VOL. XI FEBRUARY, 1922 No. 2 


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International Goodwill Through Education , : , 45 
Voting Bonds Under Difficulties. : . F ‘ ‘ 4o 
Education in Hawaii : 48 


The Cooperative Education Asscpianh yn of Vii irginia 
The National High-School Honor Societ} 
Washington and Lincoln ‘ 


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Minnesota's Legislative Program ; , : ‘ >) 

The Historical Education of an American Citizen 

Growth of Edueation Associations 
tate Dir * . the National Education jaa ciation 


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i-nrolment and Affiliation , , , : 63 
Guide to New Books ; ; ' 65 
Dr. Kendall and Dr. hompson __. : j 66, 
School-building Progrevs 68 
Department of Superit:tendence and Other Prog yrams_ 69 
Notes and Announcerents_. | ; , 74 
In the Field . ; ; : 75 
Recruiting Men for Bimmetion ; ; 77 
Conference on Towner-Sterling Bill ; . . j 79 
Illiteracy in the United States , , 80 
Educational Opinion 


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Published monthly, except July and August, by the 


| NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 


1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 


SSAC AS ASAT 


Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance 


or mailing at special rate of postage provided for in section | 103, Act of October 3, 1917, authorized January 26, 192! 


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Vol. 11, No. 2 















THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 








Oliver Typewriter Now 


Introduces New Commercial Keyboard 






private, and parochial. 





| Great success meets new policy. Oliver popu- | 

| larity for instruction grows in schools — public, | 
All are invited to become | 

familiar with the latest Oliver improvements. 











All who are interested in typewriter instruction wel- 
come the news that the Oliver Typewriter Company 
has added to its line by introduction of a machine 
with a new commercial keyboard. 


In fact, this is largely in response to the demand of 
schools, large concerns, and typists. 


Te aew keyboard permits any operator to turn from 
any typewriter to the Oliver and instantly use it. 
No confusion in changing nor practice necessary. 
This means in instruction that the Oliver can be 
taught by the same system you are now using. 


A Great Favorite 


Over 950,000 users have selected the Oliver because 
of its known efficiency and economies, but thousands 
have denied themselves its advantages because of the 
difference in keyboards. 
the schools. 


This has also been true in 


The Oliver’s new keyboard solves that problem for 
you. No matter what machines you have been using 
in instruction, this new keyboard enables you, with- 
out delay, now to take advantage of the economies 


of the Oliver. 


All whom you instruct 


m the Oliver become uni- 
versal operators—they can use any machine in later 
But many will continue to prefer the Oliver, 


years. 













An Invitation 


During the convention of the National Education 
Association, which will be held in Chicago from 
February 27th to March 3d, the Oliver Typewriter 
Company invites you to visit its exhibit and to 
become acquainted with the opportunities offered 
by the Oliver for instruction purposes. Experi- 
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knowing that Oliver operators are greatly in demand 
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remember, Olivers cost half the standard price, 
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The Oliver has long been known for its durability. 


It is ideal for classroom work. Its sturdy simplicity 


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Boards of education, su- 
perintendents and teach- 


To Teachers 


If you are among the many 
interested in a typewriter for 
private use, mail the coupon 
below for complete informa- 
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Please send me, without the slightest obliga- 
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———— 


| Name - o cen enna n mm 

I Stree SOS RS RS em ESS me 

| 

| City--- ----------- State---------- 
mane 





Mention THz 


Journal when 





writing our advertisers, 
















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Bes TE en ee 
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A-22 THE JOURNAL OF THE NATIONAL Epuc ATION ASSOCIATION February, 1922 





Open to Every Member of the 


‘National Educational Association 















This summer one member of the N. E.A. will enjoy 
a $1,000.00 Trip through Europe; one a $500.00 Trip 
through the Canadian Rockies to Alaska; another a 
$250.00 Trip to any National Park; and 100 will 
receive complete sets of the New Work, 
merely for writing a 500 word discussion on 
“The Practical Educational Value of Comp- 
ton’s Pictured Encyclopedia.” 


PROFESSOR SEARSON, of the 
University of “Nebraska, says: 


“Your biggest problem is to 
bring this New Work to the 
attention of the school peo- 
ple all over the country in 
the quickest possible way.” 


This Contest is the Method Chosen to Show You What We Have 
Achieved in Compton’s Pictured Encyclopedia 


The Trip to Europe 


will include a Pilgrimmage to Oberammergau and its 

world-renowned Passion Play; also— England: Liver- 
pool—Stratford-on-Avon—London. Belgium: Ostend or Zeebrugge— 
BATTLEFIELDS OF FLANDERS— Brussels. Germany: Coblenz— 
The RHINE—Bingen—Heidleberg—Munich. Italy: Venice— Florence 
—Rome—Milan. Switzerland: Lucerne—Interlaken—Lauterbrunnen 
—Montreux or Berne France: Paris (side trip to Chateau Thierry 
can be arranged). England: London or Southampton. 


103 cAwards 


1 st — $1,000.00 Trip to Europe 
2nd— 500.00 Trip to Alaska 


The ‘fudges 


1—WM. C. BAGLEY, Prof. of Educa- 
tion, Teacher’s College, Columbia U. 


3rd— 


HE three years of unceas- 
ing labor had ended. Over 
$450,000.00 had been spent 
in preparation alone. The first 
volumes of Compton’s Pictured 
Encyclopedia were soon to be off 
the press. The scores of distin- 
guished educators who had taken 
part in the preparation of the work 
were delighted with the first 
proofs. Then came the problem of 
telling you, in words only too in- 
adequate to the message, of this 
wonderful achievement. 
Professor Searson’s letter, 
which follows, crystalized for us 
our greatest problem: 


250.00 Trip to any of 


our National Parks 
Or the Equivalent in Cash 


Next 100—A Set of the New Work 


Professor Searson’s Letter 


THE UNIVERSITY OF NEBRASKA 
LINCOLN 
J. W. SEARSON 
Professor of English 


Dear Mr. Compton: 


I think you are right in planning an exhibit of 
your fine New Work in connection with the 
Department of Superintendence meeting in 
Chicago. Just how to reach all the superin- 
tendents is a very difficult matter. If they 
once understand just the nature of the New 
Work, they will want it for the schools. Many 
thousands of parents also wiii want it for their 
children. I have examined the preliminary pages 
you sent and I am a.nazed at the accuracy and 
attractiveness of the work. 

The One thing of greatest interest to superin- 
tendezts is that you have condensed ina single 
Monumental work the facts of greatest human 
concern. This is more than a book of know- 
ledge; it is a catalog of successful experience as 
well. Fundamental facts of human knowledge 


Mention Tue Journat when writing our advertisers. 


2—MARION L. BURTON, Pres. of the 
U. of Michigan, Ann Arbor, Mich. 


3—H. B. WILSON, Superintendent of 
City Schools, Berkeley, California 





combined with the biggest things done in human 
experience are set forth clearly and attractively. 
When superintendents realize this and dis- 
cover that the work is not made by quacks, 
but by specialists with fine consciences, you 
will have no trouble in getting their interest. 


Very cordially yours, 
(Signed) J. W. SEARSON 


Our Answer to 


This Letter 


It is apparent that thousands of dis- 
cussions written by eminent educators 
upon the practical educational value ol 
such a work must form a most valuable 
educational symposium. The sound, 
practical value of it cannot be questioned. 
And in writing these discussions, you 
familiarize yourself with the New Work 
and our only aim has been accomplished. 





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Vol. 11, No. 2 





Dean Ford Welcomes 
Your Opinion 
UNIVERSITY OF MINNESOTA 


ffice of 
Dean of the Graduate School 


Dear Mr. Compton: 


The Department of Superintendence is just 
the group whose competent opinion of Comp- 
ton’s Pictured Encyclopedia would be wel- 
comed by the whole editorial staff. 

You could not find a group more interested 
in knowing the best thing in the way of an 
accurate, interesting and up-to-date reference 
work for schools and homes. Nothing that you 
have considered in the way of publicity for three 
years work pleases me so much as your plan to 
invite their attention to the work at the Chicago 
meeting in February. 

Many of the distinguished men and women 
who helped work out an entirely new and much 
needed work will be familiar to them as col- 
leagues and associates. If they do not know 
Dr. Harding, or me, or that a firm of your 
standing wouldn’t put nearly half a million 
into preparing anything but the best possible, 
they will know that educators and writers like 
President Coffman, Professor Salisbury, Coul- 
ter, Haggerty, Phelps, Miss Laut, Miss Binzel, 
Mrs. Comstock, and Ernest Ingersoll would 
not have gone into anything but an honest 
effort to do something new and worthwhile 
in an educational way. 

The fine workin gathering pictures that really 
illustrate has its own appeal to everybody, for 
we all share the opinion of Alice in Wonder- 
land, ‘‘What is a book without pictures?” Most 
words require more words — from the teacher. 
The right kind of pictures satisfy and inform and 
make the pupils think and express themselves 
—and that’s education. 

All of it will interest them but many will seek 
special fields. When they find what it offers ina 
modern, vivid presentation in geography, biog- 
raphy, literature, Listory, science, nature study, 
mathematics, discovery, invention and the great 
industries, they will want to stay with it awhile. 
Give them chairs or a sofa or let them take it to 
bed. The longer and more thorough the exam- 
ination, the better. 

I only hope Harding or Rollins orI can be on 
hand to give them a personally conducted trip 
through a volume, cr even one article such as 
that on “Birds” or “Newspapers” or “Auto- 
mobiles” or “Moving Pictures” or “Canada” or 
“Biology” or “American Literature” or “Child 
Study” or “Algebra,” to show them how much 
effort has gone into every page to make it true 
and gripping. Sincerely, 

(Signed) GUY STANTON FORD, 
Editor-in-Chiet 


Doctor Harding says: 
“By Jove, that’s genius!” 


The New Work and its educational 
importance is best described by Pro- 
fessor Harding’s own letter which we 
give in its complete form: 


THE UNIVERSITY OF MINNESOTA 
College of Science, Literature, and the Arts 
Minneapolis 

January 10, 1922 
Dear Mr. Compton: 

After writing one of his immortal passages the 
novelist Thackeray is said to have slapped his 
thigh and exclaimed, “By Jove, that’s genius!” 

Modesty forbids that we who have played the 
chief parts in shaping the new COMPTON’S 
PICTURED ENCYLOPEDIA should go so far 
in self praise, But when I turn over the pages 
of the successive volumes and note the skill of 
their pyschological appeal, when I contemplate 
the numerous devices for eliminating dead or 


Mention Tue Journat when writing our advertisers, 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


useless information and see how brilliantly our 
scientific authorities, expert popularizers, and 
many talented artists have co-operated in utiliz- 
ing the space thus saved to vitalize essential 
knowledge, | feel quite justified in claiming 
that we have given you the very best work of 
reference and educational inspiration ever 
prepared for children of common and high 
school ages. 

Any educator can easily satisfy himself as to 
the superior excellences of the work. The 
pyschological doctrine of interest, motivation in 
education, visualizing devices, character build- 
ing and Americanization material, special aids 
in the common branches, vocational guidance— 








cA Vital and Valuable 


Educational Movement 


The practical educational value of 
Compton’s Pictured Encyclopedia must 
be apparent to every thoughtful school 
man and woman. It is an altogether new 
type of work designed for the daily use 
of boys and girls of school age. 


It is up-to-date—every word written entirely 
since the World War. 

It is progressive—especially adapted to use in 
either the socialized recitation or the problem 
project method of instruction. 

It is accurate—edited by sound scholars of recog- 
nized world-wide authority. 

It is intensely interesting—composed in clear, 
vivid style, which brings the very heart of 
each subject into brilliant relief to catch and 
fix the attention of the reader. 

It is complete—injecting into the difficult tech- 
nical portions of each subject the same spice 
of connected interest as exists in those out- 
standing “wonders” and “marvels” to which 
books for children usually confine themselves. 

“It is really pictured’’—containing thousands of 
illustrations selected from over a half million 
photographs gathered from all parts of the 
world, with an “idea” in every picture anda 
picture for every idea that needs a picture. 





all are here in abundance, and presented with 
such literary skill as to intrigue and interest the 
reader of whatever age, and illustrated on a 
scale and in a manner never before attempted 
in a work of reference. The amazing and appro- 
priate pictures, both photographic reproductions 
and artists’ sketches, are what will first strike 
most readers. But what I myself am proudest of 
is the series of interpolated story articles, of 
famous men and women, literary scenes and 
characters, science, classical mythology, and 
Indian Folklore—with which the more encyclo- 
pedic articles are diversified and enriched for 
old and young. 

Frankly, what we have attempted to do is to 
make a school and home encyclopedia which 
should live up to the description Bill Nye once 
gave of Webster’s Unabridged, as a “thrilling 
romance.” At the same time, its scholarly 
adequacy to the needs of this new age is, I 
think, sufficiently attested by the list of well 
known men and women who have co-operated 
in its production. Faithfully yours, 


(Signed) SAMUEL B. HARDING, 
Managing Editor 


On Display NOW 
for the First Time 


After months of strenuous effort to 
complete the New Encyclopedia in time 
for the February meeting of the Divi- 
sion of Superintendence, we feel that it 
is a particularly fortunate and fitting 


A-23 





thing that they should be offered for in- 
spection for the first time during this 
convention. We have arranged a most 
interesting and elaborate exhibit in 
Booths 86 and 87 in the Leiter Building 
and cannot urge too strongly that you 
make a visit to these booths an imper- 
ative part of your program. 


Enter the Contest 


at Once 


Arrange at the booths to receive the 
books for review, or mail the coupon and 
these beautiful new volumes will come 
direct to you by express—all charges 
paid. Then read them, enjoy them,review 
the thousands of beautiful illustrations 
and note the hundreds of new features 
of vital educational value. 

Then it should be a simple and agree- 
able matter to write 500 words on “The 
Practical Educational Valueof Compton’s 
Pictured Encyclopedia” covering (1) Is 
there a need for a really complete En- 
cyclopedia for children. (2) Does 
Compton’s Pictured Encyclopedia fill 
the need? and (3) Give practical sug- 
gestions for its use in the home as an 
aid to school work. The five hundred 
word limit will seem all too short. 

Simply mail your review to our office 
where it will be typed on plain paper 
bearing no indication of the identity of 
the author, and sent to the judges. 
Watch the columns of this and other 
school papers for the notice of Awards, 
After the Awards have been announced 
you need only reverse the cover on our 
packing box and return the books at our 
expense. 

The closing date for all reviews is 
April 20th; so prompt mailing of the 
coupon below will give you ample op- 
portunity to compete for one of the one 
hundred and three really worth-while 
awards which we have listed. 


Just Mail this Coupon 


Fill in your name and address and 
make the first step toward a “Trip 
Through Europe.” Mail coupon now, 
while the matter is fresh in your mind. 


F. E.. COMPTON & CO. 
58 East Washington Street, Chicago, Illinois 





F. E. COMPTON & CO., 
58 East Washington St., Chicago, III. 


I am a member of the National Edu- 
cational Association and entirely with- 
out obligation to myself desire to enter 
your “Trip to Europe Contest.” 


Name 


Address 


Position 








A-—24 THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1922 





















Thank you—it helped 


Last month we urged the 85,000 subscribers of THE JOURNAL (which includes the leading school administrators, as well 
as the most influential and best paid teachers) to write the advertisers in this their official National professional magazine. 


TWENTY PER CENT MORE advertising in this issue is an indication of what co-operation can do. 
And you feel better too, in helping your Association turn out a Better and Bigger Magazine. 


If you haven't written, just drop the advertisers a line, saying ‘‘I’m glad you are advertising in our magazine, THE JOURNAL 
of the National Education Association.’’ Ask them anything you wish to know about their products. 


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i St laod,. Winbes Ti American Type est s -* +: oo Martin Diploma ce Sate ées d4 ees A- 
| etandart “AECCTIC ime | Barnes & Co., A. ‘ ce. Te Deeewe Ga tSk Biss 02.2... Ae ’ 
| Co. Bausch & Lomb Optic: al Co... 35 McConnell Map Co \-z TEACHERS 
Blakiston’s Son & Co., P....... A-; Miessner Piano Co - INSURANCE 
CRAYONS Clark Teachers’ Agency......... .\- iS ke ee ee A-2 
7 - ; Coffin & Coffin -2 A-37 ee sm oe oeare Caen: ' : Teachers’ Casualty Un- 
| Welch Mig. Co, W. M. ] Goleste BCa--- 5 u0-----1c5° © 3 Nasional Rinderearten College.-- Aa¢ |” derwriters | 
| DENTRIFICES AND Compton- Johnson Co. - Natural Slate Blackboard Co..... A-46 | 
Continental Scale Works........ A-3 New Ilaven Normal School of 
OTHER TOILET Cooper, Frank Irving.......... A-37 Gymnastic \-36 TYPEWRITERS 
| ARTICLES De wry r Pel ae “4 - Ww aon & Co S5e5 "6 os. 443 Oliver Typewriter Co. 
| ‘ole: te & Co e ry Corpo! ON Er re A-3? Northwestern choo upply oO. 2 
i Colgate ¢ 0. Dobson-Evans Co. Oliver Typewriter Co........... ie 
Dow Co. A-37 Palmer Co., wits eG dtsecaveses Je 
| DIPLOMAS Draper Shade Co., Luther O.... A-46 Pathfinder \36 UNIVERSITIES 
| ee . : ‘ Education Seveien A-: Perry Pictures Co Li a: aes nel A-43 
| Martin Diploma Co, Educational Film Magazine..... A- Peterson & Co., oe ~ AND COLLEGES 
Welch Mfg. Co., W. M. Fike Publishing - Ques A Nae a . "4 A-40, 8 Life Planning Institute. 
j “1118S Ss l Oo “45 a ry ) oa , ° A " 3 te 
DOMESTIC Empire Seating Co..........+45 A- Singer Sewing Machine ... A-39 N ational Kindergarten 
Encyclopedia Britannica ....... A- Specialists Educational Bureau. \-46 College. 
SCIENCE Fairbanks, Morse & Co. -25 Spencerian Pen Co.........-++- A-: New Haven Normal 
EQUIPMENT Federal Steel Fixture C A-4¢ Spencer Lens Co. 2 1. 22. 0s080 A-3! z Scl 1 f Gy sit tl 
row ‘ Fisk Teachers’ Agency - Standard Electric Time Co...... A-: school of Gymnastics. 
Kewaunee Mfg. Co ; ' 
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Ss o., Leonar Gregg Publishing o -26 Temple University 3 University o licago. 
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Write to the National Education Association if you wish advice or suggestions for the purchase of any article whatsoever. 


Vol. 11, No. 2 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION A-25 





—for the health of 


Measuring rod quickly the nation ’s 


detached by turning . 
thumb screw. Beam lock ; 
and lever safety devices children 
protect parts against dis- 
arrangement while scale 
is being transported, ; ALNUTRITION is sapping the vitality 
of thousands of school children. Sad, in- 
deed, when you consider that with proper 
care almost every malnourished child can be quickly 
restored to normal weight and vigorous health. The 
Fairbanks Health Scales should be used in ever) 
school to check malnutrition by pointing out — 
through accurate weight records—the need for 
proper food, better assimilation, or other corrective 


methods. 


Fairbanks Portable 
Health Scale 


The portable scale shown here is used by country 
school authorities because it can be easily and safely 
transported. The Fairbanks Portable Health Scale 
weighs up to three hundred pounds by four ounces. 

Send for free Height and Weight Chart, and 
circular telling how Fairbanks Health Scales, sta- 


tionary and portable, are used in your work. 


FAIRBANKS PORTABLE HEALTH SCALE 


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to March 3rd, 1922. 





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Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION February, 1922 


Galeno Pictorial BOOTH No. 141 


Language Charts The N. E. A. Convention 


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Vol. 11, No. 2 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





CALVIN N. KENDALL, A.B., A.M., Litt. D., L. L. D. 
Editor-in-Chief of Pictured Knowledge 

Formerly President of the National Educa- 
tion Association and for years a _ progressive 
leader in the fight for more thorough and com- 
prehensive home help, the late Dr. Kendall 
personally edited a work for school children 
that stands as a monument to his remarkable 
career as an educator. 


58 E. WASHINGTON ST. 











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“Who will pay your doctor. your nurse 
and your board bill when you are sick? 


Now is the Time to Think 
About It 


Winter is here with its colds, chills and fevers, 
its la grippe and pneumonia, its tonsilitis and 
other afflictions—also its long list of Accident 


possibilities. 





DR. CALVIN N. KENDALL’S 


CONTRIBUTION TO 


AMERICAN EDUCATION 


In Booth 66 


As Commissioner of Education in New Jersey, 
Dr. Kendall early became an enthusiastic convert to 
the use of pictures in teaching. In his 


PICTURED KNOWLEDGE 


The New Method of Visual Education 





school subjects are visualized in the most attractive manner, and 
the text in story form lends to its pages the magic of “once 
upon a time.” And with it all the complete work is carefully 
outlined and correlated with the public school curriculum. Pic 
tured Knowledge is at once a companion for the child as well as 
the teacher’s first assistant in the home. 

Completely indexed, carefully departmentized, accurately edited 
and specially prepared to supplement public school work, Pictured 
Knowledge, in six volumes with four thousand “‘talking’’ pic- 
tures, is an educational heritage for teacher and pupil alike. 


FIRST ASSOCIATION SHOWING 


Pictured Knowledge is new and is being shown for the first 
time for the approval of the members of the National Education 


Association. We cordially invite you BOOTH 66 


to inspect Dr. Kendall’s greatest work. 


COMPTON-JOHNSON COMPANY 





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A-28 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1922 


JUST ONE YEAR AGO AT ATLANTIC CITY 


We Began Asking 
1. WHY RED-TOPPED DESKS? 


At the same time we began making them in “Northwestern Brown” 





l.ast December (1921) this question was answered by— 


(1) The American Institute of Architects, which voted to hereafter recommend that schoolrooms be 
finished in BROWN. 
(2) By the American manufacturers of school seating, who voted to hereafter finish school furniture 


in BROWN only. 


The Question has been answered—Let’s forget it. | 


— ~—_ Were moe Questions We Asked Then— 


. Why have we seated all pupils in one size tablet arm chairs? 





We are making them in three sizes. 
3. Why have we made desks for left-handed teachers only and wasted 38 per cent 
of the available working surface? 
We make them for right-handed teach- 
ers only. 
4. Why horizontal slats in chair backs? 


Except for our CHEAPEST grade of 
We found these three pupils : 


in one high echeel sented tablet arm chairs we have discarded 
in the same sized chairs. them. 








Do you see anything that J@> 
resembles comfort in this pic- 
ture? 


Do you want your writing surface in FRONT of you 
or BEHIND you? 


5. Home and Office Furniture has been 
standardized — why not School 
Furniture also? 


\We have banished the slat back 
from the HOME and OFFICE. 
It is never used when a real 
choice is possible. 





“Se] 6. Why throw away more 
than half of the usable writing 
surface? 


The ALL -IN- ONE @& 
MULTIPLIES the USABLE 
writing surface TWO AND 
ONE-HALF TIMES. 


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When the arm has 
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February, 1922 


International Goodwill Through 


HE BOLD and righteous pro- 
gram that Secretary Hughes pre- 
sented to the International Con- 
ference on the Limitation of Armaments 
at its first meeting in Washington on 


Education 


Association has the assurance of Presi- 
dent Harding that the administration 
will codéperate to make the movement 
a success. In a memorandum accom- 
panying a letter to President Harding, 


2. To bring about a world-wide tol- 
erance of the rights and privileges of all 
nations. 

3. To develop an appreciation of the 
value of the inherited gifts of nationality 


November 
the whole world on the 
possibility of international 
cooperation on a_ large 
scale and made it impos- 
sible for selfish and nar- 
row interests to claim pub- 
lic attention in their 
efforts to magnify differ- 
ences and ill-feeling. 

There is perhaps no 
more dramatic incident in 
all history than this open- 
ing hour of the great con- 
ference. It marks the be- 
ginning of a new day in 
international relations. 
The dawning of that new 
day was made possible by 
a recognition on the part 
of the people themselves 
that another would 
probably destroy the whale 
fabric of civilization—by 
a growing sense of the 
futility of sapping national 
wealth in the competitive 
building of war machin- 
ery. 

How far the sun of the 
new day shall rise upon a 
better world will also de- 
pend upon the will of the 
people—upon their intelli- 
gent determination that 
the nobler impulses of hu- 


war 


12 focused the attention of 


the Association’s Committee on Foreign 


EDUCATING THE PEOPLE 


UBLIC MEN—those that accept the people’s pay and 

spend the people’s money—should get into their heads 
and keep in mind Dante’s line—“Give light and the people 
will find their own way.” You can drive sheep; it is good 
for them; they cannot learn to guide themselves. You 
can drive horses, mules, and machinery. But all that you 
can do for human beings is to give them knowledge and 
then enable them to find their own way. 

One of the wisest sayings of Talmudic writers is, 
“Jerusalem fell because the schools were neglected.” 
The schools are neglected in this day of profiteering, pros- 
perity, and selfishness. 

A country that can spend eight hundred million dollars 
in one year for cigarettes, and that without hesitation 
spent forty or fifty thousand millions of dollars in a few 
months of war, cannot find the money to pay teachers 
generously or build enough schools to wipe out the illiter- 
acy that curses twenty-five per cent of the people and dis- 
graces us all. 

The people of the world are like a man on a dark night 
seeking the road. Such a man asks only one thing— 
LIGHT. And the people—slowly and painfully finding 
their way through the problems of life and of civiliza- 
tion—ask only one thing—LIGHT, which is education. 

For every dollar the Nation can afford to spend on 
soothing tobacco smoke that floats away in the air it can 
afford to spend another on education that remains and 
will influence coming generations forever. 

The people do not want bosses, they do not want dic- 
tation, they want KNOWLEDGE. “Give light and the 
people will find their own way.”—-The Washington Times. 











through centuries of progress and de- 


velopment. 

4. To secure more ac- 
curate and satisfying in- 
formation and more ade- 
quate statements in the 
textbooks used in the 
schools of the various 
countries. 

5. To foster a national 
comradeship and_ confi- 
dence which will produce 
a more sympathetic appre- 
ciation among all nations. 

6. To inculcate in the 
minds and hearts of the 
generation those 
spiritual values necessary 


rising 


to carry forward the prin- 
ciples emphasized in the 
Conference on Limitation 
of Armaments. 

7. Finally, throughout 
the world, in all schools, 
to emphasize the essential 
unity of mankind upon 
the evils of war and upon 
the absolute necessity of 
universal peace. 

The 


for accomplishing 


following means 
these 
ends are suggested in the 
memorandum: 

1. The teaching of inter- 
national civics, which will 
acquaint the rising genera- 


manity shall triumph over its weaknesses. 
The people of the whole world must be 
prepared for sympathetic appreciation of 
the relation of man to man. This is 
primarily an opportunity and a responsi- 
bility of public education. “That it is so 
recognized is evidenced by the hearty 
newspaper response to the proposal of 
the National Education Association that 
an international congress on education 
meet in the United States in 1923. The 


Relations, through its chairman, Dr. Au- 
gustus O. Thomas, suggests a series of ob- 
jectives and proposes means for reaching 
them. These objectives will be revised 
and amplified at the Boston meeting in 
July. They deserve the most careful con- 
sideration of all persons interested in 
world peace based on righteousness and 
intelligence. ‘The objectives sought are: 

1. To promote peace and goodwill 
among the nations of the earth. 


[45] 


tion with the various points of contact 
made necessary and facilitated by the mod- 
ern means of communication and trade. 

2. The reorganization of textbook 
material to give a more accurate visual- 
ization of the dominant traits and ideals 
of the nations. 

3. The exchange of teachers and 
scholarships between various countries. 

4. A program looking to universal 
education. 





46 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





5. An exchange of articles on educa- 
tion setting forth programs and methods 
used in the various countries and an ex- 
change of educational periodicals. 

6. The designation of a day to be ob- 
served by all as “World Goodwill Day.” 

The last of these suggestions is of 
large importance. To set aside a good- 
will day each year when the entire world 
will seriously consider how best to pro- 
mote mutual understanding among peo- 
ples is to establish an institution that is 
certain to grow in favor and to exert 
a compelling influence for better rela- 
tions between the nations. Goodwill is 
a priceless asset. It is one of the great 
constructive forces. The whole struc- 
ture of civilization is founded upon it. 


Modern science has made communica- 
tion so easy that it should be possible for 
remote peoples to have some understand- 
ing of each other and to develop that 
universal goodwill which is essential to 
world progress and prosperity. When 
the International Congress on Education 
meets in 1923 it should not only estab- 
lish such a day, it should go further. It 
should create a permanent international 
committee to have charge of goodwill 
day. ‘This committee should represent 
the educational associations of the entire 
world and should be charged with pro- 
moting the objects agreed upon by the 
congress until another world educational 
congress convenes. 


Voting Bonds Under Difficulties 


JULIA S. HARRON 


Library Editor, Public Library, Cleveland, Ohio 


N SEPTEMBER 23, 1921, after 

much debate, the Board of Trus- 
tees of the Cleveland Public Library 
decided to ask the electors to vote on 
November 8 on a bond issue of a sup- 
plementary $2,000,000 to enable it to 
build the Main Library building, planned 
before this country entered the War, 
but not built, chiefly because the tre- 
mendous rise in prices had rendered the 
original financing totally inadequate. 

The fact that Cleveland is danger- 
ously near the limit of its bonded in- 
debtedness, that it is one of the indus- 
trial cities which is feeling the effects of 
the financial depression very seriously, 
and that rigid curtailment of public ex- 
penditures was the chief talking point 
of several of the seven candidates for 
Mayor made this a decidedly doubtful 
time to ask for authorization of so large 
a bond issue. 

Arrangements with the Board of 
Elections and other preliminaries con- 
sumed at least two weeks’ time after the 
Board’s decision, which left about a 
month for a publicity campaign. When 
the chairman of the special committee 
of the Board sent word to the staff to 
“oo to it” a harnessed whirlwind of 
energy was released. Each individual or 
group was allotted a special field and 
thus with little duplication of effort a 
campaign covering the whole city was 
launched. The following is a summary 
of the activities of the thirty days pre- 
ceding election. 


Every branch library organized as a 
center of a _ neighborhood campaign. 
Each branch has an up-to-date list of 
every organization and institution in its 
district with names of officers and prom- 
inent members. These organizations 
were approached by personal interviews 
and by letters inviting their codperation 
in every possible way. 

Public-school authorities were asked 
to codperate as far as they could and to 
define the limits of that codperation for 
the benefit of the library campaigners. 
An editorial on the bond issue campaign 
addressed to teachers appeared in the 
Superintendent’s Official Bulletin; arti- 
cles were accepted for School Topics, 
the weekly teacher-and-student publica- 
tion of the school system; and permission 
was given to address all meetings of 
adults in school buildings used as com- 
munity centers. 

A letter endorsed by the Federation 
of Churches was sent to all the Prot- 
estant Churches of Cleveland with the 
request that it be read from the pulpit. 
The Chancellor of the Diocese gave per- 
mission to use his name in a letter to the 
Catholic Churches. The Federation of 
Churches was addressed at a big meet- 
ing, and notices were inserted in many 
church bulletins, calendars, and periodi- 


*Readers of this article will be interested 
also in a recent book, Publicity Campaigns 
for Better School Support, by Carter Alex- 
ander and W. W. Theisen. World Book 
Company, Yonkers, N. Y. 


$1.35 n. 





February, 1922 


cal publications for two Sundays before 
election. 

Through notices for their bulletins 
and speeches at their meetings, practi- 
cally every club, society, union, lodge, 
sokol, alliance, or verein in the city was 
reached by the Main Library or neigh- 
borhood branches. A special letter ask- 
ing for endorsement and support was 
sent to the officers of these organizations 
and duplicate letters to the branches for 
follow-up purposes. 

The codperation of merchants, store- 
keepers, and manufacturers was asked 
for, in any way they could give it; cus- 
tomers and the general public were 
reached through the placing of 10,000 
window placards in business houses and 
by many thousand leaflets and dodgers 
distributed from the counters, in pack- 
ages, market baskets, and the like; em- 
ployees, especially those in the plants 
and firms where there were library sta- 
tions, were reached through special ap- 
peals made at the noon hour and in pay 
envelopes. 

By an agreement with the Association 
of Moving-picture Managers, slides or 
films were shown in the general and 
neighborhood picture houses every night 
during the week before election. 

Newspapers, neighborhood and school 
papers, house and club organs and all 
other Cleveland publications were fur- 
nished with copy for every issue for two 
weeks, and much voluntary publicity 
was given through the cordial codpera- 
tion of editors, reporters, and special 
feature writers of all the Cleveland 
dailies and weeklies. The foreign lan- 
guage newspapers, as well as churches 
and societies of foreign groups were fol- 
lowed up by a special committee headed 
by the librarian of the Broadway Branch, 
who is chairman of the American Li- 
brary Association Committee on Work 
with the Foreign-born. 

Members of the staff and occasionally 
one of the trustees spoke at every meeting 
of every organization, social, recreational, 
or educational which would spare from 
five to thirty minutes to listen. Classes 
in public speaking at Western Reserve 
University, the Y. M. C. A., and the 
Y. W. C. A. were furnished with a 
sample speech on the Library Bonds for 
practice work. These classes at the 
Cleveland Advertising Club and the 
University furnished volunteer speakers 
for many meetings. Material on the 
Library Bonds was also furnished to the 
commercial schools for dictation work. 

The covering of the political meetings 
by staff and volunteer speakers was one 





Vol. 11, No. 2 


of the interesting features of the cam- 
paign. Although, or perhaps, because 
the Library Bond proposal was a non- 
political and non-partisan issue, no ques- 
tion was so generally represented and 
discussed in the pre-election campaign. 
The municipal election was unusual in 
the number of the candidates for each 
ofice and the heated tone of their per- 
sonal campaigns, and, therefore, in the 
which 
ranged from groups in private houses to 
the impartial forum in school audito- 


number of political meetings, 


riums and other community centers and 


the old-fashioned political meeting in 


The Li- 


brary campaign plan included the pre- 


tents or party headquarters. 


sentation of the bond issue at all classes 
of meetings of every candidate, and in 
fact over two-thirds of all the meetings 
held were actually covered. The result 
of this wholesale presentation of the Li- 
brary’s work and needs was to enlist 
active supporters in quarters hitherto for 
all practical purposes unaware of its 
existence. 

Several thousand letters to individuals 
representing groups whose codéperation 
was wanted in various ways were sent 
out. written by the 
librarian or by a trustee were sent to 


Personal letters 


individual objectors not convinced by 
staff members. Practically all the ob- 





jections to the Bond Issue encountered 
were based on hard times and taxes al- 
ready high beyond all precedent. 


To sum up some of the 


general 
publicity measures: Over 350,000 leaf- 


lets, folders, and dodgers, printed 
by outside firms and in the Librar: 
printery, were distributed in library 


books, in packages, at meetings, and to 
crowds boarding street cars at the Public 
Square and other down-town terminals. 
Cloth runners, sixteen feet long were 
placed on branch buildings and at the 
Window 


stickers were distributed for automobiles. 


site of the proposed library. 


Window exhibits centering about large 
cuts of the proposed Main Library or 
of the Main Library buildings of other 
large cities, and posters designed by stu- 
dents of the Cleveland School of Art 
were placed in many banks, stores, and 
other central places. A donated truck 
decorated as a float toured the city, 
carrying an immense book printed with 
slogans in giant type which he who ran 
might read. 

Volunteers were utilized in all ways 
that could be devised, notably in mak- 
ing many valuable personal or group 


and in the house-to-house 


connections 
canvass carried on in many branch neigh- 
borhoods. Among the organizations giv- 


ing particularly valuable volunteer aid 





HIS is the Conference on Limitation of Armaments in full session in Memorial 


Continental Hall at Washington. 
delegates of the nations represented. 


Around the table are seated the official 


Outside the official table are hundreds of 
advisers of various ranks and nationalities. 


Other seats and the galleries are re- 


served for press representatives, members of Congress, and other fortunate observers. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 47 


were the Recreation Council, the Wo- 
Study Clubs, the 
Girls, and the Boy Scouts. 

The Library Staff endeavored to sell 
the idea that Cleveland 
Main Library now to man, 
man, and child talked to in and out of 
the Library and to ask every friend of 
The chil- 
dren were not the least useful workers, 


men’s Camp-Fire 


must have a 


every wo- 


the Library to do the same. 


especially in the house-to-house canvass 
in the foreign districts. “The vicissitudes 
and humors of this canvass and of the 
speech-making campaign-form a subject 
by themselves. 

the staff and 
volunteer helpers manned the polls dur- 
ing the busiest hours to speak a last word 
and 


Finally on election day, 


ballots, as the 
Board of Elections had provided a bal- 
lot with wording unfortunately obscure. 

Election returns show 140,484 ballots 
cast on the Library Bond Issue; of the 
eight ballots voted on, this was the 
largest number of ballots cast, excepting 
that for Mayor. The Bond Issue was 
carried by a majority of over 20,000. 
The one other bond issue asked for, an 
additional $2,000,000 for the Criminal 
Courts and Jail building, was defeated 
for the fourth time by an overwhelming 
majority. 


distribute sample 


The election figures are in- 
teresting in comparison with those for 
the Library bond issue for the’ first 
$2,000,000 in the spring of 1912, when 
the total number of votes cast was only 
34,113 and the majority but 1477. 

The first bonds were sold in 1916 and 
with the premium and the interest since 
accumulated, the funds in hand are now 
about $2,500,000 and with the new bond 
issue will give a total of $4,500,000. 
The Board framed the question so that 
any surplus may be used for branch build- 
ings. 

A sample set of 
posters, 


circulars, letters, 


and of and other 
printed publicity is being prepared by 
request for the office of the American 
Library Association. 


newspaper 


NY SCHOOL which lacks a li- 

brary is not a real school at all. 
Just as a library is an integral part of a 
well-organized home so it is of a well- 
organized school. When we think of 
a school, we picture a library as a part 
of the same as desks and blackboard. 
And the library is even more essential 
than the blackboard and no .teacher 
ought ever to claim that he has a life 
size, full-grown school if a well-selected, 
workable library is lacking —Ohio Edu- 
cational Monthly. 





48 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Education in Hawaii 


BENJAMIN O. WIST 


Principal of the Territorial Normal and Training School, Honolulu 


CENTURY AGO a boatload of 

New England missionaries came 
to the Hawaiian Islands, where they 
were welcomed with open arms. ‘They 
brought with them customs and man- 
ners of Christian civilization, which 
found fertile soil in which to develop. 
The Hawaiian race, though primitive, 
was not without a civilization. In fact 
it had developed a civilized community 
of no mean order. Still it welcomed 
the new with a confidence that deserves 
much credit. Contact with European 
civilization previous to the coming of 
the New Englanders was not always 
such as to inspire the Hawaiians with 
respect for the white man, but the hos- 
pitality of the race precluded the pos- 
sibility of not accepting the newcomer 
at his face value. This social instinct 
not only made it possible for the mis- 
sionary to introduce religion and educa- 
tion but has made possible the Ameri- 
canization and assimilation of the many 
races at present represented in thé popu- 
lation of the Islands. 

