APR 10 1922 APRIL, 1922 «fhe JOURNAL of th ele e EDUCATION ASSOCIATION Making Plans for Boston Growth of Education Associations Louisiana's Program of Instructional _— ision The Boston Public Library Behind the European Conference ; Achievements of the Disarmament Conference Education and the Classroom Teacher Educational Progress in New Jersey A School and Some Trees Standards of Library Service Teacher Councils Ethics for Teachers : State Directors of the National Sidiention Anan ation Editorial Resolutions of the Department a Suter enevuines Enrolment and Affiliation Constitution of the Department of Sunteinabendinids The Chicago Meetings ; ; , Department of Supsrinteiditce -Officers for 1922-23 Constructive Movements at Chicago School-Building Progress Guide to New Books Teaching , Iowa Wins Prize for C hasnieger dues ation Plan Notes and Announcements In the Field Have Teachers’ Salaries iia inceasendl Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorRTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance or mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921, Wentworth-Smith School Arithmetics No “dry-as-dust’”” sums as the children used to call old-fashioned arithmetics—but interest- ing, practical, necessary material. Wentworth- Smith books are the criterion of mathematics teaching. The children are given problems which show them how continually arithmetic is used in play, in school, and at home. The constant reviews and drills tend to make the children so familiar with numbers that the fundamental processes become mechanical. These new arithmetics are the latest develop- ment of the universal _WENrworrH-SMITru ARITHMETICS. GINN AND COMPANY Boston NewYork Chicago London Atlanta Dallas Columbus San Francisco Are you building A large high school? A large grammar school? A small rural school? Any kind of school? Are you considering cost of Sites? Grounds? Construction ? Equipment? Plumbing? Heating ? Ventilation? Do you want to know how other communities Spend school funds? Organize junior and senior high schools? Dispose of departments? Provide lunches? Care for athletics? Effective Expression Solves the problem of Oral English With this book no further text on oral English will be needed. Effective Expression is more than a rhetoric; it is an interpretation of all forms of oral and written self-expression. It gives a new incentive to the pupil which makes him look upon the sub- ject as a direct challenge to all his powers of brain and heart. It works! 532 pages; attractively bound in cloth; list price, $1.60 Let us send you free descriptive literature | The Gregg Publishing | Company | New York Chicago Boston SanFrancisco London Consult DONOVAN: SCHOOL ARCHITECTURE; ITS PRINCIPLES AND PRACTICES A book about American schools, their organization, plan of work, and how the architecture of the building may help them to accomplish greater results. . . / “44 Buckram, quarto, size of page, 12%” x94”, profusely illustrated, pages xx-724, $20.00 net. THE MACMILLAN COMPANY New York Atlanta Boston Chicago Dallas San Francisco THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Can Classroom Hours be Made the Most Interesting in Any Childs Life? How a new encyclopedia answers the need that teachers and educators have always felt for a real children’s encyclopedia—one that was up-to-date, accurate, interesting, and based upon modern methods of making school hours the most fascinating part of the child’s life. And how you can have the whole set sent to HAT is the spark that sets a class VV afire with interest? It is when the children themselves feel that they too are contributing something to classroom work. The most modern methods of educa- tion are based on this plan. The teacher draws out of the child all his diffidence and gets him to develop his own ideas and to gather together information on subjects in which he is interested. And now has come to teachers and educa- tors something for which they always realized there was an acute need—a real encyclo- pedia for children. Not only does it measure up to their ideals as to accuracy and compre- hensiveness but it also fits in with the most modern successful educational methods, such as socialized recitation and project problem methods. Every Word Written Since the World War Three years ago it was determined that children should have a real encyclopedia. Nothing seemed to measure up to the require- ments of the leading educators consulted with. First it was decided that the new work must be alphabetically arranged. It must be up-to-date and accurate in its every depart- ment. It must be extensively pictured and engrossingly interesting. And it must fit in Mention Tue Journal with the child’s school life under the most modern methods of education. Three years ago this work was started. To- day it is done. $450,000 was spent just to assemble the material and prepare the encyclo- pedia for the press. Many of our foremost edu- cators prepared the work realizing that the time had come for children to have the kind of encyclo- pedia teachers and educators knew was needed. It was not to be just another encyclopedia travelling merely on the prestige of educators who had lent their endorsement. The Editor-in-Chief, Dean Guy Stanton Ford of the University of Minnesota, and the Managing Editor Samuel Bannister Harding, well-known writer and professor of history estab- lished offices from which to direct the pre- paration of this new encyclopedia. Assisting them in assembling the material were many fore- most educators, such as Lotus D. Coffman, William you on free examination Lyon Phelps, John M. Coulter, and many others. One half million pictures were collected from all over the world from which the editors made their selections. The old encyclopedic stylewas discarded entirely. Yet no effort was made to “write down” to the child but rather to make it so fascinatingly interesting that it would advance the child’s mind without his realizing it. This is the only encyclopedia written wholly every word of it, since the end ofthe World War. In its eight volumes is covered clearly and thoroughly every field of the World’s knowledge. It is not a re- vision. It is not a modernization of an older work. It is not pieced together from other material. Its use in the school will enable the child to get for himself, interestingly and completely, an accurate grasp of any subject in which he is interested. And now that this is so important a part in the school work of today Compton’s Pictured Encyclopedia becomes practically indispensable. FREE EXAMINATION of Complete Set of Compton’s Pictured Encyclopedia Knowing that no words of ours or mere sample pages could do full justice to Compton's Pictured Encyclopedia we are, for a short time, making this remarkable offer to teachers. Without cost or obli- gation of any kind we want to send you a complete set of Compton’s Pictured Encyclopedia. In our opinion this is the only way to show you fully just what Compton’s Pictured Encyclopedia can mean to you. We want you to see how it is educationally motivated, how it will be of daily help in your school work, and