RES me a anne > TR NF RI cen MR gS > oe SRE 4AD MAR 1U 197? VOL. XI MARCH, 1922 No. 3 ee he JOURNAL of the “STATIONAL EDUCATION | ASSOCIATION Al Bay: RRS S Sd i AAPLR —_ ARR = Ve Ve - eee RBA ISBN UB BIN SAUL EERE YPN The Washington Conference and After. ‘ : , ; 83 1 & { > go: Training the Rural Teacher , ’ . ‘ , ; 8) z The Teacher-Pension Movement ’ 87 BN The Boston Museum of Fine Arts. ' ; ‘ , ; 89 “ The Farm Bureau--A New Force in Rural E ducation : ; ‘ 9] oe University Extension—Its Aims and Achievements . : : ; 93 WB School and Library Codperation . . . «. «. «© «© « 95 ay) The Teacher's Wage ‘ ; ; ; . 97 ta Rural Community Organization ; . ; ; , 98 NZ Using Visual Equipment . , ;, i 99 ay Comparative Studies in Salaries ; ‘ ; ; 100 J The Cincinnati Association of Public Schoal Teachers . . é , 10] NY The Children’s Crusade for Health . : ; . ; ‘ 103 | i Presidents of State Education Associations—1922 . . ; ‘ 105 ay Editorial . : , , ; ‘ , : 106 5S Enrolment and Affiliation , ; ; : 108 i } School-Building Progress ; : ; , ; 110 Uy Guide to New Books ; , ; : ' , ‘ 111 WB The Great Question of Our Time ! ‘ ‘ ; : 112 uu The National Council of Education ; d : ; 113 Rate National Leadership in Education: . ‘ : , , . . ‘ 116 SV/ History Textbooks Under Fire ; , ; : , ‘ ‘ 117 Uy Social Rating : : ; ; : ‘ ; ° ° 119 Zu Notes and Announcements ; | . : 120 S In the Field ‘ ‘ : ; ‘ ‘ ° : ‘ . ° . 12] Educational Opit.ion 12 The Dreamer Back of the Job : : j . : 126 Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 1\Yppr- re PEER QGs a8 < a } { > Fi <5 Entere ‘as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance ori ailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, "1921, Vo —_— ral =6 : The New Spirit of Geography in Number By ANNA L,. RICE Do you believe that the second book in a geography course should differ from the first book in its general approach, method, and ar ; é > . : : Principal, Lincoln School, maps? Do you believe in the regional Sprang A % pe , : Springheld, Mass. method of teaching geography in the upper grammar grades? Do you believe in a sane > rete use of the problem method? Do you be- lieve in teaching human geography? Do you Eliminates Errors Increases Accuracy and Speed believe in stressing cause and effect? Do em Te you believe in the correlation of history with geography? Do you believe in the principles of wsual education and so want the best equipment possible of maps and pictures? Intended to supplement any basal textbook in 5 . ; arithmetic. If you do, you believe in the : ; . “ Adapted for use from the fourth grade through the eighth grade. Provides short daily drills for mastering the fundamental facts of number. Frye-Atwood New Geographies Gives special attention to the more troublesome combinations, 128 pages; bound in cloth; GINN AND COMPANY list price, 76c. Boston NewYork Chicago London Send to nearest office for examination copy. Atlanta Dallas Columbus San Francisco The Gregg Publishing Company New York Chicago Boston San Francisco London Ser eae me rem ne Thirteen Million Penny Packets of Seeds! We Furnished Them to Children’s Gardens Last Year HUMAN By Jean Brunhes, Professor of }: College de Franc: \warded the Gold Medal of the Geographical Society of Paris and the Prix Halphen of the French Academy. Training in the culture of flowers and vegetables is now an important feature in most schools. We have always appreciated its vital educational importance. As the idea has spread among educators, we have led with a highly specialized system of sup- plying high-grade seeds in penny packets; we also supply ounce and quarter-pound packages for the larger gardens. The Children’s Flower Mission relieves the teacher of all unnecessary detail. It makes the distribution of suitable seeds a matter of scientific simplicity. Each little individual order is filled separately, ready for the teacher to hand to the pupil. Translated by I. C. Le Compte, Professor of French, University of Minnesota Edited by Isaiah Bowman, Director of the American Geographical Society, and Richard Elwood Dodge, Emeritus Professor of Geography, Teachers College, Columbia University. For years we have clamored for the human side of geography. And now we have it in its most fasci- nating form. Monsieur Brunhes, the great French geographer, traveler, and original thinker—the man who first established the principles of human geography— gives to the student a new science—the romance of man’s conquest of the earth, air, and water, and his mastery of animal and vegetable life. The narrative is of absorbing interest, and the book opens to geographers an unexplored domain of almost boundless promise. Full free instructions for using the serv- ice of The Children’s Flower Mission will be sent to any teacher. Write for free printed matter. THE CHILDREN’S FLOWER MISSION School Garden Department of Through the good offices of Professors Bowman and Dodge this book, for the first time, is made available to American students in normal schools and colleges and to the general public. Illustrated with 77 maps and diagrams and 146 half-tones. RAND MCNALLY & CO. CHICAGO NEW YORK er ome The Templin-Crockett-Bradley Co. P. O. Box 1202, Station A, Cleveland, Ohio Vol. 11, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-47 ee : & F “ : ~s, Taree - x5 ia Br iit Cia 1 Lor 3 KEN) Announces the Following Volumes HISTORY Landmarks of the American Revolution: (1) Boston and Lexington Landmarks of Early Explorations and Settlements in North America: (2) The English REGIONAL GEOGRAPHY (3) Grand Canyon of the Colorado (7) Mt. Rainier (4) Yosemite Valley (8) Niagara Falls (5) Rocky Mountains (9) Panama Canal (6) Yellowstone Park (10) Washington, D. C. AGRICULTURE CIVICS and CITIZENSHIP (11) Oranges and Olives (14) Democracy in Education | (12) The Honey Bee (15) Some of Uncle Sam‘s (13) Milk as a Food W orkshops INDUSTRIAL GEOGRAPHY (16) Iron and Steel (17) Making Rubber Tires (18) Oyster and Shrimp Fishing Visual Text-Books new plan costs less than the present rent and The volumes of the Ford Educational Library transportation of films. have been edited and tested by educators for class, bi lecture and other educational purposes. Each film New Subjects is accompanied by a complete synopsis to aid in New volumes in the Ford Educational Library the presentation of the lesson to be visualized. will be constantly issued. Before May, 1922, These volumes, consisting of the film and synopsis, twenty new subjects will be ready. are complete visual text-books. Definite Visual Instruction New Plan of Distribution Educational institutions will have definite ma- 5))))))))Y)9199))))) 997 YD) D1)) DD DPD DMO eo Pe D)))))1))))DDD)DD))2) 99D) ))) PRP PPP P Raa = The new plan of distribution of the Ford Educa- terial for visual instruction. The volumes which tional Library places visual instruction within are being issued follow closely the subject-matter easy reach of all communities. Suitable subjects prescribed in courses of study. All volumes are are now ready for the schools and will be distrib- of highly educational standard and fine artistry in uted direct to them. photography. ‘The material in each volume is permanent, and will be as valuable in the future —* ~ . e ° ~ e . . — Each school may have a film library from which as today. For further information address De- > the subject may be selected when needed. The partment N. E. ford CMOTION PICTURE LABSPRATORIES Mention THe Journat when writing our advertisers, A-48 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION The Project-Problem Method made easy for teachers by means of the WORLD BOOK Organized Knowledge in Story and Picture. REE a a aS Covers every subject in grades and high school. Edited by Professor M. V. O’Shea, of the University of Wisconsin, assisted by two hun- dred and fifty distinguished scientists, educa- tors, artists, and leaders of thought. Ten volumes; nearly 7,000 pages; 5,100 pic- tures. Brand New. Easily kept up to date by a unique system of loose-leaf annuals. Recommended by the American Library Asso- ciation and approved by library boards or State boards of education in twenty-one States. The following is a typical example, showing the use of the WORLD BOOK in one State. This report is taken from hand-book No. 24, University of the State of New York: Out of 59 cities having superintendents 54 are using the WORLD BOOK. Out of 56 towns having superintendents Si are using the WORLD BOOK. Out of 765 villages 719 are using the WORLD BOOK. Over 7,000 rural schools in New York State are using the WORLD BOOK. Several thousand teachers in the State are using the WORLD BOOK. FREE BOOKLET | Free booklet outlining twenty-five typical proj- | ect studies: sent on request. These are re- | printed by permission of various schools using the WORLD BOOK to supplement regular text-books. With the WORLD BOOK at hand hundreds of such projects are immediately available. W. F. QUARRIE & CO. 86 East Randolph Street W. F. QUARRIE & CO. | Gentlemen : : | Please send me free, and without obligation on my part, a copy of “Project Studies,” containing twenty-five typical proj- ects; sample pages of the WORLD BOOK and special terms tc schools. Chicago, Illinois bd ROOM DO Hees eH SEARS 9% 0% ee eer ee Street 2 eee, ee ee ee a n,m 9 Mention THE JouRNAL when March, 1922 ELA IL SN AE AR SE REE: AC RIE, 100 Per Cent Weighing and Measuring Efficiency To quickly and properly weigh and measure a large number of children requires special scales—School Scales designed for that purpose. No ordinary scale will do. Ask those experienced jpn the problems of weighing classes—they know! The successes achieved by Continental Scale | engineers in this direction have received the | approval of educators everywhere. Every known worthwhile feature has been built into the Continental Special School Scale, plus many exclusive advantages. The CONTINENTAL Special School Scale (Model No. 225) Investigate the Continental Special School Scale. Compare it with any you know. The facts will prove interesting to you. Hundreds in successfy| use. Your school supply house can furnish this scale to you, Let us tell you in detail the desirable features of Continental School Scales. Ask for descriptive cir. cular on the Special School Scale. CONTINENTAL SCALE WORKS 2120 W. 21st Place, Chicago Model No, 225 70 Murray Street, New York The ‘‘Continental Seal of Accuracy’’ is Your Quality Protection and Guarantee Vital Factors in Education Properly planned playgrounds are vital factors in education because they build the healthy bodies that support active minds. Provide playgrounds at once—if you already have them, extensions may be needed. 3uilt on the results of fifty years’ experience by pioneers in the playground movement. “end “e today for Catalog ““L’’—the recognized textbook on playground planning and equipment. FRED MEDART MFG. CO. Potomac & De Kalb Streets St. Louis, Mo. New York, 52 Vanderbilt Ave. San Francisco, Rialto Bldg. Chicago, 336 W. Madison St. writing our advertisers, y Vol. 11, No. 3 THE JouRNAL OF THE NATIONAL Epucation Association A-49 / ee ea ae | 8 —_—_[—$—$—$—$——————————— j } e e of | ff Essential to Child in x | || : Development he Ty - ——— Pane are ey There is no more important indication of the child’s He, . . - . . . health than its weight. Underweight immediately suggests malnutrition. The scale points out through accurate weight records the need for proper food, better assimilation or other corrective agencies, and le. [~" B ot Paes o , ‘ ill shows periodically the effects of such treatment in " | his i definite figures. of vir- | —stationary and portable- : should be used in every = modern school, as a matter of course. They weigh up to 300 lbs. by 4 0z.—all on the beam—no loose weights. 30th have measuring rods to give height. The Port- able Health Scale is com- pact and easily carried around from school to school in outlying dis- tricts. Send the cou- pon below for free FAIRBANKS PORTABLE HEALTH SCALE Height and Weight Chart and further in- formation. Fairbanks Scales CHICAGO NEW YORK 900 South Wabash Avenue Broome and Lafayette Streets and forty other principal cities in the United States Mention THe Journat when writing our advertisers, . A-—50 THE Jour RNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1922 | SUPERINTENDENTS of large city systems and of county or rural systems unite with primary supervisors and grade teachers in extolling the wonderful achievements of the Aldine Reading Method Strong and convincing as are the thousands of endorsements of the Method, a classroom demonstration must of necessity be more satisfying to the teacher of reading, and an invitation is accordingly extended to super- intendents and others who may be interested to send for specimen copies of the Aldine Readers and Cards —-}— NEWSON © COMPANY 73 FIFTH AVENUE, NEW YORK 623 SOUTH WABASH AVENUE, CHICAGO NATURAL SLATE BLACKBOARDS STRUCTURAL SLATE AT THE Chicago Convention Booths 167 and 168 You have seen our exhibit at the Convention. Now let us send you complete information con- cerning our service and “Structural Slate for School Buildings.” This describes and illustrates installations of natu- ral slate, particularly adaptable for use in Schools and Educational Institutions. The information and data are presented in such form as to be readily accessible to Architects and School Off- cials who desire to specify or purchase such equip- ment. Among the subjects included are: Stairways, Toilet Enclosures, Shower Stalls, Urinal Stalls, Sinks, Tubs and Lavatory Tops, Furniture and Equipment, Bases, Wainscots, Floors and Black- boards. NATURAL SLATE BLACKBOARD CO. STRUCTURAL SLATE COMPANY 140 Robinson Ave., Pen Argyl, Pa. James Watt with only a teakettle and charcoal burner, added to the world’s store of knowledge and to opportunities of the future. Modern Education—as a prod- uct of modern civilization—is but | Wf Y Greater Opportunity. , nL . || Increase opportunity for the -4 Cpa ~ Mm ann %,) l) i American youth through Modern Equipment. IS vf * AH dal Equipment for all Sap WHAT Laboratories AY Agriculture Biology Chemistry Physics General School Supplies Diplomas and Commencement Supplies ANA Catalogs sent to School Men upom request Pet TEES wen Tae A Sien of Quality WELCH] A Mark of Service ee Se. Le — “for Greater National Progress through Education"’ QUALITY A Sign of Quality E Ke A Mark 0/ Service SERVICE W. M. WELCH SCIENTIFIC COMPANY : Manufacturers, Importe rs and f xporters of Scientific Apparatu 1516 Orleans Street and School Suppli Chicago, Ill., U.S A Mention THe JournaL when writing our advertisers, ee ee eee ee eee eee_e_-”--—-S-,———Sh THE JouRNAL OF THE NATIONAL EpucaATION AssocIATION Education Through Music Why Because the love of music is innate and universal. Using it in an appeal to the interest, imagination, concentration, and discrimina- tion of the child mind, the purposes of education are served. To this may be added the invaluable by-product of forming taste and love for the most beautiful of the arts as a personal equipment for life’s enjoyment. When At the sensory and associative periods of life, when the ear-gate, through which the musical concept and experience must enter, is at its highest point of efficiency. The inquiring mind of the child reaches out for material for analysis and construction. Where In the Public Schools, the universal training ground of American youth. Through bringing into intimate relation the plastic i minds and emotions of children and the world’s best music, presented by the greatest artists the world has ever known. | How | i This is possible only with the matchless Victor i} Records, which the greatest artists desire to have | heard only on the Victrola, the instrument scien- | tifically made to adequately reproduce them. a You are cordially invited to call at ts anid P ~ sa especially manufacture | Booth 135, Exhibit Hall. Repre- Gus Dihinell tien | sentatives of our Educational De- Finish, golden oak. waxed. This is the instrument that sy partment will be in attendance to is used in thousands of f 7 ’ schools. Many years’ ex- give you full information. perience has proved it is the instrument best adapted for all-round school use. 1} ee e or | HIS MASTERS VOICE _ When ae May is not Mi in use, the horn can be Hi REG US PAT OFF : o 1 i i an placed under the instrument, H| Ths pratomer, ant the teetemarked Victor Talking Machine Comp y safe and secure phe eniane, ii] word “Victrola” identify all our products. and the cabinet be lock H = -Look under the lid! Look on the label! Camden, New Jersey, U.S. A. to pamnect it from dant meee VICTOR TALKING MACHINE CO. promiscuous use by irre- Coates, 2.4. sponsible people. | | —————— —= See — = ————— — TT | Mention THe Journat when writing our advertisers. > SPENCER MICROSCOPE SPENCER BUFFALO rg) SPENCER No. 64 with side-fine adjust- ment lever type, is Anldeal Instrument For High School Use It is distinctive in that it has a side-fine ad- justment which is not only fool-proof, but will not show lost mo- tion because there are 34 threads of the screw engaged at all times, instead of but one, as in other makes. It is equipped with the best grade Spencer Optics, well and favorably known for over 75 years, since the days of Charles A. Spencer, the pioneer micro- scope lens maker of America. MICROSCOPE No. 64 B Catalogue sent on request, plete in cabinet, SPENCER LENS CO. MANUFACTURERS MICROSCOPES, MICROTOMES, DELINEASCOPES, SCIENTIFIC APPARATUS. BUFFALO, N. Y. “OUR BIG JOB” “We have had the De Vry Projector for one year and simply would not get along without it now. “This type of instruction is being directed by the foremost educators of the country. It is one of our great educational projects. Our big job is to prepare the children of today to become useful citizens of to- morrow. The projector is of greatest help in the teach- ing of American history, geography, citizenship, health and sanitation. These are the subjects which contribute most toward citizenship training. “Very truly yours, “Pau C. SHELLEY, “Superintendent of Schools, “Monticello, Iowa.” = Vry—the original portable projector. Standardized for seven years. Attaches to any light socket. Suit- able for any size room, Insures pictures of profes- sional size and quality. Write for full information of value to you in handling this “big job” of visual education. Ge De Vry Corporation Factory: 1253 Marianna St. Chicago New York Office: 141 West 42nd St. New York City Mention THe JourNnAL Tue JourNAL oF THE NATIONAL EpucaTION ASSOCIATION March, 1922 SPENCER with 10X eyepiece, 16 mm and 4 m/m objec- tive, doubie sooreeoe, iris diaphragm. Com- 64.00. Discount to Schools. SPENCER The Student Becomes an Enthusiast when he sees the minute objects and organisms as revealed through a > Bausch & Lomb ~ a | ‘ - ») ‘ MICROSCOPE The thought that he sees things at first hand as the scientist sees them, is a remark- able stimulant to his interest. Simple and well-built Bausch & Lomb Microscopes are made to fit every require- ment of the classroom and laboratory, Write for booklets; consult us about your microscope equipment. Bausch & Lomb Optical Co. ST. PAUL STREET, ROCHESTER, NEW YORK New York Washingtoa Chicago San Francisco London Leading American Makers of Photographic Lenses, Migvossonss, Projection Apparatus (Bal- opticons), Ophthalmic Lenses and Instruments, Photo-Micrographic Apparatus, Binders and Gun Sights for Army and Navy, Searchlight Re- flectors, Stereo-Prism Binoculars, Magnifiers, and Other High-Grade Optical Products Range = that eyes may See = Sa better and farther = = Eagerness to Learn comes with the use of PICTURES © K.V. Co. Did you ever ask a boy to tell you about something he HAD SEEN? Did you note the eagerness and enthusiasm of his response? Why not put this spirit into school work by LETTING HIM SEE, each day, what he is learning about? The Keystone System for Visual Education—six hundred stereo- graphs and lantern slides—illustrates each day’s work. WRITE US FOR A DEMONSTRATION KEYSTONE VIEW COMPANY, INC. “Originators of Systematized Visual Education” MEADVILLE, PENNA. Keystone has purchased Lantern Slide and Steredscopic Dept. of Underwood & Underwood when writing our advertisers. wrt w Vol. 11, No. 3 THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION A- Hutchinson Central High School South Park High School Technical High School Masten Park High School Lafayette High School Every one of Buffalo’s FIVE modern High Schools, a reflection of its efficient educational system, is equipped with ONLIWON SERVICE Protecting Cabinets serve the toilet paper or towels by means of a sys- tem of interfolding that delivers consecutively just one towel or two sheets of paper at a time. Thus paper and towels are conserved. Neither the towel nor the toilet paper cabinet has need of insanitary The ONLIWON Towel is delivered folded and is knobs to touch—each operates auto- therefore doubly absorb- ent. matically. The cabinets lock to prevent handling of the contents. nlivon Service SECSTERED U 4 PATENT & TOULET PAPER thus provides an economical and protecting system that is practical and particularly adapted to schools because it minimizes waste and con- The ONLIWON Cabi- net holds 1,000 inter- folded sheets of toilet tagion without requiring undue pre- caution on the part of the pupil. paper and automatic- ally signals for refill- ing. er ee in Write for our Special Introductory MEmorn OF” Offer—of interest to both large and small schools. A.P.W. Paper Co., 1275 Broadway ALBANY, N. Y. PEW YORK usa Mention Tue Journat when writing our advertisers. A-54 Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Just published: an important book MOTION PICTURES For Community Needs by Gladys and Henry Bollman A COMPLETE MANUAL or FILM LORE GIVES THE INFORMATION YOU WANT— What Films Are Available Where Films Can be Obtained Cost of Rentals Equipment Requirements Cost of Equipment Principles of Operation Legal Aspects Free Films and Government Aid, etc., 100 Selected Programs Price, $2.00, Postpaid HENRY HOLT AND COMPANY 19 West 44th St. New York ‘Repeat business! On the repeat orders of America’s leading institutional buyers—schools, hotels, clubs, dining car lines and hospitals—our volume has been built. Repeat business is the > true measure of a concern’s capacity toserve. By this measure alone do we judge our own efforts We invite you to put us to the test of winning your repeat business. and our own success. THE AIM OF Hamilton’s Essentials of Arithmetic is to provide better drill and discipline in the fundamental processes and a closer, more skilful application of arithmetical principles to everyday problems than has been given in any previous series of arithmetics. Some of the Special Features of the New Three-Book Series The equal stress on drill and appli- cations. The emphasis they place on the cor- rect interpretation of problems and on the choosing of the shortest methods for their solution. The training they give in the making of mental estimates and in the checking of results. Their groups of related problems which center about a situation or a sub- ject in which the pupils have a real per- sonal interest. : The way in which they relate such technical subjects as commission, in- surance, taxes, stocks, etc., to the per- sonal experience or observation of boys and girls. Lower Grades Middle Grades Higher Grades AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta ¢ America’s Write for our monthly price guide. Largest "of No. 10" John Sexton ¢@ Company Canned Importers WHOLESALE GROCERS Manufacturers Foods H F O Chicago D 2.1... Vee 2.8 § O D rT Ree UU OC OT Se Mention THe Journat when writing our advertisers. March, 1922 March, 1922 The Washington Conference and After FREDERICK J. LIBBY Secretary of the National Council for Reduction of Armaments, Washington, D. C. N THE SOBEREST REFLEC- TION, the world’s hundreds of millions, who pay in peace and die in war, wish their statesmen to turn ex- penditures for destruction into the means for construction, aiming at a higher state for those who live and follow after.” These words spoken by President Harding in the address with which he opened the Washington Conference on November 12 express accurately the world-wide yearning. The suffering due to the Great War, ten million graves, disruption of business, unem- ployment, starvation, intolerable taxa- tion, and the menace of other wars more frightful than the last have created a realization altogether new among men that we cannot drift on in international chaos as we have been doing, but must resolutely organize the world for peace. The invitation of our President to attend a conference on limitation of armaments and Far-Eastern problems was received with various emotions by the different nations invited. Great Britain accepted eagerly. She had suf- fered heavily in the war, and business stagnation has prevented her recovery. She looked forward to a race with America in naval armaments with no pleasure. Her six million organized working men indicated in August, 1919, their attitude toward further warfare when they formed a Council of Action to call a general strike if the govern- ment declared war against Russia, as was threatened. Italy accepted eagerly. Giuseppe Gentile, speaking at one of the National Council Forums a few weeks ago, frankly stated that Italy, for economic reasons, must cut her military expendi- tures as drastically as the action of other nations and particularly France will permit. Japan accepted with some misgivings. The anti- Japanese editorials in our. press had given the Japanese people the im- pression of such bitter feeling against them that they expected no justice at our hands and distrusted the sincerity of a call for reduction of armaments. They thought they might even be mobbed in our streets. China came hopefully. At last her good friend, America, would help re- dress the many wrongs that had been HILDREN of a common mother— This is the inscription on the Peace Portal at Blaine, Washington, which was dedicated on September 6, 1921. One side of the monument is in Canada and the other in the United States. It commemorates one hundred years of peace between the two countries. It is a tribute to the effectiveness of the Rush- Bagot agreement of 1817 by which they bound themselves to maintain no war- ships on the Great Lakes. It is sug- gestive of the possibilities for world peace when there is more of faith and less of armament. done her. The evacuation of Shantung by the Japanese was the particular measure on which she had set her heart, but there were many other instances of injustice which she would bring before the Conference. [83] France came unwillingly. America had not understood the attitude of France since the war until the discus- sion here of the submarine issue brought illumination. A “khaki” government, elected when war feeling and exultation in a hard-won victory were at their height, has been perpetuating in France the militarism of Germany. Interpret- ing their task as one of “reaping the fruits of victory,” they have been con- fronted by the problem of making Ger- many pay a sum now recognized as fantastic by the rest of the world, and at the same time crushing Germany so that she would not be able to threaten France again. Put in another form, her problem as viewed by her present government is, how, with forty million people, to keep in permanent subjection a nation of sixty million. Only force will make a pyramid stand on its apex. Only a great army overawing a dis- armed nation can keep little France the dominant force on the continent of Europe. True, her budget is the despair . of international finance. She cannot pay the price of militarism. Yet to dis- arm with the other nations and to per- mit Europe to return to a peace footing means that France will drop back among the nations to a position below that of her more populous and _ economically stronger neighbor. ‘This inevitable fate her militarists refuse to consider. The Conference met on November 12, and Secretary Hughes started pro- ceedings with a proposal for scrapping battleships that electrified the world. There had been so much talk about peace and there had been so much selfish bargaining at Paris that the common people were suspicious of conferences. Would this be one more futile talk- fest? Secretary Hughes set their fears at rest on that first day, and the entire weight of the American delegation has been thrown from that time on to the end in bringing about concrete results. Let us sum up briefly in simple form what has been achieved to date: 8+ THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 1. The creation of a new _ under- standing among several of the. great nations with a new goodwill which is mightier than fleets or armies in the preservation of peace. Japan under- stands America as never before; the United, States and Great Britain are in closer sympathy than they have been since 1775. 2. The limitation of. battleships among the great naval powers to a point that makes a successful war of aggression on the part of any of them difficult and doubtful. 3. A naval holiday which relieves these powers of a great financial burden in a race, the outcome of which was likely to be war and would certainly be dangerous alliances. 4. The limitation in the use of sub- marines and the abolition of poison gas as a mode of warfare are measures which “military necessity” would override if their abrogation would bring sure vic- tory. Nevertheless, a nation would have to weigh the chances of victory over and against the possibility that defiance of the conscience of mankind might bring into the war nations with which she could not cope. 5. While China has not received full justice, nevertheless she is considerably nearer that ideal than she was when the Conference met. The agreement that none of the nations will rob her in the future is of considerable importance. The definition of the Open Door and the establishment of a world commis- sion to take action upon suspected in- fringements of this principle are im- portant steps forward. The increase of her customs duties will improve her financial condition and may ultimately set her free from her dangerous creditors. The agreement$ regarding the removal of foreign postoffices and looking to- wards the abolition of extraterritorial rights are steps towards the restoration of the administrative integrity of China, for she is too great a nation to suffer indignities permanently. Most impor- tant of all, she has received back Shan- tung, and the “leased” areas forced from her may be restored. The educative effect of the discussion of her wrongs be- fore the bar of world opinion is bound, eventually, to bring her what she has a right to have. 6. The Four-Power Pact is being much discussed and there are those who fear its tendency. We urge its ratifica- tion as a step in the right direction, though not the last step. It substitutes a Four-Power agreement for the Anglo- Japanese alliance. This alone would be sufficient to justify calling it ‘“‘a step in the right direction.” It has the further merit of arranging for confer- ence and discussion after the manner of the Bryan treaties. Henceforth the common people will have more to say than they have in the past regarding declarations of war. Finally, as a gen- eral principle, treaties made in good faith by the executive arm of the gov- ernment should at least have the benefit of the doubt and be ratified by the Senate without partisan obstruction. America must not have the reputation among her sister nations of being a house divided against itself in which the Sen- ate undoes whatever the executive de- partment may laboriously have achieved. What of the future? Conferences will follow conferences if the Senate ratifies the treaties made in Washing- ton, and each conference will bring us nearer to world peace. Whether or not America meets the other nations at Genoa in March, she will meet with them before very long to settle prob- lems which can be settled at present in no other way. Ultimately there will be a world organization acceptable to all nations—a league or association of nations not based upon force but relying, as does the United States Supreme Court, upon the conscience of mankind for the enforcement of its decisions. Before this result can be reached, there must be world-wide education for peace. The schools in particular must stop teaching the children to hate the “redcoats’” or indeed to hate anybody and in place of a narrow patriotism, which is national egotism concealed under a more desirable name, there must March, 1922 be taught a patriotism that measures the greatness of a nation by the greatness of its service to humanity. In other words, international ethics must be brought up to the level ot the ethics of the indj- vidual. Just as in Germany the militaristic state that preceded the war had its se- cure basis in the school system so now the responsibility for education for the new day, if there is to be a new day, rests upon the shoulders of the school teachers of the world. AR—As long as nations meet on the fields of War—as long as they sustain the relations of savages to each other—as long as they put the laurel and the oak on the brows of those who kill—just so long will citizens resort to violence, and the quarrels of individuals be settled by dagger and revolver. No man has imagination enough to paint the agonies, the horrors, the cruelties, of war. Think of sending shot and shell crashing through the bodies of men. Think of the widows and orphans. Think of the maimed, the mutilated, the mangled. Every good man, every good woman, should try to do away with war, to stop the appeal to savage force.—Robert G. Ingersoll. HE ZEALOUS, progressive teacher is always striving for mastery in the art and science of teaching. She realizes that there is always room for improvement.—The North American Teacher. A PROPHECY OF 1842 Alfred Tennyson For I dipt into the future, far as human eye could see, Saw the Vision of the world and all the wonder that would be; Saw the heavens fill with commerce, argosies of magic sails, Pilots of the purple twilight, dropping down with costly bales; Heard the heavens fill with shouting, and there rain’d a ghastly dew Irom the nations’ airy navies grappling in the central blue; Far along, the world-wide whisper of the south-wind rushing warm, With the standards of the peop!es plunging thro’ the thunder-storm Till the war-drum throbb’d no longer, and the battle flags were furl’d In the Parliament of man, the Federation of the world. [From Tennyson’s Locksley Hall, written in 1842.| V “= © — - — Pm tw eX = = FF A a = ee Um CD a ~~ remevens © sears : t t i Vol. 11, No. 3 Training the Rural THE JOURNAL OF THE ‘Teacher WALTER S. HERTZOG! Los Angeles, California HE IMPROVEMENT of the rural schools is one of our most in- sistent National needs. Numerous State surveys have disclosed many of the alarming conditions which demand fur- ther investigation and study as well as action. The country school is a National problem because approximately half of the teachers grapple daily with its pe- culiar perplexities. Even in the Empire State, there was sufficient dissatisfaction with existing conditions to result in the appointment of the Rural Survey Com- mission whose report promises some astonishing revelations. It is a pleasure to recognize the general attitude of the public today as that of desiring to know the facts. But these many surveys and reports will be barren of results unless the people are willing to apply the proper remedies when the case is once correctly diagnosed. Among the many needs in rural schools, none is so universally character- istic as that of better prepared teachers. Poor school buildings, meager and neg- lected grounds, unjust tax laws, inade- quate financial support, and insufficient or incomplete supervision are serious and prevalent conditions in the schools of the open country. Formidable as this list of defects may appear, their malevo- lent influence can be largely neutralized or overcome by the power of a capable teacher. Educational literature contains many examples of the transformation wrought by the efforts of an individual teacher of the type of Mrs. Harvey in Missouri. It is self-evident that good schools are the product of good teachers and that poor teachers teach poor schools. It is equally true that any individual who purposes to teach will become a more efficient teacher if he is prepared for his work by an adequate course of professional training. Where and how can such teachers be secured ? The shortage of teachers in the coun- try schools, which was so acute during the war, has, under the influence of the industrial depression, been supplied in many localities. The real problem, however, is not so much one of quantity "A fuller discussion may be had in the author’s State Maintenance of Teachers in Training. Warwick and York, Baltimore, 1921. pp. 133. $1.60, as it is one of quality. Under present conditions it would be foolish to assume that the preparation of beginning teach- ers has improved in proportion to the supply. The responsibility for prepared teach- ers under our democratic form of gov- ernment rests clearly with the various States. Public education is a State function under the National Constitu- tion. It is therefore evident that such a fundamental weakness as the prevail- ing lack of training among _ rural teachers is a matter that challenges the attention of State authorities. State assistance for prospective teachers can be found in some form in every State in the Union. While the obligation for such aid is freely admitted, the implica- tions of a State school system have not been fully grasped. Equality of educa- tional opportunity is an empty phrase so long as some children are compelled to sit at the feet of incompetent teachers of inadequate State policy, while other children enjoy the privileges of trained leadership. It is proper that the State should as- sist in training rural teachers because of the importance of education, because of the economic status of the teacher, and because of the difficulty of the work itself. Several States have begun a more aggressive policy looking toward giving the country children the same quality of instruction as that enjoyed by those whose parents dwell in the towns and cities. In order to attract the _ brightest minds and the finest personalities of the profession into rural education, the State of Maine passed an act in 1919 which provided for the annual selection of one hundred rural teachers who had a complete normal-school training, or its equivalent, and successful teaching experience. These persons attend a special course of instruction during the summer months, the expense of tuition, board, and travel being borne by the State. They return to the service of the town from which they are chosen for at least one year, serving as rural critic and helping teacher. At the end of the year the teachers receive a bonus of twenty-five per cent of their regular vearly salary from the State. An annual NATIONAL EpUCATION ASSOCIATION 85 appropriation of $20,000 is devoted to this work. In Connecticut in 1921 a law was passed granting scholarships of $300 per pupil annually, to be applied toward living expenses, to students in the normal schools who agree to teach three years in the rural schools. For some years these scholarships were worth only $150 and were not sufficiently attractive to secure rural teachers. South Carolina has been granting special scholarships in her State institu- tions for the preparation of teachers which gave $100 annually to 124 pro- spective teachers in addition to free tuition. These grants are very popular in that State and a recent program of economy has not interfered with this effort to improve the preparation of the elementary teachers. Maryland has adopted a very liberal policy toward her high-school graduates who are willing to prepare for teaching. The total annual expense of mainte- nance for each student attending the normal schools is but $100. It is now pro- posed to increase this assistance to the extent of complete maintenance during the two years required for preparation. New Mexico, Delaware, and Louisi- ana are additional States that have made an effort to meet their obligation to do more than to provide free tuition for prospective teachers. Certainly this movement is but in its infancy in our country. When our educational lead- ers provide the thrilling slogan, “A pre- pared teacher in school,” the States are called upon to appropriate larger sums to aid in bringing to pass this very desirable educational and pro- fessional millennium. The principle of State assistance for teacher-training is already established by law and custom. The amount and necessity of additional assistance con- stitute the real points at issue. Voca- tional schools, trade schools, and _ col- leges and universities maintained by the States are institutions through which the State subsidizes a great many occu- pations and professions. Where special need exists the State is justified in spend- ing more money. Agricultural schools have received a large amount of assistance from the States and the Nation. In a very real sense the farmers have been subsidized and little objection has been made to the policy. If the State needs foresters, it may train them in its own school at its own expense. every If it needs policemen or soldiers, it trains them and remuner- ates them during training. 