The first step of the 
toward educating the Hawaiian people 
was to learn their language. From the 
sounds of the language they organized 
the Hawaiian alphabet consisting of 
twelve letters. The next step was to 
print books in the language. This done, 
it was possible to establish schools. The 
enrolment in these first schools consisted 
entirely of adults, principally chiefs. 
Later, some of these first scholars be- 
came teachers, and it was not long before 
practically the entire adult population 
could read and write. By edict of the 
chiefs, this education was compulsory. 
In fact, the whole adult population was 
compelled to attend school. Meanwhile, 
schools for children—of royal blood at 
first—had been organized. 

The first school in which the English 
language was used was organized in 
1833. This school was known as the 
Oahu Charity School and was the fore- 
runner of the present McKinley High 
School of Honolulu. This school was 
maintained for children ot Hawaiian- 
Caucasian parentage and for children of 
English-speaking parents living in Hono- 
lulu. This was the first school on the 
Pacific where the English language was 
used. 


missionaries 


In fact, it received pupils from 


the United States, Alaska, and Mexico. 
Oahu College (the present Punahou 
Academy) was another school organized 
for English-speaking children. It is 
said that the ‘“‘forty-niners” sent their 
children to this because there 
were no schools in California and be- 
cause it was not safe to send them east 
across the plains or around the “Horn.” 

Another school of this period, organ- 
ized in 1831, is Lahainaluna. ‘This 
school was for a long period a seminary 
for the training of ministers. ‘The first 
newspaper printed west of the Rocky 
Mountains was printed at this institu- 
tion, which has had a tremendous in- 
fluence on the social life in Hawaii, hav- 
ing trained many of its leaders. It is 
now a trade school. Another school, of 
more than local interest, organized dur- 
ing these early days, is the Hilo Board- 
ing School. Its course of study was 
largely vocational and was used by 
General Armstrong as a pattern in or- 
ganizing the Hampton Institute, which, 
in turn, became the mother of Booker 
T. Washington’s Tuskegee Institute. 

From the foregoing, it can be seen 
that the Hawaiian believed in education 
and enforced it. As early as 1845, a 
Department of Education was organized 
with its own Minister. Two years 
later, the position of Inspector General 
of Schools was established. In 1900 
when Hawaii became a territory of the 
United States the position of Minister 
of Education became that of Superin- 
tendent of Public Instruction. Al- 
though changes in the school system 
have taken place from time to time, the 
large administrative unit as a whole, has 
remained. 

All public schools in the Territory of 
Hawaii, with the exception of Lahaina- 
luna, the Boys’ and Girls’ Industrial 
Schools and the University of Hawaii, 
are directly under the control of the De- 
partment of Public Instruction. The 
Department consists of six Commis- 
sioners and the Superintendent, ap- 
pointed by the Governor. The Com- 
missioners represent the different islands 
in the group. The Department appoints 
all teachers and conducts all business 
and other affairs pertaining to schools. 
Maintenance of buildings and grounds 
are not within their jurisdiction, these 


school 


February, 1922 


being cared for by the various county 
governments. An exception to the latter 
obtains for the Normal School and such 
schools as are not under the control of 
the Department. These plants are 
maintained by special appropriations. 
The Commissioners serve without pay 
and this tends to relieve education of 
politics. All funds for schools are pro- 
vided by Territorial appropriations and 
expended according to a budget pre- 
pared by the Department. No funds 
from the Federal Government have been 
available for high-school or elementary 
education in the Islands since 1903 
when, after annexation, the customs’ 
receipts were turned over to the Federal 
Government. 

The Department appoints approxi- 
mately two hundred new teachers yearly. 
About half of these are trained locally 
in the Territorial Normal School, the 
other half being imported from the main- 
land of the United States. The only 
Normal School in the Territory was 
organized in 1895, and although it has 
grown steadily has not been able to 
furnish enough teachers to keep pace 
with the rapidly increasing population. 
Since the Normal School trains elemen- 
tary teachers only, the University has 
recently opened a department of educa- 
tion for the training of high-school 
teachers, all of whom had previously 
been imported. The University began 
its career in 1907 as the College of 
Hawaii. It began with five students 
and two members in the faculty and has 
grown into an institution of more than 
four hundred students. Under the 
Morrill and Nelson Acts, it is one of 
the agricultural colleges receiving finan- 
cial assistance from the United States 
Government. The institution was made 
a university in 1919. 

Less than eight per cent of the school 
population of Hawaii is in the high 
schools. About three fourths of the pu- 
pils are in rural schools. These schools 
range in size from one to thirty rooms. 
Teachers’ cottages, furnished with ordi- 
nary necessities, are provided for the 
rural teachers free of charge. All teach- 
ers, city or rural, are on the same salary 
schedule which ranges from $110 to 
$150 a month for elementary teachers, 
and from $130 to $200 a month for 
high-school teachers. Principals and 
special teachers are on a different sched- 
ule, their salaries depending upon tenure 
and number of assistants. All salaries 
are paid for the twelve months, al- 
though the teaching year consists of ten 


months. Five junior high schools have 


' 
i 
i 





Vo 


bee 
Th 
are 
cip 
wh 


ext 
sul 
ver 
loc: 
afh 
As: 
wit 
tio! 


ing 
tio! 
gat 
ope 
tov 
of 


to 
cor 


int 


ing 


th 
tw 
ha 
th 


on 


th 
en 
on 


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5 


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Vol. 11, No. 2 


been recently organized in rural centers. 
These, as well as the elementary schools, 
are supervised by eight supervising prin- 
cipals whose duties correspond some- 
what to those of a county superintendent. 

Because of the great distance, it is 
extremely difficult for teachers to attend 
summer sessions of the mainland uni- 
versities. All the their 
local teachers’ associations and these are 
afhliated with the Educatior 
Association, which, in turn, is afhliated 
with the National 
tion. Hawaii was able, through its As- 
sociation, to send a delegate to the meet- 
ing of the National Education Associa- 
tion at Des Moines in 1921. This dele- 
gate was instructed to solicit the co- 
operation of the National organization 
toward two things—(1) The inclusion 
of Hawaii in all bills giving Federal aid 
to education; (2) the relief of teachers 
in Hawaii from payment of Federal in- 
come taxes. 


Islands have 


Hawaii 


Education Associa- 


Hawaii is not a possession, but an 
integral part of the United States, and 
as such, insists upon due recognition. 
It is solving vital the 
United States and assistance to 
keep abreast of the times in education. 
With this in mind, outside help has been 
sought in several different ways. In 
1919-20, a complete survey of education 
in the Territory was conducted by a 
commission appointed by the Federal 
Commissioner of Education. As a result 
of the report of this commission, many 
important changes have already taken 
place. National authorities on mentality 
tests as well as experts on physical train- 
ing and play, have been called in to 
guide us and recommend changes. Under 
the auspices of the Pan-Pacific Union, 
two important educational conferences 
have been held. ‘The first of these was 
the Scientific Congress in 1920; the sec- 
ond was the educational 
1921. Each was attended by some of 
the most prominent educators and sci- 
entists of the 


problems for 
needs 


Congress in 


many countries bordering 
on the Pacific. ‘They have served as an 
inspiration to Hawaii and have created 
an interest in our local problems. The 
World Press Congress, held in 
Hawaii in 1921, although not educa- 
tional per se, will benefit our educa- 
tional program. 

Hawaii's problem is a 
complex one, due to four outstanding 
elements—racial, 
and economic. 


also 


educational 
religious, linguistic, 
Most of the European 
and Asiatic races are represented in our 


50,000 school children. 


The Hawaiian 


- and other Pacific-Island peoples are also 


THe JOURNAL Of 


THE NATIONAL EDUCATION 


We the 


nationalities and also mixtures cf every 


here. have pure races and 


one of them. One school had thirty- 


seven races and race mixtures. Strange 
them 
Hindu-French-Hawaiian, Korean-Span- 
ish-Porto Rican, Chinese-Corsican. ‘The 
process of assimilation is an encouraging 
thing. 


mixtures some of were, too— 


It makes the phrase melting-pot 


ASSOCIATION +9 


mean thousands of 


something. Stull, 
different 


as those of China and Corsica, behind an 


vears of civilization, as widely 


individual does not make the Americani 
zation ot him a simple matter. 
ing that 


assimilated the 


In prov 


such diverse elements can_ be 


Hawaiian school system 
service to 


is rendering a_ significant 


\merica and to humankind. 


The Cooperative Education 
Association of Virginia 


GEORGE W. GUY 


Executive Secretary, Richmond, Virginia 


RIEF HISTORY—tThe Codpera- 
tive Education Association was or- 
ganized in 1904 as a part of the great 
the South. In 
1905 it conducted the historic May Cam- 
paign during which time the whole State 


educational revival in 


of Virginia was covered with speakers in 
the interest of better educational oppor- 
tunities for the youth of the Old Domin- 
ion. It conducted the first two educa- 
tional conferences held in Virginia, which 
conferences were participated in by the 
Department of Public Instruction and 
the State ‘Teachers’ Association and have 
now come to be the great educational 
gathering of the forces of education in 
Virginia during Thanksgiving week. 

The first speeches on expert _super- 
vision of schools and compulsory educa- 
tion for our State were made from our 
platform; the demonstration farm work 
was brought into Virginia through its ef- 
forts as was the work under the women 
demonstration agents. 

The Association organized the move- 
ment to interest our citizenship in pub- 
lic education for this purpose it 
formed School and Civic Leagues with 
the 


and 


schoolhouse as a center of work. 


" These leagues have developed into Com- 


munity Leagues—centers where is crys- 
tallized the sentiment which 
pression for better schools, better health, 


finds ex- 


better highways, improved farms, and 
The 
plan is to help and inspire the people to 
help themselves; the main work is to 


better social and moral conditions. 


mould public sentiment, to blaze new 
paths and to get the unorganized com- 





1Literature on this work will be furnished 
anyone desiring it. Address the Coéperative 
Education Association, Box 1667, Richmond, 
Virginia. 


4 


munities organized for self-help. The 
Association represents the citizens at 
work for improvement of their local 
communities. There are now 1555 


Community Leagues in Virginia, with a 
membership of 38,419 and it is esti- 
mated that last year, under the auspices 
of these leagues over two hundred thou- 
sand citizens were brought together to 
discuss their school and civic problems. 

Officers and Executive 
The officers and executive committee are 


; : 
Committee— 


men and women representing the State 
departments of Virginia, leading uni- 
versities 


and and 


colleges, 
private citizens. The 
tendent of Public Instruction is chair- 


man of the executive committee. 


prominent 
State Superin- 


The association employs an executive 
secretary, an office secretary and a sten- 
ographer; the officers and people who 
assist in carrying on the policy and pro- 
gram are citizens who have the good of 
their State at heart and who are inter- 
ested in her advancement and progress— 
their services are voluntary. 

County and District Organization— 
The leagues of each county are organ- 
ized into a federation of leagues with 
a president, vice-president for each school 
district, secretary and treasurer, and any 
committees deemed necessary, in charge 
of the work. 
by the leagues of the county. 
work is voluntary. 


These officers are elected 
Their 


The county federations are organized 
into districts, with a chairman in charge, 
following the same plan as that used by 
the Virginia State Teachers’ Association. 

The local leagues meet once a month, 
the county federation at the time of the 
teachers’ institute in the fall, and the 
district rally as a part of the district 





50 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





educational conference, usually in the 
spring. 

State Meeting—The association is a 
part of the State Educational Conference 
and holds its annual meeting during 
Thanksgiving week. 

Over six hundred league delegates 
were present at the last State meeting, 
in addition to hundreds of teachers who 
visited the exhibits of the Association 
and attended its sessions. Congressman 
Horace Mann ‘Towner, co-author of 
the Towner-Sterling bill, was the prin- 
cipal speaker at the last meeting and 
addressed our delegates on The Citizen's 
Interest in Education, explaining in de- 
tail the bill for the creation of a Depart- 
ment of Education with a Secretary in 
the President’s Cabinet. 

Junior Community Leagues—The As- 
sociation organizes the school children 
into junior community leagues, embrac- 
ing literary work, athletic activities, 
school improvement, boys’ and girls’ club 
work, and other special topics that may 
interest the young people of the com- 
munity. The principles of the junior 
leagues are (1) love of country and 
home, (2) love of school, (3) care of 
health, (4) self-improvement. 

The Community League News—The 
Association publishes monthly The Com- 
munity League News carrying to the 
leagues definite programs and suggestions 
for their work, emphasizing each month 
some special project necessary for the 
improvement of Virginia. The programs 
and suggestions sent the leagues are pre- 
pared at our request by the State depart- 
ment or organization having for its ob- 
jective the particular topic used. 

Office and Field Work—The execu- 
tive secretary spent 105 days in the field 
last year, visiting 53 counties and mak- 
ing 93 addresses in the interest of this 
work. Over two hundred thousand 
pieces of literature covering various sub- 
jects were distributed to our workers 
and newspapers of the State. 

Finances—Last year’s budget of the 
association for maintaining the central 
office, field work, and distribution of 
literature was $7373.76; the leagues 
raised for local improvement as reported 
by 679 leagues over twenty-five times 
that amount (or $186,340.61). 

Rural Life Conference—The associa- 
tion was instrumental in suggesting and 
helping to organize a Rural Life Con- 

ference which was called by Governor 
Westmoreland Davis for May 17 and 
18, 1921, to meet in the Hall of the 
House of Delegates, Richmond, so that 
a program might be formulated for the 


elevation of country-life conditions. 
Problems of transportation, of agricul- 
tural finance, production and distribu- 
tion, of local 


government and _ social 








OPPORTUNITY 
John James Ingalls, 1833-1900 


Master of human destinies am I! 

Fame, love, and fortune on my footsteps wait. 
Cities and fields I walk; I penetrate 

Deserts and seas remote, and passing by 
Hovel and mart and palace—soon or late 

I knock unbidden once at every gate. 


If sleeping wake—if feasting, rise before 

I turn away. It is the hour of fate, 

And they who follow me reach every state 
Mortals desire, and conquer every foe 

Save death; but those who doubt or hesitate, 
Condemned to failure, penury, and woe, 

Seek me in vain and uselessly implore. 


February, 192? 


ee 


problems, affecting home life, schools, 
the church, recreation, and sanitation 
were discussed. The conference was 
held in order that all the forces at work 








I answer not, and I return, no more. 


[From Stevenson’s Home Book of Verse, 
Henry Holt and Company, New York, 1918.] 








OPPORTUNITY 


Walter Malone, 1866-1915 


They do me wrong who say I come no more 
When once I knock and fail to find you in; 
For every day I stand outside your door, 
And bid you wake and rise to fight and win. 


Wail not for precious chances passed away, 
Weep not for golden ages on the wane! 
Each night I burn the records of the day— 

At sunrise every soul is born again.. 


Laugh like a boy at splendors that have sped, 
To vanished joys be blind and deaf and dumb; 

My judgments seal the dead past with its dead, 
But never bind a moment yet to come. 


Though deep in mire, wring not your hands and weep; 
I lend my arm to all who say “I can.” 

No shamefaced outcast ever sank so deep, 
But yet might rise and be again a man! 


Dost thou behold thy lost youth all aghast! 
Dost reel from righteous Retribution’s blow? 

Then turn from blotted archives of the past, 
And find the future’s pages white as snow. 


Art thou a mourner? Rouse thee from thy spell; 


Art thou a sinner? 


Sins may be forgiven! 


Each morning gives thee wings to flee from hell, 
Each night a star to guide thy feet to heaven. 


[From the author’s Selected Poems, John P. Morton 
and Company, Louisville, Kentucky, 1919. | 








Jol. 


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Virg 
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Con 
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cil ¢ 
grat 
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cerp 





Jol. Pr. No. 2 


for the purposes could launch a con- 
certed action for the realization in rural 
Virginia of that better farming, better 
business, better living which will insure 
a greater, happier, and more prosperous 
Commonwealth. ‘The Conference passed 
4 resolution establishing the State Coun- 
cil of Rural Agencies to work out a pro- 
gram of “next things” for rural Vir- 
vinia. 

~ Commendation 
cerpt from a letter written by the late 





Following is an ex- 


Honorable Franklin K. Lane, Secretary 
of the Interior, to Mrs. B. B. Munford, 
president of this association: ‘The thing 
that impresses us with the work is that 
it is so sensible; that you do not waste 
vour time with the discussion of vague 
theories as wide as the world, but get 
right down to the one big job of the 
world, making the home and the home 
town and all its parts better to look at 
and live in and work with.” 


The National High-School 


Honor Society 


J. G. MASTERS 


Principal of Central High-School, Omaha, Nebraska 


HE IDEA AND PLAN of having 

a National High School Honor So- 
ciety was first suggested in the National 
Association of Secondary School Prin- 
cipals at their Chicago meeting in Feb- 
ruary, 1919. Many principals had felt 
and expressed from time to time the con- 
viction that some of our high-school 
activities, notably football and_basket- 
ball, had received what seemed to be 
more than the proper share of attention 
and energy as compared with other de- 
sirable activities. 

The suggestion that the association 
formulate rules and plans for the or- 
ganization of an hor.or society met with 
instant response from the principals pres- 
ent. A committee was accordingly ap- 
pointed and asked to report a year 
later. This committee made a careful 
study of the various local honor so- 
cieties already existing in the high 
schools and academies of the United 
States. It also read with considerable 
degree of care the various constitutions 
of. Phi Beta Kappa. The cammittee 
early reached the conclusion that an en- 
tirely independent constitution and set 
of rules should be formulated, on the 
basis of scholarship on the one hand, and 
on the other, qualities of character, school 
leadership, service to the school, and 
general effectiveness. When this re- 
port was presented at the Cleveland 
meeting of the National Association of 
Secondary School Principals, in Feb- 
ruary, 1920, there was unanimous inter- 
est among the principals in the organiza- 
tion. The report was presented late in 
the afternoon, and the association agree- 


ing that the matter should be given a 
more complete hearing, the whole prob- 
lem was continued for another year un- 
der the same committee with more names 
added. 

In the interim between the Cleveland 
and the Atlantic City meetings, a ques- 
tionnaire and many letters were sent to 
various principals throughout the United 
States, asking for discussion and a vote 
on such problems as the number of stu- 
dents that should form the high-scholar- 
ship nucleus of each graduating class. 
A large number of principals responded 
with answers to the questionnaire and 
most helpful suggestions. This opinion 
was again crystallized into a constitu- 
tion which was presented and adopted 
at the Atlantic City meeting of the Na- 
tional Association of Secondary School 
Principals, on March 1, 1921. The 
constitution and the association provided 
a National Council to have charge of 
further minor revisions and the approval 
of applications to membership in the so- 
ciety. The following are the steps to be 
taken in each high school for the selec- 
tion of candidates and finally members 
of the honor society. 

1. The students who constitute the 
upper quartile in scholarship of the class 
considered are first selected as candi- 
dates. 

2. Out of this quartile, each high- 
school principal shall determine a method 
of selecting the requisite fifteen per cent 
of the class which the constitution says 
may be elected to membership. 

3. In making this selection the quali- 
ties of character, initiative, school leader- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION . 


ship, and distinguished service to the 
school shall form the basis upon which 
the selection is actually made. 
felt by a large number of the principals 


It was 


that character is a sine qua non, or an 
absolutely necessary quality for every 
member who should receive the distinc- 
tion of election. A number of principals 
had wished to base election upon scholar- 
ship alone. To a majority, however, 
this did not seem the proper recognition 
of the effective qualities which go to 
make up the proper type and kind of 
individuals needed for American citizen- 
ship. As regards the other qualities, it 
not the intention of those who 
framed the constitution to say that all 
of the qualities are necessary in each in- 
dividual but that the individual who 
ranks in the upper fourth in scholarship 
in his high school, who is of good moral 
character, and who in addition possesses 
the other three qualities in largest meas- 
ure shall receive first consideration in 
the election. Among the ideals of the 
founders of this society are the following: 
(1) To make a democratic society which 
shall recognize those finer qualities of 
kindness and unselfishness which should 
be encouraged in all high-school stu- 
dents. (2) To make clear that char- 
acter and the moral attitude is the very 
highest quality in the development of 
youth. (3) To recognize the effective 
and worth-while individual in the activi- 
ties of school and life. (4) So to em- 
phasize good scholarship that it may al- 
ways stand out as a basis and foundation 
for distinction and achievement. 

In the spring of 1921, about fifty 
representative high schools of the United 
States elected the requisite number from 
their graduating classes to The National 
High School Honor Society. It has 
already been so successful throughout 
the United States that one distinct at- 
tempt has been made to imitate the or- 
ganization. ‘ 

All of the high schools and academies 
which have been approved by such stand- 
ardizing agencies as the North Central 
Association of Colleges and Secondary 
Schools are eligible to membership in 
this society. Copies of the constitution 
may be obtained from the Secretary of 
the National Association of Secondary 
School Principals, Principal H. V. 
Church, of the J. Sterling Morton High 
School, Cicero, Illinois, to whom appli- 
cation for membership should be made. 


was 


Good in a person is not only the ab- 
sence of bad, but the presence of use- 
fulness.—Selected. 





} wa 
bo 


W ashington 


E WHO has built into the emo- 

tional fabric of his life a genuine 
appreciation of the ideals and the pur- 
poses of the great men who have led 
in the making of America has a sure 
foundation for the responsibilities of 
citizenship. If a meager life of Wash- 
ington could profoundly shape the ideals 
of the young Lincoln, what may not be 
expected from keeping before the chil- 
dren of today the fascinating lives of 
these two National heroes which are 
No brief textbook ac- 
count and no single book can or should 
take the place of a broader familiarity 
with the stories of these two great lead- 
ers. By special request Miss May 
Massee, editor of The Booklist of the 
American Library Association, has pre- 
pared especially for THe JOURNAL OF 
THE NATIONAL EpucATION Associa- 
TION these lists, which contain material 
that has been approved by experts in 
book selection as suitable for school 
libraries and the home libraries of young 
people. No formal celebration of the 
birthdays of Washington and Lincoln 
can take the place of a deep sense of 
companionship with them which every 
child should acquire from wide and care- 
ful reading. The month of February is 
a fitting time to encourage such reading. 


now available? 


George Washington, 1732-1799 


Washington’s is the mightiest 
name of earth—long since mighti- 
est in the cause of civil liberty; 
still mightiest in moral reformation. 
On that name no eulogy is ex- 
pected. It cannot be. To add 
brightness to the sun, or glory to 
the name of Washington, is alike 
impossible. Let none attempt it. 
In solemn awe pronounce the name, 
and in its naked deathless splendor 


leave it shining on.—dbraham 
Lincoln. 
Scupper, Horace Exisua. George 


Washington (Riverside literature se- 
ries). Bost., Houghton, 1904. 60c. 
Probably the best life for upper grammar 
grades or junior high school. A faithful 


and interesting picture of the man and states- 
man, very well written. 


Wister, Owen. Seven ages of Wash- 
ington. N. Y., Macmillan, 1907. 
illus. $2.50. 


The author concerns himself with the man, 
only incidentally with the soldier or states- 


He JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


and Lincoln 


man, but does not neglect background or 
the final impress upon history. A delightful 
biography giving a finished portrait, broad 
and vigorous in treatment. For high-school 
age. 


Hitt, FrepericK Trevor. On the trail 
of Washington. N. Y., Appleton, 
1910. $2.50. 


A simple, direct entertaining biography 
especially interesting in following Wash- 
ington through the Revolution. It stresses 
the human side and is based on the best 
authorities. Suggestive pictures in color 
and black and white. For upper grammar 
grades or high school. 


illus. 


True 


Bost., 


Brooks, ELBRIDGE STREETER. 
story of George Washington. 
Lothrop, 1904. illus. $2. 


For middle grammar grades or to read 
to younger children. Tells a very human 
story emphasizing heroic aspects and illus- 
trating with many pictures of home and sur- 
roundings. 


IrvING, WASHINGTON. Life of George 
Washington. N. Y., Putnam, 5 v. 
$8.75. 


“Such charming, faithful, truthful pictures 
of the great hero as should carry knowledge 
of him, of the purity of his life, tnto every 
household.,—D. G. Mitchell. Not every 
school can afford this five-volume edition, 
but every school can have Washington and 
his country: Irving’s life of Washington, 
abridged for the use of schools, with an in- 
troduction and continuation, by John Fiske 
(Ginn, 92¢.). 


SCHAUFFLER, ROBERT HAVEN, ed. 
Washington’s birthday (Our Amer- 
ican holidays). N. Y., Moffat, 
1910. $2.50. 


Prose and verse selections chosen to cele- 
brate the hero as a great man but a very 
human one; there is something for children 
from the lowest to the highest grades with 
suggestions for an exercise program. Ar- 
ranged in groups: The day—Early years 
The general—The president—Last days— 
Tributes—Washington’s place in  history— 
The whole man—Anecdotes and_ stories— 
Selections from Washington's speeches and 
aritings—Exercises. 





Forp, PAuL LEICESTER. 
George Washington. 
cott. illus. $2.50. 


Aims to make Washington “a man rather 
than a historical figure.” Very interesting, 
it is frank as to Washington’s faults and 
foibles and may be used for older high- 
school pupils or adults who have developed 
a critical faculty and some ability to judge 
fairly. 


The true 
Phil., Lippin- 


lebruary, 1922 


Abraham Lincoln, 1809-1865 


The kindly-earnest, brave, 


man, 


far-seeing 


Sagacious, patient, dreading praise not 
blame. 

New birth of our new soil, the first 
American.—Lowell. 


Nicotay, HELEN. The boy’s life of 
Abraham Lincoln. N. Y., Century, 
1908. illus. $1.75. 


The best all-round life of Lincoln for 
children in the elementary or junior high 
school. Well written and inspiring, adapted 
from John G. Nicolay’s Abraham Lincoln: 
a short life (Century, 1902, $4.) which 
should be in every high-school library, A 
boy after reading this said, “Why didn’t 
they tell us these things in school, this js 
the first time I have ever thought of Lin- 
coln as a man like my father.” 


ScHuURZ, Cari. Abraham Lincoln. 
Bost., Houghton, 1907. illus. $1.50, 
Perhaps the best sketch of the character 
and achievements not only because of its 
spirit and fidelity but because of its literary 
form. For high-school age. Originally pub- 
lished in the 4tlantic Monthly as a review 
of Nicolay and Hay’s Abraham Lincoln: a 
history. 


AnpREWS, Mrs. Mary  Raymonp 
(Shipman). The perfect tribute. 
N. Y., Scribner, 1906. 75c. 

A beautiful story showing the great man’s 
simplicity and kindness and exemplifying 
the spirit in which he wrote the Gettysburg 
address. 


Moores, CuHartes W. The life of 
Abraham Lincoln for boys and girls. 
Bost., Houghton, 1909. illus. $1.35. 


“To give to children an understanding of 
his great life, an appreciation of the sim- 
plicity and purity of his literary style, and 
a love of the man has been the purpose of 
this little book. The effort has been to do 
this without departing from the dignity 
which maturer minds demand in the pres- 
entation of a personality that has won the 
love of us all.” The author has succeeded 
in his aim; a good, short life for about the 
eighth grade. 


The true story 


Bost., Lo- 


Brooks, Evprince S. 
of Abraham Lincoln. 
throp, 1896. illus. $2. 


For the middle grammar grades this gives 
a rather sentimentalized story but one which 
interests children and fosters a feeling of 
veneration. It emphasizes especially his 
childhood and the hardships of his early 
life. Many pictures. 


SCHAUFFLER, Ropert HAVEN, ed. Lin- 
coln’s birthday (Our American holi- 
days). N. Y., Moffat, 19%. 
$1.50. 


Selections arranged under A _ bird’s-eye 
view of Lincoln; Early life; Maturity; In 
the White House; Death of Lincoln; Trib- 
utes; The whole man; Lincoln’s place in 
history; Lincoln yarns and sayings; From 
Lincoln’s speeches and writings. A useful 
compilation for grade and high school. 





Vol. 


—_— 


less! 
lessi 
thei 
nun 
dret 
the 

fill 

roo} 
will 
mea 





pu 





oe 


Fol. 11, No. 2 


THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 


Teaching Accident Prevention 


E. GEORGE PAYNE 


President, Harris Teachers College, St. Louts, Missouri 


IGHTY-FIVE thousand helpless 

men, women, and children are ruth- 
lessly slaughtered each year by the care- 
lessness of others, or meet death through 
their own carelessness. Among. this 
number are fifteen thousand school chil- 
dren. Each month Chicago accounts for 
the death of enough school children to 
fll one schoolroom — twelve — school- 
rooms a year! The reader’s imagination 
will construct the picture of what this 
means for the whole country. 

Added to this serious loss of life there 
is also property loss and injuries to per- 
sons which create suffering and many 
dependents, amounting to a serious social 
loss. In the face of this situation there 
is a responsibility for the schools not yet 
fully recognized by the profession. The 
work of accident reduction in factories 
and in cities has been accomplished 
through education. 

The question naturally arises as to 
what education can do to reduce acci- 
dents. Several cities have valuable data 
upon this point.t The plan of instruc- 
tion to children in accident prevention 
involves the organization of the matter 
in each of the school subjects that lends 
itself to the realization of this social 
object in the reduction of accidents. 
Briefly stated, the plan implies that the 


1See’ Payne—Education in Accident Pre- 
vention, Lyons and Carnahan, Chicago and 
New York. 


aim of education is social ; that each sub- 
ject of the curriculum affords numerous 
opportunities for the development of 
habits, knowledges, and attitudes of 
thrift, health, safety, and the like. The 





ws 
w 


zation each may help to develop a con 
sciousness of situation and 


intensify the effectiveness of the instruc- 


dangerous 


tion in the conventional subject matter. 

For example, in oral composition noth- 
ing is more stimulating to effective 
work than to lead a group of upper 
grade children to assume the task of 
the children of the first 
grade with dangers on the street and in 
the home. 


acquainting 


‘The situation is natural; the 


problem is clear; the end to be accom- 


A PUPILS’ COMMITTEE helping the children across the street at a con- 


gested corner. 
program. 


The committee is 


an effective feature of the no-accident 








program outlines the situations and ex- 
plains how each subject may be used to 
attain these objectives. Arithmetic, 
geography, drawing, and school organi- 





A DEMONSTRATION of the necessity of using a handkerchief when sneezing 


in order to prevent the spread of germs. 


pupil while it is being given. 


The pantomime is explained by a 





plished is regarded by the children as 
worth-while; and the educative influence 
upon both those giving and receiving 


instruction is marked. Every subject 
affords opportunities for similar en- 
deavors. 


This plan of instruction in accident 
prevention, as operated in many tities, 
was worked out as an experiment in the 
Harris Teachers College about three 
years ago. Since that time, it has been 
adopted in cities throughout the country 
in a complete or modified form, so that 
we are now able to estimate the effects 
of the instruction. In the first place, 
the accident motive as a means of stimu- 
lating interest in the various subjects 
cannot be overestimated. It is safe to 
say that any teacher who has grasped 
the possibilities of its use would not re- 
linquish it. 

Furthermore, the result of instruction 
expresses itself in a marked way in the 
reduction of accidents to school children. 
Detroit cut in two her fatalities to 
children. St. Louis, with an average of 
fifty deaths to school children per year 





Sy 


54 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


for ten years and a minimum of thirty- 
six, came out with a total of twenty 
deaths in 1920—the first year of instruc- 
tion in accident prevention throughout 
the city. During the three years 1917- 
1919 there were forty deaths and one 
thousand accidents from public utilities 
in St. Louis. These deaths resulted 
from four simple causes: Playing in the 
streets, stealing rides on street cars, con- 
tact with live electric wires, and playing 
on railroad tracks. The awareness of 
the causes and the instruction resulting 


reduced the number to one in 1920. 
Other cities have reported similar results. 

Finally, the effect of accident instruc- 
tion upon the community is not to be 
overlooked. The people are able to 
grasp and appreciate such concrete re- 
sults of education as the reduction of 
accidents. The public is ready to sup- 
port the kind of education that reduces 
insurance rates and property loss, that 
makes conditions safe upon the street, 
and that saves the lives of men, women, 
and children. 


Minnesota's Legislative Program 


i &. 


SCHULZ 


Secretary of the Minnesota Education Association, St. Paul, Minnesota 


SPECIAL conference on education 
l to consider and propose a program 
and: policies to be presented before the 
legislature in 1923 was held upon call 
of the president of the Minnesota 
Education Association on December 9 
and 10 in Minneapolis. One hundred 
school leaders, representing superintend- 
ents of counties and cities, teachers, edu- 
cational institutions, and school boards, 
were present. The reasons which led 
President Carlson to convene this special 
meeting arose from a recognition of the 
general sentiment existing in Minnesota 
for a united and forward movement 
by all the educational forces in favor of 
legislation for improved school condi- 
tions. The State Commissioner of Edu- 
cation, Mr. J. M. McConnell, Presi- 
dent L. D. Coffman, of the State 
University, the presidents of the State 
teachers’ colleges, and representatives of 
private colleges in Minnesota took part 
in the. conference and are unanimously 
in favor of the movement. 

Special committees to consider the fol- 
lowing subjects were appointed: (a) 
sources of school support and_ school 
taxation; (4) teachers’ insurance and 
retirement fund; (c) professional stand- 
ards for teachers and means of teacher- 
training; (d) rural school advance; (e) 
compulsory attendance, part-time and 
continuation schools. In addition, con- 
sideration was given to teachers’ tenure, 
library.service and training of librarians, 
adult education, kindergarten training, 
and health and physical education. 

The conference unanimously resolved 
to recommend to the State association 
the adoption of an educational program 
for Minnesota to include the following 
subjects: 


1. That in order more equally to dis- 
tribute the cost of public-school educa- 
tion throughout the State, a three-mill 
State tax as special State aid is recom- 
mended in lieu of the present biennial 
appropriation by the Legislature. 

2. That increased financial support 
for the State teacher-training institutions 
be urged. 

3. That the State-Teachers’-Insur- 
ance-and-Retirement-Fund law be re- 
vised upon an actuarial basis in such 
manner as to render it solvent and 
permanent. 

4. (a) That a county board of edu- 
cation in each county be provided, among 
whose duties shall be included the ap- 
pointment of a county superintendent. 
(b) That proper legal provision be made 
to provide the county superintendent’s 
office with adequate clerical service and 
that codperation between the county and 
the State for equitaklétdistribution of 
funds required for the emipleyment of 
teacher helpers be provided. ‘@c) That 
further provision be made for the ex- 
tension of consolidation of rural schools 
with State transportation of pupils and 
homes for teachers. 


5. (a) That provision be made for an 
officer in the State Department of Edu- 
cation. for the enforcement of the com- 
pulsory attendance laws. (4) That pro- 
vision be made for the establishment of 
compulsory part-time schools and classes 
in cities of the first-class and that this be 
made permissible in other school com- 
munities. 

6. That there be provided larger ap- 
propriations for library service and a 
university course for the training of 
librarians. 


lebruary, 1922 

7. We favor an effective and general 
program of physical and health education 
encouraged by State aid. 

8. We favor the incorporation of the 
kindergarten as an integral part of the 
public-school system. 

9. Provision for adult education in 
connection with public schools under 
State support. 

We call upon the teachers of the 
State to unite under the banner of the 
Minnesota Education Association jn 
carrying forward this program of edu- 
cation. We urge that this program may 
be the common cause for which we shall 
all work unitedly until the recommenda- 
tions made are endorsed by the people of 
the State and enacted into laws by the 
people’s representatives in our State 
legislature. 


ERHAPS THE MOST  funda- 

mentally wasteful feature of our 
educational institutions is the lack of a 
higher standard of intellectual attain- 
ment. We are educating more students 
up to a fair average than any country 
in the world, but we are wastefully 
allowing the capacity of the average to 
prevent us from bringing the best up to 
the standards they could reach. Our 
most important task at the present is to 
check this waste.—From the inaugural 
address of President Frank Aydelotte, of 
Swarthmore College, October 22, 1921. 





EORGE M. FORD, who, on 
March 4, 1921, became State su- 
perintendent of Free Schools of West 
Virginia, for a period of four years. Mr. 
Ford served overseas in the recent War. 





Vo 


tre 
an 
mi 


In 
hi 
ou 
to 
de 


lo 


of 
th 
th 
ar 
B 
B 


ri 


hi 


“ 


al 
al 





Vol. 11, No. 2 


The Historical Education of an 


American Citizen 


EDWARD O. SISSON 


Portland, Oregon 


If you can look into the seeds of time, 
And say which grain will grow, and which will not, 
Speak then to me——Macbeth, I. iii. 


HAVE just finished searching through 

four school histories of the United 
States and one popular 
treatise by two distinguished authors for 
an account of the Rush-Bagot Agree- 
ment between Great Britain and the 
United States. All are silent concern- 
ing it except the latest of the school 
histories, which devotes just one page 
out of its six hundred and thirty-seven 
to this topic. Even John Fiske, sitting 
down to cull from his vast wealth of 
lore in American history, the choicest 
and most cultural essence for the minds 
of young Americans has not a word for 
that great international agreement. In 
the index where Bagot might have stood 
are Nathaniel Bacon, N. P. Banks, John 
Bell, the Earl of Bellamont, Henry 
Boquet, Braxton Bragg, John Breckin- 
ridge, Sir Philip Broke, John Brown, 
Robert Brown, D. C. Buell. The gross 
aggregate significance of these men is an 
inconsequential fraction of that of the 
envoy sent by Great Britain for the ex- 
press purpose of securing the first dis- 
armament agreement ever attempted in 
history, and that one hundred and four 
years before the great international con- 
ference now sitting in our National capi- 
tal. 

When one looks in the index of Fiske’s 
history for Canada one finds two items: 
“conquered by invaded by 
Americans.” Rush is not mentioned at 
all. I have to confess my own ignor- 
ance concerning his real importance, 
having been largely limited to school 
histories and general treatises for my 
information. Sir Walter Raleigh gets 
into four pages and his portrait occupies 
a quarter of a page; Jean Ribault and 
John Rolfe are mentioned each twice, 
and Roberval, James Robertson, John 
Robinson and Rochambeau once each. 