how it fits right in with socialized recitation and the project problem method of teaching. The coupon below explains just what this offer means to you. You have only to fill in this coupon and a new com- plete set of Compton’s Pictured Encyclopedia willbe sent for your free examination. You incur no obligation to buy. All that we ask is that you when writing our advertisers. examine it carefully for your own information. Mail the coupon at once and see whether this wonderful new encyclopedia does not measure up to your ideas as to what a child’s encyclopedia really should be. F. E. COMPTON & COMPANY Dept. 44 58 E. Washington Si., Chicago, Ill. F.E. COMPTON & COMPANY SS Dept. 44 58 E. Washington St., Chicago, Ill. Gentlemen: Please send me for free examination a complete new set of Compton’s Pictured Encyclo- pedia. This request obligates me in no way what- ever and if 1 wish I may send the set back at your expense as soon as I have examined it. 1 want to see if you are right in saying that this is the great- est child’s encyclopedia ever prepared, Ps vena d cekskensbnitdas I ii ee teat ei School... ..- . Principal. MRS. MARY C. C. BRADFORD Searcely anyone in the educational field is better known than Mrs. Mary C. C. Bradford, War President of the National Education Association and Superintendent of Public Instruc- tion of Colorado for four terms. For complete record of Mrs. Bradford’s long service in the interests of education see Who’s Who in America.” TWO IMPORTANT y ’ x Schools of Gaul { Study of Pagan and Christian Education in the last century of, the Western Empire By Turopore HaAarRHOFF $5.6 crt wt field. $2.00 riculum. young idea, and by-products. OXFORD OXFORD BOOKS Education in Gaul during the fourth and fifth centuries after Christ has curiously escaped the makers of books, the present volume being the first to deal with this Education was passing through the last stage of official paganism and entering into the Christianera. The iovements and counter movements have a considerable modern interest and there is a continuity behind these scenes which reaches to the present day. History as a School of Citizenship By Heten M. MaApELEyY Teachers of history in high school and elementary grades will find this a stimulating and suggestive book. Part I, Ends, deals with the need for reconstruction, he making of citizenship, and citizenship and the cur- Part II, Means, gives practical hints on raw material, economy, technique, fixtures, illustration, the UNIVERSITY PRESS American 35 West 32nd Street, New York Mention THe JourNAL THe JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION Mrs. Bradford’s Message to You About Her New Work in An Important Field Chicago, Ti. To School Executives, Teachers, and Friends of Education: “A great opportunity for service has come to me. It is now my privi- lege to represent a great educational work—‘Compton’s Pictured Ency- clopedia.’ In so doing, I believe that I am opening wide the door to educational advancement for the children in every section of our country, “A careful examination of this work makes me certain that it is a rare achievement in the field of pedagogy. Artistically beautiful, scientifically accurate and pedagog- ically sound, it supplements the pro- gram of the schools more fully than any other work with which I am familiar. “Teachers will recognize in those students who use this book an in- creased power of observation, a quickened beauty and clearer methods of thinking. “Mothers who carefully super- vise the school work of their chil- dren will find it an invaluable aid in promoting interest and enriching knowledge. sense of Hall Branch Jones’ Spelling Books It may be saying a great deal but it is that has been made. tors of the when writing our advertisers. “F. E. Compton & Company have had a great ideal in producing this encyclopedia, and it has been their happy fortune to realize that ideal in forms of beauty and content of truth. To give children a wide basis of fact upon which to base their reasoning ; to enlarge their vision by interpreting the wonders of Nature. explaining the mysteries of Science and bringing them into close touch with the meaning of Art—what is all this but real education? “During the coming year I hope to be able to demonstrate to you per- sonally some of the reasons for my enthusiasm for ‘Compton’s Pictured Encyclopedia.’ ” “Mary C. C. BRaprorp.” nevertheless true that Jones’ Spelling Books are the only ones which in every detail hensive and scientific research in spelling conform to the most compre- Dr. Jones, the dis- coverer of the famous Spelling Demons They which are now a part of every modern solve spelling book, is also the man who has the scientifically solved the spelling problem spelling to the satisfaction of the leading educa- problem country. Because Jones’ Spelling Books are practically 100 per cent perfect you should get acquainted with them by sending at once for a com- plimentary copy of ‘Something Worth Knowing About Spelling” which we shall be pleased to send, if you mention this journal. & McCreary Company 430-432 S. Wabash Ave., Chicago A pril, 1929 0A ENE A ETI rs r | A erent Vol. 11, No. 4 Struck by Auto! Teachers Casualty 902 7.0.0. Bldg., LINCOLN, NEB. OW many thousands of times have you seen this headline in one form or another! Within a single year the automobile has caused 12,000 fatali- ties and 1,500,000 injuries that did not result in death. “The automobile has superseded every form of disease, as the problem of the day. It is the greatest controllable and yet uncontrolled menace of this generation.”—Casualty Review. Driver, passenger, pedestrian—all are exposed to injury many times a day, every day in the year. We cite a few cases taken from our records, for which benefits have been paid or are being paid. Supt. H. F. Aduddell, of Frontier on account of injuries and sickness. County, Nebraska, with his family The first time was in 1914 when I was driving for pleasure. Having had an operation at Mayo’s. crossed the railroad track, Supt. certainly appreciate the help which Aduddell glanced back and in that’ which has been given me by the instant his car turned turtle, kill- TC. U ing him instantly. The other mem bers of the family escaped wit! minor bruises. Mrs. Kellaphene Morrison was driving with a friend from Cole rado to Omaha. A few miles out from Brush, Colo., the touring car was struck by a bread truck with such force that Mrs. Morrison sus- tained a fractured spine. It is now ag “7. W. CRABTREE (signed).” Mr. Vernon G. Mays, former su perintendent of schools at 5t. Toseph, Mo., was invited to ride home by a friend. The battery be ing weak, he courteously volun- teered to crank the machine, Whiz! Bang! AROUND ~ re el | = THE MEDITERRANEAN . IFE’S full measure has not been reached without a share | of travel. Seeing other scenes and | other people—each with some mes- sage, is a most necessary part of education. The supreme oppor- tunity of pleasurable, worthwhile travel is offered in our cruise-tour by specially chartered new and superb Cunard-Anchor Liner ‘‘Tuscania’”’ sailing from New York July 5th, returning September 6th. | Well - planned itineraries — long glorious Summer days spent cruis- ing or on leisurely and interesting shore excursions. —~ 2 ene Majestic Mount Robson, Alt. 13,069 feet Jasper Park and Mount Robson Park embrace the scenic mountain wonders of the Dominion. Canadian National Railways cross the Rockies at the lowest altitude, the easiest gradients and in view of Canada’s highest peaks. Option toreturn via North Atlantic. There are various programs for visiting PAL- ESTINE — ROME — the PASSION PLAYS at OBERAMMERGAU — dif- Highlands of Ontario PARIS (Battlefields), LONDON. ete. ‘ Your Ideal Vacation is realized in Algonquin Park (Alt. Inclusive Fares from $600 2,000 ft.)