VOL. X DECEMBER, "1921 No. 10 ee F — Th JOURNAL of the : 7 NATIONAL EDUCATION i ay ay pe eek <*". ASSOCIATION SYA’ | uf wie A Petition for a Department of Education ‘ Frontispiece American Education Week : j ; 183 Program for City Schools . | ; 184 The Pan-Pacific Conference on Education ‘ ; ‘ 185 The True Teacher ; ; ; : ; ; 186 Give a Job , ; : ; ' , ’ p 187 Emphasis on Rural Education . ' , , : 188 The National Union of Teachers of England and Wales . 189 Some Moral Aspects of Physical Education ; : 19] Editorial ; - : > ' . ; ‘ , ; 194 Notes and Announcements : R ; 196 Educational Advance The First Representative Assembly Guide to New Books Index to Volume X 5% SESS SS Ma, a N) Ag a <> eo ( a4 Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorTHWEST, WASHINGTON, D. C. wo SESS y ee ce WZ=> RS 4 vase 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, [921. 3 (4 GPR ~~ CZ a7, ae ERE SS The Best Vocabulary LEWIS COMMON-WORD SPELLERS Scientific investigation has determined the word lists in the Lewis Spellers. Dr. Lewis, Superintend- ent of Schools, Rockford, Illinois, and Dr. W. N. Anderson, University of Iowa, conducted the in- vestigation. Details will be sent on request. Scientific grading is another special feature. By means of the Iowa spelling scales, which in scope and accuracy have never been equaled, the relative difh- culty of words and their consequent place in the word lists was determined. The Lewis Spellers are characterized by their stress on cumulative reviews and drills on the use of words in sentences. Moreover, Dr. Lewis recognized the importance of spelling in written composition, and in his spellers he relates the two. GINN AND COMPANY BOSTON NEW YORK CHICAGO LONDON ATLANTA DALLAS COLUMBUS SAN FRANCISCO \\ WITH REDUCED A NEW CATALOG \ Catalogs sent \ to School- men upon request YOUR IMMEDIATE REQUIREMENTS ALL SCHOOL BA NEEDS Complete Can be Supplied Promptly with Equipment Service QUALITY PRODUCTS AT Laboratory Equipment for Ai! Sciences ATTRACTIVE PRICES A jeulture Pocket Class Record wee Teachers’ Re stern $ nae a Crayons and Erasers Physiology Papers and Pencils Janitors’ yo Playground Apparatus Ask for Catalog, MANUALS: giving official Agriculture Maps and Globes position Physics - Physical Geography Furniture, ete. QUALITY A SIGN OF QUALITY WIELC Se SERVICE W. M. WELCH MANUFACTURING COMPANY Manufacturers, Importers & Exporters of Scientific Apparatus & School Supplies 1516 Orleans Street, CHICAGO, ILL. A MARK OF SERVICE ee A Manual for Teachers EOGRAPHY can no longer be taught casually, or by a mere recital of memo- rized facts. It has taken on a new breadth and meaning; it demands more efficiency on the part of the teacher. Teachers, therefore, look to a Manual which will better equip them for this task. Such a Manual has just been issued for Brigham and McFarlane’s Essentials of Geography. Not only does it deal in detail with the teaching of this series, but it also provides much illuminat- ing discussion of the pedagogy of geography. Its enthusiasm is contagious; its instruction is timely and enriching. ESSENTIALS OF GEOGRAPHY A MANUAL FOR TEACHERS (By ALBERT PERRY BRIGHAM, A. M., Sc. D., Professor of Geology, Colgate University, N. Y., and CHARLES T. McFARLANE, Ph. D., Professor of Geography, Teachers College, Columbia University, New York, N. Y.) AMERICAN BOOK COMPANY NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA An Introduction to Economics By Graham A. Laing A thoroughly up-to-date text written solely to meet the needsof the secondary school Clear Concise Understandable Send for free circular “Suc- cess via The 20th Century” THE GREGG PUBLISHING COMPANY NEW YORK CHICAGO BOSTON SAN FRANCISCO LONDON DECEMBER, 1921 American Education Week December 4 to 10, 1921, under the Auspices of The American Legion and The National Education Association in Coéperation with Many Other Organizations —Educational, Religious, Fraternal, and Civic. HE ORIGIN OF THE PLAN—The American through its Americanism Commission asked and received the cooperation of the Na- tional Education Association in teaching and fostering true Americanism in all the schools of America. “The American- ism Commission and the National Edu- cation Association approved the following statement, as adopted in the resolutions of the National Education Association at its last annual meeting in Des Moines, July, 1921. “The National Educa- | tion Association welcomes _ | most heartily and accepts | | with great appreciation the offer of the American Legion to coéperate with the National Education Association in securing for America a Legion have program of “4 That adequate instruction should be required in American history and civics for graduation from both mentary and high schools. “5. That the American flag should be displayed by every school during school hours and that patriotic exercises should be conducted regularly in all schools, and further, that the American Legion be invited to furnish speakers from time ele- The American’s Creed BELIEVE in the United States of America as a government of the people, by the people, for the people, whose just powers are derived from the con- sent of the governed; a sovereign Nation of many sovereign States; a perfect Union, one and inseparable, established upon those principles of freedom, equality, the American Legion throughout the year for the purpose of carrying into effect the program outlined above.”’ THE Purposes OF THE WEEK—The main purposes of the week are to in- form the public of the accomplishments and needs of the public schools and to secure cooperation and support of the public in meeting these needs and to teach and foster good Americanism. No service has suftered more from unintelligent criticism than the schools. The average citizen does not read educational litera- ture or accounts of teach- meetings or visit schools to learn what they are doing. ers He has a con- ception of school only as he knew it in his own school days. American Education Week should give the tax- education adequate to justice, and humanity for which American patriots payers who furnish the meet the needs of the sacrificed their lives and fortunes. I therefore believe funds for the _ public twentieth century and schools first-hand knowl- which will give every boy and every girl that equip- ment in education and training which is his right under our democratic gov- ernment and which will make of all, whether na- tive or foreign-born, good American citizens. To the accomplish- ment of these ends, be it resolved “1. That all teachers in America, ex- change teachers and professors excepted, should be American citizens and should be required to take an oath of allegiance to the government of the United States. “2. That no one should be permitted to teach in any school in America who has less than a standard high-school edu- cation of four years with not less than two additional training. years of professional “3. That the English language should be the only basic language of instruction in all public, private, and parochial ele- Mentary and high schools. *Also published as Bulletin Number 16. Tyler Page. it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag, and to defend it against all enemies.—Compiled by William Officially adopted by the United States Congress, April 13, 1918. to time at these and other exercises of the schools. “6. That school attendance should be made compulsory throughout the United States for a minimum of thirty-six weeks annually to the end of the high-school period or to the age of eighteen. “7. That an educational week should be observed in all communities annually for the purpose of informing the public of the accomplishments and needs of the public schools and to the co- Operation and support of the public in meeting these needs. “8. That the Representative Assem- bly of the National Education Associa- tion authorize the appointment of a standing committee to codperate with [183] secure edge of the service for which they pay. Education cannot afford to neglect this opportunity to adver. tise its aims and purposes. It is the duty of all the friends of education to think seriously and work hard on the problem of keeping the idea of public education before all the people. GETTING STARTED—AlIll communities are urged to observe American Educa- tion Week December 4+ to 10. The program for the week may be under the general supervision of the superintendent of schools, the commander of the local American Legion Post, the mayor, or other chief governmental officer of the community. These officials may call to their aid such other advisers and help as they deem necessary. Proclamations calling on the people and schools to observe the week will be made throughout the United States. The mayors should be requested to issue a proclamation before December 1. i84 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The superintendent of schools, the school principal, or the teacher in each community is expected to take the initia- tive in organizing and in making and carrying out the program for the week by getting in touch with the local head of the American Legion and of the local - government and with the presidents of Chambers of Commerce, Women’s Clubs, Rotary, Kiwanis, Lion, and other civic and religious organizations and mak- ing plans to reach at least once every individual in the community. Presidents of universities, colleges, and normal schools should encourage students to hold special patriotic meet- ings at which there will be emphasis on the importance of education in a democ- racy. The churches should be invited to ob- serve Sunday, December 4, as American Education Sunday with special sermons and addresses. The following topics are suggested for use in schools: Monday, Our Flag; Tuesday, American Ideals; Wednesday, The Language of America; Thursday, Immigration; Friday, Naturalization. THINGS TO BE EMPHASIZED— In every possible way the public’s attention should be centered on educational prob- lems: the need of better buildings, libraries, and equipment, playgrounds; better attendance; better-paid teachers; longer school terms; better vocational education; better understanding of the form and fundamental principles of our government and better and universal use of the English language. Special em- phasis should be placed on the singing of patriotic songs, salutes to the flag, and short, interesting accounts of essential facts in American history. MEETINGS AND Susyjects — There should be day and evening meetings in the schools and possibly one or more great public meetings for the whole community under the auspices of the Legion with other organizations coéper- ating. The weekly meeting of such organi- zations as the Rotary, Kiwanis, Lion, and Women’s Clubs should be devoted to the attainment of the objects and pur- poses of American Education Week. Before meetings of taxpayers and patrons of the schools, the principals and teachers should give summaries and demonstrations of what a modern school does ; how the teaching of writing, read- ing, and arithmetic have been revolu- tionized; how health and physical de- velopment of the pupils are cared for; how the coming citizens are given knowl- edge of their rights and responsibilities, and how they are trained in the exercise of these rights and in the discharge of their duties through the organization of the school, through classroom exercises, and through children’s clubs. Programs, pageants, and exhibits should be held in all schools. Parents must be attracted to these meetings and exhibits. Pupils may make posters, four-minute speeches, write slogans, visit court- houses, business houses, parks, and pub- lic. libraries to learn first hand more about what the government does for its citizens. Patriotic music should be sung and played and the meaning of the American flag taught and the flag honored. Members of the American Legion and others should be invited to speak at meetings held in the schools and in the community. The following topics are suggested for speeches at general meetings: 1. American ideals and Americanism. 2. National contributions to our im- migrant citizens—awaken in the various races among us pride in our country and its government. The National Salute PLEDGE OF ALLEGIANCE —I pledge allegiance to my flag and to the Republic for which it stands: one Nation indivisible, with liberty and justice for all. HOW TO GIVE THE SA- LUTE TO THE FLAG— Right hand extended, palm downward, to a line with the forehead and close to it. Stand- ing thus, all repeat the pledge slowly. At the words “to my flag” the right hand is extended gracefully, palm upward, to- ward the flag and remains in this position till the end of the affirmation, whereupon hands immediately drop to the side. THIS PLEDGE of allegiance was given under the leadership of The Youth’s Companion by more than 12,000,000 public- school pupils during the Na- tional Public-School Celebra- tion of October 21, 1892. It was so patriotic and appropri- ate that it has been perpetuated and is now the “official” pledge in public schools throughout the Nation. December, 1921 3. American patriotism — wear the flag in your heart as well as in your buttonhole. Celebrate the deeds of great civil as well as military heroes, 4. The School and the Nation. 5. Education, the greatest investment for Community, State, and Nation. 6. How education may be promoted. 7. The communities’ responsibility to- ward the school. Program for City Schools’ RANDALL J. CONDON Superintendent of City Schools, Cincinnati, Ohio GREATLY regret that it is impos- sible for me to be present to take part in the discussion this morning. In my absence, however, may I in general terms propose for city schools a program as varied and as wide as the needs of city children and of the city itself—an educational program that shall cultivate social and civic ideals and give a broader and richer personal life; a program that conserves the interests of all the chil- dren—the exceptional, the average, and the physically or mentally handicapped ; a program that provides equal and varied opportunities for a liberal education based alike upon art and industry, with books and things, work and study com- bined; a program that recognizes both the cultural and the vocational aims of education, and prepares alike for college and for work, with no narrow prepara- tion for either; a unified program of public education maintained at public expense that gives every child a chance, from the kindergarten to the university, to make the most of himself and to best prepare for the life he is to live and the work he is to do; a sane and well- balanced program that provides for the education of all children and youth of the city, according to their varied needs, and at the same time makes adequate provision for the recreational, social, civic, and educational activities of all the peo- ple; a program that makes good Ameri- can citizens out of the native- and for- eign-born alike, all inspired and con- trolled by ideals of unselfish service to the city, State, and Nation; a program which has physical education and good health as its foundation, which is con- trolled throughout by moral and civic purpose ; and which is measured in terms of spiritual values. * Telegram to the National Education As- sociation in session in Des Moines, July 7, 1921. os ae | ,e ae —_—_ = lic fol. 10, No. 10 —_—— May I also express the hope that out of your deliberations at Des Moines may ome a greater and stronger National Education Association; a National As- ciation of many departments and many THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION interests, but one unified Association, free and uncontrolled by any group of inter- ests; a genuinely democratic Association, representing and speaking for the united educational interests of the nation? The Pan-Pacific Conference on Education JULIA WADE ABBOT Specialist in Kindergarten Education, U. S. Bureau of Education, Washington, D. C. F EVERY classroom teacher in this country could have attended the Pan- Pacific Educational Conference held in Honolulu, August 11-21, the beginning if school this year would have had new maning. For, notwithstanding all the entific and philosophical discussions cident to the problems under consider- ition, the teacher was regarded as the gost important factor in the situation. ‘The future of the world, in the long qn, rests with the teachers,” said Dr. David Starr Jordan. “In the schools today, the history of tomorrow is be- ng written. ‘The schools of a democ- acy must not be standardized too much. They need teachers who will put soul gto their work; teachers who will real- w that this is their day.” The classroom teachers were well epresented by Miss Nina O. Buchanan, # Seattle, president of the National league of Teachers’ Associations, and y Miss Ida C. Iverson, president of the ls Angeles City Teachers’ Club. Miss buchanan stated the aim of the organi- ution she represented to be the placing nevery schoolroom in the United States ta fine, well-educated, well-qualified mofessional teacher. In an interview for the local press, dr. Finegan expressed his realization of need for better trained teachers in ese words: “One of the vital necessi- its at the present time in most of the Mates is legislation raising the standard i education, and one of the first steps ward obtaining this end is adequate muneration.” In an address before the iiss Iverson said: “We elementary tachers have much to learn and it is in poup thinking that this crystallizes into definite program. We want to dignify it work. We need more academic mM professional training and I appeal lyou as leaders of men that this train- % be made accessible to all of us. “One of the healthy signs of teacher- anization is the readiness to affiliate convention, with larger organizations. The Los Angeles City Teachers’ Club was en- titled to twelve delegates at the meeting of the N. E. A. They were there. These teachers have a serious purpose and they will take something back to the teaching fraternity of our city that will leaven the whole. I wish the twelve N. E. A. delegates from my organiza- tion were also here. Every time I see a vacant chair in this room I wish a classroom teacher were in it, for I think if there is one group more than another that needs the fruits of this conference it is the classroom teacher. Here, we are reaching out for the truth which, when realized, will make the world a — The Cornersione of Prosperity. SAVE BEFORE YOU SPEND THAT 1S THE WAY TO SUCCEED INVEST IN U.S. GOVERNMENT SECURITIES HIS CARTOON is being used by the Treasury Department to pro- mote the sale of securities of the United States Government. Thousands of teachers are now investing in these se- curities and are encouraging school chil- dren to do likewise. Thrift is a most essential part of education. Even the finest things of life have their economic foundation. Copies of a large poster containing this cartoon and literature on thrift may be had free from Mr. Orrin C. Lester, Acting Director, Division of Savings, Treasury Department, Wash- ington, D. C. 185 neighborhood. That word ‘neighbor- hood’ has meaning to me as never be- fore. Il am most grateful for this con- ference. I shall try to take back to my organization some of the divine fire. It has been good to be here.”’ Dr. Finegan, an official delegate ap- pointed by the United States Govern- ment, also represented the National Education Association. He reported to the conference the action of the Repre- sentative Assembly of the N. E. A. in passing a resolution to bring about the organization of an International Con- gress of Education to be held in the United States in 1923. Dr. Finegan emphasized the significance of this move- ment to internationalize the work of the National Education Association as a means of carrying on the splendid work begun in this conference. That teachers in other countries be- sides the United States have a vision of the part education should play in helping solve problems of international relation- ship, was evidenced by a resolution sent by the Council of the New South Wales Public ‘Teachers’ Federation. This resolution advocated the teaching in the schools of all countries “the will to peace.” It also suggested that the co- operation of nations not represented at the Pan-Pacific Conference be sought. In this message, the Australian teachers were anticipating just such a gathering as the World Conference on Education, which the National Education Associa- tion is planning for 1923. The significance of a “Conference on Education” that dealt with international relationships was expressed in these words in an editorial in one of the daily papers in Honolulu: #“That the men and women who are here to discuss educa- tional and other problems, primarily of the Pacific countries, but really of the whole world, realize what an enormous amount of influence they can bring to bear upon the solving cf those problems and that they are willing and ready to play their part in the big movement of better understanding between nations— no one who heard the speeches Wednes- day night can deny.” No finer sentiment, expressed more sincerely, was ever heard than the speech of Dr. F. Milner, delegate from New Zea- land. Dr. Milner urged that the dele- gates, as teachers, set themselves to the task of breaking down the barriers that separate nations and make them enemies of one another. “I am sure that an edu- cational entente of the world will do more than any one thing to bring about that high ideal.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The True Teacher RAYMOND E. MANCHESTER Kent State Normal College, Kent, Ohio OULD I be a good fairy and con- fer a gift upon humanity I should choose the gift of happiness. In pre- senting such a gift I should bestow that priceless possession of enthusiasm for life itself; I should bring to the world the inspiration needed to create new and more abundant happiness for those who live to advanced years; I should keep the bottom of life’s cup free from bitter- ness, and I should make each day suf- ficient unto itself because the past would record no regrets and the future would hold out no false promises. He who likened life to a race between a white horse representing good and a black horse representing evil with the victory ever uncertain, perhaps had in mind the uncertainty of all human en- deavor, for surely if human thought be not in vain the white horse could be made to win. And if such uncertainty there be, it must be due to ignorance, for human reason must by its nature choose well-being in place of destruction and sorrow. Further if education be what its definition would indicate, he is thrice blessed who chooses to teach, for thereby he desires to reduce this ignorance, the mother of uncertainty. To teach is to bring nearer that gift of happiness which is well-being and contentment and the inspiration needed for creation. If this be true, the teacher is the greatest of all possessors because he gives of his riches most freely. His is the joy of possessing happiness and participating in all the happiness he brings to others. Certainly no wealth could surpass this. With all this in mind a teacher should be thankful that he is privileged to de- vote his energies to the better adaptation and use of knowledge in human affairs. His good fortune brings him into an aristocracy safe from all revolution and free from all snobbery. It is an aristoc- racy not open to those who would buy or seek position through special favor. He has the pleasure that comes from connection with constructive effort. No true teacher can maintain a trivial attitude toward life. This fact in itself makes teaching a worthy vocation. It provides for the teacher an idealism that sustains not only him but through him sustains society as well. A_ teacher’s close connection with ever-confident and ever-optimistic youth, through contact with the ambitions of those with achieve- ment still ahead of them, promotes a dis- criminating appreciation for the fine things of life. The consuming jealous- ies that drag some to the depths pass him by for his is the task of giving to others the guiding inspiration that car- ries them to success. His reward is the aes i / yn ' il} WwW a ne Eo pg <4 J ws “J 7 The Birthplace of Our National Association—On August 26, 1857, was held in Philadelphia, in this building, the first meeting of the National Association, then organized as the National Teachers’ Association. the Athenaeum, was built in 1847 by The Athenaeum of Philadelphia, one of the early library societies, established in 1813. by that library. Square. considered one of the city’s chief adornments in its day. Philadelphia occupied a large room 42 feet by 57 feet on the east end of the first floor of the building for almost twenty-five years. spirited leaders who became the first members of our Association. Report of the Athenaeum of Philadelphia for 1857 contains a lithograph of the building and an account of its construction. A copy of this report, along with other valuable source material, was obtained through the courtesy of Mr. John Ashhurst, Librarian of the Free Library of Philadelphia. Frank H. Taylor, of Philadelphia. December, 192; — success of those he inspires, and his com. pensation is the inspiration that comes with such reward. No teacher can know the extent of his influence. His students take from him the treasures he gives and in time pass on to others what they have learned, Like the sower, his seed falls on goog and bad soil alike. But ignorant of what the harvest may be, he has the im. mediate satisfaction that comes to those who know that theirs is work well done. No wonder or amazement should be expressed that the teacher clings to his Toaee Hs ii 4 j This building, known as Its upper floors are still occupied It is located on Sixth Street below Walnut, opposite Washington Built with pleasing proportions in the Italian style of architecture, it was The school authorities of In this room gathered the The Annual This picture is from a sketch by of o ime ed, ood was ition, un as ne of upied ngton t was ies of e first d the nnual yf the other hurst, ch by fol. 10, No. 10 — work when those he serves are forgetful of his right to the ordinary pleasures of fe. A noble calling always holds noble men and women. If the teacher main- tains his position heroically in the face of privation it is to his glory and the country’s shame. The teacher is a leader of all human- tind. Like a beacon-light in surround- Give OT SINCE the memorable food campaigns of the war period have the schools responded to a national ap- peal for patriotic codperation as they have to the request of Mr. Herbert Hoover to do their share in the move- ment to relieve unemployment. Through the National Education As- gciation the educational leaders of the Nation were called upon to do two defi- nite things. First, to aid in the move- ment to give immediate relief to the Na- tion’s unemployed. Second, to include in those sections of courses of study which deal with current events, and with economic and social problems, spe- dal consideration of the conditions which control employment in an effort to find permanent relief. The emergency measures include a general campaign to find the millions of mall jobs and to promote the construc- tion of public works of all kinds. Employment and the Schools — There has never been in time of peace a graver problem than that which faced the Presi- dent’s Unemployment Conference, when itassembled on September 6. According 0 the only figures available there were from three and a half to five million un- employed upon whom depend many tther millions for food, clothing, and shelter. THE CONNEC THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ing darkness his large-mindedness helps to strengthen the faith of men in hope and in inspiration. His is the example that stimulates those who discover more knowledge and who perfect new and better skills. His is the enthusiasm that leavens human thought, and his the optimism that strengthens those in de- spair. a Job The Conference called upon the mayors of cities to help solve the prob- lem by organizing emergency committees which would register unemployed men in every city in the United States and coérdinate the work of finding jobs. It called upon governors of States to lend their aid and upon the press to give pub- licity that the Nation might not forget the facts. Copyrighted 1921. by The Star Company A NIAGARA GOING TO WASTE, —Williams in theo New York American. The Conference also called upon the National Education Association because the schools touch more intimately and directly the homes of the Nation than any other single agency. If present needs are met, there must be more money spent on public-school construction dur- ing the next year than upon all other public works combined. The Conference especially urged that municipalities extend their building oper- ations, particularly the construction and repair of public schools to the fullest possible volume compatible with exist- ing circumstances. That existing cir- cumstances are generally favorable is shown by the fact that over $700,000,000 of municipal bonds—the largest amount in history—have been sold in 1921. Of these, $106,000,000 were sold by 333 municipalities during August. School Building and Unemployment— Hundreds of new school buildings are —, “ + ” THE UNEMPLOYED GIVE ME A CHANCE AT IT —Morris for the George Matthew Adams Service HESE CARTOONS give some idea of the waste arising from widespread unem- ployment. enormous economic They do not measure the moral waste that springs from idleness and its attendant Nor do they even suggest the suffering from hunger and cold and disease and discouragement that must be the lot of millions of A mert- cans during the winter months if evils. ré- munerative work is not found for the Nation’s of unemployed. The situation is It presents a National problem. There may be com- munities without unemployed, but ther: is no community, however small, which cannot by using its buying power help great army grave. to give work to men who otherwise would be idle. needed in every State in the Union. Hundreds of thousands of school chil- dren in the Nation’s leading cities are in school only half time for want of seating space. Other hundreds of thou- sands are seated in buildings whose light and sanitation is a menace to health. Millions are in buildings ill suited to the purposes and requirements of educa- tion as it is now conceived and organ- ized. Every city in the United States which needs school buildings—and there are probably no exceptions—can by getting its building program under way give immediate relief to unemployed. Especially in small towns and in the open country school building should be encouraged. The thousands of building enterprises amount to an im- mense total. its small] A school building for even a hundred pupils in the small town sets men to work. These men pay grocery bills and buy supplies, and thus give work to other men in other places. Small buildings call for lumber, sand, 188 stone, and other materials, the supply- ing of which gives jobs to idle men. Many such buildings added to the larger building programs of the cities can be made to create a great tide of employ- ment which must certainly mean better times for the Nation and its people. The “Spruce-Up” Campaign—lf every home in the Nation will find the small jobs, which can be done now as well as at some later period, and set peo- ple who would otherwise be without work to doing these jobs the effect on unemployment will be enormous. ‘The schools touch the majority of American homes. ‘Teachers can interest children in unemployment by assigning suitable topics for oral and written themes. ‘The children will then wish to tell their par- ents about the campaign to find small jobs—trees to be trimmed, buildings to be cleaned or painted, fences to be built, new clothes to be made or old ones made over, and scores of similar tasks which will occur to the active minds of any group of children. A Definite Obligation—No intelligent American can escape the obligation of service to his fellows. Understanding of and responsibility for the common prob- lems are the very essence of democracy. The saying, ““The world owes every man a living,” is the shibboleth of criminals and slackers. The slogan, ‘““The world owes, every man an opportunity to earn an honest living,” may well be the watch- word of democracy. There is no tragedy that touches the heartstrings more cer- tainly than the spectacle of able-bodied self-respecting men unable to support themselves and their families for want of work to do. In extreme cases food and shelter must be provided for the needy, but a far better remedy is to pro- vide opportunity to earn the necessary money. Charity undermines self-respect and has a pauperizing influence. Work builds character and makes for happi- ness. What the unemployment situation de- mands is the patriotic codperation of every American citizen. There has never been a clearer call to service than the call to find jobs for the Nation’s unemployed. Nothing unreasonable is requested by the Emergency Unemploy- ment Committee. What this Committee asks is the concentration of the Nation’s buying power on the unemployment problem. Let every man, woman, and child lend a hand. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 192) a Emphasis on Rural Education HERE IS no need in education more fundamentally important than the problem of elevating rural education up to reasonable standards. ‘The prob- lem in a sense is not new. Rural educa- tion has always presented peculiar difh- culties. However, the rapid expansion of the industrial life of the Nation, ac- companying the substitution of automatic machinery for human labor, has seriously disturbed the balance between rural and urban life. Grave, challenging social problems have sprung out of the increas- ingly intricate situation. The primary problem is that of main- taining a high-class, contented popula- tion on the farms of the Nation. In the solution of this problem education is essential, for all improvement in rural life must have for its foundation im- proved rural leadership—county super- intendents who are as well trained and as professional as the best city superin- tendents; religious leaders whose vision has been broadened by study and travel; county nurses, and farm and home ex- perts; county librarians able to bring broad intellectual leadership; farmers able to lead in movements for more effi- cient farming; and rural business men able to work out the difficult problems of rural business. There is no one of these fields in which outstanding rural leadership is not now in evidence in certain localities. BETWEEN MIDNIGHT AND MORNING Lines Written for “King Albert’s Book,” December 16, 1914 Owen Seaman You that have faith to look with fearless eyes Beyond the tragedy of a world at strife, And trust that out of night and death shall rise The dawn of ampler life; Rejoice, whatever anguish rend your heart, That God has given you, for a priceless dower, To live in these great times and have your part In Freedom’s crowning hour. That you may tell your sons who see the light High in the heaven, their heritage to take :— “I saw the powers of darkness put to flight! I saw the morning break!” The need to extend such leadership throughout the Nation is imperative. When the Representative Assembly of the National Education Association elected a rural leader for its president it expected emphasis on rural education, It will be a source of much Satisfaction therefore that the new president has ap- pointed a committee on county super- intendents’ problems composed of per- sons of recognized leadership in rural education. The chairman of that com. mittee, Dr. Lee L. Driver, director of the bureau of rural education, State de. | partment of public instruction, Harris. burg, Pa., will have an article on its work in THE JOURNAL for January, The other members of the committee are: Minnie D. Bean, superintendent of Pierce County schools, Tacoma, Wash.: J. L. Bond, State superintendent of pub- lic instruction, Little Rock, Ark.; Mary Bradley, superintendent of Scott County schools, Georgetown, Ky.; F. L. Brown- ing, superintendent of Gibson County schools, Trenton, Tenn. ; Mabel Carney, Teachers College, Columbia University, New York, N. Y.; H. B. Clifford, county superintendent of schools, Hart- land, Maine; Albert S. Cook, State su- perintendent of schools, Baltimore, Md.; A. L. Harman, superintendent of Mont- gomery County schools, Montgomery, Ala.; F. A. Hathaway, superintendent of Duval County schools, Jacksonville, [From the Author’s War-Time Verses, Second Edition, Constable & Company, London, 1916.] Nn ership ve, embly lation lent it | on. It | action as ap- super- F per. rural cOm- tor of te de- | larris- On its ry. mittee ent of Vash. ; f pub- Mary ounty rown- ounty arney, ersity, ifford, Hart- ite su- Md.; Mont- ymery, endent nville, Vol. 10, No. 10 — Fla.; Sadie W. Hickey, superintendent Todd County schools, Sioux Falls, $. D.; Mrs. A. H. Hoffman, superintendent of Polk County schools, Des Moines, lowa; N. A. Housel, superintendent of Madi- son County schools, Madison, Nebr.; D. E. Martin, county superintendent of schools, Oakland, Calif.; Edgar C. Pruitt, superintendent Sangamon County schools, Springfield, Ill.; Ethel E. Red- field, State superintendent of public in- struction, Boise, Idaho; Agnes Samuel- THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION son, superintendent Page County schools, Clarinda, lowa; Mary Shipp Sanders, superintendent of Williamson County schools, Georgetown, Tex.; Elsie Toles, State superintendent of public instruc- tion, Phoenix, Ariz.; May ‘Trumper, State superintendent of public instruc- tion, Helena, Mont.; J. J. Unger, super- intendent Cumberland County schools, Bridgeton, N. J.; and Brenton Vedder, superintendent Clackamas County schools, Oregon City, Oregon. The National Union of [Teachers of England and Wales CHARLES H. WILLIAMS Director of University Extension, University of Missouri, and member of Foreign Relations Committee of the National Education Association HE NATIONAL UNION of Teachers of England and Wales is an organization which should le of in- terest to every member of our National Education Association both because of the numerous things it has accomplished for the teachers of those countries and because of the growing sentiment for a world organization of teachers in which the British organization would wield a powerful influence. The National Union was founded in 1870. At that time it was composed of twenty-six local associations with a total membership of only four hundred teach- ers. In 1880 there were nearly 13,000 members; in 1890, 16,000 members; in 1900, 43,000 members; in 1910, 69,000 members; and in 1920, approximatels 115,000 members, of which about 38,000 were men and 76,000 women. It thus appears that there has been a steady growth, with a very large increase in membership during the last ten years. Among the objects set forth in the Rules of the National Union are the fol- lowing: To associate and unite the teachers of England and Wales. To improve the condition of education in the country and to obtain the estab- lishment of a national system of educa- tion, codrdinated and complete. To secure effective representation of educational interests in Parliament. To maintain a high standard of quali- fications of teachers. To secure the recognition of the teach- ing profession as a diploma-granting authority. To extend protection to _ teachers wherever necessary. The National Union is not, as the name would seem to imply, a trade union in any form, nor is it directly affiliated with the labor organizations of Great Britain, although it codperates closely with them. similar both in aims and in organization to the teachers’ associations of the United States. To be sure, it must be admitted that it is more closely organized and pos- sesses more power in matters of legisla- tion than does, as yet, our own National Association. Membership is voluntary. Any teacher employed in the elementary, secondary, technical, training schools, or universities, including those holding ad- ministrative positions, is entitled to join unless excluded by unprofessional con- duct. One of the most important features of the organization consists in the locals. Each local has its own officers, receives a portion of the fees, and has a voice in de- termining the policies of the central or- ganization. The business of the national organization is conducted by representa- tives from the locals which meet once a year at Easter. More than two thou- sand delegates were present at the last meeting. During the time between the annual meetings, the business is conducted by an executive committee consisting of the president, vice-president, last ex- president, and treasurer of the Union, together with thirty-three other members elected by districts. This executive com- mittee meets once a month and may be called together at any time by the presi- dent and secretary or upon the request of On the contrary, it is very 189 seven of its members. ‘These meetings are usually held in London at Hamilton House, a handsome and imposing struc- ture in north central London, owned by the organization. The Union has feder- ated associations in the British colonies and is affiliated with an international or- ganization of teachers representing the principal countries df Europe. The dues paid by the teachers to the Union are considerably larger than the dues paid in this country. An annual tee of twenty-one shillings—about four dollars at the present time—is paid to the central organization, and in addition there are several other fees making a total of not less than six or seven dol- lars per vear. The funds have been wisely administered, so that, due partly to a saving of funds each year, and partly to donations, the Union now has avail- able a reserve fund of more than five million dollars. Many advantages have resulted for the teachers from their organization. One of these consists in free legal advice. The Union employs a corps of lawyers of the most eminent ability and in addition re- tains throughout England for special oc- casions the services of a large number of solicitors. Free legal advice upon pro- fessional matters is thus offered to any member in need of it. Moreover, an\ member prosecuted in connection with professional matters is, upon approval of the Union, entitled to defense by a trained lawyer free of charge and to the payment by the Union of all costs in the case. Another object accomplished through united action is the recognition of the right of teachers to serve as members As a result, in a large number of towns and localities, the teachers have been granted a member upon the local board. They are thus assured that their viewpoint and interests will be adequately represented. Still another result of organization is found in the splendid pension act passed by Parliament in 1918. In accordance with this law, teachers may retire at the age of sixty on an allowance from the government, which in many _ cases amounts annually to one-half of the yearly salary received at the time of re- tirement, plus the payment of a lump sum at the time of retirement which ma\ amount to the full salary for one and 2 half years. Pensions are also provided in case of breakdown while in service. and death gratuities are granted to rela- tives or dependents of teachers dying be- fore or soon after pensionable age. These upon school boards or committees. 190 pensions, allowances, and gratuities are absolute and are not dependent on any contribution by the teachers. Probably in no other country is there any system of pensions for teachers as liberal as this. Perhaps the accomplishment most vital to the teachers consists in a large increase in salaries. Until very recently, teachers’ salaries in England were totally inade- quate. Largely through the efforts of the teachers’ organization, salaries have been standardized within the last year throughout all England and Wales by a schedule known as ‘“Burnham-scales.” These scales were prepared by a com- mittee representing both the local educa- tional authorities and the ‘Teachers’ Union. Its recommendations were rapidly adopted by local committees throughout England and Wales, but did not receive the final approval of the Na- tional Board of Education until June, 1921. These scales are now in effect everywhere and represent a vast improve- ment over previous conditions. Each scale shows a minimum salary, an annual increment, and a maximum for men and for women. The entire country is divided into districts. Each scale differs slightly in the different districts to meet differences in the local cost of living. Each teacher now knows that he is being paid approximately the same salary as any other teacher doing the same kind of work anywhere in the Kingdom. The teachers are enthusiastic over the new arrangement. During recent years the Union has centered much of its attention upon the matter of securing good legislation by Parliament. At the present time no bill of importance affecting education is passed in Parliament without consulta- tion with the Teachers’ Union. So ef- fectively have the teachers worked in politics that several members of Parlia- ment at the present time were elected largely through the influence of teachers and devote the greater share of their at- tention to the passage of educational measures. Practically everywhere the teachers seek preélection pledges from candidates for Parliament, supporting those who are favorable to progressive legislation. In spite of the remarkable achieve- ments of the Union, many things yet re- main to be done. In an interesting sum- mary, the Secretary sets forth the ac- complishments of the past and calls at- tention to things which remain to be done in the future. The following are a few of the accomplishments: The Pen- sion Act of 1918; freedom of teachers to serve on local education boards or com- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION mittees; right of appeal against unjusti- fiable dismissals; freedom from excessive extraneous tasks; greater facilities for completing university degrees by teach- ers; the reduction of excessive and un- necessary statistical returns; the aboli- tion of the former absolute power of the inspector over the teachers’ certificate ; the abolition of secret reports by inspect- ors; the reduction of the number of non- certificated teachers; the reduction of the number of pupils in charge of one teacher; and large increases in salaries. Among aims of the teachers yet to be realized are the following: Greater aid from the imperial exchequer for local December, 1921 rates; stricter enforcement of attendance laws; the establishment throughout the country of junior employment registries to give advice and assistance to parents in the matter of employment of children between the ages of fourteen and eigh- teen years; the gradual improvement of standards of qualifications of teachers; and the firm establishment of a complete system of national education with ful] possibilities for every one in day and evening schools, colleges, and universities, Judging from past achievements, the Secretary is justified in predicting that most of these aims will be realized in the near future. What Might Be Done With The Money War Costs PROPOSED AIRCRAFT CARRIER Estimated to Cost $26,000,000 The money two such ships will cost would provide an increase of $800 per year for five years in the salaries of 13,000 school teachers. Adapted from “The Next War” by Will Irwin. E: P. Dutton & Co., New York. HIS CARD is one of a series of twenty, each of which presents graphically a compelling argument for armament limitation. The Exhibit of twenty nine- by-twelve-inch cards may be had for one dollar from The National Council on Limitation of Armament, 1811 Eye Street Northwest, Washington, D. C. seeing ‘2 eae O GIVE ADEQUATE signifi- cance to physical education it is necessary to set it in its proper relation to education in general. Edu- cation is both a process and a product. Considered as a process it is the making of habits, physical, mental, moral, and religious, out of the inborn re-actions of the child. The re-actions are auto- matic like the heart-beat, which require no stimulations outside of the body; re- flexes, unconscious actions, which do re- quire stimuli outside the body, like breathing and digestion; instinctive ac- tions, involving the whole organism, stimulated from outside the body and accompanied with consciousness; idea- tional actions, which are stimulated by ideas, are not only accompanied with consciousness of the act, but also of knowledge of its purpose or significance. From these four re-actions are formed habits, which in their pure state are unconsciously performed. Examples of such habits are the postures of people, the holding of one shoulder higher than the other, the stepping upon one foot harder than the other, talking with one side of the mouth, and many other simi- lar common tricks and acts. These habits, and all others, some accompanied with consciousness, are the product of educational processes. Such an idea, it will be seen immedi- ately, introduces a new democracy into education. No longer are invidious dis- tinctions made between mere _book- learning and other habits. It is recog- nized that spelling “c-a-t” is merely a habit; the multiplication table another habit; sewing another; gymnastic exer- cises another; but all are education whether applied to metaphysical dispu- tations or plowing corn. There are indeed levels of education. The lowest is improvement, in which process the inborn instincts are improved by mechanical means or mere practice. A hound-dog naturally trails by scent, but he can be improved by mere me- chanical practice. The next stage is training by means of imitation. Mon- keys have that power in a high degree and are therefore sometimes given credit * Delivered before the Department of Phys- ical Education at Des Moines, Iowa, July 6, 1921. Some Moral Aspects of Physical Education ARTHUR HOLMES President of Drake University, Des Moines, Iowa for a high intelligence. Certain sub- normal human minds can learn only by being shown how to perform an opera- tion and then doing it. The third stage is true education. Here the intelligence is so high that the person can be told how to do a thing and goes and does it. It is the symbolic stage of education, one in which symbols can be used for trans- mitting instruction from which habits can be formed. Cost of the World War compared with the Cost of All the Wars in the World from 1795 (beginning of Napoleonic Wars) to 1910 i 23 BILLIONS ALL WARS 1793 1910 What will “the next war’ cost? Foam ~The Maw War” ty WU twee P Onenme te Co. Mew Werk It is on account of these three levels of educational ability, implicit in human experience but often unnoticed, that physical education has been placed by popular judgment and by many educa- tors upon a low plane. Dealing as it does with physical movements easily seen and imitated, and taught almost always by the imitative process alone, naturally and gradually the idea pre- vailed that students of such an art did not need the high powers of intellect necessary in other realms of learning. Of course such a judgment has its modicum of truth. But the usual method of giving physical instruction by example and illustration, need not be the only one. Neither is it true that all students of physical education learn by observation alone. in club swinging, for example, some students listen to in- structions, then form in their own minds an image of the movement and then swing the clubs. Such a process of [191] learning is on the highest plane and involves mental processes similar to those involved in learning any subject, like geometry, for instance. The glory of physical education, then, is its ability to aid students on any plane of ability; and in this universality of application it has especially demonstrated its utility in developing young children and _ sub- normal persons of all ages. On the other hand, the fact that it is taught by correspondence proves its right to be classed with the highest types of educa- tion whereit. symbolic knowledge is translated into physical habits. Moral education, as indicated by our discussion above, considered as a prod- uct, consists of right habits; considered as a process it is the making of right habits. The making of right moral habits divides itself naturally into two methods; making habits by inculcating ideals of conduct, which ideals by their idea-motor force bring about movements, direct these movements, and suggest other ideas. In other words, ideas are motive, directive, and suggestive. This phase of moral education might properly be called moral instruction. The other phase of it is making right habits by training, that is, by repetition of those actions which are considered right. Such repetition is often produced by the force of example, and appeals to the instinct of imitativeness, involving no intelligence higher than that found in small children or lower animals. Some thinkers, of course, would deny that such actions have any claim to being classified as moral, but we need not stop in the middle of a practical talk to dis- cuss a theoretical question. Good habits can be and are formed by the repetition of proper actions, no matter what may be the reason in the mind of the agent for performing such actions. To such a process physical education undoubtedly holds a close relation. Therefore, it is the feasibility of such a process, and not its theoretical implications >which are interesting to us. The making of right habits implies also the proposition that we know what is right. This assumption is a practical as well as a theoretical one, and upon the answer to ““What is right?” depends to a large extent the relation which physical education holds to morality. 