“This competition in building war 
ships,” says Guitteau’s school history, 
“was likely to prove a constant menace 
to cordial relations between the United 
States and its neighbor. 


four-volume 


English ; 


Accordingly a 


wiser course was adopted. Great Bri- 
tain sent Charles Bagot to Washington, 
with positive instructions to promote 
cordial relations with the United States. 
In 1817, the two governments signed 
the Rush-Bagot agreement, by which 
they bound themselves to maintain no 
warships on the lakes.”” Who did this 
noble and far-seeing deed? What are 
the names, worthy to be revered forever, 
of those men in the older country who 
first the this “wiser 
course’—a course which today after 
more than a century, the whole world 
demands to be taken for all nations? 
Who were the men in the councils of 
the United States who were wise enough 
and strong enough to join hands with 
their recent enemies in so magnanimous 
and at the same time so practical an 
action ? 


saw vision of 


Alas, they have no monument 
either in marble or in the conscious grati- 
tude of the millions who today in Canada 
and the United States live in stable and 
happy concord because of their wiser 
course in 1817. 

It is a happy omen that Canadians 
and Americans have recently united in 
erecting a memorial arch on the inter- 
national border near the town of Blaine 
in Washington, to commemorate the 
centennial of peace based upon the Rush- 
Bagot agreement. May it be but the 
first of many memorials! 

It is a significant fact that the one 
school history which mentions the agree- 
ment was written after the Great War; 
and that the Peace Arch of Blaine was 
undertaken during that war. The Prus- 
sian gibe about the “scrap of paper” 
challenged the minds of men _ every- 
where to hold and defend a nobler con- 
ception of treaties and here was actual 
historical proof—here were two neigh- 
boring States which had kept faith 
through a hundred years. Only thus 
did even the historians awake to the true 
significance of that too-long-ignored act 
of diplomacy. Indeed one is not yet 
sure that it was the historians who 


THe JouRNAL OF THE NATIONAL EDUCATION AssocIATION 55 


awoke. Well may the educator, and 
the statesman alike, turn with eager and 
insistent appeal to the historian: “If you 
can look into the seeds of time, And say 
which grain will grow and which will 
not, Speak then to me!”’ 

William James in one of his most 
brilliant flashes of insight describes the 
type of memory which he calis “total 
recall,’’ and vividly shows how this kind 
of memory, if indulged, kills interest 
and ruins intelligence. Nowhere is this 
more perilous than in history. Even a 
fairly complete account of any single 
battle in any single war would grow to 
a mass beyond the historical grasp of 
ordinary education and would crowd out | 


of the 


history. 


curriculum everything else in 
The imperative task for the 
writer of history for educational ends is 
selection and elimination: he must start 
by freeing his mind of the false idea that 
a fact is important because it happened. 
It is manifest that an absolute edict of 
oblivion must govern the vast mass of 
all events. The professional historian 
himself is subject to this rigorous law, 
and the educator and his pupil far more 
so. A generous willingness to sacrifice 
and abandon must be the first mental 
attitude. The second and positive atti- 
tude must be a principle of selection, 
and this is largely involved in Banquo’s 
challenge to the mystic spirits in the 
play—it is the task of looking into the 
seeds of time to discern which of them 
will grow. The actions of history which 
are to grow into the future are the sub- 
stance of educational history. 

Bulk and noise have much de- 
termined the selection. Most notorious 
has been the tyranny of war in all the 
pages of history. Xerxes and Alexander 
and ‘Cesar and Napoleon ramp through 
the record and their raucous clamor 
drowns the feebler tones of far more 
pregnant which today 
quite outshine these martian figures. 
Most striking of all is the case of Jesus 
of Nazareth. He himself the 
“grain of mustard seed” of his own par- 
able, hidden in the ground, obscure for 
centuries, and after nearly two 
milleniums branching into the whole 
world and present in the thought and 
action of every fully modern man or 
woman, quite regardless of nominal re- 
ligion. ‘The captains and the kings are 
departing with astonishing _ rapidity. 
The latest act of this drama makes all 
past examples pale and commonplace. 
Not even the golden age of autocracy 
can show a more arrogant figure than 


too 


elements even 


was 


now 





56 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


the German Kaiser of 1914. Only Mil- 
ton’s pen can do justice to his fall: 


Him the Almighty Power 
Hurled headlong flaming from the ethereal 
wat hideous ruin and combustion, down 
To bottomless perdition— 
Oh how fallen! How changed 

From him who in the happy realms of light, 
Clothed with transcendent brightness, didst 

outshine 
Myriads, though bright! 

Into what pit thou seest 

From what height fallen. 
This is the acme of the evolutionary 
process versus brute force and tyranny, 
as the history of Jesus is the acme of the 
evolutionary stamp of approval upon the 
supremacy of humanism. 

Through like errors of selection our 
histories grossly neglect the most vital 
personal elements. Year after year the 
pupils in our schools “take” history of 
the United States. At the end they 
emerge ignorant of the most essential 
facts concerning our National heroes and 
the deepest significance of their lives and 
actions. The two greatest in our own 
history, Washington and Lincoln, are to 
the vast majority of our people mere 
names, linked with a few trivial and 
often erroneous incidents and attributes. 
Washington’s Farewell Address is barely 
mentioned in our school histories. It 
should be intimately known to every 
pupil, at least as early as the first year 
in high school. In fact, it is unknown 
to the vast majority of those who have 
had the maximum of schooling includ- 
ing a college course. I have personally 
quizzed hundreds of well-educated 
Americans about it, and testify that the 
majority cannot give a hint of its con- 
tents and not a few are quite open to 
the suggestion that there is no such docu- 
ment! I confess that even after many 
saddening observations on this subject I 
am startled to find no reference what- 
ever to this great document in Fiske’s 
school history. The 418 pages of text 
are silent on it, and even the appendices, 
from A to Z, cannot find a place for it! 
Yet Abraham Lincoln in 1862, in the 
dark and ominous National crisis, called 
upon the country to observe Washing- 
ton’s birthday, and to include in the ob- 
servance the reading of “that immortal 
document, Washington’s Farewell Ad- 
dress.” That document is not immor- 
tal but dead, so far as Washington’s 
countrymen today are concerned. It 
may be a question whether our unwis- 
dom or our discourtesy is greater in this 
fault. 

Of the other three school histories at 
hand, one gives a quarter and one, a half 





of a page to the address. ‘The third is 
a book of unique plan, in that although 
written for use in the lower schools, it 
is made up mainly of source material. 
It contains over four hundred separate 
transcripts of original documents of the 
most varied sorts, all the way from the 
most learned works to chance fragments 
from diaries and letters. ‘The Farewell 
Address is allotted one half page. One 


EEPER .THAN CON- 

FERENCES, deeper than 
national policiés of friendly in- 
tercourse, deeper than individ- 
ual genius can reach or collec- 
tive effort accomplish, lies the 
talisman that will abolish war. 
It is education—the abolition 
of ignorance. Until humanity 
is really educated it will not be 
free from plague, famine, 
slavery, or war. Ignorance is 
protean in its shapes and devil- 
ish in its unexpected appear- 
ances. It acts through all the 
base passions and lusts. There 
would be no war if ignorance 
were supplanted by education, 
for selfishness would be elimi- 
nated, prejudice and hatred 
diminished, and it would be 
perceived that no war, however 
materially successful, is profit- 
able. The winners of the late 
war are as unfortunate as the 
losers. It is not true to assert 
that “there never was a good 
war or a bad peace,” because a 
war for liberty is blessed, and 
a peace that accepts brutal vio- 
lation of natural right is shame- 
ful. But it is true that war is 
an indictment of the intelli- 
gence of man and conclusive 
proof of his ignorance.—The 
Washington Post. 


hardly knows whether to praise or blame 
the compiler for giving another half 
page to an extract from Washington’s 
personal journal, beginning, “After 
breakfast,—I viewed the Woollen Manu- 
factory at this place,” and ending “The 
principal exports (of another place) are 
Rice, Indigo, and Tobacco.” 

This is the respect shown even by the 
educators of the United States to the 
last great advice of the Father of our 
Country—a message which he begins 
thus: 

“Here perhaps, I ought to stop. But a 
solicitude for your welfare, which can- 





February , 1922 


not end but with my life, and the ap. 
prehension of danger, natural to that 
solicitude, urge me, on an occasion like 
the present, to offer to your solemn con- 
templation, and to recommend to your 
frequent review some sentiments, which 
are the result of much reflection, of no 
inconsiderable observation, and which 
appear to me all-important to the per- 
manency of your felicity as a People,” 
Then follow the parting counsels of the 
great first President, on some eight main 
topics, each set forth with admirable 
clearness and force, yet with a modesty 
most touching; the whole occupies the 
space of ten or fifteen pages of ordinary 
print: might it not all find hospitable 
entertainment in the four-hundred pages 
of any school book on American history? 

What of the actual place of this 
unique address in the life of our coun- 
try? It is from time to time misquoted 
and misapplied by those who wrest it to 
their own selfish or partisan ends. One 
of his most urgent appeals is never men- 
tioned : 

“T have already intimated to you the 
danger of parties in the state, ; 
Let me now . - warn you in the 
most solemn manner against the baneful 
effects of party spirit.” 

Those who are most accustomed to mis- 
use other parts of the address would 
least desire the people of the United 
States to listen to this advice. 

The early growth of partisanship 
which aroused the apprehensions of 
Washington has continued through our 
whole National history, until today the 
evil he dimly foresaw has become rooted 
and branched in our whole political sys- 
tem. The warning he uttered so sol- 
emnly more than a century ago is far 
more appropriate today than in his time: 
it too should be one of the seeds of time 
to grow. 

No less significant are his closing 
words, likewise pregnant for our present 
and our future national welfare: 

“TI dare not hope that (these coun- 
sels) will make the strong and lasting 
impression I could wish:—But, if I may 
even flatter myself, that they may be 
productive of some partial benefit, some 
occasional good; that they may now and 
then recur to moderate the fury of party 
spirit, to warn against the mischief of 
foreign intrigue, to guard against the 
impostures of pretended patriotism; this 
hope will be a full recompense for the 
solicitude for your welfare, by which 
they have been dictated.” 

After many years of close contact with 
the content of schools, as pupil and as 





lit 


Swe &’ = 6 


bs) 





Vol. 11, No. 2 





_—— 


teacher, | am bold to say that we might 
better throw into the discard half of the 
present curriculum than omit one single 
line of this incomparable utterance. 

In the heart of the great world of 
human men and women, of all races and 
colors, next to the Man of Nazareth, 
Abraham Lincoln is praised and loved. 
To have bred him and to have chosen 
him its leader in its most perilous days, 
is one of the most precious experiences 
of this people. Yet it is true that an 
American may pass through the twelve 
years of public-school instruction, gradu- 
ate from an American university, and 
spend years in post-graduate study, be a 
teacher for years, and share in the com- 
mon social culture, and yet be grossly 
ignorant of the real Abraham Lincoln, 
and utterly unable to answer intelli- 
gently a question as to his greatness: 
for example why Lowell calls him “The 
First For about twenty 
years I have been struggling to remedy 
the defect of my education in this re- 
spect as well as proving over and over 
by reliable inquiry that the overwhelm- 
ing majority of my _  fellow-citizens, 
schooled and unschooled, are no better 
off than I was. 

Most of those who read these lines 
will not be able to answer with assurance 
such questions as these: Was Lincoln 
ever in Congress? What were the “Spot 
Resolutions”? What notable question 
did Lincoln ask of Douglas in the Free- 
port debate? When and how did Lin- 
coln make his first striking public pro- 
test against slavery? What specific in- 
cidents manifest Lincoln’s principles 
with respect to receiving money for 
services? What was Lincoln’s attitude 
toward the abolitionists, and theirs to- 
ward him? This list might be con- 
tinued indefinitely—not to make _ it 
harder, but to make it easier—for credit 
on the examination might safely be 
offered to any who could answer with 
even moderate clearness and accuracy 
any ten such questions: or, let us say, 
any three of the above six. 

Really far more cogent than such a 
catalogue of ignorance, and _ literally 
more dramatic, is a fact open to all 
eyes: sixty years after the death of Lin- 
coln, when no American had apparently 
thought of doing it, an Englishman 
wrote the first Lincoln play, which not 
only fascinated the minds of the Eng- 
lish people for whom it was written, 
but completely captivated Lincoln’s own 
people. And this foreign playwright, 
as I understand, drew the inspiration 
and the matter for his immortal play 


American.” 





from an Englishman’s life of Lincoln, 


with no other source to draw from. 
Can we ever atone for the shame or 
recoup the loss of this ineptitude? Not 
at least by our present educational pro- 
cedure. 

The future of America may almost 
be defined as the gradual perfecting of 
the great dominant concept of democ- 
racy: of which one might say as was 
said of Christianity, that it is not a fail- 
ure for the simple reason that it has not 
yet been genuinely tried. How 
of those glibly utter the cant 
phrases of praise for Lincoln know his 
definition of this 


America stands,— 


many 
who 
which 


thing for 


EREMIAH E. BURKE was re- 
cently selected by the board of edu- 
cation as superintendent of the Boston 


schools to succeed the late Frank V. 
Thompson. Superintendent Burke was 
formerly assistant superintendent of the 
Boston schools. 





“As 1 would not be a slave, so I would 
not be a master. That is my idea of 
What differs from this, by 
the extent of that difference, is not de- 
mocracy.”” 


democracy. 


Let every man who assumes or aspires 
to the rank of American, one hundred 
per cent, or whatever he may claim, set 
himself to apply this incisive definition 
to his business, his politics, his life. He 
will find it cuts deep into the tissue of 
thought and action. If he cannot as- 
sent to it, let him cease to praise Lin- 
coln, and understand that he is not the 


1Charnwood, Abraham Lincoln, last para- 
graph. 








THE JOURNAL OF THE NATIONAL EDUCATION AssOCIATION 57 


Lincoln type of American: for this is no 
chance utterance, but rather the 
concentrated expression of the very prin 


most 


ciples of the great President. 

These are good enough tests of ou: 
education in They are 
the 
the 
They are both symptomatic 
They point the 
way to a revision of our school curricula 
and of the stream of National 


Americanism. 


merely specimens, perhaps most 


striking and possibly among most 
important. 


and intrinsically vital. 


intelli 
gence. In education, and most of all 
in education for National ends, we shall 
reap what we sow and not something 
finer and better. 

Happily in these matters the heart of 
America is better than its head: our love 
of Washington and Lincoln is sincere 
and our solid National response in crises 
has shown itself over and over to be in 
accord with their principles and exam- 
ples. All this is no excuse for our edu- 
cational blindness and neglect: it only 
helps to guarantee an eager interest in 
a wiser selection of history and rich re- 
sults in the enhancing of our National 
culture and The dominant 
question for American citizens is some- 
thing like this: “What is America? 
What does it mean in the home affairs 
of the nation and in the field of inter- 
national relations?”’ In Washington and 
Lincoln we have stressed one phase of 
the basis upon which men and women 
can be bred and nurtured to solve this 
question truly and with decisive vigor. 
The education of an American must go 
farther than this. New occasions bring 
new duties, and our own day has its 
prophets no less than the eighteenth and 
nineteenth centuries. Yet we shall hear 
and understand these newer voices bet- 
ter by grace of a vital sense of the prin- 
ciples and personalities of our former 
great and true. In this aspect the duty 
of citizenship and of statesmanship and 
of education is powerfully expressed in 
Lincoln’s own words when he was 
laboring to induce the Congress of his 
day to look up from the narrow and 
partisan selfishness of their own par- 
ticular situation to a nobler and more 
truly American view and action: 

“The dogmas of a quiet past are in- 
adequate for the stormy present. ‘The 
occasion is piled high .with difficulty, 
and we must rise with the occasion. 
We must think anew and act anew. 
First we must disenthrall ourselves, and 
then we shall save the Republic.” 

Today it seems that the task of every 
nation, and most of all of our own, is 
to save not only itself but also humanity. 


wisdom. 








Growth of Education Associations 


This table shows the remarkable growth of professional organization and indicates the standing of each of the States in the 
contest for the banners which will be awarded at the Boston meeting to the States having the largest percentage 
of teachers in State and National Associations. The total membership, including foreign, in the 
National Education Association was 83,524 on January 1, 1922, as compared 
with 48,814 on January |, 1921. 





== Sa = ~ ——.. 




























































































i ome «aa — = _ 7 ———— — ——— ———— | — = - “races ——" eel — 
! Membership in National | Membership in State 
> Population Association | Associations 
States of State | — eae | — i = — a 
and other 1920 | | 
units census Members } Relative | Members | Relative 
Jan. 1, | Jan. 1, |per 10,000] rank on |} Dec. 15, | Dec. 15, | Dec. 15, | Dec. 15, |per 10,000} rank 
1921 1922 |population} Jan.1, | 1918 1919 1920 1921* |population| on Dec. 
Jan.1,1922| 1922 | Dec.15,’21] 15, 1924 
: 1 oS? ae i a ee ee 7 2 0 | wu 
, bitatnie = —_ ———————— — - ~ & de — — — ——— ee — een ai 
| Alabama............| 2,348,174 188 539 2.29 42 Che ae Cave ie 20.8 | 39 
BOO Sk cs eds ea 334,162 493 852 25.49 5 200E 150E 1,900E 1,340 40.1 27 
ee eee 1,752,204 70 92 0.52 52 2,500 2,650 4,400 8,750 49.0 | 13 
eee Ores 3,426,861 | 3,218 7,352 21.45 vy Se Se rrr eee Pe 42.3 24 
CeMeeeS est Ls 939,629 | 1,414 2,981 34.72 3 2,249 5,140 5,767 6,140 6:31 2 
>. ; Connecticut.........} 1,380,631 | 438 586 4.24 34 ent eee eee 50.8 | 10 
Sas) Dem@awere... 0.2 ida: 223 ,003 204 340 15.24 13 192 427 842 ST .7 30 
i District of Columbia. . 437 ,571 336 458 10.46 17 Es ae |. 22 
ar er 968 , 470 45 143 1.47 44 5002 $1 48 
One... cc heteweesl, apes ooe | 157 178 0.61 51 1,200! 41.4 25 
NEP 431,866 386 441 10.21 19 ee a aS 3,802 2,462E §7.0 | 8 
DIAS. cc vnc ccasst 6,480,200 | 5,750 8,270 12.75 15 17,240 18 , 644 23 ,932 26,522 40.8 26 
i ata. en ok os deh” 27950, 390 996 2,476 8.45 24 10,011 12,160 14,228 13,981 47.7 16 
‘e DR. . 2. . weu te eg eeegeee, | 1,098 5,586 23.23 6 | 10,977 14,803 16,395 15,103 62.8 4 
j Oe ee 1,769,257 618 1,022 S47 28 6,200E | 13,000E | 12,591 13,301 75.1 1 
/: meeeucky. . 6.43... *2,416,630 272 336 1.39 46 ae Ke 5,000! 20.6 40 
Lowdisiana.......¢....] 1,798,509 390 827 4.59 2° = : Ss Perse rod 2a 14.5 42 
4 RIE ieee 768 ,014 801 1,213 15.79 11 oAtteun we 86, OCS 3,662 4,827 62.8 3 
: Maryland...........| 1,449,661 302 442 3.04 37 | 825 2,580 515 2,000E 13.7 43 
j Massachusetts...... | 3,852,356 | 1,306 1,809 4.69 31 | 12,000E} 13,000E} 14,000E| 15,000E 38.9 28 
q Michigan............| 3,668,412 | 1,945 5,341 14.55 14 | 2,803 11,285 11,711 | 13,930 a7 .9 2a 
Q Minnesota ......... 2,387,125 1,005 1,738 7.28 25 5, 500E 6,000E 8,400E |] 10,540 | 44.1 22 
Mississippi..........| 1,790,618 58 130 0.72 49 | 672 829 1,548 5,629 31.4 36 
IR ss os sa 3,404,055 | 1,574 2,923 8.52 23 Sette ie aes OREN 44.7 20 
Montana 225. J.554 . 2 548 , 889 400 390 7.10 27 k 2,700? | 49 1 12 
' Nebraska............| 1,296,372 | 833 | 1,987 | 15.32 REN Raa og: 4,787 4,700E| 6,571 50.6 11 
oa. See See 77,407 193 321 41.46 2 | oe ee: RE 246? Fs ae | | 35 
4 New Hampshire..... .| 443 083 239 318 ae yi a a ee 1,983? 44.7 21 
| New Jersey..........| 3,155,900 | 1,790 | 2,797 | 8.86 a BERS eee Nees 15/2002 | 48.1 | 15 
] New Mexico.........]| 360,350 252 | 334 | 9.26 | ae) .<}) 2,000 «1 2,100 2,200 1,350 37.4 31 
~j | | | 
j a Ph ae. - : | | 
New York...........| 10,385,227 | 1,953 | 3,484 | 3.35 | 36 ETS ee 15, 2002 14.6 41 
i North Carolina...... 2,559,123 | 162 243 0.94 7 ck SiS ee 8,050 8,786 34.3 33 
North pi es J 646,872 238 364 | 5.62 29 | 1,143 1,073 3,020 4,000E 61.8 5 
RU aie. Soc lenin 5,759,394 | 5,043 6,874 11.93 16 | 7,500 14,300 16,600 17 ,600 30.5 37 
Oklahoma...........| 2,028,283 | . 402 584 2.87 38 | 3,000 5,000 9,000 12,065 59.4 7 
Oregon..............| _ 783,389 | 416 625 | 2.87 | 39 | 3,300E| 4,300E| 5,200E| 4,700E| 59.9 6 
Pennsylvania........| 8,720,017 | 2,030 4,043 4.63 32 | 18,326 28,958 34,477 40, 000E 45.8 19 
Rhode Island...... |_| 604.397 80 91 1.50 | 43 age ipkeralt oper ks < 9 hire 18 
South Carolina.......} 1,683,724 | 52 59 om) Ss A It a ieee a 7.1 | 47 
South Dakota........| 636,547 | 510 657 10.32 ek Seer ae A 3,251 3,434 53.9 9 
| } ! 
Tennessee. Pics Me A 442 562 2.43 41 ee i aiace 13.6 | 44 
ee Ee 4,663,228 | 259 656 1.40 45 | 2,940 | 6,926 8,455 | 14,000E 30.0 38 
See ae 449 396 | 2,737 2,730 61.19 1 | ae es coe. 3,331? 7.4 46 
Vermont.......... 352,428 | 100 197 5.58 30 eT ee hee ORS | 1,6402 46.5 17 
Virginia.............| 2,309,187 | 655 932 4.03 35 | 8, 000E | 8,000E | 9,038 | 10/000E| 43.3 23 
Washington......... 1,356,621 2,295 2,770 20.41 oo 3.347 .\.,5,983 6,477 | 6,554 48 3 14 
West \ irginia....... 1,463,701 | 496 413 2.82 40 4,000E 4,500E 5,388 5,a01 36.5 32 
Wisconsin . ha are cteeatl 2,632,067 | 4,097 4,242 16.11 10 Lesateee eae 7,700 8, 500E 52:3 34 
Wyoming............ 194,402 163 554 28.49 4 | 1,900E| 2,150 | 2,300E! 2,500E 12.8 45 
Alask: 55 | | *Figures not marked with i » (1) or two (2) are based on special reports 
ap <a A —- ore i arlgae 54 9. 63 2 from the ye te of State Somahidiemmes of Menaiine ib, 1921, The letter ‘E 
g Sree ree 299,91 Se - ee 453 iz. 70 ) indicates that the figure given is an estimate. Figures marked with superior one (?) 
a ay Morten oh ge 22,858 | ee 2 0.87 48 are ies — fee one - foe my io Oe domuery Journal, an 
slé Ie 0,35 ¢ ” s corrected as of November 15, 1921. Figures marked with a superior two (2) are 
Dost Rice slands " : age Pe ted, hee a 0.47 53 from statements of membership used at the ioe Saines meeting and subsequently 
“ork ee 1299, SY ee / 0.67 50 published in the November Journal. These figures are probably considerably lower 
Virgin Islands........| 26,051 ew 1 0.38 54 | than the present membership of the various associations. The total membership io 








State associations as given in column nine is 386,236. 




















Alabama—P. W. Hodges,  Colorado—H. B. Smith, laware—H, E. Stahl, Di- D, C.——Harry English, Head Georgia—K, T. Alfriend, 
State Department of Edu- Secretary Colorad 7d , ft Kes Mn, State of Mathematics in High President of Military Col- 
‘as! " lege, Milledgeville. 


» i] io , 71) : a. reir? 2 y ; ; >” ~ ] 
cation, Montgomery. cation Ass'n, Denver. } - ver. Schools, ashingto1 





Illinois—Sarah L. Thomas, ndiana—H, L. Smith, Dea Lou —J. M. Gwinn, Kentucky—J. V. Chapman, Maine—H. A. Allan, 
Teacher of English, High of Educatio Indiana tperis lent of Schools, State Supt. of Rurai Agent for Rural Educ 


School, Rockford. University, Bloomington, New Orleans. Schools, Frankfort. lugusta 





Michigan—T. E. Johnson, Missouri—L. McCartney, Montana—D. S. Williams, N ebraska- 
State Supt. of Public In- resident of . > Teach- Supt. i Schools, Han- Supt. of Schools, Glas- Supt. 
struction, Lansing, rs’ lle St loud, nibal, gow. ngs. 


- 4 oe... ; aoe 
New Jersey—Thomas Ag- New York—Ambrose Cort, North Dakota—Nelson Sau- Ohio—W, W. McIntire, Oklahoma—E. E. Oberholt- 
new, Principal of Horace Principal of W. J. Mor- vain, Supt. of School§, Dean of Normal College, ser, Supt. of Sci ls 
Mann School, Bayonne. rison School, Brooklyn. Devils Lake. Ohio University, Athens. Tulsa. 


South Carolina—G. H. Texas—Mamie S. Bastian, Virginia—Nannie W. West Virginia—Florence J. Wisconsin—J. F. Sims, 
Webber, Supt. of Schools, Pres. of Houston Teach- Thompson, Classroom Parker, Principal of High Pres. of State Normal 
Beaufort. ers’ Ass’n, Houston. Teacher, Richmond. School, New Haven. School, Stevens Point. 














60 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- 

artments, to vote for deiegates to the Representative Assem- 
iy, to hold office, and to receive the Journal monthly. 

The payment of $5.00 instead of $2.00 entitles an active 
member, in addition to the privileges of the $2.00 member- 
ship, to receive the complete bound volume of Proceedings, 
all committee reports, and other regular publications of the 
Association. , 

One dollar of each membership fee is for a year’s subscrip- 
tion to the Journal. : 

Subscription to non-members is $2.00 per year; single 
copies, 25 cents. Advertising rates on application. 

Members are kindly requested to report at once any change 
of address, giving old as well as new address. 





Entered as second-class matter October 28, 1920, at the post- 

office at Washington, ~" C., under 7 -- Fe ye 24, 

1912. Acceptance for mailing at special rate o age pro- 

vided for is costes 1108, Act of October 3, 191), authorized 
January 26, 1921. 





Editor-in-Chief, William C. Bagley 
Pablication Staff 
R. S. Erlandson 


Business Manager 


Joy Elmer Morgan 
Managing Editor 








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








Shall Salaries be Increased? 
F THE QUESTION of increasing 


the salaries of teachers were put to a 
public thoroughly aware of the facts in 
the case the decision would be over- 
whelmingly favorable. Let us get 
clearly in mind these facts. 

Education is frankly recognized by 
thinking people everywhere as the basis 
of successful democratic government. 
Numerous problems are now testing 
democratic governments as they have 
never been tested before. Therefore 
education now and in the future needs 
to be supported and developed as never 
before. Otherwise the whole structure 
of civilization is threatened with dis- 
aster. Education is at once insurance 
against danger and the key investment 
that makes possible greater development 
in the future. 

At the heart of the whole scheme of 
education stands the teacher. If he is 
wise and strong and influential, sound 
educational practice will exercise a con- 
trolling influence upon the youth of the 
Nation and the foundations in good 
citizenship will be sure. Great build- 
ings and large classes are futile except 
as they are vitalized by well-trained, 
conscientious, and capable teachers. To 
obtain such teachers it is necessary to 
have candidates who are strong and fit— 
the best is none too good for the Nation’s 
children. It is necessary that these can- 
didates be trained to deal with the dif- 


ficult problems of education. Such 
training is costly and strong men and 
women must have some inducement to 
spend the years and the money that it 
requires. 

What inducement shall be offered the 
prospective teacher—the teacher who is 
to prepare today’s children for citizen- 
ship in the greater Nation of tomorrow? 
There are two great inducements—the 
privilege of service and reasonable op- 
portunity to enjoy the things that go 
with economic independence. The 
privilege of service is a great appeal. 
It is a dominating influence in the lives 
of the best teachers. However, in the 
organization of modern society there are 
attractive opportunities for service in 
business and many other fields outside 
of teaching. Society cannot and should 
not rely entirely upon the appeal of serv- 
ice to maintain its system of education. 
Modern society is abundantly able to 
afford adequate education. It should 
be willing to pay the price. 

What, then, should be done with 
teachers’ salaries? Again let us recall 
the facts. Before the war, teaching had 
become notorious as a makeshift occupa- 
tion. The war drew attention to the 
appalling situation and after a vigorous 
campaign by the National Education As- 
sociation and other agencies salaries were 
advanced somewhat. In only a few 
cases were they advanced to levels which 
would insure a permanent supply of 
mature well-trained teachers. The great 
majority of American communities must 
face squarely and frankly the problem 
of still further increasing the salaries of 
their educational workers. This will 
require recognition of the primary im- 
portance of education. It may require 
a new emphasis on values. It will re- 
quire careful study and reorganization 
of methods of revenue-raising. It will 
require State aid and Federal aid, but it 
must be done. Democracy in its great 
hour of trial cannot afford to undermine 
the source of its strength and security— 
the school. It cannot afford not to pay 
salaries that will insure to every child 
in the Nation a competent and well- 
trained teacher. 


Recruiting for Education 


HE ANNUAL TURNOVER in 
the teaching personnel of the United 
States is enormous. While efforts are 
being made through higher salaries, bet- 
ter tenure, pensions, and improved work- 
ing conditions generally to secure a 


February, 1922 





longer period of service for teachers, the 
serious necessity of attracting highly 
promising young people into the profes- 
sion must not be overlooked. There js 
no better way to spend the Nation’s 
choicest talent than in the training of its 
youth for citizenship. ‘To this great task 
should be dedicated the finest and strong- 
est lives that are produced in locality, 
State, and Nation. No government can 
afford to send its second best to fight its 
battles on the frontiers of citizenship, 
Professional organizations have a 
large and direct interest in the problem 
of recruiting for education. Men and 
women who are mature and well-trained 
are quick to recognize the advantages of 
team-work and contribute gladly to the 
realization of the ideals of their profes- 
sion. On the other hand, a profession 
which through effective organization js 
able conspicuously to promote the general 
welfare, makes a powerful appeal to 
young people at the period when life 
purposes are being formed and careers 
chosen. A high degree of professional 
consciousness and an active program of 
recruiting go hand in hand. 
Educational administration influences 
recruiting by the kind of men and 
women it demands, by the training it 
requires of candidates for positions, and 
by the rewards which it obtains from the 
public for educational workers. Upon 
educational administration — therefore 
rests the important responsibility of en- 
couraging the entrance of the right kind 
of persons into the profession. Let every 
county, city, and State superintendent 
have a program for obtaining an ade- 
quate supply of teachers who have met 
accepted standards of preparation. Let 
him know how many of his teachers meet 
these standards and how many fall be- 
low them. Let him lead the public to 
appreciate the necessity of having all 
teachers meet high standards. Let him 
each year fix in the minds of the people 
of county, or city, or State the number 
of recruits that will be required to fill 
its quota in the teaching ranks. Let 
there be aroused in every community a 
feeling of patriotic pride in having sent 
its share of men and women into the edu- 
cational army which must defend society 
from the foes within. This is primarily 
an opportunity of the administrator. 
The teacher-training institution also 
recognizes a heavy obligation for recruit- 
ing. Officers of such institutions en- 
deavor to make their courses and the 
atmosphere of their campuses worthy 
the consideration of strong young men 
and women, They do much more than 





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Vol. 11, No. 2 


SS 





THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 





that. They establish and maintain vital 
contacts with the parenthood and the 
leadership of the regions which they 
serve in an effort to obtain students fit 
for the responsibilities of teaching. 
Through the education of public opin- 
ion and the maintenance of other con- 
tacts they help to see that worthy posi- 
tions await their graduates after the 
felicities of commencement are passed. 
The obligation to recruit for the edu- 
cational service rests finally upon the men 
and women who as teachers are in daily 
contact with boys and girls. The atti- 
tude that teachers have toward their 
work, the place that they earn in the 
life of the community, and the ideals of 
service that they impress upon the minds 
of pupils can more than any other influ- 
ence guarantee that society shall recruit 
its best talent for the educational army. 


Democratic Education in 
England 


N INTERESTING SUMMARY 

of the recently published English 
Report on Education appears in the Jan- 
uary number of the Atlantic Monthly. 
It is written by Miss Caroline Spur- 
geon of the University of London, a 
member of the Government Commission 
which, after two and a half years of 
careful investigation, issued the report. 
The conclusions while formulated with 
the English situation primarily in view 
will be of vital significance for demo- 
cratic education everywhere. Elemen- 
tary education receives the largest em- 
phasis, and it is a clear recognition of 
the integrative function of universal ele- 
mentary education that must be made 
the cornerstone of the new English sys- 
tem. “A liberal education, based on the 
English language and literature, for 
every child in England, would be the 
greatest benefit that could be conferred 
on him, and ‘the common 
right to it, the common discipline and 
enjoyment of it, the common possession 
of the tastes and associations connected 
with it, would form a most important 
new element of national unity, linking 
together the mental life of all classes.’ ” 
English education heretofore, Miss 
Spurgeon goes on to show, “has been a 
powerful element of division.” “Much 
of our social discord, suspicion, and bit- 
terness, of our industrial warfare and 
unrest, is owing to this gulf between 
classes, between industry and culture, 
emphasized by the gulf between edu- 
cated and uneducated speech.” The 


61 





notion all too common even in America 
that the liberal education is only for the 
“Wwhite-collared” occupations and that 
what the “masses” need primarily is 
vocational education is strongly con- 
demned. “This is the educational ‘lie 
in the soul,’ and the whole Report is a 
protest against it.” 

Closely in harmony with current 
tendencies in America is the position 
taken by the Report on _ equivalent 
training and rewards for all of the so- 
called ‘‘levels” of teaching. “‘It is good 
to hear that no teacher—be his work 
elementary or advanced—can be too 
highly gifted or too highly trained; that 
all our force must first be applied to him 
if we are to raise the mass; and that, 
therefore, it is a vital necessity and pre- 
liminary that the teacher should be prop- 
erly trained at a university, properly 
equipped with libraries and other inte'- 
lectual opportunities, and properly paid.” 

Finally there is the suggestion that 
the same educational forces that make 
for national unity can also be made to 
promote international harmony and good- 
will. “This recognition of the un- 
doubtedly unifying national effects of a 
common education, thought out on a 
national basis, is an interesting fore- 
shadowing of a recognition, which will 
come later, of the equally undoubted 
unifying international effect which can 
be got only through a common educa- 
tion, thought out on an_ international 
basis.” Here truly is a text for that 
International Educational Conference 
the convening of which we hope will 
not be long delayed. 





Idaho's Legislative Program 
HE DAY WHEN the primary 


and chief activity of a State associa- 
tion was to hold an annual meeting is 
fast passing. Annual meetings have not 
become less important, but the other 
activities of education associations have 
become more important. State associa- 
tions are rapidly becoming policy-de- 
termining agencies in education. ‘They 
employ full-time paid secretaries charged 
with representing all the educational in- 
terests in the State. They publish jour- 
nals as a means of living contact with 
teachers, school-board members, 
other school officers. 


and 
Most important 
of all, they adopt programs and assemble 
the facts necessary to secure for these 
programs the approval of the people and 
of the. legislatures. 

A significant example of such a pro- 
gram is the one unanimously adopted by 


the Idaho State Teachers’ Association 
at its meeting in Boise last November. 
This program is now in the hands of a 
legislative committee of which Superin- 
tendent W. R. Siders, of Pocatello, is 
chairman. It proposes the revision of 
the teachers’ retirement law, the crea- 
tion of the position of State high-school 
inspector, the adoption of a suitable plan 
for permissive consolidation of school 
districts within the county, and the es- 
tablishment of a State school tax. Idaho 
educators are now studying these prob- 
lems and are bringing their findings be- 
fore the taxpayers who ultimately must 
determine the welfare of the schools. 

This is a commendable program. It 
is typical of the work which State as- 
sociations at their best are now doing. 
It is evidence that teachers are taking 
seriously the task of elevating the stand- 
ards of public education. It is the kind 
of activity that has given the public con- 
fidence in the work of professional as- 
sociations of teachers. When every State 
has an association with a‘ con- 
structive program of patriotic work on 
behalf of education the future of de- 
mocracy will be assured. 


active 


Service, the Keynote 
HE KEYNOTE is the fundamental 


tone—the one that determines the 
spirit of the piece. In professional or- 
ganization the keynote is service. ‘There 
must be salaries upon which teachers 
can live as respected citizens of the com- 
munity. 
tion. 


There must be social recogni- 
There must be reasonable tenure 
whether secured by law or by high re- 
gard for professional ethics and obliga- 
tions. Awakened professional conscious- 
ness insists that teachers shall have these 
things not for any selfish end but be- 
cause there is no other way to obtain 
justice for the children in the schools. 

How shall professional organization 
render this service? It must first enlist 
the teaching profession. It must have 
members. In a democracy public opin- 
ion rules. In proportion as an associa- 
tion enlists all the teachers it becomes 
forceful and respected. Even now the 
administration at Washington listens 
when the National Education Associa- 
tion speaks. What may not be the in- 
fluence of this organization when its 
menmership includes half a million teach- 
ers as it should within the next decade! 
Half a million trained, thinking, repre- 
sentative American citizens enlisted in 
the cause of better government, molding 
the young life that tomorrow will be 





ee eS ee 


62 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


the government—this is an ideal worth 
working for! 

In the second place professional or- 
ganization will render great service by 
keeping its work on a high plane. It 
must purge itself of all selfish and nar- 
row elements. It must keep a clear 
perspective and refuse to be exploited in 
the interest of fantastic or ephemeral 
proposals. There must be that high- 
minded and far-seeing devotion to the 
public good that inspires public con- 
fidence and popular support. 

In the third place professional organi- 
zation must maintain constant contact 
with its members through work in the 
field, through professional journals, and 
through a stream of spirited correspond- 
ence—all designed to keep its members 
informed, inspired, and active. 

Enlistment, devotion to the public 
good, maintained intelligence—these are 
the foundations upon which will be 
erected the greater professional organi- 
zations of tomorrow. Let every act, 
every plan, and every policy be subjected 
to the test of ultimate service to child- 
hood. Will it genuinely serve—now, 
next year, ten years from now? Service 
is the keynote. 