—Muskoka Lakes—Great Lakes—30,000 Islands | For Full Particulars Apply Georgian Bay —Lake of Bays— Kawartha Lakes— Timagami ' THOS. COOK & SON | 245 Broadway, New York Chicago Philadelphia Boston San Francisco los Angeles Montreal Toronto Vancouver 150 Offices Throughout the World - Nipigon—Quetico—Minaki. Fishing, Boating, Bathing, y Golf, Camping and finest Hotels. Hay fever is unknown. Lower St. Lawrence and Maritime Provinces. Fishing, Hunting and Camping Real fishing and hunting in virgin streams and unspoiled big game country in NOVA SCOTIA, NEW BRUNSWICK, QUEBEC, ON- TARIO, ALBERTA and BRITISH COLUMBIA. 2 For full information write "| Canadian National or Grand Trunk Railways ‘ TRAVEL THIS SUMMER \n old-established firm has a few posi- tions for summer work for women ec at any of the following addresses. Ask for Book- teachers. Work along lines of educa- : let J, mentioning districts that interest you. tion and travel. SALARY FROM Boston, 294 Washington Street Kansas City, $84 Railway Ex- Portland, Me., Grand Trunk START. Affords income of at least Buffalo, 1019 Chamber of Com- change Building : Station — $200 MONTHLY. Must be over 28. ‘ merce Building of Went tee Se ee Se ee & Write for particulars. Send brief de- scription, F. C. RODGERS Chicago, 64 West Adams Street Streets _ ' Ghatienttt, 0 Graction Stag. “pecgees. G8 Seemed Ave, Gi Lace, Ne Merchents Laced Detroit, 527 Majestic Building New York, 1270 Broadway St. Paul, 4th and Duluth, 430 West Superior St. Pittsburgh, 606 Park Building Jackson Sts. H. H. MELANSON . G. T. BELL Department 2 Traffic M er es . i - Connllan Westonas Welbeege “Grand Trunk Railway Garland Bldg. CHICAGO Toronto, Can. Montreal, Can. The Bible in the Public Schools In his recent book, “‘Letters to Teachers.” Mr. Alexander, Professor of Philosophy i the University of Nebraska, advocates the laily reading of a chapter or passage from the Bible. but without comment, a sugges tion which seems to have appealed to the members of the Illinois Constitutional Con ention, now in session, for after consider ible debate a measure has just been passed vhich permits teachers to do this. We be ieve public sentiment will approve of this hange in the fundamental law of the State, but for those who do not we venture to quote the immortal Goethe, who, in referring to the Bible, said: “‘As for myself I loved and valued it; for almost to it alone did I owe my moral culture,” and yet Goethe is generally accounted an unbelievet “Letters to Tfeachers’’ is published by THE OPEN COURT PUBLISHING CO., 122 Se. Michigan Avenue CHICAGO, ILL. Price, Cloth, $1.25 ORDER FORM = ee ee eee eee ee ee eee ee ee eer THE OPEN COURT PUBLISHING CO., 122 South Michigan Ave., Chicago, Ill. GENTLEMEN: Enclosed, you will find $1.25 (check of money-ordér) for which send me a copy of “Letters to Teachers.” For Summer Work WOULD YOU LIKE TO TRAVEL ALL SUMMER LONG~— engaged in a work that capitalizes your teaching experience and offers unusual financial returns? One of the country’s old and well established business houses, with a nation-wide organization, will have openings for nearly fifty women teachers this Spring and Summer. These positions are paying other teachers from $200 TO $400 A MONTH \pplicants must have had two years’ college or normal-school training, three years of teaching experience, and be between 25 and 40 years of age and in good health. Positions will be filled ‘in the order applications are received, with preference to those of highest qualifications who can work longest. Give age, education and experience in your first letter. Address Department 10—F. E. COMPTON & CO., 58 E. Washington St. Chicago, Ill. Name Address Mention THe JournaL when writing our advertisers. — re REE ne eR NP RENE. oot IS EERE ne eer Vol. 11, No.4 THe JOURNAL OF THE NATIONAL EpUCATION AssociATiON A-73 pr tndineataall Pa tiled XS 2 87 87 0.67 _ OD ere ere State Association. Virgin Islands........... 26,051 1 1 0.50 | ad See a Sd ct Os ON vss CVniatat eas We Cpa a ae itis oy RR A ee eer es [128] en eee Vol. 11, No.4 Tue JouRNAL OF THE NATIONAL EpucaTion AssociaTiION 129 Louisiana s Program of Instruc- tional Supervision JOHN M. FOOTE State Supervisor of Rural Schools, Baton Rouge, Louisiana DMINISTRATIVE and _ instruc- tional supervision distinguished— There are two kinds of supervision com- monly practiced. First, that which is primarily administrative in character ; second, that which has to do with in- struction. ‘The first provides the facili- ties for education, exercises general con- trol over the school system, and sees that the schools operate under reasonably favorable conditions. The second is con- cerned directly with the teaching per- formance and the conditions affecting it. It deals with teachers, pupils, the course of study, and the activities that grow out of classroom work. ‘The purpose is to improve instruction. Administrative supervision is as old as American educa- tion; instructional supervision is yet in its infancy. The first has well developed standards of excellence while the second is still in the formative stage. Admin- istrative supervision usually receives at- tention because it is more obvious, easier to execute, and more spectacular. In- structional supervision is more specific, requires more intensive study, greater technical skill, and a more _ intimate knowledge of child life, of subject mat- ter, and of instruction. Purpose of instructional supervision— It is recognized that the purpose of in- structional supervision is to secure ef- ficient results in the classroom. The realization of this aim requires (1) the maintenance of standards of instruction on a level with the best prevailing prac- tice; (2) such interpretation and appli- cation of the course of study as will in- sure to every pupil the opportunity of securing a well-balanced education; (3) directing the work of teachers so as to carry out the educational policies adopted by the school board and the superin- tendent; (4) providing opportunities for the further education and professional growth of teachers in service. Success in the attainment of these essentials de- pends upon the supervisor’s doing three things, becoming a thorough student of subject-matter, methods of teaching, and classroom requirements; centering his work around the teaching performance ; and recognizing that he exists solely for the benefit of the teachers and pupils under his direction. The cooperation of teachers—The