192 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION If, for example, it is true, as intui- tionism ethics has insisted it is, that man perceives right and wrong through his moral sense, in a manner somewhat similar to perceiving beauty through his esthetic sense, then it might be hard to show that gymnasiums and athletic fields had anything to do with the matter. How such a sense could be whetted and sharpened and sensitized by the vigorous games and the mortal contests of the athletic battles carried on in our high schools and colleges, is not only hard to understand, but is easy to feel how just the opposite result could be thought to ensue. Would not fine discussions on casuistical questions, deliberate and re- flective meditations on moral stories and religious experiences as conducted in the universities, monasteries, Sunday schools, and Bible classes, would not these seem far more conducive to the development of that tender solicitude for the right which characterizes the institutionist who must depend upon a_ sharpened moral sense for making moral distinc- tions and a tender conscience for im- pelling him to moral habits? At any rate that has been the usual and common and almost universal method of moral training until recent years. The cor- relative fact that our penitentiaries have been fairly full, that adolescent crime has been increasing faster than the popu- lation, in spite of juvenile court pro- cedures which reduce convictions in number and severity, may and may not be somewhat of a commentary upon that system. The difficulties with intuitionism as a method of knowing right aside from the feasibility of imparting a moral sense by any sort of instruction, is the fact that two intuitionists, both abso- lutely sure they are right about the same issue, may contradict each other. Slavery and prohibition are two great historical moral issues on which good people di- vided with entire sincerity and entire though opposite purity of conscience. Then, too, the same person, on the same moral issue, will through his moral sense from which there is no appeal, one time judge an action to be altogether wrong which later he will judge by the same sense to be altogether right. A young student, who had lived in a coun- try town permeated with a strong re- ligious spirit, told me how when he first came to a large city to live he thought it absolutely wrong to ride on the street- cars on Sunday. Within six months after his moving there he had com- pletely reversed his moral judgment and scouted loudly any moral taint whatever in such riding. “Though such a system of judging right and wrong is common and widespread, and under the slogans, “Right for Right’s Sake,” “Virtue is its own reward”’ arouses for itself a strong enthusiasm, nevertheless, it is simply the old pagan ethics, im- possible to pursue in all phases of life and leading eventually when carried out to its logical conclusion and practice to each one’s doing what is right in his own eyes. Different from this intuitionism are the so-called rationalistic or reasonable very INA KERR, president of the Department of Deans of Women of the National Education Association. Miss Kerr, who is dean of women at Wheaton College, Norton, Massachu- setts, was for many years dean of women at Milwaukee-Downer College. systems of ethics. They set an end or goal of conduct and insist that any ac- tion is right which intends to reach that goal; and on the contrary, any action is wrong which intends to reach some other goal. The goals have been vari- ously set. One is the greatest happiness of the greatest possible number of peo- ple. That objective involves at times sacrifices of the individual’s happiness, and is the system which most people, when they hear of it, immediately claim to be their own. Another related sys- tem sets the happiness of the individual, here and hereafter, as the final goal. These two systems can be harmonized December, 1921 by belief in a hereaiter in which self- sacrifice in this earth will be compen- sated by greater happiness hereafter. Then other goals, not necessarily involy- ing happiness, may be set, such as the largest or most varied possible experi- ence, painful or otherwise. That seems to be somehow lodged in human desire and is brought out in the rebellious lines: If I had lived in Eden I would ha’ climbed the wall! For I want not only the sweets o’ life, But all, all, all! Assuming that morality which js feasible and practical does set a goal, and that goal is either happiness or char- acter in its widest and broadest sense. then moral education would be the formation of habits which would give happiness to self or others, or allow the individual habitually to experience the widest possible number of sensations. To such a scheme it can be easily seen off-hand that physical education would immediately and powerfully minister. For physical education, defined as the formation of muscle-habits, and espe- cially large muscle-habits, with all the attendant involvement and nerves, sensations, action of perceptions, memories, imaginations, and _ ratiocina- tions, would play as large and as vital a part as any other kind of education ever conceived or practiced by man. On this assumption the gymnasium and the athletic field would become not only palaces of physical health and enjoy- ment, but with the lecture-hall and Sun- day-school room, true means of instruc- tion and training in that supreme art of living life to its fulness in the highest and finest meaning of morality. To be more specific and therefore more helpful, let us investigate this re- lationship between physical and moral training in two rather broad phases of life experience. All of us are familiar with that psycho-physical parallelism which underlies all our theories of the relationship between mind and body, or all the relationships between matter and spirit. ‘That theory, applied to thinking human beings, insists that mind and body are so intimately related that what touches one touches the other. It is simply impossible to take a human body into a gymnasium or out on the athletic field and leave the mind behind. Both are there. What affects affects the other. If the mind sets as its de- liberate moral goal in life the happiness of the largest number, then physical exercise holds some relation to that goal and its achievement. If health conduces bones, one te: er an we gle m<¢ we ser of pa! 1g id at dy tic th cts le- ess cal al Vol. 10, No. 10 to happiness, physical exercise as a past- discussion aid to health, also makes morals. If physical education is con- ducive to efficiency, then that efficiency of body and mind applied to making people happy is enhanced. If posture, as the James-Lange adherents to the theory of emotions insist has much to do with the color of one’s own feelings, and these feelings have much to do with one’s morals, then corrective gymnastics are essentially and par excellence moral trainers. ‘Try to imagine a liar standing straight up, knees back, chest out, chin down, eyes level, looking the whole world in the face! Imagine a coward advancing with a decided step, left shoulder forward, jaw set, fists clenchtd, eyes half closed! No; all the words which describe the feelings attendant upon one kind or the other of a moral character describe more frequently and more accurately the physical attitudes and physical movements of the char- acters. Any physical education teacher, who possibly perfunctorily and blindly, teaches daily the humble “setting-up ex- ercises” ought to receive from the radi- ance of this higher conception of her work some sustaining and invigorating glow which will always transform her task from apologetic routine into that most holy art, the making of men and women in the broadest, biggest, and best sense, a work surpassing any transfixing of no matter what poetic forms in dead paint or cold marble. The other phase of life which to my mind is highly significant for relating physical and moral training is play. That human and animal activity, which has had such a long and influential career upon earth, has only comparatively recently succeeded to its proper place of importance as an educative factor in the thought of educators. Greece recog- nized its place in fulness; in Rome the vision was partially obscured; in Medi- evalism it was swallowed up in black darkness; but the Renaissance _redis- covered it with a twilight perception, and modern educators place it where it belongs, as the highest and most fruitful of all educational activities. Froebel spiritualized it and set it once for all above mortal pollutions with his su- preme apotheosis: ‘‘Play is the purest and Most spiritual activity of men.” Play which once marked the historic dates of Greece with its Olympiads, which has preserved some of the most fervid of religious experiences in its Passion Plays, which in pageants marches history before our eyes, and in games calls out the immortal spark of children and men, is to my mind the one pure and infallible teacher of morals. Why is such a supreme place to be given to play? Simply because genuine moral education is fitting oneself to one’s own world. That world for chil- dren, when morality is being most de- veloped, is the play-world. There, on the play-ground, in the games, a boy gets his first real conception of law. He finds that games cannot be played without rules. Elsewhere for him might makes right. His elders impose their wills upon him by their superior Appreciation | WORD of encouragement is worth more than a long fault-finding harangue. A sign of appreciation will stimulate better and more successful ef- fort. A warm handclasp will evoke the spirit of codperation, while a frown or a sneer will freeze the heart or make it bitter and resentful. Let your countenance radiate cheer, good will, and faith and your world will resound with joy and serv- ice.—From The School News of New Jersey, September, 1921. | jt ___ physical powers. In the “crowd,” or the “gang,” the same holds true. The strong impose their wills upon the weak. In play, rules hold in check primitive, brutal, physical strength. Skill, intelli- gence, agility, these and other qualities of higher civilization, come in to sup- press and modify the advantages due to mere brute strength. They are capable of expressing themselves upon the results of the games because the rules of the game hold. If one rebellious player breaks the rules the game goes to pieces; anarchy results; play disappears; the child’s world is shattered; his fun is gone; black calamity has arrived. No- where does he get that awful feeling of utter, calamitous ruin so acutely as when it dashes in upon the joyous hilar- ity of a full-swinging game. Child-life feels that calamity to its inmost being and feeling it, is prepared thereby for citizenship in a larger world of con- servative order. Again, he realizes law from the demo- cratic point of view. The rules of the game are valid for him because he freely accepts them himself. They are not imposed from above, but accepted by all the participants as just and right. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 193 They are just and right because they preserve the points of the game; they permit the attainment of the goal. The game is saturated through and through with the deepest feelings the child- player will ever experience. His emo- tions are at the highest pitch; his ener- gies are enlisted with their utmost intensity; and still under this supreme strain he must keep the rules and play fair. Is there any experience in later life wherein there will be any factors different from these? Will there come any greater strain of temptation? Is not the play-ground, then, the supreme moral trainer when it trains in habits which will accompany the adult in every activity of his life? Of necessity this must be but a brief and sketchy treatment of a subject call- ing the mind into many of the widest and deepest of life’s experiences. ‘The treatment of it so briefly can be only cursory and suggestive. If such treat- ment, however, leaves with the teachers of physical education any inspiration even for a moment, or any newer insight into the reaches of their profession into those heights where we are accustomed to think that human inspiration and human satisfaction so essentially reside, then it is not in vain. Possibly medita- tion and reflection being added to these suggestions, genuine inspiration and per- manent enthusiasm for this basic thing, physical education, will come and will carry the too much humbled teacher happily through days of joyous service. May each teacher be imbued always with the thought that while he is laying for his pupils the foundation of all higher life in strong and healthy bodies, by the miracle of that unity which constitutes personality he is also strengthening, purifying, and beautifying that whole magnificent edifice calied human char- acter. It seems to me that the thought, if not the words of Edwin’ Markham, written in another connection, apply here with peculiarly inspiring power: We men of earth have here the stuff Of Paradise. We have enough. We need no other stones to build The stairs into the unfulfilled. No other marble for the floors, No other ivory for the doors, .~ No other cedar for the beam And dome of men’s immortal dream. Here on the path of every day, Here on the common, human way, Is all the stuff the gods would take To build new Heavens. ‘To mould and make New Edens. Out of the stuff sublime To build Eternity in Time. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Journal of the National Education Association Published monthly except July and August by the National Education Association of the United States. 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- tments, to vote for delegates to the Representative Assem- bi. 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 ppesages of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal. Subscription to non-members is $2.00 per year; copies, 25 cents. Advertising rates on application. Members are ee requested to report at once any change of address, giving old as well as new address. single Entered as second-class matter October 28, 1920, at the post- office at ashington, D. C., under the act of August 24, 1912. Acceptance for mailing at os rate of —- pro- vided for in section 1108, Act of October 8, 1917, authorized January 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff R. S. Erlandson Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. A Notable Petition HE OVERWHELMING and widespread sentiment in favor of a Federal Department of Education with a Secretary in the President’s Cabinet 1as been nowhere more emphatically re- vealed than in the petition to the Presi- dent of the United States published in facsimile elsewhere in this issue of THE JourNAL. Each signature on the peti- tion carries with it the. authority of a great National organization whose mem- bers have carefully considered the pro- posal for a Department of Education and after thoughtful discussion have voted to support the measure. The original copies of the petition were beautifully printed on sheets of parchment bond paper eleven by sixteen inches in size. They were then taken or sent to the various signers. When consid- eration is given the number of busy peo- ple involved and the number of miles that the petition had to travel for signatures it is noteworthy that the task was ac- complished in the short space of one month. The conference out of which the petition grew met in Washington October 1 and 2. The petition was pre- sented to the President on October 31. It was indeed fitting that the small committee which presented the petition to the President should include Mrs. Thomas G. Winter, President of the General Federation of Women’s Clubs— an organization which has long been an enthusiastic champion of the cause of education. Other members of the com- mittee were Miss Charl Ormond Wil- liams, President of the National Educa- tion Association; Mr. A. Lincoln Filene, President of the National Committee for a Department of Education; and Con- gressman Towner and Senator Sterling who presented the delegation to the President. Members of the Association may well rejoice that it is not obliged to fight its battles alone. The organizations repre- sented on the petition are only a few of the many agencies that have rallied to the association’s program of service. Such overwhelming forces must eventually win primary recognition for education. Ku Kluxism and the Schools HE VIGOROUS reaction of pub- lic opinion against the “ideals” of the Ku Klux Klan and its alleged prac- tices signalizes the return to a most wholesome type of “normalcy.” The psychology of war unfortunately encour- ages intolerance and even condones a petty type of persecution. This spirit is likely both to outlast the war itself and to spread far beyond the limits of those issues upon which there can be no differences of opinion once the gauntlet of war has been picked up. It is a tribute to the intelligence of a people that its collective opinion not only dis- criminates between disloyalty to the common cause in time of war and sin- cere differences of opinion and belief in time of peace, but also adjusts itself quickly to the changed situation. The schools can well claim some of the credit for this intelligence. The reaction against Ku Kluxism is due in large part to the general belief that the organization in question has reflected a dangerous type of religious intolerance. Liberty of conscience has a firm founda- tion in our National traditions. Some critics of the teaching of history in our schools have ridiculed the emphasis that has been placed on the study of colonial development. And yet through the story of the Pilgrims the ideal of re- ligious liberty comes forth so clearly that even a child can understand and appreciate what it means. Roger Wil- liams and Anne Hutchinson and the tragedies of Salem witchcraft teach the dangers of religious persecution. Lord Baltimore and William Penn impress the essential humanity and the power for good that reside in the ideal of re- ligious toleration. We hazard a guess that the present firm attitude of the American people December, 192 I against anything that smacks of religious intolerance or persecution can be traced in part at least, to these teachings, In any case it is clear enough from our his. tory that, of all varieties of sel f-pro- claimed ‘‘100-per-cent patriots,” the kind that the country can get along best without is the bigot. Humanity on the Block HE BARBAROUS practice of selling hungry, unemployed men on the block has been rightly condemned by the municipal authorities in several] cities. the gives food for serious thought. No sane per- son wastes sympathy on the habitually lazy and idle, but the spectacle of able- bodied men willing to work going idle and hungry and cold, and languishing in mental distress over the plight of their However, question EORGE B. THOMAS, president of the Department of School Ad- ministration of the National Education Association, is chairman of the School Board at Portland, Oregon. His philan- thropic interest in boys and his past ex- perience in the blast-furnace business account for his invaluable assistance at Benson Polytechnic High School, Port- land, Oregon. | | RRA ON a a ent ion en ae Vol. 10, No. 10 families, all for want of jobs, touches the heart of civilized people everywhere. While finan- ciers, and industrial engineers are trying economists, statesmen, to overhaul the economic structure that makes widespread unemployment possi- ble, educators may well give some atten- tion to the problems of eliminating il- literacy, which is the acknowledged cause of much idleness, and to so train- ing future workmen as to make them less dependent on fields of employment so limited in scope that any industrial readjustment is certain to mean severe hardship. For example, there are few tragedies worse than that of the individual, who working at a single mechanical