Federal Recognition of 


1 ; 
Education 

HE CONSTITUTION of the 

United States commits the control 
of education to the respective States. 
The National Education Association be- 
lieves that the control of education 
should remain in the States and that the 
Federal Government should discharge its 
educational responsibilities by conduct- 
ing researches in the various fields of 
education and by financial coéperation 
with the States in certain fundamentals 
which are essential to good citizenship 
in both State and Nation. 

The scant support which the Bureau 
of Education has received at the hands 
of the Federal Government is a disgrace 
to the Nation. Men and women of 
proved educational ability have been paid 
salaries that would be too low even for 
mere clerks. In many cases the Govern- 
ment has been unable to obtain the serv- 
ices of recognized experts for the sal- 
aries provided. Important investigations 
have been left unmade or have been 
taken up by agencies less well fitted than 
the Government to make them. Whole 
departments of educational activity have 
lacked that stimulus which would come 
from a careful study of the facts. ‘The 
gravity of the situation is well set forth 


in the report of the Commissioner of 
Education, Honorable John J. Tigert, 
for the year ending June 30, 1921, in 
which he says: 

“T am of the opinion that the Depart- 
ment should seriously consider the ques- 
tion as to the advisability of continuing 
the Bureau of Education on the present 
basis of wholly inadequate support. “The 


ECRETARY WALLACE 

of the Department of Agri- 
culture recently declared in a 
public address that unless the 
farmers of the country are as- 
sured of satisfactory returns on 
their investments and for their 
labor, agriculture will decline, 
there will be a shortage of food 
supply, and the Nation will be 
brought face to face with im- 
pending disaster. No one will 
question the truth of this state- 
ment. 

It is equally true—and if we 
had a Secretary of Education 
he would proclaim it—that un- 
less the teachers and prospec- 
tive teachers of our country are 
assured of satisfactory returns 
on their investments in educa- 
tion and for their services, the 
teaching profession will decline, 
there will be a still greater 
shortage of competent teachers, 
and the Nation will suffer an 
irreparable loss from the de- 
cadence of its educational sys- 
tems. 

It is of supreme importance 
that the agricultural and indus- 
trial life of our Nation be main- 
tained on a high standard. It 
is of no less importance to Na- 
tional welfare that the highest 
possible standards in education 
be maintained, for nations, like 
men, live not by bread alone. 

















need for a National governmental agency 
to perform the functions expected of 
this bureau is imperative and unques- 
tioned. The efforts to meet the need, 
however, are largely nullified by the legis- 
lative restrictions and financial limita- 
tions by which the Bureau is at present 
handicapped. In my judgment, it would 
be better for the Federal Government 
to withdraw from this field of activity 
entirely unless provision is to be made 
for it on a more liberal basis, and the 


February, 1922 


——— 


policy definitely adopted of attempting 
to render in an effective and authorita- 
tive way the kinds of constructive sery- 
ice which the people and the educators 
themselves demand. It is futile to con- 
tinue this organization on the present 
penurious basis and to expect returns 
that justify the outlay.” 


The National High-School 
Honor Society 
HE AMERICAN high school will 


come more and more to be looked 
to as a source of the ideals that make 
for good citizenship. In a most real 
sense it is the people’s university. The 
best educational thought demands that 
every American boy and girl shall have 
an opportunity to enjoy its benefits. It 
is highly fortunate, therefore, that there 
has been created an organization which 
will emphasize scholarship and_ social 
effectiveness in the high schools. Public 
opinion is at no time more controlling 
than at the high-school age. ‘Those who 
have worked with high-school students 
have often felt the enormous pressure of 
the ideal of fair play as it has been en- 
forced in the field of athletics; they 
have witnessed the idealization of the 
athlete as the attention of the group is 
focused on his activities. 

High-school leaders have long felt the 
need of machinery which would likewise 
focus public attention on scholarship and 
general social effectiveness within the 
school—on character and the ideals of 
citizenship which high schools exist to 
perpetuate. “These leaders will welcome 
The National High-School Honor So- 
ciety, an account of which appears else- 
where in this number. Its connection 
with the National Association of Sec- 
ondary School Principals is a guarantee 
that its work will be kept upon a high 
plane. 


The Gratitude of Republics 
HE WAR was over. Peace had 


come. Men forgot the services of 
the army and thought only of their own 
poverty and the great sum to be wrung 
from them as a reward for their de- 
liverers. It was all they could do, they 
declared, to pay the taxes now laid upon 
them. The new levy would take the 
houses from over their heads and the 
clothes from off their backs before it 
was paid. The plain duty of Govern- 
ment was to cut down, not to increase, 
expenditures.” 





Vol. 


Hist 
Stat 
Ame 
vear 
The 
of o 
had 
of | 
justi 
are | 


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tiall 
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Nat 
the 

Jou 


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AME 





Vol. 11, No. 2 


This quotation is from McMaster’s 
History of the People of the United 
States. The war referred to is the 
American Revolution; the time, three 
years after the cessation of hostilities. 
The “Commutation Bill” —the analogue 
of our present soldiers’ bonus measure— 
had aroused in the new nation a storm 
of protest that seemed thoroughly to 
justify the cynical epigram, “Republics 
are ungrateful.” 

We have an abiding faith in the ideal 
of progress. Human nature may not 
change—probably does not change essen- 
tially through long centuries. But 
standards of conduct control human 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


nature—and these change. We are sure 
that ingratitude as a collective sin can 
no longer be charged against the Ameri- 
can people. ‘Teachers are not usually 
regarded as heavy taxpayers, yet as pub- 
lic employes they have a very human in- 
terest in claims that are made upon the 
public purse. Much as they may desire 
generous allowances for the cause that 
they represent, they desire justice and 
more than justice for the soldiers. To 
the oncoming generation of American 
citizens they would like to say, “This is 
the way in which our Republic today 
honors and rewards those who have 
sacrificed and suffered in its service.” 





ENROLMENT and AFFILIATION 








Complete Enrolment 


HE following schools have com- 

pleted their reports for one hundred 
per cent membership enrolment in the 
National Education Association since 
the list was published in the January 
JOURNAL: 


Atamepa, Cauir., Longfellow School, Alice 
Orne Hunt, Principal. 


Americus, GA., Public Schools, 
. E. Mathis, Superintendent; Americus 
High School, C. M. Hale, Principal; 4 meri- 
cus Teachers’ Council, Elizabeth McLen- 
don, Secretary; East Americus School, 
Susie Taylor, Principal; Furlow Grammar 
School, Sarah P. Cobb, Principal; McKay 
Hill School, Rev. A. S. Staley, Principal; 
Prospect Heights School, Elizabeth Belcher, 
Principal. 


Anperson, IND., Anderson Public Schools, W. 
A. Denny, Superintendent; Central Avenue 
School, Ranna Creson, Principal; Child 
Garden, Helen Wesp, Supervisor; Colum- 
bia School, Estella M. Tarney, Principal ; 
Hazelwood School, Anna M. Conway, 
Principal; Junior High School, E. H. Fish- 
back, Principal; Lincoln School, Helen 
Huffman, Principal; Main Street School, 
Mattie B. Fry, Principal; Park Place 
School, Ida M. Dickey, Principal; Riley 
School, Reba Arbogast, Principal; Senior 
High School, R. R. Cromwell, Principal ; 


Americus 


Seventh Street School, Anna M. Ellis, 
Principal; Shadeland School, Mary E. 
Spice, Principal; Substitute Teachers; 


Washington School, H. M. Gullette, Prin- 
cipal. 

Ann Arpor, Micu., Patrick Donovan School; 
Elisha Jones School. 

Aspury Park, N. J., Bangs Avenue South 
School, Thomas H. Murray, Principal. 

Bayonne, N. J., Horace Mann School, Thomas 
Agnew, Principal. 

BELLEFONTAINE, OnI0, Central School, Nellie 
Huston, Principal. 

BeLmont, Mass., Belmont Public School, G. 
r Armstrong, Superintendent; Daniel But- 
ler School, Alice Farrar, Principal; Homer 
School, Vivian A. Dingley, Principal; Pay- 
son Park School, J. P. Whitney, Principal. 





——— #2 a 


BINGHAM CANYON, UtTaH, Bingham High 
School, L. W. Nielsen, Principal; Highland 
Boy School, Holger W. Jorgenson, Princi- 
pal; Upper Bingham School, Nanna Swen- 
-son, Principal. 

BorsE, IpAHO, Longfellow 
Reel, Principal. 

Boston, Mass., George Putnam Intermediate 
District School, Herbert L. Morse, Master. 

BripGETON, N. J., Academy High School, 
Mark Brenner, Principal; Bank Street 
School, Chester Robbins, Principal. 

BROOKFIELD, ILL., Brookfield Public Schools, 
E. N. Cassady, Superintendent. 

Burns, Wyo., Burns School, F. C. Hemphill, 
Superintendent. 

CARPINTERIA, CALIF., Carpinteria 
Schools, Emil Lange, Principal. 
CHARLESTON, ArK., Charleston Public Schools, 

Emmett S. Walden, Superintendent. 

CHENEY, Wasu., State Normal School, N. D. 
Showalter, President. 

‘HEYENNE, Wyo., Cheyenne Public Schools, 
A. S. Jessup, Superintendent; Central 
School, Lulu McCormick, Principal; Con- 
verse School, Mabel Fincher, Principal; 
District Nnmber Seven, Clayte Hume, Dis- 
trict Superintendent; Gibson-Clark School, 
Irene Hinkston, Principal; High School, 
B. H. MelIntosh, Principal; Laramie 
County High School, L. D. Christy, Prin- 
cipal; Rural School; Supervisors and 
Special Teachers. 

DENVER, COLO., Twenty-fourth Street School, 
Lila M. O’Boyle, Principal. 

DRAPER, UTAH, Draper School, Reid Beck, 
Principal. 

East Cuicaco, Inp., East Chicago Teachers’ 
Association, A. T. Elliott, President. 

EAsT CLEVELAND, On10, Mayfair School Build- 
ing, J. E. Pettit, Principal. 

Euciip, Oun10, Shore High School, D. E. Metts, 
Principal. 

FAaIRBuRY, ILL., Fairbury Public Schools, E. W. 
Powers, Superintendent; Edison Grade 
School, Nelle Carrithers, Principal; Fair- 
bury Township High School, E. W. Powers, 
Principal; Isaac Walton Grade School, 
Ruth Bradshaw, Principal. 

GREELEY, COoLo., Greeley Public Schools, 
Charles A. Jenks, Superintendent; East 
Ward School, Inez Beardsley, Principal; 
High School, Andrew Fletcher Ogle, Prin- 
cipal; Junior High School, Carrie Fash- 
baugh, Principal; North Ward School, 


School, Mirbell 


Union 


wf 


63 


Jesse Alice Fink, Principal; South Ward 
School, Luna 1. Smith, Principal; West 
Ward School, Mabel Cochran, Principal 

HOLLAND, Micu., Froebel School, Clara Me- 
Clellan, Principal; Junior High School, 
Minnie K. Smith, Principal; Lincoln School, 
Anna Brown, Principal; Van Raalte School, 
Blanche Cathcart, Principal. 

INGRAM, Pa., Ingram Public School, M. A. 
Stein, Principal. 

Ironwoop, Micu., Ironwood Public Schools, 
Db. F. R. Rice, Superintendent; Ashland 
School, Edna Erickson, Principal; Aurora 
School, Olive Gill, Principal; Froebel 
Kindergarten, Anna _ Hedin, Principal; 
North Side School, Helen Sobolewski, Prin- 
cipal; Oliver School, Edna Johnson, Prin- 
cipal; Polish School, Ethel Holmberg, 
Principal; Special Teachers; Supervisors 
of Ironwood Public Schools; Luther L. 
Wright High School, John Ruf, Principal. 

ISHPEMING, Micu., Ishpeming Public Schools, 
C. L. Phelps, Superintendent; Central 
School, Ada McDowell, Principal; Cleve- 
land School, Beatrice Sedgwick, Principal; 
Grammar School, Walter F. Gries, Prin- 
cipal; High School, W. E. Trebilcock, 
Principal; High Street School, Nora Casey, 
Principal; Ridge Street School, Nellie 
Kellgren, Principal; Salisbury School, 
Nellie Wood, Principal. 


JACKSONVILLE, ILuL., Jacksonville Public 
Schools, H. Ambrose Perrin, Superintend- 
ent; Franklin School, Agnes S. Lusk, Prin- 
cipal; High School, Benjamin F. Shafer, 
Principal; Jefferson School, Clara C. Cobb, 
Principal; Junior High School, Laura C. 
White, Principal; Lafayette School; Jose- 
phine Milligan School, Mrs. Kathryn 
Hamilton, Principal; Morton School, Gusse 
R. Luffner, Principal; Washington School, 
Anna Hopper, Principal. 


LARAMIE, Wyo., East Side School, Lottie 
Stanton, Principal; North Side School, 
Jennie L. Ennis, Principal. 

Lark, Uran, Lark School, C. M. Tietjen, 


Principal. 

LyncuBurG, Va., Miller Park School, Jean- 
ette W. Snead, Principal. 

MASSILLON, On10, Lorin Andrews School, E. 
G. Bowers, Principal; Franklin School, 
J. C. Tannehill, Principal; Edmund A. 
Jones School, J. C. Tannehill, Principal; 
Horace Mann School, Manley S. Clark, 


Principal; Whittier School, Manley §&. 
Clark, Principal. 
Maywoop, ILL., Proviso Township High 


School, J. L. Thalman, Principal. 

MILWAUKEE, Wis., Brown Street School, 
Sarah J. Carroll, Principal; Jefferson 
Street School, Evelyn Calmerton, Princi- 
pal; Cass Street School, Thos. W. Boyce, 
Principal. 

MINNEAPOLIS, MINN., Hamilton School. 

New ORLEANS, LA., Jackson School, Ellen W. 
Gardner, Principal; J. 4. Maybin School, 
Josie B. Soares, Principal; McDonogh 
Memorial School, Mary H. Howe, Princi- 
pal; McDonogh Number Seventeen School, 
J. C. Christian, Principal. 

OAKLAND, CALIF., Santa Fe School, Anna M. 
Richardson, Principal. 

OcEAN Grove, N. J., Neptune Township 
Schools, Paul Y. Eckert, Supervising Prin- 
cipal; Bradley Park School; Neptune 
Grammar School; Neptune High School; 
Summerfield School; Whitesville School. 

PHILADELPHIA, PA., Mary Channing Wister 
Public School, Anna A. Wilkinson, Prin- 
cipal. 

PHOENIX, Ariz., Phanix Public Schools, John 
D. Loper, Superintendent; Adams School, 
Grace Court, Principal; Capitol School, 
Bertha E. Lyall, Principal; Douglas School, 
P. Landry, Principal; Emerson School, 
Harry Eagan, Principal; Fillmore School, 
Dollie C. Oglesby, Principal; Garfield 
School, Martha Garnett, Principal; Grand 








A4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








Avenue School, Grace Connolly; Grant 
School, Marguerite K. Williams, Princi- 
pal; Jackson School, Alta E. Holmes, 
Principal ; Jefferson School, Mrs. Laura E. 
Wells; Kenilworth School, Lulu Smith, 
Principal; Lincoln School, Lou Marlar, 
Principal; Longfellow School, William 
Hirschy, Principal; McKinley School, Mrs. 
Lina K. Sheldon, Principal; Monroe School, 
A. H. Rummel, Prineipal; Ninth Avenue 
School, Mrs. Cora M. Jones; Washington 
School, Marie La Chance, Principal. 

PineBLuFF, Wyo., Pinebluff Grade School, 
H. Clyde Hixenbaugh, Principal : Pinebluff 
High School, Mrs. G. R. Kirkpatrick, Prin- 
cipal. 

Pontiac, Itt., Pontiac Public Schools, G. J. 
Koons, Superintendent. 

PorTLAND, Maine, Butler School, W. W. 
Andrews, Principal. 

Prescott, Ariz., Lincoln School, Verle Beaver, 
Principal. : 
Quincy, ILL., Emerson School, Sara Louise 
Derrick, Principal; Special School, Anna 

M. Kordsiemon, Supervisor. 

Riverton, Utan, Bluffdale School, Joseph S. 
Fish, Principal; Herriman School, E. L. 
Crawford, Principal; Riverton School, S. 
F. Stephenson, Principal. 

Rock IsLAND, ILt., Audubon School, Jane L. 
Wilcox, Principal; Edison School, Mabel 
Levey, Principal; Eugene Field School, 
Ellen S. Freed, Principal; Franklin School, 
Winifred Huntoon, Principal; Irving 
School, Lenora Witherspoon, Principal ; 
Longfellow School, Mrs. Ida W. Lundy, 
Principal; Horace Mann School, Natalie 
Mirfield, Principal; Washington School, 
Owen B. Wright, Principal; Frances Wil- 
lard School, Lizzie Crawford, Principal. 

St. JosepH, Mo., Ernst School, Abbie C. 
Barnes, Principal; Field School, Lillie B. 
Polk, Principal; Florence School, Belle 
Ashbrook, Principal; Green Valley School, 
H. Bear, Principal; Hyde School, Minnie 
Nelson, Principal; Longfellow School, 
Nora Thompson, Principal; Musser School, 
Mamie Miles, Principal; Noyes School, 
Cecil Crawford, Principal; Owen School; 
Webster School, Fannie Brennan, Prin- 
cipal; Whittier School, Lulu Bell Garrett, 
Principal. 

-SaLtem, W. Va., Salem High School, Fred M. 
Cottrill, Principal. 

Sanpy, UtTanH, Butler School, Benjamin F. 
Lofgren, Principal; Crescent School, W. R. 
Edgel, Principal; Granite School, J. A. 
Smith, Principal; Jordan High School, E. 
W. Robinson, Principal; Midvale School, 
E. E. Greenwood, Principal; Sandy School, 
A. E. Peterson, Principal; South Jordan 
School, A. R. King, Principal; Union 
School, H. W. Burgon, Principal; West 
Jordan School, W. W. Malstrom, Princi- 
pal. 

SANForD, Marne, Longfellow School, Ruth 
T. Perkins, Principal ; Sanford High School, 
John A. Partridge, Principal. 

San Francisco, CAuir., Adams School, Helen 
F. McFarland, Principal; Argone School, 
Mary McLeran, Principal; Balboa School, 
Lucy F. Adams, Principal; Patrick Henry 
School, Frances R. Lewis, Principal; dn- 
drew Jackson School, Mrs. F. P. Bronson, 
Principal; Lafayette School, Ida Kervan, 
Principal; Le Conte School, Mrs. Elizabeth 
Scott, Principal; Jesse W. Lilienthal School, 
Annette M. Levy, Principal; Lincoln 
School; Madison School, Emma G. How- 
ard, Principal; Parkside School, Mrs. Rose 
Stolz, Principal ; Portola School, Mrs. Ida E. 
Mills, Principal; Rochambeau School, Mrs. 
T. F. Spencer, Principal; Irving M. Scott 
School, Albert Lyser, Principal; Winfield 
Scott School, Mary E. Thomas, Principal; 
Sherman School, Eliza D. Keith, Principal; 
Commodore Sloat School, E. L. Berard, 


Principal; Ungraded Primary School, 
Louise Lombard, Principal. 

SEATTLE, WasH., Horace Mann School, Dio 
Richardson, Principal. 

Sepatia, Mo., Sedalia Public Schools, C. 
A. Greene, Superintendent; Community 
Teachers’ Association, Nina K. Slater, 
Secretary; Eugene Field School; Prospect 
School. 

Summit, ILL., Summit Public Schools, D. L. 
O’Sullivan, Superintendent. 

“AKOMA, WasH., Bryant School; Edison 
School; Jefferson School, Mrs. Jennie M. 
French, Principal; Lincoln Grammar 
School; Lowell School; Madison School; 
Park Avenue School; Point Defiance School, 
Jennie M. French, Principal; Washington 
School, E. H. Butler, Principal; Sherman 
School; Whitman School, F. B. Kepner 
Principal. 


7 
oe 





F EDUCATION is to dis- 

charge its rightful function 
of leadership it must clarify its 
guiding ideals. The present is 
full of opportunity. Educa- 
tion has assumed a magnitude 
and importance that it never 
had before. The position of 
leadership has been thrust upon 
it. It has become in an em- 
phatic sense the guardian of 
the future, and there is no way 
by which it can measure up to 
its responsibility and oppor- 
tunity except through the culti- 
vation and propagation of an 
attitude or spirit that will make 
men more human and life more 
rich and beautiful.—B. H. Bode 
in The Fundamentals of Edu- 
cation. 














Tucson, Ariz., Drachman School, Julia Keen, 
Principal; Paul Lawrence Dunbar School, 
Cc. C. Simmons, Principal; Nelson A. 
Miles School, Mrs. A. B. Lineweaver, 
Principal ; Ochoa School, Mrs. Nellie Wood, 
Principal; Roosevelt School, Salome Town- 
send, Principal. 

WavukEoon, ILL., High School, Paul G. W. 
Keller, Principal. 

We pons, CoLo., Weldona High School, J. G. 
Damon, Superintendent. 

West Park, Oun1o, Lennox Park School, S. 
Grace Diggins, Principal; Longmead 
School, Hazel T. Harman, Principal; Set- 
tlement School, Mrs. Nellie M. Goldrick, 
Principal; West School, Dr. Ira L. Parker, 
Principal. 

Wituamson, W. Va., Williamson Public 
Schools, A. C. Davis, Superintendent. 

WILLIAMSPorT, Pa., Transeau School, H. E. 
Stabler, Principal. 

WILMINGTON, Det., Public School Number 
Twenty-four, Sallie R. Shaw, Principal. 
WINNETKA, ILL, Greeley School; Horace 
Mann School; Hubbard Woods School. 


Affiliated State and Local 
Associations 


Ta following associations are in 
addition to the affiliations which 
were reported in the January JOURNAL: 


February, 1922 





ATCHISON, KANs., Atchison Educational Asso- 
ciation, Alsie Lasele French, President. 
Atiantic City, N. J., Brighton Avenue 
School, Glenn C. Heller, Principal; Monte- 
rey School Teachers’ Association, \da Stil- 

son, Secretary. 

AsBuryY Park, N. J., Ashbury Park Teachers’ 
Association, Mary Lois Smith, President. 
BATTLE CREEK, Micu., Battle Creek Teachers 

Club, Lena Seas, Secretary. 

Beaurort, S. C., Beaufort High School 
Teachers’ Council, Beulah Davidson, Sec- 
retary. 

BereEA, Oun10, West Park, Ohio Teachers’ As- 
sociation, W. S. Ogilvy, Secretary. 

CuIcaco, ILL., Chicago Teachers’ Federation. 

East HARTFORD, CONN., East Hartford Teach- 
ers’ Association, P. S. Barnes, Superintend- 
ent. 

Emporia. Kans., Faculty Club of Emporia 
High school, Minta Queen, Secretary. 
GRANTEAM, PA., Faculty of the Messiah Bible 

School, Clara E. Hoffman, Secretary. 

Hampton, VA., Hampton Normal and Agri- 
cultural Institute. 

HANNIBAL, Mo., Hannibal Community Teach- 
ers’ Association, Eleanore Wisner, Secre- 
tary. 

Heser, UTAH, Wasatch County Teachers 
Association. 

KALAMAZOO, Micu., Michigan State Teachery 
Association, John P. Everett, Secretary, 
KNOXVILLE, TENN., High School Teachers’ 
Association of Knox County, William L. 

Stooksbury, County Superintendent. 

LoGAN, Oun10, Southeastern Ohio Teachers’ 
Association, Minnie Moore, Secretary. 

Los ANGELES, CALIF., High School Teachers’ 
Association. 

MAMARONECK, N. Y., Mamaroneck Teachers 
Association, J. V. Kennedy, President. 
MAYFIELD, Ky., First District Teachers’ As- 

sociation, B. H. Hester, Secretary. 

Maywoop, ILL., Proviso Township High 
School, J. L. Thalman, Principal. 

MILWAUKEE, Wis., Milwaukee Teachers’ As- 
sociation, Mima §S. Griffiths, Secretary; 
Wisconsin Teachers’ Association, M. A. 
Bussewitz, Secretary. 

MooreHEAD, MINN., Northwest Central Min- 
nesota Education Association, Katharine 
Leonard, Secretary. 

NEGAUNEE, MicH., Negaunee Teachers’ As- 
sociation, Gordon K. Lindley, Secretary. 
Oak Park, ILL., Chicago Public School Kin- 
dergarten Association, Belle Booth, Secre- 

tary. 

RAwLins, Wyo., Carbon County Teachers’ 
Association, Helen A. Irving, Secretary. 
Rep Biurr, CALIF., Tehama County Teach- 

ers’ Association, J. D. Sweeney, Secretary. 

RICHMOND, VA., Henrico County Teachers’ 
Association, Lottie M. Evans, Secretarv. 

ROSELLE Park, N. J., Teachers’ Association 
of Roselle Park, Edith H. McCallon, Secre- 
tary. 

St. CLoup, Minn., Central Minnesota Educa- 
tion Association, Karl L. Adams, Secretary. 


San Francisco, Cauir., San Francisco Prin- 
cipals’ Association, Susie A. Ward, Secre- 
tary. 

Superior, Wis., Lake Superior Teachers’ As- 
sociation, John H. Andrews, Secretary. 
UvaALpE, Tex., Trans - Medina - Cis - Pecos 

Teachers’ Institute, A. W. Evans. 

Vancouver, B. C., CANn., Vancouver Schools 
Principals’ Association, William G. Gour- 
lie, Secretary. 

WELLSVILLE, N. Y., Wellsville Teachers’ As- 
sociation, Bernice E. Gigee, Secretary. 

WESTMINSTER, Mb., Western Maryland Col- 
lege Library, Dorothy S. McDaniel, Li- 
brarian. 

West New York, N. J., Faculty of Public 
School No. 1, Dolores Mulvihill, Secretary. 

WEstTporT, CONN., Westport Teachers’ League, 
Theresa L. Custer, Secretary. 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ti ia aia ac ieee cae 


GUIDE TO NEW BOOKS’ 





a nae 


Atlas of reconstruction for schools. 
Chic., Rand, 1921. 80p. $1. 


“‘& brief history of the world war, an 
outline of new Europe, statistics of the war, 
racial frontiers of Europe and the Near 
East, and the terms of the peace treaties. 
Illustrated by twenty-eight maps and graphs.’ 
(Title page.) Excellence of the maps, refer- 
ence value of the text and low price make it 
a very desirable purchase for small li- 
braries.”—W isconsin. 


The best plays of 1920-21, and the year 
book of the drama in America; ed. 
by Burns Mantle. Bost., Small, 
1921. 471 p. $2. 


The ten selected are Deburau—The first 
vear—Enter madame—The green goddess— 
Liliom—Mary Rose—Nice people—The bad 
man—The Emperor Jones—The skin game. 

Excerpts long enough to give a fairly clear 
idea of the play are followed by short 
sketches of the play and the author, statis- 
tical summary of the New York season, 
casts and synopses of plays produced in New 
York the past year, plays that have run over 
five hundred performances on Broadway, 
birth places and dates of prominent players, 
and necrology. Index of plays and casts. 





BrawLey, BENJAMIN GrIFFITH. A 
short history of the English drama. 
N. Y., Harcourt, 1921. 260 p. $2. 


Successful in its purpose to present briefly 
the main facts for an elementary course in 
the English drama for those who have had 
one course in English literature. Discussion 
of technique is omitted. A_ bibliography 
(10 p.) makes the book valuable reference 
to more advanced students. 


Farte, Epwarp Meap. An outline of 
modern history. N. Y., Macmillan, 


1921. 166 p. $1.60. 


Based on a syllabus used in a beginning 
course on modern history outside of school. 
It is practical for the student with small 
library facilities since its readings are based 
largely on C. J. H. Hayes’ A political and 
social history of modern Europe (Booklist, 
13:346, My 17). Has appendixes on “Study- 
ing and note-taking,” “Map studies,” “Book 
reviews,” and “Historical essays.” 


McCuiure, Haven. The contents of 
the New Testament. N. Y., Mac- 
millan, 1921. 219 p. $1.50. 


Unusual in being the result of a number 
of years of teaching the New Testament as 





Titles and notes selected from The Book- 
list of the American Library Association, 78 
East Washington Street, Chicago, Illinois, 
by the senior class of the Library School of 
the University of Wisconsin, Madison, Wis- 
consin, under the direction of Miss Mary K. 
Reely, chief of the book-selection department 
of the Wisconsin Free Library Commission. 


an elective course in a public high school. 
As such the book proceeds to explain the 
make-up, source, and obscure meanings in 
the New Testament. Not the kind of text 
to which sectarian prejudice can object, since 
it does not go into “higher criticism.” 
MatTrHews, BrANper. Essays on Eng- 
lish. N. Y., Scribner, 1921. 284 p. 
$2. 

Is the English language degenerating? Is 
pure English synonymous with  pvutrism? 
What does America, as compared to Great 
Britain, speak? What are the uses or dis- 
advantages of innovations, dialects, news- 
paper forms, advertisers’ inventions? What 
of a world language? These questions are 
discussed with clarity and_ scholarliness. 
Teachers, students, and all those whose 
work interests them in words will use. 


Moses, Montrose JONAS, ed. A treas- 


ury of plays for children. Bost., 
Little, 1921. 550 p. illus. $3. 


Well named. Contents: The little prin- 
cess—The silver thread—The testing of Sir 
Gawayne—Pinkie and the fairies—Punch 
and Judy—The three wishes—The _ toy- 
maker of Nuremberg—Six who pass while 
the lentils boil—Master Skylark—Alice in 
Wonderland—The travelling man—The 
months: a pageant—The forest ring—The 
seven old ladies of Lavender town. Amus- 
ing pictures by Tony Sarg, a very nice in- 
troduction for grown-ups in the appendix 
where it should be. Reading list (3 p.). 


PANUNZIO, CONSTANTINE M._ The 
soul of an immigrant. N. Y., Mac- 


millan, 1921. 329 p. $2. 


An absorbing story of the adventures of 
an Italian boy in a foreign country, ex- 
ploited by street contractors, in lumber camps, 
and on a New England farm, his struggle 
for an education, and rise to the professor- 
ship of social science in an American uni- 
versity. As a complete presentation of the 
possible transformation of our future citi- 
zens, when given the opportunity and right 
environment, it is most illuminating. Very 
well written with a shining sincerity. In- 
teresting to high-school age and adults. 


Paxson, Freperic LoGAn. Recent 
history of the United States. Bost., 


Houghton, 1921. 
$5. 


“The age of Roosevelt” (1877 to 1921) is 
here described showing sources of important 
reforms, new governmental issues and, in a 
well-rounded out way, the motives and con- 
duct of the World war. Readable and well 
arranged for study text. Index and chapter 
bibliographies. 


603 p. illus. maps. 


Pence, RAYMOND Woopsury. A man- 
ual of the mechanics of writing. 
N. Y., Macmillan, 1921. 211 p. 
$1.25. 


“A ‘clean’ writer—that is, one who shows 
the same regard for good taste in punctua- 


05 





tion, capitalization, and the preparation of 
a manuscript that he shows in matters oi 
dress and deportment—is almost invariably 
a clean thinker,” is the author’s striking 
argument for the brief, clean-cut rules of 
punctuation, abbreviation, spelling, letter 
writing, manuscript preparation, copy edit- 
ing, and bibliographical details which be- 
cause of their simple form and index make 
it possible for the writer to have at least the 
appearance of clear thinking. 


Very 
on any desk. 


useful 


Prescott, D. R. A day in a colonial 
home; ed. by John Cotton Dana. 
Bost., M. Jones, 1921. 70 p. illus. 
$1.25; school ed., 60c. 


A day in the lives of colonial children, 
their work and pleasures, illustrated with 
pictures of the familiar things that made 
their home environment. This story came 
into existence through the building of a 
colonial kitchen in the Newark library, un- 
der the directorship of John Cotton Dana; 
students from the normal school, dressed in 
colonial clothes, explained the use of the 
kitchen utensils to school children. Ex- 
planatory notes and instructions for buildinz 
a similar kitchen are added for the informa- 
tion of teachers and librarians. 


SMITH, EL_vA SOPHRONIA, ed. Her- 
oines of history and legend. Bost.., 
Lothrop, 1921. 308 p. illus. $2. 


Heroines of history and legend; stories 
and poems. A carefully selected collection 
telling of the love, self-sacrifice, patriotism, 
daring, and loyalty of women of all races 
and times from the Hindu princess of far- 
off tradition to Edith Cavell, who was put 
to death in the late war. For girls from 
twelve to fifteen and upward. Of especial 
value to Girl Scouts and Camp Fire girls. 
Notes giving source of poems and _ stories 
are appended. 


Sovar, FRANK I. Hand craft projects 


for school and home shops. Bk. 1. 
Milwaukee, Bruce, 1921. 157 p. 
illus. 1414 x 20cm. $1.25. 


Very attractive in its straightforward dis- 
cussions with boys of the purpose of shop 
work, equipment, tools, and drawings, and 
its complete picturing and description of 
toys and other small projects of value about 
the home and of interest to a young worker. 
This book is one of a projected series. An- 
other edition is issued on cards but is for 
that reason useful to schools rather than 
libraries. 


Tart, Linwoop. The technique of 
pageantry. N. Y., Barnes, 1921. 
168 p. $2. 


The pageant as a community project is 
thoroughly analyzed, showing how the di- 
rector may assist in coérdinating the ideas 
of committees in the writing of the pageant 
text, the selection of characters, the arrange- 
ment of orchestration, and the rehearsal. 
In this book the pageant director subordi- 
nates literary or dramatic ideas of his own 
to community expression. The discussion of 
technique is followed by a _ nine-episode 
pageant descriptive of thanksgivings of peo- 
ple of different cultures and a “Historic 
festival and pageant” of Savannah, Georgia. 








een we 


a 


% 





66 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1922 
Tyter, ANNA CocsweELL. ‘[Twenty- YEOMANS, Epwarp. Shackled youth. 

; , . a , 1992 

four unusual stories for boys and Bost., oo" Monthly, 1921. 138 

: te » $1.60. 

girls. N. Y., Harcourt, 1921. 328 si 

A layman presents his ideas for a school 
p. $2. and teaching utopia with occasional caustic 


These have all been tested by years of 
story telling and have all proved favorites. 
The pictures by the Petershams have an in- 
stant appeal that grows with the reading of 
the tales. Children will like the book and 
story-tellers will use it constantly. 


comment on present methods that will rouse 
the wrath of complacent educators and de- 
light the rebels. Shows evidences of wide 
reading and broad education himself which 
give his words authority. For parents and 
other educators. Appeared in the <4tlantic 
Monthly. 


Dr. Kendall and Dr. Thompson 


T IS FITTING in this number of 
| THE JourRNAL, which is largely de- 
voted to the forthcoming meeting of the 
Department of Superintendence, to 
record the passing of two men whose 
lives of service earned prominence as 
leaders in the field of superintendence. 


R. CALVIN N. KENDALL as 

president of the Department of 
Superintendence only a year ago was 
planning its Atlantic City 
Although unable to be present at the 
meeting, he sent words of wisdom that 
will be long remembered by those who 
heard them read from the platform. 


Dr. Kendall was born at Augusta, New 
York, February 9, 1858, and died at 


meeting. 


Princeton, New Jersey, September 2, 
1921. 
The following statements selected 


from an address made by Superintendent 
David B. Corson, of the Newark 
Schools, at a meeting of the New Jer- 
sey Council of Education, are a just de- 
scription of Dr. Kendall’s service to 
education: 

“As a teacher of youth—After leav- 
ing college, Dr. Kendall taught for two 
vears in the schools of New York. There 
he learned the needs and the possibilities 
and the great function of schools of this 
type and acquired a lifelong interest 
which manifested itself in his advocacy 
The State of 
New Jersey owes him a tremendous debt 


of better rural schools. 


of gratitude for the improvement of her 
After serving at a teacher 
in rural schools, he became principal of 
the high school at Jackson, Michigan, 


where he remained a year. 


rural schools. 


“As an instructor of teachers—Dr. 
Kendall did a great service as a lecturer 
in Yale, in Columbia, and in Chicago 
Here he caught the spirit 
and learned the ideals that actuate the 
great privately endowed universities of 
He taught also in the State 
Indiana, Illinois, Wis- 


universities. 


the country. 
universities of 


consin, Iowa, and: California, where he 
caught the democratic spirit and felt the 
pulse of the great movements in higher 
education which these institutions repre- 
sent. He was also an 
teachers through the books he published 
on methods of teaching history, on meth- 
ods of teaching the fundamental sub- 
jects, and on methods of teaching special 


instructor of 


subjects. 

“As a born leader of teachers—Dr. 
Kendall was president of the Connecti- 
cut State Teachers’ Association and of 
the Connecticut Council of Education. 
He was president of the Southern Indi- 
ana Teachers’ Association and of the 
Indiana State Teachers’ Association and 
a member of the Indiana State Board of 
Education. He was president of the 
New Jersey State Sanitary Association 
and president of the New Jersey State 
Council of Education. He was a mem- 
ber of the National Council of Educa- 





RANK VP. 


THOMPSON, 


at the time of his death was super- 


who 


intendent of the Boston public schools 


and a recognized authority on com- 


mercial education. 





ALVIN 


N. KENDALL, 


long service to education won him 


whose 


recognition as a great teacher, leader, 
administrator, and author. Dr. Kendall 
was president of the Department of Su- 
perintendence during the year 1920-21. 





tion and president of the Department of 
Superintendence of the National Educa- 
tion Association. 

“As an administrator of schools—Dr. 
Kendall is best remembered as a great 
administrator of schools. He was su- 
perintendent of Jackson, 
Michigan, for five years; superintendent 


schools in 


for two years of the schools of Saginaw 
in the same State; and superintendent 
for five years at New Haven, Connecti- 
cut. From New Haven he went to 
Indianapolis where he served for ten 
years. It was at Indianapolis that he 
achieved a National reputation as a 
school executive. So marked 
success as an administrator that when 
ex-President Wilson, then governor of 
New Jersey, sought an executive for the 
reorganization and stimulation of the 
New Jersey schools, his selection of Cal- 
vin N. Kendall met with universal ap- 
proval. ‘The ten years he served as 
head of the New Jersey schools placed 
them in the front rank of the schools of 
the country. He wrought with skill, 
using great tact and professional acumen 
in his leadership. He consolidated the 
professional opinion of the State, magni- 
fied his office as a professional leader, 
and did a great service in increasing the 
efficiency of the schools. 

“Dr. Kendall not only appreciated 
his associates in a professional way, but 
his relation with them was personal and 


was his 


Vol 


frie 
one 
now 


L 


of 
mut 
of 
gre: 
Dr. 
Arl 
den 
23 


ae) 





of. 
pla 
pla 





Vol. 11, No. 2 


ee et ee 





friendly. He was a friend—our friend— 
one whom we admired and whom we 
now sincerely mourn.” 