first important objective in supervision is the enlisting of the hearty coéperation of the teaching staff. A sympathetic un- derstanding and wholesome coéperation must prevail on both sides. ‘Teachers should be led to realize at the outset that the supervisor visits the schools for the purpose of helping the teachers and that the interests of both teachers and supervisors are identical; namely, the improvement of classroom instruction. The supervisor makes his contribution to the education of the children mainly through the teachers and should enter freely and sympathetically into the daily problems of the teacher so that the com- bined efforts of teachers and supervisors will prove effective. The entering wedge that will thaw the coldest and most indifferent teacher of a school sys- tem is the actual teaching of the class, the giving of a test, or the engaging in some live schoolroom activity by the supervisor who will then invite the teacher, after the dismissal of the pupils, to enter into a discussion of the particu- lar objects attempted in the classroom. When a spirit of mutual understanding and effective codperation has been estab- lished between supervisor and teacher in the instruction of children then, and only then, can substantial results in in- structional supervision be accomplished. The course of study—Responsibility for interpreting and applying the course of study so as to satisfy the needs of the children being educated devolves upon the supervisor. He is to some extent responsible for the organization of the course of study. Assuming that the course of study is a sound educational document, that it contains materials and methods of instruction in keeping with the best thought and practice of modern authorities, and that the references for teachers and children are carefully se- lected, it at once becomes useful as a basis for supervision. Supervision on an objective plane— Scientific studies in education have pro- gressed far enough for supervision to be raised trom the realm of opinion and casual observation to the plane of cb- jective measurement. Instructional su- pervision can at least be based on the results of educational and mental tests, supplemented by age-grade studies. The first factor determines the results of in- struction in comparison with established standards, diagnoses class and individual needs, and may be used to determine the value of particular methods of procedure ; the second ascertains the mental age which may be used as a means of determining the promotion and classification of pupils ; the third shows the rate of progress of pupils through the grades in compari- son with the expected progress. It° is essential that supervisory officers meas- ure the efficiency of their schools in terms of known standards. In doing this the results of the achievement tests and the age-grade data are the two most significant factors. The recitation period — The _ time- honored recitation characterized by mul- titudinous questions, brief or mono- syllabic answers, and meager preparation by the teacher must yield to the assign- ment-study-test-review recitation. This tvpe of recitation places emphasis on very definite assignments, directed study, and testing to determine whether the lesson assigned has been mastered. The reci- tation period should be a learning period. Demonstration teaching—The super- visor is expected to become thoroughly familiar with the content and organiza- tion of the several subjects taught and with the best prevailing practice in teach- ing these subjects. With this background he should proceed to give in the presence ot teachers demonstration lessons to illustrate the organization of the ma- terial and the best methods of presenting it. No other activity is so effective in developing in the teaching staff the teaching procedure desired by the super- visor. It is unnecessary that such les- sons be model or perfect, but they should be carefully planned to demonstrate the use of well-organized material presented in accordance with the proper methods of teaching that apply to the subject taught. Teachers’ meetings—The county in- stitute or group meeting of teachers is a means of improving teachers in service that has been used for many years. Its effectiveness has been much lessened be- cause of the emphasis upon theoretical discussions too far removed from the actual teaching process. A marked change is taking place in the programs of the teachers’ meetings. The academic, stilted type of program is being sup- planted by the kind that centers around 130 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION the material to be taught and the best method of presenting it. For example, a two-day institute may devote practi- cally all of its time to the subject of reading, another to supervised or directed study, another to spelling, and so on. Such meetings are now the rule. Directed reading— The _ supervisor may make a valuable contribution to his primary purpose by directing the read- ing and study of his staff along those lines that bear directly on his program for supervision. To do this success- fully, requires more than a professional library in the superintendent’s office and carefully prepared bibliographies. These are necessary, it is true, but the need of self-improvement through directed read- ing must be brought closer to the teachers. Raise questions that must be answered. Create situations that require reading before they can be solved. Occasionally tell a teacher frankly her method or practice is erroneous and then tell her where to find a full treatment of the subject, or better still, furnish her with the book or magazine giving the neces- sary information. ‘Teachers will study and read when placed in situations that demand help. The need of such activity by the teacher must arise from the work of the supervisor. Many of our super- visory officers are proceeding as here suggested with splendid results. Judging the teaching staff—Judging the members of the teaching staff is one of the difficult responsibilities devolving upon the supervisor. So far no em- phasis has been placed upon any ob- jective means of arriving at judgments. ‘Training, education, growth, person- ality, conduct, and general teaching ability have been and are still the factors that govern in forming this judgment. Score cards and the measured results of instruction have been used to a limited extent as a basis for judging teachers. While fully recognizing the merits of score cards and educational tests we must question the advisability of using either or both in judging teachers. Any supervisor who does so systematically will have but little time for more urgent duties. Educational tests should be used to measure the achievement of pupils, teaching situations, and the like. ‘These seven activities constitute the program in Louisiana for instructional supervision adopted for guidance in 1919. Under the direction of the State Department of Education, these factors have been emphasized during this period. Fortunately, our school machinery is centralized in two units, the parish (county) and the State. This is a con- dition that admits of the adoption and rapid execution of any educational pro- gram that may be agreed upon. Summary of accomplishments—The accomplishments in terms of the seven activities employed may be summarized as follows: 1. Teachers and supervisory officers cooperate fully. 