operation in a specialized industry has reached middle life knowing no other means of livelihood, despondent because -his task has been taken from him by the vicissi- tudes of our economic life and the new developments of a mechanical age. Civilization cannot afford to crush those who have served it faithfully. The schools must join the public in an en- deavor to provide through universal education that training which will en- able men to adapt themselves to the re- quirements of the changing industrial life of the Nation. Life Enlistments ANY MEMBERS of -the Na- tional Education Association will welcome the opportunity to pay dues for life given by the action of the Executive Committee at its meeting in Washing- ton on October first. Life memberships were recommended in the reports of both the Secretary and the Treasurer and ap- proved by the Representative Assembly at Des Moines. They are the logical outgrowth of the growing interest in professional organization now evident in all branches of the educational service. While life memberships give no privi- leges not enjoyed by active members, they have decided advantages both to the member and to the Association. The life member will receive all the publica- tions of the Association including THE Journat, the large volume of Proceed- ings and special reports, during life, without having to give further thought to the matter of paying dues. He thus has throughout life living contact with the most representative body of educa- tors in the world for the relatively small sum of one hundred dollars. How small this sum is may be seen from a simple comparison. Four years spent in a teachers’ college during the period of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Copyright by Harris & Ewing HEODORE ROOSEVELT, ex- ponent of Americanism, whose birth- was widely observed by October 27. American W eek well recall Mr. Roosevelt's stirring message, “There can be no divided allegiance here. who says he is an American, but some- thing else also, isn’t an American at all. We have room for but one flag, the American flag. day school children on Education may Any man We have room for but one language here, and that is the English language, for we intend to see that the crucible turns our people out as Americans, of American nationality, and not as dwellers in a polyglot boarding house; and we have room for but one soul loyalty, and that is a loyalty to the American people.” professional preparation cost about $4000. For one-fortieth of this amount there is offered the opportunity for a life investment in a continuing professional preparation, which, as every wise teacher knows, is fully as important as the pre- liminary preparation. The life member also has the advan- tage of knowing that he has made a sub- stantial and permanent contribution to the improvement of his profession. All life membership fees go immediately in the permanent fund of the Association. This fund helps to make it possible to continue the effort to obtain more nearly adequate salaries, suitable buildings, bet- ter working conditions, and more gen- erous appreciation of education by the public. 195 The life member has made a definite investment in social progress. The work of the National Association has The asso- ciation has made large contributions to the general welfare of our people. Every battle won in behalf of a sound educa- for child and continuing education for every adult is a contribu- tion to social progress and the profes- sional army that must lead in fighting such battles will be greatly strengthened by a large number of life enlistments. Shall Armaments Be Reduced ? F THIS QUESTION could be put to the enlightened peoples of the world, the reply would be a thundering “Yes.” It is upon peoples rather than upon rulers and diplomats that the bur- den of wars and potential wars falls most heavily. The problem of smaller armaments is primarily one of mutual understanding and appreciation, which have their foundation in the education of all the people. been kept upon a high plane. tion every History in one of its phases is an ac- count of the widening of men’s sympa- thies. The kings of Bible times ruled over territories that to us seem indeed. smal] Yet each ruler fostered among his people the narrow patriotisms and petty jealousies that were the basis of wars so small that they were hardly more than struggles between families and neighborhoods. The broader understanding of modern man has made these petty un- necessary and the energy thus released has been turned into constructive work, which has made possible the stupendous progress of modern times. But there are still differences that call for broad- ened intelligence. The areas in which petty neighborhood wars are possible have been greatly restricted, even within the experience of living men, but there is still possibility of world conflicts so intense and extensive as to threaten the whole structure of civilization which tediously has been built up through the centuries. The International Conference now in Washington meets to consider the lim- itation of armament. In reality it must consider vastly more. The delegates at that conference must have in mind the various relations between the peoples of nation and nation. Before they will agree to smaller armaments they must be satisfied that larger armaments are not needed. Theirs is the solemn task of whittling away the misunderstandings wars 196 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December 1921 that demand great armaments. The citizens of no nation will wish its dele- gates to feel that they must reach agree- ment at any price. ‘There are still brave hearts who, if the perfecting of civilization requires it, will be willing again to see the flame applied to the crucible. But the peoples of the world | will scrutinize the acts of their repre- sentatives at this conference with a will to know and to understand intensified by the terrible experiences of recent years. The people will demand, and justly demand, that their rights and wishes be elevated above the dictates of any narrow diplomacy. NOTES aad ANNOUNCEMENTS + Enrolment and Affiliation—On ac- count of the publication of the names of members of the Representative Assembly and the Index in this issue a considerable list of affiliations and one hundred per cent enrolments has been held over for the January JouRNAL. A large number of schools are now trying for one hun- dred per cent enrolment. The January list promises to be the largest yet pub- lished. The Wisconsin and Minnesota asso- ciations voted to affiliate with the Na- tional Education Association at their recent meetings. This leaves Rhode Island as the only State not now affili- ated with the National Association. Four new. addressograph plate cabi- nets have recently been added to the equipment of the Department of Rec- ords and Accounts. Readers of THE Journat will be pleased to see the increased amount of advertising in this issue. A still further increase is assured for January. Tue JOURNAL tries to keep its adver- tising on a high plane. It refuses hun- dreds of dollars worth of advertising every month to avoid promoting un- worthy enterprises. Advertising of the right kind is read by every progressive teacher because the heavy advertiser is usually a good citizen who has faith in what he is doing. Tue JouRNAL appreciates the fact that its readers not only read the adver- tisements, but that they let the various firms know that they read them. The best way to promote a good enterprise is to appreciate it. The surest way to de- stroy inferior products is to praise su- perior ones. Study the service of our advertisers. It pays. The sudden death of Superintendent Frank V. Thompson, of the Boston Pub- lic Schools, was a shock to his many friends throughout the United States. Dr. Thompson had been busy this fall with plans to make the summer meeting of the National Education Association a success. Department of Superintendence HE PROGRAM for the depart- ment will include consideration of the following general subjects: 1. The outlook in education—com- mercial, cultural, technical, industrial. 2. The organization necessary to pro- mote the program outlined. 3. What physical equipment is neces- sary to promote the program outlined? 4. What technique of instruction is best designed to conserve time and ef- fort? 5. How shall the program of public education be financed ? 6. What benefits may be expected to accrue to young people through public education ? The program is designed to treat in cross section the field of administration and supervision. 1. It is planned to invite representa- tives from industry, commerce, technical and academic schools to discuss from their respective points of view the types of education the public schools should offer in preparation for higher education or for service in business affairs. 2. County, State, and National or- ganization has not been so highly de- veloped as that of the city, the city be- ing more compact and closer to the pupil and therefore more easily financed and checked. Support must be forthcoming to develop the three units for obvious reasons. This program should make public the best that has been thought and done for in each of these three units. 3. In view of the country-wide build- ing of schools, it is hoped that able ————., architects and schoolmen who have been engaged with new construction and re. habilitation of old buildings, may bring to this program on Tuesday the best the country has produced in plans for all types of schools. A large room will be provided for the meetings and exhibits, No pains will be spared to make this dj- vision successful. 4. This department will be concerned with the science and technique of edy- cation. Opportunity is offered to dis- play ways and means for the improve- ment of instruction through the agencies of method, training, and content. 5. The program of education is con- stantly expanding and it is a chief con- cern to know how to expand the school budget. Tax experts and economists will be invited to show the possibilities and limits in taxation for public educa- tion. 6. The Thursday morning session, prior to the business meeting, will be devoted to a hearing on the achievements and ideals in public education. In short, what product from all the effort and cash have we reason to expect? On Tuesday evening the program will deal with what types of education are legitimate for the expenditure of taxes levied for the public schools. Various extensions of school activities are re- quired which naturally reduce the funds for the operation of the regular twelve grades, for example, libraries, night schools, playgrounds, Americanization work, trade schools, and community cen- ters. Wednesday evening will be devoted to college dinners. Any institution desir- ing to have tables reserved may do so by making application to Mr. Frank Cody, Superintendent of Schools, Detroit, Michigan. The theme for the inter- collegiate dinner will be, ‘The responsi- bility of the small college for the maintenance of the professions.”’ Aside from the dinners which are at present organized there will be an intercollegiate dinner for any or all colleges and uni- versities which have not been represented at former meetings. The complete program, including the speakers, will be announced as early as possible. Those who have made pro- grams will understand how difficult it is to stabilize the personal part of the pro- gram and delay in the final announce- ment is always incident to this cause. Chicago is making extensive prepara- tion for the comfort and success of the meeting, and it is hoped that expectation may be surpassed by realization Febru- ary 27—March 2. r f tra for po: Vol. 10, No. 10 Perhaps no feature of this issue will arouse more interest than the names of the members of the First Representative Assembly. ‘To be a member of this first assembly is a distinctive honor. The list has considerable historical significance. Future lists will grow longer and longer. It may well be that this generation of teachers will live to see an assembly com- posed of 10,000 representatives of the teachers of the Nation. The National Council of Education will meet at the Sherman House in Chicago, Monday afternoon, February 27, Tuesday afternoon and evening, Feb- ruary 28, and Wednesday afternoon, March 1. Plans for American Education Week were made by a joint advisory commit- tee, representing the National Education Association and the American Legion. This committee is as follows: J. M. Gwinn, Chairman, Superintendent of City Public Schools, New Orleans, La. ; Lindsey Blayney, Rice Institute, Hous- ton, Texas; Robert H. Wright, East Carolina Teachers’ Training School, Greenville, N. C.; Anna M. Tibbets, Fargo College, Fargo, North Dakota; F. O. Norton, Drake University, Des Moines, Lowa; Ambrose Cort, Public School No. 73, Brooklyn, N. Y.; Wil- liam M. Davidson, City Public Schools, Pittsburgh, Pa. Plans for American Education Week in 1922 should begin at once. As THE JOURNAL goes to THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION press there is every evidence that the week as observed this year will accom- plish much for education. There are al- ready indications that many other or- + EDUCATIONAL ADVANCE + The annual convention of the Na- tional Society for Vocational Educa- tion will be held at Kansas City on January 5-7, 1922. Two full days, Thursday and Friday, will be devoted to section meetings on the following subjects: agricultural education, indus- trial education, commercial education, homemaking education, part-time and continuation schools, training in indus- try, industrial rehabilitation, and teacher training. One of the features of the Kansas City meeting will be an exten- sive exhibit of plans and specifications of buildings constructed for vocational school purposes. Hundreds of buildings for vocational purposes will be erected during the next five years and this ex- hibit will meet a much needed demand for information. The officers of the International Kin- dergarten Union for the coming year 1921-22 are: president, Luella A. Pal- mer, New York, N. Y.; first vice-presi- HIS BEAUTIFUL BUILDING, facing the Charles River in historic Cam- bridge, is the home of Massachusetts Institute of Technology where have been trained some of the world’s greatest architects and engineers. foreground has been the scene of many intercollegiate boat races. possibility of a race during the meeting of the Association next July. The river in the There is 197 ganizations in addition to the several score which have joined in the enterprise this year will wish to make plans for American Education Week in 1922. tt lhe | coated dent, Stella A. McCarty, Baltimore, Md.; second vice-president, Grace E. Bernard, Berkeley, Calif.; recording sec- retary, Edna D. Baker, Chicago, IIl.; corresponding secretary and treasurer, May Murray, Springfield, Mass.; audi- tor, Margaret Trace, Cleveland, Ohio. The next meeting is to be held in Louis- ville, Ky. The Industrial Division of the United States Children’s Bureau in coéperation with the Junior Division of the United States Employment Service is about to commence a field study of the conditions under which children are prepared for and directed into industrial life in this country, with special reference to such work as is done by public and private placement bureaus, vocational guidance departments in the school, and similar agencies. It is proposed to study intensively the work which is being done in perhaps a dozen or fifteen cities in which some significant phases of a vocational guid- ance program have been undertaken. In the planning of this study the Children’s Bureau has had the codpera- tion of the United States Bureau of Education, the Federal Board for Voca- tional Education, the Junior Division of the United States Employment Service, and the officers of the National Voca- tional Guidance Association and other persons interested in the educational and industrial aspects of the Vocational Guidance problem. Arthur D. Dean, professor of voca- tional education at Teachers’ Coliege, Columbia University, has relinquished his professorship to become assistant di- rector in charge of the Rehabilitation Division, U. S. Veterans’ Bureau, created by act of Congress, August 9, 1921. The rehabilitation division of the new bureau has taken over the sol- dier rehabilitation work of the Voca- tional Rehabilitation Division of the Federal Board for Vocational Educa- tion. 198 Assistant Director Dean, as Major in the United States Army, did recon- struction work in army hospitals in 1918-1919. He was at one time chief of the division of vocational education, New York State Education Depart- ment; made an investigation of indus- trial and agricultural education for the Porto Rican Government; and was di- rector of the New York Prison Survey Commission in 1919. Alabama—Montgomery county, which has recently voted $300,000 bonds to build consolidated schools, has made a record in the reduction of illiteracy in ten years to 1.1 per cent among whites and 29.5 among negroes and from 17.9 to 9.5 per cent among both whites and negroes from sixteen to twenty years of age, according to dlabama Farm Facts for June 15, 1921. The Montgomery County Board of Revenue let contracts on October 3 for five rural school buildings, the total con- tract price being $274,962, not including architects’ fees. The sites for these buildings vary from ten to eighty acres. When completed, these schools will rep- resent an investment of nearly $400,000, the appropriation mentioned above being for buildings only. Iowa—Superintendent O. P. Flower of the public schools of Dubuque, Iowa, writes that a. copy of THE JOURNAL was placed in the cornerstone of Du- buque’s new High School on October eleven. Maine—The Maine legislature passed an act to establish a State school fund and to provide for its apportionment. From the proceeds of a State-wide tax of 3 1-3 mills, to which is added other State income, a fund is created out of which State aid to elementary schools, secondary schools, State normal schools and supervision is provided. The aid to towns for elementary and secondary edu- cation is to be paid on the basis of teach- ing positions, aggregate attendance, and school census. Provision is also made for reimbursement for tuition paid by towns for pupils in secondary schools and for an _ equalization fund of $100,000 available for special grants to towns wherein the burdens of taxation for school support are in excess of nor- mal rates. Legislation looking toward improve- ment of physical conditions in schools included an act which provides that all school toilets shall be of such arrange- ment and condition as may meet the ap- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION proval of the State superintendent. ‘The requirements are such as will guarantee cleanliness, freedom from obscene marks, protection, and supervision. Towns have been given until September 1, 1924, to meet the conditions of this law.