R. FRANK V. THOMPSON, 
[DD superintendent of the public schools 


of Boston, busy 
much of the time during the last weeks 
of his life helping with plans for the 
great meeting in Boston in July, 1922. 
Dr. Thompson was born at Batesville, 
Arkansas, July 28, 1874, and died sud- 
denly at his home in Boston, October 
23, 1921, as a result of ptomaine poison- 


Massachusetts, was 


THE JouRNAL OF THE NATIONAL EpucATION- AssocIATION 


ing. Superintendent Frank W. Ballou 
of the Washington (D. C.) 
who was formerly associated with Dr. 
Thompson in the Boston schools, pre- 


schools, 


pared the follqwing statement for THE 
JOURNAL: 

“Dr. Thompson’s rise in the profes- 
sion was rapid. For two years he was 
principal of the North Walpole, New 
Hampshire, Grammar School. He then 
became instructor in mathematies in the 
high school at Lawrence, Massachusetts, 
and later became head master of an ele 


mentary school in that city. He came to 





® 


at & 


ae 
se 





UNKER HILL MONUMENT in Charleston recalls a famous battle for 


freedom as well as Webster's speech at the laying of the cornerstone. No section 


of the country is richer than New England in historic shrines. 


Many teachers now 


plan to spend a period following the Boston meeting next summer visiting historic 
places and gathering inspiration for the teaching of history and literature. 


67 


1901 as 
sequently he was made junior master in 
the South Boston High School, where 
he served until 1906. In 
sent to Europe to study the systems of 


Boston in sub-master. Sub 


1906 he was 


commercial education in Italy, Switzer- 
land, Austria, Germany, Belgium, and 
France. As a result of his report, the 
School Board of Boston established the 
High School of Commerce, of which 
Dr. Thompson was made the first head 


master. From that time he was con- 
sidered an authority on Commercial Edu- 
cation. In 1910 he became Assistant 


Superintendent of Schools, and was 
given charge of commercial and indus 
trial education in Boston. ‘The Boston 
School was largely his 
1911-12 he 
member of the Committee on School In- 
quiry in New York City, investigating 
Commercial 1918 Dr. 
‘Thompson was elected Superintendent of 
Schools to succeed Dr. F. B. Dyer, who 


retired. 


Continuation 


creation. In served as a 


Education. In 


“Dr. Thompson was a member of the 
Advisory Committee of the Council of 
National member 
of the Massachusetts Committee on Pub- 
lic Safety. He director in the 
Boston City Club, of which he was a 
charter member. 
of the Harvard Association, 
Sons of the Revolution, 
Knights of Columbus, Twentieth Cen- 
tury 


Defense, and also a 


Was a 


He was also a member 
Teachers’ 
American 


Club, American Civic Association, 
National Education Association, and the 
Association for the Advancement of In- 
dustrial Education. 


“The outstanding characteristic of the 
life of Dr. Frank V. Thompson is serv- 
ice. He studied systematically, both in 
private and in institutions, in order the 
better to fit himself to serve. He enter- 
tained no thought of personal advantage 
for himself, but always looked forward 
to larger opportunities to render educa- 
tional service. By his untimely passing 
the educational profession has lost a 
brilliant leader who had not reached the 
His educa- 
tional record is one of unusual achieve- 
ment. 


climax of his possibilities. 


His brief life of personal sacri- 
fice in order to prepare for a life of 
professional inspiration. 
Boston, the Commonwealth of Massa- 
the Nation have 
lost a most promising educational leader. 
Many outstanding features of the Bos- 
ton school system are monuments to the 


service is an 


chusetts, and indeed, 


educational philosophy and vision of 


Superintendent —Thompson.” 








Bond issues, architects, contracts let, and other essential information. 


buildings. More reports have been received than can be published in this issue. 


Name of State 
and County 


SCHOOL-BUILDING PROGRESS 








Name of Town 
or District 





1 


Alabama 
Tuscaloosa... . 
Tuscaloosa..... 

Arizona 
Coconino...... 
Maricopa...... 





California 
Mendocino. . 
Mendocino..... 
Mendocino... .. 

Connecticut 
New London... 

Florida 
ee 
Georgia 
Madison....... 
Lo 
aS 
Idaho 
Boundary..... 
Illinois 
Crawford...... 
Henderson..... 
Henderson..... 
Henderson... ..| 
ee. 
Indiana 


Dearborn. ..... 
Dearborn. ..... 
Hancock....... 
St. Joseph..... 
St. Joseph..... 

lowa 
OS ee 


se) 
3 
° 
= 
= D 


oS Ee: 
BOCA, ove seen 
; eo 
Kansas 
Cheyenne...... 
Labette....... 
Louisiana 
East Feliciana. . 
Maine 
Aroogstock...... 
Massachusetts 
Hampden...... 
Middlesex...... 
Middlesex...... 
Worcester...... 


Michigan | 
Chippewa...... 
Dickinson...... 

ak 
Winston... .... 
Winston....... 

Missouri 
Wack bs os 
New Madrid... 
New Madrid... 
New Madrid... 

Montana 

Meagher....... 


Nevada 
5 eee 
New Jersey 
At lant ic. 


OSWEEO......«<. 
Steuben....... 


Northport...... 
MNT edad «2/42 <3 


ON eee 


MRS x/nic< s.acrb+ er 


a ee 
H. S. Bragg | Dist.. 
Hopland. . 

i ae 


fe 


Wesley C er 
Screven...... 


Cedartown....... 


Bonners Ferry... . 


Mt. Pleasant...... 
Terre Haute Twp.. 
Grove Hill Dist... 
BPOOOSTO.. <4... .. 
es Cc Le 3s 


V. B. Township. .. 
sits Su 
EMMSUOTO.......... 
Brandywine Twp. . 
South Bend....... 
South Bend....... 


eee re 


Central City 


lO ee 
oS an 


TS ee 


Oswego... 


3 Aes eee eee 


Presque Isle... ... 


Long Meadow.... 
Laeeeeeeh. ... 000 << 
Weeuwra......... 


eee 


Rudyard......... 
Channing. .....<..<. 


DASSIIOB os. 5o:s.6 arco 
SN oc <4 60-0 


White Sulphur 
ee 


Carson City..... 


Hammonton...... 
Somerville........ 


IR ava axe a. 5-4 
a ee 








Name and Kind 
of Building 


SIMs 'o's cons his ss aa 
MS. « «dealt 


Jr. & Sr. — P 
High . oii 


| AARP ree 
Elementary....... 
Rr ee 
ER ee 
OS Se. 
Pave room’. ....... 
sue OOM. ....°..... 
NS cc Cas. | 
BRS Sc cicero 


I es eke Or" 


open 


Grade. . 
Grade.. 


Comm unity High. 


High addition..... 
Grade & High..... 
Grade & High..... 


RP ASSES. 
ar. ee & Grade.. 


Grade.. 

High & Grade 
Consolidated... 
Consolidated. . . 
High & Grade..... 


Rural High....... 
County High. . 


Reh... Luise ae 


Normal. «s oese5 x2 


Junior High...... 


Junior High...... 


Elementary....... 


Addition to 


Grammar....... 


Consolidated...... 


High & Elementary 
High & Elementary 
High & Elementary 


High. . 


Seat- 
ing 
Ca- 

pac- 
ity 


400 
500 


500 
350 


300 


300 
500 
500 
400 








[68] 








| Cost of | 
Building 
or Date 
Amount | Author- 
of ized 
Appro- 
priation 
5 6 
26,400 | 7/14/21 
48,750 | 10/31/21 
275,000 8 /—/20 
175,000 | 3/--/20 
10,000 6/25/21 
80,000 9/—/21 
25,000 6/22/21 
200 , 000 4/—/21 
60,000 | 6/14/21 
7,000 —/21 
20,000 5/—/20 
50,000 | 11/ 8/21 
88,000 | 6/19/20 
5,000 | —/—/21 
60 , 000 —/18 
10,000 | —/—/21 
8,500 | —/—/21 
60,000 | —/—/21 
3,500 | —/—/21 
37,000 | —/—/21 
30,000 | —/—/21 
45 ,000 3/—/21 
760,000 9/—/20 
150,000 | 12/—/20 
600,000 | —/—/20 
60,000 | —/—/20 
50,000 | —/—/21 
125,000 3/17/20 
60 , 000 4/ 1/20 
4,000 | 10/ 3/21 
20,000 | —/—/21 
150,000 | 6/—/20 
175,000 | 12/—/20 
50,000 | —/—/21 
30,000 | —/—/21 
30,000 | —/—/21 
50,000 7/—/21 
75,000 | —/—/21 
6,000 8/28/20 
6,000 8/28/20 
22,000 4/—/21 
30,000 | --/—/21 
30,000 | —/—/21 
20,000 | —/—/21 
75,000 | 6/ 6/20 
30,000 | —/—/21 
29 ,000 7/22/21 
250,000 | 11/22/21 
500 , 000 9/10/20 
500 , 000 5/ 8/20 


School officers are requested to send reports on all new 


Others will appear later. 














6/—/21 
3/—/22 
1/—/22 
8/—/21 
“g/—/21 
8/ 1/21 
8/ 1/21 
8/—/21 
4/—/22 
6/—/21 
—/—/22 
9/26/21 
12/ 3/21 
9/14/21 
—/—/21 
7/12/21 


—s 


Name of 
Architect 





C. M. Ayres 
PD. O. Whilldin 


Norman E. Marsh 

Lesher, Kibbey & 
Mahoney 

N. R. Coulter 

N. R. Coulter 

N. R. Coulter 

W. T. Towner 

J. A. Rogers 


Alexander Blair iB 
Edwards& Sayward 


es eee 


R. C. Munroe..... 


H. B. Conant 


iD, aes ee. sso 
W. De Witt...... 


a m. BOVE. ......% 


L. McConnel 

A. F. Pillsbury 
Aldrich & Aldrich 
Aldrich & Aldrich 
J. Hannifin 


J. L. Nichols 
Nich. Volgelsong 
James Bailey 
Garner 

E. R. Austin 

W. W. Schneider 


Miller, Fullemwider 


& Dowling 
Mayberry . 
Mayberry 
Howard Burr 


T. W. Williamson 
Elder & Son 


J. T. Nolan 


Date Name of School 
Contract | Officer in Charge 
let or to 

be let 

7 8 
7/14/21 | P. B. Traweek..... 
—/—/21 | D. L. Smith... ... 
—/—/— | J. Q. Thomas..... 
9/28/21 | A. E. Haage..... 
10/ 1/21 | B.Gowan...... 
10/ 1/21 | Mrs. O. Clark.. 
—/—/21 | J. D. Metzeler. 
7/—/2i | B. P. Bishop... .. 
—/—/21 | C.R. M. Sheppard. 
—/—/— | W. W. Howington.|......... 
12/—/21 | L. W. Herrington. . 
—/—/— | W. W. Mundy.... 
—/—/21 | Mary A. Adams... 
5/—/21 | R. T. Painter. .... 
5§/—/21 | John Gridley...... 
5/—/21 | John Peasley...... 
—/—/21 | W. A. Graves..... 
—/—/21 | A. Hedrick....... 
2/—/22 | A. J. Woods..... 
2/ 1/22 | W. Meyers...... 
—/—/21 | C. A. Anderson.. 
10/—/20 | W. W. Borden. 
5/—/21 | W. W. Borden. . 
—/—/21 | F. W. Hicks....... 
W. J. Yourd...... 
Ce > ee ae 
—/—/21 | C.H. Petty....... 
4/24/20 | C. G. Blochwitz... 
4/—/21 | C. A. Templer.... 
ae D. L. Katterjohn.. 
1/—/22 | E. R. Walles.. 
7/15/20 | S. L. Merriman. 


G. L. Mansur 


Frank I. Cooper 
Edw. Clarke 
H. B. Prescott 


Clemence 


State plans 


<a G. Parmallee 
E. G. Smith. .....]| Emmett Hull 
B. W. Parker. ....]| Emmett Hull 
tc. CC. Coleman....|....... 2.020. see 
At ae ree 


Chas. Latimer..... 
5. F. Bemtem...... 


7, A, emnee. 6... 


F. E. 


C. I. Littlefield.... 
T. Latimer Brooks. 


Frederick Leighton 
Frederick Carder. . 





Meder...... 


Clymer Arct. Co. 
Lindsay Arct. Co. 
Arnold & Van House 
Ferris & Son 

H. A. Hill 

J. A. Randall 


F. H. Dewey & Co., 
Howard Greenley 





' 
, 


— 


rr 


tu 
ti 


Ex 


sul 


ey 





Department of Superintendence 





Tentative Programs for Its Meeting and for the Meetings of Other Departments of Tie National Education 
Association and Affiliated Organizations at Chicago, Illinois, February 24—March 2, 1922 


LANS for the Department of 

Superintendence and other meet- 

ings to be held at Chicago have 
gone forward rapidly during the past 
month. President Jones and Secretary 
Shankland of the Department made a 
special trip to Washington in the inter- 
ests of the program. ‘They report excel- 
lent prospects for strong speakers. 

The general plan of this program is 
designed to project a panorama of 
country-wide educational needs. The 
plan as proposed is general in character 
that it may, if desired, serve as a basis 
for detailed study of the issues regarded 
in administrative circles as fundamental 
and insistent upon solution. 

1. What types of education does this 
country require? 

2. What physical property will be 
necessary to insure its promotion? 

3. What technique in education may 
be expected from our advanced curricula? 

4. How much education can _ the 
country afford? How much more can 
we secure for our money through elimi- 
nation of wasteful processes and organi- 
zation ? 

5. What benefits shall accrue to the 
children of the United States through 
public education ? 

All meetings of the Department of 
Superintendence, except as otherwise 
noted, will be in the Auditorium Theatre. 


Saturday Evening 
February 25, 1922 
The National Society for the Study of Educa- 
tion—Elizabethan Room, Congress Hotel. 
Monday Morning 
February 27, 1922 
Department of Superintendence 


A. The Outlook in Education (1) for Cul- 
tural Education; (2) for Technical Educa- 
tion; (3) for Commercial Education. 

B. Business Meeting—Nominations of of- 
ficers from the floor. 


Monday Afternoon 
February 27, 1922 
Department of Superintendence 
Gold Room, Congress Hotel 


Executive Session as Authorized at Atlantic 
City-and Des Moines 


1. A constitution and by-laws will be 


submitted for consideration. 


2. Official decision upon the financial pol- 
icy of the Department. 

3. A review will be made of all groups 
which may be considered for allied relation- 
ship with the Department; final decision to 
be made by vote of the Department. 

4. Reports of committees. 

5. Any or all business which may be pro- 
posed by members of the Department. 


Other Meetings 


National Council of Education—Tiger Room, 
Hotel Sherman. 

Department of Rural Education—Florentine 
Room, Congress Hotel. 

National Association of Secondary School 
Principals—Red Room, Hotel La Salle. 


OBINSON GODFREY JONES, 

President of the Department of 
Superintendence, 1921-22, whose pro- 
gram appears herewith. 





National Society of College Teachers of Ed- 
ucation—Ball Room, Auditorium Hotel. 

National Council of State Departments of 
Education—Pine Room, Stratford Hotel. 

City Training School Section—East Room, 
Hotel La Salle. 

Council of Primary Education—Elizabethan 
Room, Congress Hotel. 

Department of Elementary School Princi- 
pals—Cameo Room, Morrison Hotel. 


Monday Evening 


February 27, 1922 


Department of Superintendence 


A National Educational Policy—To be pre- 


sented by an official representative from 
the U. S. Government at Washington. 


[69] 





Tuesday Morning 
February 28, 1922 


Department of Superintendence 


Building and Physical Equipment—This 
program, which is in charge of Superintend- 
ent Randall J. Condon, Cincinnati, Ohio, 
will be as extensively and intensively pre- 
sented as time will permit. In addition to 
the speaking program, there will be a visual 
program of plans, exterior, details of equip- 
ment, and construction costs of the finest 
school buildings in the country. It will be 
supplemented by an exhibit in a separate 
room. 

It will be esteemed a great favor if any 
superintendents who have constructed new 
buildings or know of successful construction 
or plans will submit them to Dr. Condon for 
consideration. 


Tuesday Afternoon 


February 28, 1922 


The allied groups, each in its own fash- 
ion, will discuss building operations and 
equipment as applied to particular interests. 


National Council of Education—Tiger Room, 
Hotel Sherman. 

Department of Rural Education—Florentine 
Room, Congress Hotel. 

National Association of Secondary School 
Principals—Ball Room, Hotel La Salle. 

National Society of College Teachers of Ed- 
ucation—Ball Room, Auditorium Hotel. 

City Training School Section—East Room, 
Hotel La Salle. 

Department of Elementary Sehool Princi- 
pals—Cameo Room, Morrison Hotel. 
National Association of Directors of Educa- 
tional Research—Gold Room, Congress 

Hotel. 

National Association of High-School Super- 
visors and Inspectors—Banquet Room, 
Auditorium Hotel. 

Department of Vocational Education—Crys- 
tal Room, Hotel Sherman. 


Tuesday Evening 


February 28, 1922 


National Society for the Study of Educa- 
tion—Joint meeting with the Depart- 
ment of Superintendence in the Audi- 
torium Theatre. 

National Council of Education—Tiger Room, 
Hotel Sherman. 

Department of Rural Education—Florentine 
Room, Congress Hotel. 

National Association of Secondary School 
Principals—Ball Room, Hotel La Salle. 


Wednesday Morning 


March 1, 1922 
Department of Superintendence 


An analytic study of the process of financ- 
ing education on an economic as well as on a 
social basis. 

In charge of Dr. Thomas E. Finegan,. 
State Superintendent of Public Instruction, 
Harrisburg, Pennsylvania. 

11:00 A. M.—6:00 P. M., ballot boxes open 
for voting. 








EONARD POWER, who was 

elected president of the National 
Association of Elementary School Prin- 
cipals when it was organized at Atlantic 
City in February, 1921, and continued 
as president of the organization when in 
July, 1921, it became the Department of 
Elementary School Principals of the 
National Education Association. Mr. 


Power's program appears on another 


page. 


Wednesday Noon 


March 1, 1922 


Department of Superintendence 


Elizabethan Room, Congress Hotel 


A study of the advancement in the tech- 
nique of education. Luncheon meeting in 
charge of Mr. J. W. Studebaker, Superin- 
tendent of Schools, Des Moines, Iowa. 


Wednesday Afternoon 
March 1, 1922 


National Council of Education—Tiger Room, 
Hotel Sherman. 

Department of Rural Education—Florentine 
Room, Congress Hotel. 

National Association of Secondary School 
Principals—Ball Room, La Salle Hotel. 

National Society of College Teachers of Ed- 
ucation—Ball Room, Auditorium Hotel. 

National Council of State Departments of 
Education—Pine Room, Stratford Hotel. 

Department of Elementary School Princi- 
pals—Cameo Room, Morrison Hotel. 

National Association of Directors of Educa- 
tional Research—Gold Room, Congress 
Hotel. 

National Association of High School Super- 
visors and Inspectors—Banquet Room, 
Auditorium Hotel. 

Department of Vocational Education—Crys- 
tal Room, Hotel Sherman. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Wednesday Evening 


March 1, 1922 
Department of Superintendence 


This evening will be given over to the 
regular college dinners. An informal inter- 
collegiate dinner will be given at the Hotel 
La Salle under the management of Mr. 
Frank Cody, Superintendent of Schools, De- 
troit, Michigan. Tables will be arranged 
for all colleges not holding dinners of their 
own. <A program of especial interest is 
under preparation. 


Thursday Morning 


March 2, 1922 
Department of Superintendence 


This program will set up the ideals to be 
achieved by public education. Dr. W. O. 
Thompson, President of Ohio State Uni- 
versity, will make the opening address. 

Final business session. 


Thursday Afternoon 


March 2, 1922 
Round Tables and Meetings 


Superintendents of Cities under 25,000—Red 
Room, Hotel La Salle. Leader, Theodore 
Saam, Superintendent of Schools, Council 
Bluffs, Iowa. 

Superintendents of Cities 25,000 to 100,000— 
Ball Room, Auditorium Hotel. Leader, 
E. A. Smith, Superintendent of Schools, 
Evanston, Illinois. 

Superintendents of Cities 100,000 to 250,000— 
Hotel Sherman. Leader, Z. E. Scott, 
Superintendent of Schools, Louisville, 
Kentucky. 

Superintendents of Cities 250,000 to 450,000— 
Pine Room, Stratford Hotel. Leader, 
Jesse H. Newlon, Superintendent of 
Schools, Denver, Colorado. 

Superintendents of Cities over 450,000— 
Green Room, Congress Hotel. Leader, 
William L. Ettinger, Superintendent of 
Schools, New York City. 

County Superintendents—Florentine Room, 
Congress Hotel. Leader, Edwin J. Tobin, 
Superintendent of Schools, Cook County, 
Illinois. 

Department of Rural Education—Florentine 
Room, Congress Hotel. 

National Association of Secondary School 
Principals—Ball Room, Hotel La Salle. 

Department of Elementary School Princi- 
pals—Cameo Room, Morrison Hotel. 

National Association of Directors of Educa- 
tional Research—Gold Room, Congress 
Hotel. 


Thursday Evening 


March 2, 1922 


National Association of Directors of Educa- 
tional Research—Florentine Room, Con- 
gress Hotel. 

International Kindergarten 
Room, Congress Hotel. 


Union—Gold 


HE OFFICERS of the Department of 
Superintendence are: president, R. G. 
Jones, superintendent of schools, Cleveland, 
Ohio; vice-president, Will C. Wood, State 


commissioner of education, Sacramento, 











February, 1922 


Calif.; second vice-president, E. C. 
superintendent of schools, Philadelphia, Pa.; 
treasurer, Ira B. Bush, superintendent of 
schools, Erie, Pa.; secretary, S$. D. Shankland, 
Willoughby, Ohio; executive committee— 
Jesse H. Newlon, superintendent of schools, 
Denver, Colo.; Frank Cody, superintendent 
of schools, Detroit, Mich.; Randall J. Con- 
don, superintendent of schools, Cincinnati, 
Ohio; J. H. Beveridge, superintendent of 
schools, Omaha, Nebr. 


Broome, 


HE NATIONAL COUNCIL OF EDv- 

CATION of the National Education As- 
sociation wili meet in the Tiger Room of the 
Hotel Sherman, Chicago, February 27, 28, 
and March 1 
Monday afternoon, February 27, at 2:00 
p.M., Dr. H. H. Seerley, Cedar Falls, Iowa, 
will give an address of ten minutes on The 


, 1922. At the first session, on 


Elimination of Educational Waste. Mrs. 
Josephine Corliss Preston will speak on The 
Inverted Torch. After the secretary’s re- 
port and roll call, Dr. J. J. Tigert, U. §. 
commisioner of education, will talk on Re- 
cent Educational Progress in the United 
States. Miss Charl Ormond Williams, presi- 
dent of the National Education Association, 
Memphis, Tennessee, will speak on The 
Hope and the Result of American Educa- 
tion. Mr. John F. Sims, chairman, Stevens 
Point, Wisconsin, will give the semi-final 
report of the Committee on Rural Educa- 
tion; Mr. C. P. Gary, chairman, Madison, 
Wisconsin, will give the final report of the 
Committee on State Administration of 
Schools; and Mr. Charles McKenny, Ypsi- 
lanti, Michigan, will give the preliminary 
report of the Committee on American Teach- 
ers’ Colleges. A short business session will 
follow. 

At the second session, Tuesday afternoon, 
February 28, Mr. R. G. Jones, president of 
the Department of Superintendence, will 
give a twenty-minute address on Great Edu- 
cational Accomplishments. Mr. Charles i. 
Judd, chairman, Chicago, Illinois, will give 
a sub-committee report on Reorganization 
of Seventh, Eighth, and Ninth Grades; Mr. 
James Glass, State Department, Harrisburg, 
Pennsylvania, will speak on The Junior 
High School Program of Studies, and Mr. 
J. H. Bentley, Duluth, Minnesota, will talk 
on Junior High School Buildings. Miss 
Katherine D. Blake, chairman, New York 
City, will give the semi-final 
Changes Needed in the Elementary School 
Courses, and Mr. Harlan Updegraff, chair- 
man, Philadelphia, Pennsylvania, on Par- 
ticipation of Teachers in School Manage- 
ment. 

At the third session, February 28, at 8 
P.M., a short business meeting will be held. 
Following this, Dr. Thomas D. Wood, chair- 
man, New York City, will speak on Health 
Problems in Education, and Dr. A. Duncan 
Yocum, chairman, Philadelphia, Pennsyl- 
vania, will talk on The Teaching of De- 
mocracy. 


report on 





- =— —_- 


.. 


) 


Se ee ee ae 


ca. 
D. 
St 





are eee 


Vol. 1/1, No. 2 


— —— 


At the fourth session, Wednesday after- 


noon, March 1, after a business meeting, 
reports of progress of committees of fifteen 
minutes each will be given by the following: 
Miss Adelaide Steele Baylor, Washington, 
D. C., on Vocational Education; Miss Cora 
Wilson Stewart, Frankfort, Kentucky, on 
Adult Illiteracy; Mr. J. W. Carr, Frankfort, 
Kentucky, on Teacher Welfare; Mr. A. J. 
Matthews, Tempe, Arizona, on State Levies 
and Other State Funds; Dr. A. E. Winship, 
Boston, Massachusetts, on Educational Sur- 
Walter A. Jessup, 
Iowa, on Graduate Fducation; Mr. Milton 
Bennion, Salt Lake City, Utah, on Character 
Education; and Mr. J. M. Gwinn, New Or- 


leans, Louisiana, on The Continuity of Edu- 


veys; Mr. lowa City, 


cation. 

The officers are: president, Dr. Homer H. 
Seerley, Cedar Falls, lowa; vice-president, 
Mrs. Josephine Corliss Preston, Olympia, 
Washington; secretary, Miss Adelaide Steele 


Baylor, Washington, D. C. 


HE NATIONAL COUNCIL of State 
Departments of Education will hold two 
sessions in the Pine Room of the Stratford 
Hotel, at Chicago, February 27 and March 
1, 1922. 
afternoon meeting, at 2 p.M. will be Or- 


The general topic at the Monday 
ganization and Control. Mr. George M. 
Ford, State superintendent of public instruc- 
tion in West Virginia, will speak on The 
Function and Composition of a State Board 


of Education. The discussion will be led 





RNEST BURNH4AM < is president 
of the Department of Rural Edu- 
cation for 1921-22. Dr. Burnham is 
Director of Rural Education in the 
State Normal School, Kalamazoo, Mich. 


by Miss Catherine L. Craig, Denver, Colo- 
rado. Mr. Thomas Johnson, State superin- 
tendent of public instruction in Michigan, 
will give The Methods of 
Qualifications for County Superintendents. 
The discussion will be led by Miss Kathe- 
rine Morton, Wyoming. Miss 
Annie Webb Blanton, State superintendent 


Selecting and 


Cheyenne, 


of public instruction in Texas, will speak 
on What Can a State Department of Edu- 
cation do to Acquaint the Public with the 
Conditions and Needs of the Schools? The 
discussion will be led by Mr. John V. Con- 
way, Sante Fe, New Mexico. Dr. J. J. Ti- 
gert, U. S. Commissioner of Education, will 
give an address. At the roll call following, 
each State superintendent may talk on any 
educational matter he chooses. 
Organization and Control will be the gen- 
eral topic at the Wednesday afternoon ses- 
sion, March 1, at 2 p.m. in the Pine Room 
of the Stratford Hotel. Miss Charl O. 
Williams, president of the National Educa- 
tion Association, will give an address. Mr. 
Will C. Wood, State superintendent of Cali- 
fornia, will speak on The Powers and 
Duties of Chief State Educational Officers. 
A discussion will follow, led by Dr. A. O. 
Thomas, State 
Mr. Ernest W. 
tendent for 


superintendent of Maine. 
Butterfield, State superin- 
Hampshire, will talk on 
The State Superintendent and His Relation 
The discussion 
will be led by Mrs. Josephine Corliss Pres- 
ton, State of Washington. 
Dr. Frank P. Graves, State commissioner of 
education in New York, will speak on Bal- 
ance and Control in Educational Affairs Be- 
tween State and Local Communities. The 
discussion will be led by Miss Minnie J. 
Nielson, State superintendent of North Da- 
kota. Roll call will follow. 

The officers are: president, P. E. McClen- 
ahan, State 


New 


to Vocational Education. 


superintendent 


superintendent of public in- 
struction, Des Moines, Iowa; secretary, G. 
H. Reavis, dean of the school of education, 
University of Pittsburgh, Pittsburgh, Penn- 


sylvania. 


HE DEPARTMENT OF RURAL EDU- 
CATION of the National Education 
Association will meet in Chicago, February 
27 to March 2, 1922. Except as otherwise 
indicated meetings will be in the Florentine 
Room of the Congress Hotel. 
Leadership and Achievement in Rural Edu- 
cation will be the topic on Monday 
noon, February 27, at 2 P.M. 


after- 
President Er- 
nest Burnham, director of rural education, 
Normal School, Kalamazoo, Michigan, will 
talk on Resources in Rural Education. Mr. 
E. C. Lindeman, State College, Greensboro, 
North Carolina, will discuss Contributions 
of the American Country Life Association 
to Rural Education. Miss Charl O. Wil- 
liams, superintendent of Shelby County 
schools, Memphis, Tennessee, and president 
of the National Education Association, will 
speak on Leadership of the County Superin- 


Tue JourNAL oF THE NATIONAL EpucaTion AssociATION 71 





ORACE dA. HOLLISTER, presi- 

dent of the National Association 
of High School Inspectors and Super- 
visors, is high school visitor and pro- 
fessor of education in the University of 
Illinois, Urbana, Illinois. 


Rural 
Following 


tendent in Education and 


Life. 


liminary 


Country 
announcements and pre- 
business a general reception will 
be had from 4:30 to 5:30. 

The Rural High School will be the topic 
on Tuesday afternoon, February 28, at 2 
P.M. Mr. Thomas H. Briggs, department 
of secondary education, Teachers’ College, 
Columbia University, New York City, will 
talk on The Objectives of Public Education 


in America. Mr. Clyde M. Hill, State 
Teachers’ College, Springfield, Missouri, 
will discuss The Junior High School in 


Rural Communities. Mr. E. M. Phillips, 
inspector of high schools and director of vo- 
cational education, St. Paul, Minnesota, will 
speak on The Small Community High School. 
Mr. F. P. O’Brien, 


Lawrence, 


University of Kansas, 
Kansas, will talk on Problems 
and Methods in the Organization of Rural 
Community High Schools. 

The Rural School of Tomorrow will be 
the topic on Tuesday evening, February 28, 
at 8 p.m. All members of the Association 
are invited to attend. Each number will be 
Mr. C. G. 


Sargent, College of Agriculture, Fort Col- 


illustrated with moving pictures. 


lins, Colorado, will speak on Consolidated 
Schools of the Mountains, Valleys, and Plains 
of Colorado. Miss Mary E. Sabin, principal 
The Chazy Consolidated School, Chazy, New 
York, will describe The Chazy Rural Educa- 
tion Palace. Dr. A. O. Thomas, State super- 
intendent of schools, Augusta, Maine, will 
talk on A Rural Teachers’ Plattsburg. 

Five section meetings will be held Wed- 
nesday afternoon, March 1, at 2 P.M. At 








J] 
tN 


Section I, State Supervisors and Inspectors 
of Rural Schools, the following program will 
be given: The Improvement of Teachers in 
Service (a) Through Teachers’ Institutes— 
Miss Georgina Lommen, University of 
Minnesota, Minneapolis, Minnesota; (b) 
Through Supervision—May Trumper, State 
superintendent of schools, Helena, Montana; 
County Educational Campaigns—Josie Hen- 
derson, extension division, University of Kan- 
sas; A Constructive Yearly Program for the 
State Rural Supervisor—John M. Foote, de- 
partment of education, Baton Rouge, Louisi- 
ana. 

At Section II, County Superintendents and 
Rural School Supervisors, Mr. L. J. Bennett, 
superintendent of schools of Miami County, 
Ohio, will discuss The Use of Tests and 
Measurements in Rural Schools. Mr. J. S. 
Hoffman, superintendent of schools, Hunter- 
don County, New Jersey, will speak on Real 
Supervision for Rural Schools; Miss Ellen 
B. McDonald, Oconto, Wisconsin, The 
Curse and Cure of the County Superintend- 
ency; Mr. A. F. Harman, superintendent of 
Montgomery County schools, Montgomery, 
Alabama, The County Unit Plan of High- 
School Consolidation; Miss Fannie W. Dunn, 
Teachers College, Columbia University, 
New York City, Report of the Section Com- 
mittee. A business meeting will follow. 

At Section III, Rural Normal Directors, 
Mr. Charles E. Benson, State Teachers’ Col- 
lege, Cape Girardeau, Missouri, will speak 
on The Output of Normal School Graduates 
Entering the Field of Rural Teaching. The 
report of the Section Committee on the Prep- 
aration of Rural Teachers will be given by 
the chairman or a member of the committee. 
Mr. W. C. Bagley, Teachers College, New 
York City, will discuss the Findings and 
Recommendations of the New York Rural 
School Survey on the Status and Preparation 
of Rural Teachers. Mr. Harold W. Foght, 
Normal School, Aberdeen, South Dakota, 
will speak on Content and Character of the 
Course in Rural Sociology for Rural Nor- 
mal Students. A business meeting will fol- 


low. 
At the meeting of Section IV, Vocational 
Directors and Rural Extension Workers, 


there will be a report of progress from the 
Committee on the Codperation of Smith- 
Hughes and Smith-Lever Forces. Mr. E. G. 
Kelly, State Agricultural College, Manhat- 
tan, Kansas, will talk on Insect Control 
Teams for Rural Communities. Junior Ex- 
tension Work as developed through the pub- 
lic schools, independent of them, and by the 
Federal Government will be discussed by 
three speakers. A business meeting will fol- 
low. 

At the meeting of Section V, Village and 
Consolidated School Principals, a program 
designed to deal chiefly with the organiza- 
tion and possibilities of the consolidated 
school located in a small town or village 
wiil be carried out. 

The closing session of the Department on 
Thursday afternoon, March 2, 2 p.m., will 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 1922 





be held in conjunction with the County Su- 
perintendent’s Section of the Department of 
Superintendence under the direction of Su- 
perintendent E. J. Tobin, Chicago, Illinois. 
Commissioner Frank P. Graves, of New 
York, will give an address on The New York 
State Rural School Survey. This address 
will be followed by questions and discus- 
sion. At 3:30 p.M. a general business meet- 
ing of the Department and election of officers 
will be held. 

The officers of the Department are: Presi- 
dent, Ernest Burnham, Normal School, Kala- 
mazoo, Michigan; vice-president, J. C. Muer- 
man, U. S. Bureau of Education, Washing- 
ton, D. C.; secretary, Mabel Carney, Teach- 
ers College, Columbia University, New York 
City. 





LLA VICTORIA DOBBS, presi- 
dent of the National Council of 
Primary Education, is a member of the 
faculty of the University of Missouri, 
Columbia, Missouri. 





EPARTMENT OF VOCATIONAL 

EDUCATION and Practical Arts will 
hold meetings Tuesday and Wednesday 
afternoons, February 28 and March 1, 1:30 
P.M., in the Crystal Room, Hotel Sherman, 
Chicago. At the Tuesday afternoon 
sion, Dr. C. A. Prosser, of Dunwoody Insti- 
tute, Minneapolis, Minnesota, and Mrs. 
Susan M. Dorsey, superintendent of schools, 
Los Angeles, California, will speak on Part- 
Time Education. A general discussion will 
follow. Mr. T. E. Johnson, State superin- 
tendent of public instruction, Lansing, Michi- 


ses- 


gan, and Mr. I. I. Cammack, superintendent 


of schools, Kansas City, Missouri, will speak 
on Differentiation between Vocational In- 
dustrial Education and General Manual 
Training or Industrial Arts. A general dis- 
cussion will follow. 

On Wednesday afternoon, March 1, Miss 
Anna E. Richardson, chief home economics 


education service, Federal Board for Voca- 
tional Education, Washington, D. C., and 
Miss Wylle B. McNeal, State supervisor of 
home economics, St. Paul, Minnesota, will 
talk on Fundamental Problems in Voca- 
tional Home Making in the High School. 
General discussion. Mr. J. H. Beveridge, 
superintendent of schools, Omaha, Nebraska, 
and Mr. E. C. Hartwell, superintendent of 
schools, Buffalo, New York, will speak on 
Is Expenditure of City Funds for Evening 
Adult Vocational Education Justifiable? 
General discussion. 

The officers are: president, Mr. W. H. 
Bender, education, 
Des Miss Alma 
Merwin, State supervisor home economics, 
Des Moines, Iowa. 


director of vocational 


Moines, Iowa; secretary, 


ATIONAL COUNCIL OF PRIMARY 

EDUCATION will meet Monday af- 
ternoon, February 27, at 2 p.m. in the Eliza- 
bethan Room of the Congress Hotel, Chi- 
cago. The topic for discussion will be Com- 
parison of Promotion Requirements in 
First Grades. The report of the 
Committee on Subject Matter and Method 
will be followed by a general discussion. 
This report will cover the result of a prefer- 


ential ballot on typical programs and the 


Various 


findings on promotion requirements as shown 
in U. S. Bureau of Education questionnaire. 

Luncheon will be served at noon preced- 
ing the meeting and will be participated in 
by members of the International Kinder- 
garten Union and the National Council of 
Primary Education with their 
friends. A cordial is extended 


together 
invitation 
to all who are interested. 

The officers are: president, Miss Ella V. 
Dobbs, associate professor of industrial edu- 
cation, University Columbia, 
Missouri; secretary, Miss Marion S. Hanc- 
kel, supervisor of kindergarten and _ first 
grades, Richmond, Virginia. 


of Missouri, 


HE NATIONAL ASSOCIATION OF 

HIGH SCHOOL INSPECTORS AND 
SUPERVISORS will hold sessions in the 
Banquet Room, Auditorium Hotel, Chicago, 
Illinois, Tuesday, February 28, and Wed- 
nesday, March 1. The Determination of 
High School Levels by Means of Intelli- 
gence Tests and Tests of Achievement will 
be the general topic. After a preliminary 
statement of the proposed constructive pro- 
gram by the president of the association, 
Mr. J. B. Edmonson, University of Michi- 
gan, will speak on Similarities and Differ- 
ences in Standards of Accrediting. Dean 
M. E. Haggerty, University of Minnesota, 
will give a discussion of the present situa- 
tion as to standardizing tests for high schools 
and suggestions as to a program of pro- 
cedure. Mr. Harold L. Camp, 
high school visitor, University of Illinois, 


assistant 


will report on Some Results now Available 
in Different States. A general discussion 
will follow. 