2. A new course of study has been prepared and is in use. In this work supervisors and many teachers took part according to their abilities. It represents an effort to place in the hands of teach- ers a document that contains the best material, method, and _ bibliographies bearing upon the several subjects taught. 3. The effort to place supervision on an objective basis has progressed to such a point that supervisory officers hesitate to talk of the accomplishments of their schools in terms of personal judgment. Instead, they refer to the standing of their schools as measured by this or that test. Tests are now commonly used over the State to measure classroom re- sults. Educational and mental tests must be given high rank in our plan for supervising schools. Nothing is quite so stimulating as an interpretation of the results of a test. It places the teacher and pupils in a situation where excuses are useless—as a result, they work zeal- ously to meet the objective standard set. +. No activity in the schools is bring- ing such pronounced results in the im- provement of instruction as the demon- stration of good teaching through dem- onstration lessons. Under the leader- ship of the members of the Department of Education, many of the supervisory officers over the State are now giving demonstration lessons in the presence of teachers. Such lessons are carefully planned and usually represent sound pedagogy and well-organized material. Our experience proves that the demon- stration lesson is effective in breaking down the barriers of suspicion and preju- dice often exhibited by teachers. It com- mands respect and attention and wins sympathy and confidence. It invites the teachers to join in constructive criticism and stimulates and directs them into a more thorough study of their problems. 5. The inspirational, theoretical, “‘salt- and-pepper” institute has been sup- planted by the type whose programs are built around the materials and methods of the several subjects taught. 6. Under the stimulus of this pro- gram and the suggestion of selected bibliographies, supervisory officers are now readers of several of the best Na- tional journals and many of the best A pril, 1922 books of recent publication. Many teachers are following their lead. 7. Supervisory officers are not en- couraged to use any objective method in judging teachers. ‘The time may come later when methods of this kind can be recommended. Who are the supervisory officers and why can the educational forces of a whole State become actively engaged in the execution of a program in so short a time? First, the leadership of the State superintendent is wise and force- ful, and his assistants are active in field work over the entire State in carrying out the policies of the Department. Sec- ond, the parish superintendents and su- pervisors, a competent, trained group of school people, have accepted the program and are energetically and enthusiastically engaged in its execution. Experience has demonstrated that or- ganizing and presenting a program for the guidance of the school interests is essential to the success of instructional supervision on a state-wide basis. SS NSN SP ee SS SULCUS Education and the Classroom Teacher AGNES S. WINN Assistant Secretary of the National Education Association, Washington, D. C. O ACT of the Association has made such a direct appeal to teachers as its adoption of a definite service platform. According to the January JoURNAL, “The platform properly begins with the most vital ele- ment in a system of education—the teacher—a teacher in hearty accord with American ideals, in every public-school position in the United States. It recognizes the serious obstacle that immature, tran- sient, and untrained teachers place across the path of educational progress.” No one is more ready to help solve this problem than the progressive teacher herself. She is glad the day has arrived when leading educators are demanding that teaching be made a real profession, that our schools be manned by scien- tifically trained people who look upon teaching as a life-work, and that these competent, well-trained ends must find a place in a large and constructive program of education. But is there any reason why those who give to the problems of the classroom the same intensive study as the successful physician, lawyer, engineer, and_ busi- ness man give to their work should not be compensated and recognized compar- ably with them? ‘The compensation must be great enough to provide for professional growth, for a competency against the period of non-employment, and to promote happiness and content- ment among the teachers. It is futile to talk of increased ex- penditures for the training of teachers until the facilities now provided are used to their capacity, and whether they are so used depends upon whether teaching is made attractive. Everyone admits that greater social recognition and a more just compensation are two of the strongest factors that must be reckoned with in elevating the profession, but an- other problem that must be given the most serious consideration is that of tenure. Although salary and pensions have much to do with making the voca- tion a permanent one, tenure is funda- 1Delivered before the National Educa- tion Association at Des Moines, Iowa, July 4, 1921. mental to the efficiency of the schools, for our most capable young people will not choose a life-career that offers no reward for experience and faithful serv- ice and carries with it uncertainty of ap- pointment and promotion. Satisfactory tenure can be secured only through the strongest kind of team work by teachers, administrators, and legislators, for teach- ers alone cannot make teaching a pro- GNES 8. WINN, formerly of the Seattle Public Schools, who began her duties as Assistant Secretary of the Association on February 15, is widely known as a student of teachers’ prob- lems and as a leader among classroom teachers. Much depends on legislative enactment. fession. I wish to emphasize here another factor that enters largely into the prob- lem of keeping men and women of char- acter and ability in the profession— namely, conditions of service. ‘“Thou- sands of splendidly trained teachers leave the schoolroom every year after one or two years of experience, and why? Because they found they were unfitted for their task? No! Because of lack of help, sympathy, and vision of the [137 principals and supervisors entrusted to guide them through these first trying Rather than yield to autocratic methods and surrender their self-respect they seek another calling. Many a so- called leader is himself ill-prepared and unsympathetic toward modern methods and often objects even to the teacher taking part in activities outside of her own school because of the added recog- Many excellent teachers of years of experience have been driven out