— H. A. ALLAN, State Director of the Na- tional Education Association. Massachusetts—The State Senate re- cently raised the salary of Payson Smith, State Commissioner of Education, from $7500 to $9000. He is now the highest paid State official in Massachusetts. New Jersey—The Academic Council of the Board of Education of Newark has published a sixteen-page “Summary of Teachers’ Suggestions as to the Con- struction and Maintenance of School | Congress Appropriates for 1922 For the Bureau of Education $161,960 For Alaskan Education..... For Indian Education....... For enforcing provisions of migratory bird treaty of EES ere For investigating the food habits of North American birds and other animals, etc. Total for the Biological Sur- 136,120 477,240 823,325 Total for the Division of Publications in the Depart- ment of Agriculture...... For the enforcement of the Insecticide Act........... For the purchase and distri- | bution of seeds........... Buildings.” Arthur W. Belcher, head of the Mathematics Department of the East Side High School, is chairman of the committee. Special credit for pre- paring the report is given to Grace L. Wright, principal of the School for the Deaf, and to Frances S$. Dunning, gram- mar vice-principal of the Ridge School. The report is rich in suggestions cover- ing many details of building construction and equipment. New York—The Principal is a maga- zine which has recently begun publica- tion by the New York Principals’ Asso- ciation, under the editorship of Miss Olive M. Jones, principal of Public School 120. “The purpose of this bul- letin is to publish in complete form the committee reports, suggestions, and studies which are prepared by commit- tees of the New York Principals’ As- sociation or sent to the Board of Super- intendents and to the Board of Educa- tion. It will also include such other material as may be evidence of the earnest effort made by groups or indi- December, 1027 el viduals among the principals of New York City for the promotion of higher standards of education and professional spirit. . The New York Principals’ As. sociation hopes this bulletin may prove a means of developing public pride in the professional and civic service rendered by the great body of teachers in New York City and be a source of inspiration to bigger, nobler accomplishment.” The New York City Board of Educa- tion on August 25 adopted the school budget for 1922, calling for a total ap- propriation of $89,756,113.17, an ip. crease of nearly two million dollars over this year’s allowance of $87,823,690,93. Cuts amounting to $2,607,840.19 were made in the total budget estimate of $92 363,953.36 submitted by the budget committee. The total request will be reduced by $17,997,534.51, the State’s allotment in 1922. North Carolina—Mr. A. T. Allen, secretary of the North Carolina Teach- ers’ Assembly, reports that the associa- tion is working for a membership of 12,000 members, and that there is a pos- sibility of a full-time secretary. In one year, under the representative plan of organization, the membership of the as- sociation increased from 1325 to 8050. South Dakota—The State appropri- ates $10,000 a vear to promote the erec- tion of teachers’ cottages. Tennessee— The Shelby County Teach- ers’ Association, at its first meeting, October 8, adopted the budget plan of paying dues in the State and National associations. The principals will collect $+ from each teacher on or before De- cember 1. This plan will greatly sim- plify the bookkeeping both of the asso- ciations and of the teachers. The Sheiby County Board of Education voted to pay the sum of $50 toward the traveling ex- penses of every Shelby County teacher who attends the Boston meeting next summer. Texas—The 37th session of the legis- lature, recently adjourned, passed sev- eral laws relating to education. One law appropriates $3,000,000 out of the general funds of the State to be distrib- uted along with the other State school funds. Another law puts into operation a constitutional amendment which en- ables districts to make larger tax levies for the support of public schools. Other laws relate to maximum salaries, certi- fication, compulsory attendance for the blind, deaf, and dumb, and Victory Day. nant sustieanelinemations eat ame gis sev- ne the rib- ool tion en- vies her Prti- the ay. ae EOE 5 —eee ester aac etal cmenmaeinaes So nel The First Representative Assembly Delegates who attended the Fifty-Ninth Annual Meeting of the National Education Association, Alabama ABERCROMBIE, JOHN W., State Superintendent of Education, Montgomery. ee BovEN, ANNA F., High School Teacher, Ridgely Apartments, Birmingham. Dow.inc, H. G., Secretary of the dlabama Education Association, Cullman. HarMAN, A. F., County Superintendent cof Schools, Box 776, Montgomery. HEASLETT, ANNE ESTELLE, Elementary Teacher, 1510 North 3oth Street, Birmingham. — Hopces, P. W., Department of Education, Montgomery. McLure, H. Joun, Superintendent of Schools, Troy. PatmeER, T. W., President of Alabama Tech- nical College, Montevallo. ' Puiuips, J. H., Superintendent of Schools, Birmingham. PocuE, James V., Principal, 5102 First Ave- nue, Birmingham. Arizona Brown, HELEN L., County Superintendent of Schools, Tombstone. IrisH, F. M., Normal School, 27 West 7th Street, Tempe. Loper, JOHN D., Superintendent of Schools, 823 North First Avenue, Phoenix. MATTHEWS, A. J., President of the State Nor- mal School, Tempe. Peak, GEORGE J., ‘4ssistant Superintendent of Schools, Tucson. RACKEM, RuTH, Grade Teacher, 331 North First Avenue, Phenix. REYNOLDS, Kate B., County Superintendent of Schools, 74 West Pennington Street, Tucson. SOUTHERLAND, EpiTH, Pheenix. Toes, Evsiz, State Superintendent of Public Instruction, Phenix. Arkansas GrirFey, ANNIE G., Primary Supervisor, 2110 Battery Street, Little Rock. Wuatey, N. M., Assistant State Superin- tendent of Schools, Little Rock. California ANDERSON, J. FRED, Director of Citizenship, 3917 Canon Street, Oakland. ARLETT, ELizaBeTH, Principal, 24 Linda Ave- nue, Oakland. BaxLey, ALIcE B., 2036 Rosedale Avenue, Oakland. Bryant, Marcaret F., Junior High School, 123 East 12th Street, Oakland. CHAMBERLAIN, ArTHUR H., Editor of the Sierra Educational News, 454 Flood Build- ing, San Francisco. CLELAND, S. Lucite, Elementary Teacher, 1515 Webster Street, Oakland. Dacre, EMMA L., Teacher, 45 Henry Street, San Francisco. Davis, Atice E., Teacher, 1412 9th Avenue, Oakland. Fercuson, JAMES, Principal of High School, Chico. Garrett, Cora A., Elementary Teacher, 1549 Morningside Court, Los Angeles. Guancy, GERTRUDE, Primary Teacher, San Diego. in Des Moines, Iowa, July 5-8, 1921 GRAHAM, RuTH, Teacher, 524 West Avenue 50, Los Angeles. HARWELL, C. A., Supervising Principal, San Leandro. HELMS, WALTER T.,Superintendent of Schools, 235 6th Street, Rchmond. HUNTER, Frep M., Superintendent of Schools, Oakland. IveseNn, INA C., Teacher, 825 West 8th Street, Los Angeles. JENKINS, ANNA IRENE, Los Angeles. JENNINGS, AUGUSTA, 160 West 17th Street, Los Angeles. Jones, EuGENIA W., Kindergarten, 318 South Benton Way, Los Angeles. ICHARD A. SEARING, secre- the New York State Teachers’ Association for eighteen years, became its full-time paid secretary on January 1, 1921. tary of Before assuming this office, he was superintendent of schools at North Tonawanda, New York. LEFFLER, JOSEPHINE, Elementary Teacher, 807 North Eldorado Street, Stockton. LoncLEy, Miss Snow, Elementary Teacher, 2261 West 21st Street, Los Angeles. McC eary, ELLA G., 510 21st Street, Sacra- mento. McLean, FANNniE W., Vice-Principal of High School, 1829 Bancroft Way, Berkeley. McNaucur, Marcaret S., State Commissioner of Elementary Schools, Sacramento. [x99] Moopy, Gail H., Elementary Teacher, 2400 Durant Avenue, Berkeley. MULLANE, May, Los Angeles. Murpuy, Mary M., Supervising Teacher, 1806 Lagura Street, Santa Barbara. NasH, J. B., Director of Physical Education, City Hall, Oakland. PETERSON, ALPHENA C., Science 2019 Webster Street, Oakland. PETERSON, ANNA K., History Teacher, Junior and Senior High School, Claremont. PuELps, Miss, San Pedro. PIERCE, JULIETTE, Vice-Principal of High School, 575 13th Street, San Pedro. REINHARDT, AURELIA HENRY, President of Mills College, Mills College. SmiTH, Rose R., 229 North Beechwood Drive, Los Angeles. SULLIVAN, MArGaAreT, San Diego. SULLIVAN, Miss, San Pedro. Tuiriot, Georce M., Vocational Counselor, 417 El] Cerrito Avenue, Piedmont. THomas, EpyTH, Elementary Teacher, 1901 Orange Street, Los Angeles. VAN DE GoorBerG, WILHELMINA, Elementary Teacher, Sumner Apartments, Teacher, 1601 Mt. Royal Avenue, Los Angeles. WwW R SON } ! HITE, RICHARDSON D., Superintendent of Schools, 4112 Wilson Avenue, Glendale. Yates, Epna L., Principal, 1023 Magnolia Street, Oakland. Colorado ADDLEMAN, MINNIE B., Junior High School, 2005 East 18th Avenue, Denver. ALLISON, FLora A., County Superintendent of Schools, 522 Lincoln Street, Sterling. AMES, FLORENCE, Art and Sewing Teacher, 2355 Clermont Street, Denver. BALCAM, CAROLINE M., Primary Teacher, 1257 Emerson Street, Denver. Braprorp, Mary C. C., 1735 Bellaire Street, Denver. Brown, Georce Ear, Superintendent of Schools, 1417 11th Avenue, Greeley. Brown, Leira E., Grade Teacher, 2925 West 26th Avenue, Denver. Casey, WILLIAM V., Superintendent of Schools, 820 Pine Street, Boulder. Ciuxton, H. T., Principal, 1057 South Wash- ington Street, Denver. CRABTREE, SEREPTA, Grade Santa Fe Drive, Denver. CraiG, KATHERINE L., State Superintendent of Schools, Denver. Dawson, Mary, Longmont. Fercus, Lewis V., West Side High School, 4956 Quitman Street, Denver. FISHER, IRENE, High School Teacher, Ply- mouth Hotel, Denver. FLETCHER, Lipa E., Grade Teacher, 1055 Lin- coln Avenue, Denver. Force, ANNA Laura, Principal, 216 Sherman Street, Denver. GAYMANN, Harriet, Grade .Teacher, 1015 West Colorado Avenue, Colorado Springs. HANSEN, ZELMA, Grade Teacher, 828 Cook Street, Denver. Hatcu, Dorus R., Editor of Colorado School Journal, 532 Commonwealth Building, Denver. Jounson, Joun C., Dean of Colorado State Normal School, Gunnison. Teacher, 322 200 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Jones, Motu A., Junior High School, 7072 South Union Street, Pueblo. Kepner, Harry V., Principal of High School, 1720 Hudson Street, Denver. Mosuer, Assit, Primary Teacher, Erhard Hotel, Denver. NEWLON, Jesse H., Superintendent of Schools, 771 Cook Street, Denver. PaRTNER, NETTIE O., Supervising Principal, 1118 Maple Avenue, Rocky Ford. Perry, Linuian K., First Grade 750 Gaylord Street, Denver. PurFer, RopNeyY A., Business Manager, School Journal, 1148 Monroe Street, Denver. RANDELL, MayMe R., Elementary Teacher, 620 Marion Street, Denver. Roz, Myrt te A., Sterling. ScHENK, Loretto, Junior High School, 426 West r1th Street, Pueblo. Sexson, JoHN A., Superintendent of Schools, 212 Taylor Street, Sterling. SmitH, H. B., North Side High School, 3434 East 17th Avenue, Denver. ‘ SmiTH, MARGARET L., Home Economics, 1122 West Oak Street, Fort Collins. STANHOPE, THERESA, Edison School, Denver. Tuarp, JENNIE E., Supervisor of Home Eco- nomics, 715 North Nevada Street, Colorado Springs. Teacher, Connecticut Garrison, Levi T., State Inspector of Schools, 50 Selden Street, Willimantic. Hine, Epirne M., Principal of Southeast School, 17 Cook Street, Torrington. RicHarpson, R. F., Professor of Education, State Normal School, Willimantic. SeLLew, Epwarp B., Superintendent of Schools, Middletown. Wueaton, Mrs. F. M. C., Primary Teacher, 19 Autumn Street, South Manchester. Delaware STAHL, H. E., Superintendent of Schools, Sea- ford. District of Columbia Crastree, J. W., Secretary of the N. E. A., 1201 16th Street. ENGLISH, Harry, Secretary Board of Ex- aminers, 2907 P Street. Mutrorp, Bessie B., Critic Teacher, 1731 Columbia Road. Florida HaTHaway, F. A., County Superintendent of Schools, Jacksonville. Sueatrs, W. N., State Superintendent of Pub- lic Instruction, Tallahassee. WHEELER, Mrs, D. C., Maitland. Georgia ALFRIEND, Kye T., President of Georgia Military College, Milledgeville. Dozier, KATHARINE, Superintendent of Schools, Pacolet Manufacturing Company, Gaines- ville. Hawaii Givens, WILLARD E., Principal of McKinley High School, Honolulu. Idaho Boom, E. D., Superintendent of Schools, South Street, Blackfoot. E.uiott, O. M., President of State Normal School, Lewiston. FANCOLLY, PEARL, Assistant Principal of High School, 917 North 7th Street, Boise. Rak, J. J., Superintendent of Schools, Cald- well. SHANK, THEODORE B., Superintendent of Schools, Moscow. SIDERS, WALTER R., Superintendent of Schools, Pocatello. Illinois AspiLL, MartHa V., Elementary Teacher, 222 East 7th Street, Mt. Carmel. ApamMs, J. W., Vocational Teacher, 986 West North Street, Galesburg. BARNES, ELIZABETH, Township High School, 667 South Chicago Street, Joliet. Becker, Otto M., Principal of Farragut School in Chicago, 3540 Harold Avenue, Berwyn. BELL, F. A., Buda. Buiack, Martua H., Elementary Teacher, 322 Shermaa Place, Waukegan. A. NASH became secretary of .© the Oklahoma Educational As- sociation July 1,.1920. Over eighty-six per cent of the teachers of Oklahoma are paid-up members of the State Asso- ciation. The official organ is The Okla- homa Teacher. BLopGetTt, Mary M., Teacher, 128 North Hamlin Avenue, Chicago. Bopsitt, ArTHUR G., Supervisor of High School, 218 South Kenilworth Avenue, Oak Park. BRILL, Jesse H., Superintendent of Schools, Bement. CARMICHAEL, H. F., Principal of Junior High School, 1820 North Church Street, Decatur. Connor, Rose, Grade Teacher, 1023 Benton Street, Joliet. Dickson, Kate C., Primary Teacher, 400 College Avenue, Geneseo. Dopce, Nettiz, Department 30th Street, Rock Island. Du Bots, Epirn L., Grade Teacher, 280 Wal- nut Avenue, Galesburg. Teacher, 752 December, 1921 ENGLEMAN, J. O., Superintendent of Schools, Decatur. Evans, ALBERT W., Principal of Phillips High School, 5460 Ellis Avenue, Chicago, FELMLEY, Davip, President of Illinois State Normal University, Normal. HALEY, MarGareT A., 127 North Dearborn Street, Chicago. HALL, A. S., Chicago. HAMILTON, W. J., Superintendent of Schools, Oak Park. HANAForRD, NELLIE K., Assistant Principal of Elementary School, 440 Prairie Street, E]- gin. HarpeN, Frances E., Grade Teacher, 1543 Sherwin Avenue, Chicago. Harvey, ELizABETH, County Superintenden} of Schools, 1025 Pearl Street, Belvidere, Henry, Letty M., Grade Teacher, 1876 20th Avenue, Moline. IMBODEN, SARAH M., Superintendent of Ele- mentary Grades, 1110 West North Street, Decatur. McCoy, WitiiaM T., Phillips High School, 5508 Greenwood Avenue, Chicago. McDaniEL, M. R., Superintendent of Town- ship High School, 741 North Oak Park Avenue, Oak Park. McManus, J. B., Superintendent of Schools, 748 Gooding Street, La Salle. Martens, E. E., High School, Aurora. Moore, R. C., Secretary State Teachers’ As- sociation, 279 North East Street, Carlin- ville. MorTENSON, PETER A., Superintendent of Schools, 617 Pine Avenue, Chicago. O’NeEIL, Veronica G., High School Teacher, 262 New York Street, Aurora. Owen, WILLIAM B., President of Chicago Normal College, 6754 Normal Avenue, Chicago. PETERS, FLORENTINE, Principal of Chicago Heights School, Marengo. Ponp, Fatima A., Teacher, 328 South State Street, Springfield. PRINGLE, RALPH W., Principal of University High School, 410 West Mulberry Street, Normal. Pruitt, Epcar C., County Superintendent of Schools, Springfield. SmiTH, Ernest A., Superintendent of Schools, 1323 Hinman Avenue, Evanston. SmitH, Frep E., Superintendent of Schools, 3600 Foster Avenue, Chicago. Taytor, Harry, Principal of High School, 212 East Church Street, Harrisburg. Tuomas, SARAH L., High School, Rockford. Tretze, Exsize, Grade Teacher, 544 North 13th Street, East St. Louis. Wes.ey, J. E., Supervising Principal, 1729a Missouri Avenue, East St. Louis. Indiana * Burmaster, Rosa M., Senior Ligh School Teacher, 217% West Main Street, Muncie. Case, FLorence, High School Teacher, 302 East 4th Street, Marion. ConLey, Mary E., Grade Teacher, 1309 By- ron Street, Huntington. Drntus, JUNIATA, Huntington. Doty, HELEN, High School Teacher, 413 Chandler Avenue, Evansville. Hines, Lrnnagus N., State Superintendent of Public Instruction, Indianapolis. Ime, H. G., Supervising Principal, 841 9th Street, South Bend. Konotp, ArtHur W., Superintendent of Schools, 1708 South E Street, Elwood. McCowan, J. S., Principal of High School, South Bend. Mort, T. A., Superintendent of Schools, Sey- mour. Sauter, J. P., Principal, 128 North Main Street, Brookville. att th REE 0 EI A he nA EN NN oe ~_ Pe Tr SH z ae F<65 2s Rus: J n> ge 106 ont fate eet, art- 27 220 igh (801 her, pols, it of ools, High Car- end- of rin- du- igh- Vol. 10, No. 10 —_ MacLean, Daniet W., Headmaster of High School, 197 Willard Street, Berlin. PRINGLE, JAMES N., Deputy Commissioner of Education, State House, Concord. Taytor, Herserr F., Superintendent of Schools, Manchester. WELLMAN, JustIN O., Superintendent of | Union No. 2 School, Newmarket. (Now of Braintree, Mass.) New Jersey Acnew, THOMAS, Jr., Principal of Horace Mann School, Bayonne. BRELSFORD, CHARLES, Laurel Springs. BovER, CHARLES B., Superintendent of Schools, Atlantic City. CLock, Hermeo, High School, Kearney. HANSON, Frank H., Principal, 141 Heller Parkway, Newark. LAWLER, Mary E., School No. 12, Paterson. PorTeR, D. C., Superintendent of Schools, Bridgeton. SARGEANT, IDE G., Principal of School No. | 40, Paterson. | SmitH, W. A., Principal, 348 Passaic Street, Hackensack. Trask, CLARA, High School, Street, Newark. UncER, J. J., County Superintendent of Schools, Vineland. WricHT, NorMAn A., Principal, Bridgeton. 