FERS one aa 


Vol. 11, No. 2 





At the second session, Wednesday after- 
noon, March 1, 2 P.M., Mr. Clarence D 
Kingsley, supervisor of secondary educa- 
tion in Massachusetts, will present The 
Problem of High-School Buildings. The 
roundtable discussion will be led by Profes- 
sor Thomas Lloyd Jones, University of Wis- 
consin. A business meeting will follow. 

The officers are: president, H. A. Hollis- 
ter, University of Illinois, Urbana, Illinois; 
secretary, J. B. Edmonson, University of 
Michigan, Ann Arbor, Michigan. 


HE SOCIETY OF COLLEGE TEACH- 

ERS OF EDUCATION will hold meet- 
ings on Monday, Tuesday, and Wednesday 
afternoons, February 27-28; and March 1, in 
the Ball Room of the Auditorium Hotel. 
Progress and Present Status in the Scien- 
tific Study of Education is the general topic 
for the Monday afternoon session. Dr. S. S. 
Colvin, of Brown University, will discuss 
Mental Tests. The discussion will be led 
by Dr. F. N. Freeman, Chicago University. 
Dr. H. O. Rugg, Columbia University, will 
talk on Statistical Method; Dr. B. R. Buck- 
ingham, Ohio State University, on Subject 
Tests; and Dr. W. C. Bagley, Columbia 
University, on Educational Determinism. 

College Instruction in Education will be 
the topic of the second session February 28, 
2:30 p.m. Dr. W. H. Kilpatrick, Columbia 
University, will discuss The Place of the 
Project Method in College Courses in Edu- 
cation. Dr. L. O. Cummings, Harvard Uni- 
versity, will present The Case for the Case 
Method. The discussion will be led by Mr. 
Harlan Updegraff, University of Pennsyl- 
vania. Dr. Raymond W. Sies, University 
of Kentucky, will speak on The Needs of 
the Educational Practitioner. A_ business 
meeting will follow. 

The Organization of College Departments 
of Education will be the topic of the third 
session, Wednesday, March 1, at 2:30 P.M. 
Dr. J. W. Withers, New York University, 
will speak on The Distribution of Functions 
of College Departments of Education and 
of Normal and Training Schools. The dis- 
cussion will be led by Dr. Livingston C. 
Lord, Charleston, Illinois. Dr. M. E. Hag- 
gerty, University of Minnesota, will speak 
on The Relations of Departments of Edu- 
cation to Other Departments of the Col- 
lege or University. Dr. W. S. Gray, Uni- 
versity of Chicago, will speak on Standards 
for Professional Approval. Dr. George D. 
Strayer, Columbia University, will talk on 
The Relations of College Departments of 
Education to State and City School Systems. 

The officers are: president, Dr. Alexander 
Inglis, Harvard University, Cambridge, 
Massachusetts; secretary, Dr. Florence E. 
Bamberger, Johns Hopkins University, Balti- 
more, Maryland. 


ATIONAL SOCIETY FOR’ THE 
STUDY OF EDUCATION wil hold 
two sessions Saturday evening, February 
25 and Tuesday evening, February 28, in 


the Elizabethan Room, Congress Hotel. At 
the Saturday evening meeting Dr. S. S. Col- 
vin, Brown University, will speak on The 
Nature and Uses of Mental Tests of the 
Linguistic Type; Dr. H. O. Rugg, Lincoln 
School of Teachers’ College, Columbia Uni- 
versity, on The Statistical Aspect of Test- 
ing; Dr. B. R. Buckingham, Ohio State Uni- 
versity, on The Functions of Bureaus of 
Educational Measurements. A 
meeting will follow. 


business 


Joint meeting with Department of Super- 
intendence in the Auditorium Theater, Tues- 
day evening, February 28, Dean H. W. 
Holmes, Harvard University, will speak on 
The Promotion of Gifted Children. Dr. C. S, 


HIS MONUMENT to the mem- 


ory of George Washington is a 
fitting expression of the appreciation of 


a grateful people. Reaching far above 
the city, it is a landmark that visitors to 
the National capital come quickly to 
rely upon. THE JOURNAL publishes 
this etching through the courtesy of the 
artist, Ruel P. Tolman, of the Smith- 
sonian Institution. 


Berry,. University of Michigan, will talk 
on The Classification of 10,000 First Grade 
Detroit Children by Mental Tests. Miss 
Bessie L. Gambrill, State Normal School, 
Trenton, New Jersey, will speak on Intelli- 
gence Tests of Normal School Students. 
Miss Agnes Rogers, Goucher College, Balti- 
more, Maryland, will talk on Intelligence 
Tests in Women’s Colleges. 

The officers are: president, Dr. F. J. 
Kelly, University of Kansas, Lawrence, 
Kansas; secretary, Dr. Guy M. Whipple, 
University of Michigan, Ann Arbor, Michi- 
gan. 


HE AMERICAN HOME ECONOMICS 
ASSOCIATION will hold two sessions 
in Chicago on February 28 and March 1, 





THE JOURNAL OF THE NATIONAL EpucATion ASsocIATION 73 


1922, in the Red Room, Hotel La Salle, and 
a third session, March 2, at the University 
of Chicago. At the Tuesday morning ses- 
sion, at 10:00 a.M., Nutrition of Children 
will be the topic. Miss Amy L. Daniels, 
University of lowa, will speak on The Feed- 
ing and Physiology of Children, followed by 
questions and discussions from the floor. 
Miss Lydia J. Roberts, University of Chi- 
cago, will speak on Nutrition Work with 
Elementary and Secondary School Pupils, 
followed by five-minute reports of class- 
room work in nutrition. 

Tuesday afternoon, trips will be made to 
industrial establishments, clinics, penny 
lunches, and other special activities, and an 
inspection of exhibits of public-school work 
will be made. 

On Wednesday, March 1, 10:00 a.M., an 
open meeting will be held under the auspices 
of the Teaching Section, with Miss Jenny 
H. Snow, supervisor of household arts, Chi- 
cago, presiding. A Basis for Forming Home 
Economics Courses is the general topic. 
Miss Stella Vincent will speak on A Psy- 
chologist’s Viewpoint. Miss Emma Conley, 
Department of Education, New York State, 
Anna Richardson, Federal board for vo- 
cational education, Mrs. Helen T. Wooley, 
Merrill-Palmer School, Detroit, Miss Mabel 
T. Wellman, Indiana University, will lead 
in the discussion. 

Wednesday afternoon, there will he trips 
and inspection of exhibits and Wednesday 
evening, dinner at The Chicago College 
Club. 

At the third session, Thursday, March 2, 
Miss Minna C. Denton, assistant chief of 
home economics, U. S. Department of Agri- 
culture, will speak on What the Office of 
Home Economics is Doing for Secondary 
Schools. A presentation of clothing tests 
with practical demonstrations with  ele- 
mentary and high-school pupils will be 
given by Miss Mabel Trilling, of the Uni- 
versity of Chicago, Miss Florence Williams, 
supervisor in Richmond, Indiana, and Miss 
Adah Hess, acting State supervisor of home 
economics education in Illinois. <A like pre- 
sentation of food tests will be given by 
Helen Goodspeed, State supervisor of vo- 
cational home economics in Wiscon:in. 

The officers are: president, Mary E. 
Sweeny, University of Kentucky, Lexington, 
Kentucky; secretary, Alice F. Blood, Sim- 
mons College, Boston, Massachusetts. 


EPARTMENT OF ELEMENTARY 

SCHOOL PRINCIPALS will hold two 
meetings in the Cameo Room, Morrison 
Hotel, Chicago, on February 28 and March 
1. The Professional Status of the Elemen- 
tary School Principalship is the general 
topic of the first session, Tuesday afternoon, 
February 28. President Leonard Power, 
Port Arthur, Texas, will speak on Some Ob- 
jectives of the Department of Elementary 
School Principals. Dr. David B. Corson, 
superintendent of schools, Newark, N. J., will 




























































CASTE A ESS 





74 THE JourNAL oF THE NATIONAL EDUCATION ASSOCIATION 





discuss The Elementary School Principalship 
from the Viewpoint of the Superintendent. 
Mr. Fred H. Hunter, superintendent of 
schools, Oakland, California, Dr. William 
M. Davidson, superintendent of schools, 
Pittsburgh, Pennsylvania, and Mr. Edward 
N. Stitt, district superintendent, New York 
City, will take part in the discussion to fol- 
low. 

The Elementary School in its Social Set- 
ting wiil be the theme of the second session, 
Wednesday afternoon, March 1. Ide G. 
Sargeant, principal of School No. 10, Pater- 
son, N. J., will talk on Developing the School 
as a Social Unit. William Wade Walters, 
principal of the Ashland School, St. Louis, 
Mo., will speak on The Socialized Recitation 
as a Problem in the Elementary School. 
Elizabeth Dolan, principal of the Mark 
I'wain School, Kansas City, Mo., will speak 
on The Relation of the Public Library to the 
Public Elementary School. Olive M. Jones, 
principal of the Probationary School No. 120, 
New York City, will discuss Juvenile De- 
linquency as a Social Problem of the Ele- 
mentary School. Thomas Agnew, Jr., prin- 
cipal of the Horace Mann School, Bayonne, 
N. J., will talk on Socializing the Elementary 
School Course of Study. Thomas Alexander 
will speak on Social Forces Within the Ele- 
mentary School. 

The officers are; president, Leonard Power, 
principal of the Franklin School, Port Arthur, 
Texas; corresponding secretary, John L. 
Bracken, principal U. §. Grant School, Du- 
luth, Minn. 


ITY TRAINING SCHOOL SECTION 

will hold two meetings in the East 
Room, Hotel La Salle, on Monday and Tues- 
day afternoons, February 27 and 28. A 
strong program has been prepared. The 
officers are: chairman, Ambrose L. Suhrie, 
dean of school of education, Cleveland, 
Ohio; secretary, Mr. Edward E. Hill, head 
of department of Social Science, Chicago 
Normal College, Chicago, Illinois. 


ATIONAL ASSOCIATION OF DI- 

RECTORS of Educational Research 
will hold meetings in the Gold Room, Con- 
gress Hotel, Chicago, afternoons of Feb- 
ruary 28, March 1 and 2, and in the Floren- 
tine Room, Congress Hotel, Thursday even- 
ing, March 2. Interesting programs have 
been prepared. The officers are: president, 
Dr. Harold O. Rugg, Teachers College, Co- 
lumbia University, New York, N. Y.; secre- 
tary, Dr. E. J. Ashbaugh, University of 
lowa. Iowa City, Iowa. 


ATIONAL ASSOCIATION OF SEC- 

ONDARY School Principals will hold 
sessions in the Red Room of Hotel La Salle, 
Chicago, the afternoons of February 27 and 
28 and March 1 and 2. 

The subjects for consideration will be: 
1, Fundamental Responsibilities of a Prin- 
cipal, 2. Democratized Procedure, 3. What 
Next in Secondary Education? 4. Round Ta- 





ble Discussions, 5. Committee Reports and 
Discussions. 

Four committees have been appointed, one 
to report on the distribution of students’ 
time, one to standardize teachers’ marks, 
one to standardize the requirements for high- 
school graduation, and one to standardize 
the best methods of office procedure. 

The officers are: president, Merle Prunty, 
principal of Central High School, Tulsa, 
Oklahoma; vice-president, William A. Wet- 
zel, principal of Trenton High School, Tren- 
ton, New Jersey; secretary, H. V. Church, 
principal of J. Sterling Morton High School, 
Cicero, Illinois. 


February, 1922 





HE HARVARD DINNER will be held 

Wednesday, March 1, at 6 P.M. 
to be announced later. 
be made by addressing Dr. Henry W. 
Holmes, Dean of the Graduate School of 
Education, Harvard University, Cambridge, 
Massachusetts. 


Place 
Reservations may 


HE ALUMNI of Indiana University will 

hold their annual dinner in the Congress 
Hotel February 28, 1922. President W. L. 
Bryan will be the principal speaker. 
vations should be sent to Frank H. Levell, 
Alumni Secretary, Bloomington, Indiana, en- 
closing $2.50 per plate. 


Reser- 


NOTES and ANNOUNCEMENTS 





EETINGS AT CHICAGO— 

All State Directors in attendance 
at the Chicago meeting will have a con- 
ference to discuss plans for the Boston 
meeting. The time and place will be 
announced in the official program. 

ALL OFFICERS of departments of the 
Association in attendance at Chicago 
will meet to consider the programs for 
the departments and the general ses- 
sions of the Boston meeting. Time and 
place will be given in the official pro- 
gram. 

THE TIME AND PLACE of the meeting 
of the Executive Committee of the As- 
sociation will be announced in_ the 
oficial program of the Department of 
Superintendence. 


AILROAD ARRANGEMENTS 

—The railroads of the country 
are granting a special round-trip rate for 
the meetings of the Department of 
Superintendence and allied associations 
at Chicago. Round-trip tickets will be 
sold at the rate of one and a half fares. 
To obtain this special rate members must 
present Identification Certificates to the 
ticket agent. 

Obtain these Identification Certificates 
from the State Directors of the Associa- 
tion, from Mr. S. D. Shankland, secre- 
tary of the Department of Superintend- 
ence, Andrews Institute for Girls, Wil- 
loughby, Ohio; or from the Secretary 
of the National Education Association, 
1201 Sixteenth Street Northwest, Wash- 
ington, D. C. Identification Certificates 
must be signed in the presence of the 
ticket agent. 

It will be possible to purchase round- 
trip tickets from every point in the 


United States. The tickets will be on 
sale giving ample time to reach Chicago 
in time for the opening of the program. 
It may be well to speak to the ticket 
agent a week or ten days before date of 
purchase, so that if he is not already 
supplied with round-trip tickets, he can 
make the necessary arrangements for 
them. 


THER ANNOUNCEMENTS— 
Registration Headquarters will be 
in the Congress Hotel. 


MAIL SENT TO MEMBERS in attend- 
ance during the Chicago meetings should 
be addressed, Care N. E. A. Postoffice, 
Headquarters Department of Superin- 
tendence, Chicago, Illinois. 


A CLEARING-HOUSE for tickets to 
breakfasts, luncheons, dinners, and other 
special occasions will be maintained at 
Registration Headquarters. 


‘THE METHOD of nominating officers 
for the Department of Superintendence 
will be explained in the official program. 


HOTEL RESERVATIONS should be made 
through Mr. M. G. Hogge, chairman 
of the Housing Committee, 650 South 
Clark Street, Chicago, Illinois. 


Tue EpucaTIONAL RESEARCH CoM- 
MITTEE of the Commonwealth Fund 
announces that there should be more 
appeals for financial aid in promoting 
important research projects. Persons 
having in mind definite projects for 
which they can submit a well-considered 
budget should write Dr. Samuel P. 
Capen, Director, 818 Connecticut Ave- 
nue, Washington, D. C, 


Vol. 11, No. 2 





— oe 








meets al 


IN THE FIELD 








ne —— ne 


oOo" 


CoLoRADO is conducting a campaign 
for one-hundred per cent enrolment in 
the National Education Association. 
State Director, H. B. Smith, is confident 
of success. 

THE STATE OF WYOMING reports a 
lively campaign for the enrolment of all 
the teachers of the State in the National 
Education Association. Superintendent 
A. A. Slade, of Casper, is State Director. 

THE OFFICERS of the Cincinnati As- 
sociation of Public School ‘Teachers are: 





The Supreme Task 
By HENRY LOUIS SMITH, President 


Washington and Lee University, Lexington, Va. 


HE RIGHT training of all 

its future citizens is the 
supreme task of a Christian de- 
mocracy, the test and measure 
of its civilization, the highest 
and most fruitful of all its mani- 
fold activities—its most com- 
plex and difficult problem, its 
most inspiring and limitless op- 
portunity. 

Let but one single generation 
of American boys and girls be 
rightly trained in body, mind, 
and spirit, in knowledge and 
love and unselfishness, and all 
the knotty problems of our 
American life, social, economic 
and political, would be far on 
the road toward complete solu- 
tion. Let the training of but 
one generation be wholly neg- 
lected, and our civilization, los- 
ing its art, science, literature, 
and religion, would be far on 
the road to primeval savagery. 

The right training of the 
young is the spiritual reproduc- 
tion of the race, the flower of a 
nation’s civilization, the su- 
preme test and most accurate 
measure of its wisdom and cul- 
ture, the highest and most 
fruitful form of all human ac- 
tivity—From an address be- 
fore the South Carolina Teach- 
ers’ Convention. 








———$—$—$$—$—$——$—————$—————_——$—_—————_————————————————————— 
LT 








80 9 —— 0 —— 0 —— 9 —— 90 ——— 0 gy —— we —— oe —— ne 


Anna Lockwood Peterson, president; 
M. B. Wooten, first vice-president; 
Clara Dauman, second vice-president; 
Augusta E. Benninger, third vice-presi- 
dent; Essie Arey, secretary; May S. 
Connor, corresponding secretary; and 
H. G. Richter, treasurer. 

THE PARENT-TEACHER ASSOCIATION 
of the State of Washington has assumed 
the responsibility for initiating a meas- 
ure requiring thirty dollars State aid per 
census child to which will be added ten 
dollars from county funds. 

PRESIDENT FRANK AYDELOTTE, of 
Swarthmore College, has been elected a 
member of the Board of trustees of the 
Carnegie Foundation for the Advance- 
ment of Teaching. He succeeds Arthur 
Thwing Hadley, former president of 
Yale, resigned. 

THE WASHINGTON EpucaTION As- 
SOCIATION has pledged its support to the 
‘“thirty-ten”’ plan of school support, to a 
State board of education charged with 
electing the State superintendent, to the 
county-unit system, and to just tenure 
and retirement laws. 

A REVISION OF THE SCHOOL HISTORIES 
of the United States and Canada with a 
view to promoting mutual goodwill is 
proposed in a resolution submitted by 
Supt. Frank B. Cooper, of Seattle, and 
adopted by the Representative Assembly 
of the Washington Education Associa- 
tion. 

THe NATIONAL KINDERGARTEN AsS- 
SOCIATION at its meeting in December 
reélected the following officers: presi- 
dent, Major Bradley Martin; treasurer, 
Mr. Julian M. Gerard; corresponding 
secretary, Miss Bessie Locke. ‘The asso- 
ciation’s headquarters are at 8 West 
+0th Street, New York City. 

LOWER PRICES, rather than diminished 
quantities, are responsible for the three 
billion dollars decline in the value of 
American foreign trade in the last fiscal 
vear, as compared with the immediately 
preceding year is the opinion of Dr. 
Julius Klein in his first annual report as 
Director of the Bureau of Foreign and 
Domestic Commerce of the Department 
of Commerce. 

CoLtuMBIA UNIversity has planned a 
building program which will require an 
expenditure of several million dollars. 
Work is to begin at once on a faculty 
house to cost a quarter of a million. 


THE JoUuRNAL OF THE Nationa Epucatrion AssociATiION 75 


A CHEST CLINIC was conducted at the 
meeting of the Wisconsin State Teachers’ 
Association by the State Anti-tubercu- 
losis Association as a means of demon- 
strating the importance of physical ex- 
amination for teachers and children. 

James Nose Rute, National Di- 
rector of the Junior American Red 
Cross for the past two years, resigned 
recently to become director of science in 
the public schools of Pennsylvania. 
Arthur W. Dunn, formerly assistant di- 
rector, succeeded Mr. Rule as director 
on November 16. 


THE OMAHA (NEBRASKA) SCHOOL 
Forum, which is afhliated with the Na- 
tional Education Association, publishes 
an attractive quarterly. 

THe NoveMBER-DECEMBER number 
of School Music, a magazine for music 
teachers, published at Keokuk, Iowa, 
contains a full report of the Des Moines 
meeting of the Music Department of 
the National Education Association. 

MANUAL TRAINING MAGAZINE, pub- 
lished monthly by the Manual Arts 
Press, Peoria, Illinois, at $1.50 per year, 
contains practical suggestions for teach- 
ers of manual training. 

Miss Lucia R. BricGs was inaugu- 
rated president of Milwaukee-Downer 
College on September 28, 1921. 

RADCLIFFE AND VASSAR colleges have 
each begun campaigns to raise $3,000,000. 

THE NATIONAL GEOGRAPHIC So- 
CIETY announces that it will continue 
its weekly Geographic News Bulletins, 
charging a fee of twenty-five cents per 
school year. ‘This service was started 
during the war, the bulletins being 
printed by the National Geographic So- 
ciety and franked out by the Bureau of 
Education. Restrictions on the frank- 
ing privilege make it necessary for the 
Society to pay postage on the bulletins. 

Dr. R. B. Von KLeinsmip has re- 
signed the presidency of the University 
of Arizona to become president of the 
University of Southern California. 

THE AMERICAN ASSOCIATION OF 
COLLEGES met in Chicago January 12 
to 14, 1921. 

THE NATIONAL Convocation of Uni- 
versities and Colleges on Disarmament, 
which met in Chicago the week of No- 
vember 13, 1921, affected a permanent 
organization for obtaining student and 
faculty expression on problems of inter- 
national relations. Dr. Robert L. Kel- 
ley, secretary of the Council of Church 
Boards of Education, was selected as the 
head of this permanent organization. 

Workers for consolidated schools 
will be interested in a new book, Rural 


; 
7 
' 
} 
t 
| 
t 
i 








76 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 1922 





Community Organization, by Dr. Au- 
gustus W. Hayes, assistant professor of 
Sociology in Tulane University. Copies 
may be had postpaid for $1.60 from the 
Chicago University Press, Chicago, III. 

Mosr of the three hundred sixty-five 
teachers in the public schools of greater 
New York, who were married during 
the last summer vacation, are continuing 
to teach. 

THe EpucaTIONAL ASSOCIATION of 
Western Pennsylvania has elected as its 
first woman president Miss Carmalt, of 
the faculty of the University of Pitts- 
burgh. 

Tue Citizens EpucaTIonaL Asso- 
CIATION of South Carolina was recently 
organized at Spartanburg, with the 
slogan, “South Carolina wants the best 
there is, and can pay for it.” 

Ow1nc to the low prices of farm 
products taxes are in arrears in several 
sections of the country. In the absence 
of funds, school boards are paying 
teachers in warrants, which in some 
cases must be cashed at a discount. 


Mr. H. E. STAHL, State Director for 
the National Education Association in 
Delaware, formerly superintendent of 
schools, Seaford, Delaware, began work 
as Director of Research in Education in 
the office of the State Board of Educa- 
tion at Dover, Delaware, on January 
3, 1922. 

More THAN 8,000,000 children in 
the United States attend one- and two- 
teacher rural schools, located in 210,000 
buildings, mostly of the box-car type. 

THe ALABAMA EpucATION ASsSOcIA- 
TION is now working on a program to 
be presented to the State legislature in 
1923. 

Tue cost of educating a child in the 
United States ranges from $85 in Mis- 
sissippi to $1156 in Montana, making 
an average cost for the country of $359, 
based on 1918 statistics. 

A RESOLUTION adopted at the recent 
' meeting of the Missouri State Teachers’ 
Association calls for a State school 
library inspector in the State Depart- 
ment of Public Instruction. 

SCHOOL ADMINISTRATION in city 
school systems ranging in size from 5000 
to 30,000 is discussed in City School 
Circular No. 5, which may be had from 
the Bureau of Education, Washington, 
BD. Cc 

THE PENNSYLVANIA STATE LEGISLA- 
TURE in 1919 passed a law providing 
free scholarships—at least one scholar- 
ship to each county—to graduates of 
secondary schools who desire a college 
education. Each scholarship amounts to 
$400. The State Board of Education 


Situation (already distributed ) ; 2. Build- 
ings and Equipment (just issued) ; 3, 
Health and Physical Education; 4. The 
Teacher; 5. Laws and Administration. 
A pamphlet on rural schools will also be 
issued. A valuable chart accompanies 
the pamphlet Buildings and Equipment. 
Address John Ihlder, Manager, Civic 
Development Department. 


STATES 


candidates by competi- 
tive examination. As a result of the 
examination held in May, 1921, 78 
State scholarships have been awarded. 
EpucaATION SERVICE, Chamber of 
Commerce of the United States, Wash- 
ington, D. ©., has for its program five 
pamphlets under the general title, The 
Schools of Your City: 1. The General 


GOVERNMENT OF THE UNITED 
: IZ 


appoints the 
















{S —. 


YUDICIAL BRAN™ 
SUPREME COURT 


5) ERECU PRESIDEN, CH 


SISLATIVE BRAN 
CONGRESS 











VARIOUS 
SPECIAL COURTS 


COURT OF CLAIMS 
COURT OF 
CUSTOMS APPEALS 
DIST. OF COL. COURTS 
TERRITORIAL COURTS 


CIRCUIT COURTS 
OF APPEALS 









HOUSE OF 


REPRESENTATIVES 
435 REPRESENTATIVES: 
2 DELEGATES: 

3 COMMISSIONERS 


SENATE 






UNITED STATES 
DISTRICT COURTS 





96 SENATORS 





A 









|. DEPARTMENT OF STATE 


DIPLOMATIC BUREAU CONSULAR BUREAU 
pe 4 WESTERN EUROPEAN AFFAIRS. DIVISION OF FOREIGN INTELLIGENCE 
4ON FAR EASTERN AFFAIRS. OFFICE OF FOREIGN TRADE ADVISOR 
DIVISION OF NEAR EASTERN AFFAIRS. DIVISION OF PASSPORT CONTROL 
DIVISION OF LATIN- AMERICAN AFFAIRS DIVISION OF RUSSIAN AFFAIRS 
DIVISION Of MEXICAN AFFAIRS BUREAU OF INDEXES AND ARCHIVES 


Vi. DEPARTMENT OF THE NAVY 


NAVAL CONSULTING BOARD 

COMPENSATION BOARD 

OFFICE OF NAVAL OPERATIONS 
OPERATING FORCES DIVISION 
INTELLIGENCE DIVISION 
COMMUNICATION DIVISION 
MATERIAL DIVISION 
NAVAL DISTRICTS DIVISION 
INSPECTION DIVISION 
GUNNERY EXERCISES AND 

ENGINEERING 






BUREAU OF NAVIGATION 
HYDROGRAPHIC OFFICE 
NAVAL OBSERVATORY 
BUREAU OF YARDS AND DOCKS 
BUREAU OF ORONANCE 
BUREAU OF CONSTRUCTION AND REPAIR 
BUREAU OF ENGINEERING 



















DEPARTMENT OF THE TREASURY 


COMMISSIONER OF THE PUBLIC DEBT FEDERAL FARM LOAN BUREAU 
DIVISION OF LOANS AND CURRENCY SECRET SERVICE DIVISION 
REGISTER OF THE TREASURY GOVERNMENT ACTUARY 
DIV. PUBLIC DEBT ACCTS.AND AUDIT DIVISION OF FOREIGN LOANS 
SAVINGS DIVISION ADVANCES & LOANS TO RAILROADS Div. 

COMMISSIONER OF ACCTS AND DEPOSITS BUREAU OF ENGRAVING AND PRINTING 
DIV. OF BOOKKEEPING AND WARRANTS GENERAL SUPPLY COMMITTEE 
DIVISION OF DEPOSITS BUREAU OF THE PUB. HEALTH SERVICE 

TREASURER OF THE UNITED STATES SUPERVISING ARCHITECT'S OFFICE 

COMPTROLLER OF THE UNITED STATES THE COAST GUARD 





BUREAU OF SUPPLIES AND ACCOUNTS 
BUREAU OF MEDICINE AND SURGERY 
OFFICE OF JUDGE ADVOCATE GENERAL 
HEAOQUARTERS MARINE CORPS 











Vil. DEPARTMENT OF THE INTERIOR 


NATIONAL PARK SERVICE 

ALASKAN ENGINEERING COMMISSION 

OISTRICT OF COLUMBIA INSTITUTIONS 
ST ELIZABETH'S HOSPITAL 
COLUMBIA INSTITUTION FOR DEAF 
HOWARD UNIVERSITY 
FREEOMAN’S HOSPITAL 





BUREAU OF THE BUDGET 
MINT BUREAU 


BUREAU OF INTERNAL REVENUE 
CUSTOMS DIVISION 













GENERAL LAND OFFICE 
OFFICE OF INDIAN AFFAIRS 
BUREAU OF PENSIONS 
PATENT OFFICE 

BUREAU OF EDUCATION 
GEOLOGICAL SURVEY 
RECLAMATION SERVICE 
BUREAU OF MINES SUPT CAPITOL BUILDING AND GROUNDS 


GOVERNOR OF ALASKA GOVERNOR OF HAWALI 
WAR MINERALS RELIEF COMMISSION 








DEPARTMENT OF WAR 


OFFICE OF CHIEF OF ENGINEERS 
BD. OF ENGRS. RIVERS @ HARBORS 
OFFICE PUBLIC BLOGS. & GROUNDS 


GENERAL STAFF CORPS 
OFFICE OF CHIEF OF CAVALRY 
OFFICE OF CHIEF OF FIELD ARTILLERY 
OFFICE OF CHIEF OF INFANTRY MISSISSIPPI RIVER COMMISSION 
OFFICE OF CHIEF OF CHAPLAINS CALIFORNIA DEBRIS COMMISSION 
OFFICE OF CHIEF OF COAST ARTILLERY OFFICE OF CHIEF OF ORDNANCE 
MILITIA) BUREAU OFFICE OF CHIEF SIGNAL OFFICER 
OFFICE OF ADJUTANT GENERAL OFFICE OF CHIEF OF AJR SERVICE 
OFFICE OF INSPECTOR GENERAL BUREAU OF INSULAR AFFAIRS 
OFFICE OF JUDGE ADVOCATE GENERAL PHILIPPINE GOVERNMENT 
OFFICE OF QUARTERMASTER GENERAL PORTO RICO GOVERNMENT 
OFFICE OF CHIEF OF FINANCE DOMINICAN RECEIVERSHIP 
OFFICE OF SURGEON GENERAL CHEMICAL WARFARE SERVICE 

WAR CREDITS BOARD 
INLAND AND COASTWISE WATERWAYS SERVICE 


SOLICITOR GENERAL EPARTM NTOE JUSTICE 
PUBLIC LANDS DIVISION ADMIRALTY. FINANCE. FOREIGN 

TAXATION AND !NSURANCE DIV RELATIONS AND INSULAR AFFAIRS Div 
CUSTOMS DIVISION 


ANTI- TRUST LAWS Div 
BUREAU FOR DEFENSE OF SUITS 


FEDERAL PRISON SECTION 
CRIMINAL PROCEDURE DIVISION PAROON ATTORNEYS SECTION 
U.S DISTRICT ATTORNEYS 


U.S MARSHALS 
NATL. TRAINING SCHOOL FOR BOYS 












Vill. DEPARTMENT OF AGRICULTURE 


BUREAU OF BIOLOGICAL SURVEY 

STATES RELATIONS SERVICE 

BUREAU OF PUBLIC ROADS 

BUREAU OF MARKETS AND CROP ESTIMATES 
INSECTICIDE AND FUNGICIDE BOARD 
FEDERAL HORTICULTURAL BOARD 

DIVISION OF PUBLICATIONS 







OFFICE OF FARM MANAGEMENT 
WEATHER BUREAU 

BUREAU OF ANIMAL INDUSTRY 
BUREAU OF PLANT INDUSTRY 
FOREST SERVICE 

BUREAU OF CHEMISTRY 
BUREAU OF SOILS 
BUREAU OF ENTOMOLOGY 






































IX. DEPARTMENT OF COMMERCE 


BUREAU OF LIGHTHOUSES 
COAST AND GEODETIC SURVEY 
BUREAU OF NAVIGATION 
STEAMSOAT-INSPECTION SERVICE 









NAT'L. TRAINING SCHOOL FOR GIRLS 
DEPARTMENTAL SOLICITORS 


V. POST OFFICE DEPARTMENT 
POSTMASTER GENERAL THIRD ASSISTANT POSTMASTER GENERAL 
DIVISION OF POSTAL SAVINGS DIV. OF FINANCE 
FIRST ASSISTANT POSTMASTER GENERAL DIVISION OF STAMPS 
DIV. OF POSTMASTERS APPOINTMENTS DIVISION OF MONEY ORDERS 
DIV. OF POST OFFICE SERVICE DIVISION OF REGISTEREO MAILS 
DIV. OF DEAD LETTERS DIVISION OF CLASSIFICATION 
SECOND ASSISTANT POSTMASTER GENERAL FOURTH ASST POSTMASTER GENERAL 
RAILWAY MAIL SERVICE DIVISION OF RURAL MAILS 
DIV. OF FOREIGN MAILS DIVISION OF EQUIPMENT @ SUPPLIES 
DIV. OF RAILWAY ADJUSTMENTS TOPOGRAPHY BRANCH 


BUREAU OF THE CENSUS 


BUREAU OF FOREIGN AND DOMESTIC 
COMMERCE 


BUREAU OF STANDARDS 
BUREAU OF FISHERIES 












































X. DEPARTMENT OF LABOR 


U.S. EMPLOYMENT SERVICE 
BUREAU OF IMMIGRATION | 
BUREAU OF NATURALIZATION 
BUREAU OF LABOR STATISTICS 









CHILDREN’S BUREAU 
BUREAU OF HOUSING AND TRANSPORTATION 
WOMEN'S BUREAU 

DIVISION OF CONCILIATION 


























Xl. INDEPENDENT ESTABLISHMENTS 


COMMERCIAL AND INDUSTRIAL WAR BOARDS, ETC. 


-| INTERSTATE COMMERCE COMMISSION VETERANS BUREAU 
THE PANAMA CANAL U.S. SHIPPING BOARD U.S. INTERDEPARTMENTAL SOCIAL 
FEDERAL RESERVE BOARD U.S. EMERGENCY FLEET CORPORATION HYGIENE BOARD 

SUPERINTENDENT OF DOCUMENTS FEDERAL TRADE COMMISSION NATIONAL ADVISORY COMMISSION FOR INTERNATIONAL BOUNDARY COMMISSIONS 

SMITHSONIAN INSTITUTION UNITED STATES TARIFF COMMISSION AERONAUTICS INTER-AMERICAN HIGH COMMISSION 

NATIONAL MUSEUM JOINT COMMISSION ON RECLASSIFICA- yy ¢ GEOGRAPHIC BOARD 

BUREAU OF AMERICAN ETHNOLOGY CIVIL SERVICE COMMISSION Mire spastic BOARD OF SURVEYS AND MAPS 

NATIONAL ZOOLOGICAL PARK UNITED STATES BUREAU OF EFFICIENCY ee eee COMMISSION OF FINE ARTS 

ASTROPHYSICAL OBSERVATORY BOARD OF MEDIATION AND CONCILIATION a aya , ARLINGTON MEMORIAL AMPHITHEATER 

INTERNATIONAL CATALOG OF U. S. EMPLOYEES’ COMPENSATION COMMISSION ""“"pankWAY COMMISSION. NATIONAL HOMES VOLUNTEER SOLDIERS 

SCIENTIFIC LITERATURE FEDERAL BOARD FOR VOCATIONAL EDUCATION ALIEN PROPERTY CUSTODIAN SOLDIERS’ HOME - REGULAR ARMY 
INTERNATIONAL EXCHANGE SERVICE FEDERAL POWER COMMISSION © WAR FINANCE CORPORATION BOARD OF ROAC COMMISSIONERS, ALASKA 
NATIONAL ACADEMY OF SCIENCES COMPTROLLER GENERAL OF US. WS. RAILROAD LABOR BOARD COMMISSION ON NAVY YARDS AND STATIONS 
BOARD OF INDIAN COMMISSIONERS 


NATIONAL GALLERY OF ART u.s RAILROAD ADMINISTRATION 
AMERICAN NATIONAL REO CROSS 


LIBRARY. 
PRINTING AND SCIENCE 


LIBRARY OF CONGRESS 
COPYRIGHT OFFICE 
GOVERNMENT PRINTING OFFICE 


MISCELLANEOUS 


INTERNATIONAL JOINT COMMISSION 




























NATIONAL RESEARCH COUNCIL PAN AMERICAN UNION THE DISTRICT OF COLUMBIA 





HIS CHART, drawn by Mr. W. 1. Swanton, of the Reclamation Service, 


shows the arrangement of Government activities in October, 1921. 


ail 


awe a af 


ro es - 65S —— & 


~~ AA lU68Sl lt Ot CUD ee fo) 


a CO oF SS” = 








Vol. Tit 0.2 





—_—_ 


HarvArRD UNIVERSITY is trying a 
novel method of enabling students to fix 
historical data in their minds, by having 
them sing songs which were popular at 
the period under consideration. For ex- 
ample, when the class reaches the subject 
of the Boston tea party, airs that were 
popular at that time will be sung. 


JosepH Swain, former president of 
Swarthmore College, has been appointed 
a member of the State Council of Edu- 
cation of Pennsylvania by Governor 
William C. Sproul to succeed Edward 
W. Bok, resigned. 

STUDENTS may enter the University 
of California from high school with 
music as a major subject, according to 
arrangements that have been made be- 
tween the State Board of Education and 
the university. 

TEACHERS’ rest rooms will be pro- 
vided in all new public school buildings 


of New York City. 


A priveE for membership in the Na- 
tional Education Association is under 
way in New Jersey. “Thomas Agnew, 
principal of the Horace Mann School, 
Bayonne, is State Director. 


ABRAHAM LINCOLN, John Drink- 
water’s play, has had a continuous run 
of 800 nights in a London theater. 

Tue DecemMBeER number of The Mis- 
sissippi Educational Advance is a special 
legislative number. It contains a list of 
all State officers, including members of 
the legislature and pictures of Governor 
Russell and other leaders in the State 
government. 

Marriep WoMEN AS TEACHERS, by 
Mrs. Mary D. Bradford, is the subject 
of the leading article in the Journal of 
Education for December 22, 1921. 

THE FINANCIAL CAMPAIGN of Wash- 
ington and Lee University, Lexington, 
Va., reports a total of unconditional 
subscribers amounting to $748,394, of 
which $282,273 is actually paid in. 
Washington and Lee University is plan- 
ning a School of Journalism to be 
named for Robert E. Lee. The cam- 
paign for $250,000 was launched on 
General Lee’s birthday, January, 1922. 

Dr. W. N. HAILMANN, of Pasadena, 
California, who joined the Association 
in 1879, passed away at his home, May 
13, 1920, in his eighty-third year, having 
been in educational work until five weeks 
before his death. Dr. Hailmann was 
one of the first to introduce Froebel 
kindergarten ideals in the United States. 

THE APPOINTMENT of State and 
county superintendents by lay boards is 
called for in a resolution of the Texas 
State Teachers’ Association. 