of the profession through or perhaps vears. nition it may bring the teacher. grievances, misrepresentation, and we jealousy, personal find many of them among our most suc- cessful men and women in the business often keep others from choosing this calling. So if the National tion would out its platform it must use its influence to have placed in world, using their influence to Education Associa- carry executive positions men and women of broad, constructive leadership to whom any teacher may look for justice and in- spiration. Had the National Education Associa- tion accomplished nothing more the past three years than creating public senti- ment in favor of equal salaries for equal service to all teachers of equivalent train- ing, experience, and success it would have justified its existence. In many places this principle has become a living reality, and every progressive community is looking forward to the day when the old differential between groups will be zbolished and a single salary schedule adopted. The constant demand for bet- ter-trained teachers will have its full share in bringing this about. Nothing will do more to break down “group con- sciousness” and make for a united teach- ing profession than the recognition of this principle. Such a schedule would accomplish five definite things. 1. It would give to the elementary schools, that part of our public-school system which serves all the children from all the people, an even chance of choosing the most highly skilled teachers. 2. It would break down the time- honored aristocracy of high-school caste and unite the teaching body of a com- 138 munity into a professional force which would command the respect of school boards and citizens. 3. It would remove the barrier and would encourage teacher to seek the place to which she is best fitted and in which she can render the maximum service to the community. 4. It stimulate growth of teachers in service and en- courage those who have not had the ad- vantage of college or university to work toward this end or pursue some line of study that would better fit them for the work in which they are engaged. 5. It would create among teachers a sense of justice and fair play, releasing their full energies for expert service. The carrying out of this great na- is of vital concern to economic every would professional tional program every teacher in the country, but it is difficult to prove to the rank and file that our National Association is really working for their uplift and advance- As a representative of one of the the ment. large teachers’ country and as a student of organization work, I am convinced that our first task is to strengthen our local organizations. If we. can get the teachers to see what can be accomplished through united effort at home, then we may hope to get them to look beyond local problems to State and National ones. Progressive administrators effort on the part of teachers themselves to live and to work together in harmony and coéperation for the betterment of the profession. It may be of interest to you to hear what Seattle teachers are trying to do. We are so far from the center of things that it often takes longer for our work to become known. About two years ago the leaders of the Seattle Grade ‘Teachers’ Club be- gan to realize that as one of the largest women’s clubs of the city our club must reach out and take a more active part in the civic life of Seattle. We had proved to ourselves the value of professional organization, and early in our history had affiliated with the City Federation of Women’s Clubs. But were we con- tributing our full share to awaken the community to a realization of its re- sponsibility toward the schools? Ac- cordingly, a school-betterment program was carried out by the joint professional service committees of the grade and high- school organizations. The results were most gratifying. The Educational Com- mittee of the Chamber of Commerce be- gan to assist the teachers in their salary organizations of welcome this THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION pe te ea mE 0 rm ae campaign and in other ways. Members of both organizations joined the Cham- ber and are now working on various committees. The Seattle Times opened a “department of education” in order to give the public school news. Work with the other clubs of the city was carried on consistently, two of our members be- ing given full time to attend the monthly meetings of the Federated Clubs. We responded to every reasonable call that was made upon us, which proved to the public that our interests extended _be- yond our own school problems. And what were we doing within our own ranks to create interest in all of these activities? First, we launched an intensive membership campaign which resulted in a practically 100 per cent membership, reaching almost to the one- thousand mark. Then we began mo- bilizing our forces, our aim being to put as many members as possible at work. The standing committees were made representative of the various schools. Advisory committees were elected by A pril, 1922 the teachers of each grade. In large buildings the number of representatives was increased, giving more members an opportunity for active service. These representatives were charged with the responsibility of keeping the teachers of their building informed on all club aec- tivities, including the time and place of meetings, and of making all collections and reports for the building. Often representative meetings were held be- tween the monthly meetings. Interest and enthusiasm in the monthly meetings increased, which was soon followed by increased attendance. We now realized that with the constant expansion of our aims and objectives some means of com- munication with the individual mem- bers, with outside organizations, and with similar clubs in other cities must be pro- vided, so the Seattle Grade Club Maga- zine was launched. This has proved to be one of the club’s greatest With the activities of the club constantly increasing, the necessity for headquar- ters next presented itself. Beginning in assets. WHY SHOULD I TEACH? Clara Louise Dentler English Department, Polytechnic High School, San Bernardino, California “Why should I teach?” I ask. “Ts it for gold— That shining, glistening gold which men since time Began have loved, then cursed, have hoarded to Their bosom, ere long finding it an asp Envenomed, bringing only torturing death? For gold, just gold?” My soul makes answer, “Nay! For that alone, the price is far too great. Thy recompense in coin cannot be named Because its substance is a finer thing, Enduring when the visible has past.” “Speak on, my soul,” I said, “and tell me what The teacher’s recompense.” Thus spake my soul: “In service only comes the great reward, Soul-satisfying, bringing happiness ; Today, this comes to him who hears the call To teach the youth, to mold the tender lives Who are our country’s citizens tomorrow, To teach, to watch development of mind, But lovelier far, watch character unfold Beneath the magic touch of sympathy— This rich reward awaits him who would teach.” “Oh let me teach,” I cried, “let