86 THE JoURNAL oF THE NATIONAL EDUCATION ASSOCIATION The problems of the school compare favorably in significance with those of the farm or the forest. Universal teacher-training by means of subsidies is justified by the difficulty and importance to both State and Nation of the intri- cate problems which the teacher must help to solve. Illiteracy, Americaniza- tion, and public health are types of Na- tional problems which untrained novices are unprepared to attack. With trained teachers the school can aid in the solu- tion of such problems. As long as teaching in seeking re- cruits for its service must enter into competition with other occupations, many of which require less training, the State cannot neglect to offer any possible inducements in the way of assistance. Other industries and occupations have successfully used scholarships, loans, and bonuses. Our States should capitalize the experience of private enterprise in securing skilled workers. ‘Those States and nations that have adopted plans by which prospective teachers have been aided have not abandoned the practice on account of their experience. The problem of trained teachers is too great for each community to attempt to solve alone. Its fiscal implications involve not only the State but the Na- tion. Already Federal aid is being used by the States in the preparation of teachers under the Smith-Hughes act. The proposed Towner-Sterling bill rec- ognizes the vital need of the rural schools for teachers trained at public expense. If any Nation today can af- ford to train its teachers from public funds it is the United States. Since the war New York has be- come the center of the financial world. America is the great creditor nation. If this year 1922 goes down in history famous for the beneficent results of the movement for disarmament and the re- duction of military expense, is it not an auspicious time for a definite advance in National expenditures for public educa- tion? Money spent in making a school sys- tem effective should not be looked upon as an extravagance. Ignorance, illiter- acy, and poverty are found together. Mexico, Italy, Spain, India, and Russia are examples of countries where public education is not available for the great majority of the common people. Approximately 100,000 new teachers are required in the public schools every year. To give these teachers two years of professional. training beyond the standard high-school course will cost a large sum. It is not essential to pay all the expenses of these students. Most young people have some resources of their own and the honor of selection by the State will stimulate the individual to provide a part of the cost. More- over it is unnecessary to subsidize all prospective teachers. Recent legislation in America seems to regard $300 as the proper amount of annual subsidy required for each pro- spective teacher. If 60,000 persons were selected annually for such aid there would be under subsidy each year 120,000 pros- pective teachers at an annual cost of $36,000,000. This is less than the cost of a single super-dreadnaught. A wise -=— I KEEP THE PUBLIC SCHOOL Velorus Martz Principal of the Avondale Junior High School, Columbus, Ohio I keep the public school, Or rather, help to keep it, And daily there is sent us there, Of boys and girls, an even seven hundred. They say they pay me gold To teach these boys and girls To read and write, And figure rates of interest. Their fathers seem content to have it so. They come from homes whose main ambition is To hold a well-paid job—to get ahead— To give as little as will meet the bill, For that’s good business. And so they come to school For their three R’s, just the essentials, They have no time for frills. May God forbid that I should spend my life for this! But rather may I give them that Which money cannot buy nor recompense: To serve their fellow-men, With gentle courtesy their lives to rule, To draw the line between the false and true, To hunger and to strive for better things, To know their God, and find Deep joy in sacrifice. Because of me March, 1922 use of public money would recognize in education a valuable means of building up the National defense. The hope for a professionally trained group of rural teachers whose tenure will be more permanent, lies in enlarg- ing the educational programs of the various States in their economic and financial aspects. State subsidy for teachers in training and a continuing interest on the part of State and Nation in the salaries and living conditions of those who have entered the profession, will supplement effectively other im- portant agencies in the solution ef the problems of the rural schools. May they grow into bigger men, Stalwart among their fellows, Upstanding for the common good; Citizens who mean to make their city clean In government, with clean broad streets, A better place in which to live, And build their homes, And raise their children. When I confront this sacred task I bow my head and pray for strength To meet my opportunity. If I can do all this that lies upon my heart, I’ll take my pay for teaching cubic root, Without regret, and think I’ve earned it. Vol. 11, No. 3 The [Teacher-Pension Movement HERE IS a growing interest in teachers’ pensions and in _ several States movements are under way to es- tablish scientifically constructed pension systems or improve old ones. In view of this renewed interest and the legisla- tion that will be proposed for the con- sideration of State legislatures in 1923, it is fitting to recall the efforts which the National Education Association has made to foster the movement for teachers’ pensions. As long ago as 1891 at a meeting of the Department of Superintendence in Philadelphia, the following resolution was passed: “‘Justice as well as the best public service requires the retirement and pensioning of teachers after a service of thirty years, and upon carefully de- vised conditions. We recommend the enactment of laws in the several States to permit and to regulate the retire- ment and pensioning of professional teachers.” This was the first con- certed action regarding pensions recorded in this country. Again in 1896 at the Buffalo meeting of the National Education Association, John E. Clark, ex-president of the board of education of Detroit, Michigan, gave an address on Shall Teachers be Pen- sioned? In the heated discussion which followed but few of the speakers op- posed the idea of pensioning teachers. Mr. Clark stated that he had been in- strumental in securing the passage of a teachers’ retirement fund bill, embody- ing an assessment on teachers’ salaries and a provision for municipal help. Many cities and some States adopted about this time similar provisions. At the July meeting in Boston, in 1903, William R. Harper, president of the National Council, appointed a com- mittee of seven to inquire and report upon the salaries, tenure of office, and pension provisions of teachers in the United States, with Carroll D. Wright, U. S. Commissioner of Labor, to act as chairman. As the investigation of sala- ries was the basis of the whole inquiry, the efforts of the committee were first directed toward gathering data on that subject, hence the report of Mr. Wright in St. Louis the following July was con- fined entirely to the subject of salaries. In 1905 new impetus was given the movement to pension teachers by the "Prepared by Miss Jessie M. Robbins, of the Editorial Department of the National Education Association. gift of Andrew Carnegie of ten million dollars for the pensioning of college retired from work on ac- count of old age or disability. professors, It was reasoned that if the underlying prin- ciple was sound in its application to colleges, then it was equally sound in its application to elementary and second- ary schools. Consequently renewed at- tention was directed to enacting retire- ment legislation. At the July meeting at Asbury Park, N. J., in 1905, the Committee on Salaries, Tenure, and Pensions brought out a 466-page report. From the an- swers to a questionnaire sent out by the Committee, it was evident that no State in the Union at that time provided by law out of the public funds pensions for teachers upon retirement. However, Maryland pensioned from the public revenues certain teachers under specified conditions. In New York State, five per cent annually of all excise moneys was contributed from the public funds to the New York City teachers’ retire- ment fund. The report also stated that there were then three kinds of schemes for providing retirement funds wholly or in part from contributions made by teachers. The first two were established under authority conferred by State laws while the third was purely voluntary. Under the first plan a percentage of salary was withheld and paid into the retirement fund. This was put into op- eration in 1898 in Ohio, but the teachers of Toledo had this law pronounced un- constitutional by the Supreme Court. Teachers in Minneapolis won a parallel case. The second plan provided for the creation of a fund from fines, donations, and miscellaneous sources and from the voluntary contributions of teachers. Laws authorizing this plan for all the cities and counties of the State existed in 1905 in New Jersey, Ohio, and Cali- fornia; in Illinois, the law applied only to cities of 100,000 inhabitants or more. Massachusetts made like provision for Boston; Rhode Island for Providence; and New York and Michigan had laws applying to certain cities. The purely voluntary arrangement was in opera- tion in Harrisburg, Pennsylvania, and in Norwich, Connecticut. But three cities in the country had at that time anything that could be called a pension system: New York City, De- troit, and San Francisco. In Chicago, Boston, Charleston, and Jersey City re- tirement funds—incorrectly called pen- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 87 sions—were provided entirely through deductions from salaries of teachers. In the meantime, agitation for teach- ers’ pensions steadily grew. At Angeles in 1907, Charles H. Keyes, supervisor of schools at Hartford, Con- Los necticut, in speaking of teachers’ retire- ment associations, teachers’ guilds, and associations, said, “All the ra- tional teachers’ pension legislation on the statute books of American common- annuity -wealths has been secured largely, if not entirely, through the influence of these teachers’ organizations.”’ Although the movement progressed slowly in some States, in others much accomplished. In April, 1907, Rhode Island enacted a pension law for teachers and appropriated the sum of ten thousand dollars to carry out pro- visions of this act. It had defects, to be sure, such as the smallness of the sum appropriated and: the absence of vision for making it continuous. On July 13, 1911, the National Edu- cation Association passed a_ resolution authorizing the appointment of a com- mittee on Teachers’ Salary, Tenure, and Pensions, and $3000 was appropriated for its expenses. A preliminary report was presented by the chairman, Dr. Joseph Swain, then president of Swarth- more College, at the Chicago meeting the following year and an additional ap- propriation of $3000 was made. The full report of the Committee, however, was distributed to the mem- bership of the Association in January, 1913. A summary of this 328-page pamphlet was given before the Depart- ment of Superintendence at Philadelphia, February 28, 1913, by Mr. Robert C. Brooks, of Swarthmore, Pennsylvania, and a similar report was given at Salt Lake City in July by Dr. Swain. In the discussion that followed, Dr. D. B. Johnson, president of Winthrop Normal and Industriai College, of Rock Hill, S. C., stated: ‘““The National Education Association exists for the improvement of all the schools of the country and for . elevating the profession of teaching. I do not know of any way by which it could better accomplish the purposes of its existence than by helping to secure for teachers salaries sufficient to enable them to live in a way becoming the dignity and social position which should attach to their high calling and by lend- ing its powerful aid to making the posi- tion of teaching more secure and to re- moving the chance of teachers spending their old age in dire want after having given their lives for the welfare of the State.” was pro- 88 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION In 1913, the board of directors au- thorized an appropriation not to exceed $2500 for the coming year in order to enable the committee to complete and present its report. As the Committee did not use the entire amount, the board of directors at the St. Paul meeting in 1914 appropriated $1000. This com- mittee in codperation with the U. S. Bureau of Education issued Bulletin No. 16, 1914, The Tangible Rewards of Teaching; Bulletin No. 31, 1915, A Comparative Study of the Salaries of Teachers and School Officers; Bulletin No. 14, 1916, State Pension Systems for Public-School Teachers. Appropriations for the use of this committee were made at Oakland in 1915 for $1400; at New York, in 1916, for $1000; and at Port- land, in 1917, for $50. In 1914, twelve States representing over one fourth of the population of the country had made provisions for teachers’ pensions. In several other States laws authorizing any school district to pay retirement allowances had been passed, and in still others special acts established retirement funds for teachers in desig- nated communities. In all, twenty- three States, including nearly one third the teaching force of the Nation had some kind of pension fund. That many of these were inadequate was evident on investigation. In an address before the National Education Association at St. Paul in 1914, Mr. Walter I. Hamilton, agent for the Massachusetts board. of education, Boston, Massachusetts, stated that as a people we Americans have one leading characteristic, our capacity for faith and our optimism in substituting it for knowledge. “Consequently,” he added, “‘we have built up teachers’ re- tirement funds on a scarcely more sub- stantial financial basis than sympathy and a somewhat vague faith that in- come would be greater than outgo. In any campaign for teachers’ retirement laws, we need three kinds of expert service—the insurance expert, or the actuary, the educational expert, and the legal expert. For satis- factory and permanent plans we should utilize the mathematical knowledge of the expert in social insurance, the skill of the lawyer trained in writing legisla- tion, reinforced by the social vision of the educator.” At the request of the Association’s Committee on Salaries, Tenure, and Pensions, the president of the Carnegie Foundation for the Advancement of Teaching in New York City, Mr. Henry S. Pritchett, placed at the dis- posal of the Committee all the material that had been gathered by the Founda- tion on existent pension systems for 1906-1918, together with the services March, 192? of the secretary of the Foundation, Dr. Clyde Furst and his colleague, Dr. I, L. Kandel, who met with the Committee and with the invited representatives Law of Self-Reliance The Good American Is Self-Reliant ELF-CONCEIT is silly, but self-reliance is necessary to boys and girls who would be strong and useful. 1. I will gladly listen to the advice of older and wiser people, but I will learn to think for myself, choose for myself, act for myself. I will not be afraid of being laughed at. Therefore: 3. I will not be afraid of doing right when the crowd does wrong. 8 Opposition is what we want and must have, to be good for any- thing. Hardship is the native soil of manh and self-reli- ance. ---John Neal O March that blusters and March that blows, What color under your footsteps glows! Beauty you summon from winter snows, And you are the pathway that leads to the rose. ---Celia Thaxter. MARCH Tues. HIS is a page from the code of morals for children, prepared by Dr. Lillien J. Martin and printed as a calendar by the Eight-B boys of the Lincoln Junior High School, Cleveland, Ohio. Wed. Thurs. Fri. OR ET Vol. fron Nati Dep: troit Atla The these Asso that tion in th nual repo Bull Sche that diffe in g / Art. Yor the ton. lecti that mer Mu aske foll coul vari Te be « oil sucl i diti erec was gray art in ¢ its Eur Eu Evz coll hist imp 4 Vol. 11, No. 3 from each State at the meetings of the National Education Association and the Department of Superintendence at De- troit and New York in 1916 and at Atlantic City and Pittsburgh in 1918. The reports which were prepared for these meetings and the meeting of the Association at Kansas City in 1917 and that of the National Council of Educa- tion at New York in 1916 were printed in the Tenth, Eleventh, and Twelfth An- nual Reports of the Carnegie Foundation. The Foundation from these various reports compiled a pamphlet known as Bulletin No. 12, Pensions for Public- School Teachers. ‘This bulletin stated that there were then (1918) sixty-seven different systems in thirty-four States, in general satisfactory. THE JouRNAL OF THE NATIONAL EDUCATION -\ At the meeting of the National Coun- cil of Education June 30, 1919, in Mil- waukee, Dr. Joseph Swain, chairman of the Committee on Salaries, Tenure, and Pensions, presented a brief report in which he summarized the growing in- terest in pensions. “The colleges of the country are at present considering simul- taneously the questions of increasing salaries and of establishing pension sys- tems. The Report on Pensions for Pub- lic-School Teachers by Furst and Kan- del (previously noted) is consideration as a basis for pension legislation in Florida, Georgia, Texas, District of Columbia, Michigan, Minne- sota, Utah, Oregon, and California. A number of State associations are seeking to amend systems created as recently as receiving SOCIATION 89 1915, while others are making an en- tirely mew start along sound lines. These include New Jersey, Ohio, and Vermont.” John W. Carr, chairman pro tem for the Committee on Pensions read a preliminary report at Des Moines, lowa, July 5, 1921. Several States and local pension systems,” he stated, “have been modified and some fundamentally changed within the last three years— for example, Ohio, Indiana, Pennsyl- vania, New Jersey, and New York.” The committee recommended that a more extensive report be given in 1922 and was given an appropriation of $1000. The Boston Museum of Fine Arts ARTHUR FAIRBANKS Director, Museum of Fine Arts, Boston, Massachusetts ERHAPS the four greatest art collections in the United States are the Boston Museum of Fine Arts, the Metropolitan Museum in New York, the Art Institute in Chicago, and the Corcoran Art Gallery in Washing- ton. To see any one of these great col- lections is a valuable privilege. In order that teachers who visit Boston next sum- mer may know something of the Museum of Fine Arts, THE JOURNAL asked Dr. Fairbanks to prepare the following article. No brief article could begin to do justice to the rich and varied collections of this grcat museum. Teachers of United States history will be especially interested in the numerous oil paintings of historical characters by such masters as Copley and Stuart. HE PRESENT HOME of the Boston Museum of Fine Arts was opened in 1909; the Evans ad- dition in 1914. The collections, gath- ered in the fifty years since the Museum was founded, are first arranged geo- graphically, that is, Greek and Roman art in one series of rooms, Egyptian art in another, Chinese and Japanese art in its own wing, the decorative arts of Europe in their own suite, and the European and American paintings in the Evans building. Within each of these collections the general arrangement is by historical periods. Further, the more important objects are exhibited upstairs while the study rooms and the collec- tions used mainly by students are on the ground floor. On ascending the main staircase from the Huntington Avenue entrance, the FS HIS WOODEN STATUE of Kuan lection of the Boston Museum, said to be the best in the world. richly colored. The statue is Yin is in the Oriental col- visitor is greeted by the ceiling decora- tions of the rotunda, which have re- cently been unveiled. Mr. John S. Sargent was occupied for five years with this work. Four large oval paintings and four smaller ones represent mytho- logical subjects. ‘The remaining spaces between the vertical ribs are occupied by representations, also of subjects, in low relief. At the left are the collections of Chinese and Japanese art, said to be the most important collection of its kind under one roof anywhere in the world. It consists of richly decorated Japanese screens, Chinese sculpture, bronzes, and several rooms of Chinese Buddhist paint- ings and sculpture. The seated figure of Kuan Yin (see first illustration), is a polychrome wooden statue of the twelfth century, representing the personification of divine mercy and protection. Although other phases of oriental painting and sculpture are exhibited, the collection is s» large that by far the greater part must te kept in storage mythological in the basement, where it may be seen on request. Of the large collection of Japanese prints a small part is shown in the downstairs rooms surrounding the Japanese garden. At the right of the rotunda is a gal- lery of the art of the nearer Orient, through which one passes to the Egyp- tian Collection, the larger part of which is the result of excavations conducted by the Museum in Egypt and the Sudan 90 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION HIS MADONNA AND CHILD is one of the many exhibits of Euro- pean art in the Boston Museum. during the last fifteen years. The be- ginning of Egyptian art may be studied in the first room and the art of the Old Empire, the period when Egyptian art reached its highest level, in the next two rooms. From its own excavations the museum has obtained eleven royal portraits in sculpture, besides portraits of other officials, from the fourth dy- nasty. Not to omit the statues and lesser objects from the Middle and the New Empire, the attention of visitors is called to the painted wooden coffin in the Middle Empire room, probably the finest example of Egyptian painting that has survived. In the Greek collection the ivory and gold statuette of the Cretan snake god- dess from about 1600 B. C. and the small archaic Greek bronzes deserve mention. The most important marble is the three-sided Greek relief dating from about 460 B. C., the counterpart of the Ludovisi throne in Rome, and representing on the front a winged fig- ure weighing two miniature figures be- tween seated women. The collection of Roman portraits in the balcony includes some fine examples. Among the gems in the late Greek room the Marlborough cameo representing the wedding of Eros and Psyche is deservedly famous. From the rotunda also may be reached the rooms where the decorative arts of Europe are exhibited. The French Gothic Madonna and Child (see second illustration) from the fourteenth cen- tury is the finest piece here shown. Again returning to the rotunda the visitor passes through the ‘Tapestry Gallery to the collection of paintings. The collection has many fine examples of the early American portraits by Copley and Stuart, and the French paintings of the Barbizon School. 35-27 “45 ont om CO NNN NNN N 37 94 wwe AN DAANNNTSI CO AMM NA AMUUn ANH a were oe ee so 2 « a> tr =-— © we awe lCUrGlUC CUCU ![€«C i — | — 4 _ rrr wh — «5 * *F ee — -— cr rr A =—(lUr i 2A Oe nt os me heehee i 7 ; Vol. 11, No. 3 School and Library Cooperation J. M. MCCONNELL Commissioner of Education for Minnesota, Minneapolis, Minnesota T IS THE CONCEPTION in Minnesota that since the school and the library are dual agencies to effect pub- lic education it makes for efficiency and economy that they should work together. The fact is recognized that the job of education is not finished with educating the children, but that it must extend into the lives of adults after their regu- lar school training has been completed, or that it must reach those whose early It is clear in the minds of those who direct the policies of both that the school and the library have so largely a common pur- pose that each is continually dependent on the other, and that therefore they can best operate under the same general di- rection. This does that either will control the other. State organization—Accordingly, in 1919, in creating a State board of edu- cation and providing for a reorganiza- tion of the educational system, the legis- lature placed library administration, so far as it is a State function, under the direction of this board. The State board of education consists of five members appointed by the governor for terms of five years. The law provides that they should be representative citizens of the State, but fixes no other qualifications. There is no ex-officio membership. The board elects a commissioner of education, who is its secretary and executive for a term of six Thus it may be noted that educational administration is well removed from the political arena. The board is in full charge of the State department of education, in which the administration of libraries, formerly carried on by the State library commis- sion, is placed. The library division is one of the seven divisions into which the department of education has been organized by the State board. It is headed by its own director, who was for many years secretary of the State library commission, and functions in the Organization just as do the other di- visions, such as the rural and high-school divisions. Its employees are elected by the board on the nomination of the com- missioner, always with the recommenda- training may have been lacking. not presume years. library division—The 1 . An address before the League of Library Commissions, Chicago, December 30, 1921. It shares receives the tion of the library director. in the budget and encouragement and support through the educational policy of the department as does the rest of the educational system. Those who are in charge of the library division attend the meetings of the State board of education, sit in the conferences of the department, share in determining the educational policy of the State, and are.in every way full communicants. The university and leges—In Minnesota, the university and teachers colleges are administered under separate boards related to the State board through the commissioner of edu- cation, who is an ex-officio member of the board of university regents and the State teachers college board. Hence, this discussion does not include these in- stitutions, except that it presumes the same obligations on them to train libra- rians that they have to train teachers. This responsibility they have not yet been able to meet, but it is part of our educational policy that this situation shall eventually be brought about. Division of library field—The library field in Minnesota, like Ancient Gaul of tender memory to the classical stu- dent, is divided into three parts. They are the public library, the traveling library, and the school library. The first two were inherited by the depart- ment of education from the estate of the library commission. The school library has always been under the administra- tion of the department of education. Constitutional basis for education— The constitution of Minnesota makes it an obligation of the State to maintain a general and uniform system of schools and requires the legislature by taxation or otherwise to provide for their sup- port in every part of the State. Based on this constitutional foundation, a school system has been built up with liberal and purposeful State support and competent State direction. No similar constitutional provision lays a foundation for libraries. The public library therefore is mainly a municipal institution, created through local initia- tive, supported by local taxation, and maintained according to the standards set by the community itself. Many library buildings have been secured through the munificence of that fairy same teachers col- THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Qs yvodtfather of public libraries, Andrew Carnegie. The public library—The public li brary in Minnesota is administered in any village or city where it may have been established under a library board appointed by the mayor. ‘The law per- mits county commissioners to establish a county library at the county-seat or elsewhere in the county, to levy a tax for its support, and to appoint a library board for its administration. Should a city library, or more than one, exist in the county, then the commissioners are to contract with one or more of them, contributing the tax levied in the county for support, and thus securing library service for the entire county. include an This may arrangement for county traveling libraries. Duty of library division to public libraries—It is the duty of the State library division to give advice and as- sistance in the formation of new libra- ries and in the operation of those already organized and to keep statistics relative to public libraries. The State, however, furnishes no funds and mandatory powers. exercises no Traveling libraries—The State library division is authorized to purchase books to be used as a State circulating library available under rules prescribed by the division to every community in the State. It will be noted that the travel- ing library is maintained entirely at State expense and under State direction. It renders large service as a reference library and is of special value to com- munities which do not have public li- braries. School library—The_ school library which has been maintained under the department of education since its in- ception has been stimulated and built up by means of that policy of purposeful State support which is so large a factor in Minnesota’s educational system. It has not, however, until recently had the same degree of State direction that has been applied to other phases of educa- tion. Terms of support—By the terms of this policy, as applied to school libraries, the State contributes to every school dis- trict which maintains a school library, complying with standards set by the State department, a certain amount for the purchase of books, provided the dis- trict pays at least an equivalent sum. Books to the value of double the State’s contribution must be selected from the list which is prepared by the State de- partment. While the sum paid per building, although doubled by the last 96 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION legislature, is not large, and while the establishment of libraries by schools is not mandatory, the effect has been to put a library into probably every school, large and small, in the State. Library codrdination—Two features of the law seek to codrdinate library effort, especially in small communities. In villages of less than two thousand in- shabitants, when no tax is levied for public libraries, the school board may maintain a public library for use of all residents and provide rooms for the same in the school building. The tend- ency in small communities is toward making the school building a community center, providing auditortum and gym- nasium, whether the library is included in it or not. Again, in any community, regardless of size, the school board may contract with the board of any approved county, city, or village library to become a branch of such public library and to receive books suited to the needs of its pupils and the citizens of the community. Assignment of State aid—In case of such arrangement, the State aid for the school library is paid to the library board, with the stipulation that it must be spent for books selected from the State library list for schools. Qualified librarian—When such ar- rangement is made, a librarian must be employed, who meets the standards set by the, State department for school librarians. Such librarians may _ be jointly employed by the school and li- brary boards, and divide their time be- tween the two lines of service. Local administration by separate boards—lIt will be noted that while the State administration of libraries is vested in the department of education, the local administration, except when the school board establishes a public library, re- mains in a library board. There is no disposition so far as I am aware, to merge the local library and school ad- ministration. Basis and purposes stated—I have thus indicated the basis on which the library work rests, leading to a state- ment of our purposes and the means by which we seek to accomplish them. Our problems as we see them are: 1. To make the library both for chil- dren and adults as available to every per- son in the State as are the schools, so that equal educational opportunity may be provided. 2. To so coérdinate county, city, and school libraries as to secure the maxi- mum return without duplication of ef- fort or expense. March, 1922 3. To bring library service to a higher degree of proficiency by set*ing up pro- fessional standards for librarians to cor- respond with those set for teachers in the same communities, and to provide for their attainment. 4. To establish a taxing unit large enough and a basis of income certain enough to insure adequate support. 5. To apply to the public library the same method of purposeful State sup- port and standardization which has been used in building up the public schools. 