THE JOURNAL OF THE NATIONAL EpucaATION AssociATION 77 





A UNIQUE METHOD of fixing the 
salary of the State superintendent is 
urged in a resolution of the Texas State 
Teachers’ Association, which proposes 
that the salary be fixed each year at a 
sum not lower than the average paid 
city superintendents in the five largest 
cities of the State. 

THe Montana State TEACHERS’ 
AssociATION has adopted a new con- 
stitution which puts the association on a 
representative basis and provides for the 
employment of a full-time secretary. 
This constitution goes into effect Sep- 
tember 1, 1922. 

IN THE DEATH of Mr. Volney Under- 
hill, of the Chicago Public Schools, on 


August 30, 1921, the Association lost 
one of its long-time members, Mr. 
Underhill having joined in 1893. 

Mrs. SALOME CUTLER FAIRCHILD, 
an early leader in the movement for the 
professional training of librarians and 
wife of Dr. Milton Fairchild, director 
of the National Institution for Moral 
Instruction, died in Washington late in 
December. 

STATE MAINTENANCE FOR TEACHERS 
IN TRAINING is the comprehensive state- 
ment of this important phase of teacher- 
training by Walter Scott Herzog. The 
book is published by Warwick and York, 
Baltimore, Md. $1.60. 


Recruiting Men for Education 


ITHOUT ANY LACK of 

appreciation for the _ indispen- 
sable service of women in the practice of 
the profession of education, there is 
properly a feeling that the failure of the 
profession to recruit a larger number of 
men should be taken into account and 
carefully studied. This feeling was 
vigorously expressed by the members of 
Phi Delta Kappa—a fraternity devoted 
to the promotion of research, service, 
and leadership in the field of education 
in response to a questionnaire sent out 
by its executive committee asking for 
suggested problems for investigation. 
Accordingly, three questions were sent 
to seventeen hundred representative 
members. The first of these questions 
sought the reasons why more of the most 
capable young men who graduate from 
high school do not prepare for life 
careers in education. The other two 
questions sought to discover what the 
fraternity and its members might do to 
promote enlistment in the professional 
army. The following article is an analy- 
sis of several hundred replies to the 
first question. The answers were tabu- 
lated by Dr. William 8. Gray, dean of 
college of education of the University of 
Chicago, and Guy M. Hoyt, a graduate 
student. They were first published in 
the Phi Delta Kappan and are here re- 
printed by the courteous permission of 
the editor. 





HAT IN YOUR’ JUDG- 
MENT are the Important Rea- 
sons Why More of the Most Capable 
Young Men Who Graduate 
High Schools Do Not Prepare for 


Life Careers in Education?—The an- 


From 





differed 


It was pos- 


were received 
widely, as was expected. 
sible, however, to group the answers 
under ten headings. These general an- 
swers, together with their frequencies, 
appear in the table which follows: 


swers which 


es, Se. ee rs 184 
Lack of respect for education as a pro- 
EL, -rsdaceg veekenctammetibaensys 163 
Peculiarities and defects in the profession 102 
High-school pupils not informed....... 77 
Lack of permanence of position........ 69 
Defects of those in the profession....... 52 
Defects in attitudes and qualities of high- 
NEE DRG oan iewscor we cciener 38 
Lack of respect for those in the profes- 
Sr io, ie sulci cone ui 6 eas Ach a Wes wk eR ee 19 
High-school students misinformed...... 13 


Pressure of immediate economic demand 10 


The full significance of the statements 
contained in the table can be secured only 
through an analysis of the answers which 
were submitted. In the discussions 
which follow an attempt is made to 
present a detailed summary of the an- 
swers relating to each explanation. Be- 
cause of the varied character of the an- 
swers it seemed advisable to present the 
summary for each of the first three 
statements in tabular form, showing the 
number of persons who emphasized each 
of the various points. 

Inadequate Salaries—In view of the 
present economic situation it was in har- 
mony with natural expectation to find 


inadequate salaries mentioned most fre-. 


quently. An analysis of the answers 
which were submitted resulted in the 
following list of explanatory statements: 


Salaries paid not commensurate with 


ability apd preparation required..... 121 
Business and professional careers more 
etractive. financially. ....4...0sc000% 22 


Current emphasis in society on large fi- 
eR ee es - ee 19 

























































on rs es ae 











78 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1922 
Inadequate increase with length and Inadequate standards of admission...... 6 developed professional spirit; teachers 
: servi = ‘ ; ir i stron : «= 
efficiency of service to prov ide the Job does not require or challenge strong frequently fail to measure up to the 
standards of living demanded by ag- GEE ROIS CRNOR, oc o.c 25 as. < 2.0 '6.5.0:019:6' 6 ‘ 


PE Mo Ls «  VEUES < HOt obs bos 
Initial and terminal salaries too low... 
er 3 
Power and influence accompanying wealth 


aN 


ROIIEE DELCUGALs wi). cilaitd ils ols cee s's0e 2 
People in the profession are unable to 

ins nie Meine die be 2 00 «+» 2 
Little or no opportunity to become inde- 

pendent: fingneiatly.. .c. 2... cece 2 


The explanatory statements concern- 
ing inadequate salaries make it clear that 
careers are much more attractive finan- 
cially in other fields than in education. 
It is also evident that one of two steps 
must be taken: either the salaries paid 
in education must be commensurate with 
the ability and preparation required or 
equally strong motives of another char- 
acter must be found for inducing young 
men to enter education. 

Lack of Respect for Education—The 
criticism contained in this statement is 
very serious. An analysis of the answers 
which were submitted revealed some of 
the reasons for the current critical atti- 
tude toward education as a profession: 


Considered a woman’s job............+. 83 
Lacks respect and dignity of other pro- 
ee 2 ne vee 28 
Public does not respect leadership in edu- 
ML is din ikl eseutant ease ms tam scerainancen oc 258 OWT 21 
Not yet recognized as a profession...... 16 
Considered merely as a stepping stone... 6 
Critical attitude of many communities 
ree eeeaetes:: Wig 2c. cs cece. 5s oe 6 
Futility of older educational ideals and 
inadequate ‘foundation in science of the 
NGWSS COORONG: Soins st0s didsid os Kee I 
The explanations which are listed 


may be summarized in two significant 
statements: First, education is consid- 
ered as a woman’s job and does not 
make a strong appeal to capable, am- 
bitious young men. The remedy for 
this situation lies in the development of 
vigorous leadership in education of a type 
which will appeal to the most ambitious 
youth. Secondly, education is not rec- 
ognized as a highly respected science. 
The remedy for this difficulty lies in 
thoroughly scientific work -both in the 
field and in the laboratory which will 
command the genuine respect of men in 
all fields. 

Peculiarities and Defects in the Pro- 
fession—Closely associated with lack of 
respect for education as a profession are 
numerous statements of peculiarities and 
defects in the profession. The follow- 
ing are typical and indicate some of the 
lines along which constructive effort is 
very necessary: 

Opportunities for social and political 

eutiretene liMOE. .. «..:4s\ecdea 00. a eealoe 28 


Failure to rate teachers on the basis of 
preparation 


Not strongly enough organized to attract 5 
Inadequate standards of preparation and 


inadequate recognition given to training 5 
| AAA Pn reer err 5 
Administration imposes restrictions on 

“freedom of thought and activity...... 5 
Frequently too difhcult and exacting.... 5 
POG Mi UNION, BS cin oo nino Sain 0 60d 4 
Positions depend too much on politics.... 4 
Not enough men in profession to attract 

EO ee rs Rar 4 
a ESO eee ee ee ee 4 
Indefiniteness and wordiness in education 

RU iis x'< watk ek iss. cess os apie RRS 3 
Failure to promote on basis of merit..... 3 
Ethics of profession restricts individual 

SPOCMOM, GE BCUOR « ooc60s.555a5s 850 san 





tcp ope TERRELL ELLIS, 
full-time secretary of the Texas 
State Teachers’ Association since No- 


vember, 1916, is also editor of the Texas 
Outlook. 


Remoteness from industrial and com- 
SINDEN III 6.5.20. 401m. 000.0 5-4 0:0-eacaaewie I 
Too few large jobs at the top......... <2 
Too much petty supervision........... pe 
Lacks opportunity for self-display an 


fame 


Defects of Those in the Profession— 
A surprisingly large number of answers 
contained critical statements concerning 
those in the profession. Some of these 
statements are quoted at this point in 
the order of their frequency. ‘Teachers 
fail to show disposition and character 
which attract; teachers are theoretical 
rather than practical; teachers lack well- 


ideals of young, people who are ambi- 
tious; too few thoroughly trained men 
in teaching positions; many teachers fail 
to recognize the importance of the pro- 
fession and do not recruit capable men 
into it. It is apparent that remedial 
steps for these conditions must include 
a more deliberate selection of teachers 
in the future and a personal effort on 
the part of each one in the profession to 
overcome relevant defects and peculiar- 
ities. 

High-School Pupils Not Informed— 
Seventy-seven members of the fraternity 
stated in one form or another that high- 
school pupils are not adequately in- 
formed in regard to the opportunities 
for careers in education. Some of the 
statements which were included follow: 
Lack of information and adequate pub- 
licity (33) ; 


teachers give evidence of dissatisfaction 


concerning the profession 


and even discourage young men from 
selecting teaching as a profession (19) ; 
opportunities for social service not em- 
phasized (7); education never discussed 
as a field of heroic service (6) ; teachers 
seldom urge young men to enter the pro- 
fession (7) ; young men are not informed 
of better salaried positions (4); teach- 
ing seldom described to high-school stu- 
dents as a man’s job (1). 
that some of the difficulties emphasized 
in these can be eliminated 
through concerted effort on the part of 
high-school principals. 


It is apparent 
statements 
Sixty-nine mem- 


bers of the fraternity emphasized lack 
of permanence as an explanation for the 


Lack of Permanence 





selection of teaching as a profession by 
so few capable young men. Of. this 
number forty-six referred to the inse- 
curity of teaching positions under pres- 


Other 


which were suggested: At the mercy of 


ent conditions. explanations 
politicians; frequent change of residence 
necessary; unable to establish a perma- 
nent home; no promising outlook; no 
future after forty years of age; few ten- 
ure laws. In attempting to make the 
profession more attractive it is apparent 
that problems relating to tenure must 
be seriously considered. 

Defects in Qualities and Attitudes of 
High-School Pupils—We would not be 
justified in expecting all capable high- 
school pupils to possess the qualities and 
attitudes essential to success in teaching. 
Most of the explanations which were 
offered, emphasize defects 
which can be overcome largely through 


however, 


Ce el 


Vol. 11, No. Ms 

















CONFERENCE ON TOWNER-STERLING BILL 


MOST ENCOURAGING GROWTH in lay support of the 

Towner-Sterling bill was reported to the Legislative Com- 
mission of the Association at a conference in Washington on January 
7th. Congressman Towner stated that the prospects of success were 
never so bright as they are now. Public sentiment is crystallizing 
throughout the country. One of the recent petitions to Congress 
for the passage of the bill was signed by 38,000 citizens. A lay 
organization of National scope has appropriated $125,000 to be used 
in publicity for the measure during the present year and an annual 
appropriation of the same amount will be made until the provisions 
of the bill have been enacted into law. Another organization has 
launched on a National scale a “Minute-Man” campaign for the 
measure. The representatives of other lay organizations present at 
the Washington conference pledged continued and aggressive sup- 
port and urged immediate effort to bring the bill to a vote. 


The delay in having the Towner-Sterling bill reported out of 
Committee, which the enemies of the bill have attempted to interpret 
as a sign of failure, was clearly explained by Judge Towner. The 
reorganization of all Federal departments has been a part of Presi- 
dent Harding’s program. It would obviously have been discourte- 
ous to the administration to press a vote on the Towner-Sterling 
bill creating a Department of Education while Congress was expect- 
ing a report from the Joint Committee on the Reorganization of the 
Executive Departments, which would necessarily include a recom- 
mendation regarding the position education should occupy in the 
executive branch of the Government. 


In the meantime, however, the friends of the Towner-Sterling 
bill have taken steps to protect the interests of education whatever 
may be the report of the Reorganization Committee. The strength 
of public sentiment in support of the highest recognition of educa- 
tion is clearly evidenced by the effective Nation-wide protest against 
the submergence of educational interests in any Executive Depart- 
ment. If the Reorganization Committee is to report at all during 
this session of Congress, it may be expected to do so within a short 
time. Action by this Committee would be a signal for the rallying 
of the friends of the Towner-Sterling bill to secure its enactment 
with such acceptable modifications as may be required to adapt it to 
the general plans recommended by the Reorganization Committee. 
Friends of education need have no fear that the plain intent of the 
bill will be sacrificed or compromised. 


If the Reorganization Committee should fail to make a report, 
the Towner-Sterling bill will be pressed for passage in its original 
form. It was the unanimous opinion of the members of the Legis- 
lative Commission that the legislative program which has been 
repeatedly endorsed by the National Education Association and by 
the Department of Superintendence should be vigorously and 
loyally supported in cooperation with the other great National 
groups which are unitedly back of it. If satisfactory action is not 
secured during this session of Congress, efforts will be made to 
determine the attitude of every Senator and Congressman on the bill 
and the friends of the measure will carry the campaign for its sup- 
port into the Congressional election next fall. 











THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION 79 


appropriate instruction. Ten explana- 
tory statements in the order of their fre- 
quency follow: Lack of vision and spirit 
of service; see no thrilling experiences 
in teaching; dislike working with chil- 
dren; do not care to assume responsibili- 
ties involved; fail to see the importance 
of a life career; few are temperamentally 
fitted; dislike prospect of dealing with 
poor students; lack confidence in ability 
to handle a teaching position success- 
fully; attitude warped by low level of 
teaching encountered ; teaching not their 
idea of success. 

High-School Students Misinformed— 
Closely associated with the defects in 
the qualities and attitudes of high-school 
pupils is the fact that they are frequently 
misinformed. Several sources of misin- 
formation follow: The business world 
depreciates the value and status of teach- 
ers; teachers advise students to select 
anything else; newspapers emphasize the 
unattractive; exceptionally unattractive 
cases discourage many; apologetic atti- 
tude of teachers creates wrong impres- 
sions of the profession. ‘To counterbal- 
ance such influences leaders in the pro- 
fession must give publicity to the at- 
tractive phases of careers in education. 

Lack of Respect for Those in the Pro- 
fession—It has been mentioned fre- 
quently throughout the earlier discus- 
sions that there is lack of respect in 
many quarters for those in the teaching 
profession. Teachers are frequently 
considered unworthy examples for young 
people to imitate. The social status of 
teachers is very low in many communi- 
ties. School men are frequently not 
credited with good _ business sense. 
Many parents are extremely critical of 
the character and work of teachers. All 
of these. conditions do much to dis- 
courage ambitious, capable young men 
from entering the profession. 


Pressure of Economic Demands—In 
some cases young men who might other- 
wise select teaching find it impossible to 
make the necessary preparation on ac- 
count of the pressure of immediate eco- 
nomic demands. It is evident that we 
are confronted with a peculiar situation. 
In order to attain a position of leader- 
ship in education a great deal of money 
and time are necessary. “Those who are 
so fortunate as to have these usually 
find more interesting and attractive op- 
portunities in other fields. If we retain 
high standards of preparation we must 
make the salaries commensurate with 
the ability and preparation required. 


(Concluded on page 81) 


' 
4 
{ 
| 
q 
i 








Illiteracy in the United States 


This report of the Bureau of Census shows that the illiterate population of the United States, ten years of age or over, 


numbered 4,931,905 in 1920 as against 5,516,163 in 1910. 


Division and State 


United States 


Geographic Divisions 
New England...... 
Middle Atlantic........ 
East North Central..... 


West North Central......| 


South Atlantic......... 


East South Central. .... 
West South Central......| 
Mountain Central........ 


Pee 4 
New England 

Mine. eas 

New Hampshire. hi ra 

Vermont 


Massachusetts. ; . 
Rhode Island............ 


Connecticnt.......5... 
Middle Atlantic 
Sw! ae 
New Jersey........ 
Pennsylvania. . 
East North Central | 
oe ae 
indiana 


Baetioma ou. = 120s. | 


eee 
Wisconsin. . 

West North Central _ 
SS 
Iowa. . 








south Daleta........... 


Nebraska. 
Kansas. 

South Atlantic 
pemware. 2... Re... 
Maryland. . 


District of Columbia . vos oe 


Virginia 


West Virginia . bbe wuttlys 


North Carolina.......... 


South Carolina....... 
Georgia. . 
Florida... 

East South Centra 1 
Kentucky. . 


Tennessee............... 


Alabama. 
Mississippi. . 
West South Centre 1 
Arkansas....... 
eae SEs 
Oklahoma.......... 
ee be 
Mountain 
RG. es, Sa 
J Ee eee 
Wyoming......... 
Cenoreae.......... 
New Mexico...... 
FN Pee oe ee 
_ Bs aaann iia eedanal 
AES ee 
Pacific 
Washington.......... 
Oregon. . 
California 


revealcd when during the war statements made by candidates were confirmed by tests. In 1900 
there were 6,180,069 illiterates; in 1890, 6,324,702; and in 1880, 6,239,958. 
“I lliterate,’’ as used by the Census Bureau, signifies inability 
to write any language. 
Population 10 years of age and over 
1920 — 1910 a 
Illiterate Illiterate - 
Total — Total — —— 
Number Per cent Number Per cent 
82,739,315 4,931,905 6.0 71,580,270 5,516,163 77 
5,945 ,989 289 , 700 4.9 5,330,914 280 , 806 aaa 
17 ,666,354 865 , 382 4.9 15,446,515 873,812 5.7 
17,130,786 495 ,470 2.9 14,568 ,949 491,850 3.4 
9,889, 740 193,221 2.0 9,097,311 263 , 138 2.9 
10,513 ,447 1,212,942 3 9,012,826 1,444,294 16.0 
6,677,229 845 ,459 12.7 6,178,578 1,072,100 17.4 
7,739,536 773,637 10.0 6,394,043 845 , 604 13.2 
2,564,463 132 ,659 I 2,054,249 140,737 6.9 
4,611,771 123 ,435 re 3,496,885 103 ,822 3.0 
621,233 20,240 | ae 603 , 893 24,554 4.1 
361,930 15,788 4.4 354,118 16,386 4.6 
284,472 8,488 3.0 289 ,128 10, 806 3.2 
3,106,769 146,607 4.7 2,742 ,684 141,541 5.2 
483 ,788 31,312 6.5 440 , 065 33,854 ‘a 
1,087,797 67 , 265 6.2 901 ,026 53,665 6.0 
8,402,786 425,022 5.1 7,410,819 406 ,020 5.5 
2,494,246 127,661 - 2,027 ,946 113,502 5.6 
6,769,322 312,699 4.6 6,007 , 750 354,290 5.9 
4,624,456 131,006 2.8 3,848, 747 124,774 3.2 
2,356,214 ° 52,034 ‘ee @ 2,160,405 66,213 32 
5,184,943 173 ,987 3.4 4,493,734 168 , 294 32 
2,895 ,606 88 , 046 3.0 2,236,252 74,800 3.8 
2,069 , 567 50,397 | 2.4 1,829,811 57,769 3.2 
1,877,132 34,487 | 1.8 1,628,635 49 , 336 3.0 
1,913,155 20,680 | | 1,760,286 29 , 889 F, 
2 fada71 83 ,403 3.0 2,594,600 111,116 4.3 
470,210 9,937 23 424,730 13,070 3.4 
482,195 8,109 .Z 443 ,466 12,750 2.9 
1,012,552 13,784 | 1.4 924,032 18 ,009 1.9 
1,396,725 22,821 1.6 1,321,562 28,968 am 
178,930 10,508 5.9 163 ,080 13,240 8.1 
1,158,953 64,434 5.6 1,023,950 73,397 Toa 
377,295 10,509 2.8 279 ,088 13,812 4.9 
1,748,868 195,159 1.2 1,536,297 232,911 13.2 
1,083 ,395 69,413 | 4 903 , 822 74,866 8.3 
1,844,673 241 ,603 3:3 1,578,595 291,497 18.5 
1,219,316 220, 667 18.1 1,078,161 276,980 25.7 
2,150,230 328 , 838 15.3 1,885,111 389,775 20.7 
751,787 71,811 9.6 564,722 77,816 13.8 
| 
| 

1,837 ,434 155,014 8.4 1,722,644 208 , 084 12.4 
1,770,762 182 ,629 | 10.3 1,621,179 221,071 13.6 
1,730,421 278,082 16.1 1,541,575 352,710 22.9 
1,338,612 229 , 734 ii .2 1,293,180 290 , 235 22.4 
1,302,905 | 121,837 | 9.4 1,134,087 142,954 12.6 
1,366,066 299 ,092 21.9 1,213,576 352,179 29.0 
1,513,951 56, 864 3.8 1,197,476 67 ,567 5.6 
3,556,614 295 , 844 8.3 2,848 , 904 282 , 904 9.9 
421,443 9,544 23s 303,551 14,457 4.8 
326,051 4,924 1.3 249 ,018 5,453 2.2 
150,993 3,149 «Fe 117,585 3,874 Sum 
747,485 24,208 3:2 640 , 846 23,780 3.7 
267 ,595 41,637 15.6 240,990 48,697 20.2 
255,461 39,131 I 157,659 32,953 20.9 
331,530 6,264 1.9 274,778 6,821 2.3 
63,905 3,802 5.9 69 , 822 4,702 6.7 
1,101,929 18,526 1.7 933 ,556 18 ,416 2.0 
638 , 987 9,317 1.5 555,631 10,504 1.9 
2,870,855 95 ,592 3.2 2,007 ,698 74,902 38 











These figures are somewhat smaller than those 















































[80] 


meme ELIT = 


Vol. 11, No. 2 


(Continued from page 79) 
Summary—lIn concluding this section 
of the report the reasons why a larger 
number of capable young men do not 
prepare for careers in education are pre- 


sented in four groups: 
Group I—Relating to the profession 


NN, es fh Fhe ayia BS Wa doe’ 265 
Lack of respect for education as a 
MEMMORENE 45. scccsssesesccecs 163 
Peculiarities and defects in the 
BPOECOSIOM ooo sccsescscccccses 102 
Group Il—Relating to salaries and 
ESOS Ee ee 253 
Inadequate salaries............ 184 
Lack of permanenee............ 69 
Group III—Relating to high-school 
hs dle a aia 0'es wo e's 138 
ES ee Oe 77 
Defects in qualities and attitudes 38 
PS e rs eee 13 
Immediate economic demands... 10 
Group I1V—Relating to those in the 
a Pere ere ree 71 


Defects of those in the profession 52 
Lack of respect for those in the 
POON 3 5 idee Sod aneeeeus 19 


The summary indicates clearly that 
constructive steps must be organized 
along four general lines: The profession 
itself must be brought to a higher level 
of efficiency and respectability; salaries 
and tenure must be adjusted so as to 
secure permanency and compensation 
appropriate to the ability and prepara- 
tion required; high-school students must 
be fully informed in regard to the op- 
portunities for attractive careers in edu- 
cation; and those in the profession must 
take steps to overcome individual peculi- 
arities, must take keener interest in their 
work and must become more scientific 
and effective in professional activities. 


EDUCATIONAL OPINION 


OLLEGE TEACHING which 

does not set the student on fire 
intellectually fails to reach the first goal 
of higher education. To make college 
students intellectually keen about some- 
thing worth while must always remain 
the chief obligation of the college. ‘This 
obligation can be met only by having 


inspiring teaching in the _ classroom. 
College authorities charged with the 
responsibiltiy of selecting instructors 


should place the value of teachers who 
have the enlarged elevating spirit in 
combination with the power to inspire 
in their students intellectual enthusiasm 
above all other considerations in college 
administration.—Editorial in 4 merican 
Education. 


HERE MUST BE increasing pro- 

fessional activity on the part of 
teachers generally. The public has 
recognized to some degree the needs of 
the profession and will demand more 
from the teachers in the way of increased 
effectiveness resulting from increased 
preparation and wide experience. The 
more recent salary changes throughout 
the country recognize and reflect this 
feeling. These rewards are based upon 
preparation and merit. 

The most potent factor after the or- 
ganization has been perfected and the 
policies adopted and developed is the 
bringing of these facts to the attention 
of the public in compelling fashion. The 





success of education in Detroit, in Mich- 
igan, and in the United States depends 
upon our ability to reach and convince 
the people of education’s accomplish- 
ments and needs. ‘This publicity will 
fall into disrepute with the people and 
fail in its purpose unless it is educational 
in nature, dignified in form, based upon 
solid fact, and free from self-interest.— 
Frank Cody, in Detroit Educational 
Bulletin. 


ONEY FOR WAR OR FOR 
SCHOOLS—Professor Bogart, 
of the University of Illinois, has com- 
piled figures to show that the direct cost 
of the world war was $186,333,637,097, 
a figure too large for mortal man to 
grasp. The New York Herald has fig- 
ured that the United States Govern- 
ment has from 150,000 to 200,000 super- 
fluous employees on its payrolls. The 
cost of these employees to the taxpayers, 
at an average salary of $150 a month, 
is about a million dollars a day. 

It is true the schools are expensive; 
they take a lot of tax money. But there 
is hope that the schools will make wars 
impossible and waste in government ex- 
pense less colossal. When the politi- 
cians in your community demand that 
the cost of the schools be reduced, just 
suggest that the costs of war and gov- 
ernment be cut first. War and waste 
are in a large measure unnecessary. “The 
schools are the foundation of our democ- 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 81 


racy and must be maintained.—Editorial 
in The Nebraska Teacher. 


HE LOGIC of the situation seems 

perfectly clear. The world is be- 
ing tried as with fire. Society is in 
revolution. Our civilization is not only 
under indictment, it is fighting for very 
existence. Solution is not to be reached 
by local adjustment. Acceptance of in- 
ternational responsibility is unavoidable. 
Dogmatism and intolerance, whether 
National or individual, will be fatal. 
An informed citizenship—a citizenship 
imbued with the ideals of true democ- 
racy and that spirit and habit of service 
without which democracy cannot stand, 
is indispensable. It is a long struggle in 
which we are engaged. It is to the 
rising generation that the world must 
turn for help. It is to a youth trained 
to see clearly, to view broadly, to judge 
fairly, and to act fearlessly that we 
must look for better things.—From the 
inaugural address of President Living- 
ston Farrand, of Cornell University, in 
School and Society. 


ONSOLIDATED SCHOOLS— 

One of the great problems with 
which the educationist in all countries 
has to contend is the inferiority of the 
educational opportunities afforded the 
boy or girl in the country, compared 
with those afforded the boy or girl in the 
towns. Under the system still most 
general this is, of course, inevitable. In 
large centers of population, where pro- 
vision has to be made for educating con- 
siderable numbers of children, well- 
equipped school-houses and competent 
staffs can be provided. But, in a coun- 
try district, where one room is ample 
accommodation for all the scholars who 
can attend, and one teacher constitutes 
the staff, the education must necessarily 
be of a very inferior kind. 

In the United States, to an ever-in- 
creasing extent, this problem is being 
most satisfactorily solved with the help 
of the motor vehicle and the consolidated 
school. The modern rural school, as 
it appears today, in the middle western 
States, is a large, well-equipped build- 
ing, surrounded by land sufficient to 
allow the laying out of football fields 
and baseball fields, with accommodation 
for other outdoor sports. ‘The school 
building itself is capable of providing 
for all grarmmar grades and also a high 
school course, and it draws its attendance 
from a country district often as great as 
one hundred square miles. The children 








8 


|S 


are conveyed to and from school by 
means of motor busses, in less time than 
it used to take the country boys and girls 
to walk to their district schools. They 
are taught by a staff of teachers equal in 
training and general efficiency to those 
occupying similar positions in the towns, 
and they have the advantages of chemi- 
cal laboratories, manual training rooms, 
gymnasiums, and all the features ot 
modern education. 

Very often the school is out in the 
some distance from the 
but well situated as re- 


open country, 
nearest village, 
gards roads, so as to be as accessible as 
possible to all parts of the districts which 
it serves. The rapidity with which the 
movement is spreading may be gauged 
from the fact that Indiana has already 


over 1000 consolidated schools, lowa 
over 400, Ohio more than 900, while 
Minnesota, Colorado, and other adja- 


cent States have several hundreds each. 
Indeed, throughout the Middle West, it 
is estimated that one consolidated school 
is being opened for each school day in 
the year. 

One of the many 
system is that it tends to prevent that 
steady drift to the towns, as character- 
istic of social development in the United 
States as in many other countries. ‘The 
boy or girl with a desire for higher edu- 
cation is no longer obliged to go to the 
order to satisfy it, whilst the 
itself, with its ample ac- 
commodation for all of func- 


advantages of the 


town in 
school house 
manner 
tends to become a most welcome 
community The 
automobile makes it possible for farmers 
and their families, within a wide radius, 
to come to the school for lectures and all 
Libraries 


tions, 


center. ubiquitous 


manner of social gatherings. 
are started and musical classes, and, very 
often, there is something practical or 
entertaining, or both, at the 
school house every night in the week. 
often 


going on 


As one consolidated school will 
take the place of twelve or more district 
schools, the cost of maintenance under 
the new scheme is no more than under 


the old.—Christian Science Monitor. 


OTHING IS SO important to all 
1 teachers as the maintenance at 
high pressure of the National Education 


A. E. Winship. 


Association.—Dr. 


T THE PRESENT TIME it 
A would be difficult to name a single 
man who has come to high position in 
in church, or in form of our 


life 


state, any 


commercial, industrial, fi- 





en 
public 


THE JourRNAL oF tHE NATIONAL EDUCATION ASSOCIATION 


nancial, professional—who did not be- 
gin at or near the lowest rung of the 
economic and social ladder.—Nicholas 
Murray Butler, in 4 merican Education. 


HE END and object of your exist- 
ence should be work, 
mate employment of all your faculties— 
work for God, 


or the legiti- 


work for man, work in 





1922 


————, 


February, 


the state of life in which it has pleased 
for Him, 


fellow-men. 


God to place you, 
selves, for 


for your- 
Follow 
and you will 


your 
this as a first principle, 
find how wonderfully, how satisfyingly, 
group themselves 
healthfully and helpfully about work. 


H. R. Haweis. 


all pleasures. will 


Benjamin Franidin entering Philadelphia 


in 1723, penniless. 


Instead of saying’Something ought § 
to be done” he said. What can Ido?” § 


: Thus he became 


| | “The most useful and industrious 
|| citizen that Philadelphia or 
| America has ever known: f 





Copyrighted National Child Welfare Association, 70 Fifth Avenue, New York City. 


’ bd . > 
HIS is one of a series of twenty colored charts, each of which presents a man 


or woman who has made a significant contribution to American ideals. 


> 
by 















Pine aoe a, 


see eee 



























































Cantilever Stores 
Cut this out for reference 


Akron-11 Orpheum Arcade 
Albany-Hewett's Silk Shop-15 N. Peart St. 
Altoona~Bendheim s, 1302—Lilth Ave 
Asheville-Anthony Bros 
Atlanta—Cariton Shoe & Clo. Co 
Austin—Carl H. Muelle 
Baltimore-325 Nv. Charles St 
Battle Creek—Bahlman's Booters 
Bay City—D. Bendall Co 
Birmingham—219 North 19th St. 
Boston—Jordan Marsh Co. 
Bridgeport-W. K. Mollan 
Brooklyn—414 Fulton St. 
Buffalo—639 Main St 
Butte—Hubert Shoe Co 
Cedar Rapids-The Killian Co 
Charleston—J. F. Condon & Sons 
Charlotte—221 Piedmont Bidg 
. 430 E. Randolph St 
Chicago } 4750 Sheridan Rd 
Cincinnati-The McAlIpin Co 
Cleveland-Graner-Powers, 1274 Euclid Av, 
Col. Springs—McEntire’s, 10 N. Tejon St, 
Columbia, 8. C.-Watson Shoe Co 
Columbus, O.—The Union 
Dallas—Leon Kahn Shoe Co 
Davenport-R. M. Neustadt & Sons 
Dayton—The Rike—Kumler Co 
*Denver-—A. T. Lewis & Son 
Des Moines—W. L. White Shoe Co 
Detroit—T. J. Jackson, 41 E. Adams Av6, 
Easton—H. Mayer, 427 Northampton St, 
Elizabeth—Gigl's, 1053 Elizabeth Ave. 
Elmira—C. W. O'Shea 
E! Paso—Popular Dry Goods Co. 
Erie—Weschier Co., 910 State St. 
Evanston-—North Shore Bootery 
Fall River—D. F. Sullivan 
Fitchburg—-Wm,. C. Goodwin 
Fort Dodge—Schill & Habenicht 
Galveston—Fellman’'s 
Grand Rapids—Herpolsheimer Co 
Harrisburg—Orner'’s, 24 No. 3rd St. 
Hartford—-86 Pratt St 
Houston—Clayton's, 803 Main St 
Huntington, W. Va.—McMahon-Diehl 
Indianapolis—L. S. Ayres & Co 
Jackson, Mich.—Palmer Co. 
Jacksonville-Golden’s Booterys 
Jersey City—Bennett’s, 411 Central Ave. 
Johnstown, Pa.—Zang’s 
Kansas City, Kan.—Nelson Shoe Co 
Kansas City, Mo.—300 Altman Bldg. 
Knoxville-Spence Shoe Co 
Lancaster, Pa.—Frey's, 3 E. King St. 
Lansing—-F. N. Arbaugh Co. 
Lawrence, Mass.—G. H. Woodman 
Little Rock—Poe Shoe Co., 302 Main St. 
Los Angeles—505 New Pantages Bldg. 
Louisville—Boston Shoe Co. 
Lowell—The Bon Marche 
McKeesport—Wm. F. Sullivan 
Meridian—Winner, Klein & Co. 
Milwaukee—Brouwer Shoe Co. 
Minneapolis—21 Eighth St., South 
Mobile—Level Best Saoe Store 
Montgomery—Campbell Shoe Co. 
Morristown—G. W. Melick 
Muncie—Miller’s, 311 So. Walnut St 
Nashville-J. A. Meadors & Sons 
Newark-897 Broad St. (opp. City Hall) 
New Britain-—Sloan Bros. 
New Haven-—153 Court St 
New Rochelle-Ware's 
New York-22 West 39th St 
Norfolk-Ames & Brownley 
Oakland—205 Henshaw Bidg. 
Omaha-—1708 Howard St, 
Passaic-Kroll’s, 37 Lexington Ave. 
Pawtucket-—Evans & Young 
Philadelphia—1300 Walnut St 
Pittsburgh—-The Rosenbaum Co 
Pittsfield—Fahey's, 234 North St 
Plainfield—M. C. Van Arsdale ‘ 
Portland, Me.—-Palmer Shoe Co. 
Portiand, Ore.—353 Alder St 
Poughkeepsie—Louis Schonberger 
Providence-The Boston Store 
Richmond, Va.—Seymour Sycle 
Rochester—148 East Ave. 
Rock Island—Boston Shoe Co. 


ae 


ge a ST Pee 


Room 502) 
kkoom 214) 





























feet that cry Jor comfort 


SOMEWHERE, at some hour, 
the nerves of your feet seem to 
utter a little cry. 


tilevers lace up trimly and afford 
each arch the precise degree of sup- 






As time goes on, portitneeds. For weak arches that 
the cry comes oftener and grows 


louder. 


need correction, wear Cantilevers 
It’s a warning that fallen 


and see how quickly you improve. 
backache, 


arches, nerve-strain, 


headache may develop. 


ie ahem Cantilever Shoes make it easier 
It’s a cry 
for comfort: The comfort of Canti- 


lever Shoes. 


to shop, stand and walk without tir- 
























ing so soon. Life becomes brighter 






and happier when your feet are 


To stand at ease, to step out comfortably cared for. It isn’t as 
if you had to make a sacrifice for 


your comfort. 


gracefully, to be fresh and ready 
tor joyous activity; to feel at best 
at all times, your feet need prop- 


Cantilever Shoes 
are not only beautifully comfort- 


erly shaped shoes as much as your able, but they are good looking, 


eyes crave good-looking shoes. Prices are reasonable. 


Saginaw—Goeschel-Brater Co 7ou - a 4 ae ok : ; . 
St. Louis-516 Arcade Bldg., opp. P. O. ne oc at iggy oe Ask for a demonstration 
Salt Lake City-Walker Bros. Co arches that are = . F ; i " 

San Antonio-Guarantee Shoe Co ve are flexible at the nearest dealer’s. If 
San Diego-The Marston Co like their own arches. none listed here is near 


San Francisco—Phelan Bldg. (Arcade 
San Jose—-Hoff & Kayser 


- The flexible arch of the 
Santa Barbara—Smith’s Bootery 


you, write to the manufac. 


Savannah—Globe Shoe Co 






















Seattle-Baxter & Baxter 
Shreveport—Phelps Shoe Co 
Sioux City-The Pelletier Co. 
Sioux Falls-The Bee Hive 
South Bend—Ellsworth Store 
Spokane—The Crescent 
Springfield, Tll.—-A. W. Klaholt 


Stamford—L. Spelke & Son 
Syracuse—136 S. Salina St. 
Tacoma—Fidelity Bldg. (8th floor) 
Terre Haute—Otto C. Hornung 
Toledo—LaSalle & Koch Co 
Trenton—H. M. Voorhees & Bro 
Tulsa-Lyons’ Shoe Store 
Waco-Davis-Smith Booterie 
Walla Walla—Gardner & Co 


Washington—1319 F St 


Schenectady—Patton & Hall 


Springfield, Mass.—Forbes & Wallace 


Waltham—Rufus Warren & Sons 


Cantilever Shoe improves 
circulation and _ permits 
strengthening exercise of 
foot-muscles. Cantilevers 
have no metal shank-piece 
concealed in the leather, 
as do ordinary shoes. Can- 





turers, Morse & Burt Co., 
10Carlton Ave., Brooklyn, 
N. Y., for the address of a 
nearby dealer and an inter- 
esting booklet that explains 
why so many people have 
fallen arches. 


antilever 










Waterbury—Reid & Hughes Co. 
Wheeling—Geo. R. Taylor Co. 
“ Wilkesbarre-M. F. Murray 
Winston-Salem—Clark-Westbrook Co. 
Worcester—J. C. MacInnes Co 
Yakima—Kohls Shoe Co 

York—The Bon Ton 





| 
| 
i 
i 
' 
| 
| 
| 
' 


Shoe 


Youngstown-—B. McManus Co 


Agenctes in 248 
other cities 






Endorsed by Women's 


; y Colleges, Women's Clubs, Public Health A uthoriti« 
Directors of Physical Education, Editors, 


é Physicians, Osteopaths, 
Stage Celebrities, and prominent women everywhere. 