all that’s best Within my heart and mind be dedicated To this, the grandest, noblest work of life! Because I am a patriot, it is A duty to my country that I owe; Because I love my God, I’ll heed the call To teach and serve my God’s humanity.” seme Vol. 11, No.4 a small way, we now have a club home. The president, now relieved of much routine work by the appointment of an executive secretary, can use her time in building up the organization. The work of our club is carried on through nine departments or standing committees. This year the president organized the executive board of nine members into a cabinet, each one of whom was made responsible for one department. About three hundred of our members are now actively working in some capacity, and the others we hope are actively interested. It would have been impossible to carry on this work had we not recognized the value of coéperation with the administration. Through this spirit of coéperation in the Seattle schools and willingness to work with outside organizations one of the biggest projects for spreading the gospel of support for home industries was carried out this spring, including a “Northwest Products Exhibit.” A committee from the schools worked with a similar committee from the Cham- ber of Commerce. Local plants were visited by the students, the trips provid- ing live material for English, history, The schools worked out slogans, posters, ex- hibits, and interesting projects. North- products featured in the geography, and science classes. west were T His IS the Education Building of the State of New York. lunchrooms. Teachers took an active part in staging the exhibit. This is just a summary of the work of Seattle teachers. Through the monthly and quarterly publications of similar throughout the country we keep in touch with the work of their members, and we know that organizations they ‘too are working along lines that will raise the profession to a plane where it inspires public confidence. In many cities we find the teachers actively en- gaged in Americanization work, child welfare, and working with the legisla- ture on tax problems. Molding public sentiment and advertising work of the schools is the big job before us at the present time. Active participation of teachers in shaping school policies through councils or central committees can but result in better schools if the desire for this springs from the teachers themselves. If we are going to look to our Na- tional Association for inspiration and leadership, it is also duty to keep its officers informed on the activities of our local clubs. This the Seattle Club has tried to do. Our correspondence and friendly relations with our National As- sociation have been of great help. So every teacher who would have a part in this National program must be a member of a local teachers’ organiza- It is located across the street from the State capitol at Albany and houses the great State Library and the varied activities of the State department of Education. It is within walk- ing distance of the Union Station and will be visited by many teachers passing through Albany for the summer meeting in Boston next July. THE JouRNAL OF THE NATIONAL EpucaTIon AssocIATION 139 ee tion, a State teachers’ association, and the National Education Association fer “the essential strength of the Associa- tion under its new organization lies in The influence of each of these adds to the the vigor of its component units. power and prestige of the central body, each unit partaking of the strength of all the others.”” The Association, then, has an important service to perform in pro- moting The pledge of the Association to carry out teachers’ organizations. the foregoing principles would be futile unless it recognized that the biggest step toward this is “the unification and fed- eration of the educational forces of the country in one great professional or- ganization and the promotion of the highest welfare of the Nation.” It would be impossible to carry out this National program without the sup- port of the Nation. The Towner-Ster- ling Bill, written to meet the National need for better schools and better teach- ers, is another important step that has been taken to carry out this comprehen- When education has been lifted to its rightful place in a sive program. separate department with a secretary in the President’s cabinet, it will be only a beginning of what may be accomplished by the educational forces of the country With the revelations of the Great War before us, we know that education can hardly be kept in its place as keystone of the Amer- ican system unless its full powers are co- ordinated. working under its leadership. Are we as classroom teach- ers shouldering our full responsibility in this National legislation ? The classroom of the public scheols of America are the only common meet- ing places of children at work. Right ideals of work and service are inculcated there. America’s Public-school play- grounds and recreation centers are the only common meeting places of Amer- ica’s children at play. Respect for the rights of others is inculcated and en- forced there. The classroom teacher is the only person who holds the true key to the mystery of making young Ameri- cans work and play together without trespassing on the other fellow’s rights— the greatest skill ever required in a de- mocracy. She is the true leader, the Consequently, greater .stress must be placed on classroom work and recreation, and I emphasize again the fact that greater recognition and com- pensation must follow. real guide. 140 THE JoURNAL OF THE NATIONAL EpucCATION ASSOCIATION A pril, 1922 Educational Progress in New Jersey LD. C. PORTER Superintendent of Schools, Bridgeton, New Jersey DUCATIONAL progress in New Jersey the past twelve months has probably been attended by fewer spec- tacular features than in previous years. It has rather been a steady advance, a consolidation of gains already made. But notwithstanding the apparent quie- tude, progress has been marked. Chief among these advances is: the esteem in which the teacher is regarded in her community. The teacher’s status in New Jersey has almost uniformly been reported good. In some instances, the law has been invoked to protect her good name and the slanderer has paid the penalty of arrest and fine. “Through the publicity of recent years, through experience with war certificates, public opinion in New Jersey is beginning to realize that the teacher is the most im- portant factor in the present-day school problem. It is beginning to realize that so long as the teacher remains the no- madic figure of the emergency, or of the passing school year, so long is there little hope of permanent advancement. And with the coming of the trained teacher has also come the public realiza- tion-that to obtain and to retain ability in the classroom, it is necessary to accord that teacher not only a fair wage but also a fair opportunity for community leadership. Under the head of Teacher Coodpera- tion in School Administration, it is gratifying to report marked progress in the desire for democracy in the school. The present day