147 Bigelow New Mexico Conway, JOHN V., Assistant Superintendent of Schools, Santa Fe. RussELL, Dorotuy K., Albuquerque. New York BLAKE, KATHERINE D., Principal of Public School No. 6, New York. CHAMBERLAYNE, ELLEN F., High School Li- brarian, 13 Schubert Street, Binghamton. Cort, AMBROSE, 75 Rockaway Avenue, Brook- lyn. Grecc, Mary J., 64 St. James Place, Brook- lyn. Jones, Ottve M., Principal of Public School No. 120, New York. Knicuts, Loretta M., Assistant Supervisor | of Music, 155 West 129th Street, New York. |LaucHLin, Hucu C., Principal of Public | School 32, 530 West 123d Street, New York. LeLAND, Assy Porter, Principal of Gram- mar School, 145th Street and College Ave- | nue, New York. PARKER, GRACE S., Grade Teacher, 45 North 8th Avenue, Mt. Vernon. Raz, MarcaretT P., Principal, 60 Mott Street, New York. |Ruopes, Sara L., Principal of Elementary School, toor Herkimer Street, Brooklyn. Soton, Crcite, Grade Teacher, 501 West 136th Street, New York. STRAYER, GeorceE D., Professor of Educa- tional Administration, Teachers’ College, Columbia University, New York. Wet, F. A., Editor, The National School j Digest, 1125 Amsterdam Avenue, New | York. |Woopn, THomas D., Professor of Education, Teachers’ College, Columbia University, New York. eT SS en RA AL ETE ZO A North Carolina Brooks, E. C., State Superintendent of Public Instruction, Raleigh. Curtis, K. R., Superintendent of Schools, Kinston. UNDERWoop, S. B., County Superintendent of | Schools, Greenville. |Waicur, Rosert H., President of East Caro- lina Teachers’ Training School, Green- ville. THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION North Dakota Berc, P. S., Superintendent of Schools, 309 6th Avenue, West Dickinson. Hanna, G. W., Superintendent of Schools, 620 Normal Avenue, Valley City. NrELSON, MINNIE, State Superintendent of Public Instruction, Bismarck. Tipsets, ANNA, Department of Education, Fargo College, Fargo. Wire, L. A., Superintendent of Schools, 703 First Avenue S. E., Minot, Ohio Carr, A. T., Assistant Principal of South High School, 2075 East 102d Street, Cleve- land. re- Vo jevoateted S. HANCKEL, elected president of the Depart- ment of Kindergarten Education of the National Education Association, is also secretary-treasurer of the National Council of Primary Education. For the past three years, Miss Hanckel has been kindergarten and first-grade super- visor in Richmond, Virginia. CLEVERDON, E.sieE L., Assistant County Super- intendent of Schools, Rocky River. Dietrick, GeorGE C., Superintendent of Schools, 520 West Ash Street, Piqua. EVERHART, FRANCES E., Primary Supervisor, 187 Rosenberry Street, Alliance. GEIGER, FRANKLIN P., Superintendent of Schools, Box 106, East Liverpool. HAMMOND, JOSEPHINE, Principal of Wells Grammar School, 843 North 4th Street, Steubenville. Hartan, B. B., High School Teacher, 985 Manhattan Avenue, Dayton. Hawkins, WILSON, Superintendent of Schools, 305 12th Street N. W., Canton. Howe, Etta D., Elementary Teacher, 430 West 4th Avenue, Columbus. Joy, Fiorence L., Oberlin College, 241 Elm Street, Oberlin. KEAN, Lura B., Principal of High School 507 North Buckeye Street, Wooster. KIRKENDALL, F. C., Superintendent of Schools, Zanesville. 203 Kuprer, F. A., Assistant Superintendent of Schools, 105 Franklin Street, Chagrin Falls. LAKE, CHARLES H., Assistant Superintendent of Schools, 1814 East 81st Street, Cleveland. LANDSITTEL, F. C., High School Inspector, Ohio State University, 1992 Summit Street, Columbus. LAPHAM, Joyce E., 2965 Hampshire Road, Cleveland Heights. Locan, ANNE E., Assistant Superintendent of Schools, 770 East Ridgway Road, Cincin- nati. Lyon, E. D., Principal East High School, 5505 Arnsby Place, Cincinnati. McIntire, W. W., School of Education, Ohio University, Athens. McMi.ian, J. V., Professor of Education, 322 East High Street, Oxford. McMy er, H. T., High School of Commerce, Warrensville. Mackg, E. F., English Teacher, 3009 Clifton Avenue, Cincinnati. MATLEHNER, EMMA, Elementary Teacher, 310 East Mechanic Street, Wapakoneta. Morris, G. A., Assistant Principal, 1061 Grand Avenue, Dayton. OvuTcaLTt, ELLen L., Walnut Hills High School, 52 South Warwick Apartments, Cincinnati. PETERSON, ANNA L., Hughes High School, The North Warwick, Apartment 4, Cin- cinnati. ReEynotps, F. E., Superintendent of Schools, 3610 Lydian Avenue, West Park. RoBerTs, Epwarp D., Assistant Superintend- ént, 348 Shiloh Street, Cincinnati. Sayers, W. C., English Teacher, 239 Helen Street, Cincinnati. Secrest, Frances L., Elementary Teacher, 215 Gilman Avenue, Cincinnati. SEXAUER, SUE, Assistant Superintendent of Schools, 603 Rogers Street, Bucyrus. STANTON, B. F., Superintendent of Schools, tors South Circle Street, Alliance. Wacker, E. §&., Principal, 202 West 26th Street, Lorain. Oklahoma BowMAN, NELLE E., Head of History De- partment, 1127 South Quincy Street, Tulsa. Bruner, H. B., Superintendent of Schools, 1341 East 9th Street, Okmulgee. HomBerckeR, E. H., Superintendent of Schools, 408 South 13th Street, Clinton. MILLeR, J. A., Principal of Elementary School, 208 North Victor Street, Tulsa. Nasu, M. A., State Capitol, Oklahoma City. OBERHOLTZER, E. E., Superintendent of Schools, Tulsa. ROBERTSON, W. W., Agent for Charles E. Merrill Co., 19 West Main Street, Okla- homa City. Urspatcu, ETHEL, High School, 1127 South Quincy Street, Tulsa. Wattace, J. M., Editor of Educational Jour- nal, Cardell. Oregon Boyp, CHARLES H., Principal of Elementary School, 1239 Rodney Street, Portland. CuiLtps, GLapys E., Primary Teacher, Inde- pendence. CHURCHILL, J. A., State Superintendent of Public Instruction, Salem. FIELDER, Jutia C., Primary Teacher, 710 East Main Street, Medford. Hampton, A. C., Superintendent of Schools, 908: Main Street, La Grande. Howarp, C. A., Marshfield. Reap, ANNA, Classroom Teacher, 544 East roth Avenue North, Portland. Rice, CHaArLes A., Assistant Superintendent of Schools, 497 East 28th Street, Portland. SmitH, AuBrEY G., Superintendent of Schools, 722 Dakota Avenue, Medford. Pennsylvania Batts, WituiaAM H., High School Teacher, 1422 Snyder Avenue, Philadelphia. BenNeETT, Mrs. V. B., Principal, 40 Union Avenue, Pittsburgh. BRELSFORD, CHARLES H., Philadelphia. BRENNECKE, JENNIE, Altoona. Brown, W. W., District Superintendent of Schools, 1215 West Erie Avenue, Phila- deiphia. BusH, I. B., Superintendent of Schools, Erie. Casey, Mrs. L. W., Teacher, 5528 Locust Street, Philadelphia. CHAMBERS, W. G., Dean of School of Edu- cation, University of Pittsburgh, Pitts- burgh. Davipson, W. M., Superintendent of Schools, Pittsburgh. Driver, Lee L., Director of Bureau of Rural Education, State Department of Public In- struction, Harrisburg. E1sENBERG, J. Linwoop, Principal of State Normal School, Slippery Rock. EISENBERG, Mrs. J. L., Slippery Rock. FINEGAN, Tuomas E., State Superintendent of Public Instruction, Harrisburg. FisHeR, GerorGeE R., Central High Erie. GAMBER, Marig, Altoona. GitL, Martua §&., First Grade Teacher, 704 North 44th Street, Philadelphia. HARNISH, Leray B., State Normal Slippery Rock. Hupson, J. Jones, West Philadelphia High School, 1103 South 54th Street, Philadel- phia. KeitH, JoHN A. H., President of State Nor- mal School, Indiana. KELLEY, JAMES H., Executive Secretary and Editor, 10 South Market Square, Harris- School, School, burg. Layton, S. H., Superintendent of Schools, Altoona. McCork_e, ALveNA, Elementary Teacher, 2129 North 21st Street, Philadelphia. Monc, MartHa B., High School Teacher, 2822 Holland Street, Erie. Morris, R. B., High Schocl, 824 65th Street, Oak Lane, Philadelphia. NusBauM, Louis, Associate of Schools, Philadelphia. Superintendent Paascu, Laura, Teacher, 215 West Front Street, Erie. Resse, Mary W., Supervising Principal, 2010 North 18th Street, Philadelphia. Suaw,R.T., West Philadelphia High School for Boys, 245 South 51st Street, Philadel- phia. SrorEY, BERNICE L., Grade Teacher, 273 North Craig Street, Pittsburgh. STRADLING, GEORGE F., Principal of High School, 5120 Newhall Street, Philadelphia. Turner, HytMa D., High School, 454 West gth Street, Erie. Witsox, Lucy L. W., Principal of High School, 2101 South Broad Street, Philadel- phia. Woopason, CARRIE, 2900 D Street, Philadel- phia. South Carolina JoHNson, Davip B., President of Winthrop College, Rock Hill. SWEARINGEN, J. E., State Superintendent of Public Instruction, 1413 Blanding Street, Columbia. WEBBER, GEORGE Schools, Beaufort. H., Superintendent of South Dakota Croyp, D. E., Superintendent of Schools, 695 Kansas Street, Huron. Focut, H. W., President of the Northern Normal and Industrial School, Aberdeen. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1921 Gopparb, lo, Grade Principal, 318 7th Ave- nue S. E., Aberdeen. Kau, E. H., Superintendent Mellette. LawreENCE, C. G., President of the Southern State Normal School, Springfield. Linpsey, J. C., Superintendent of Schools, 815 East 4th Avenue, Mitchell. SHAW, Frep L., State Superintendent of Pub- lic Instruction, Pierre. WINKLER, IRENE E., County Superintendent of Schools, Rapid City. of Schools, Tennessee WILLiAMs, CHARL O., Superintendent of Shelby County Schools, Memphis. REDERICK J. KELLY, presi- dent of the Department of Higher Education of the National Education Association, is dean of the School of Education at the University of Kansas, Lawrence ’ K ansas. Texas BasT1AN, Mamie S., 812 Bell Avenue, Hou- ston. BLANTON, ANNIE WEBB, State Superintendent of Public Instruction, Austin. Evans, C. E., President of Southwest Texas State Normal College, San Marcos. GorsuTt, CATHERINE, Principal, El Paso. Huccett, Lituran G., High School Teacher, 2512 Copper Street, El Paso. IRVING, Peyton, JR., 909 Woodlawn Avenue, Dallas. Power, Leonarp, Principal of Elementary School, 316 De Queen Boulevard, Port Ar- thur. Sanpers, Mary S., County Superintendent of Schools, Georgetown. Sawyer, Exsiz, Principal of Grade Schoo! 413 North Pleasant Street, Hillsboro, : Wituiams, Leta Lee, Primary Teacher, 3210 Lemmon Avenue, Dallas. Utah BENNION, MILTON, Dean of School of Edy. cation, University of Utah, Salt Lake City. BRADFORD, WILLIAM, Principal, 1455 Edison Street, Salt Lake City. Driccs, Howard R., Professor of Education University of Utah, Salt Lake City, FITZGERALD, ELIZABETH, Commercial High School, 76 First Avenue, Salt Lake City. Greer, J. H., R. F. D. No. 3, Sandy. 5 KENDALL, ALICE J., Junior High School, 75C Street, Salt Lake City. MAcNEIL, JEAN, Junior High School, 1 North Main Street, Salt Lake City, PETERSON, MAtiLpA, State Primary Super- visor, State Capitol, Salt Lake City. Poutson, WiLrorp M., Professor of Educa- tion, 632 West ath Street, North Provo, THompson, Mrs. E. O., Health Supervisor, Tooele. Wivkins, J. Raven, High School, Box 333, Spanish Fork. Virginia Apair, CorNELIA S., Treasurer of the N.E. A, 1612 Grove Avenue, Richmond. BRiMMER, ROSE LILLIAN, Principal of Schol- field School, 166 Gray Street, Danville. CHANDLER, J. A. C., President of William and Mary College, Williamsburg. CUNNINGHAM, HELEN, Supervisor of Rural Schools, 1022 West Main Street, Charlottes- ville. DuKE, SAMUEL P., President of State Normal School, Harrisonburg. HANCKEL, Marion S., Kindergarten and Pri- mary Supervisor, 2601 Stewart Avenue, Richmond. Washington BRECKNER, ELMer L., Superintendent of Schools, 107 East 21st Street, Olympia. BUCHANAN, NINA O., First Grade Teacher, Coe School, Seattle. CHESNEY, BeRTHA W., Grade Teacher, 3601 North 7th Street, Tacoma. Kaye, M. Gertrupe, North Central High School, Wellington Apartments, Spokane. McIntTosH, BELLE, Grade Teacher, 4713 14th Avenue N. E., Seattle. Macy, ALice J., Grade Teacher, 2427 North Stevens Street, Spokane. MitLer, Mrs. Lou W., Grade Teacher, 829 North Oakes Street, Tacoma. NasH, G. W., President of State Normal School, High Street, Bellingham. PRESTON, JOSEPHINE Cor.iss, State Superin- tendent of Public Instruction, Olympia. Rouse, EL1zaBeTH, Grade Teacher, 938 North 35th Street, Seattle. SHOWALTER, N. D., President of State Nor- mal School, Cheney. Snow, Myra L., Grade Teacher, 4043 8th Avenue N. E., Seattle. SwWETMAN, R. W., State Normal School, El- lensburg. Witson, Mase V., Grade Teacher, 2224 1st Avenue W., Seattle. Winn, Acnes S., Grade Teacher, 2517 roth Avenue W., Seattle. West Virginia Forp, Grorce M., State Superintendent of Free Schools, Charleston. A i bh OO 8 Ct ee Sl ea eee 21 ool, 210 du- ity. son ion, per- ca- sor, 333, cher, 3601 High cane, . 4th North r, $29 ormal perin- ia. North Nor- 13, 8th yl, El- 24 Ist 7 roth lent of ne Vol. 10, No. 10 Foutk, Vircinia, High School, 733 11th Ave- nue, Huntington. LERNER, GOLDA W., Junior High Charleston. (Now New Haven.) Mu.poon, J. D., State Supervisor of Rural Schools, Charleston. PARKER, FLORENCE J., Schools, New Haven. Rosier, JOSEPH, President, Fairmont Normal School, Fairmont. Sx h 00 l ’ Superintendent of Wisconsin ALLEN, VERA L., Junior High School, 612 Cass Street, La Crosse. CALLAHAN, JOHN, State Superintendent of Public Instruction, Madison. Cary, C. P., Madison. CASTERTON, RutH F., Instructor in Public Speaking, R. F. D. No. 1, Kenosha. Cox, W. A., Supervisor of Physical Educa- tion, 1253 Blaine Boulevard, Racine. THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION DaRLING, WILLIAM T., Schools, Eau Claire. Kirnj Harry W., Supervisor of Manual Training, 437 Congress Street, Kenosha. LaTTIN, MINNIE, First Grade Teacher, 755 oth Street, Beloit. LoNGANECKER, T. E., Wisconsin Rapids. MALONEY, JOSEPHINE E., Critic Teacher, State Normal School, Milwaukee. MasHek, ANNA M., High School, 1240 Mis- sissippi Street, La Crosse. Pearse, C. G., President of State Normal School, Milwaukee. Sims, JOHN F., President of State Normal School, Stevens Point. Superintendent of Wyoming HAMILTON, May, County Superintendent of Schools, 931 South Durbin Street, Casper. StapE, A. A., Superintendent of Schools, Casper. TiwsaL., L. C., State Commissioner of Edu- cation, Cheyenne. tt 0 a 9 a a A GUIDE TO NEW BOOKS’ ae a I ee eRe a Booth, Mary JosePHINE. Index to material on picture study (Useful reference series 26). Bost., Faxon, 1921. 92 p. Paper, $1. Makes available material on pictures fre- quently studied in schools. Under the titles of the pictures indexes descriptive material from fifty books. Books which contain a re- production are starred. BRECKINRIDGE, SOPHONISBA PRESTON. New homes for old (Americaniza- tion studies). N.Y., Harper, 1921. 355 p. illus. $2.50. The professor of social economy at the University of Chicago, formerly of the Chi- cago school of civics, has written a very comprehensive, readable volume—one of a series undertaken by the Carnegie corpora- tion for the study of the actual work done by various agencies which call upon them for contributions. The results here described are from the questionnaires sent to Federal agencies, Red Cross, local agencies in Chi- cago, cooperative stores, and visits to mining camps and housing projects. Appendix con- tains a list of racial organizations. Index. Browne, Epirn A. Cocoa (Peeps at industries). N. Y., Macmillan; Lond., Black, 1920. 88 p. illus. $1. Another of the “Peeps” series, of which Tea appeared in Booklist, 10:73, 013. Clear, - though not particularly interesting in style. For children in seventh or eighth grades. Corr, Henry Freperick. The week- day church-school. N. Y., Doran, 1921. 191 p. $2. A survey of week-day religious schools, not in the sense of the old time parochial school, but in that of religious classes inter- spersed during the week, sometimes with the coéperation of the public school, sometimes during public-school vacation periods. The object is to take advantage of expert teachers for religious training and to reach a busi- ness-like basis of instruction not possible in + the ungraded Sunday school. Contains many examples of plans of work. Bibliography (6p.) Index. Davis, MtcHaet Marks. Immigrant health and the community, by Mich- ael M. Davis, Jr. (Americanization studies). N.Y., Harper, 1921. 481 p. illus. map. $2.50. A thorough attempt to link Americaniza- tion work as a whole to health improvement of the foreigner. The author shows that foreigners are more susceptible to disease, largely due to insanitary housing, to a change from the old home diet, and inability to read so as to understand safety-first and health bulletins. Index. Appendix of reci- pes for foreign cooking. Dewey, Evetyn. Methods and results of testing school children, by Evelyn Dewey and others. N. Y., Dutton, 1920. 176 p. illus. $5. The result of several years of investigation of the use of psychological tests with normal school children in New York City. Many standard physical and mental tests are de- scribed and pictured and the results inter- preted. An authoritative study, expensive for the small library, but useful to super- vising teachers or special students of educa- tion. Ferris, HELEN JOSEPHINE. amateur entertainments. Dutton, 1921. $2.50. Amateur plays, stunts, songs, pantomimes of the lighter sort suitable for camp nights or parties. “A plea for gladness, with a touch of sprightliness and beauty.” Com- Producing he - 266 p. illus. music. * Titles and notes selected from The Book- list of the American Library Association, 78 East Washington St., Chicago, Ill., by the senior class of the New York State Library School, Albany, N. Y., under the direction of Miss Mary Eastwood, head of the book selec- tion section of the State Library. 205 plete directions for managers. Useful to many. Sources of help and information. (17 p.) Index. GrorGE, WALTER LIONEL. Hail, Co- lumbia! N. Y., Harper, 1921. 243 p. illus. $2.50. Mr. George left out the Niagara, the Yel- lowstone, and the Rockies, but looked instead upon the American circus, the auction, the university, Boston, Chicago, and American homes in his six months’ visit in which he tried to get some impression of the forces that bind this country together. Most of all he seemed to be interested by the vital busi- ness energy of the nation. The impressions throughout are bright pictures, sometimes in- tentionally caricatures. GESELL, ARNOLD Lucius. Exceptional children and public school policy. New Haven, Yale Univ., 1921. 66 p. illus. map. Paper, $1. Because it takes note of the exceptionally bright as well as the exceptionally stupid child and because it conceives a plan for supervision of children’s health and progress from birth until graduation this survey of school children of New Haven is notable. Special for teachers. GOLDBERGER, HENRY HaAROLp. Second book in English for coming citizens. N. Y., Scribner, 1921. 209 p. illus. maps, music. $1. To follow the primer (Booklist, 15:335, Je 19) is a more advanced book telling the story of Anton, the Russian peasant, and his voyage to America. Interesting, with drill throughout in reading, conversation, phonics, and writing. A foreword explains the methods for using the book. HAZELTINE, ALICE IsABEL. Plays for children; an annotated index. 2d ed. rev. Chic., A. L. A., 1921. 