven may very well be 
cared for by a physician or surgeon or 
dentist with only half as much prepara- 
tion —John A. H. Keith in the Penn- 


ylvania School Journal for September, 


1921. 


National and State Memberships— 
So much has been said of late impressing 
the value of organization, that reasons 
why every San Francisco teacher should 
hold membership in the National and the 
State bodies seem almost too evident to 
warrant expenditure of space here. 
However, since in many cases knowledge 
has not inspired action, it may be well 
to consider a few of those reasons. 

In the first place it should be a matter 
of civic pride. If we as citizens expect 
our community to take its place in the 
educational councils of the Nation and 
of the State then we should see to it 
that we as teachers do our part in the 
building up of the machinery to make 
it possible. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Moreover these memberships should 
be a matter of professional pride. ‘To- 
day we have come to concede that 
organized effort is the only certain 
means of putting ideas across. If we 
expect to obtain and hold a position of 
any consequence among the professions, 
if we desire the general public to know 
and respect our work, we must keep 
always actively behind every movement 
for the betterment of the profession. 

Furthermore, as classroom teachers, 
it is our duty to lend our support to 
these organizations for both have been 
reorganized in response to the complaints 
of the classroom teachers. The op- 
portunity long sought has arrived. If the 
classroom teachers do not take advantage 
of it, the responsibility rests with them 
alone. They now have a recognized 
voice in the fixing of standards of train- 
ing, of service, and of compensation. 
They are in duty bound to express them- 
selves. 

Finally, having in the past availed 
ourselves of the service of these organi- 
zations, evidence of our appreciation of 
their assistance can best be shown by 
helping in the growth of a large, loyal, 
active membership in the future —Mary 

























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149 


F. Mooney in The Bulletin of the San 
Francisco Grade Teachers’ Association 


for September, 1921. 


All questions related to and growing 
out of the immigration problem are 
National. The National Government 
controls every phase of the immigration 
question. It determines what aliens 
may be admitted to this country, the 
conditions upon which they may be ad- 
mitted, and it also prescribes the basis 
upon which they may be naturalized and 
admitted to American citizenship. The 
whole problem of adult illiterates is 
therefore a National and not a State 
problem. The National Government 
should recognize the necessity of attack- 
ing this problem without further delay, 
and should enact such laws and provide 
such funds as are necessary to construct 
an organization and execute a plan which 
shall, within a reasonable period of time, 
wipe out adult illiteracy in this coun- 
try—Thomas E. Finegan, State Super- 
intendent of Public Instruction, Harris- 
burg, Pennsylvania, in an address before 
the Americanism Commission of the 
American Legion, Philadelphia, Pennsy]- 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





October, 1921 











The vocabulary of your spelling lesson 
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