6. To make the libraries function more perfectly as educational institu- tions, whether their service is rendered to the children in the school or to the adults in the community. Plan of library administration—The work of administering the library sys- tem of the State and the leadership in carrying forward what we intend shall be a progressive library program are placed with the director of the library division and her assistants. They are supported in their efforts by the State board of education and the commis- sioner, and enjoy the constant codpera- tion of those who are in charge of the other divisions. They are thus always in touch with the entire educational field. The fact that all library work, including that of the schools, is placed under one directorate has greatly sim- plified the problem of administration. Librarians in schools—Progress is be- ing made in securing in graded and high- schools the employment of professionally trained school librarians, who serve to make the library render the maximum of service in the class work of the school and to teach the students the art and habit of library use. Coordination of public and _ school libraries—The villages and cities of the State in increasing numbers are being made to realize that best results, at least cost, are obtained by coérdination of the public and school libraries, ac- cording to one or the other of the plans which the statute provides. When such arrangements are made, the State de- partment requires the employment of professionally qualified librarians, so far as the work relates to the schools. Cooperation between library division and rural school division—Through co- 6peration between the library division and the rural school division, on the in itiative of the latter, instruction was given during the season just closed in county institutes for rural teachers throughout the State, in organization and use of school libraries in the one- room rural schools. Heretofore, we have had in these rural schools collec- tions of books, often uncared for, and frequently not well used. In the future, by a continuation of this policy, we hope to have libraries which shall serve the children in their classes and teach them the reading habit in their homes. We are committed to the belief that intelli- gent direction is as important in the use of a library as it is in the operations of the schoolroom. Cooperation in teacher-librarian train- ing—In order that teachers may be pre- pared to do the library work that is to be demanded of them, a beginning has been made in library training in some of the State teachers colleges. Also, on the request of the director of high school teacher training departments, the li- brary division has outlined a course in library training for the rural teachers who are being trained in these depart- ments. County libraries—No distinct county library organizations have been estab- lished, but several counties have made contracts with city libraries so that the rural districts are served. This is ac- complished by library branches or sta- tions, by traveling libraries, and in one or two instances by the use of automo- biles in charge of librarians. Effect of association—The effect of the associated movement is to enlarge the field of service and increase the impor- tance of the public library. As the public library grows and functions more widely, not only will the State be better served and the librarian’s position be- come one of greater influence, but the demand on the traveling library will be correspondingly less. This, as we see it, represents progress in the right direction, since it brings service constantly closer to the people. The future—Some features of the program as we have conceived it cannot be accomplished without further legis- lation. ‘This we shall doubtless get as rapidly as the people of the State come to understand more fully the possibili- ties of a codperative school and library policy with State encouragement. The call of progress does not go long un heeded among the earnest people of the great Northwest. We hope for an amendment to county library laws to facilitate the establish- ment of county libraries throughout the State, so that the rural people may en- joy more nearly equal library oppor- tunity. This will be in keeping with the first principle written in our law for State support of schools, which pro- vides that equal educational opportunity — epemenener enna ee Vol. 11, No. 3 ———e—e—————eeEUVU= ee _ = should be furnished to all the school children of the State. The time cannot be far distant when the public library everywhere, like the public school, will be made a concern of the State. This would mean some measure of State support and compli- ance with State standards. It would mean the placing of librarians in the same relation to the State as teachers. Like the school system, it would make ample provision for local autonomy, but would lift the library through the sup- port of the State to the place of im- portance and influence which it should occupy. Any plan to be in harmony with the present policy should provide for continued codperation between the library and the school as the great co- érdinate agencies in public education. The Teacher's Wage . IRVING H. HART Director of Extension, lowa State Teachers College, Cedar Fails, lewa HE ARTICLE by former Super- intendent Fowler in the January number of THE JOURNAL presents an interesting array of figures showing the average salaries of teachers in Nebraska from 1871 to 1921. To the casual reader, these statistics may seem to indi- cate a most fortunate condition of af- fairs with reference to the teacher’s living wage, particularly if he notices the marked increase in salaries since 1916. However trite it may be, it is necessary to note in this connection that dollars do not measure wages, if by wage we mean a living wage. The only accurate measure of the wage is its pur- chasing power. Exact scientific standards for the measurement of the purchasing power of wages have never been determined, but a measure closely approximating such a standard may be obtained by taking the index numbers of the retail prices of the principal articles of food as given by the Bureau of Labor Sta- tistics of the U. S. Department of Labor and published from month to month in The Labor Review. The table below is derived by taking the average monthly wage of Nebraska teachers as computed from Superin- tendent Fowler’s table (Column 1) and dividing this wage by the index num- ber of the cost of foodstuffs (Column 2) in order to secure a comparative meas- ure in units of purchasing power (Col- umn 3). The index numbers are based on the cost of twenty-two of thagprin- cipal articles of food for 1913, which prices are taken as 100. The figures in Column 4+ are secured by computing the percentage which the average monthly wage for each year is of the wage for 1913 and the percentage which the index number for the year is of the base number for 1913 and determining the difference of these percentages. For example, the average monthly wage for 1907 is $48.74, which is 20.98 per cent less than $61.68, the average monthly wage for 1913. ‘The index of the cost of foodstuffs for 1907 is 82, or 18 per cent less than the base number for 1913. The difference between these two per- centages is 2.98 per cent. The average monthly wage for 1921 is 92.7 per cent higher than that for 1913. The index number for this year is 54 per cent higher. The difference in percentages is 38.7. The first of these differences is negative; the second, positive, indi- cating with reference to the base a cor- responding loss or gain of wages in re- lation to the cost of living. Wherever the increase in the cost of living is greater than the increase in the teacher’s wage, a negative result is shown; where the contrary is true, the result is posi- tive. The totals of these percentage differences indicate in general the teach- er’s net loss during the period. The graphs shown in the chart below indicate more readily to the eye the rela- tive values of these figures. Av. Index Pur- Per Per Mo. num- chase cent cent Date wage ber power loss gain 2 3 4 74 82 59. -61 8&4 61. -73 89 60. at 93 59. -34 92 62. -39 98 59. .68 100 61. .76 102 60. - 33 101 53- 61 [24 <€f- 1917 . 60 146 38. 1918 9! 168 35. 1919 .30 186 37. 1920 12 203 44- 1921 118.86 1sq° 77 _ 1907 $ 1908 1909 1910 IQII IQI2 1913 1914 1915 1916 2; minnie | munwh | ONUIwe © DwWwwwt & ~~ vuunwuv Oo cms) nm AnNiu hy = Aw eunst ty me NI ee | Total percentage of loss or gain 39.66 Net total percentage 264.24 ‘Eight months, January to August. 4 There are not a few taxpayers in the Middle West today who are asking, “Are the teachers not willing in these days of financial stringency to take their loss along with the rest of us?” There is more than an implication of selfish disregard of the general good in this inquiry. For answer one has only to turn to the figures and the graph THE JOURNAL OF THE NATIONAL EDUCATION AssOcIATION 97 have _ already taken their loss, a loss for Nebraska above. The _ teachers teachers in these last fifteen years amounting to more than two and one- half times the average wage of 1913. These years have been, until almost the very present, years of plenty and of unexampled prosperity to the agri- cultural and business interests of the country. These interests are now suf- fering from a decline in prices. ‘Their plight is a serious one and _ teachers, least of all, should be lacking in sym- pathy for them. Figures are lacking to show compara- tively the gains and losses of agricul- ture and industry during these years; but it is not presumptuous to assume that the gains are far from being offset by the losses. When a balance is struck again, when the unusual condition indi- cated by the wage scale of the Nebraska teachers for 1921 has continued long enough to counterbalance the teachers’ losses hitherto incurred, then the teach- ers will gladly take their loss with the rest. HETHER thy work be fine or coarse, planting corn or writing epics, so only it he honest work, done to thine own approbation, it shall earn a reward to the senses as well as to the thought: no matter how often defeated, you are born’ to victory. The reward of a thing well done is to have done it.— R. W. Emerson. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1922 ‘ * ‘ ; Rural Community Organization AUGUSTUS W. HAYES Assistant Professor of Sociology in Tulane University of Louisiana, New Orleans GRICULTURE is so essential to A the very fabric of American so- ciety that satisfactory rural relation- ships are of the utmost importance. It is necessary that teachers, ministers, so- cial workers, and politicians, as well as economists, business interests, and pro- fessional groups work in and through the most effective units of rural popula- tion. The proper organization of groups, the harmonious articulation of group with group in a continuous, uni- versal manner that covers every square mile of rural territory is essential and fundamental in rural community or- ganization. The first of all problems, therefore, in rural organization is the determina- tion of the proper local unit of popula- tion, of territory, and of wealth which lends itself to comprehensive commu- nity development. ‘This settled upon, the next problem is the organization and codrdination of forces and agencies within the unit for the full expression of the economic and social life of the community. This unit must have sufficient terri- torial area to give the volume of popu- lation needed to maintain attractive, satisfying institutional life. The area must not be so large as to preclude unity of purpose and the cohesion of the mem- bers. On the other hand, it must not be so small as not to afford sufficient contacts and incentives for a well-rounded, progressive community existence. There should also be enough wealth embraced within the community and a sufficient density of population to allow for the distribution and mainte- nance of needed public utilities. Many organizations and agencies are looking for this proper unit. They realize that basic organization plans can be formulated only upon that group of population which has all the qualifications necessary to give social and economic success. The Farm Bureau is endeavoring to find the best organization and the best unit of farm population upon to base its great The human rural local which work. *A longer discussion of this subject may be had in Dr. Hayes’ Rural Community Organization, University of Chicago Press. $1.60 Home Bureau is an expression of the or- ganization of farm women along simi- lar lines. The American Red Cross is another agency trying to work out the organization of rural life, especially along the physical and health side. The National Conference of Social Work is endeavoring to find itself in a program of organization of rural social forces. A plan has been outlined by the Massa- chusetts Agricultural College of form- ing in a rural community a council of all the agencies working for rural life. North Carolina has a quite different plan which is concerned with overhaul- ing county government in the interests of economic and social agencies for the benefit of the farm population. The consolidation of rural schools is an ex- pression coming from the educational groups asking for more effective admin- istrative and pedagogical units in the open country. It is of prime importance that the good work of these various groups be correlated with the broad policies and definite goals of rural-community or- ganization. Such a rural policy must be broader than a mere statement of plans. It must be conceived in the light of the mistakes of the past, the developments of the present, and the needs of the future. A comprehensive policy will not consider agriculture and country life narrowly, as something to be fos- tered and aided for its own sake, but as a vital part of a great society, as one of the departments of American life, the development and growth of which must, for the good of all, be codrdinated and related to every other department. All forms of rural whether political, religious, educational, or economic must take into account the changing psychology of the farmer. The early type of American farmer was an extreme individualist. Under the con- ditions of the times and by force of cir- cumstances beyond his control he could not very well have been otherwise. The farmer of today, however, with good roads, automobile, telephone, and rural mail delivery, demands a variety of human interests and contacts. His com- munity and institutional life should be constructed upon a broader and more comprehensive scale than ever before. organization, Many different units of rural popula- tion have been suggested from time to time as desirable for rural community life. Some of the better known ones are the small school district, the village trade area, the New England town, the civil township (which is usually six miles square), the rural church parish, and the consolidated school district. Each one has features commending it for certain areas of the country, perhaps, but our problem is to choose that unit which is continuous in its effect, suff- ciently comprehensive in area, in popu- lation groups, and in wealth to sustain true community life for the great bulk of rural America. A careful study of the properly formed and organized consolidated school dis- trict made in various parts of the coun- try has shown that it possesses some out- standing virtues as a unit of rural life. Randolph County, Indiana, which is practically one hundred per cent consoli- dated, ahd Marshall County, Iowa, are good examples for rural-school consoli- dation from the viewpoint of rural community organization. Much timely and constructive em- phasis has been placed upon the educa- tional re-adjustment of the rural school. Probably no other rural institution, save the home, bears such close relationship to the well-being and future develop- ment of the farm family in both its social and economic life. Besides edu- cational and administrative reérganiza- tion more suitable to time and place, the consolidation of schools involves, as well. a social reérganization or rural groups, which is of extreme importance to the future success of the new school and the new community. ‘There are _ latent values in rural life which a_ properly organized district will open up and bring to fruition. consolidated school HE DEPARTMENT of Science Instruction at its Des Moines meet- ing adopted the following: ‘‘“The chief purpose of the Department of Science Instruction of the National Education Association shall be to encourage and develop wider and better scientific in- struction and investigation in all the public schools of America to the end that more intelligent and more useful citizens may be produced in this ever- increasing scientific age.” Mr. John C. Johnson of the Gunni- son (Colorado) State Normal School was president of the department in 1920- 21. The new president is Mr. Gilbert H. Trafton, of Mankato, Minnesota. nm =o a “aS = ae ft Pe Stelle Uc llUMlC HTC Mlle Vol. 11, No. 3 Using Visual Equipment DUDLEY GRANT HAYS Director of Visual Instruction, Chicago Public Schools N RECENT TIMES, people are | prone to think of motion pictures as the content of what is embraced by the term “visual instruction material.” This is too narrow a conception. Visual equipment includes all those things by which impressions are given through the eye. Real objects, whether in their natural state or in some modi- fied form due to man’s art, are funda- mental. Impressions from such things give the basis for interpreting those de- vices used to represent them in their absence. Pictures, used to represent things must have back of them—or preceding their presenta- tion to a child—some sense impressions of those things for which they stand in a representative way. We grant that seeing is a complicated process. In the original investigation a child makes of the toys and objects about him, he uses not only his eyes, but also his other senses, and his impressions ob- tained are rather complex. By means of his sense of touch and his sense of color or shade values he learns to ap- preciate roundness, not only of the ob- ject in: his hands, but also in time, of the one remote from him. The step to seeing roundness of objects in a picture follows these preceding experiences. Much more might be said along this line. ‘These brief statements we make because they show the foundation for interpreting the impressions the brain gets through the quickest of all senses, that of sight. Schools enrol the children after much experience has been already gained in the world of objects. A good founda- tion for picture study has been already acquired when the little ones enter the ranks of school ‘routineers.’ ‘et us not forget that we must add to this founda- tion more in content. Hitching the child’s train of impressions to the load of symbolic representations found in textbooks is a difficult task for the sym- bols, or words representing things, are not clearly associated with that for which they stand. Educators are prone to assume too rich a background of pre- vious impressions and fail to furnish the abundant amount of impressionating materials so necessary before they have sketches, or words a right to exact expression from the children. Words are simply a species of short- hand suggestions of things we see. To sense this idea, just glance out of a win- dow and realize what a multiplicity of things your eyes “take in.’”’ What an enormous list of words and sentences you would need to use to describe in minute detail all you see! use a few words and a few sentences and cause me to build up in my imagi- nation a fairly good picture of what you see, provided my eyes have, at some past time, viewed a similar scene. My origi- nal sense impressions are essential. Nature objects, cabinets of neatly ar- ranged specimens such as those furnished by museums for school use, pictures, stereographs, lantern slides are all very useful. They are essential to good teaching—efficient school work cannot be done without them. In addition to all of the above named essentials, we commend the use of classroom or in- structional films, and especially so where motion is an essential part of the lesson under consideration. For general use of pictures in class- room teaching, the stereograph and lan- tern slide are to be preferred to the film, although each has its place and all may be used in the same lesson to good advantage. The stereograph is for in- dividual use, while the lantern slide or the motion-picture film can be viewed by the entire class at the same time while attention can be centered on some particular idea presented in the picture on the screen. Stereographs should be on hand at all times for free use in les- son study. These may be followed by lantern slides as a sort of group or class study in which the picture, enlarged so as to be easily observed by all, can be kept on the screen for an unlimited time for observation and study, if desired. Where a waterfall, cataract, running stream, dashing waves, scurrying clouds, falling trees, Yet you can floating logs, whirling wheels in a mill or factory, harvesting machinery, moving boats or flying machines are involved in a lesson, then a few feet of motion pictures, say fifty or a hundred, may. be used to present the lesson thought to much greater ad- THe JoURNAL OF THE NATIONAL EDUCATION AssOcIATION 99 vantage than can be done by any othe: means. It must be kept in mind that the pur- pose of visual aids in school is to present ideas, to awaken thoughts, and to lead to expressions concerning them by the children, and not simply to run a num- ber of pictures through a machine for entertainment. Slides and films, unless there be an abundance of funds available, can best be circulated through the school system from a central office, where assembling, listing, repairing and dis- tributing can be done more efficiently than through separate management in each cataloging, school. from the schools can get from and return to the central office slides or films when needed and transportation expenses therefore be furnished by the system as a_ whole. This plan yields the greatest service at the least expense. The central office should have a com- plete projection equipment for testing out and demon;tration purposes. It should have a complete replace and re- pair equipment and should be equipped with a slide-making outfit always at Messengers work increasing the collection to meet growing demands The central othce should be at the service of the projecting force of the entire system. ‘To it teachers or pupils should come for helpful suggestions on projection and where, under the guidance of trained projectionists, they can learn how to adjust equipment for efficient service in their respective schools. ‘To this central office teachers should also be free to come to screen and select slide sets suitable for future class work and thus in advance become familiar with the aids at their command. To this central office also they should be en- couraged to send suggestions of illustra- tive materials of such general application as to justify the making of new sets of slides for distribution throughout the system. OOKS and the schoolmaster will shape the destiny of tomorrow.— A. O. Thomas. F WE COULD grapple with the whole child situation for one genera- tion, our public health, our economic efficiency, the moral character, sanity, and stability of our people would advance three generations in one.—Herbert Hoover. 100 THe JourNnNAL OF THE NATIONAL EpUCATION AssocliATION March, 1922 Comparative Studies in Salaries HE BEST boards of education rec- ognize the importance of well-paid and well-trained teachers. They, en- deavor to obtain for their teachers‘ sala- ries that will enable them to subsist comfortably, to improve themselves through reading and travel, to have a reasonable return upon the money they have invested in their professional prep- aration, and to save enough to provide for the time when they are no longer able to teach. Without such salaries there can be no permanent, satisfied, and completely effective teaching profession. With salaries that will command the best talent in community, State, and Nation, there is almost no limit to the effectiveness of public education. Re- spect for the public schools will rise in direct proportion as teachers are strong and fit. The following tables of maximum salaries are taken from salary schedules in cities of 100,000 population or over for the year 1921-’22. ‘The figures were gathered by the Education Asso- ciation of the District of Columbia under the direction of Superintendent F. W. Ballou. An effort is being made to obtain better salaries for the teachers in the schools of ,the Nation’s Capital. There is a growing feeling among edu- cators that the schools of Washington, D. C., should rank first according to every standard by which schools are judged. Educational progress would be greatly stimulated if these schools could be made a model for the Nation. Teachers in Grades One to Eight New York, New York—Grades 7 A ERP Te 7 et eee $3250 Graeme tA w 6Bii..6..56.6.. 2875 Newark, New Jersey........... —— Cleveland, Ohio—Two years beyond EE, ail u occa ela ook eUe ce 2880 , Beet cee: haere rae 2400 Milwaukee, Wisconsin............. 2400 Seattle, Washington ............... 2100 Denver, Colorado—With A. M...... 3080 . 2 SS SS See 2880 Without degree .............. 2040 ee ee eee 2040 Minneapolis, Minnesota—On special INR oss oat a 5) asaid* 2,000 2500 it IP tt Py 2000 Buffalo, New York—Grade 8....... 2050 eS Sverre rrere 2000 I oso. nes: 0 oath a Sule 2000 Boston, Massachusetts.............. 2000 SN Oe ee eee 2000 Jersey City, New Jersey............ 2000 Rochester, New York.............. 2000 PU RUN FS eb eiw se cntiad 2000 Chicago, Illinois—Grade 8.........- 2Ic% 2 2) kh: Se 2000 a eeriver er rere 1975 Paterson, New Jersey.............. 1900 Springfield, Massachusetts........... 1900 Des Moines, lowa—With A. M..... eT ae ee re ae Scranton, Pennsylvania—Five vears bevond standard, Ph. D........... One year beyond standard.... Standard St. Louis, Missouri—Head assistant. Oe NINE 5 xis Sst Seas Secu -gestetent...0 oi 63.5.4. Omaha, Nebraska—Three years be- WME III, os 3 4.66 45 5:dlai Soe e bce Sadtitods ss is Birmingham, Alabama—Distinguished RIN oe aaa nS i6)e:s01s 223 2 0 Philadelphia, Pennsylvania......... Los Angeles, California............ Kansas City, Missouri. .............% es Ap ere New Orleans, Louisiana............ Syracuse, New fe eee Albany, New York—Grade 8....... Grade 7 BN SE Re Rn ne I PEO 5 oa 5.0: ayrsg sisere's we 500 PE PE, gcd Se ect eleibs. sae New Bedford, Masachusetts......... Ramee, mamennaectts. . ..... .. 020.50 Spokane, Washington............... Providence, Rhode Island—Grade 8. Se SB eee es eee RT Na. oo ce bale Sin ano 6 St: Peal, aeeeen. .. ww Sale Tate City, Utaiins scccwascs... Batmmorée, Maryland............%.. Lowisville, Kentucky................ Indianapolis, §ndiana—Group PF Group A Necbore, “Vireo Richmond, . Virginia. ......... 00.55 Washington, D. C.—Grade 8........ EES” RO eee Grades 3, 4, and K. P........ (srades 2, ¢, and KE... A........ Atlanta, Georgia Nashville, Tennessee............... Principals of Elementary New York, New Newark, New Jersey—15 or classes Fewer than 15 classes........ Rochester, New York—46 or more teachers 31-45 24-30 BE NEO ivicicas s ceeccees es ra Fewer than 12 teachers.... Milwaukee, Wisconsin—18 or fee ae, TEES STEELS BETS a Re pee on eet Se ee ee is o5 .s «\cipia ike Fewer than 8 rooms.......... Chicago, Illinois—Upper group..... re Jersey City, New Jersey—Grammar. SE Site eg eS aics' ds wieania.e.a'0 Xo Boston, Massachusetts.............. St. Louis, Missouri—18 or more rooms 0 EO ee aes ee a Sr eta ch teas. ee ee Ee Pree ree Detroit, Michigan—z28-s50 rooms..... SOOM. 8 CRs Be SN a i aie ae RS so ¢ eainwinid mass 13 or fewer rooms.......... Denver, Colorado—With A. M. or eo eae ar reer o $3000 2590 1860 2300 2000 1800 2100 1950 1800 2100 1800 2000 1800 1800 1800 1788 1750 1750 1750 1850 1775 1700 1700 1700 1700 1700 1700 1800 1700 1650 1650 1650 1600 1600 1550 1800 1500 1500 1485 1600 1500 1450 1300 1296 1050 Schools $4750 4500 3700 4400 4200 3900 3600 3200 2900 4400 3900 3400 2900 4250 3300 4100 3100 4044 4000 3400 2800 2300 2100 4000 3200 2800 2400 3900 With A. M. or Ph. D. or 21 ones wah A...By. 65.\0653.. $3700 11-20 rooms with A. B....... 3500 Lower Group of High School Teachers Newate, Mew Jersey.........2..0.- $3800 New York, New York............. 3700 Jersey City, New Jersey........... 3400 eee Se eee 3300 Philadelphia, Pennsylvania......... 3140 Ppeaver, GCONOPOGD. . <2 ok 5 cic cee. 2880 Se UI i eee wee ss 2800 Ns OR 2 tn ag a Sx Sha % oc bus cha’ 2800 OS ee rae 2600 Milwaukee, Wisconsin.............. 2600 Upper Group of High School Teachers ne 1 CURR nig eo aig db be ous $3600 Milwaukee, Wisconsin............. 3600 Se ee 3400 Ne eee 3200 ee EEE FETE 3080 Baltimore, Maryland............... 3000 Minneapolis, Minnesota............ 3000 Dhemmoiines, Lewr8is ic. c wwe ween 3000 Kansas City, Missouri............. 2800 Indianapolis, Indiana.............. 2800 High School Principals New York, New York—25 or more Ns ctecaierbieies 70k hes s0 $6500 Below 25 teachers........... 5000 Jersey City, New Jersey............ 6000 Prewerk, New Jersey .. «06s .6sicrce 5800 Detroit, Michigan.................. 5500 SR a Sareea 5500 SS 5100 Philadelphia, Pennsylvania......... 5060 ee 5000 Milwaukee, Wisconsin.............. 5000 Minneapolis, Minnesota............ 5000 Rochester, New York—6o0 or more Sh sede th ea eas ts bem as oe 5000 Below 60 teachers............ 4200 Superintendents New York, New York.............. $12,000 I = HE NIO no 5.0. 5 0 8 4s 0.6 055.010. 12,000 Philadelphia, Pennsylvania......... 12,000 Pittsburgh, Pennsylvania........... 12,000 Jersey City, New Jersey............ 10,500 EO 10,000 Boston, Massachusetts.............. 10,000 SG Sra 10,000 Newark, New Jersey............... 10,000 CN MOE. oS ea ens 10,000 Semis, WashinGtan. «0.0... 06650005 10,000 RR, MEI, nn vn a sn cers dvccess 10,000 Detnent, Biichigan.........5...6.0' gooo Milwaukee, Wisconsin.............. gooo ee ere gooo eo ee ere gooo ee ee 8000 Battumore, Maryland... .......5..... 8000 Les Apmeles, California............ 8000 New Orleans, Louisiana............ 8000 Minneapolis, Minnesota............ 8000 Rochester, New York............... 8000 CO arr 8000 Indtamapolie, Indtana.............. 7500 ere eee 7500 Oakiend, Calsmormia.........6sc005. 7500 Birmingham, Alabama............. 7500 Se MN, BOP s bisa sd ss ccesese 7500 ee eee 7200 meee Cy, DEAONOUT. . 2. cece ence 7000 PN DEE Pc eins ec cdeetes 7000 ES Sr, ee 6500 eo re ne 6500 (. NAS ars aes 6240 RN IN Pie hin a nip aid bie ois d oc0' 6120 Co A eee ee 6000 Providence, Rhode Island........... 6000 Worcester, Massachusetts........... 6000 ee ae ee ne errr 6000 EE, URS 0 5 visioics wiaseriet 6000 © a ee RRR mn oy” SS AR > sperm, ~~ ie |e. eee a— = ee 7 tet oth. 2 FF et © in gee - eee ee ee ee ee ee ee a ae. ae ~- = - 45 —=—S —— Do = rm =e, 285 —e ee ER RNR OTe em ara ekg SN REIN IE 4 t ' ' Vol. 11, No. 3 The Cincinnati Association of Public School Teachers EDITH D. HILL The Lafayette Bloom Junior High School, Cincinnati, Ohio N THE DAYS following the war, the teachers of Cincinnati came to realize that there was important work for them to do in the reconstruction of educa- tion. Higher salaries and better working conditions must be obtained if the high standard for teachers was to be main- tained in Cincinnati. The first requisite for securing these results was the proper kind of organization. The problem was to fuse the four existing organiza- tions into one codperating body. Hitherto no concerted effort had been possible. It had taken weeks and sometimes even months to secure action on a resolution. Codperation could not be effected be- cause of sex distinctions and class preju- dices. A strong feeling of distrust ex- isted between the men’s and women’s organizations. Jealousy over the salary schedule and qualification standards kept the high and elementary teachers apart. Gradually, due to the untiring efforts of the leaders in the organizations, the advantage and necessity of codperation came to be felt throughout the city. Slowly but surely the idea of merger grew until in February, 1920, the public-school teachers of the city organ- ized one big association—The Cincinnati Association of Public School Teachers. Immediately the three younger organi- zations merged with the new one, and recently the older one dissolved its cor- poration and merged. “All for one and one for all’? has been the slogan, and the way in which the members have lived up to this motto has been a sur- prise to the older clubs and organiza- tions of the city. As teachers were daily leaving the ranks, a salary campaign was immedi- ately inaugurated. It was decided that the increase asked for should be a perma- nent flat rate, as the cost of living had increased as much for elementary as for high-school teachers. An_ exhaustive study of past and existing salaries and length of service of all teachers was made. Charts giving the average salary and other interesting and suggestive in- formation were made and distributed. Salary conditions and the tax situation in other cities of Ohio and the United States were investigated, and the in- formation disseminated. Meetings were then held with the Board of Education, and the needs of the teachers and the unsatisfactory sal- ary conditions were discussed with the members of the board. ‘The board mem- bers all expressed themselves as being heartily in favor of raising the salaries, but, as the city solicitor was of the opin- ion that no money could be obtained to pay increased salaries for teachers except by special legislation, they said nothing cculd be done. The Association, determined to find a legal way for the board to increase the salaries of its members, worked “all for one and one for all,” and the way was found. The Attorney General of Ohio, being solicited by the Association, gave as his opinion that there was a law on the statute books of Ohio by means of which a salary increase could be funded after a deficit had been created. The necessity of creating and funding the deficit was put before the citizens of the city by the members of the Asso- ciation in a vigorous campaign. In three days 53,000 citizens signed the petitions endorsing the legal procedure. The increased salary schedule, finally worked out by the board and the Asso- ciation, resulted in an average increase of $300 for each teacher. The per cent of increase was not large, but the in- crease of morale among the teachers was one hundred per cent, for they had or- ganized and carried to a successful com- pletion a definite piece of work. Tenure for teachers was the next problem that demanded attention as the tenure for teachers’ campaign was on in the State. The Cincinnati Association coéperated in all the local and State movements for teacher-tenure legisla- tion. Copies of teacher-tenure laws of the various States were obtained, and comparative studies were made, printed, and distributed. At a recent meeting of the Southwestern Teachers’ Associa- tion, the local legislative committee was instrumental in framing and passing the resolutions on tenure for teachers and reorganization of the Ohio State Teach- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 101 ‘Tenure for teachers has been defeated twice in the legislature of Ohio, but the public is rapidly being educated to the fact that tenure is the foremost educational problem in the State. ers’ Association. The Cincinnati Association stands for a just teacher-tenure law. It advocates the exclusion of superintendents of schools from a teacher-tenure law be- cause a superintendent’s tenure of office is fixed by contract and his position as an executive is entirely divorced from that of a teacher. The inclusion of su- perintendents under the terms of a teacher-tenure law would tend to weaken it. ‘The Association also en- dorses a reasonable period of probation, the duration of which it fixes at three years. The Association stands unqualifiedly for the Ohio Teachers’ Retirement Law, believed to be the best State teachers’ pension system in existence. The or- ganization’s committees have codperated with others in the past and are ever ready to codperate in defense of the present system. Other committees are actively en- gaged in the campaign for better schools in Ohio—Put Ohio First by 1925. Speakers are addressing the Federated Women’s Clubs of the State in an en- deavor to get their interest and codpera- tion in the campaign for curing the ills of QOhio’s educational system and for raising Ohio’s educational rank. A definite work undertaken by the Association this year is the investigation of systems of teachers’ contracts. Con- tracts have been submitted only the last two years in Cincinnati and then not until the vacation months. The legality of the contract for the present year was in question due to the result of the recent city election. The Association secured a legal interpretation of the con- tract which has settled the matter for this year. As the president said at a recent meeting: “In all phases of school life which touch the teachers’ interest the Association seeks to secure an un- biased business interpretation.”” Within the present year the Association has been incorporated. ‘This step was taken in order to secure greater stability in the organization. The Cincinnati Association was one of the first to affiliate with the National Education Association after its reorgani- zation. It stands for the principle of revision of State and local constitutions in close conformity with that of the National body in the interests of effi- 102 ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION NNA LOCKWOOD PETER- president of the Cincinnati Association of Public School Teachers, Incorporated. Miss Peterson, who is a teacher of the classics in the Hughes High School, was a member of the reso- lutions committee of the National Edu- cation Association in 1921, SON, ciency. It recognizes the National Edu- cation Association as the supreme edu- cational body of the country. The Cin- cinnati Association is affiliated with The Ohio League of Teachers’ Organiza- tions. The Association is fortunate in hav- ing as its president this year, Miss Anna Lockwood Peterson, a teacher of the classics at Hughes High School and a woman of ability in organization work. She was one of the four delegates sent by the teachers of Cincinnati to the Des Moines meeting of the National Edu- cation Association, where she served as the Ohio member of the Resolutions Committee. She believes in coéperation and knows how to secure it. At the opening meeting she bespoke the support and help of the members in the follow- ing manner: “This is your association, friends, you can make of it what you will. Let us make it a truly representa- tive teachers’ organization, second to none, and worthy of this great school system in which we are proud to have a part. Our purpose this year, I think, should be threefold—business, profes- sional, and social. To further this im- portant program we shall need the help- ful advice and codperation of every member,” At present the Cincinnati Association has an active membership of about eleven hundred of the fifteen hundred teachers in the city. The membership includes classroom teachers and assistant principals of both the elementary and the high schools. The executive board of the Association is composed of the president, three vice-presidents, record- ing secretary, corresponding secretary, treasurer, and the chairmen of the three standing committees — those of legisla- tion, finance and taxation, and salaries. These officers are elected and installed in June. The time of election is a merit which has been commended by other or- ganizations and one which we recom- mend to others. In addition to the standing commit- tees there are eleven special committees all busily at work on their own special problems, tenure, publicity, membership, constitution, auditing, social, courtesies, ethics, standards, conditions, and the M. Louise Armstrong memorial fund. Three of these special committees— those of ethics, standards, and condi- tions—are working to improve the pro- status of the teacher. The president recently commended their ef- forts. “Already many of our teachers are inclined to be less critical of their There is more general good feeling, better team work, and it has come to be a distinction to belong to the association.” The committee arranges for occasional infortnal good times “where oratory is prohibited and good fellow- ship prevails.” At the recent annual dinner covers were laid for over five hundred members and guests. Preced- ing the last regular meeting, this com- mittee gave an informal tea when re- freshments and a delightful musical program were provided. The M. Louise Armstrong memorial committee is codéperating with com- mittees of other organizations in the city in the establishment of a fund in memory of one of the most active sup- porters of our Association from its in- ception. Miss Armstrong taught in the schools of Cincinnati for many years. She was a member of numerous clubs and associations, in all of which she was well known for her helpfulness and youthful enthusiasm. ‘Being dead she yet speaketh,” for through a scholarship fund the boys and girls of Woodward High School where she taught for so many years are to be helped to complete their education. The Official Bulletin of the Associa- tion is published monthly during the fessional professional associates. social Miearch, 1922 school year by the publicity committee, this being only a small part of that com- mittee’s