116 p. $1.50. Indexes material from nearly two hundred books. Brief notes describe each play and give information necessary in considering production. Contains also Books of interest to those producing children’s plays—Books about costume—Folk dances and _ singing games—Plays for special days—Other plays for special occasions—Special forms. Pub- lished originally as the St. Louis Public Library Bulletin for August, 1918, and now reprinted and much enlarged. KNICKERBOCKER, EpwiIn VAN B., ed. Plays for classroom interpretation. N. Y., Holt, 1921. 264 p. illus. music. $1.20. A student textbook which follows a method actually worked out in a high-school class- room. The notes for the instructor give practical suggestions without being too defi- nite to allow for originality. Includes seven plays, with notes, which have literary merit. A useful book to teachers who wish to try project work in the English class. McMiiran, Marcaret. The nursery school. N. Y., Dutton, 1921. 356 p. illus. $2.50. Kindergarten and primary teachers and all social workers will find interesting ideas in this simple description of a nursery school in the English slums. With a minimum of 206 equipment the school has proceeded to train a limited number of teachers to care for all the needs of children from one to seven years of age. The methods are distinctive and clear. MonckTon, CHARLES ARTHUR WHIT- MORE. Taming New Guinea. N. Y., Lane, 1921. 337 p. illus. map. $5. An interesting record of a rugged life in the South Seas in which adventures with crocodiles, pearl divers, and savage tribes were everyday occurrences. Also gives some idea of the problems of the British magis- trate amongst strange civilizations. Pope, AMy EvizaBetH. A textbook of simple nursing procedure for use in high schools. N. Y., Putnam, 1921. 360 p. illus. $2.50. The untrained emergency nurse is here given a text remarkably clear on the hand- ling of bed patients, first aid, the cure of children, and the use of drugs. The simply written text is clarified by numerous photo- graphs and diagrams. Glossary and index. Supersedes the author’s earlier volume Home care of the sick (Booklist, 3:170, O 07). Rico, Mase Irene. A study of the types of literature (Century studies in literature for high schools). N.Y., Century, 1921. 540 p. illus. $2. A textbook for fourth year high-school students. It steers between the ordinary his- tory of literature and the minute analysis of masterpieces. The problem of discovering the characteristics of a type of literature is used as the approach. The selections are chosen for their service in forming good taste, enlarging experience, and inspiring ideals. English and American classic and contemporary authors are represented. There are classroom exercises, reading lists, and a period chart. Scuwartz, IsiporeE ADOLPHE. Com- mercial French. N. Y., Harcourt, 1920. 330 p. $1.60. A business letter in French is used as the basis of each lesson, which includes exercises in grammar, idioms and translation. Part two is made up of selections on commercial subjects. Gives also information on the form and conventionalities of French letters, lists of commercial terms, abbreviations, and tables of French money and weights. Pre- supposes a knowledge of French equivalent to about two years of high-school work. Sepcwick, Henry Dwicut. Marcus Aurelius. New Haven, Yale Univ., 1921. 309p. $2.75. Thoughtful readers who admire the great Roman empire, its men, and philosophy will find much pleasure in this little volume and in the long bibliography for further reference. The book is a short biography of Marcus Aurelius and his times, the social and politi- cal thought of the man, and especially his religion and relation to the Christians. Van Doren, Cart Ciinton. The American novel. N. Y., Macmillan, 1921. 295 p. $2. “A record of the national imagination as exhibited in the progress of native fiction.” THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION As such it calls to one’s attention curious, forgotten novels as well as those well-known, which describe a movement in American thought. The book is an enlargement of the author’s contribution to the Cambridge his- tory of American literature. A very inter- esting historical and literary study. Bibli- ographical notes and index. December, 1921 ee ZIMAND, SAVEL. Modern social move- ments (Debaters’ handbook series), N.Y., Wilson, 1921. 260p. $1.25, Covers Trade unionism—The codéperative movement—Industrial democracy—The sin- gle tax—Socialism—Guild socialism—Syp- dicalism — Bolshevism — Anarchism. The summaries are brief, impersonal, and to the point. Many of the titles are annotated. INDEX TO VOLUME X Page Assot, Jutta Wane. Pan-Pacific conference EE EES EE ery ee eee 185 Accomplishments of Department of Superin- tendence (J. W. SmarSon)......ccccccccee 78 Aparr, CornELIA §, Organized classroom teachers 104 Se. rar, ee eae 170 Administration of N. E. A. (graph).......... 61 Administration of the school system (AGNES 0 OE AE Oe. eer ane 20 Advance, educational (see names of States). Affiliated State and local associations.... 14, 56, 80, 100, I11, 132 Aim of the college, The (opinion)........... 28 PE ere 75, 97, 144, 198 Alabama School Progress (cartoon).......... 20 American education week............... 183, 197 OT rarer er 132 Ammertcamiaetiem tablean |... isccccccccccccse. 2 Americanizing Americans (Kenyon LL. ButTrer- ME LAR Reena te tke ade, « debian as ters 69 American Legion, Americanism chart of...... 132 American Red Cross (poster). ........scesee. 179 American School Citizenship League (program) 34 eee a Oe eee ree 183 Appeal for our public schools, An (editorial)... 94 Ancuiz, James R. (quoted)... .csccscscces. 99 STS PS Ge ne 144 ON, WHEN lo. occ o bi6jn6e cme wd vseces 193 Aporopriations (cartoon) «<2 i... ccccdeccess 2 ESE Ee eee a re 49 Armament limitation............ .++190, 191, 195 Association of gentlemen, An (editorial)...... 26 Association of Teachers of Crippled Children ee etna a ang calcie ¥6.Ks 064 0.k.6 oa oer 34 Associations, Reorganization of (School of ee | ere eo ee 28 NE I ook o.s w:0'b.5 00.0.0 00:0 n00'0-0 040 186 PE EY TEN cnc c tbh cae tawacvagenye 32 Atlantic City meeting (tentative program).... 16 BO arr eee eee 15 Atlantic Monthly (quoted)........... 26, 180, 181 Awakening, The (School Board Journal)...... 9 Better pictures by better people (editorial).... 163 Better salaries for better teachers (D. B. Se ES ile ees baad d's Saba bee dowd 135 Better speech for better Americans (Susan B. OEY SE rae rae, wee 88 Between midnight and morning (Owen SeEa- ED, Gc t05 Chenu S Sb C ke Sapiaeas 4 0c4d 68-0 6s 188 Bibliography of tests and scales (Schoolmen’s OD PION. oc ax wens eccncecceses 79 Birth of our National Association (editorial).. 87 Birthplace of N. E. A. (picture)............ 186 Ne eee > a re errr 97 3ooks, Guide to new............... 147, 176, 205 Boy scout section (program)...........e2.e8. 114 Boys’ club, The greatest (Tom SHEEHAN).... 44 eS eer rer Serr re 28 OEE OPE eT ee 43 Sudget plan for local associations............ 119 DUEOND BIE GU DONNOERs. sc cdci secede cczcss 153 Business Education Department (program).... 114 Business organization for service............. 63 BuTTERFIELD, Kenyon I[,. Americanizing ee Re ek en a ge a eae ae 69 Cabinet, President Harding’s (picture)....... 78 Ua iso Ab lidubs OE aaa bo 6a ne ed.0 10, 49, 144 California school system (diagram)........... 5st Call to service (CHArL O. WILLIAMS)........ 135 Campaign for education in Ohio.............. 13 Caney, BERT S. CqmObeR) . ow ccc ccecescosee 2 Cartoons and posters: Alabama association.... 20 at... i SE Oe ee ree 179 ee Oe ree 147 — Congressional appropriations for war and SAGES ee rere ers tr 17 nis I Ns end gp 0jbg diene see 9/0 5:6 oe 191 - How the U. S. pie is divided............. 25 at : Naas 5 5.60. s oa clemig ewes es 180 - Libraries, Buried treasures in............. 176 - Library poster for campaign...........+.. 177 = DOOCMEIS COUMEN cécccccccesacccercestoce 93 PE Chad doa Te bi6G's pee sas. b0dxi5s «cial 185 > IIE ols Si d06.5 6606.00 065 oseeene 187 Cause of education, The (editorial).......... “a Chamber of commerce committee report No. 1. 11 Sa rar ree 96 CHAMBERLAIN, ArTHUR H. Professonal organ- I TNE URI 556, iia. ts sense eh ae nee 139 SS er eryerrer ae 139 Change in the Commissionership (editorial)... 108 COTRONOT MUOOERIOE o6.c cook ci csiviawaseseds 49, 97 Child Hygiene Department (program)........ 114 Children’s book week (poster)............... 147 SESS se Ee Re ey pares 29 Christian Science Monitor (quoted).......... 2 LEE REG eS itor Ne: 25 Crark, WALTER E. The stranger within our RE Sr re ee ene Pee ee oe eee 21 Classroom teachers, Department of (program). I1§ ee ae tds ik OSE os x oho ein Ste hd Bo aia 104 Caeweet, 2. IP, CeOreeait) «oi. i ccsssosssecee, 126 Closing weeks (editorial).............ceceece 95 ES SEES RE ae, Se ee 10, 49, 109, 144 Commercial exhibits at Atlantic City......... 32 Commission on codérdination of research agencies 31 Commission on emergency in education (re- SE Us Em ardin' tous Sh Akes 00460 sE60 68 ade Commission on the Reorganization of Second- ary Haucation (programm) .....060.ccseseons 34 Committee on -county superintendents’ prob- PY hs SS aa aaa c 0-4 + dade Raooeee eas 188 Committee on financing delegates to the repre- ee ee ere 31 Committee on foreign relations, 1921......... 31 Committee reports at Des Moines............ 101 Committee on resolutions............0e.ee008 7 Committee on sources of revenue (members, FEE rer rer rrr reer eee 31 Commtitee on teachers’ salaries (members, DY a0 Wied 4:4, d- ee atoncae dc Shounen eaten 31 Committee on teachers’ pensions (members, DGD. 65022 ddb CER Oe OES es ene ae 31 Committee on teacher tenure (members, 1921). 31 Committee on visual education (members, 1921) 31 Committee work and the National program.... 30 Community center section (program)......... 34 Competent teachers for the Nation (Joun ES rarer err ne 39 Conpon, RanDati J. Program for city schools.. 184 Conference on Illiteracy (program)......... , 114 Conference on sex education in schools (pro- EES bask nak sss W waws 6a we a Oe een ee 34 NS iat hae ons eG ena s 508 bes wcpee 49, 75 Consolidated school, Missouri valley (picture). 59 Consolidated schools, Two Iowa (Epcar A. Se oak ane dee en eh ck vs Vavce sc aue een 47 CrSOOROAOE BENE os oc onto ices vecewan — Courter, Joun G. (quoted) ....cccccsccvcccs 84 Council of State Superintendents............. 34 County library truck (picture)................ 27 County-unit educational reorganization........ 51 Courtis, S. A., organization chart acknowledged 82 CrasTtreE, J. W. and Hunrer, F. M. (portraits) 82 Crane, A. G. Teachers’ week in North Dakota 45 PNG, Ee GUNOE Qhicg cicscacciadeserboen tak 2 Curtis, Georce WILLIAM (quoted).........-- 39 Davis, Susan B._ Better speech for better Americans Decker, RALPH. EEN SERED POEL OLE TET ee 67 EASE. OT OEE ERT ERERET ECL OE 49, 144 Delegate system, The (editorial)............. 162 Delegates of State and local associations to NNR Scott bcm oe desace sds 0b ch ce eee Iol Denver completes enrolment.........+e.e0+08 57 Department of education wanted...... 8, 152, 155, 156, 157, 158 Department of Education, Petition for, frontis- NE nk 4406 H0.6.04n a hie hood 6.04 60+. esau 194 Departments and allied organizations (program for Atlantic City meeting).............- ese | 3 Departments of education in State universities and land grant colleges (program)...... see 34 Department of Superintendence, accomplish- ments of (J. W. SEARSON)......seeeeee 78 — Membership of (editorial).........+e+e0+% 74 — Nominations of officers.... cone ereeereneee SS SS SS SS Fact Fare Finz Fin) Firs Flag Flor Vol. 10, No. 10 OF THE NATIONAL Epu HE Journat A year in TZ. G. antic City ; 7enuine ideals restricts r Des Moines Disorder jn District of Teat Britajy *Teatest ne ing (W. A, GREEN, Dr, Guardians Spee ‘Irginia (editorial), . Columbia. ‘ JAMES Mo Appeal for ol Guide to n ion of gentle — Associat Hancket, M IARDING anc ————— aSsOciatiory 1 cabinet, . T (quoted) ._ . y place (e, Change in the Closing we : Delegate s arters a bus Maree. I leadquarters? lealth Commit ) Organization Departmer membership Jes Moines — Disorde 2 ational bil] Virginia, The... . artment of (pr OgTam). (editorial) Higher Salarie log argument centers of on the blo al education — Humanity nternation Internation conferees reparations eynote of tr Profession Klu Kluxism arger task, accommod Atlantic a . ife enlistn imitation of #ssociations, al opportun aining sal [ -y for edy iirc og nil tlt reorganization Our Associ ational As notable... of Progress, of Service, A, tatus of educ of member PA Nee bra 7 Deas” 8norance br St (Henry VA ational bil]. : 6 Proving ibmerged SP its ngs (Minor mb eees ° Shall educ aments be Shortage of Situation in g Spi unity, The association @SSOCiations nternation +. (programs) Summer vacation, The Superinten for the I owner Sterling Sreatest nee Educationa} 4ournal of FE Journal] on du cationg ‘ansas City’s Keep the libr the Nation Educational ‘ducational bill, intre duced ( atus of (edj al opinion Te +» Appreciat Association Kerr, MINA DO yc Mert ers ie wee. TE4 Macitt. Hvueu §. Education and the Federal] Government [Ae Sit es Sitiidedeag ta) Pee ee ats L§s iene..." ee aes 29, 50, gv, 198 aintaining Salaries (editorial) . eae ee ot 16 ] ANCHESTER, Ray MOND FE. The true teacher. 18¢ Maps: Complete enrolments and roo Per cent Schools ke a ate een Rae gas N. EF. A nrg AR, hd, Oe ee 16, ~ Plan of Atlantic City. See January Supple. Ment. State and loca} affiliations... a ee 159 Marsu, ARTHUR Ss (Portrait). ;'** SAR kn 144 laryland . : 5 I assachusetts, |” ° — SI, 75, ] lassachusett. Institute of Technology (Picture ) 197 ] laypole (Picture) wie Michigan... | ree 51 ] lichigan State teachers’ 4SSOCciation, report of committee on ethics, . ee A rey dis Li ae Uitary MStruction, nn site Eee Pe inutes of the Des Moines Meeting i 167 Salt Lake City meeting, .... Witincae eee Minnesot , TAD omaee 6 09:9 Biio« 75, 11¢ ISSissippj . et rR Wii eee, 51 Medion Wicctcsscr enc et 535 Si ee. 76, I10 Modern Health Crusaders (Program) NA ts hd a= 34 Oney for education (editorial). **' een 94 lontana “ee ~ IIs Y mother tongue (J ARRIETT TREADWELL) 72 Nasu. M. A. (Portrait). dah Te eet Se eee 201 Jational Association of Deans of Women (pro- ee Og ye Oe 34 yational Association of Directors of Educa. _ tional Research (program ht aes dey nn ten 36 National Association of Directors of Supervised Student Teaching (program ) SNF RSS os 6 hel 36 ‘National Association of Elementary School -rincipals (program F sa 5be nt abel! SE Ee ee - 116 National ASSOCiation of Teachers’ Agencies (Program) t Heats Gpes-5* ss. ... ee 36 National Child Health Council, Advisory Com- ional Child’ Widigge- wen oo C . i126 tonal Child Welfare Association (program) 36 Nationa] code of education (opinion) . tx ome oi 28 Vational Committee or a Department of Edu. Cation »8 National Conference on educational legislation (editoria]) habe cc eis akan es oe .c,. 62 Nationa] Conference n Educational Method ( ional Congress"; "sonal eo eg t P 3¢ National Congress Of Mother. and Parent. Teacher Associations (Program) BS Foreign wal, 36 - Officers, nah EE. ee aOR a Loge 109 National Counci] for the Social Studies, ational Council of iiccsteess nt. 109 National Counci] of Education (Programs). - 35, 114 Nationa] Counci} of Garden Teachers (Program) 36 National Council of Primary Education (pro- sn. Raat, . ; ‘ational Councij] of Social Science Teachers (program) ome cald National Council of Teachers of Mathematic. (program Pe ea ¥ 3 Nationa] obligation, A (Hereerr ok Hoover). ’ 7 National Program for Education (GrorcE D. tional kcal iste ee National School Digest nome OT at 28, 6 National Society of College Teachers of Edy. cation (program) fet <*Stentinke - 37 National \ 0Cational Guidance Association (pro- BA, Bhitigies---2-p ee tee 37 N. E. m., Birthplace of (Picture), . °° ‘a 186 N. FE. A. Officers, "ig aE Re ae 85 a ary ©rganization, description, ;*** ee - 63 N. E. A, Organization (graph). . of ee ens Nebraska. Be Settling 5 oeute Ob a aa 10, 52, 76, IIo Nebraska Teacher Fate aoe o2 os se 5% 76 62 Needs of education (James R. Anextz): 7° ***" 99 New army Schoo]... - APR awe ae 29 New books, eget SESS 147, 176, 20 New Hampshire Shige Nh eas a vew Jersey i tens 52, 198 Jew Mesice Jousej fie se. 96 lew Mexico Journal of Education (quoted). -- 28 New N. E. A.. he (opinion) CAN e he bist 9 NEWLon, Jesse H. oon Rana 152 New report on Schoo] Se sence ee 96 New SPR cones 20, 52," 76, 97, I10, 145, 198 New York Evening Pos (cartoon). point op eae 17 lew York Times > a ee 26 Night schools in Detroit let OF allem that aessece.. tase OF Nomination of officers for Departmen} of Su. PS twee S» 79, 121 — Smith-Towner bill reported favorably...... 28 TREADWELL, HarrieTTE (quoted)...........6. 72 CMBRMPER, DEAT (QUE) ooo n cc ccc ccccecececss 152 Unemployment, Campaign to relieve.......... 181 ee ne EO ET LTE OORT 187 Union of teachers of England and Wales, The ae a RT) eee 189 University of Virginia News Letter (quoted).. 27 EERE Rae oy pee 30, 53 Utah’s educational program, 1920 (quoted).... 62 Vacation, The summer (editorial)............ 108 VANDEWALKER, Nina C. Department of Kin- SN SUUUONEEINE 6 Ger s'b kbs asivosssdaue 91 Van Dyxe, HENRY (quoted)...........00- 23, 136 NS wT OSG NAGS OES Gao 0 oon ede edn cae 54 SIS isk Sals'e ela acs ak eed s Gee ae 10, 54, 97 Virginia Journal of Education (quoted)...... Visual Education Section (program).......... ; * ~ + 37 Vocational Education, Department of (program) 116 Watpo, D. B. Better salaries for better ON EER EE pk tent ee Prey: 135 Rs ee Ol OED on idk a ee caeonndewmas 191 War and navy appropriations vs. education ENO. 6 b.0d as «4:2 tea OC OAD SUE 60 00.04 Hades 17 I in cee ck ge decrndsahe ses nekbn 54, 98 WasHIncTon, GEorGE (quoted).............4. 45 Wealth and population vs. education.......... 153 Wetts, H. G. Outline of History (quoted) . 27, 62 RY i ici scd. 6.5%. G40 4 0 Sie boa 77 I Nn on do a cies scnaie see eee 104 TE ee 41 Why college teachers should affiliate (editorial) 24 Wider Use of Schoolhouses, Department of IN, ls acon wih Weak ediccnaie Seen ae 116 Witiiams, CHarRL Ormonp. Call to service, | RN yes Ser ee aes © 135 Saat | SEE ee eee ae 119 — Tenure—an important problem............ 151 Witiiams, CHares H. “he National Union of teachers of England and Wales........ 189 WI iiaMs, SHERMAN (portrait).............. 177 Winn, Acnes S. Teacher’s part in adminis- tration of the school system............++. 20 J. eee rere ree 9 EE ES VS PET PET Tee eT 30, 54 Wisconsin Journal of Education (quoted)... 28, 30 Work (THEODORE ROOSEVELT) ss reser eeeeeers 106 anal Pa a A ct ALC NIC SET — I AN or