Mention THE JourNat when writing our advertisers, 











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THE JOURNAL OF THE NAT:ONAL 


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February, 1922 





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Vol. 11, No. 2 


—— 












THE JOURNAL OF THE NATIONAL EpuUCATION AssocIlATION 


EAST, SOUTH, AND WEST 


You will tind “Standard” electric time equipments in every corner of the United 
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801 8th Street S. E., MINNEAPOLIS 


See our Exhibit in Booths 10 and 11, Leiter Building, Chicago, Il. 





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HEN attending the convention of the De- 

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automobile through beautiful Lincoln Park to 
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"THE EXHIBITS—AN EDUCATION 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1922 


Largest and Most Comprehensive Exhibition of School 
Equipment Ever Held 


(If you are not attending the convention, read the last paragraph first.) 


adequate in describing the unusual 

display of school equipment and 
supplies on exhibition at the Leiter Build- 
ing, corner of State and Congress streets, 
during the convention of the Department 
of Superintendence. 


G sua in dese are dull and in- 


Not Enough Room 


One entire floor of over 35,000 square 
feet has been turned over to the exhibit- 
ors and this is not enough. ‘Thirty thou- 
sand square feet more space has been 
secured, making the Chicago exhibit 
more than twice as large as any previous 
demonstration. ‘This unprecedented ac- 
tivity on the part of the exhibitors pre- 
sages even greater interest and enthusi- 
asm by the visiting superintendents and 
their friends. 


Cost and Value 


The cost of preparing the things dis- 
played will run over a million dollars, 
whereas the intrinsic value of the objects 
themselves will be many hundred thou- 
sand dollars. 

Hundreds of school people attend the 
convention with the primary object of 
seeing the latest and best, and every one 
should at least drop in and look over 
the show. 


Single Exhibit Cost $450,000 


Four hundred and fifty thousand dol- 
lars has been spent in the preparation 
of a single exhibit article — Compton’s 
Pictured Encyclopedia, every word of 
which has been written since the war. 
These volumes have been prepared not 
only with the idea of making it useful 
to the exponent of the most modern 
methods of teaching, such as the social- 
ized recitation and the problem project 
method, but also to actually make the 
child want to use it. Ten thousand 
dollars will be given away by this con- 
cern to National Education Association 
members only. 

The World Book, so ably edited by 
Dr. M. V. O’Shea and which has met 
with official endorsements in twenty-one 
States; Pictured Knowledge, Dr. Cal- 
vin N. Kendall’s last and greatest contri- 
bution to the coming generation; the 
International Encyclopedia, in its second 
and after-the-war edition; the world- 
renowned Encyclopedia Britannica, and 


other highly valuable volumes are also 
on exhibition. 


See Models of Atoms—and Solar 
Systems 


In accordance with the recent re- 
searches of scientific men, there has been 
designed a model which shows how 


| OFFICIAL CHICAGO 
SCHOOL EXHIBIT 


HE Chicago schools are 

noted for their work in de- 
veloping the problem project 
method and the socialized reci- 
tation. Superintendent Peter || 
Montensen of the Chicago 
schools announces that there 
will be ample opportunity for 
visiting superintendents and 
their friends to see the actual 
functioning of the problem pro- 
ject method and the socialized 
recitation during school hours. 
Automobiles will be provided 
and all are urged to register at 
the information desk in the Ex- 
hibit Hall (Leiter Building) for 
the trip. 
| School records and reports 
used in Chicago will be on dis- 
play in booths 40-41, 48-49 at 
the Leiter Building. Assistant 
Superintendent A. B. Wight 
has prepared a careful and in- 
teresting demonstration. 

In visual education, the Chi- 
cago schools rank very high, 
and William Dudley Hays, di- 
rector of this work, will show 
exactly how it is carried on. 
He will use ten booths on the 
fourth floor of the Exhibit Hall 
(Leiter Building) and have 
children actually making slides 
and using visual equipment in 
correlation with regular school 
work. 

















| h— — = 

planets rotate around the sun and 
how comets pass through the orbit of 
the solar system in elliptical paths. 





The way the electron units rotate with- 
in an atom and how radium explodes 
and how the exploding of an atom 





changes the rotating system inside and 
why we have certain elements with cer- 
tain atomic weights and many other 
interesting facts about the movement of 
bodies acted upon by the law of gravita- 
tion will actually be demonstrated. 
These new instruments will be shown 
to school men and is a part of what may 
be taught in the high schools and col- 
leges, thus bringing technical informa- 
tion down to a plane that can be under- 
stood by all, so that these infinite or in- 
finitesimal things may be made finite in 
size and real in performance, etc. The 
Welch Manufacturing Company always 
has an interesting and valuable display. 

See the spinning dollar and investigate 
the cause of its spinning; witness the 
operation of the new Harmonic Motion 
Lantern Slide ; and bring all your labora- 
tory problems to the Central Scientific 
Company’s booths where many new 
physic and chemistry projects will be 
available. 

Dr. A. E. Winship says that “F. H. 
Wiese, whose genius has realized the 
ideal in laboratory furniture, belongs in 
the class with Herbert Spencer, who 
made science a universal school func- 
tion.”” In the laboratory furniture list 
of exhibitions there are in addition to 
Mr. Wiese the Kewaunee Manufactur- 
ing Company, with its large and com- 
prehensive line of products; the Leonard 
Peterson Company, and the E. W. A. 
Rowles Company. 


Automatic Attendance Records 


“Drive dull care away” is the theory 
of the International Time Recording 
Company, which believes that the enor- 
mous amount of time wasted by teachers 
in keeping attendance records can be 
done away with and the responsibility 
placed upon the child himself to keep 
his own record of attendance. Every 
superintendent should visit this exhibit. 

The Standard Electric Time Com- 
pany is planning an unusual and unique 
display. Among some of the special 
features of the equipment will be a sec- 
onds clock with sounder, useful in physi- 
cal laboratory work; a convenient com- 
bination strap key and plug board, by 
which any room schedule can be quickly 
changed to any program desired without 


(Continued on page A-34) 





(C) 





THE 


Vol. 11, No. 2 


It’s easier to move 
the Miessner than 
to march the class 


How a new idea in piano building 
is revolutionizing classroom music 


T is easier and more efficient to move a Miessner to a class 
than to march the class to the room where a cumbersome 
upright is kept. ‘lime is not the only thing that is lost 

when a class is moved. Order and attention are temporarily 
forfeited in the environment of another room. 

The Miessner is so light that two small boys can easily move 
it from one room to another. “Iwo men can carry it up and 
down stairs. A separate music room is no longer a necessity. 

This is one reason—vital to every teacher—why the Miess- 
ner is revolutionizing classroom music. This is but one of 
many reasons why more than 2,100 teachers are voicing their 
appreciation for this little piano in enthusiastic terms. 

The Miessner is the original small piano, the exclusive prod- 
uct of the Jackson Piano Company. ‘The result of many 
years of study of the small piano, it reveals an entirely new 
idea in piano building. 


Where the ordinary upright fails 


Through the use of shorter strings than are found in the 
ordinary upright, the Miessner attains a compactness that 
makes it really convenient for school use. It has the full 
seven-octave keyboard, and an action which eliminates the 
“springy” touch so prevalent among larger uprights. 

Looking over its top while playing, the teacher can see the 
face of every pupil in the room. ‘This makes for close per- 


5 reasons why the Miessner is revolutionizing 
classroom music 


. Visibility—The teacher can look over its top while playing, 
and see every pupil in the room. 


. Portability—Two small boys can move it from room to room. 


. Durability—Low tension stringing puts less strain on sound- 
ing board. 


. Tone—As full, rich, and beautiful as that of a grand. 


5. Low Price—Costs less than an ordinary upright. 


JOURNAL OF THE NATIONAL 





EDUCATION 


ASSOCIATION 


A-33 








sonal contact between class and teacher—a thing almost im 
possible with the high upright. 

The volume and the full rich resonance of its tone rival 
that of many grands. ‘Thus a Miessner-accompanied singing 
hour is a real inspiration to the children. 

The Miessner builders have achieved this tone by putting 
less tension on the strings. There is from 314 to 5 tons less 
pull on Miessner strings than on those of the ordinary upright. 

As a result the Miessner is unusually sturdy, and will need 
tuning less often than the average instrument. ‘The sounding 


board will remain unwarped through many years of hard 
school usage. 


10 days’ free trial—Reduced prices to schools 


Many of the most prominent school boards have sent in 
large additional orders for Miessners after a trial of one or 
two in their classrooms. That you may judge the Miessner 
for yourself—its convenience and clear beauty of tone—we 
will send it to you for a 10-day free trial in your own class- 
room. 

Mail the coupon now for complete details of our free tria! 
offer, and of the reduced price to schools that brings the cost 
of a Miessner to a sum lower than the cost of the ordinary 
upright. 


CLIP THIS COUPON AND MAIL TODAY 


The Jackson Piano Company, 
122 Reed Street, Milwaukee, Wisconsin. 


Send me the Illustrated Miessner Catalog, complete details of 
your 1o-day trial offer, and special price to schools. 





The Miessner will be at the National Education Association Convention, Leiter Building, 
Chicago, February 24 to March 2. Stop for a few minutes between meetings and see it. 


The MIESSNER 


The little piano with the big tone 


THE JACKSON PIANO COMPANY 


i22 REED STREET, 


(C) 1922, Jackson Piano Company 


MILWAUKEE, 


WISCONSIN 


Originators and exclusive manufacturers of small pianos 





Mention THE JourNnaAL when writing our advertisers, 








(Continued from page A-32) 


the use of a screw driver; an electric 
time recorder for keeping card records 
of the teachers’ and janitors’ attendance ; 
an electric time stamp useful in check- 
ing mail, bills, etc., and a new form of 
battery equipment consisting of six volt 
units which can be readily arranged in 
various combinations to secure the proper 
voltage desired. They are of a conve- 
nient form for handling, setting up in a 
small space and operating with absence 
of noxious fumes. ‘The Times Systems 
Company with the Hahl Pneumatic 
Clock will demonstrate the features of 
this clock also. 


The Business Laboratory 


Modern office appliances are becom- 
ing more and more evident in our 
schools. No commercial department is 
complete without a business laboratory 
where the students may acquaint them- 
selves with everything that an up-to-date 
office contains. 

The booths of the Burroughs Adding 
Machine Company, which’ have always 
been the most beautiful exhibit of the 
convention; the Dick Mimeograph, 
which so greatly multiplies manpower ; 
Felt and Tarrant, with their line of 
Comptometers; the new Speedograph or 
self-feeding Duplicator, which works 
without stencils; the Monroe Calculator, 
the Automatic Pencil Sharpener, and 
other exhibitors of their kind will be 
sure to attract unusual interest. 


The New World 


The war in addition to checking an 
already retarded school building pro- 
gram also put out of commission two- 
thirds of the school maps. As a conse- 
quence there will be an unusual interest 
evidenced by the superintendents—and 
the map merchants are promising the 
biggest and most up-to-date exhibit in 
their career. A. J. Nystrom, Rand Mc- 
Nally, Denoyer, Geppert, and McCon- 
nell Map Company have all made elab- 
orate preparations for the entertainment 
of the visitors at their booths. 


“Sit Still, Sad Heart, and Cease 
Reclining” 


In order to make more possible “‘still 
sitters” in the school room the ingenuity 
and effort of many men have been 
focused upon the problem of school seat- 
ing. Many are the new designs and 
varied are the colors of the latest prod- 
ucts of the inventor in this line. Every 
school administrator should consult tne 
directory of school furniture exhibitors 
on page A-42 of this magazine and visit: 
each of these firms in order that he may 





‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


bring home with him full knowledge 
of the latest designs in this important 
school necessity. 


The “Weigh” to Health 


Weigh yourself and let the children 
weigh themselves. Be sure to visit the 
booths of the Continental Scale Com- 
pany, Fairbanks, Morse & Co., and the 
Chicago Scale Company, where will be 
displayed complete lines of portable and 
stationary scales for schools. A large 
per cent of our children are suffering 
from malnutrition, and a “‘scale in every 
school” is one way to discover and cut 
down the enormous economic loss thus 
produced. Welfare workers and travel- 
ing school nurses are particularly inter- 
ested in the light, compact and service- 
able portable scales that will be on 
display. 


Seeing and Believing 


Visual education is rapidly assuming 
an important place in most school sys- 
tems and no exhibit would be complete 
without a comprehensive display _bear- 
ing on this subject. 

Darkened rooms are no longer neces- 
sary for clear pictures, according to the 
exhibitors of the new daylight screen 
called the Translux. Among the well- 
known firms represented here will be 
the Keystone View Company, Bausch & 
Lomb, De Vry Corporation, Victor 
Animatograph, Zenith Projector, Better 
America Lecture Service, Society for 
Visual Education and others. 


Back to Books and Fundamentals 


The superintendent and school pur- 
chasing agent cannot fail to miss some of 
the many and varied lines of activity in 
the busy exhibit hall. 

Primarily, however, he is there to 
learn of the new books available for use 
in his school—the latest methods of 
teaching; and the best charts, maps, and 
other school supplies such as gymnasium 
equipment, drawing materials, lockers, 
microscopes, pens, pencils, musical instru- 
ments, and similar equipment in which 
he is interested. 

Many boards education pay the 
traveling expenses of their superinten- 
dents and purchasing agents because they 
wish them to bring back specific recom- 
mendations for the equipment of new 
buildings and for changes in text-books. 
Consequently, the exhibit hall is usually 
filled with men and women investigating 
the various articles on display and tak- 
ing detailed notes of the newest and 
most practical devices and texts. 


of 





February, 1922 


The Vocational Emphasis 


Yes, the American Woodworking Ma- 
chinery Company, the Oliver Machinery 
Company, the Silver Manufacturing 
Company, North Bros., Simonds Manvy- 
facturing Company, and the Stanley 
Rule and Level Plant will have their 
demonstrations for those interested jn 
vocational and manual training work. 


Then, too, the American Typefound- 
ers, Barnhart Bros. & Spindler, and the 
Mergenthaler Linotype Company will 
show the value of printing and its cor- 
relation with all phases of school work, 


Play, Sing and Save 


A new feature in playground appa- 
ratus is Junglegym, where children can 
exercise the play-climbing instinct to the 
fullest. The old reliable Hill-Standard 
line is planning a surprise which all play- 
ground enthusiasts will want to see. 


The Wayne Portable Iron Grand- 
stand is another new and unique addi- 
tion. It can be set up and torn down 
on short notice, using no bolts, screws, 


or pins whatever. 


W. Otto Mliessner, creator of the 
midget piano, plans to have his new 
Monogram Piano on exhibition and the 
original Miessner Piano will also be dis- 
plaved. In the booths of the Victor and 
Columbia Phonograph Companies the 
latest information for the codrdination 
of these musical instruments with the 
school curricula will be available. 


The story of the varied lines to be 
shown could go on for many pages more. 
Book binding and book cloths, door 
checks, wholesale grocers, exit 
latches, blackboards, kindergarten sup- 
plies, maps, paper, shoes, stage scenery, 
typewriters, vacuum cleaning systems, 
windows and window shades and a hun- 
dred and one other displays of the latest 
and most improved aids to schools are 
all available. 


fire 


The Last Paragraph 


This article is interesting we hope to 
those who cannot attend the convention. 
Read the subtitles anyway. If you wish 
information about any article mentioned 
(or not mentioned) or the address of 
any firm exhibiting, the National Edu 
cation Association will be glad to sup 
ply it gratis. 


No admission is charged. All are im- 
vited. The Leiter Building is near and 
open at all hours. Bring your friends 
and spend an hour or two. 


; 
; 











= 


y-—* oe \ 























Fol. ]1 No. é 


—— 


Balopticons 


and Microscopes 


—the most effective and widely tested agencies of 
VISUAL EDUCATION—-will be displayed and dem- 
onstrated in Booths 301 and 312 at the coming 
N. E. A. Convention of the Department of Superin- 
tendence in Chicago. 

Do not fail to visit us there. You will find Balopticons for 
all kinds of still projection and the most popular school micro 


scopes, both monocular and binocular. You will be very wel- 


come also at our Chicago Office, 122 South Michigan Boulevard. 


BAUSCH & LOMB OPTICAL CO. 


7 ROCHESTER, N. Y. 
New York Washington Chicago San Francisco Londen 


Leading American Makers of Microscopes, Projection Apparatus 
(Balopticons), Photographic Lenses, Binoculars, Ophthalmic Lenses, 
Magnifiers and Other High-Grade Optical Products. 





































F ; 
a 
Mie 
d 
e 
n 
€ ARE THE 
ACCEPTED STANDARD 
e OF THE 
x SCHOOLS and COLLEGES 
«f of AMERICA 
it 
: It isn’t only their ac- 
, curacy and utility—it s 
y, something in the fin 
S, ish, even more in the 
+ design; but in addi- 
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st those little things— 
re clever little devices 
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same end, but in a bet- 
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way that the labora- 
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n. made distinctive be- 
sh cause our designers, 
ed experienced labora- 
tory workers, possess MICROSCOPE No. 64 B 
of the laboratory view- with to X eyepiece, 16 m/m and 
ue point. 4m/m_ objective, double nose 
Catalogue sent on — _ get ieee gre 
" in cabinet, $64.00. iscount to 
ip request. Schools. 
: 
S| | SPENCER LENS CO. 
in- 7 | MANUFACTURERS 
ad | SPENCERY microscopes, mMicROToMES, [SPENCER 


ids 





DELINEASCOPES, SCIENTIFIC 
APPARATUS. 
KES BUFFALO, N. Y. 


BUFFALO 
ray) 








Duk JOURNAL oF THE NATIONAL EDUCATION AssoclATION \-35 




































Mention THe Journat when writing our advertisers, 


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Weighing and Measuring 
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To quickly and properly weigh and measure a large number of 
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Investigate the Continental Special School Scale 
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A-36 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





CHICAGO 
Steger Building 


WASHINGTON 
Southern Building 


NEW YORK 
1254 Amsterdam Ave, 


EVANSTON 


| TEACHERS 
Security Building | 


AND 


BOSTON 


14 Beacon Street 


ERNEST E. OLP 


Director 


Our employment work includes departmental and administrative positions in public and private schools, normal schools, teachers’ colleges, colleges and universities; also such positions as that of 
business managers for schools, registrars, secretaries, accountants, matrons, cafeteria! directors, men and women for test and measurement work, etc. 


EDUCATION SERVICE operates the Fisk Teachers Agency (Chicago), the National Teachers Agency (Washington, 
Chicago, Evanston), and the American Educational Service Bureau. 


Jew York, Boston, 


The whole endeavor of EDUCATION SERVICE is service. 1t aims to render the greatest aid to the largest number at the lowest cost. Your suggestions will be welcomed. 
We shall have booth No. 97 in Exhibit Hall (Leiter Building) at the meeting of the Department of Superintendence in Chicago, February 27th to March 3d, where all attending this meeting 
are invited to call. 


ANALYSIS OF 
INDUSTRIES 


In preparation — 100 booklets 


Summer Session 


June 19 to August 11 
1922 


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The College of Liberal Arts 
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Schools of Theology, Medi- 


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Dormitories on Col- 
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Primary Grades of 


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for Summer Students in Chicago. 
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many explanatory charts valu- 
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or in quantity. 

Summer Session July 5 to 


August 12, 1922 For information, write: 


Dormitories 


National Kindergarten and 
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36th Year Accredited 


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RUSSELL H. CONWELL, President 537 South Dearborn Street 


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Box 26 


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Chicago 


What 15c Will Bring Y 








FOLK DANCES 
GAMES, FESTIVALS, PAGEANTS 


Send for illustrated circular with Tables of Contents 
of our 26 ks 


A. S. BARNES AND CO. 


THE NEW HAVEN NORMAL 
SCHOOL OF GYMNASTICS 


1466 Chapel Street, New Haven, Conn. 


Vocational Guidance in High Schools directing 
students into physical education should look up 
this Institution. Superintendents and Princi- 
pals in need of playground, recreation, and phys- 


Only 15 cents gives you the Pathfinder 13 

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Pathfinder on probation 23 weeks. The 15 cents, does not repay 
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ical directors write to its Appointment Bureau. 





‘*American’’ 


Portable Schoolhouses| 


Portable in Name—Permanent in Performance | 


From Maine to Mexico, from Alaska to Florida 
“American” Portable Schoolhouses are housing the ovet- 
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in constant use more than twenty years. 


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| 
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— 

























© Shit iw ese & 











sere RoE eer FTF 













THE JouRN: 





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Architects 


G. L. LOCKHART 
ARCHITECT 


School Specialist and School Surveys 
Illustrated School Lectures 


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1353-55 University Ave. 


FRANK IRVING COOPER 


Specialist in Schoolhouse Design 
33 CoRNHILL - BOSTON, MASS, 


Chairman N. E. A. Committee on Standardiza- 
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Wm. B. Ittner, F.A.1.A. 
Architect and School Specialist 


Board of Education Building 


SAINT LOUIS MISSOURI 





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Architects 
522 Fifth Avenue 
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H. &rrol Coffin, B.S.,A.1.A. Specialists in 
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AL OF THE NATIONAL EDUCATION ASSOCIATION 











For bindings that 


must withstand 
hard usage 


Throughout thirty-eight 
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as a binding material for text- 
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A-38 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


February, 192) 


Eagerness to Learn comes with the use of 


PICTURES | 


Great are our anticipations of greeting 
you at the National Education Associ- 
ation Convention at Chicago. 

Here you will see the DeVry in actual 
test, demonstrating its portability, sim- 
plicity, the clear pictures it shows, and 
the life-long durability of its precision 
mechanism — illustrating the merit that 
has won for it the prestige of educators 
all over the country. 

Motion pictures in the school have long 
ceased to be heralded as an innovation. 
Illustrated literature showing the appli- 
cation of the DeVry in the school will 


© K.V’. Co. Hulling Rice in the Philippines 


be sent upon request. Write today for Did you ever ask a boy to tell you about somethinghe HAD SEEN? 
Did you note the eagerness and enthusiasm of his response? 


booklet. 
wpares Why not put this spirit into school work by LETTING HIM 


DO NOT FAIL TO VISIT BOOTH No. 130 Ske 5 ello | ee the es bation Fina hl six hundred stereg- 
The DeVry Corporation 


graphs and lantern slides—illustrates each day’s work. 

WRITE US FOR A DEMONSTRATION 
(New York Office) 
141 West 42d Street 


(Factory) KEYSTONE VIEW COMPANY, INC. 
as New York City 


Jriginators of Systematised Visual Education” 


vic Dept. of Underwood & Vid 





“ACME” S. V. E. 


A Combined Moving Picture Projector and Stereopticon 





Lamphouse in position for 
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ERE is the ultimate in picture projection— 

the universal machine that meets every re- 
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pt yssesses 


Unequaled illumination—permitting the projec- 
tion of a picture at any practical distance, whether 
the short throw of the average classroom or the 
longer throw of the school assembly hall or audi- 


toriuim. 
The Ideal Projector for the School 


Think of the advantage of being able to show a 
few slides (pictures with a special bearing on the 
film, or announcements for the coming week), and 
thereby hold undiminished the attention of an 
audience while changing reels! 

The “Acme” S. V. E. will run any film of 
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\lthough possessing GREATER PROJEC- 
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When you buy an “Acme” you 
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[his shows the lamphouse in position 
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CHICAGO, ILL. 








Mention Tur Journat when writing our advertisers, 


PE 0s Poll. 11, No. 2 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-39 


FOR BETTER HEALTH AND GREATER 


EFFICIENCY USE COME TO OUR EXHIBIT of 
Titiattes Deuhle Rell Canvas Shodes GOOD SCHOOL MAPS 


With Airanlite Double (Patented) Fixtures Charts, Globes, Anatomical Models 
at All Schoolroom Windows Booths 31, 32, 33, 34 


They are efficient, good look- ei renin 

ing, economical, trouble-proof, N. E. A. CONVENTION 
and will last for years; can be 

adjusted instantly for ventila- February 27 - March 3, 1922 
tion requirements and varying 


: as Leiter Building, Chicago 
light conditions. 


They also insure privacy with- 
out shutting out all the light. See the new things in our line. Come in and shake 
Iilave many superior features, hands with Mr. Denoyer, Mr. Geppert, Mr. Blair, Mr. 


including patented light stop Ridge, Mr. Fowler, Dr. Zabel, Mr. Wahl, Mr. Hensley, 
that keeps out light between the 


- and other men in our organization. We shall be there 
rollers. 


—working hard, as usual. 

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er ae Smee DENOYER-GEPPERT CO. 
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garding this ideal schoolroom Scientific School Map Makers 

shade. 460 E. Ohio St., CHICAGO 

Can also be made of any regu- 

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A-—40 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1922 


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Vol. 11, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-+1 


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ADDING MACHINES 
Burroughs Adding Machine 


3, 4 S . 
Felt & Tarrant Mfg. Co. Ne 


[International Time 


and 85 
BLACKBOARDS 
Natural Slate 
KE. W. A. Rowles Co. 
BOOKBINDING 


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76. 
BOOK CLOTH 
Holliston Mills. 
Interlaken Mills. 


BOOK PUBLISHERS 
Abingdon Press. 
D. Appleton & Co. 
Arlo Publishing Co. 
Richard G. Badger. No. 
P. Blakiston’s Son & Co. 
Comstock Publishing Co. 
Dobson-Evans Co. No. 72. 
Educational Publishing Co. 
A. Flanagan Co. Nos. 
Gregg Publishing Co. 
Hall & McCreary Co. 
J. L. Hammett Co. 
Henry Holt & Co. 
Laird & Lee, Inc. 
J. B. Lippincott Co. 
Manual Arts Press. No. 
A. N. Palmer Co. No. 
Rand McNally & Co. 
Scott, Foresman & Co. 
Southwestern Publishing Co. 


No. 
No. 


56. 
127. 


No. 
No. 
No. 30. 
No. 
No. 57. 
No. 1 


Nos. 


University Publishing Co. 
World Book Co. No. 120. 
Zaner-Bloser Co. No. 91. 
CHEMICALS : 
Central Scientific Co. 
CLOCKS 
International 
and 8s. 
Standard Electric 


Nos. 
Time 


Time Co. 


Kewaunee Mfg. Co. : 
Leonard Peterson & Co. N 
DOOR CHECKS 
Norton Door Closer Co. 
DRAWING MATERIALS 
Devoe & Raynolds, Inc. 


Nos. 
No. 
No. 94 


E. Compton & Co. 
Reaereeen Johnson Co. 
. Dodd, Mead & Co. 
Encyclopedia Britannica. 
Laird & Lee, Inc. No. 57. 
W. F. Quarrie & Co. No. 


Camp Fire Girls, Inc. Nos. 
Child Health Organization. 


FIRE EXIT LATCHES 


Empire Seating Co. No. 


Recordi 


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THE 


JOURNAL OF 





THE NATIONAL 


DIRECTORY OF EDUCATIONAL AND COMMERCIAL EXHIBITS 


EDUCATION _Assoc [ATION 





February, 


1922 
















The Largest and Most Elaborate Exhibit in the History of the National Education Association will 
Occupy 65,000 Square Feet of Floor Space in the Leiter Building, Corner of Congress 
and Van Buren Streets, During the Convention of the Department of Super- 


intendence, February 27 to March 3. The Exhibit will be 


Free to All Members of the Association 


oO. Nos. I, 


) 27 
eo 2/6 


Monroe Calculating Machine Co. 
AUDITORIUM AND SCHOOL SEATING 


Blackboard Co. 


13 


Universal Publishing Syndicate. 


No. 45. 

75+ 
No. 
No. 


98. 


15 


100, 


56. 


147. 
146. 
3%, 222, 


No. 8 


No. 8o. 


AUTOMATIC ATTENDANCE RECORDS 


Recording Co. 


Nos. 


No. 
and 14. 


168. 


Nos, 


143. 
10s. 


39 and so. 


123. 


University of Chicago Press. 
No. 


i¢ 


itl 


Nos. 10 


Stromberg Electric Co. Nos. 
Time Systems Co. No. 95. 
CRAYONS 
Binney & Smith Co. No. 53. 
W. M. Welch Mfg. Co. Nos. 


oO, 


Wiese Laboratory Furniture Co. 


No. 
cr AND DICTIONARIES 


&¢ 
66. 


No. 


No. 161. 
No. i4l. 
136. 


4 and 165. 


Co. Nos. 


and 
6 and 47. 


117 


DOMESTIC SCIENCE EQUIPMENT 


1206, 
Ne ms, 


93- 


5 and &7. 


90. 


150. 


EXTRA-CURRICULA ACTIVITIES 


142 and 145. 


N 


81. 


oO. 128. 


and 139. 


7, 3. 


American Seating Co. Nos. 148, 149, 158, 150. 

Empire Seating Co. No. 81. 

Theodor Kundtz Co. No. 106. 

ee School Supply Co. Nos. 162, 
169-1 

= ae Welch Mig. Co. Nos. 117 and 130. 


84 


55 and 


34 


9 


Girl Scouts, Inc. No. 113. ro 
Woman's Christian Temperance Union. No. 
114. 


Vonnegut Hardware Co. No. 28. 
FURNITURE 

American Seating Co. Nos. 148-149, 158, 150. 

Columbia School Equipment Works. No. 68. 

Columbia School Supply Co. No. 60. 


Mention 


(See pages A-32 and A-34 for a brief description of the many unusual displays. ) 


FURNITURE (Continued) 
Inner Braced Furniture Co. 
Theodor Kundtz Co. No. 106. 

Metropolitan Supply Co. 

Northwestern School Supply Co. Nos. 162, 

169-17 

Peabody School Furniture Co. 

K. W. A. Rowles Co. Nos. 13 

Standard School Equipment Co. 

89. 

Yawman & Erbe Mfg. Co. 
| GRANDSTANDS (FOLDING) 
Wayne Iron Works. No. 160. 
| GYMNASIUM APPLIANCES 

Narragansett Machine Co. 


KINDERGARTEN SUPPLIES 
Thomas Charles Co. No. 118. 
Dennison Mfg. Co. Nos. 64 

| Devoe & Raynolds Co. No. 93. 

| A. Flanagan Co. Nos. 39 and 50. 

LABORATORY FURNITURE EQUIPMENT 
Central Scientific Co. Nos. 164 and 165. 
Kewaunee Mfg. Co. 


and r4. 


Nos. 88 and 


and 52. 


Nos. 51 


No. 


125. 


and O5 


Leonard Peterson & Co. No. 126. 
| E. W. A. Rowles Co. Nos. 13 and 14. 
W. M. Welch Mfg. Co. Nos. 117 and 139. 


Wiese Laboratory Furniture Co. Nos. 7, 8, 9. 
LABORATORY SUPPLIES 


W. M. Welch Mfg. Co. 
LOCKERS 


Federal Steel Fixture Co. 
Narragansett Machinery Co. 
MAPS 
Denoyer-Geppert Co. 
Dobson-Evans Co. 
A. Flanagan Co. 
J. L. Hammett Co. 
McConnell Map Co. 
A. J. Nystrom & Co. 
Rand McNally & Co. 
| E. W. A. Rowles Co. 
W. M. Welch Mfg. Co. 


MICROSCOPES 
Bausch & Lomb Optical Co. Nos. 
Spencer Lens Co. No. 37. 


MIMEOGRAPHS 
A. B. Dick Co. Nos. 43 


MUSICAL INSTRUMENTS 
Columbia Graphophone Co. 
| Jackson Piano Co. 
| Miessner Piano Co. No. 
Victor Talking Machine Co. 
OFFICE APPLIANCES 
Automatic Pencil Sharpener 
Beck Duplicator Co. No. 
| Burroughs Adding Machine Co. 
3, 4 
| Commercial No. 16. 
| A. B. Dick Co. Nos. 43 and 44. 
Felt & Tarrant Mfg. Co. No. 27. 
Monroe Calculating Machine Co. 
Oliver Typewriter Co. Nos. 103, 164, 109, 
| 110. 
| PAPER 
Dennison Mfg. Co. 
PAPER TOWELS 
A. P. W. Paper Co. 
PASTE 
Commercial Paste Co. 
PENCILS 
Joseph Dixon Crucible Co. 
Eberhard Faber. No. 138. 
PENS 
Esterbrook Steel Pen Mfg. 
PLAYGROUND APPARATUS 
Hill-Standard Co. Nos. 61 
Junglegym, Inc. No. 
W. M. Welch Mfg. Co. 
PRINTING EQUIPMENT 


Nos. 117 


/ 


and 1309. 


No. 


Nos. 31, 
No. 72. 
Nos. 39 and 50. 
No. 36. 


Nos. 59 and 60. 


32, 33, 34- 


Nos, 228, t22, 12 
Nos. 13 and 14. 
Nos. 117 and 130. 


17 and 18. 


and 44. 





No. 107. 


152. 


No. 135. 


Co. 


153. 


Paste Co. 


Nos. 64 and 65. 


No. 144. 
16. 


No. 


No. trot. 


Co. No. 63 


and 70. 





58. 
Nos. 1 17 


and 130. 


American Type Founders Co. Nos. 35 and 54. 
Barnhart Bros. & Spindler. 
C. F. Williams & Son. No. 74. 


Linotype Co. (Mergenthaler). 
PROJECTION LANTERNS AND EQUIPMENT 


Sausch & Lomb Optical Co. Nos. 17 and 18, 
Setter America Lecture Service. No. 5. 

De Vry Corporation. No. 130. 

Keystone View Co. 

Safety Projector and Film Co. No. 21. 


Society for Visual Education. 








THe Journat when writing our advertisers, 















PROJECTION LANTERNS AND EQUIPMENT 


Continued) 


Victor Animatograph Co. Nos. and 6 
W. M. Welch Mfg. Co. Nos. 7 and 139 
PUBLICATIONS 
Institute for Public Service. No. r4o, 
Manual Arts Press. No. 147. 
National Geog aphic Society. No. 116, 
F. A. Owen Publishing Co. Nos, 154 and 
155. 
University of Chicago Press. No. 141, 
RECORD SYSTEMS 
Metropolitan Supply Co. 
> F. Williams & Son. No. 74. 
SCALES 
Continental Scale Works. No. 124. 
Fairbanks, Morse & Co. No. to2. 
Mason, Davis & Co. No. 131. 
SCHOOL BUSSES 
Giant Mfg. Co. No. 83. 
Wayne Works. No. 163. 
SCHOOL SUPPLIES 
Bacon & Vincent Co. No. 79. 
Dennison Mfg. Co. Nos. 64 and 6s. 
Dobson-Evans Co. No. 72. 
A. Flanagan Co. Nos. 39 and so. 
J. L. Hammett Co. No. 36. 
Metropolitan Supply Co. ' 
Northwestern School Supply Co. Nos. 1m ' 
169-174. ; 
SCHOOL SUPPLIES 
A. Owen Publishing Co. Nos. 154 and ' 
E. We A. Rowles Co. Nos. 13 and 14, | 
Standard School Equipment Co. Nos. 88 and 
89. 
Templin-Crockett-Bradley Co. No. 167. 
W. M. Welch Mfg. Co. Nos. 117 and 139. 
SCHOOLS AND COLLEGES 
Sowling Green Business University. No. 99 
International Correspondence Schools. No, 71 


La Salle Extension University. 


New Haven Normal School of Gymnastics 
No. 115. 

SEATING (See Furniture) 
SEEDS 

Templin-Crockett-Bradley Co. No. 167. 
SHOES 

Morse & Burt Co. No. 78. 
STAGE SCENERY 

Kansas City Scenic Co. 

Twin City Scenic Co. No. 73. 
TEACHERS’ AGENCIES 

Education Service. No. 97. 

Educators Agency. No. 62. 

Fisk Teachers Agency. No. 67. 

Specialists Educational Bureau. No. 119. 
THRIFT EQUIPMENT 

American Banking Machine Corp. No, 12 
TOOLS 

North Bros. Mfg. Co. No. 38. 

Simonds Mfg. Co. No. 15. 

Stanley Rule and Level Plant. No. 105. 
TYPEWRITERS 

Oliver Typewriter Co. Nos. 103, 104, 109 

110. 


VACUUM CLEANING SYSTEMS 
Spencer Turbine Co. No. 12. 


VISUAL EDUCATION 


Bausch & Lomb Optical Co. Nos. 17 and & 
Letter America Lecture Service. No. 5. 
De Vry Corporation. No. 130. 


Keystone View Co. 


Safety Projector and Film Co. No. at 
Spencer Lens Co. No. 37. 
Victor Animatograph Co. Nos. 5 and 6. 
VOCATIONAL TRAINING 
Cruver Mfg. Co. 
WINDOWS 
Kawneer Co. No. 112. : 
WINDOW SHADES E 
Luther O. Draper Shade Co. No. 157. ' 
S. A. Maxwell & Co. No. 111. 
WHOLESALE GROCERS 
Tohn Sexton Co. 


WOODWORKING MACHINERY 
American Woodworking Machinery Co. 
29 and 30. 
Oliver Machinery Co. 
Silver Manufacturing Co. 







Nos. 24 and 25. 
No. 26. 















JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \-43 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1922 


— 


| Academic, Art and Industrial 
E TAKE this op- | 
portunity to extend | Feducation Gre mea: spelling, punctuation, 


; paragraphing, correct design, capi- 
our greetings to the mem- | b : d , talization, harmonious color arrange- 
bers of the National Edu- COW 171€ L771 ments, color mixing, and_ technical 


processes always coordinate if Print- 





— el 





cation Association on the ing is used as an educational tool. 


7 ® 
occasion of the Meeting of | T1 i ; C1 I i 4 In North American schools and in- 


| stitutions, from coast to coast and 
the Department of Super- from Canada to the Gulf of Mexico, 


intendence in Chicago, | instruction by means of Printing is 
making education a happy and inter- 
February 27 to March 3, | esting attainment. 
1922 Costs of installation, outfit and sup- 
/ plies are usually much lower than 
those of purely industrial subjects 
We also extend a cordial which do not coérdinate with aca- 
Teach with Printing demic and art phases. 





invitation to all those who 


attend this meeting to 


Write for literature, course of study and prices 


visit our exhibit of Mod- F. K. Puitups, Manager, EvucATION DEPARTMENT 


ern School Seating. AMERICAN TYPE FOUNDERS COMPANY 


300 COMMUNIPAW AVENUE 


JERSEY CITY, NEW JERSEY 








While at the N. E. A. Convention 
The Best Desks in the don’t fail to see the | 


Best Schools “RBMPIRE % Line 








\ Movable and Adjustable Chair Desks 
FM Pt A , Tablet Arm Chairs 

Portable Folding Chairs 
AMERICAN Kindergarten Chairs 


SEATING 
COMPANY 


In Booth No. 81 


NEW YORK CHICAGO 





EMPIRE SEATING COMPANY 


Branches in Principal Cities Rochester, N. Y. 








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