work. The paper was estab- lished for the purpose of disseminating necessary information to the members, to announce and prepare for the discus- sion of matters of business and policy at the five regular meetings of the year, and to promote the general good of the Association. The Association aims to make its Bulletin a real contribution to the teaching profession. The mailing list is already quite extensive. ‘The sub- scription is included in the amount of the annual dues of the Association and is fifty cents to non-members. The Association has proved itself a power for good has the undi- vided support of more than seventy-five per cent of the teaching body of the city. It aims to be a business, professional, and social organization, seeking first to serve the members in a practical way, and second to serve the entire commv- nity by fostering and assisting in all legitimate civic movements. ‘The As- sociation has already been tested and found strong enough to keep from being involved in partisan politics. “‘He serves best who all”—the Association seeks to be increasingly beneficial to the teachers and to the citizens of Cincin- nati. Its every action is calculated to be of practical help to the schools of the city, and serves OWARD B. HORNUNG, President of the Detroit Teachers Association and one of the leaders in the movement for democratization of the schools. Detroit has been highly success ful in professional organization, la ar si A “| Serr i i j t Vol. 11, No. 3 ———_—— The Children's Crusade for Health C. M. DE FOREST Modern Health Crusade Executive, New York City HEN A BOY, even before he has a the age of gawky gal- lantry, insists on two baths in one day, any mother—or teacher—interested in psychology feels like holding an inquest. But at least one such boy is on record since 1917, and more than 6,000,000 American children have doing “health chores” with less persuasion than was ever before thought possible. been ‘These chores are duties that modern hygiene teaches to be the best means of preventing disease. “he phenomenon of of all this “‘choring,’” which has been voluntary for most of the 6,000,000 chorers, is explained by the charm of a new kind of chivalry, open to all boys and girls over five years of age, de- scribed as the Modern Health Crusade. The children have flocked to its stand- ard in order to become knights of health, and for the successive honors of squire, knight, and knight banneret have per- formed five weeks running for each title veritable ordeals, the chores. The Crusade system was devised’ by a city father who was convinced that his son needed the moral and physical dis- cipline that farm chores had given him. With the National Tuberculosis Asso- 3 7 HIS is Surgeon General Hugh 8. Cumming of the United States Bureau of Public Health Service weighing some Washington (D. C.) health crusaders. ciation as sponsor, and school authori- ties and teachers of hygiene as counsel- lors, the Crusade was launched in 1917, re i 1? = THe JoURNAL OF THE NATIONAL EDUCATION AssocIATION 103 25,000,000 have been put to use. more than chore records Schools in every State have introduced the Crusade into their programs and a quarter of the States have adopted the Crusade on a State-wide basis as a school activity. Health is not so much a matter of extensive knowledge of facts as of will to comply with a few simple laws from day to d& until compliance becomes habitual. The Crusade system arouses and sustains the will by interesting the children. It is based on the following nt Re cs. < ais N THIS SCENE from the play “King Good Health Wins,’ Poor Mothers and Little Pale Ones are giving thanks to the Knights of Good Health after the Dragon Disease has been slain. and in the four years that have passed since the “health chores’ were printed, t, child likings: Every child likes to play. Every child wants to grow. He likes to come up to a record. He likes to play that he is grown and do something. worthy of a grown-up person. Compe- tition and imitation actuate him. He likes to possess badges of accomplishment and position. He loves romance. An other principle underlying the Crusade applies to everybody: a visible daily re- minder is of great help in establishing a habit. The value of health, direct motive, is not sufficient to arouse the child’s will. An adult seldom health suff ciently to follow its laws closely until sickness makes health sorely missed. An indirect values motive is important for the adult and indispensable for the child. It is here that the Modern Health Cru- sade interposes. Through the fuss and feather of chivalry it supplies the chil- dren with a powerful indirect motive for patient work in acquiring good habits. They do their hygienic duties no matter how high over their heads 104 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION the perfectly sound reasons of personal and public health may pass. Some of the recent textbook writers and health teachers, adhering to the precept method of teaching, have con- cluded that if they presented health truths in a highly interesting way, the child would practice the precepts and acquire good health habits. No doubt more practice is obtained by such teach- ing than through the _physiologies whose tonic note is sounded by lists of muscles and bones. Health clowns, emploved to rivet truths of hygiene on children’s minds through laughter, are playing a useful part. It is im- portant for the children to be given both precepts and the physiological reasons for precept, sooner or later, but for hygiene’s quest, good health habits, we must utilize the law of habit forma- tion. The essence of this law is repeti- tion. -There must be practical continuity of action. The child must keep on do- ing, long after the impulse given by a charming illustration, good story, or harlequin has passed, if he is to have a life-deep habit groove worn in his brain. To assure habits, there must be a follow-up to the first action. A central fact of the Modern Health Crusade is the follow-up. It secures repetition in the performance of hygienic duties day after day for fifteen weeks, often for thirty weeks, during the school year, and in many schools the work is repeated year after year. The chore records are now published in primary, intermediate, and senior editions, and in another year, distinct editions for at least five grades will be published. The list of health chores of the intermediate edition ap- pears elsewhere in this article. For schools that give special attention to the building up of the undernourished children, the Crusade nutrition course is recommended. For this course, the National Tuberculosis Association urges close medical supervision. A medical examination is required for all children taking it, and in all Crusade teachings, periodic medical examinations are advo- cated. The performance of chores is indi- cated by checking in the spaces for each day. These “tallies” must be certified to by the child and one of his parents and approved by his teacher. This ar- rangement brings about two collateral advantages: it links the home to the school and furnishes a valuable ethical drill. Im many instances on record, parents have first learned some practical point on hygiene through a child Cru- sader in their home. A business man March, 1922 in Anderson, Indiana, testifies that the Crusade cured him of dyspepsia through opening his eyes to the importance of drinking water. The system of record- ing chores puts the child on his honor day after day to choose between right and wrong, in statements, the course by which every positive virtue is acquired. Suton Tt JV] THUR Sars )aon TUE veo THU|FRI [SAT SIN MOM HILDREN use this form for re- cording their performance of health chores. The eleven chores listed in this article are indicated opposite the eleven lines on the form and check marks for each day show the child’s progress in forming health habits. Benjamin Frank- lin in his autobiography attributes much of his success to the use of a similar method of recording “self-improvement,” followed during his youth. The follow-up of his statements through the observation of parents and teachers serves to keep temptations from being too strong and to check dishonesty. The results of the Modern Health Crusade are what one might expect from a practice of these chores. ‘They are the physical and moral improvement of the child and the prevention of disease. Letters written by school superintend- ents, State, city, and rural, who have used the Crusade, bear this out. One of the factors in the rapid incor- poration of the Crusade in the schools has been its low cost. A child may be given a thirty-week course in actual practice in the Crusade at a cost of from four and three fourths cents to ten and three fourths cents. Crusade supplies are sold on a cost basis. In every State a there is an anti-tuberculosis association or public health association from which Crusade supplies can be obtained. The names and addresses of these associations can be had from the office of the Na- tional Tuberculosis Association at 370 Seventh Avenue, New York City. In a number of States, school boards pro- vide Crusade supplies free in like man- ner as geographies and spellers. Ip other States children purchase their Crusade material as they do their pen- cils and pads, unless the Anti-Tubercu- losis Association, the Junior Red Cross, or other philanthropic organizations do- nate them. Health Chores 1. I washed my hands before each meal today. 2. 1 washed my face, ears, and neck, and | cleaned my fingernails. 3. I kept fingers, pencils, and every- thing likely to be unclean or injurious out of my mouth and nose. 4. 1 brushed my teeth thoroughly after breakfast and after the evening meal. 5. I took ten or more slow, deep breaths of fresh air. I protected others if I spit, coughed, or sneezed. 6. I played outdoors or with win- dows open more than thirty minutes. | tried hard to sit and stand straight. 7. I was in bed ten hours or more last night and kept my windows open. 8. I drank four glasses of water, drinking some before each meal, and drank no tea, coffee, nor any injurious drinks. 9. I tried to eat slowly, and only wholesome food including milk, vege- tables, fruit. I went to toilet at regular time. . 10. I tried hard to keep neat; to be cheerful, straightforward, and _ clean- minded ; and to be helpful to others. 11. I took a full bath on each day of the week that is checked (x). HE LONGER I live, the more I am certain that the great difference between men—between the feeble and the powerful, the great and the insignifi- cant—is energy, invincible determina- tion—a purpose once fixed, and then— death or victory.—Sir T. Burton. HOW me a people energetically ‘busy ; heaving, struggling, all shoul- ders at the wheel; their heart pulsing, every muscle swelling with man’s energy and will—I will show you a people of whom great good is already predicable; to whom all manner of good is yet cer- tain, if their energy endure. —T. Carlyle. | PRESIDENTS OF STATE EDUCATION ASSOCIATIONS—1922 Arkansas—D. T. Hender- Colorado—R. J. Walters, Delaware—W. K. Yerger, D. C.—W. C. Ruediger, Hawaii — Josephine Deyo, son, Co. Supt. of Schools, Supt. of Schools, Rocky Prin. of A. I. Du Pont Dean of School of Ed., Principal of Hilo Union | Lake Village. Ford. School, Wilmington. George Washington Unt School, Hilo. Dy Idaho—C. R. Frazier, Pres. Indiana —H, L. Smith, Kansas—J, W. Miley, Co Maine—G. H. Foss, Prin- Minnesota—P. E. Carlson of Idaho Tech. Institute, Dean of Ed., Indiana Superintendent of Schools, cipal of the High School, Prin. Emerson & Lafay Pocatello, University, Bloomington. Girard, Fort Fairfield, ette Schools, Minn. Missouri—S. A. Baker, Nebraska—W. H. Morton, New Jersey—P. H. Smith, New Mexico—Josephine New York—J. A. De Camp State Supt. of Schools, Supt. of Schools, Fair- Supt. of Schools, Bay- Lockard, Prin. of Ward Superintendent of Schools, Jefferson City. bury. onne, School, Raton. Utica. 3 ‘ \ { North Dakota—Nelson Sau- Ohio—W. H. Kirk, Supt. Oklahoma—N, O. Hopkins, Pennsylvania—H., W’. Dodd, South Carolina—E, C. Me- : vain, Supt. of Schools, of Schools, East Cleve- Co. Supt. of Schools, Ok- Supt. of Schools, Allen- Cants, Supt. of Schools, * Devils Lake. land. mulgee town, Anderson, 7 ' ¥ , f | ; Virginia—J. A. C. Hurt, Washington — Minnie D. West Virginia—G. M. Ford, Wisconsin — T. W. Bovece South Dakota—June Emry, County Supt. of Schools, Division Supt. of Schools, Bean, County Supt. of State Superintendent of Prin, of Cass St. School Madison. Wytheville. Schools, Tacoma, Free Schools, Charleston. Milwaukee. PS A, PE CHR BPS. [105] The Journal of the National Education Association Published monthly except July and A st 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- peetments. to vote for delegates to the Representative Assem- ly, to hold office, and to receive the Journal monthly. The payment of $5.00 instead of $2.00 entitles an active pm ~ 3 - in addition to the privil 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- tioa to the Journal. Subscription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage pro- vided for in section 1103, Act of October 3, 191i, authorized January 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff R. S. Erlandson Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C. Common Sense and Educa- tional Reform HE REACTION of the intelligent layman to new methods of teaching is always interesting and not infrequently it is an important factor in determining public support for school betterment. There is always a danger that new proposals will be misinterpreted, and a much greater danger that the misinter- pretation will spread far beyond the limits of the proposal and prejudice the public against all efforts toward the im- provement of school procedure. There is consequently a real need for training institutions and for teachers in service to avoid extravagant claims for new methods of teaching and especially to guard against the danger that obviously bad practices will be sanctioned in the name of reform. All of this is suggested by what an unusually sensible man, the editor of one of the most influential farm journals in the country, has to say about the so- cialized recitation. We quote from a Rural New recent number of the Yorker: “Many schools are experimenting with what is called ‘socialized teaching.’ I take it to be an experiment in attempt- ing to have the children play the part of teacher. For example, the children are expected to correct each other’s papers. I have seen spelling exercises ‘corrected’ in this way where there were several THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION misspelled words, yet they were marked 100. I should think it doubtful if any such method would make children more careful or responsible. My opinion, if it is worth anything, is that this method will fail for much the same reason that socialism fails; that is, because both re- lire ideal conditions, and these are cer- tainly not found in the average school- house or community. And in that I think may be found one criticism of this plan of attempting to plant these new- fangled methods right into our country schools. It is like putting new wine into old bottles—or planting a tree with- out pruning or shaping it in any way.” Applying for Positions TATE SCHOOL JOURNALS have recently called attention to a practice far too common in smaller towns and cities. It appears that young teach- ers, principals, and superintendents eager to advance professionally are guilty of applying for positions which they do not definitely know to be open. , This practice is decidedly unethical and works to the disadvantage of the profession. It defeats its own object by bringing upon the guilty party the censure of his fellows. It is especially dangerous dur- ing a period of economic stress when there are always some unthinking school boards who take advantage of such ap- plications to keep down or even to lower salaries. There is a related practice which is also harmful—that of writing indis- criminately to inquire of vacancies. If such inquiries are addressed to officers who are not well informed, they often leave the impression that an oversupply of teachers exists and that salaries may be lowered. The best plan is to ad- dress inquiries about vacancies to the person holding the position in question, to restrict such inquiries to the mini- mum, and to rely upon training and proved worth for advancement in the professional army. The School- Building Renatssance HE ACTIVITIES and investiga- tions of the National Education As- sociation in the field of school building have been well received throughout the country. Excepting a few localities, building costs are now lower than at any time during the past five years. The market for school bonds has also im- March, 1922 proved. As a result of these favorable conditions school authorities are under. taking new building projects and speed. ing up those already underway. In the aggregate the new seating capacity which will be available in September, 1922, jg large. It will be far from adequate. It will fall far short of making up for the suspension of schoolhouse construc. tion during the period of excessive costs, but it gives rich promise of still further improvement. The building of a school is a most important event in any community. The school spirit of the locality has a direct relation to the impressiveness and usefyl- ness of the buildings which house its educational activities. This is as it should be for the school building is the very heart of the community. In it the chil- dren of the community spend a large share of their time. Their comfort and happiness and _ health—their spiritual and physical well-being—is the biggest asset the community can possibly have, It is well that the best modern school buildings are truly temples of learning, for they symbolize more than any other one structure the faith of democracy in its own future. Football and Education HERE ARE EVIDENCES both in the educational and general press of dissatisfaction with certain practices in connection with football. It is fortu- nate that the criticisms are constructive and that they have come from the friends of the game, for football is per- haps the favorite game of American college life and has great possibilities for the development of ideals of physical fitness which are a most important part of education. Three practices have been included in recent criticisms. Paying football coaches salaries greatly in excess of—and sometimes double— those of the heads of the institutions in which they work is held up as indicat- ing a wrong sense of values. The prac- tice is encouraged in the smaller insti- tutions, which must largely depend upon students for their support, by the tre- mendous drawing power of a successful football team. It may be seriously asked whether it would not be better both for the coaches and the country if the honor of developing men of great physical fit- ness could be made to take the place of such disproportionate salaries. Gambling, the giving of sinecures t prospective football heroes, and even the payment of substantial salaries are -_ er tr nH 6) yy ft. §* weet mee —_ Ff. 5s Se FF fF Qa, co” - 3 yD Vol. 11, No. 3 openly charged. As to the wisdom of such practices there can be no legitimate difference of opinion. They are certain to lower the ideals of the young men immediately concerned as well as the larger studen. group guilty of such malpractice. ‘Lhcy are rightly con- demned and should be eliminated as quickly as possible both for the sake of clean sport and the morals of our future citizens. A third criticism suggests fewer inter- collegiate games and more games be- tween classes and other groups within the school. This proposal is worthy the most serious consideration. It would require less time of the individual stu- dent. It would give opportunity to a larger number of students. In general, any system of school athletics should be planned and carried out with regard to the health needs of the entire student body. It should place high value on the duty of physical fitness. It should not subordinate the interest which students and the public have in educat:on—in intellectual, physical, and moral fitness— to their desire to see a great show upon the field of athletics. Movies and the Schools HE RESIGNATION of Post- master-General Will H. Hays to become head of a National association of motion-picture producers and dis- tributers at a salary greater than that of the President of the United States has again focused popular attention upon the enormous extent of the motion- picture industry. The motion picture has penetrated every nook and corner of the Nation and costs annually a sum approximately equal to the total cost of public education. The profound influ- ence of films on the intellectual and emotional life of the people cannot be doubted. It is an influence with which educational people everywhere must reckon. Adequate means of control should be evolved and the relation of motion pictures without and within the school to the processes of education should be carefully studied. A study recently reported reveals the motion-picture practices of three thou- sand Chicago school children. Eighty- seven per cent of these children attended from one to seven or more shows each week. One boy habitually attended nine shows each week. The preferences which the children indicated as to kinds of pictures suggest superficiality, excite- ment, and the kind of overstimulation that too frequently exhausts and starves the development of the higher faculties. The data given showing the effect of the movies on school work furnish food for thought and suggest the need of fur- ther investigation if the interests of school children are to be safeguarded. The investigation showed that the 275 best pupils used 393 tickets in one week, whereas the 275 poorest pupils use 503 tickets weekly. Clearly here is an evi- dence of wasted energy by the very children who most need their energy for the regular work of the school. The abuse suggests two possible remedies— first, a clearer understanding between school and home in the matter of shows and the enforcement of reasonable limits; second, a general improvement of films to eliminate objectionable fea- tures and to place larger emphasis on materials that relate definitely to the curricula of the schools, Fkake Colleges HE BUREAU OF EDUCA- TION is investigating mushroom educational institutions which spring up over night and enjoy a short career of commercial success aided by the lavish giving of “degrees.” The presence of such institutions is a disgrace to Ameri- can education. An institution recently investigated was run from a private home, offered correspondence courses of wide variety although there appeared to be only two instructors, granted a series of degrees including the Ph. D.., and was chartered under the laws of Texas while operating in Washington, 5 I It would be contrary to American practice to cripple initiative by making it unreasonably difficult for a worthy educational enterprise to establish itself, but ways should be found to eliminate the fake schools. Legitimate institutions have a right to be freed from quack competition and unsuspecting ambitious people should be freed from the expense and embarrassment of attempting to get their education in institutions that are not equipped to do reputable work. Keep the Schools Close to the People DUCATION has advanced so rapidly that there is always dan- ger that the citizen whose school days are fast receding will come to regard it as a thing in which he has no part. As the school struggles to meet new prob- THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION 107 lems ‘with new procedures the citizen may even grow hostile to what seems to him fads and frills. It is natural for him to idealize the practices of his own school life and to overlook the new de- mands that a changing social structure puts upon teachers. Yet this same citizen by his votes must eventually control school expenditures and school policy. If the schools are not to suffer for want of constructive support he must be kept informed. To accomplish this end various meth- ods are used. The school system may have a publicity department connecting daily with newspapers that appreciate the possibilities for developing the in- terest which parents have in their chil- dren. The head of the school system may be a mixer whose contacts with the leaders in every phase of the commu- nity’s activity spread confidence in the schools. The board of education may be composed of men and women of such recognized leadership that its wishes command public approval. in the long run, the faith which the peo- ple have in their schools and their will- ingness to finance activities which must continue to expand will depend upon the impression which the _ individual teacher makes upon the parents of the children in her charge. There is no substitute for mutual acquaintance and confidence between teacher and parent. Professional Consciousness HE BIRTH of professional con- sciousness is the beginning of pro- fessional growth. It is evidence that the teacher has or will quickly acquire a knowledge of professional ethics and with that knowledge a controlling de- sire to live on right relations with his fellows and with the public. Having become professionally conscious, the teacher immediately sets to work to im- prove himself in the practice of his pro- fession—not in any half-hearted way, but with a genuine devotion to his life- work. Without the professional attitude no amount of training will guarantee high standards of professional practice. The teacher whose pre-service training has not established this attitude is seriously handicapped, even if he has been honored with the highest degrees. The teacher whose pre-service training has been meager when he has acquired the pro- fessional attitude, begins immediately to improve his equipment for teaching through the careful reading of profes- sional periodicals and books, through However,. ee a oat deed SA “ Je eS eet RRO Re i TES 108 THE JOURNAL OF THE NATIONAL EDUCATION AssOcIATION summer sessions, and through corre- spondence courses. It is no mere accident that a year of the greatest activity on the part of pro- fessional organizations resulted in an enrolment of a fourth of the 700,000 teachers of the Nation in the summer sessions of 1921. This highly encourag- ing achievement is the result of the pro- fessional renaissance. It is a prophecy of the blessings that will come to the childhood of the Nation when the still larger efforts of professional organiza- tions—National, State, and local—have made themselves felt in the years that are ahead. Without this awakened professional consciousness the present economic crisis would mean widespread disaster to edu- cation. The public has confidence in the teachers because the teachers have been worthy of confidence. In spite of unusual’ tax burdens there is no con- siderable demand for reduced expendi- tures on education; but there is a de- mand, which will grow even greater as the economic situation ‘improves, for a larger comprehension of the primary importance of education—a recognition that must find practical expression in better trained teachers at higher salaries. The seeds of professional organiza- tion which have been sown during the past few years are only beginning to bear fruit. The greatest possibilities are in the future. Let us, therefore, de- velop in students in teacher-training in- stitutions and in every practicing teacher that high sense of professional oppor- tunity and responsibility which is the only sound basis of a greater profession and a better democracy, Dr. David Kinley on Federal Aid ANY ARGUMENTS advanced against the Towner-Sterling bill turn out on analysis to be very forceful arguments in its favor. An excellent illustration is Dr. David Kinley’s in- augural address' as President of the University of Illinois. Dr. Kinley is opposed neither to a Federal Department of Education nor to the general principle of Federal aid for education. What he dislikes is the so-called ‘“‘fifty-fifty” policy whereby Federal appropriations for specific pur- poses must be offset by equal State and local appropriations. He contends that this requirement will force the States ‘See School and Society, December 14, 1921, and the local communities, in order to secure the Federal subventions for pur- poses which are fundamentally im- portant to the Nation, to take money from types of education which may be much more important to them. This condition, of course, was duly considered when the bill was under con- struction. "The question as to whether the State and local “offsets’’ should be in the form of “new money” or in the form of existing appropriations thoroughly discussed by the Emergency Commission with the conclusion that, precisely for the reasons which Dr. Kinley advances, “new money” should not be required. ‘The only proviso was that the State and local appropriations used as offsets to the Federal allotments for the same purposes should be no lower than for the year preceding that in which the Federal funds are allotted. Under this policy, no State would be required to find “new money”’ to oftset the Federal allotments for equalization of educational opportunities or for the training of teachers—and these two items constitute sixty-five per cent of the proposed total appropriation. What- ever any State is now appropriating was through both State and local effort for. the reduction of adult illiteracy, for immigrant education, and for health education could, under the terms of the March, 1922 bill, be increased by an equal amount from the Federal allotments for these purposes, up to the limit of such Federal] allotments, without involving one penny of “new money” from the States them- selves. It is clear, then, that the Towner- Sterling bill meets Dr. Kinley’s basic criticism fairly and squarely. To his further contention that the bill will en- courage officious meddling in State and local affairs by Federal officials, it js only necessary to point out that this is expressly and explicitly prohibited un- der the terms of the bill. If Dr. Kin- ley or anyone else can frame a clause that will more clearly safeguard State and local autonomy, the members of Congress who are sponsoring the Towner-Sterling bill have promised to insert such a clause. Up to date, how- ever, the opponents of the measure have been far better at obstruction than at construction. Finally, it is gratifying to note Dr, Kinley’s strong emphasis of the impor- tance of general education as compared with vocational education. An_ out- standing virtue of the Towner-Sterling bill is that it proposes to give to basic general education an encouragement and support comparable with that which the Federal Government has so gen- erously extended to vocational education. ENROLMENT and AFFILIATION 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 February JOURNAL: ATLanTic City, N. J., Richmond Avenue School, Elizabeth J. Conner, Principal. BripceTon, N. J., Monroe Street School, Margaret H. Husted, Principal; Vine Street School, Clara TY. Mulford, Prin- cipal. Brookuine, Mass., Edward Devotion School, Charles H. Taylor, Master; Lawrence School, J. Harding Armstrong, Principal. CAMPBELL, CALIF., Campbell Union Gram- mar School, Ernest J. Cuthbertson, Super- vising Principal. CasTLETON, VT., Vermont State Teachers’ Training Course, Caroline S. Woodruff, President. CONSHOHOCKEN, Pa., Conshohocken High School, Byron K. Hunsberger, Principal. Detroit, Micu., Amos School, Katherine Hardie, Principal. DoucLas, ALASKA, Douglas Public Schools, Gordon C. Mitchell, Superintendent. FirzGeraLp, Ga., High School, A. M. Ste- phens, Principal. GREELEY, NEBR., Greeley Public B. A. Kennedy, Superintendent. Hammonp, Inv., Hammond City Public Schools, Mary A. Duyer, Secretary; Cen- tral School, Tenta Grissinger, Principal; Columbia School, Kate Hamilton, Prin- cipal; Franklin School, Stanford Conant, Principal; Hammond Vocational School, Fred S. Barrows, Director; Industrial High School, A. L. Spohn, Principal; Jr ving School, Herbert Cortright, Prin- cipal; Kenwood School, Jennie Mabbs, Principal; Lafayette School, Rena Ames, Principal; Lincoln School, Lulu Symms, Principal; Maywood School, Susie Shat- fer, Principal; Riverside School, De Etta Curry, Principal; Wallace School, Blanche Nixon, Principal; Washington School, Nina Pettit, Principal; Wilcox School, Ocia McCool, Principal. Kearney, Nese. Bryant School, Leona Kuhn, Principal; Nathan Hale Schodl, Edith -M. Leadby, Principal; Hawthorne School, Elma Milam, Principal; High Schools, | arma > a oo rR ERR REN Vol. 11, No. 3 School, Bessie Stansbury, Principal; A ear- ney High School, Albion Hale Brainard, Principal; Kenwood School, Alice James, Principal; Union High School, Hazel 1. Schrack, Principal; Whittier School, Laura Robinson, Principal. LoutsvitLe, Ky., Faculty League Girls’ High School, Lorena Dunmeyer, Secretary- Treasurer. Marietta, On10, Marietta Public Schools, B. O. Skinner, Superintendent. MASSILLON, OH10, Emerson School, C. M. Smith, Principal; Harvey School, A. 1. Mayer, Principal; Lincoln School, L. W. Lucas, Principal; Longfellow School, Mary E. Nill, Principal. MitwauKeE, Wis. Cold Spring Avenue School, W. Lincoln Smithyman, Principal; State Normal School, M. A. Bussewitz, Treasurer. OAKLAND, Ca.ir., Allendale School, M. E. Hurley, Principal; Bélla Vista School, Mrs. E. I. Hill, Acting Principal; Beulah School, Mrs. Abbie Valley, Acting Prin- cipal; Campbell School, Mary Campbell, Principal; Cleveland School, Kate C. Morris, Principal; Dewey School, E. F. Dyer, Principal ; Fruitvale School, G. E. Furbush, Principal; Garfield School, W. E. Givens, Principal; Harrison School, Edna Yates, Principal; Intermediate School, 1. D. Martin, Principal; Jefferson School, Elizabeth Sherman, Principal; Lincoln School, Wm. M. Greenwell, Prin- cipal; McChesney School, H. N. Massey, Principal; Melrose School, Paul Martin, Principal; Peralta School, Anne Bradley, Principal; Sequoia School, lda Hammond, Principal. OmaHa, Nesr., Clifton Hill School, Carrie Nash, Principal. Poaenix, Ariz., Osborn School, George A. Judson, Principal. St. JosepH, Mo., Blair School, Julia Ford, Principal; Central High School, O. S. Wood, Principal; Floyd School, Della Nash, Principal; Garfield School, Eva Montgomery, Principal; Hosea School, Emma Mumm, Principal; Humboldt School, Albina Schmitz, Principal; Krug School, Nell Pritle, Principal; Maxell School, Susie Hutchison, Principal; Sher- wood School, Mabel A. White, Principal; South Park School, Bettie Bolen, Prin- cipal; Washington School, Margaret Quirk, Principal; Wyatt School, Grace McAnulty, Principal; Young School, Mary Moore, Principal. Sanpy, Utan, Jordan School District, D. C. Jensen, Superintendent. SANTA Barpara, Cauir., Santa Barbara Pub- lic Schools, Paul E. Stewart, Superintend- ent; Franklin School, A. F. Sherman, Principal; Garfield School, W. J. Kircher, Principal; High School, H. Martin, Prin- cipal; Junior High School, H. V. Hills, Principal; Kindergartens; La Mesa School, C. E. Brant, Principal; Lincoln School, J. D. Silvia, Principal; McKinley School, E. L. McPhail, Principal; Riviera School, M. M. Morris, Principal; Special Teachers; Washington School, 8S. M. Wel- day, Principal; Wilson School, H. B. Phenix, Principal. Tacoma, Wasu., Franklin School, Leroy L. Rogers, Principal; McKinley School; Oak- land School; Rogers School. Tecumsen, Nesr., Tecumseh Public Schools, L. R. Gregory, Superintendent. Tempe, Ariz., Tempe Normal School, A. J. Matthews, President. Tutsa, Oxia., Clinton School; Jefferson School, A. J. Keeling, Principal; Spring- dale School. Wasash, Inp., Wabash High School, M. C. Darnall, Principal. WILKINSBURG, PA. Wilkinsburg Publi Schools, J. L. Allison, Superintendent; Horner School, Mary H. Gibson, Prin- cipal; Johnston School, Elizabeth O. Evans, Principal; Junior High School, E. E. Hicks, Principal; Kelly School, Eleanor B. Ralston, Principal; McNair School, Mary A. Gregg, Principal; Sem- ple School, Elizabeth J. Sloane, Principal; Senior High School, W. C. Graham, Prin- cipal; Special Grade Teachers; Special High School Teachers. WinstTepD, Conn., First School. Affiliated State and Local Associations HE following associations are in addition to the affiliations which were reported in the February Jour- NAL: AGRICULTURAL COLLEGE, Miss., Faculty of the Mississippi A. & M. College, J. C. Her- bert, Secretary. Atva, OKLA., Northwestern State Teachers’ College, Minnie E. Schockley, Secretary. ARDMORE, OKLA., Ardmore Teachers’ Asso- ciation, C. H. Woodruff, Secretary. ARLINGTON, Mass., Arlington Teachers’ Club, Vera E. Libby, Secretary. ATLANTA, Ga., Faculty of Georgia School of Technology, F. P. Branch, Secretary. Austin, Tex., Austin Teachers’ Association, Alice S. Harrison, Secretary. BeLMAR, N. J., Monmouth County, N. J., Supervisors’ Round Table, Roland Fenni- more, Secretary. Brappock, Pa., Braddock, Pa., Teachers’ Association, T. G. McCleary, Superintend- ent. BRIDGEVILLE, Dex., Sussex County Teachers’ Association, John F. Leininger, President. BrockporT, N. Y., State Normal School, Al- fred C. Thompson, Principal. BrooKLyn, N. Y., Public School 112, Thomas H. Hughes, Principal. CarusTapT, N. J., Bergen County Principals’ Association, George Kintner, Secretary. CasTLeTON, VT., Vermont State Teacher Training Course, Grace Wright, Secre- tary. CLEVELAND, On10, Western Reserve Uni- versity, Sidney S. Wilson, Secretary. CoLLeGeE Park, Ga., Cox College, George A. Hawkins, Secretary. Concorp, Mass., Concord, Mass., Teachers’ Club, Madalene B. Sawyer, Secretary. DusuaquE, Iowa, Columbia College Faculty, Edward A. Fitzgerald, Registrar. FAYETTEVILLE, ARK., Faculty of University of Arkansas, W. H. Crorent, Secretary. FLorence, ALA., State Normal School Asso- ciation, Henry J. Willingham, President. Fiorina, N. Y., Orange County Teachers’ Association, Mrs. Mary I. Dusinberre, Secretary. FREDERICKSBURG, VA., Fredericksburg Nor- mal School Teachers’ Association, A. B. Chandler, Jr., President. FrostpurG, Mb., Faculty of Beall School, Marion Bell, Secretary. GLENCOE, MINN., McLeod County Minnesota Teachers’ Association, James E. Gildea, Secretary. Hastinos, Micu., Hastings Teachers’ Club, Louella D. Arnold, Secretary. Hazeton, Pa., Hazleton City Teachers’ In- stitute, Hilda Wosnock, Secretary. INDIANAPOLIS, IND., Teachers’ Association of Norma! School, Flora E. Drake, Secretary. High PHE JOURNAL OF THE NATIONAL EpUCATION AssOcIATION 109 KutTztrown, Pa., Keystone State School, C. L. Gruber, Secretary. LyncHBurG, VA., Faculty of Randolph-Ma- con Woman's College, B. W. Arnold, Jr., Secretary. Marion, Inp., Federation of Public School Teachers, Bertha M. Anderson, Record- ing Secretary. Microrp, Iowa, Dickinson County N. E. A. Unit, Gladys Jarard, Secretary. Mount PLEASANT, UTan, North Sanpete Edu- cational Association, J. Elmer Johansen, President. OMAHA, NesR., Faculty of the University of Omaha, William G. MacLean, Secretary. Pomona, CALIF., Pomona City Teachers’ Club, Alonza R. Forbush, Treasurer. PorTLAND, OrRE., High School Teachers’ As- sociation, H. H. Dunkelberger, Treasurer. Pugs_o, Co.o., Pueblo County Teachers’ As- sociation, Lillie O. Baker. RICHMOND, Ky., Faculty of the Eastern Ken- tucky State Normal School, F. C. Gentry, Secretary. ROCHESTER, MINN., Faculty of Rochester Public Schools, Mabel Seymour, Stcretary. Rockport, Miss., Copiah County Teachers’ Association, Nora B. Hood, Secretary. St. Paut, MINN., Faculty of the College of St. Catherine, Sister Ste. Helene, Secre- tary. TaunToN, Mass., Taunton Elementary Teachers’ Association, Alice §. Dean, Corresponding Secretary. Normal Towson, Mb., Maryland State Normal School, Lida Lee Tall, President. VILLANOVA, Pa., Augustinian College of Villanova, Francis A. Driscoll, President. Wasasu, Inp., Wabash City Teachers’ Club, Owen Neigbours, Superintendent. Wasnincton, D. C., Faculty of Georgetown University, Thomas I. Gasson, Secretary. West DurHaM, N. C., Durham County Teachers’ Association, Unit No. 4, D. T. Stutts, Secretary. Winona, MINN., Faculty of the College of St. Teresa, Sister M. Rachel Dady, Secre- tary. YELLOW SPRINGS, OHIO, Antioch College, Philip C. Nash, Dean. HE SCHOOL TEACHER'S CREED—I believe in boys and girls, the men and women of' the great tomorrow ; that whatsoever the boy sow- eth the man shall reap. I believe in the eurse of ignorance, in the efficacy of schools, in the dignity of teaching, and in the joy of ‘serving others. I believe in wisdom as revealed in human lives as well as in the pages of a printed book; in lessons taught, not so much by pre- cept as by example; in ability to work with the hands as well as to think with the head; in everything that makes life large and lovely. I believe in beauty in the schoolroom, in daily life and in out- of-doors. I believe in laughter, in love, in faith, in all ideals and distant hopes that lure us on. I believe that every hour of every day we receive a just re- ward for all we are and all we do. I believe in the present and its opportuni- ties, in the future and its promises and in the divine joy of living. Edwin Osgood Grover. Amen.— ee ee ag RNG T TE A IT hen pak i NE OE NEF TIN OCD Slee ceo ~ EEL I Ey BRIS OT OTE ae ie Bond issues, architects, contracts let, and other essential information. buildings. } Name of State Name of Town and County or District 1 2 Louisiana 1. Pee... «1 PEO). oc ne scene 0 IE eS” ee La Salle.......] Fellowship....... Massachusetts Franklin..... Sunderland . Franklin...... Whately........ Franklin..... | Deerfield........ Michigan Chippewa......| Rudyard........ Minnesota Wright... | Annandale ...... Missourt Mercer. . Ravanna......... Montana Missoula. .....-| District 1........ Nebraska Dodge. ree ae New Je rsey Union. ; Hillside...... Union........ Garwood...... i OA 0 See Union.........] Roselle.. Union.........| Springfield...... Union. .| Westfield... . North Carolina Durham.......| West Durham.... North Dakota Bottineau......| Ohio EO ee ee JACKSON . is <1... eee ne Oregon Lane. Reh Pennsylvania eS 6s ae Berks..... South Carolina York... ; South Dakota x Brown.. : Tennessee Bradley........ Bradley........| Bradley....... Bradley epee inte: ia Bradley . . Utah 3 a Ee Beaver........ peeves... .. 2... Virginia Accomack...... Washington Thurston..... Thurston. . ; Thurston... Walla Walla.... Walla Walla.... Wisconsin Fond du Lac... Marinette... .. .| Outagamie.....| | ae Wyoming Hot Springs... . Sheridan.... Sheridan ee eee Rome Township... Bloomfield........| -| ae ers, Wyomissing...... Hamburg....... Rock Hill....... mare. of. 6... Cleveland........ Charleston....... | McKinneys...... Ry eae a Te a ee SS Sarre Adamsville...... PRTAMRRC. ics oa oe. Tumwater........ ie Rochester........ sts, Prescott... 66s Fond du Lac..... | Marinette...... Kaukauna........ Janesville......... Beloit...... be ihe od Thermopolis. ..... PIII oo osa'a a. 58 Sneraad. ........ SCHOOL-BUILDING PROGRESS School officers are requested to send reports on all ney More reports have been received than can be published in this issue. Others will aepenr: later. a Cost of Seat-| Building Name and Kind ing or Date of Building Ca- | Amount Author- pac- of ized ity | Appro- priation | hie ote 3 4 5 6 | | ee oe 150 | 25,000 | 1/ 7/20 | — | CO er 600 9,000 | ~/—/21 22 | OS eee 400 | 5,000 | 21 22 remmar....... 300 65,000 | 3/ 2/21 Grammar. ... 100 | 18,000 | 9/—/21 | Grammar..... 200 | 40,000 | 9/—/21 | High & Grade.....| 240 35,000 i ff 2% High & Grade. . 500 | 125,000 | —/— 4] Consolidated. .. 200 | 30,000 21 Three Grade. 1200 | 205,000 1/ 8/21 5 Junior High.... 400 , 000 4 21 High Add. id 240 95,000 | 1/31/21 2 Elementary..... 160 | 45,000 | 12/21/21 -/ Elementary...... 570 | 240,000 7/27/20 8 | Elementary.......} 320 93,000 | 4 19 | 4/ Elementary..... 160 70,000 | 2/ 8/21 Clementary... 640 | 250,000 | 12/28/20 1 | Elementary.......} 300 30,000 | —/—/21 Consolidated... | 140 15,000 | —/—/21 | High. . | 100 | 45,000 | —/—/20 High & Elementary 220 27,000 8/—/21 | Elementary . 120 40,000 | 10/—/21 High... | 120. 13,500 | 6/—/21 | | Jr. & Sr. High ..| 600 , 200,000 | —/—/21 21 | | High.. Rae 350 | 125,000 4/13/20 21 | Grammar....... | 300 75,000 | —/—/20 Consolidated... 150 | 170,000 19 Central High Add.| 150 35,000 3/ 4/21 9 Consolidated. .. 125 3,000 | 3/ 4/21 7/ Consolidated... 150 4,500 | 3/ 4/21 7/ Consolidated... .. 100 3,000 | 3/ 4/21 7 Consolidated......| 100 3,000 | 3/ 4/21 7/ High.............| 600 | 175,000 | —/—/211 | Grade............| 440 | 60,000 | —/—/21 | ee eee oe 10,000 | —/—/21 | | Ward............| 200 | 10,000 | —/—/21 Deities 200 | 7,500} 9/—/2! | | ROMO... 55 sone 6°O0 | 115,000 | 3/ “4/21 High... 200 40,000 | /21 SER ie 75 50,000 Soe aac ‘21 Ree 75 30,009 | —/—/21 migh....: 1000 | 300,000 | 3/11/20 3/ | Jr. High & Man. Tr.|1600 | 300,000 | 11/ 2/20} 5/ Jr. & Sr. High....| 500 | 200,000 | 4/19/21 |... Jr. & Sr. High... .|1500 | 800,000 | —/—/19 | Two Junior High. ./1000 | 430,000 | 8/ 1/19 DRM Ss. nao kepeds otis 300 | 200,000 | —/—/21 ROR: 5.0 5 pom sige’ 60 7,500 | —/—/21 High... 500 5,000 | —/—/19 Name of School Officer in Charge E. R. Walter.... W. T. Hodges... W. T. Hodges... | A. C. Warner. L | A. oe, Sees... W. DeWitt. ..... Ed. Weaver.......| eat wee Bes ORM. =< 5:6 | A. H. Waterhouse. | | A. G. Woodfield. . .| | Warren Halsey. . D. A. Howell | E. V. Walton Fred Hodgson.... Chas. Philhower. 3. ee er, Fe: G. Wi Sitiem...<... Name of Architect Nolan & Co. L. W. Smith L. W. Smith Mr. Putnam Mr. Putnam John B. Irwin Mr. Parsons Ole Bakke C. G. Poggi Harold B. Brady i Rasmussen & Way- land C. G. Poggi | Wilder & White Linthicum & Lin- thicum J. H. Shannon Murray & Stover Ben Jones E. S. Harrington. .|.... W. W. Jackson... .| Board of Education| John N. Land.... RR: +... Burts... | Ralph Wade C. B. McMullin. .. Will Joseph...... W. P. Murdock... H. E. Burger.... F. D. Cook E. L. Breckner.... ’ VF iianier Boe te | E. J. Frazier. Burggraff Ruhe & Lange Hersh & Shollar | H. D. Gilchrist George Fossum | Clarence Jones Rosenwald Manley & Young Manley & Young Manley & Young Joseph Nelson Joseph Nelson Joseph Nelson J. W. Jones Wahleb & Stanle/ Wahleb & Stanley 5. B. MicCheery./.:]........0000 ne Mrs, Bella Actor. .|........... 00 | Mrs. Nell Barrett.. | R. W. Fairchild. .. P, F. Neverman.. Leo G. Schussman.| Francis Grant..... F. E. Converse... . Chester Marr... .. — ie /21 | W. W. Sanders. . Childs & Smith Parkinson & Dock- endorff Parkinson & Dock- endorff Van Ryn & Degel- lecke J. C. Llewellyn Walter DeMor- daunt Randall & \wae .| Randall & ordon ——<—<—<—* by Art Th Op Ric cre ste} Gri ber Ho ton Mi: shi dre hea Rid the mo! gol one list ogr act the fai wh Ti sen me Sh: oth anc list Ea by the Sck tior i ii maaan aa ila let tatiana nae ie SE) SME ae ea, See GUIDE TO NEW BOOKS’ NS — ————————— Apams, ELIZABETH KEMPER. Women professional workers. N. Y., Mac- millan, 1921. 467 p. $2.50. Of the same quality of usefulness as Fi- lene (Booklist, 17:140, Ja. 21), but dealing more specifically with those services which are professional. Advantages and disad- vantages, qualifications, remuneration, and training are fully considered. References to authoritative reports. Annotated reading list (13 p.) Index. CrarK, BARRETT HarPER, ed. Repre- sentative one-act plays by British and Irish authors. Bost., Little, 1921. 477 p. $3. Contents: The widow of Wasdale Head, by Sir Arthur Pinero—The goal, by Henry Arthur Jones—Salome, by Oscar Wilde— The man in the stalls, by Alfred Sutro— ‘Op-o’-me-thumb, _ by Frederick Feen and Richard Pryce—The impertinence of the creature, by Cosmo Gordon-Lennox—The stepmother, by Arnold Bennett—Rococo, by Granville Barker—James and John, by Gil- bert Cannan—The snow man, by Laurence Housman—Fancy free, by Stanley Hough- ton—Lonesome-like, by Harold Brighouse— Miss Tassey, by Elizabeth Baker—Make- shifts, by Gertrude Robins—The maker of dreams, by Oliphant Downs—The land of heart’s desire, by William Butler Yeats— Riders to the sea, by J. M. Synge—Spreading the news, by Lady Gregory—The magnani- mous lover, by St. John G. Ervine—The golden doom, by Lord Dunsany. A companion to Mayorga’s Representative one-act plays by American authors (Book- list, 16:49, N. 19) with introduction, bibli- ographical notes, and a bibliography of one- act plays by English and Irish dramatists. CLuTTON-Brock, ARTHUR. Essays on books. N.Y., Dutton; Lond., Meth- uen, 1920. 181 p. $2. 6 824 English literature—Addresses, essays, lectures. Russian literature—Addresses, es- says, lectures. — More essays on books. Dutton; Lond., Methuen, 174 p. $2. 6/. Brief, critical commentaries on books and their makers, through which runs, with a faint tinge of color, a quiet philosophy— what Richard Le Gallienne in the New York Times defines as “transcendent common sense.” Reprints from the literary supple- ment of the London Times, and range from Shakespeare, Morris, Dickens, Butler, and others to Whitman, Herbert, Tolstoy, Poe, and H. G. Wells. N. Yi, 1921. _* Titles and notes selected from The Book- list of the American Library Association, 78 East Washington Street, Chicago, Illinois, by students in the book selection course of the Library School of the Carnegie Library School of Atlanta, Georgia, under the direc- tion of Miss Frances Newman. | History; its the- practice; tr. by Ainslie (European library). Harcourt; Lond., Harrap, Pe $375: 157. Traces the development of the philosophi- cal aspect of history from the Graeco- Roman period to the present. Rather for the student of history and philosophy than for the general reader. — Croce, BENEDETTO. ory and Douglas Ms We 1921. DRINKWATER, JOHN. Oliver Crom- well. Bost., Houghton, 1921. 96 p. $1.50. The story of Oliver Cromwell and his rise from a farmer to the protectorate of Eng- land, told in eight scenes covering the period from 1639-1654. Hatt, James NorMAN. Faery lands of the South seas, by James Norman Hall and Charles Bernard Nordhoff. N. Y., Harper, 1921. 354 p. illus. 4. “A lovely orchid among the many weedy volumes upon the South Seas.’”—Frederick O’Brien in the New York Evening Post. A delightful account of the authors’ year in the islands after the war. Amusing and fresh, it tears away some popular illusions, but as Mr. Hall writes, “Although we are itinerant, we may as well be occasionally truthful and so gain, perhaps, a certain amount of be- grudged credit.” tA KILE, bureau movement. lan, 1921. The origin, growth, activities, and pur- poses of organized agriculture; its meaning politically and economically are clearly and succinctly presented. OrvitteE Merton. The farm N. Y., Macmil- 282 p. illus. $2. Lowry, Epwarp Georce. Washington close-ups. Bost., Houghton. 1921. 275 p. illus. $3. Humorous analytical pictures of promi- nent men in and about Washington. Each chapter is headed with the name of its subject fellowed by a verbal snapshot of some leading characteristic or outstanding experience in his career, i. e., Taft: in port at last, Bryan: gaily the troubadour, Hays: a human flivver. Clever, but probably not the equal of the Mirrors of Washington. MAcKENZIE, Compton. Rich relatives. N. Y., Harper; Lond., Secker, 1921. 285 p. $2. 9/. The story of Jasmine Grant, half English, half Italian, and her adventures among her wholly English relatives to whom she is an unwelcome problem. After being handed around from one family to another, she finally finds favor with miserly Uncle Mat- thew and gains her independence. THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 111 NoRTHEND, Mary Harrop. ‘The art of home decoration. N. Y., Dodd, 1921. 292 p. illus. $3.50. The author here applies her wide knowl- edge of interior decoration, Colonial homes and their furnishings (Booklist, 15: 237, Mr. 19) in planning a house, in all its details. Each chapter is devoted to a room and one is conducted from the front door to the attic. The illustrations are photographs and suc- cessfully carry out the ideas suggested in the text. Ramsay, Ropert E. Effective direct advertising. N. Y., Appleton, 1921. 640 p. illus. $5. A valuable book for the business man, showing by illustrations, charts, and tables, the best methods of presenting any sort of salable goods to the public. It is logically and conveniently arranged, and each chapter ends with a list of review questions which would be useful if it were used as a text- book. STRATTON, CLARENCE. Producing in little theaters. N. Y., Holt, 1921. 258 p. illus. $2.90. Amateur producers of wide experience will quarrel with Mr. Stratton over many details, but the less enlightened workers will give him genuine gratitude. Invaluable to teachers who take on “dramatics” as an extra duty. Answers the majority of questions that arise in amateur work. Perhaps the most helpful chapters are those on organiz- ing the group, choosing the play, rehearsing, costumes and make-ups, and lighting. Help- ful pictures and appendix list of one hun- dred full length plays and one hundred one- act plays suitable for amateurs.—Condensed from Drama, 54 O.-N., 21. Van Loon, HENpDRICK WILLEM. The story of mankind. N. Y., Boni & Liveright. 479 p. illus. maps. $5. A fascinating book that follows history from the earliest time to today, bringing all times and all peoples into focus. Written in a conversational manner, clearly, with- out cluttering details. Interesting to any age, but especially to upper grades and high school. Illustrations, eight in colors, eight half-tones and over one hundred drawings and “animated maps.” This completes what he projected in his other volumes, Ancient man and History with a match. Includes a very useful historical reading list for chil- dren (8 p.) compiled by Leonore St. John Power of the New York Public library which The Booklist is reprinting by special per- mission of the publishers. WaLpoL_e, HuGH young enchanted. 1921. 335 p. $2. A delightful romance of which the author says: “The whole Truth and nothing but the Truth—what absurdity! And what arrogance! This book is the truth about Henry and Millicent Trenchard so near as I can get to it, and the truth about that strange year 1920 in that Strange Town London . . . but it isn’t everybody’s Truth. Far from it—and a good thing too - . -’ The Trenchards are known to readers of The green mirror (Booklist, 14:134, Ja. 18). Peter Westcott of Fortitude (Booklist, 10:37, S. 13) is here and is re- Sanne by fate for living out his philoso- phy. The Doran, SEYMOUR. N. Y., 112 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1922 The Great Question of Our Time EACHERS have shown keen in- terest in the conference on the limi- tation of armaments. This interest has been sharpened by recognition of the enormous improvement that could be made in education if a part of the huge sums spent for armament were diverted to the schools. There is also a grow- ing conviction that permanent improve- ment in international relations can go no faster and no further than is made pos- sible by the education of all the people— more especially of the children. ‘The following list of recent books on this great question has been prepared by Mr. F. J. Libby, Secretary of the Na- tional Council for Reduction of Arma- ments, whose close association with the leaders in the movement for better world relationships places him in a position of unusual advantage as a student of the literature of the movement. The titles are arranged in the order in which the compiler recommends that they be read. These and other books on the subject may be borrowed from the local public library. Persons living in communities not yet having public libraries may usually borrow them from the secretary of the State library commission or travel- ing library located in the capital city. NASMYTH, GeEoRGE. Social progress and the Darwinian theory; a study of force as a factor in human rela- tions. Putnam, 1916. 279p. $1.50. Readable, scientific, convincing; of first importance to speakers against war. Part I states the philosophy of force and points out the biological and sociological errors in this philosophy, meeting current fallacies. Parts II and III present Mutual Aid and Justice as the alternative reliance, with world federation as the inevitable goal of progress. ANGELL, NorMAN. The Fruits of victory; a sequel to The great il- lusion. Century Co., 1921. 338p. $3.00. A study of the wiil to power and the eco- nomic futility of military power. Of first importance to an understanding of the European situation and the economic aspect of conditions in the Far East. An appendix answers critics of The great illusion. ANGELL, NorMAN. The great illusion; a study of the relation of military power in nations to their economic and social advantage. Putnam, 1911. 407p. $1.50. This earlier book by Norman Angell is still timely and worth reading. Keynes, J. M. a sequel to Revision of the treaty; The economic conse- quences of the peace. Harcourt, Brace & Howe, 1922. This book is just appearing. Advance notices speak highly of it. Keynes, J. M. The economic conse- quences of the peace. Harcourt, Brace & Howe, 1920. 298p. $2.50. Much talked of on its appearance and of undiminished value, as proved by events. Dickinson, G. Lowes. ‘The choice before us. Dodd, Mead & Co., 1917. 268p. $2.00. Arguments for and against militarism, and considerations that should govern the organization of any association of nations. The concrete examples in support of im- portant points are especially valuable. Dickinson, G. Lowes. Causes of in- ternational war. Harcourt, Brace & Howe, 1920. $1.00. Handbook in the International Relations Series. Simple, readable, valuable. ReELY, Mary KATHARINE. Disarma- ment. H. W. Wilson Co., 1921. 320p. $2.25. In the Debaters’ Handbook Series. Com- piled from articles published in 1920 and 1921 and divided into two parts: For Dis- armament; For Continued Armaments. Sub-headings cover the Army, the Navy, the Burden of Armament, the Next War. the Economic Background, the Demand for Disarmament, the Difficulties of Disarma- ment, and Disarmament versus Prepared- ness. The sources cover the ground from the Friends’ Intelligencer to the Army and Navy Journal. PALMER, FrepericK. The folly of nations. Dodd, Mead & Co., 1921. 408p. $2.00. Colonel Palmer has written here a very readable and intimate presentation of the case against war. The author has been described as having seen more war than any other living man, having been a war correspondent for twenty-five years. Hoimes, JoHN Haynes. New wars for old. Dodd, Mead & Co., 1916. 350p. $1.75. A discussion of the ethics of the Sermon on the Mount with regard to force. Ad- mirably written and always timely. What the Revell, 1919. JEFFERSON, CHARLES E. war has taught us. 258p. $1.50. Twenty sermons on various aspects of the religious and moral lessons of the war, preached in the early months of 1919 at Broadway Tabernacle, New York City, and of enduring worth. $$ Dawson, CONINGSBY. heppened to you. Dodd, Mead & Co., 1921. 1163p. $1.25. Graphic sketches of Hungary, Austria Germany, and Poland as left by the way Instructive as to the present state of Europe as well as what war does. It might - have NicoLal, Georc F. war. Century $3.50. A thorough study of war in relation to human instincts and to patriotism, and in Part II, a study from the standpoint of natural science of how war may be abol. ished. The book was written in a German prison primarily for the German people, The biology 94 Co., 1918. 553p, KREHBIEL, EDWARD. and society. 264p. $1.75. Written by the professor of Modern His. tory in Leland Stanford University in the form of a brief or abstract against irre. sponsible nationalism with its concomitant war, and a study of the various methods of achieving peace. A very full and varied bibliography. Valuable for students and debaters. Nationalism, war Macmillan, 1916, House, Epwarp M. and Seymour, CHARLES, editors. What really happened at Paris: The story of the Peace Conference by American dele- gates. Scribner, 1921. 507p. $4.50. A series of eighteen lectures delivered in Philadelphia in the winter of 1920-21 by authoritative speakers on various aspects of the Versailles Conference. The cele- brated lecture by Gen. Tasker H. Bliss on the Problems of disarmament is here. Stocks, J. L. Patriotism and _ the Super-State. Harcourt, Brace & Howe, 1920. 150p. $1.00. International Relations series. Concise, lucid discussion of the relation of patriotism and nationalism to a federation of peoples. Woo Lr, L. S. Economic Imperialism. Harcourt, Brace & Howe, 1920. 1llp. $1.00. International Relations series. A_ brief illuminating study of one of the important causes of war. The Maintenance 1920. S6Ap. VistAL, Cot. S. C. of peace. Putnam, $5.00. An argument for preparedness and the balance of power as the only assurance of peace, the argument being based upon the author’s interpretation of history. LippMANN, WALTER. ‘The stakes of diplomacy. Holt, 2nd Ed., 1917. 229p. $1.40. A study of the economic causes of wat and a plea for its prevention by confer ences with provision for the carrying ot of their decisions. Looe ATRTRERENE. NNT Jol. tion one tion held spira Dr. Rho of si jecti met was Bick stitu plan the : catic this Yor adoy Edu The dent mis: Har Har Hor in { It tion: coul gooc stud clusi Cow Mou S€38I bein insis tabli tion tion devi int year have disc eral pres subs i aS & Vol. 11, No. 3 HE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION The National Council of Education ADELAIDE STEELE BAYLOR Secretary of the Council and Federal Agent for Home Economics, Washington, D. C. HE NATIONAL COUNCIL of Education of the National Educa- tion Association had its inception forty- one years ago at a meeting of the Na- tional Department of Superintendence, held in Washington, D. C. The in- spiration came from a paper read by Dr. Thomas W. Bicknell, Providence, Rhode Island, proposing the formation of such a body and setting forth the ob- jectives to be sought. The proposition met with such favor that a committee was immediately appointed with Dr. Bicknell as chairman, to draw up a con- stitution and formulate organization plans to be submitted for approval at the annual meeting of the National Edu- cation Association in July, 1880. At this meeting, held in Chautauqua, New York, the report of the committee was adopted and the National Council of Education came into being, with Dr. Thomas W. Bicknell as the first presi- dent. Those were the days of such educators as General John Eaton (U. S. Com- missioner of Education), Dr. W. T. Harris, Dr. E. E. White, Hon. John Hancock, Dr. John D. Philbrick, and Hon. Henry Barnard, all enthusiastically in favor of the new organization. In the words of the first president: It was the unanimous opinion of the Na- tional Education Association that the Council could be made an efficient instrument of good foundation work, through philosophical studies and round-table debate and con- clusions. Our first annual meeting of the Council was held at the hotel on Lookout Mountain, Tennessee, in July, 1881. Our sessions occupied three days, members only being present. All of the early members insisted on scholarly, unhampered round- table work. The preamble to the present constitu- tion of the National Council of Educa- tion shows that there has been little deviation from the plans and purposes in the minds of the founders over forty years ago: The National Council of Education shall have for its object the consideration and discussion of educational questions of gen- eral interest and public importance, and the presentation, through printed reports, of the substance of the discussion and the con- clusions formulated. It shall be its object to reach and disseminate correct thinking on educational questions; and for this pur- pose, it shall be the aim of the Council, in conducting its discussions, to define and state with accuracy the different views and theories on the subject under consideration, and secondly, to discover and_ represent fairly the grounds and reasons for each theory or view, so far as to show, as com- pletely as possible, the genesis of opinion on the subject. It shall be the duty of the Council, in pursuance of this object, to en- courage from all its members the most care- ful statement of differences in opinion, to- gether with the completest statement of grounds for the same. It shall further re- quire the careful preservation and presenta- tion of the individual differences of opinion, whenever grounds have been furnished for the same by members of the Council. It shall invite the freest discussion and em- body the new suggestions developed by such discussions. Any member making such sug- gestion or objection may put in writing his view, and the grounds therefor, and furnish the same to the secretary for the records of the Council. It shall prepare, through its president, an annual report to the National Education Association, setting forth the ques- tions considered by the Council during the previous year, and placing before the As- sociation, in succinct form, the work ac- complished. It shall embody in this report a survey of those educational topics which seem to call for any action on the part of the Association. The Council shall appoint, out of its own number, committees repre- senting the several departments of education, and thereby facilitate the exchange of opin- ion among its members on such special topics as demand the attention of the pro- fession or of the public. At first, membership in the National Council of Education was restricted to sixty members, but on July 12, 1911, this number was extended to 120, which is the maximum membership at the pres- ent time. Of these 120 members, 60 are elected by the National Council of Education through its membership com- mittee and 60 by the National Educa- tion Association, through its Board of Directors, each body choosing ten mem- bers annually to serve for six years. Only life or active members of the N. E. A. are eligible to membership in the Council, and no State can be repre- sented in the Council by more than seven members. Membership in the Council lapses by absence from meetings of the Council On the ex- for two consecutive years. 113 piration of membership for any reason, except expulsion, the names are trans- ferred to the honorary membership list, and _ these active members are privileged to attend all regular sessions and participate in discussion. At the last annual meeting of the National Council of Education, two new types of mem- bership were created, i. e., active ex officio, applicable only to the United States Commissioner of Education, whose duties are such that it is impossible for him to be subject to the ruling on at- tendance and maintain regular active membership, and honorary active, or those whose membership has lapsed, but who still attend the meetings and par- ticipate in the program and the work of the committees. former The National Council of Education holds two meetings each year; one, with the Department of Superintendence in the winter, and the other (the regular annual meeting) with the N. E. A. in the summer. At the present time studies are being made by the following com- mittees under the direction of chairmen as indicated : Committee on Rural Education—John F. Sims, President State Normal School, Stevens Point, Wis. Committee on Health Problems in Educa- tion—Thomas D. Wood, Columbia Uni- versity, New York, N. Y. Committee on Extension Education—Lewis H. Minkel, Superintendent of Schools, Fort Dodge, Iowa. Committee on Changes Needed in Elementary School Courses—Katherine D. Blake, 101 W. 85th St., New York; N. Y. Committee on State Administration of Schools—C. P. Cary, Madison, Wis. Committee on Racial Well-Being—Helen C. Putnam, American Academy of Medicine, Providence, R. I. Committee on Character Education—Milton Bennion, University of Utah, Salt Lake City, Utah. Committee on the Continuity of Education— J. M. Gwinn, Superintendent of Schools, New Orleans, La. Committee on Thrift Education—Arthur Chamberlain, Flood Building, San Fran- cisco, Calif. Committee on American Teachers Colleges— Charles McKenny, President State Normal College, Ypsilanti, Mich. Committee on Educational Surveys—A. E. Winship, Editor Journal of Education, Boston, Mass. Committee on Participation of Teachers in School Management—Harlan Updegraff, University of Pennsylvania, Philadelphia, Pa. Committee on Reorganization of Seventh, Eighth, and Ninth Grades—Charles H. Judd, Chicago University, Chicago, III. Committee on Teacher Welfare—J. W. Carr, State Department of Public Instruction, Frankfort, Ky. Committee on the Teaching of Democracy— A. Duncan Yokum, University of Pennsyl- vania, Philadelphia, Pa. 114 Committee on Graduate Education—W. A. Jessup, President State University, lowa City, lowa. Committee on Vocational Education—Ade- laide S. Baylor, Federal Board for Vo- cational Education, Washington, D. C. Committee on Adult Illiteracy—Mrs. Cora Wilson Stewart, Frankfort, Ky. Committee on the Status of the American Woman Teacher—Anna Laura Force, Century Bldg., 17th & Stout Sts., Denver, Colo. Committee on State Levies and Other State Funds for the Support of Elementary and Secondary Education—A. J. Matthews, President Tempe Normal School, Tempe, Ariz. Active Members in National Council of Edu- cation, January 30, 1922 Corneia S. Apair, Richmond, Va. L. R. ALDERMAN, Bureau of Navigation, Navy Department, Washington, D. C. GeorGIA ALEXANDER, 520 N. Audubon Road, Indianapolis, Ind. Ropert J. Avey, President, Butler College, Indianapolis, Ind. J. H. Ames, President, State Normal School, River Falls, Wis. FANNIE FERN ANDREWS, Street, Boston, Mass. SaRAH LouIsE ARNOLD, Cambridge, Mass. W. C. BacLey, Teachers College, Columbia University, New York, N. Y. E. M. BaInTER, Junior College, Kansas City, Mo. SAMUEL A. BAKER, State Superintendent of Public Instruction, Jefferson City, Mo. E. E. Bass, Superintendent of Schools, Green- ville, Miss. ADELAIDE S. BAYLor, 200 New Jersey Avenue N. W., Washington, D. C. C. E. Beacu, Superintendent Enumclaw, Wash. MiLTon BENNION, University of Utah, Salt Lake City, Utah. Francis G. Bair, State Superintendent of Public Instruction, Springfield, Ill. KATHERINE D. BLAKE, tor West 85th Street, New York, N. Y. ANNIE WEBB BLANTON, State Superintendent of Public Instruction, Austin, Tex. Mary C. C. BRrapForD, 1735 Bellaire Street, Denver, Colo. 405 Marlborough Riverbank Court, of ‘Schoois, Mary D. BRraprorD, 2603 Franklin Street, Wilmington, Del. W. A. BRANDENBURG, President, Manual Training Normal School, Pittsburg, Kans. M. C. Brittain, State Superintendent Public Instruction, Atlanta, Ga. E. C. Brooks, State Superintendent of Pulic Instruction, Raleigh, N. C. J. Stantey Brown, President State Normal School, De Kalb, III. EpwarD BucHNER, Johns Hopkins University, Baltimore, Md. _ J. E. Burke, Superintendent of Schools, Bos- ton, Mass. WiLuiAM P. Burris, University of Cincin- nati, Ohio. Tuomas W. Butcuer, President Kansas State Normal School, Emporia, Kans. E. W. ButTTerFieLp, State Commissioner of Education, Concord, N. H. I. I. Cammack, Superintendent of Schools, Kansas City, Mo. Joun W. Carr, Educational Capitol, Frankfort, Ky. C. P. Cary, Madison, Wis. Ev_mer L. Cave, School Board, Vallejo, Calif. Cuarves E. Cuapsey, State University, Ur- bana, III. Department, THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION ARTHUR H. CHAMBERLAIN, Editor Sierra Edu- cational News, San Francisco, Calif. J. A. C. CHANDLER, President, College of William and Mary, Williamsburg, Va. Georce N. CHILD, Superintendent of Schools, Salt Lake City, Utah. J. G. Coiiicott, Superintendent of Schools, Columbus, Ohio. Davip B. Corson, Superintendent of Schools, Newark, N. J. Oscar T. Corson, R. D. No. 2, Oxford, Ohio. J. G. Crappe, State Teachers College, Gree- ley, Colo. J. W. Crastrest, Secretary, National Educa- tion Association, Washington, D. C. W. M. Davipson, Superintendent of Schools, Pittsburgh, Pa. mn 1797-1849 — Pounder of yoke College Mary L-: Mount She first to women _ the doors of Higher Education _ through which thousands | have since entered into | broader and nobler living. Acnes E. Donwerty, 2078 Summit Avenue, St. Paul, Minn. Mrs. Susan M. Dorsey, Superintendent of Schools, Los Angeles, Calif. J. W. K. Dwyer, Anaconda, Mont. Freperic E. FARRINGTON, Chevy Chase School, Washington, D. C. Davip FELMLEY, President, College, Normal, Ill. Tuomas E. FIneGAN, State Superintendent of Public Instruction, Harrisburg, Pa. H. W. Focut, President, Northern Normal and Industrial School, Aberdeen, S. Dak. ANNA Laura Force, 216 Sherman St.,° Den- ver, Colo. Grace C, STRACHAN ForsyTH, 20 West 72d Street, New York, N. Y. CARLETON B. Gipson, Superintendent of Schools, Savannah, Ga. FRANK B. GILpert, State Education Build- ing, Albany, N. Y. Marie Gucie, Assistant Superintendent of Schools, Columbus, Ohio. J. M. Gwinn, Superintendent of Schools, New Orleans, La. EvizaBETH HALL, Assistant Superintendent of Schools, Minneapolis, Minn. Apa Van Stone Harris, Hancock School, Pittsburgh, Pa. Lorenzo D. Harvey, President, Stout Insti- tute, Menominee, Wis. L. N. Hines, President, State Normal School, Terre Haute, Ind. State Normal March, 192? ee os P. W. Horn, 130 Arquitectos, D. F., Mexico. FRED HUNTER, Superintendent Oakland, Calif. W. A. Jessup, President, State University of Iowa, lowa City, lowa. Davip B. JOHNSON, President, Winthrop Nor. mal and Industrial College, Rock Hii S. ©. T. E. JoHNsON, State Superintendent of Pyp. lic Instruction, Lansing, Mich. Otive M. Jones, 105 East 17th Street, Ney York, N. Y. R. G. Jones, Superintendent of Schools Cleveland, Ohio. ; CHARLES H. Jupp, Chicago, IIl. CuHartes H. Keyes, President, Skidmor School of Art, Saratoga Springs, N. Y, Joun R. Kirk, President, State Teachers College, Kirksville, Mo. Mexico City, of Schools, University of Chicago ’ Cet W. LaMKIN, President, Northwestery Missouri Teachers’ College, Maryville Mo. ani W. A. Lewis, President, State Normal School, Hays, Kans. G. W. A. Luckey, Bureau of Education, Washington, D. C. P. E. MCCLENAHAN, State Superintendent oj Public Instruction, Des Moines, lowa. ~ Neit C. McDona.p. CHARLES MCKENNEY, President, State Noy. mal College, Ypsilanti, Mich. Marcaret §. McNaAucut, State Commissioner of Elementary Schools, Sacramento, Calif. F. L. McVey, President, University of Ken- tucky, Lexington, Ky. A. J. MatrHews, President, State Normal School, Tempe, Ariz. CHARLES S. MEEK, Superintendent of Schools Toledo, Ohio. L. H. MINKEL, Superintendent of Fort Dodge, Iowa. Epwin S. Monroe, Superintendent of Schools, Hammond, Ind. Tuomas A. Mort, Superintendent of Schools, Seymour, Ind. MINNIE NIELSON, State Superintendent of Public Instruction, Bismarck, N. D. Jesse H. New.on, Superintendent of Schools, Denver, Colo. E. E. OBERHOLTZER, Superintendent of Schools, Tulsa, Okla. WILLIAM B. Owen, President, Chicago Nor- mal College, Chicago, Ill. THomas W. PALMER, Principal, Alabama Girls’ Technical Institute, Montevallo, Ala. CARROLL G. PEARSE, President, State Normal School, Milwaukee, Wis. M. E. Pearson, Superintendent of Schools, Kansas City, Kans. JosEPHINE C. Preston, State Superintendent of Public Instruction, Olympia, Wash. Heten C. Putnam, American Academy of Medicine, Providence, R. I. GeorGE Reavis, University of Pittsburgh, Pa. J. W. SEarson, Nebr. H.*H. Seervey, President, State Teacher’ College, Cedar Falls, Iowa. Grace SHEPARD, Northwestern Teachers’ Col- lege, Maryville, Mo. ELizABETH M. SHERMAN, Principal, Jefferso School, Oakland, Calif. Wa ter R. Sipers, Superintendent of Schools. Pocatello, Idaho. J. F. Sms, President, State Normal School Stevens Point, Wis. H. Lester Situ, Indiana University, Bloom- ington, Ind. Payson SMITH, State Commissioner of Edw cation, Boston, Mass. Cora WiLson Stewart, Chairman, Illiterad Commission, Frankfort, Ky. Schools, Pittsburgh, State University, Lineola, Jou» Epw JAM SAM! *Bre Jami Birp THO Earl Mar JAM W. | ALEX Guy THO ALM Wi FRED RicH STRA ELM “ae, | M. ¢ Wi G. V ls, ls, ls, ls, ls, ls, na la. al Fol. 11,No-3 eet R. O. STOOPS, West 121st Strect, New York, N. Y. Georce D. Strayer, Teachers College, Co- lumbia University, New York, N. Y. JosEPH SWAIN, State Department of Public ” Instruction, Harrisburg, Pa. Georce L. Towne, University Publishing Co., Lincoln, Nebr. May TRUMPER, State Superintendent of Pub- lic Instruction, Helena, Mont. HarLaN UppecrarF, University of Pennsy!- yania, Philadelphia, Pa. JAMES J. Van SICKLE, Superintendent of Schools, Springfield, Mass. J. H. WAGNER, President, " School, Las Vegas, N. Mex. D. B. WALpDo, President Western State Nor- mal School, Kalamazoo, Mich. CuarL O. WILLIAMS, County Superintendent of Schools, Memphis, Tenn. Aywna Wison, Superintendent of Crawfordsville, Ind. H. B. Wison, Superintendent of Schools, Berkeley, Calif. AvperT E. WinsuHip, Editor Journal of Edu- cation, 6 Beacon Street, Boston, Mass. Tuomas D. Woop, Columbia University, New York, N. Y. CAROLINE WOooDRUFF, Johnsbury, Vt. Ropert H. WRriGHT, President East Carolina Teachers’ Training School, Greenville, N.C. A. Duncan Yocum, University of Pennsyl- vania, Philadelphia, Pa. 515 State Normal Schools, g Church Street, St. Active Ex Officio Members Joun J. Ticert, U. S. Commissioner of Edu- cation, Washington, D. C. Honorary Active Members P. P. CLaxTon, University of Alabama, Uni- versity, Ala. Toomas C. MILLer, West Virginia versity, Morgantown, W. Va. W. H. Extson, 5304 Cornell Avenue, Chicago, Ill. FRANK A. FITZPATRICK, Boston, Mass. Joun W. Cook, 5644 Kimbark Avenue, Chi- cago, Ill. J. Y. Joyner, R. R., Raleigh, N. C. Uni- 63 Summer Street, Honorary Members’ Joun W. Asercromsi£, Montgomery, Ala. Epwin A. ALDERMAN, Charlottesville, Va. James B. Aswe Lt, Natchitoches, La. SAMUEL Avery, Lincoln, Nebr. *Brown Ayres, Knoxville, Tenn. James H. Baker, Denver, Colo. E. E. Batcome, Greensboro, N. C. Bird T. BALpwin, Iowa City, Iowa. Tuomas M. Bauiet, New York, N. Y. A. C. BARKER, Oakland, Calif. Ear Barnes, Philadelphia, Pa. Mary G. Barnum, Alhambra, Calif. James A. Barr, Stockton, Calif. W. H. BarTHoLtomew, Louisville, Ky. ALEXANDER GRAHAM BELL, Washington, D. C. Guy Potter BEnTOoN, Burlington, Vt. Tuomas W. BIckNELL, Providence, R. I. Atma L. BinzeL, Minneapolis, Minn. WitttaM H. Biack, Marshall, Mo. FREDERICK ELMER BOLTON, Seattle, Wash. RIcHARD G. Boone, Berkeley, Calif. STRATTON D. Brooks, Norman, Okla. ELMER E. Brown, New York, N. Y. *H. B. Brown, Valparaiso, Ind. M. G. BruMBAUGH, Harrisburg, Pa. Wituiam L. Bryan, Bloomington, Ind. G. V. BucHanan, South Norwalk, Conn. THE JouURNAL OF THE NATIONAL EDUCATION ASSOCIATION NICHOLAS MURRAY BUTLER, New York, N. Y. EsTELLE CARPENTER, San Francisco, Calif. W. T. CarrincTon, Springfield, Mo. D. H. CHRISTENSEN, Salt Lake City, Utah. Epwin G. CooLey, Chicago, III. FRANK B. Cooper, Seattle, Wash. Oscar H. Cooper, Abilene, Tex. *NEBRASKA Cropsey, Wilkinsburg, Pa. CHARLES De GARMO, Cocoanut Grove, Fla. GRACE De GRAAF, Portland, Ore. RospertT E. DENFELD, Duluth, Minn. JoHN Dewey, New York, N. Y. KATHARINE E. Dopp, Chicago, II]. A. S. Downinoc, Albany, N. Y. JoHN J. Doyne, Conway, Ark. F. H. DressLer, Nashville, Tenn. F. B. Dyer, Cincinnati, Ohio. CHARLES W. E.ioT, Cambridge, Mass. Epwarpb C. ELuiott, Helena, Mont. W. P. Evans, St. Louis, Mo. WILLIAM K. Fow _er, Lincoln, Nebr. Copyright Underwood & Underwood, HE RIGHT HONORABLE H. A. L. Fisher, M. P., president of the Board of Education, England, and author of the Fisher Act of Education in 1918. ship of education as a basic human right is the highest form of statesmanship. During April, 1917, when England was struggling under the enormous burden Mr. Fisher’s eloquent champion- of the war, Mr. Fisher demanded ad- ditional expenditure for education, say- ing, ‘We must ask not only whether we afford to spend the but whether we can afford not to spend the can money, moncy. J. M. Il. Freperick, Cleveland, Ohio. H. B. FrisseELL, Hampton, Va. R. B. Futton, Miller School P. O., Va. Laura D. GILL, Durham, N. C. Aaron Gove, Denver, Colo. E. C. Gowan, Salt Lake City, Utah. Mrs. J. M. GREENWooD, Kansas City, Mo. *W. N. HArLMANN, Pasadena, Calif. CLEM Hampton, Tallahassee, Fla. Tuomas H. Harris, Baton Rouge, La. CHEESMAN A. Herrick, Philadelphia, Pa. ALBERT Ross HiLL, Columbia, Mo. James L. HuGuHEs, Toronto, Canada. EDMUND J. JAMES, Urbana, III. E. A. Jones, Westerville, Ohio. Lewis H. Jones, Ypsilanti, Mich. R. L. Jones, Chattanooga, Tenn. CHARLES M. JorDAN, Minneapolis, Minn. Davip STARR JORDAN, Stanford Univ., Calif. W. J. Kerr, Corvallis, Oregon. A. J]. KINNEMAN, Bowling Green, Ky. Cora G. Lewis, Kinsley, Kans. Livincston C. Lorp, Charleston, III. WILLIAM H. MAXxweELL, New York, N. Y. James A. McLean, Winnipeg, Man. CHARLES A. McMurray, Nashville, Tenn. I. C. McNEILL, Buffalo, N. Y. GeEorGE H. Martin, West Lynn, Mass. Wates C. MARTINDALE, Detroit, Mich. A. C. MaTHESON, Salt Lake City, Utah. *JENE F. MILLspAuGH, Los Angeles, Calif. E. C. Moore, Cambridge, Mass. Henry C. Morrison, Concord, N. H. Epna RicH Morse, Boston, Mass. Wituiam A. Mowry, Hyde Park, Mass. ALBERT A. MurpHREE, Gainesville, Fla. Mary E. Nico son, Indianapolis, Ind. WarreEN D. Parker, Pasadena, Calif. D. B. Parkinson, Carbondale, Ill. FRANK E. PAr.in, Chelsea, Mass. B. K. PurpumM, Hamilton, Md. GEORGE J. RAMSEY, Raleigh, N. C. EpNAH A. RicH-Morse, Boston, Mass. ELLOR CARLISLE RIPLEY, Boston, Mass. James E. RusseEL_Lt, New York, N. Y. ELLEN C. Sasin, Milwaukee, Wis. C. C. ScHutz, Atlanta, Ga. J. G. ScHuRMAN, Ithaca, N. Y. Jacop SHAWAN, De Graff, Ohio. *IRWIN SHEPARD, Winona, Minn. . CHARLES R. SKINNER, Albany, N. Y. Eu.Ler B. SmirH, La Grange, Ga. Davip SNEDDEN, New York, N. Y. HENRY SNYDER, Jersey City, N. J. *]. L. Snyper, Agri. College, P. O., Mich. Epwiwn E. Sparks, State College, Pa. M. Bates STEPHENS, Annapolis, Md. FRANK STRONG, Lawrence, Kans. Eutia C. SULLIVAN, Chicago, III. WILLIAM S. SutTron, Austin, Tex. HENRY SUZZELLO, Seattle, Wash. A. R. Tayor, Decatur, Il. REED B. TeiTrick, Harrisburg, Pa. Joun G. THompson, Fitchburg, Mass. L. §. THompson, Verona, N. J. Wituiam O. TxHompson, Columbus, Ohio. EpwarD L. THORNDIKE, New York, N. Y. CHARLES F, THwinc, Cleveland, Ohio. B. W. Torreyson, Little Rock, Ark. CHARLES C. VAN LiEw, San Francisco, Calif. *OLIVER S. WestcoTT, Chicago, III. Jasper N. WILKINSON, Muskogee, Okla. *DeviA L. WILLIAMS, Delaware, Ohio. WILLIAM E. Witson, Ellensburg, Wash. JoHn W. WirTHERS, New York, N. Y. LIGHTNER WITMER, Philadelphia, Pa. Lioyp E. Wore, San Antonio, Tex. JoHn A. Woop, New York, N. Y. L. L. Wricut, Flint, Mich. *Deceased. ‘Kindly read this list with care and report any errors to Adelaide S. Baylor, Secretary National Council of Education, 200 New Jersey Avenue N. W., Washington, D. C. 8g YOU want knowledge, you must toil for it; and if pleasure, you must toil for it. comes through Pleasure sel f- one Toil is the law. toil, and indulgence and indolence. not by When gets to love work, his life is a happy one.—J. Ruskin. THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION National Leadership in Education T IS NOT DIFFICULT to under- stand how those unfriendly to public education in America might look with disfavor upon efforts to stimulate and strengthen it by National leadership and assistance, but it is hard to see how President Nicholas Murray Butler, of Columbia University, who has long been one of the inspiring leaders in that field, can assume such an unfortunate attitude. There seems to be but one possible explanation: Dr. Butler does not fully understand the proposal he attacks. He has made a splendid case against an awe- inspiring straw-man and has delivered admirable Quixotic thrusts at menacing windmills, but his force has been wasted in combating a phantom evil. He says, for example: “It is now proposed to bureaucratize and bring into uniformity the educa- tional*system of the whole United States, while making the most solemn assurance that nothing of the kind is intended. The glory and successes of education in the United States are due to its free- dom, to its unevenness, to its reflection of the needs and ambitions and capaci- ties of local communities, and to its be- ing kept in close and constant touch with the people themselves.” Now, the Towner-Sterling bill, by which this proposed Department, with a Secretary in the Cabinet, is to be created, specifically provides: ““All the educational facilities encour- aged by the provisions of this act and accepted by a State shall be organized, supervised, and administered exclu- sively by the legally constituted State and local educational authorities of said State, and the Secretary of Education shall exercise no authority in relation thereto; and this act shall not be con- strued to imply federal control of edu- cation within the States, nor to impair the freedom of the States in the conduct and management of their respective school systems.” It does not require, we believe, even a modicum of that “broader scholar- ‘A reply to President Nicholas Murray Butler's criticism of the proposed Federal Department of Education by the Public School Association of the City of New York, Howard W. Nudd, Director. ship,” resulting from the ‘renaissance of the classics” for which Dr. Butler pleads, to grasp the limpid meaning of this provision. The States can accept or reject any aid proffered by the Fed- eral Government, but having accepted it they have ‘full control of the expendi- tures, provided that they are used for the specific things for which the funds are granted. What are these specific things? They comprise: the removal of _ illiteracy; Americanization ; physical education, in- cluding health education and sanitation ; the training of public-school teachers; and the equalization of educational op- portunities in the States. Dr. Butler says, however: “The major-part of any appropriation that may be made will certainly be swal- lowed up in meeting the cost of doing ill that which should not be done at all.” Does Dr. Butler mean that these things should not be done in a democ- racy which depends for its very life and progress upon a strong, healthy, and in- telligent citizenship, capable of under- standing, defending, and perpetuating our American institutions? Does he mean to assert that such essentials of National safety and integrity are not matters of National concern, even to the extent of encouraging the States to accept financial assistance for carrying out exclusively under their own organi- zation, supervision, and administration the facilities in their respective school systems, essential to achieving these ends? . Is it a waste for the Federal Govern- ment to offer $7,500,000 to the States, on the foregoing conditions, in a land where over 5,000,000 persons ten years of age and over cannot read or write any language and over 3,000,000 more cannot read or write the basic language of the country? Is it a waste to offer $20,000,000 in Federal aid for physical education in a land where nearly one third of the men examined for military service, who represent, no doubt, the average citizen- ship, were disqualified by reason of physical defects, ninety per cent of which could have been prevented by a knowl- edge of simple health rules? March, 192) — Is it a waste to offer $15,000,000 jy Federal aid for the training of public. school teachers in a land where 300,09 out of the 700,000 public-school teach. ers have no professional training what. ever; in which 200,000 have less thay | a high-school education; and in which | 30,000 have no education beyond th, | eighth grade? over which Dr. Butler has the honor ty preside, has the greatest teachers’ J. lege in America. What, then, does hp think of this lamentable showing throughout the Nation? Would he lik to have had his children taught by on of the 100,000 teachers less than 2) years of age who are largely the produ of the meager school facilities in whic they are now teaching? Is it a waste to offer $50,000,000 ip Federal aid for equalizing educationa opportunities in the States, when it js well known that the greatest need fo; improvement in education is _ found where there is least taxable wealth? The wealth of one State, for example is $14,000 for each child of school age, while that of another is only $2000, Abraham Lincoln said, “To all an up. fettered start, and a fair chance in the race of life.” Is it not to the interest of wealthy industrial States to promote edy- cation in backward States and thus make better markets for their goods? And js it not essential to the safety and welfar The great university | of the Nation as a whole that there shall | be no weak spots in its civic armor? Dr. Butler with horror the prospect of “inspectors roaming at larg throughout the land,” who “will not only fail to accomplish any permanent improvement in the education of th people, but will assist in effecting » great a revolution in our American fom of government as one day to endanger its perpetuity.” This would indeed k views a calamity, and it is fortunate that thes | nomadic pests are but figments of a overwrought imagination. There is authorization in this act for the appoint ment of Federal inspectors and super visors. On the contrary the bill se cifically forbids Federal control of edv- cation within the States. Not one penny of the money appropriated to the State will be used for administration of th act by the Federal Department. !t/ does provide, however, for $500,000 to: administration of the department per # and for studies and research in fields education that will be of assistance the States in formulating ther ow policies and programs. Vo qui and nan less 2 sche wee twe 3 inst priv [ quit ing The in t ards rece mail ties. decl sere! igna A und frier pose no | the with of p to ¢ It w for | of Pp late whet O Butl ogou to tl more $100 pron scruf State form digni catio It se the 1 same ernm mine: Natic It ass billio: affors mach: for p fortu ng th? the irge not rent the 9 orm ager r st s of p to own Vol. 11, No. 3 There are but three statutory re- quirements which a State must establish and enforce to obtain this Federal aid— namely :-— 1. A public-school opportunity of not less than 24 weeks. 2. Compulsory attendance at some school, public or private, for at least 24 weeks in the year, of all children be- tween 7 and 14. 3. English as the basic language of instruction in all schools, public and private, in the common branches. Does Dr. Butler consider these re- quirements excessive? There is noth- ing mandatory about them, remember. The bill does not say that every State in the Union must maintain these stand- ards. It simply says that no State can receive Federal aid which does not maintain such meager educational facili- ties. Any State is free, therefore, to decline the Federal proffer and go on serenely exercising its rights in blissful ignorance. As we said at the beginning, we can understand how those who are un- friendly to public education might op- pose such a proposal, although there is no just ground for such opposition, as the act does not interfere in any way with the entire liberty of management of private and parochial schools. It has to do entirely with public education. It would seem, however, that a measure for the financial aid and encouragement of public education could not but stimu- late all other educational agencies, whether private or denominational. Our real surprise, therefore, is Dr. Butler’s ire. Here is a proposal anal- ogous to the early Federal land grants to the States for education and to the more recent grant of approximately $100,000,000 a year to the States for promoting good roads. This proposal scrupulously safeguards the principle of State rights while expressing in tangible form the interest of the Nation in the dignity and importance of public edu- cation as “the bulwark of democracy.” It seeks to help, rather than to rule, in the task of educating children, in the same way in which the. Federal Gov- ernment has assisted in conserving mines and forests and in improving our National resources in cattle and swine. It assumes that, if the Nation can spend billions on the machinery of war, it can afford to spend a few millions on the machinery of peace and on preparation for personal efficiency if war should un- f Be? ‘ortunately come. This proposal pro- THE JoURNAL OF THE NATIONAL Epucation Association vides also for an Advisory Council, which is to meet once a year at the call of the Secretary, for the purpose of interchanging ideas and experiences in the field of public education. This Council is to comprise: the forty-eight State Superintendents of Education, 117 twenty-five educators representing dif- ferent educational interests, and twenty- five other persons not educators. This is the horrible thing which Dr. Butler attacks. How can he reconcile his opposition to it with his splendid professional idealism ? History Textbooks Under Fire JACOB JACOWITZ School Editor, The Evening Mail, New York City Ty AMERICAN HISTORY TEXTBOOKS used in the pub- lic schools misrepresent American _his- tory? A committee of teachers of the New York City public school system is endeavoring to answer this question. It is making an investigation not only of a half dozen texts specifically com- plained of, but it is planning to go through every history textbook on the book list of the city schools. This means some seventy-odd different works of ele- mentary and secondary grade, not in- cluding supplementary readings. That the work of the committee will have a Nation-wide effect is obvious. Several organizations of National im- portance have been represented at the open hearings which it has held. Others, including veteran organizations, are more than casually interested. One veteran society at its last National en- campment appointed a committee to look into the question of “‘emasculation” of American history and to report at the next annual meeting. “Emasculation” rather than misrepre- sentation is the charge which has been made against several textbooks. All the glory in the American’ Revolution, many of the soul-stirring incidents in our early National life, most of the spirit which enters into pride of coun- try—these have been abstracted accord- ing to the charges which the committee of teachers is trying to sift. In what manner has the alleged “emasculation” of our histories been perpetrated? Joseph T. Griffin, prin- cipal of Public School 114, Manhattan, New York City, has presented a vo- luminous brief on the subject to the Board of Superintendents, and the case can perhaps be no better presented than he does in this paper. Says Mr. Griffin: “Tt may be assumed+that the author of an American history, in addition to hav- ing in mind general cultural aims and the creation of high ideals of citizen- ship, should be actuated by the follow- ing general purposes: 1. To preserve for future generations the salient facts of American history. 2. To create and preserve the morale of the Nation through the dissemination of such information regarding the ex- ploits of our people as will engender a feeling of pride in the deeds of heroic Americans. “We charge that these fundamental principles have been grossly violated in the writing of some of the textbooks used in our public schools. “We allege that many of the spirited facts have been purposely omitted, or, as one author puts it in his preface, he makes no apology for ‘the omission of many of the yarns of American history.’ “We allege that a deliberate attempt has been made to break down the morale of the American people in so far as we may assume to take any pride out of our performance in the American Revolution and particularly in the War of 1812.” These are serious charges. They are quoted from Mr. Griffin’s brief be- cause he summarizes the feelings of many of the plaintiffs in this action against history textbooks. The com- mittee of teachers, which consists of twenty-one, is acting as a jury. It will present its findings, somewhat in the form of sealed verdict, to the Board of Superintendents. What will these findings be? Indications are that not a few of the complaints against the texts will be upheld. District Superintendent Edward Mandel, who is chairman of the committee, and his associates are keeping a judicious silence. But judg- ing from some of their remarks in un- official moments they agree that some of the complaints are entirely justified. 118 THE JourRNAL oF THE NaTIONAL EpucaTion ASSOCIATION There is hardly space here to give anything like a complete list of the charges. In a general way they allege that our history has been modified in an obvious effort to placate the feelings of our British friends. In the process of this modification or “emasculation,” it is alleged that a deep injustice has been done to the memories of some of our most distinguished early heroes. In one book there is no mention of Nathan Hale and his inspiring death message. In the same volume there is a detailed description of the sacrifice of Major Andre, the British officer who gave his life in much the same way that Nathan Hale did. Another book, while apparently not judging the Nathan Hale episode worthy of space, neverthe- less gives considerable space to a de- scription of how boys who did not attend church on Sundays were chastized in early colonial days. Another volume refers to John Hancock as a smuggler, without any extenuating explanation of what and why he smuggled and of how smuggling was regarded in those days. The American Revolution is taught in another as a civil war between British Loyalists and Whigs rather than a war for independence. The foregoing are statements made either verbally at the open hearings of the committee or in written briefs. The side of the authors and publishers of the textbooks is still to be heard from. Everett Barnes, author of one of the books under fire, and himself a school principal, has made the reply that quo- tations taken from his work and used to sustain the charge of “emasculation”’ have been presented out of their context. Few of the publishers have made formal replies or have appeared at the public hearings. Those who did send repre- sentatives generally gave the message that they were awaiting with interest the decision of the teachers’ committee. The controversy is gradually attract- ing wider attention. Mayor Hylan has authorized his Commissioner of Ac- counts to go into the same subject. The newspapers of the city are not inclined to look seriously upon the efforts of the commissioner, who is the general in- vestigating agent for the city adminis- tration and who has no fewer than a score of other inquiries on hand. In a recent issue of the New York Times, Dr. James Sullivan, formerly principal of Boys’ High School, Brook- lyn, and now State Historian of New York, makes some pertinent remarks on the subject. He argues that there are bound to be differences among various writers of history and that, after all, the controlling element in the teaching of patriotism or the reverse is the class- room teacher. While he does not agree with all the criticisms made against the history textbooks under fire, he does make a plea against one-sided or in- judicious statements. After stating that history textbooks formerly used in the schools presented an undoubted bias against Britain and the Southern States, Dr. Sullivan goes on: “In their anxiety to correct impres- sions which were decidedly erroneous, the more recent writers have, perhaps without any feeling of disloyalty or lack of patriotism, presented their facts in such a way as to cast reflections on their own people. I have known, or now know, many of the writers of the texts which have been criticised in the public press, and must say that there are no patriotically devoted citizens known to me. They have naturally labored under the disadvantage that every textbook writer does who is called upon to put his statements within a con- fined number of pages, and have been unable to qualify statements which they would have qualified had they had un- limited space at their command. “For example, one of the authors is in substance accused of stating that John Hancock and some of his most ardent supporters were smugglers, in that they were parties to the violation of the Eng- lish navigation acts. That sounds ugly, even though it is true. If the statement has to be made, it should be qualified so as to show that the man who smuggled in those days was not looked upon with any aversion by his friends and neigh- bors, because it was felt that the acts themselves were unjust. “A contemporary illustration may be found in the fact that at some of our public dinners at the present time bev- erages are consumed which the partak- ers of must have a suspicion are brought to them in violation of the Volstead act, yet these people have no pangs of con- science when taking their dinners. In other words, the simple statement with reference to John Hancock needed quali- more fication.” It must be acknowledged that the committee of teachers has a delicate task. Apparently it realized this, for at one of its first meetings it adopted a set of standards to which, it maintained, all March , 192? books used in the public schools of the country should conform. This quota- tion from its statement is significant: “The textbook is a teacher. It mug be judged by the standards applicable ne the teacher. The textbook which fails to give unquestioning support to Ameri. can ideals and traditions has no place jp the public schools.”’ The committee agreed that the fol. lowing aims and purposes should guide an author in the selection of the ma. terial he presents in a school textbook: “1. To acquaint the pupils with the basic facts and movements, political, jp. dustrial and social, of American his. tory. “2. To emphasize the principles and the motives which were of greatest jn. fluence in the formation and the de. velopment of our government. “3. To inspire in the pupil an appre. ciation of the hardships endured and the sacrifices made in establishing and defending American ideals. “4. To present the ethical and the moral principles exemplified in the lives of patriotic leaders. “5. To awaken in the pupil a desire to emulate all praiseworthy endeavor, “6. To establish ideals of patriotic and of civic duty. “7. To emphasize the importance ot weighing evidence in forming judg- ments. “8. To enable the pupil to interpret the present in terms of the past and to view intelligently the functions and the value of existing institutions. “9. To bring the light of reason and of experience to bear on radical or alien theories of economic and _ political sys- tems. “10. To develop in the pupil a love for American institutions and the de termination to maintain and to defend them. “The writer of a textbook for use in the public schools must be unwavering and unquestioning in his loyalty to American ideals and traditions. Yet he must breathe the spirit of the mar- tyred President in the most embittered hour of the struggle for the preserva tion of the Union: ‘With malice toward none; with charity for all.’ ” | SHOULD never have made my suc cess in life if I had not bestowed upon the least thing I have ever under- taken the same attention and care that I have bestowed upon the greatest.— Charles Dickens. | | | ind wo cha pov side see! unt od f- at Vol. 11, No. 3 THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION Social Rating A. S. BARR Assistant Director of Instruction, Public Schools, Detroit, Michigan , b > & ERENNIALLY the question is raised of the success or failure of pupils in school and their success or fail- ure after school life is over. Somehow in the past the school’s labels Excellent, Good, Average, Fair, Poor have failed to show the desired correlation with success in adult life. Business men have criticised the schools, and the schools desirous of service have doubled their efforts in the direction of more training. At the same time, the realization of this discrepancy between school and life has gradually, during the past two decades, awakened a consciousness of the need of additional labels for pupil activities. The intelligence test is a move in this direc- tion. But success in a practical world makes demands not only upon knowl- edge, training, and intelligence but upon industry, qualities of leadership, team work, personal qualities, social qualities, character, ambition and ideals, will- power, and the like. And this emotional side of the individual’s development seems to have been, relatively speaking, untouched. The delay in this field is doubtless due to the seemingly intangible nature of such qualities. However, the man to man rating scale is now fairly well- known. A recent issue of The Journal of Educational Psychology’ carries a constructive discussion of the validity of social rating. “There is no doubt that it is a crude instrument. Possibly under more ideal conditions, however, a better showing might be made. Some time ago, the writer conducted an experiment in which fifty-seven college freshmen were rated on the Rugg Social Rating Scale? Three independent ratings were made for each of the five different quali- ties listed in the scale. An attempt was made to determine the accuracy of a single individual rating. Assuming that the average of three ratings was the best average for any given individual stu- dent, the average deviations from this ‘Rugg, Is the Rating of Human Character Practicable? in The Journal of Educational Psychology, December, 1921. *Barr, A Study in Social Rating, School and Home Education, October-November, 1921, On a scale of fifty-seven points the deviations were ranking were determined. as follows: \vcrage Average deviation deviation on ten on ten \verage highest lowest deviation students students Ability to learn... 5.29 2.8 2.9 Industry ......... 5-91 3.0 3.5 Leadership ...... 7.95 5.3 6.0 Team work,...... Ey 3.3 5.9 Social qualities... 8.5 5.8 6.3 Certain of these deviations are rather small when considered in the light of errors in work. A number of minor studies by the writer in grading examination papers probable error of approximately five per cent on a scale of 60 to 100. Of the 116 marks school shows a on a geometry paper reported by Dr. Monroe, in Educational Tests and Measurement, there was an average deviation of 7.5. Considering such studies, social rating seems to be about as reliable as school grading; at least, reliable enough to make a_ beginning. The table above also indicates that there is possibility of improvement. Teachers are now naturally more interested in their pupils’ ability to learn and their industry. Consequently there is a lower average deviation in these qualities. A further study was made on the first ten and last ten in each group. These pupils at the extremes have attracted more attention because of their position. The average deviations for these are in- deed small. An average room of forty pupils under the daily observation of the teacher, for the period of a half year, a vear, or longer, should not present a less iaeal condition than what has been de- scribed, especially when the problem is clearly brought to the attention of the teacher. Rating need not be the _ ultimate scheme for measuring such qualities. In fact there now appears to be two im- mediate roads open to improvement and advance: (1) direct measurement, (2) definition. From the standpoint of measurement, the individual’s emotional responses or reactions to specific situa- tions might be recorded. This is espe- cially desirable just now in the field of vocational guidance. A boy—granting that he has had the experience—who 119 doesn't like old people, who doesn’t like sick people, who doesn’t like to study, who doesn’t like to speak in public, and who like extremely religious people probably would not succeed as a minister. doesn’t And so the various occupa- tions might be analyzed into their out standing emotional elements. People fail and succeed int life, at least to a certain degree, because of their emo- tional reactions. From the standpoint of definition it is probably true that our ideas of char- acter, leadership, and personal qualities are inferences rather than tacts. A study in sportsmanship may illustrate the point. Spectators speak of teams and players as sportsmanlike or as unsportsmanlike. These are inferences based upon observable facts. Did the two captains shake hands before enter- ing the contest? Did players give aid to injured players on the opposing side? Did the captain refuse to count a score secured by the unfair play of a team- mate? Such a statement of the observ- able facts for the various personal, so- cial, and moral qualities will make these elements somewhat more tangible than they now seem. observable This procedure is simi- lar to the present tendency in statistical work that insists that original data ap- pear. With a more perfect knowledge of these personal, social, and moral quali- ties we may become interested in com- binations. “To date, we seem to have limited our discussions to a one-dimen- sional relationship; that is, we have tried to find a single measure upon which to base predictions of future suc- Possibly we shall say that a “D” grade in school subjects, an average score in intelligence, and an “A” grade on social qualities will make a highly successful salesman or something else: and that an “A” grade in school sub- jects, a high score on intelligence, and a “D” grade on social qualities will make a highly successful research man. The field of personal, social, and moral qualities seems to offer an unlimited op- portunity for research, study, and con- tribution. cess. HANK GOD every morning when you get up that you have something to do that day which must be done whether you like it or not. Being forced to work, and forced to do your best, will breed in you temperance and self- control, diligence and strength of will, cheerfulness and content, and a hundred virtues which the idle will never know.— Charles Kingsley. 120 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION wat NOTES aad ANNOUNCEMENTS SS ES Be suReE to notify headquarters of any change of address to insure getting Tue JouRNAL promptly. Give both the old and the new address. A.tL-STATE drives for increased mem- bership in the National Education As- sociation are underway in most of the States. Advance reports indicate that the response will be better than ever before. WASHINGTON is recovering from the worst snow storm since 1899. Weather reports indicate a snowfall in excess of twenty-six inches, which was so unusual as to tie up traffic on all street-car lines. The collapse of the roof of the Knicker- bocker Theater under the weight of this snow emphasizes the importance of care- ful inspection of buildings and provision of liberal margins of safety. School authorities may well profit by this dis- aster to take every precaution for the safety of school buildings. HEADQUARTERS is pleased to an- nounce the addition to its staff of Miss Agnes Winn, classroom teacher of Seattle, Washington, as assistant secre- tary. Miss Winn will help to handle the enormous growth in activities which has come as a result of the increased membership. Plans are also well under- way for the department of research. It is expected that definite announce- ment of its personnel can be made in the April JouRNAL. Epucators who visit Washington are proud of the Association’s beautiful headquarters on Sixteenth Street. The property has proved an excellent invest- ment. Although it was purchased in 1919 for $98,000 it could now be sold for $150,000. Tue CoMMITTEE ON SCHOOL House PLANNING and Construction of the De- partment of Administration of the Na- tional Education Association announces - that it has moved its headquarters to 172 Tremont Street, Boston, Massachusetts. Mr. Frank Irving Cooper is chairman of this committee. SUPERINTENDENT Ira B. Busn, of Erie, Pennsylvania, who was vice-presi- dent of the Department of School Ad- ministration of the National Education Association has become president fol- lowing the resignation of Mr. George B. Thomas as president. THE RAPID GROWTH of the Associa- tion and the extension of its activities has’ created an unusual demand among libraries for complete files of its publi- cations, which have been characterized by a member of Congress as “the great- est set of educational documents in the world.” The supply of bound volumes for the following years is already ex- hausted: 1871, 1872, 1873, 1875, 1877, 1878, 1882, 1883, 1885, 1887, 1897, 1898, 1900, and 1901. THE AsSOCIATION is maintaining at headquarters a current file of educa- tional periodicals—local, State, National, and foreign. These help to keep head- quarters in close touch with the field and are greatly appreciated by persons who visit headquarters. A Wor.ipv Essay Contest, under the auspices of the American School Citizenship League, is open to students of all countries for 5000-word essays on The Function of Education in the Pro- motion of International Understanding (open to students in normal schools and teachers’ colleges) and The Essential Foundations of a Coéperating World (open to seniors in secondary schools). The six prizes, totaling $300, will be given the three best essays on each of these two subjects. Further informa- tion as to conditions governing the con- test, which closes June 1, 1922, may be had of Mrs. Fannie Fern Andrews, secretary of the American School Citi- zenship League, +05 Marlborough St., Boston 17, Massachusetts. ‘Adolescent Boys Out of School RECENT INVESTIGATION of 245,000 employed boys yielded many facts about such boys that are in- ‘teresting and suggestive to educational authorities. The study,’ which was made by Mr. H. G. Burdge for the New York State Military Commission, is based on a questionnaire sent to sixteen-, seven- teen-, and eighteen-year-old employed boys and shows the following findings. Six sevenths of all sixteen-, seventeen-, and eighteen-year-old boys in New York State are out of school. March, 1922 Over sixty-five per cent of the em. ployed boys remained in school one oy more years beyond the compulsory age limit. Over thirty per cent left on or be. fore reaching the legal age for leaving school. About six per cent left illegally. About thirty per cent left school be. fore fifteen. The median employed boy left school at about 15.5 years of age. The median employed boy completed about 8.3 grades. The grades completed by the median employed boy vary from 8.3 in Greater New York to 7.7 in the farm-boy group, The vast majority of these boys left school because they “wanted to go to work” and not because they were ob- liged to. Less than fifteen per cent reported that they were obliged to go to work. About ninety per cent of the em- ployed boys received their education in the public schools. Relatively few employed boys re- ceived any training in State-aided voca- tional schools. Mathematics is the best liked study among the employed boys. English is the least liked study. Less than ten per cent of the em- ploved boys attend night school. Over sixty per cent state that they do not wish to attend. Less than three per cent of foreign- born boys attend night school. The median employed boy received between fifteen and eighteen dollars per week. Less than two per cent of the em- ployed boys are assisted by schools, churches, and employment agencies in getting employment. About one fourth get their jobs through friends and acquaintances. About three fourths get them by ap- plying. Over forty per cent spent less than four and one-half months on their last job. About sixty per cent spent less than seven and one-half months on their last job. Most boys leaving school on or before completing the eighth grade enter and desire to enter the industrial trades and occupations. Most boys who complete one or more years in the high school enter and desire to enter professional, clerical, and retail business occupations. *Burdge, H. G. Our Boys. New York State Military Commission. 345 p. a ha Wi pl an in th | | | | —_— THE EDUCATIONAL RESEARCH Com- MITTEE of the Commonwealth Fund held its third meeting in October, 1921. Its next meeting will be on March 4, 1922. Projects to receive consideration must be in the hands of Dr. S. P. Capen, 818 Connecticut Avenue, Washington, D. C., two weeks prior to this meeting. ’ Proressor EuGENE A. Gitmore, of the Law School of the University of Wisconsin since 1902, has been ap- pointed Vice-Governor-General of the Philippine Islands. New York City evening have a shortage of teachers. BiG INDUSTRIES, seriously concerned with the defective eyesight of their em- ployees, are trying to minimize accidents and reduce the number of the Nation’s industrial blind, now about 15,000. THe Mopern LAnGuaGe Associa- TION OF AMERICA at its meeting in Baltimore, December 28, 1921, approved a plan to have colleges contribute $25 a year for making rotograph reproductions of manuscripts and rare books from foreign libraries. The rotographs are to be deposited in the Division of Manu- scripts of the Congressional Library, Washington, D. C., and sent on request to institutions and individuals through- out the country. HIGHER EDUCATION FOR WOMEN in the Orient has come to stay. Within a few years, seven colleges for women have been established in India, China, and Japan. Lack of room prevents many applicants from being admitted. THE VirGINIA STATE ‘TEACHERS ASSOCIATION recently in annual session in Richmond elected County Superin- tendent J. A. C. Hurt, of Wytheville, as president. A progressive program is planned. THe New York State TEACHERS ASSOCIATION at its last annual meeting in Buffalo appointed a committee to report at Syracuse on the advisability of holding district meetings in different parts of the State for the benefit of the many teachers who are now unable to attend the larger meeting. The new schools members on the Executive Committee are: Mr. H. S. Weet, superintendent of schools, Rochester, and Mr. Austin R. Colson, grammar school principal, Albany. IN THE FIELD “ENGLISH is becoming the universal medium of expression in the Orient,” says an editorial in The Peking Express, the first daily printed in English to be edited and owned by Chinese. Urica INsTiTUTE enables the people of Utica, N. Y., and vicinity to take lecture current events, the British Empire, business economics, and appreciation of music. SIXTEEN THOUSAND New York State bovs and girls, between the ages of 10 and 19, are doing definite work in agri- culture and homemaking under school- directed study and with the help of bulletins and project manuals supplied by the State College of Agriculture at Cornell University. THe MicuicaANn State TEACHERS AssociATION has been recently reorgan- ized on the basis of six district associa- tions for the lower peninsula and one in the upper peninsula, in which associa- tion meetings accessible to all members will be held each year. The general as- sociation is controlled by a representa- tive assembly and will probably employ a full-time secretary. SouTH CAROLINA has made a greater percentage of reduction in illiteracy ac- cording to a statement in South Caro- lina Education. THe SoutH Carona legislature will be urged to provide for a complete survey of the educational forces of the State. A COURSE IN AERODYNAMICS has been added to the mechanical engineering course of the Kansas State Agricultural College at Manhattan. courses on GRADES IN COLLEGE and success in subsequent life are in essential accord according to a recent study of graduates made by Dean E. L. Holton of the Kansas State Agricultural College at Manhattan. Tue Pusiic EpuCATION AND CHILD LABOR ASSOCIATION OF PENNSYLVANIA, with headquarters at 1720 Chestnut Street, Philadelphia, is making a cam- paign to avoid a reaction from the high educational standards set by the con- structive legislature of 1921. Tue Texas State TEACHERS As- SOCIATION is conducting an organized campaign to prevent the lowering of teachers’ salaries throughout the State. THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 12] THE NEXT ANNUAL MEETING of the Texas State Teachers Association will be at Houston, November 20 to Decem- ber 2, 1922. Miami, ARIZONA, a town of about 7000 population, has recently installed a research department in its high school. THe Itunor State TEACHERS’ AssociATION has provided $1000 in its budget to pay $50 each toward the ex- penses of its delegates to the Boston meeting. THe ALUMNI and former students of Teachers College, Columbia Uni- versity, have pledged $250,000 of the - $300,000 required for the new library. RABINDRANATH ‘TAGORE has em- bodied the basic principles of his phi- losophy in his open-air school at Bolpur, India. Western sports and _ student government proclaim the result of Ta- gore’s travels in America while the two fifteen-minute periods for meditation give the true Eastern touch. Mr. Daniet W. MacLean, head- master of the high school at Berlin, New Hampshire, was recently appointed State Director of the National Educa- tion Association in place of Mr. Justin QO. Wellman, who has moved to Massa- chusetts. THE PENNSYLVANIA State Epvu- CATION ASSOCIATION at its meeting dur- ing the holidays adopted resolutions en- dorsing the constructive policies of Dr. Thomas E. Finegan and his assistants in the State Department of Education; favoring the establishment of a State university; urging a Federal Depart- ment of Education; approving the move- ment looking toward the reduction of armaments; and urging the teaching of respect for law and its enforcement. THE NATIONAL CoUNCIL OF TEACH- ERS OF ENGLISH announces that its an- nual meeting will be held at Chatta- nooga, Tennessee, December 1 and 2, 1922. Professor W. Wilbur Hatfield, of Chicago Normal College, is secretary of the Council. AGRICULTURAL EpvucaTion 1s the title of U. S. Bureau of Education Bul- letin, 1921, No. 40, prepared by C. D. Jarvis, specialist in agricultural educa- tion. It may be had on application to the Superintendent of Documents, Washington, D. C., for five cents. It includes agricultural education in col- leges, secondary schools, and rural ele- mentary schools. THe OKLAHOMA EpucaTion Asso- CIATION met in Oklahoma City, Febru- ary 9, 10, and 11. 122 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Tue Music Supervisors NATIONAL FEDERATION will hold its annual con- vention in Nashville, Tennessee, March 20-24, 1922. Boards of education are being urged to pay the expenses of their music supervisors to this convention. THE EXPENDITURE for moving pic- tures in the United States ranges from $750,000,000 to a billion dollars a year, according to testimony recently given before the Senate Committee on Finance. Tue American Home Economics ASSOCIATION met in Chicago February 28 and March 1. MorvTA.ity FicuRES for Washing- ton, D. C., given out by the Census Bureau for the year 1920, show a death rate of 71 per thousand among white children and a rate of 149 among colored children. The difference has been attributed to the lower level of intelligence among colored families. To PROTECT SCHOOL CHILDREN from accidents, over one hundred women in Washington, D. C., are giving their services as trafic policemen during the hours when children are most on the streets going to and from school. EFFORTS ARE BEING MADE in Cali- fornia to increase the salaries of county superintendents of schools. Of the fifty- eight county superintendents, twenty-five receive less than $1800 and eleven $1500 or less. LOOKING FORWARD to the employ- ment of a full-time secretary the New Jersey Teachers Association at its recent meeting instructed its local committee to inspect the work which is now being done by such secretaries in other States and submit the report not later than November, 1922. Tue New Jersey State TEACHERS ASSOCIATION at its recent meeting adopted a resolution opposing secret or- ganizations in high schools and calling upon the Association’s legislative com- mittee to obtain the enactment of a law to prevent their establishment. THE oFFiIcERS for the National So- ciety for Vocational Education for 1921- 22 are: president, L. A. Wilson, State Department of Education, Albany, N. Y.; vice-presidents, W. F. Lusk, Agri- cultural College, Miss.; F. G. Nichols, State Director of Commercial Educa- tion; K. G. Smith, State Supervisor of Industrial Education, Lansing, Mich.; Margaret Johnston, State Supervisor Home Economics, Wis.; and Oscar Director Reéducation of In- jured Persons, St. Paul, Minn.: treas- urer, John Clyde Oswald, Oswald Pub- lishing Company, New York, N. Y. Sullivan, Mr. Linnaeus N. HINEs, who re- signed the Indiana State superintendency of schools last fall to enter the teacher- training field, was formally inaugurated as president of the Indiana State Nor- mal School at Terre Haute on January 6, and as president of the eastern di- vision of the normal school, which is located at Muncie, on January 13, 1922. ForMer Uwnitep States SENATOR Cuauncey M. Depew, of New York, deposited $100 in a savings bank in 1860 and later forgot about it. When he again learned of the account recently it had grown to $800. nanenoapeanceaseratensseenennaanst | (MAKERS OF AMERICAN IDEALS {J ( @ FBL1_Metiennt Chita Wellars Avescinters Ine 7D Tithe Ave HY Coty Theodore Rooseveit “Our task as Americans isto — Strive for social and industrial § justice, achieved through the genuine rule of the people. = This is our end, our purpose’ |, Theodore Roosevelt =f March, 1922 THERE WILL BE NO REDUCTION in the salaries of the teachers of Cincinnat; Although a program of retrenchment has been forced upon the schools, the reductions have been made at other points. THe Granv_ Rapips ( Michigan) Public Library celebrated its fiftieth anniversary on January 12. Commis. sioner John J. Tigert was one of the speakers. THE lowA STATE Convention in Des Moines pledged itself to raise $15,000 to carry on a campaign to secure an adequate annuity law. 1858-1919 | { j | inal — Vol. 11, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 12 EPARTMENT OF RESEARCH D —Since page 120 of this number of THE JOURNAL went to press the As- sociation has received the acceptance of Mr. John K. Norton, of the department of research of the San Jose (California) State Normal School, as head of its newly created department of research. Mr. Norton will begin work in time to attend the meetings at Chicago in Febru- ary and March and will come on to Washington immediately thereafter. A report from Deputy State Super- intendent Job Wood, Jr., of California, by all.” MAKERS OF ~ © FRZ1 Patient Coe Welllars Arseeiation Ine. 7 Tite Ave CAyp 5 j ao! , — b Horace Mann, 1796-1859, of America’s School System “He saw that national safety, prosperity and happiness — could be obtained only through Free Public Schools, open to all, good enough for all,and attended AERICAN on school building shows that there are under construction buildings which will cost $18,871,054 and that additional buildings have been authorized amount- ing to $12,432,400. ALTHOUGH ADVERTISING in THE JOURNAL OF THE NATIONAL Epuca- TION ASSOCIATION has been increasing, the quantity of advertising in magazines has decreased during the winter. Ac- cording to tables compiled by Printer’s Ink the total January advertising in sixty-one leading magazines and week- lies was 1,092,975 lines in 1919; 1,806,- janizer a IDE. bh td 652 lines in 1920; 1,541,600 lines in 1921; and 1,111,600 lines in 1922. THE NON-FICTION BOOKS in greatest demand at the public libraries of the United States during 1921, according to statistics found in the Bookman, are: Well’s Outline of History; Margot Asquith’s Autobiography; O’Brien’s White Shadows in the South Seas; A mericanization of Edward Bok; Lyt- ton Strachey’s Queen Victoria; Gibb’s Now it Can be Told; and O’Brien’s Mystic Isles of the South Seas. PENNSYLVANIA has more Federally- aided vocational schools than any other State in the Union, according to the an- nual report of the Federal Board for Vocational Education. There are 406 such schools in Pennsylvania, 197 New York, and 175 in Texas. THE SCHOOL AUTHORITIES of Den- ver, Colorado, are classifying all pupils according to mental age, studying the cost of instruction per pupil, and help- ing children choose vocations when the, leave school. in Mr. RALPH W. SWETMAN, exten- sion director in the State normal school at Ellensburg, Washington, and former president of the Washington Education Association, is now giving his full time as field agent of the associations’ cam- paign for the “30-10” measure. The bill is to be presented as an initiative measure in the fall. Under it the State would provide $30 annually for each census child. THE AMERICAN ScHoo. for Jan- uary, 1922, outlines the causes which it proposes to champion throughout the year. These include a school in every community—rural and urban—good enough for any child; the enactment of the Towner-Sterling bill; the establish- ment of a National university at Wash- ington; provision for raising adequate school revenues; a well-qualified teacher in every schoolroom; the county unit of administration; financial independence for school boards; full recognition of normal schools; and clear definition of rights and duties as between lay and educational authorities. FouUR YEARS OF TRAINING beyond the high school in all North Carolina in- stitutions for preparing white teachers was provided by a special session of the State legislature in December, accord- ing to word received from President Robert H. Wright, of the East Caro- lina Teachers College. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1922 + HE DEEPER ISSUE—The pro- posal to cut down educational ex- penditure is not, as the commercial mag- nates blindly imagine, a mere question of arithmetic or percentages. It is a direct challenge to certain forces which have arisen and become powerful since 1914. The war has changed everything, we are told, and certainly the new styles of dancing and the developn:ent of the picture house are not the most important of the transformations. Among the chief is a new determination on the part of the more thoughtful of the younger men and women to have some kind of educational opportunity. A wise ad- ministration would spare no effort to introduce continuation schools at once and to provide the promised facilitiés for adult education. The only remedy for certain disquieting symptoms of unrest is increased knowledge. If this is lack- ing we are left to the operations of demagogues working on_ untutored minds. The result may easily prove to be far more expensive than was even Sir Eric Geddes in his former role of Super-spender. In 1914 we were forced to undertake a heavy task against an enemy outside our borders. ‘Today we have before us the more momentous and enduring labor of overcoming in our own community a poverty of mind and narrowness of vision which are not con- fined to one social grade but are found equally among Dukes and Dustmen. Education is no longer to be regarded as a class privilege. It is an essential part of our national life—From the Educational Times (London), January, 1922. AM THE SCHOOLHOUSE—I am of many storied stone, soaring above busy city thoroughfares, or I am a mere cluster of weatherbeaten boards in a wilderness that is trackless save for the path leading to my door. I am the guardian of the hopes of every generation, and I am true to my trust. In me all things are equal; in me are no distinctions among those who come to me except the paramount distinctions between those who are proud to serve and those who seek only to be served. It is my duty not alone to teach, but equally to learn; to keep perpetually a EDUCATIONAL OPINION tt ee light upon my altars, kindling them for- ever afresh from the inextinguishable flame that burns in every young heart, the sacred fires of love of knowledge and love of freedom and love of country, for as I succeed, America succeeds. I am the true democracy. I am the schoolhouse. — 4 merican Legion Weekly. HE RESPONSIBILITY OF THE COLLEGE—As the dark mists of the great war roil slowly away, America is standing upon the threshold of a new day. To us as a people it brings unparalleled opportunities, deep and compelling obligations. For all humanity, it is of paramount conse- quence in what manner we meet this If we are guided by the divine that is in us, we may yet transfuse into permanent forces of beneficence those superb impulses of self-sacrifice and loyalty which characterized our national attitude in the war. On no one of our institutions does this burden of national responsibility fall more heavily than on the colleges and universities. Theirs it is to set a new standard of excellence, a new ideal of service to mankind, a new conception of the devotion of trained intelligence to the essential needs of humanity.—From the inaugural address of President James Rowland Angell at the Yale Commencement exercises, June 22, 1921. Cr. SIS. VERY TEACHER should make a sharp distinction in his own mind between his private life and his public duty. As a private citizen, he may hold any opinion he pleases. He is free to have convictions, to work actively for them and to vote in accordance with his own best judgment. As a teacher in the schoolroom, however, he is an officer of the State and must be loyal to the existing order. That is, he must act’ for all the people and not for any group or section of them. Public schools exist for the good of the State as well as for the good of the individual. In them the average per- son receives his major training in prin- ciples of citizenship. Early impressions produce lasting effects and thus great power for good or evil is placed in the hands of teachers. The whole social structure may be undermined by teach. ing what is fundamentally wrong. Frank Cody in The Detroit Education| Bulletin. E IT RESOLVED, that we urge upon teachers everywhere the tran. scendent importance of training young people in the right use of leisure—ip the appreciation of good literature, good music, good pictures; our school educa. tion should result in the development of a taste for the no’ler and better things in life, in the growth within each one of our pupils of an ability to enjoy life on the higher levels—One of the fifteen resolutions of the Michigan State Teachers Association. O FURNISH adequate education of the people of America will re. quire at least ten per cent of all ou; current resources—at least five times as much as we are now spending.—Arthur E. Morgan, president of Antioch Col. lege. F THE DEMOCRACIES ARE TO CONTROL THEY MUST LEARN THE BUSINESS—If the democracies of the world are to control international affairs, they must make it their duty to learn the business, for without such comprehension they will run amuck. Autocracy has now passed Law of Health The Good American Tries to Gain and to Keep Perfect Health _ welfare of our country depends upon those whg try to be physically fit for their daily work. Therefore: . [will keep my clothes, my body and my mind clean. . Iwill avoid those hab- 8 its which would harm me, and will make and never break those habits which will help me. Health, happiness, good cheer, en- Couragement and friendship are all hygienic. I crave not glory, I crave not wealth; What I most desire Is perfect health, For if I’m blessed With perfect health, Then will I have Abundance of wealth. ~-Charles P. Flaskamp. . 1 will try to take such food, sleep and ex- ercise as will keep me in perfect health. rkling world and shining sky, Spark bell jingling, jangling by, Skates that gleam and sleds that fly Make up January Snow and shine and shine and snow, Days that swiftly come and go, Thirty-one of them you know, e up January. -~-Selected HE CLEVELAND calendar-code of morals for children gives ont law for each month. The Law of Health, shown above, appears for Janu- ary; the Law of Self-control, shown o page 125, is emphasized in February; and the Law of Self-reliance is featured for March as illustrated on page 88 af this number of The Journal. j ¢ | ed Vol. 11, No. : and democracy has entered to rule the world. Open diplomacy is its demand and within certain limitations who is to deny it the right that the real ruler, the people, should know ? The new governing democracies are generous. They mean what is right. They are honest. ‘They wish for peace. They abhor war, but they are most im- perfectly informed. In every country you will find people, even in the de- mocracies, holding that their country is always right. one side to every question, and that is their country’s side. They must learn that the idea of jus- tice is not only justice to themselves, but justice to others; that liberty is not only that they shall be free, but that they shall be glad that others are free. They must learn that in international affairs, just as in family affairs and neighborhood affairs, respect for the feelings and the prejudices of others is a condition of having one’s own feelings and prejudices respected. For them there is only * RyVERE TT M. HOSMAN, who began work as the first full-time secretary of the Nebraska State Teach- ers Association on February 1. Mr. Hosman was formerly superintendent of schools at Ord, Nebraska. The prac- tice of employing full-time secretaries is fast spreading. Other States which now employ such secretaries are: Cali- fornia, Illinois, Iowa, Kansas, Minne- sota, Mississippi, Missouri, New York, North Dakota, Oklahoma, Pennsyl- vania, Texas, Virginia, and Washing- ton. The Colorado and New Mexico associations are planning to employ full- time secretaries in the near future. They must become internationally minded; they must learn that it is not what a nation does for itself, but what a nation does for humanity that makes greatness. They must learn that in God’s good wor!d the way to sustain the heights of prosperity is not to pull down others and climb over them, but to help all up together to united success. This will be a long, slow process. It is not merely difficult to assimilate knowledge into millions and millions of minds of all degrees of capacity, but it is the s!ow, difficult task of molding character, for it is a matter of character a matter of knowledge. Human nature does not change, but hu- man standards of conduct change, and among the plain peoples of the earth, if we are to attain peace and justice, standards of conduct must change. It is a matter of growth.—Elihu Root. HE SCHOOLS AS WEALTH PRODUCERS—Back of modern science is the school; the basis of the practical arts is pure science; behind scientific farming is the experiment sta- tion; guarding our water and milk sup- ply stands the bacteriologist; manufac- turing waits on the chemist and the physicist; our transportation systems demand the engineer; and the mathe- matician furnishes the instrument of calculation and precision of measure- ment without which the achievements of the other sciences would be impossible. The schools not only train the scien- tific experts but what is quite as neces- sary produce a body of intelligent men and women who appreciate and apply to practical purposes whatever the genius of the race discovers. The is the greatest wealth producing agency in the world because it develops and furnishes with power and purpose that greatest instrument for creating wealth—the human mind. The wealth of the world, both material and spiritual, is in the possession of the nations that spend most on_ their schools.—Charles McKenny, President Michigan State Normal College, Ypsi- lanti, Michigan. CHOOL OBJECTIVES—In con- nection with each school exercise, every teacher should ask herself the question “Whither goest thou?” She may be going toward the end of the period or she may be trying to reach the close of the day, or Friday after- noon, or the end of the term. That’s exactly what many a day laborer is striving to do. He has sight but lacks as well as school THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 125 ee meee Law of Self-Control The Good American Controls Himself HOSE who best control themselves can best serve their country. There- fore: . 1 will control my ton- gue, and will not al- low it to speak mean, vulgar or profane words. . I will 3. I will control my thoughts, and will not allow a foolish wish to spoil a wise pur- pose, my 8 temper, and will not get angry when peo- control i think the first virtue is to restrain the tongue; he approaches near- ple or things dis- est to th gods who knows how to be silent even though he is in please me. the right.—-Cato. Will the winter never be over? Will the dark days never go? Will the buttercup and the clover Be always hid under the snow? Ah, lend me your little ear, love? Hark ‘tis a beautiful thing; The weariest month of the year, love, Is the shortest and nearest to spring. ---Adeline Whitney. vision and hence does not see beyond pay-day. No big purpose far ahead lures him on. He is listening for the whistle or the gong that signals him to lay down his tools. He works eight hours a day for so much pay and noth- ing beyond that concerns him. So it is with the teacher who has no worthy objectives.—Ohio Educational Monthly, November, 1921. HE ESTABLISHMENT of a sound, stable, representative govern- ment in the Philippine Islands must not fail, for the far-reaching effect of the efforts which we have made here in the Orient to establish such a government extends far beyond the limits of the Philippine Islands; indeed, it reaches out to every people who are dreaming o/ liberal institutions and of government by the people. It shall not fail, be- cause the United States has put its hands to the plow and will not turn back. In the great work before us I bespeak your coéperation and assistance. Working together, we cannot fail.— From the inaugural address of General Leonard Wood as governor-general to the Philippines. UR COUNTRY, like all democ- racies, is in the long run controlled by public opinion, and it is all-important that it be an intelligent public opinion. The great majority of our people have to leave school young—far too young— and they must rely upon the use of libraries for their after-school education. What under such conditions is of greater importance than well-supported public libraries ?—Sherman Williams, president of the Library Department of the Na- tional Education Association. ccc alll Up a cna |s_aaae Litt tit enue me /auaa@: asnea, ! =F Fe ce of | n || SSESEE 2-2 THE DREAMER BACK OF THE JOB By Berton Braley HE drudge may fret and tinker— Or labor with lusty blows, But back of him stands the Thinker, The clear-eyed man who knows. For into each plow or saber, Each piece and part and whole, Must yo the Brains of Labor, Which gives the work a soul! Back of the motor’s humming, Back of the belts that sing, Back of the hammer’s drumming, Back of the cranes that swing, There is the eye which scans them, Watching through stress and strain, There is a Mind that plans them— Back of the brawn, the Brain. Might of the roaring boiler, Force of the engine’s thrust, Strength of the sweating toiler— Greatly in these we trust; But back of them stands the Schemer, The Thinker, who drives things through— Back of the Job—the Dreamer Who’s making the dream come true! \ S si ieee LVS From “Songs of a Workaday World 9 AWN i} Copyright, 1915, George H. Doran Company ~ NIN N ZA » \\ Q \ WKS \S SIV US vy Y \ uN N \ SE .. ———S-> $ \ SS f | YANN Oi—§ ! F< ifr — I SO OEEITTESL —— WH Pru >” — Fy S THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION SQ ie eT NM \ Wl oath lata. ‘me Fae iN ee fu AT Sy SiN TT a) nl angasl| pt i = 6 SLY) ng MS = ANGST SU) HOO UNA =O ON TTT | aa = anor || A : March, 1922 =_——. ‘ieothh ——=— == BS , Zo > ———S—S Ya Lj Vi YP S| i } f | | : | | Ht i =) HAUS : J => BOT USD KAU) WY . N \ \Y¥ Fea \\ = IN : t=) TLL Po «wnat rll el i AALAA ALA Ahhh hcl he BAA AALP LLL ——— Wt anrrttet 4 ja auaaet ete) CS == || Zi — or p> hii} } ~ = (= Used through the courtesy of Trained Men. Peewee eS eS eS mc STC erm TOOT Vol. 11, No. 3 _—— Cantilever Stores Cut this out for reference Akron-11 Orpheum Arcade Albany-Hewett’s Silk Shop-15 N. Pearl St. Altoona-Bendheim's, 1302—lith Ave. Asbury Park-Best Shoe Co, Asheville—Anthony Bros. ap go —— a. Co. Auburn xeneva, N. Y.—Dusenbur. ‘0. Austin—Carl H. Mueller ro Baltimore—325 No, Charles St. Battle Creek—-BahlIman's Bootery 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. Camden-Curran’s, 110 B’dway Cedar Rapids—The Kiilian Co. Charleston—J. F. Condon & Sons mmeay f ¥ —— mont Eds. - Randolph St. (Room 502 Chicago { 7750 Sheridan Rd. (Room a1) Cincinnati-The McAlIpin Co. Cleveland—Graner-Powers, 1274 Euclid Av. Columbia, S. C.-Watson Shoe Co. Columbus, O.-The Union Dallas—Leon Kahn Shoe Co. Davenport—R. M. Neustadt & Sons Dayton—The Rike—-Kumler Co. Denver-—224 Foster Bldg. Des Moines—W. L. White Shoe Co. Detroit-T. J. Jackson, 41 E. Adams Ave. Easton—H. Mayer, 427 Northampton St. Elizabeth—Gigl's, 1053 Elizabeth Ave. Elmira—C. W. O'Shea El Paso—-Popular Dry Goods Co. Erie—-Weschier Co., 910 State St. Evanston—North Shore Bootery Fall River—D. F. Sullivan Fitchburg—W. C. Goodwin, 342 Main 8t. Fort Dodge—Schill & Habenicht Galveston—Fellman’'s Grand Rapids—Herpolsheimer Co. Harrisburg—Orner’s, 24 No. 3rd St. ee a ae way iy Vin in an ae an a a 2 2 7, 7 2 a a ee cor at “a 7 2 a dd Huntington, W. Va.~_McMahon-Dieh! Indianapolis—L. 8S. Ayres & Co. Jackson, Mich.—Palmer Co. Jacksonville-Golden's Bootery Jersey City—Bennett’s, 411 Central Ave Johnstown, Pa.—Zang’s Kansas City, Kan.—Nelson Shoe Co. Kansas City, Mo.-300 Altman Bldg. Kingston-E. T. Stelle & Son Knoxville-—Spence Shoe Co. Lancaster, Pa.—Frey’s, 3 E. King St. THE JourNAL OF THE NaTIONAL EpucaATION AssOcIATION S a DEAE Awe ee | Geeeeece Hartford—86 Pratt St. pS SSS SSS SS SSS Houston—Clayton’s, 803 Main St. Sap UP & A- $F LL SS Sn eae tn en en De nnn dee eh ee ee ae eS eee ke eh Sh hh So Se Se a a oo en rt cc cc ar rte rss 4 LK ee LLU SEILE LOTR PTET DO et A OO OOO LL IE on, . ., E ns i - ; . - 7 oe : se a EERE BRR RRS HR ee ee OWhat a difference Cantilever Shoes make I Lansing-F. N. Arbaugh Co. “Oh, come along.” : ; Dorothy squirmed, but she could think io a But Dorothy dropped back limply in of nothing to say. Little Rock—Poe Shoe Co., her chair. “My feet hurt, Peggy. Hon- The following morning three girls Los An 08 Ob New Pantages Bldg. estly, I feel just all in.” entered the nearest Cantilever Store. Loutevi le-Boston Shoe Co, Peggy kept Bess from leaving, then From that time on, Dorothy was to owell-The Bon Marche Macon-The Dannenberg Co. McKeesport-Wm F. Sullivan Meridian—Winner, Klein & Co. went at Dorothy again. “You've been realize what a difference Cantilever shopping with us not two hours and here Shoes make in one’s enjoyment of Milwaukee-Brouwer Shoe Co. you are, letting your feet spoil your fun.” verything. Minneapolis-21 Eighth St., South earl sar acenices = ob dintaalar- oti, ah. everytning Mobile-Level Best Shoe Store I guess if your feet hurt the way * + . + + 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. (2nd floor) New Rochelle—W are’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. Plainfileld—M. C. Van Arsdale Portland, Me.—Paimer Shoe Co. Portland, Ore.—-353 Alder St. Poughkeepsie—Louis Schonberger Providence—-The Boston Store Richmond, Va.—Seymour Sycic Rochester—148 East Ave. Rock Island—Boston Shoe Co. gnaw Comat Co. t. Louis—516 Arcade Bidg., Salt Lake City-Walker Bros.-Co. San Antonio—Guarantee Shoe Co. San a aa Marston Co. San Francisco—Phelan Bidg. (Arcade San Jose—Hoff & Kayser Santa Barbara-Smith’s Bootery Savannah-—Globe Shoe Co. Schenectady—Patton & Hall Seattlie-Baxter & Baxter Shreveport—Phelps Shoe Co. Sioux City-The Pelletier Co. mine do, you—” And why shouldn’t every girl, every “They used to, Dorothy,” Peggy in- woman of any age, enjoy the supreme terrupted, “only I did something about foot comfort that Cantilevers give? it. My feet used to throb like a tooth- They fit like a soft glove. The ordi- ache. They spoiled ever so many good nary shoe seldom fits the arch of the times. I was getting to be a real grouch, foot. A stiff shank will not conform when Bess got me into Cantilevers. to the curve of your foot arch, nor “And look at Bess! She took a long wij] it flex with your arch in walking. tramp this morning, she’s been shopping Cantilevers do both. 2 with us, but—can you sce her missing When you lace Cantilevers, the flexible this tea and the dancing tonight? In- shanks fit right snugly under both arches and deed she won’t! She’s been wearing support them, not like a crutch, but gently Cantilever Shoes most all the time and completely, without any restraint, giving and never has a bit of foot perfect circulation and freedom. trouble. She took the physical Your feet feel light and springy. director’s advice at college, like most of the other girls. “You'll just love Cantilevers, Dorothy, they’re such good form and so good-looking. See how neat and trim ours are. And while you're feeling wretched, tired, just all in, we're up and ready for any- Stop wearing tight shoes that weaken the muscles 4nd ligaments of your feet. Wear Cantilevers and bring your feet back to life. Go to the nearest dealer now for a fitting. If no dealer listed at the left is near you, write to the manufac turers, Morse & Burt Co., 10 Carlton Avenue, Brooklyn, N. Y. Sioux Falls~The Bee Hive thing. Dorothy, I can’t be- ‘ for the address of a nearby dealer South Bend-Ellsworth Store gin to tell you what comfort and a copy of the Cantileve: ee se Crentams Cantilevers are—they make Shoe Booklet which everyon: Sramat Bok Tee feel full of pep.” ae pringfield, Mass.—For' a y o % zht to read. Stamford—L. Spelke & Son Pee - Pep “— Bice: Syracuse-136 S. Salina St. Tacoma-803 Fidelity Bldg. 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. Waltham—Rufus Warren & Sons Washington—1319 F St. Waterbury—Reid & Hughes Co. Wheeling—Geo. R. Taylor Co. Wilkesbarre—-M. F. Murray Winston-Salem—W. C. Wright & Co. ‘4 Worcester—J. C. MacInnes Co. York-The Bon Ton antilever Shoe Endorsed by Women’s Colleges, Women’s Clubs, Public Health Authorities, Physicians, Osteopaths, ELE LELE LE LAL LE LE LD ® 5 5 Directors of Physical Education, Editors, Stage Celebrities, and prominent women everywhere. ) 55 \ AT th all. ths tk aik. a tla la ha dk tl la ha ka a as a a es a a a es a a a a a a en Ds es Ds hn Ds es se a Youngstown-B. McManus Co. Mention THe Journat when writing our advertisers. A-56 THE Journ AL OF THE NATIONAL EDUCATION ASSOCIATION March, 1929 J SPEND A PROFITABLE SUMMER TRAVELING And Go Back to Your School Room Next Fail with a Wondertul TAts Magazine 1s Srom Our Presses Store of New Knowledge and Experience and a Nice Bank Account UNDREDS of other women teachers have done it. They say it makes you a more sympathetic teacher, broader in your relationship to the parents, and more appreciative of the limited opportunity of the average child in his desire for knowledge. Other teachers who / closed their school year all tired out and looked forward to a summer spent fighting the high cost of living have enjoyed it and found it profitable. Why not you? Judd & Detweiler Inc 9 7 If you’re between the ages of 25 and 40, willing to learn, ambitious to do big —. aoe to travel extensively, and have two years’ normal school or college training, combined with three M P. : or more years of teaching experience, we would like to tell you aster rinters i about this work of ours. It’s so different from school work that : it offers complete change and a profitable happy vacation. Last summer we added several teachers to our organization; some of them made over $1,000 during the vacation period and the average was better than $50.00 a week—33% of them were offered permanent positions in September and are with us today. Don’t answer this unless you are a live, keen, ambitious woman, actually interested in working hard for big returns and willing to spend the whole vacation with us. ~Good health is very essential. Tell us about your education, about your teaching experience. Give your age and any other information that will help mak> i your application stand out from the mass. Remember that first preference will be given to those who can start earliest and work | longest. ; We will carefully train those selected, furnish them with every- thing needed, free of charge, and pay all railroad fare as they move from point to point throughout the summer. A regular weekly check will be sent to each teacher selected, for the purpose of taking care of expenses while she is getting started and learning the business, and every one will be given an Washington, i il Eckington Place and Florida Avenue opportunity to earn at least $50.00 per week. Write! Find out if you are qualified. Give approximate date for beginning work. Address, Dept. 17 ‘4? S. J. Gillfilian, Garland Building, Chicago, Il. Happier School Children Today, music is more than a class-room study. Its influ- ence is felt in all school work. It is needed for song accompaniments, singing games, folk dances, orchestra and glee club practice. It puts new life and interest into all school work, makes school children happier, makes them better students, makes teaching more enjoyable. W. Otto Miessner’s improved piano, the Monogram, was designed to meet school requirements. It is an achieve- ment praised in glowing terms by musicians and educators throughout America. Its tone is remarkably big and beautiful. It is light and easily movable, not a one-room piano but an all-school instrument. Has many exclusive features. The Monogram catalog explains them. Send for it today. Clip and mail the coupon. MIESSNER PIANO CO. 228 3rd St., Milwaukee, Wis. MIESSNER Piano Co., 228 3rd St., Milwaukee. JNEA—+3-22 Please send your free 32-page book, ‘‘Ways to Raise Money For a School Piano’; also the Monogram catalog and details of your special 10-Day Trial Offer to schools. Position Address Mention Tur JournaL when writing our advertisers. TS ' ' ' ; A Quick Slide--- and Safety Reaching safety through a Dow Spiral Slide Fire Escape means just that—a quick slide. Stumbling or falling is im- possible—a child of six can escape as quickly and surely as a boy of eighteen. How different from the hazardous, unsightly step fire escapes. The peril of attempting to escape on one of these spidery, fear-inspiring contrivances is as great as in fire itself. For statistics show that more people are killed and crippled because of them than are ‘urned in fires. It is your duty to see that your building is provided with the utmost of safety. THE DOW CO. INCORPORATED 311 Buchanan St., Louisville, Ky. eho 4 Ler chispind BT Rekee” a g8 ya PET Per ott 1 454 watl As, THE JourNAL OF THE NATIONAL EpuCATION ASSOCIATION Every Teacher Should Read This Book “Ghe Dec rets & Mistmctive Dress The Most Wonderful Book Ever Written for Women particularly every teacher—should read “The Secrets of Distinctive Dress’’— the really wonderful book by Mary Broo':s Picken, Director of Instruction of the Woman’s Institute. Be woman interested in dress—and Many fashion experts have called it “‘the most interesting, practical and helpful book on becoming dress ever published.” A titled English woman writes—“I have read it three times from cover to cover and have already ordered four copies for friends. It is by far the queen of women’s books. No novel I have ever read has been more interesting—nor any text so delight- fully instructive.” C. Valentine Kirby, Director of Art of the Department of Public Instruction for the State of Pennsylvania, writes :— *“T am familiar with most of the books on woman's attire and costume design, but I found ‘The Secrets of Distinctive Dress’ a particularly valuable book to recommend where I have been speaking at clubs and before other women’s organiza- tions.”’ “The Secrets of Distinctive Dress” is a book of 220 pages—bound in rich purple cloth with gold-stamped covers and hand- somely illustrated with full-page portraits of well-dressed women. Just fill out the coupon printed below and mail it to the Woman’s Institute, Dept. 291-C, Scranton, Penna. “The Secrets of Distinctive Dress” will come speeding to you by return mail. Examine it carefully—read it from cover to cover. If you like it—send us $3. If you don’t think it is worth many times what you pay for it—return it to us within five days and you will not be under the slightest obligation In other words, by mailing the coupon you simply say—‘‘Please send me the book for examination.” If you don’t like it, you don’t have to keep it. —_—_———— TEAR OUT HERE — — — — - WOMAN’S INSTITUTE Dept. 291-C, Scranton, Penna. Please send me a copy of Mary Brooks Picken’s wonderful book—‘“‘The Secrets of Distinctive Dress.’’ I shall either send you $3 for the book or return it to you within five days. Ate TR TORE TTT CORE OSES EEEEEEeE OEE eE ESSE ES EEESeREEESee Ones eeneneeee Mention Tue Journat when writing our advertisers. Books Bound in Holliston Are “Bound to Wear” The statement above ap- plies particularly to the class of books you saw represent- ed in the Holliston Mills Booth (No. 56) atthe N.E.A. Convention. This selection of the most prominent reference, school and technical books bound in Holliston Book Cloth is very incomplete, for we couldn't hope to exhibit all the good books loaned to us for this purpose. Strength is the prime fac- tor in binding cloths for school books. Takea piece of Holliston Rex Vellum and compare it with any other cloth of the same approxi- mate price. No expert analysis or tensile strength test is necessary to tell the story. Keep your set of Hollis- ton samples up to date. BOSTON, 531 Atlantic Ave. CHICAGO, 633 Plymouth Court NEW YORK, 62 West 14th St. Wall Form Foods Chemistry Desk 0.1015) , ' hs) | A School Superinten- dent expresses it this ° way: “Were weinthe market for a Chemi Desk, | should recom- mend a Kewaunee. It { eee is standard in every | way,” Made even as the old masters made furniture oe. cin | —to endure unimpair- 4 : “LABORATORIES EQUIPPED COMPLETE BY WIESE LABORATORY FURNITURE CO. TO GIVE ENDURING SATISFACTION ed for generations. si as Cc THE DALTON, No. 2100 Y ANY of the country’s finest schools you will find equipped with laboratory furniture, bearing the Wiese Mark of Quality. The laboratories of the new Bay City (Michigan) High School, which cost close to a million dollars, are being equipped completely with Wiese Laboratory Furniture. Ask for our new Catalog No. 33. . . | Wiese Laboratory Furniture Co. It is quite possible the Kewaunee Book will help || | {lf ENGINEERS AND BUILDERS you determine your present requirements. Your Standard, or built-to-order Educational and Technical Furniture } for Physics, Chemistry, Agriculture, Biology, Household Economics, copy 1s free. and Manual Training. FACTORY: Manitowoc, Wisconsin Address all inquiries to the factory at Kewaunee. SALES OFFICES: he , he | 14 E. Jackson Blvd., Chicago, III. ° ° 806 Observatory Bldg., Des Moines, LABORATORY FURNITURE EXPERTS : | Lovisville, Ky 123 LINCOLN STREET, KEWAUNEE, WIS. | S14 rage Bldg., Kansas City, Mo. NEW YORK OFFICE, 70 FIFTH AVENUE Itterbein, Indiana. : 121 Chartres St., New Orleans, La. | ‘ Branch Offices: 1 244 Third St., Portland, Ore. Chicago Baton Rouge, La. Omaha Spokane 1610 Bryan St., Dallas, Tex. 101 Market St., Harrisburg, Pa. 24-26 First St., S., Minneapolis, Minn. 166 Waverly Place, New York, N. Y. 310 Bridge St., Streator, Ill. nog Miss. Phoenix Houston Toronto, Can. ansas City San Francisco Little Rock Minneapolis Columbus Greensboro, N. C. Denver Oklahoma City LABORATORY FURNITURE WHEN you buy Laboratory Furniture from Leonarp Pererson & Co., INc., you are purchasing -more than so many tables and cases—you are buying Laboratory Fur- niture backed by thirty years of thorough knowledge of a highly specialized industry—you are benefited by pains- taking attention to all details that go to make Laboratory Furniture right in design and quality. Leonard Peterson & Co., Inc. Manufacturers of Guaranteed Laboratory Furniture. OFFICE AND FACTORY: 1222-34 Fullerton Ave., Chicago, IIl. New York Sales Office: Knickerbocker Bldg., 42d and Broadway The Prime Essential for Teaching DOMESTIC ART The art of sewing and the construction of garments constitute the most important parts of the Domestic Art curriculum, and selecting the right sewing machine is, therefore, the first con- sideration. The SINGER should, as a matter of course, be preferred be- cause most teachers have become familiar with its use in their college course and it is already installed in most schools through- out the country. For school use these machines are usually mounted on five-drawer, drop-head cabinet tables for operation by treadle. Education in the use of electrically driven household appliances is gradually extending, and many schools are installing SINGER machines equipped with electric motors or are purchasing SINGER Sewing Motors for attachment to the treadle machines now in use. When economy of class room is desired, it can be attained by using SINGER Portable Electric Machines, easily handled for putting away or for mounting in position for sewing. SINGER SHOPS are located in every city, and in nearly every town; thus local SINGER employes are near at hand and easy of communication, always ready to supply needles and oil or to make such machine adjustments as may be required. This service is unique, and is appreciated by all teachers. We furnish schools, WITHOUT CHARGE, large wall charts illustrating stitch formation, also text-books for sewing classes. Applicants for these should state type of SINGER Machine used and number of scholars in sewing class. Send for our Catalog No. 11-N. Fales Laboratory Desk for General Chemistry The chief points of this desk are the maximum utilization of space, the ready accessibility to all parts of the section, the ease with which the section can be adapted to any particular arrangement, and the quickness of operation. We make specially low prices and liberal terms of payment to enable use of our machines in schools. For these special prices address— Singer Sewing Machine Company, Inc. Singer Building, New York Mention THe Jovrnat when writing our advertisers, [HE JouRNAL OF THE NATIONAL EpucaTION AssocIATION A-59 CHICAGO \N\ WASHINGTON Steger Building } g WS Southern Building EVANSTON NEW YORK Security Building 1254 Amsterdam Ave. ERNEST E. OLP 1 / BOSTON Director 14 Beacon Street Our employment work includes departmental and administrative positions in public and private schools, normal schools, colleges and univer- sities; also such positions as those of business managers for schools, registrars, secretaries, accountants, matrons, and cafeteria directors, as well as men and women for tests and measurements, and administrative positions of all kinds. EDUCA TION SERVICE operates the Fisk Teachers Agency of Chicago, the National Teachers Agency of Washington, New York, Boston, Chicago, and Evanston, and the American Educational Service Bureau. The whole endeavor of EDUCATION SERVICE is service. It aims to render the greatest aid to the largest number at the lowest cost. Your suggestions will be welcomed. CLARK (er ‘Teachers Agency MINNEAPOLIS CHICAGO 33rd Year GLoBE BLDG. Stemnway Halt Each Office Has the ANSASCITY.Mo. COSTUMES ‘SCHOOL PLAYS We furnish costumes wigs,etc.,for all school lays and operas. hakesperian and his- NEW YORK NEw York LIFE torical costumes our FLATIRON BLDG. Records of All BLpe. specialty. 40 years’ ex- BAL LOS ANGELES perience. For informa- TIMORE Add CALIFORNIA BLDG tion address 110 E. LEXINGTON St. ress the Nearest - Fritz Schaultz &Co. SPOKANE, WASH. Box COLUMBUS, oO. _ a CHAMBER OF 58 W. Lake Street FERRIS BLDG. Free Registration ComMMERCE BLDc. mean ‘The Perry Pictures Aids in teaching Language, Literature, History, Geography, and Picture Study. lhe smallest size, 3 x 3%, for notebooks, essays, etc., cost One Cent Each for 50 or more. 970 subjects. The next size, 5 x 8, more effective and much better for Picture Study, cost Two Cents Each for 25 or more. 2,250 subjects. earn meeeer rine 4° r ° z ’ The Shepherdess Lerolle A Ten Cent Size, 10x 12, for 5 or more, is excellent for inexpensive class- room decoration and for collections. Recommendations Bird Pictures in Natural Colors The children have a new world opened before them in the . . ; Y Perry Pictures in connection with their daily lessons in Three Cents Each for 15 or more. Size, 7x 9. Geography, History, and English. ' , , Plan now for Spring Bird Study. Send 75 cents Altogether we have had over 700 pictures from you this foe ac. Din .of & Wikia Mites year and we are well satisfied with them. or 25 fictures of Common birds and a very briet We have enjoyed your pictures in our school work for description of each. several years and still find use for new enes. Artotypes—Large Pictures for Framing FOR HOME FOR SCHOOL Each picture is on paper 22 x 28, including the white margin. Select four or five of these pictures and frame them for your schoolroom. Among the most popular subjects are: “Can’t You Talk?” Spring Saved End of Day and Stratford Sir Galahad The Lake The Shepherdess are especially beautiful Send $2.50 for the two shown here; $1.50 for one. Any of these pictures, hand colored, same size, at $1.50 each for two or more; $2.00 for one. CATALOGUES.—Send 15 cents for our Complete 64-page Catalogue of 1600 miniature illustrations, unless you have our latest 1920 edition. The Perry ]°ictures ©. cox u.s. MALDEN,MASS. The Mill Ruysdael Mention THe Journat when writing our advertisers, A-60 THe JourNAL oF THE NationaL Epucarion ASSOCIATION This is the Coupon that May Bring You a $1,000 Trip through Europe Or a $500 Trip to Alaska, through the Canadian Rockies, a $250 Trip to any of our National Parks, or one of the 100 Honorable Mention Awards of One Complete Set of Compton’s Pictured Encyclopedia. Also it is your oppor- tunity to examine this remarkable New Work without cost or obligation to yourself. thoughtful men and women in the educational field have asked themselves this question: “Why is there no Children’s Encyclopedia, which, besides being interesting, is at once adequate, accurate and authentic; an Encyclopedia that has been planned, written, and pictured with our more advanced methods of teaching as a foundation?” That Compton's Pictured Encyclo- pedia really and completely fills this long-felt need is evidenced by the en- thusiastic letters of congratulation and approval that continue to pour in day after day. Their tenor fully justifies the expenditure of $450,000 and the three years of effort on the part of many of America’s leading Educators, which have gone into the making of this epochal New Work. Yet nothing that anyone could say about it would give you even the slight- est idea of its newness, completeness, its scholarly adequacy, the marvelous manner in which it has been illustrated, 1\ee and again, hundreds of Or. Samuel B. Narding, of the University Minnesota, who. as managiog_ © jor, spent aieeee three years in the of F. E. Comot - assembling this great New Work. 'S.. SRN and its many new features of immense value to students, or how perfectly it fits in with your own advanced method of teaching, Only when you have turned the pages and have seen for yourself can you appreciate the importance of this New Work to the Educational W orld. There- fore, our only aim in inaugurating this contest is to put the work into your hands for personal inspection. March, 192) —————__ 0ut obliga your core; t P to Europe Contest _ Name | TEAR OUT HERE Mail this entry blank with your name, address and sition — today. It may | Brin, you_a Summer trip ' £ . throvch Europe. Trip to Europe Contest Every member of the National Edu- cation Association is eligible to com- pete for one of the following awards: Your Last Opportunity to Enter Contest Already our first announcement of the $1,000 | Trip to Europe Contest has brought in hun- | dreds of entries. Superintendents, Principals and teachers—among them some of the best known educators in America~ have sent for complete sets of Compton’s Pictured Encyclo- pedia in order to examine them and write their 500 word discussions. So that any mem- ber of the N. E. A. who missed our first an- nouncement may have an equal opportunity to win one of these worth-while awards, we make this final offer. If you send your entry at once you still will be able to get your dis- cussion into the hands of thethree prominent judges we have selected in time to have it considered for one of the 103 aw-rds. The entry blank is shown above. Clip and send it at once. $1,000 Trip through Europe $500 Trip to Alaska through the Canadian Rockies ~~ $259 Trip to Any of Our National Parks If for any reason the trip is not desired, winner will receive the equivalent in money 100 Honorable Mention Prizes - A Complete Set of the New Work Each entrant is to write a 500 word discussion on “The Practical Educa- tional ‘Value of Compton’s Pictured Encyclopedia.” All discussions must be in our hands before April 20, 1922, in order that the awards may be made in time for the trips to be taken this sum- mer. The following prominent educa- tors have been appointed as judges: WM. C. BAGLEY, Professor of Edu- cation, Teacher’s College, Columbia University. MARION L. BURTON, President of The University of Michigan, Ann Arbor, Michigan. H. B. WILSON, Supcrin- tendent of City Schools, Berkeley, California. To enroll in this contest erg: simply fill in and mail the ¢ coupon at the top of this page. #4 Mention THe Journat, when writing our advertisers, As soon as your en- try blank is received, these beautiful vol- umes will go direct to you by express—all charges prepaid. | Read them, enjoy them, review the thousands of graphic illustrations and note the hundreds of new fhe’ aivdestty of mes features of vital edu- Brsewsally smgnird yrs planning and ex d cational value. Then Compton's Pictured tne ‘ “ clopedia. Hewasin write your -discus- Poisrstirgarinemnte sion. The five hun- “**’*** dred word limit will seem all too short, After the awards have been announced you need only reverse the cover on our packing box and return the books tous at our expense. Quick Action is Necessary | As so short a time remains between] now and April 20th, the last day upon! which your discussion can be receiveé,| it is imperative that you send your entry blank at once if you wish toe amine this remarkable New Work and have your manuscript considered for the “Trip To Europe” or one of the10? other really worth while awards which we have listed. Fill in the form show above and mail it to us today. F. E. COMPTON & CO. 58 East Washington Street, Chicago, Ilinis Trip to Ea ~ will include a Pilgrimage to Oberst mergau-and the Passion Play; also ees points cf historical and educational ere wl England, Belgium. Germany, Italy, Switzer'@ France, including a visit to the Battlefields. The teacher sits at the Miessner, looks over the top straight into the face of every youngster in the class—and directs. She can do this just be- cause the Miessner is only 3 feet 7 inches high. This is the little piano that created such a sensa- tion at the N. E. A. Convention in Chicago. So, we have a piano which allows every bit of the teacher’s instructing ability to get to the class—over the piano. And this, mind you, while the full, rich tone of the Miessner is awakening vocal response from every boy and girl in the room. It is an achievement in low-tension stringing by a master builder which has produced this instru- ment, carrying the full 7-octave keyboard, yet so small, so beautiful in tone. And it is this same low-tension stringing again which puts less strain on the sounding board, which in turn spells durability. The Miessner is really portable. [wo small boys can move it easily from one classroom into the next. Every room is the music room. The ‘Yeacher Directs— Over the Miessner he MIESSNE THE JoURNAL OF THE NATIONAL EpuCATION AssocIATION 10 DAYS’ FREE TRIAL—REDUCED PRICE TO SCHOOLS Let us send you the Miessner to try for 10 days, free. Use it in your own classes to prove its You take no risk, and may return it then if you are not entirely satisfied. We pay the freight both ways. You will want complete details of our plan which enables you to get this full-toned instru- adaptability to your music problems. ment, with all its unusual advantages, at a cost much less than the ordinary upright. Clip This Coupon and Mail Today The Jackson Piano Company, 150 Reed Street, Milwaukee, Wisconsin. Send me the illustrated Miessner Catalog, complete details of your ro-day trial offer, and special price to schools. Nae@iinee ist E School Position Crys... The little piano with the big tone THE JACKSON PIANO COMPANY 150 REED STREET Mention THe JournaL when writing o » MILWAUKEE, Originators and exclusive manufacturers of small pianos WISCONSIN ir advertisers. Tue JourNAL OF THE NATIONAL EpucaTion ASSOCIATION PHYSICAL EDUCATION FOR WOMEN SUMMER SCHOOL SIX WEEKS — June 26 to August 5, 1922 TEACHERS! Why not become more efficient individuals, add to your usefulness as teachers and INCREASE YOUR SALARIES? OUR TEACHERS’ COURSES IN ALL BRANCHES OF PHYSICAL EDUCATION GYMNASTICS AND DANCING — ARE ACCEPTED BY SCHOOL BOARDS FOR PROMOTION CREDIT. SCHOOL IS ACCREDITED BY STATE DE- PARTMENTS OF PUBLIC INSTRUCTION AND CHICAGO BOARD OF EDUCATION, Experts in all Departments. Exceptional Danc- ing Courses with MADELINE BURTNER HAZLITT, Assistant Chalif Normal School of Dancing. New Dormitory—new Gymnasium. SUMMER CAMP in Wisconsin open JULY and ANGUST for girls of nine years of age and upward. For catalogs address the REGISTRAR. Established 1903 Chicago Normal School of Physical Educat on Dept J N., 5026 Greenwood Ave., Chicag LYCEUM ARTS CONSERVATORY Incorporated and Accredited Announces A SUMMER MASTER SCHOOL Temple University PHILADELPHIA, PENNSYLVANIA The College of Liberal Arts The Teachers College The School of Commerce Schools of Theology, Medi- cine, Law, Dentistry, Phar- macy, Chiropody, Music Training School for Nurses Summer Session July 5 to August 12, 1922 Dormitories RUSSELL H. CONWELL, President SEND FOR CIRCULAR Summer Session June 19 to August 1] 1922 Practical courses for Kindergarten and Primary Grade Teachers. Credit Dormitories on Col- Observation in Kip. Primary toward diploma. lege Grounds. dergarten and Grades of Public Schools and in the College Demonstration School where Project used. Method is for Summer Ideal recreations Students in Chicago, Write the Registrar for Bulletin ang Be rT yk of View $. National Kindergarten and Elementary College 36th Year Accredited Box 26 2944 Michigan Blvd. Chicago June 19 to July 29 (Six Weeks) Special courses will be conducted in all branches of Dra- matie Art, including Public School Music and Normal Methods. Numbered among the artist faculty of thirty prominent teachers in residence this year, will be, Elias Day, President and Director of Dramatic Department; Theo dore Harrison, Director of Music Department; Caroline Bourgard, Director Public School Music Department and many others. Credits given in all departments for summer work. Our studios and dormitories are located in the heart of the North Side Art Center. Write today for our free Bulletin. Address Registrar, Dept. A. E., 1160 N. Dearborn St. Chicago THE NEW HAVEN NORMAL SCHOOL OF GYMNASTICS 1466 Chapel Street, New Haven, Conn. Vocational Guicance in High Schools directing students into physical education should look up this Institution. Superintendents and Princt- pals in need of playground, recreation, and phys ical directors write to its Appointment Bureau. FOLK DANCES GAMES, FESTIVALS, PAGEANTS Send for illustrated circular with Tables of Contents of our 26 Books A.S. BARNES AND CO. 118 East 25th St. New York . 1 NEW YORK UNIVERSITY The Chicago Conventionand SUMMER SCHOOL ¢ Announces a series of important courses of interest to School Executives, including special conferences on the following subjects: STATE EDUCATION, led by the following State superintendents: DR. T. E. FINEGAN, Pennsylvania DR. A. B. MEREDITH, Connecticut and others. | Onl; we CITY EDUCATION, ted by the following THE SPEEDOGRAPH ra city superintendents: ; : “ worl DR. W. L. ETTINGER, New York Did you have an opportunity to see the SPEEDO- wey. DR. H. S. WEET, Rochester GRAPH when it was exhibited at the Chicago Con- = DR. FRANK BALLOU, Washington vention? | Pe and others. It’s a new method of reproducing copies of all kinds The of school work without the use of stencils or printing PROBLEMS ¢f SCHOOL BUILDINGS, ink. It’s quick and clean and very inexpensive to opef- led by ate. Makes 75 or 100 copies in four or five minutes at MR. W. B. ITTNER a cost of about two cents. and other prominent school architects. Your school will profit by using a SPEEDOGIARE 4 . , , - easi re efficient. u In addition, the Summer School will offer a complete It e a8 gu f gud — I ee ee eed coma program of courses in education for teachers, super- a A “ie. ‘ticail — al a kk = aie x visors, and administrators. For information, address a eee BO CHS WUSE. ; ‘ Send for free booklet, “The SPEEDOGRAPH in the DEAN JOHN W. WITHERS, Director Class Room.” < Summer School, New York University 32 Waverly Place, New York City THE BECK DUPLICATOR CO. a Room 155 476 Broapway, New York, N. Y. bs Mention THe Journat when writing our advertisers. ) Vol. 11, No. 3 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-63 * / z , WwW ANTED Witmer | | in/dis-pen’sa-ble For Summer Work “Impossible to be dispensed “ae with or done without; absolutel WOULD YOU LIKE TO TRAVEL ALL SUMMER LONG-— engaged in a work that capitalizes ge your teaching experience and offers unusual financial returns? ’ necessar y or requisite? One of the country’s old = — established business houses, with a nation-wide organization, i ave openings for early fifty w - sachers this Spri and § r. These positions , . = ithe ‘other thechtes feel ei Caer ‘eile copii as ie a This word best describes $200 TO $400 A MONTH WEBSTER’S | Applicants must have had two years’ college or normal-school training, three years of teaching | experience. oe be Deimees 25 and 4o vance of age and in good —s srergpecs will be NEW INTERNATIONAL | filled in the order applications are received, with preference to those of highest qualifications | she can work longest. Give age, education and experience in your first letter. DICTIONARY Address Department 10—F. ye cig & CO., 58 E. Washington St. in the schoolroom and in the atte ca taect library of every teacher. Wuen Questions arise in the history recitation, in language work, in spelling, or Id ¥ I ik t E 1 000 about noted people, places, foreign words, ou ou | e Oo arn synonyms, pronunciation, new words, flags, 2 state seals, etc., you will find the answer THIS SUMMER : in this “Supreme Authority.” There is a , ; ‘ ; rie ; i s every day. If so, investigate the WORLD BOOK. We have a live proposition for superin- need in every clas hanes tendents and city teachers for sales work during summer vacation. WHY not suggest to your Great possibilities for permanent employment. Dr. Charles E. Popplestone resigned eS SS ae a professorship ina university at $3,600 a year. Now earning over $10,000 annually. be supplied for f Mrs. F. V. Woollett was for ten years a school principal. Made $0,000 last year your school ? representing the WORLD BOOK, Write for If you can qualify, and are free to travel, you can do the same and still remain in Specimen Pages, ' educational work. Terms, etc. \\/ F Ol JARR | EK. & ( QO 86 East Randolph Street, Chicago G. & C. MERRIAM CO.,Springfield, Mass. 3 r 7 Department M. J Progressive Superintendents and Principal ? . Spend Your Summer Traveling Sticks like a brother We Wil Pay You a Substantial Salary and Allow Dries Quicker Lasts Longer wk You a Liberal Commission on All You Accomplish Requires No Water Does Not Penetrate Has a Pleasant Odor Spreads Easily Costs Less OVER 2000 SCHOOLS HAVE FOUND | THE ANSWER IN OU are accustomed to direct and in- fluence teachers. During’ the three summer months you can use your skill for greater financial gain than you derive teach you success at our own risk and expense. The close personal coéperation of an experienced manager insures your prog- from all the teaching months of the year. The American Educator has a big mes- sage for teachers. You are equipped to carry it to them individually or in groups. You know how many educators of high standing utilize their vacation months en- joyably and with earnings of hundreds of dollars in similar work. You would do it too if you were sure of success. Come with us in spreading the message of the American Educator, and we will ress. We show you how to proceed and we guarantee your earnings. We grant you a substantial salary and allow you a liberal commission on all you accomplish. By the summer’s work you can broaden your outlook, increase your bank account, and meanwhile skill yourself for perma- nent and responsible positions in a far more profitable line of work than your present one if desired. Write for details. Ralph Durham Company, Monroe Blidg., Chicago, Ill. What 15¢c Will Bring You Only 15 cents gives you the Pathfinder 13 weeks on trial. The Pathfinder is a cheer- From the ful illustrated weekly, published at the Na- . y — 8 my sad for a ; an inde- N ation Ss pendent home paver that tells the story ofthe world's news in #n interesting, understandable Capital way. This splendid National weekly costs but $1a year. The Path- finder isthe Ford of the publishing world. Splendid serial and short stories and miscellany. Question Box answers your questions and isa mine of information. Send 15 cents and we will send the Pathfinder on probation 23 weeks. The 15 cents. does not repay us, but we are glad to invest in new friends. Address : The inder, yg5 Langdon Sta., Washington, D.C. Being engrossers for Harvard University we certainly to satisfy you in every particular. Let us should be able try! Write us, please. MARTIN DIPLOMA CO., Boston (11), Mass. Mention AT LAST! A School Proposition Big Enough to Interest SUPERINTENDENTS And PRINCIPALS For Vacation Work The world’s leading educators spent $450,000.00 making Compton’s Pic- tured Encyclopedia. It is just off the press—every word written since the signing of the Armistice. It is well organized, up-to-date, progressive, ac- curate, complete, intensely interest- ing, and really pictured. Every school needs it—and will want it: Every school can afford it at the reasonable price. It offers the wide-awake Superintend- ent or Principal an opportunity to perform a worth-whil: educational service and earn a worth-whilereturn. Write for sample pages and proposition. Address—C. Seymour Jones, Manager, School Service Dept., F. E. Compton & Company 58 E. Washington St., Chicago, Illinois “GLUEY” The Perfect Paste for every Pasting Purpose Send 10c for full size No. 4 tube THE COMMERCIAL PASTE CO. _ Columbus Ohio | ea — . - _ This Famous ‘Book Song You can furnish your pupils with the best known song book in the world, at a very low price. 101 Best Songs is a splendidly good selection of just the songs that you want, with words and music complete, in easy keys. It is the standard song book of America, and will greatly appeal to you, when you see it. Prices: yc each in 100 lots, F.O.B. * Chicago. $1.00 per dozen, prepaid. Less than 12 at 10c FREE per copy, prepaid. SAMPLE (66) CABLE CO., 1226 Cable Bldg., Chicago THE JournaL when writing our advertisers. March, 1922 TRE JoURNAL OF THE NATIONAL EpucaATION ASSOCIATION A New United States History for Junior High Schools and Eighth Grade Elementary Schools American History AND Government By MATTHEW PAGE ANDREWS This new history embodies the spirit and technique of the newest teaching methods and promotes the following aims: Ist. The Civic Motive 2nd. American Ideals and Institutions 3rd. Adequate and Fair Presentation of Truth The motive actuating the preparation of this text is to lift the subject from the “dry as dust” order of historical narratives and place it before the reader rich in the color of human interest. It has been writ- ten in the interest of presenting adequately and fairly the truth regarding all questions and issues discussed. The account at all points aims to be as fair to other nations involved as to our own. The creation of unjustifiable prejudices in favor of, or against, England, France, Mexico, Spain and other nations has been avoided. A well-rounded history course based on this book should, in the first consideration, develop a higher degree of intelligence r: garding the forces which make for the well-being of our people. Clear in Expression Freely Illustrated Inquiries Solicited Convenient in Arrangement Accurate in Facts J. B. Lippincott Company E. Washington Square 2126 Prairie Avenue Philadelphia, Pa. Chicago, Ill. j=RECREATION=| IT IS TO LAUGH (READY MARCH ist) By Epna GEISTER \ new book of new games—for groups of boys and girls—by a Y. W. C. A. Recreation leader of wide ex- perience and brimming over with the spirit of play. $1.25. RED LETTER DAY PLAYS 3y MARGARET GETCHELL Parsons A collection of short impromptu plays to be given by teen-age boys and girls, including the “Rainy Day Plays,” “Jack I’ the Green,” and “The Potentate of Weatherdom.” There are in addition some entirely new plays suitable for special holi- days, such as April Fool’s Day and Valentine’s Day. $1.35. ICE BREAKERS ,#3kexner HERSELF By Epna GEISTER The two books, “Ice Breakers,”’ the helpful little book of games, stunts, and party ideas, and “The Ice Breaker MHerself,”’ in which Miss Geister outlines her successful rec- reational methods, have been com- bined for the convenience of recrea- tion leaders into one volume under the above title. $1.35. TEN TALKS TO GIRLS ON HEALTH By Aucusta Rucker, M. D. Ten simple, sensible talks designed to arouse the interest of girls in the essen- tials of health building. The talks are straight-from-the-shoulder advice on such subjects as: A Good Food Tube, Foods, Exercise, Teeth, Drugs, Love and Health, and World Health. $1.00. The WOMANS PRESS 600 Lexington |Qrewerey Demonstration of Dr, Newell Dwight Hillis’ “Ten Better America Lecture Slide Sets” given at Booths 134 and 135 at the National Educa- tion Association Convention in Chicago, Feb- ruary 27th to March gd. BETTER AMERICA LECTURE SERVICE, Incorporated 251 Fourth Avenue New York, N. Y. Eight Hundred Theme Assignments Topics, Directions, Models Bound in Paper; Price, $1.00 By MIGNON WRIGHT Teacher in English Department, High School, Oak Park, Illinois Address MIGNON WRIGHT Box 106 Oak Park, Ill. i Distinctive Sight Seeing §7 7 \S BOSTON - NEW YORK: WASHINGTON PHILADELPHIA - CHICAGO -~HAVANA Superior Cars, Superior Service The only way - Interesting -Economical Maps and Guides free at Tourist Agents > or mailed 2¢ for each city. Address _ Fo ROYAL BLUE LINE. Boston, Mass. (| iY Do not fail to see the Trans-Iux Screen in Booths 134 and 135, at the National Education Association Convention in Chicago, February 27th to March 3d. AMERICAN LUX PRODUCTS CORP. 50 East 42d Street New York City - - New York Peerless Adjustable Movable Chair Desk At little more than the cost of old style stationary desks. Detroit School Board recently purchased over 4,000 of these. Let us tell you more about them. COLUMBIA SCHOOL SUPPLY COMPANY Indianapolis, Ind. You are invited to attend the exhibit of all Victor Prod- ucts, which includes the wonderful Victor Stereo-Screen for daylight projection in the classroom, at booths 134 and 135, at the National Educa*ion Association Convention in Chicago, February 27th to March 3d. VICTOR ANIMATOGRAPH COMPANY Davenport, Iowa Branch Offices: 132 West 42d St., New York,N.Y. 38 So. Dearborn St., Chicago, IIl. ASK FOR DEMONSTRATION Medium point - Semi Elastic Samples to Superintendents and Teach ers on Application if this publication jg mentioned. Sample card 10 pens assorted numbers and a copy of Spencers Writing Instructor, on receipt of 10 cents. SPENCERIAN PEN Co. 349 Broadway New York VICTOR Portable sueucr isi STEREOPTICON ERFECT PROB SHIPPED ON TRIAL SPECIAL EASY TERMS Hundreds of illustrated lectures for rent WRITE FOR INFORMATION IR ANIMATOGRAPH CO. INC ICTOR BLDG. DAVENPORT 1OWA READ THE DVERTOE MENTS They Are | Interesting and Informational | 7 \ = ——$—— aan Vol. 11, No. 3 THE JoURNAL OF THE NATIONAL EpucaATION AsSOCIATION A- Euro This Year The War has internationalized the world. Teachers who would inspire their students must be ‘nternational in their outlook. Now, as never before, a trip to Europe is for the progressive teacher a necessity, not a luxury. You Can Have This Thing You Need-- A TRIP TO EUROPE with its infinite variety of advantages—artistic, spend on your regular summer vacation trip—and historic and educational. think of the harvest of ideas that you will reap! A round trip on our comfortable cabin-class Write for our booklet, “Your Trip to Europe,” steamers, with two or three months’ sojourn on especially designed to show you how really practi- the Continent, will cost scarcely more than you cal that vacation trip to Europe is. YZWHITE STAR LINE S7 AMERICAN LINE \® Jing) %/ RED STAR LINE INTERNATIONAL MERCANTILE MARINE COMPANY No. 1 Broadway, New York City A FEW CENTS A DAY KEEPS DANGER AWAY The Teachers Casualty Underwriters is the only institution of its kind in the world. It is the National Organization of Teachers for ‘Teachers. It was projected and organized, and is now conducted by people who have had a long experience in teaching. It is the one protective agency of the profession. Thousands of teachers, by enrolling in the T. C. U., have realized peace of mind and certainty of income. You are equally entitled to this protection. Send ho will pay your doctor. your nurse your name and address for complete information as to and your board bill when you are sick? what the T. C. U. will do for you. a oe Teachers Casualty Underwriters 902 T. C. U. BUILDING . . LINCOLN, NEBRASKA About It a “. : Arig ,' To the T. C. U., 902 T. C. U. Building, Lincoln, Nebr. Winter is here with its colds, chills and fevers, re fo eae . if : - oe Please send me information about your [Protective Tlenefits its la grippe and pneumonia, its tonsilitis and other afflictions—also its long list of Accident Name possibilities. Address ae Mention Tue JournaL, when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1922 i WESTERN TEACHERS’ EXCHANGE The Fisk Teachers’ Agencies Founded by Everett O. Fisk, 1884 All EE RA Will Boston, 2a Park Street Chicago, #14 Stege Offices FR REGIST TION | Serve You New York, 225 Fifth Ave. neste, 1020 Meese Syracuse, 402 Dillaye Bldg. Denver, 317 Masonic Bld, Our Methods are MODERN and PROFESSIONAL Philadelphia, 1420 Chestnut St. Portland, 604 Journal Bld, Pittsburg, 549 Union Arcade Berkeley, 2161 Shattuck Ay DENVER, COLO. CHICAGO, ILL. MINNEAPOLIS, MINN. BERKELEY, CALIF. Birmingham, 809 Title Bldg. Los Angeles, 510 Spring St. Gas and Electric Bldg. Peoples Gas Bldg. Plymouth Bldg. Berkeley Bank Bldg. Send to any address above for agency manual Albert Teachers’ Agency %, 280" COLLEGE pp tion to be had. We place Thirty-seventh year. Promotion? Do you deserve it? Yes? Well, one of our teachers and school executives in all parts of the coun. thousand and one clients surely wants you. Send for booklet, “Teaching as a , try. Not an ordinary agency. A bureau for i largest in America. No elementary school subjects. Collest apes Business,” and learn how others advance. Be one of them. specialty, More than half of the state universities have selected our candh fates. We will put you in just the place you want and add hundreds of Other Offices: 437 Fifth Ave., New York; Symes Building, Denver; Peyton Building, Spokane dollars to your income or there is nothing to pay. Write for details—NOwW, SPECIALISTS’ EDUCATIONAL BUREAU, H-F Odeon Bldg., St. Louis, Mp, Teachers for Schools Schools for OUR FREE SERVICE i teaching the Mechanics and Pedagogy of Palmer Method Penmanship is still offered We serve teachers and schools fee Toe to all teachers whose pupils are provided with individual copies of our manual. N h t l —No f f % iit OTHER TEACHERS may enrol for the complete correspondence course upon payment of the small fee of ten dollars. Hill Saoeinted employers—No tee trom teachers OUR THIRTY VISITING INSTRUCTORS cover the entire United States, and their services are still CAUTION—Do not confuse us with any free to all schools having Palmer Penmanship adoptions. other National Teachers’ Agenoy. We are rd THE PALMER METHOD PLAN wher followed exactly leads to enduring handwriting, which becomes corporated and have first right to use of name, a big asset in school, business, and social life. ¢ guarantee personal service. i itten ommercial nd i i i NATIONAL TEACHERS’ AGENCY, D. H. Cook, Gen. PALMER METHOD PENMANSHIP j? tilocrves, the time of the writer and tye time of the reader Offices: Philadelphia, Pittsburgh, Syracuse” Palmer Method Penmanship compels healthful posture while writing, thus conserving health and vision. PALMER METHOD SPELLERS all in Palmer Method Penmanship are attracting more and more the at- tention of modern educators. Follow immediately the Palmer Method Penmanship lesson with the Palmer Method Spelling lesson, and the results in both subjects will highly gratifying. PALMER METHOD STANDARDIZED PENMANSHIP SUPPLIES re selling in very great ncreased quantities, because they offer the greatest value. THE A. N. PALMER COMPANY 30Irving Place, New York City. 2128 Calumet Avenue,Chicago. Pittock Building, Portland, Oreg. f Denver Law , student © ae — nearly $4,000 during , cation. Jast summer S$ V re When You Are Feeling Tired there is nothing more refreshing, in- © vigorating and nourishing than a teaspoonful of this pleasant tonic in a glass of water. n of Morehouse, Mo Horsford’s & the Vacati » Made FLA.C d nea He j . organizng™ @ member of Petiod of 1920, Acid Phosphate r pe P rManent is highly beneficial, containing no alcohol or habit-forming drugs. The wholesome effects of the phosphates upon the brain and nerve cells, also digestion, are of the first order—just the thing after a hard day a the schoolroom. Travel ~ G.Nichola of Edina, Mos | I a ig cuenta wots roam cation an E-48 5-18 1 va this de $ = corintendency atest til The Draper Sanitary Roller Shade Our leading salesmen, who a few years ago were making meager salaries teaching, are now earning between $10,000 and $15,000 annually. Patented Jan. 8, °07 The Draper Line of Adjustable Cotton Duck Shades Meets School Requirements Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. We need live young men and women teachers everywhere for vacation and permanent work. Write for our free BLue Book, which tells what other teachers are doing in this work. FRANK J. MACKEY, 104 S. Michigan Ave., Chicago, Illinois