demands a teacher of initiative and resourcefulness, a teacher who is eager for this responsibility. In numerous places, among them East Orange, Newark, Jersey City, Kearney, Elizabeth, Bloomfield, and New Bruns- wick, the idea of the Teachers’ Council has taken root. In some of these sys- tems, the Council has been endorsed by the Board of Education, thus giving it a professional and also a semi-official standing. In some cities, committees of teachers are working out with their superintendents revisions of salary sched- ules and of courses of study. In others, they are considering problems of health instruction or of professional growth through extension teaching. In. still others, they are providing lectures to in- form their communities of the real aims of modern education. Considering the industrial unrest in certain quarters, salary conditions in New Jersey may be regarded as very favorable. In some districts salaries have been materially increased, particu- larly in high-school positions. In others, bonuses of previous years have been in- corporated in regular salary contracts. There is a greater tendency than ever to adopt salary schedules embodying the principles of scholastic training and pro- fessional merit for financial advance- ment in the profession. The range of salaries for elementary teachers varies in these schedules from $1300 to $2000 in the smaller cities, and from $1400 to $2700 in larger municipalities, with in- creased pay for high-school and supervis- ory positions. The principle of equal pay for equal work is also being recognized. New Jersey has always been an en- thusiastic supporter of the National Education Association and of its pro- grams. The “N. E. A. Publicity Cam- paign” followed by New Jersey’s own “School and Teacher Campaign,” to make teaching a nation-wide profession with adequate remuneration was of enormous value to the teachers of the State. In the reorganization of the N. E. A., New Jersey has therefore been one of the banner Eastern States in affiliations and also in individual mem- berships. Moreover, our State associa- tion was well represented by its president and by other official delegates in the first national delegate convention at Des Moines last July. The most conspicuous advance of recent years is now being made in what has been called the “Schoolhouse Drive.” The long period of “no building” seems to be ending and a revival of building operations seems to be at hand. From all sections of the State come en- couraging reports of progress. A con- servative estimate of New Jersey build- ing programs for the next few years would place them at from $50,000,000 to $60,000,000. Associated with this advance in build- ing operations, is the organization of new Junior High Schools. In some cities, new junior school buildings are jn process of construction; in others, the former high school buildings are being used as junior schools when new struc- tures are erected for Senior High Schools. The growth of project teaching and of educational measurements presents an interesting development. Good teachers everywhere have long made use of pur- poseful activities in the training of their pupils. Better codrdination of these ac- tivities is now possible through such in- vestigations as have been made by the Education Department of Rutgers Col- lege and by the special committee of the New Jersey Council of Education. Other studies of project teaching are now be- ing carried on in progressive school sys- tems. Intelligence tests are also being used. Entering classes of high-school students are being grouped according to their intelligence quotients and the re- sults are being watched with interest. Some other phases of progress to be emphasized are the following: The pro- motion of music appreciation, especially in the rural schools; the growth of vo- cational education and guidance ; the ex- tension of Americanization and of adult education, particularly in the larger cen- ters; the improvement of the State summer schools; health and malnutrition programs; and the almost universal im- provement in visual instruction and in the use of the materials and aids fur- nished by the State Museum and other sources. DUCATORS write papers and cite statistics as to ‘high-school mortality.’ The stupendous thing in modern high-school evolution is not high- school mortality at all but high-school ‘vitality.’ The really significant and hopeful thing, sociologically considered, is not that so many pupils ‘drop out’ but that so many enter and stay at least one or two years.—David Snedden, in Educational Administration and Super- vision, February, 1922. ULTIVATE in the children a strong love for reading. Tell thent how they can get most interesting books from the public library. Reading helps to educate them.—VThe North American Teacher. T IS MUCH more important to do right than not to do wrong: further, the one is possible, the other has always been, and will always be, impossible.— R. L. Stevenson. — =e te 2 as rr » a Vol. fH. No. 4 A School and Some Irees ARTHUR CHARLES WATKINS Editor, The Forest Service, Department of Agriculture, Washington, D.C. HEN NEW YORK STATE does not lead it sometimes recog- nizes and follows good leadership. In the year 1872, upon the suggestion of Honorable J. Sterling Morton, Nebraska had appointed a special day for tree- planting in that well-nigh treeless State, and a million trees were planted the first year. By 1885 six States had adopted the plan, and the National Education Association that year recommended “the general observance of Arbor Day for schools in all our States.’’ Perhaps this was the the Empire State needed. At any rate, in 1888 it enacted the law providing for the an- nual observance of Arbor Day. encouragement In the spring of the following year we had Arbor Day exercises in the high school of On the grounds we planted a tree, the actual our town. school work of digging the young tree, bring- ing it from the woods, and setting it out being done by Martin Kellogg, a man of the town who understood such things. The grounds were large, and that one tree did not make much of a showing. The occasion, however, remains in my memory as a sort of sacramental one. We performed a ceremonial act of high solemnity and significance. Voluntarily we entered into a partnership with Na- She must do the great and mys- ture. terious thing; but we could invite her to work in our locality, and we could assist her—humbly. | remember distinctly some details of that first Arbor Day celebration. The pupils sang patriotic songs; a charming girl recited a part of Bryant’s ‘Forest Hymn;” a chum of mine recited some selections from Parkman’s “California and Oregon Trail.” this last gave a suggestion of the new- and prairie country. To us youngsters “western” The boy who recited the selection has since become a promi- nent lawyer and a useful citizen in his native State. Not the least among the things he did was to help make the of the State some- thing more than “hoss races’ and cu- riosity “The Wild Man Borneo,” “The Bearded Lady,” and the Indian boa constrictor. Strangely, I do not recall the declama- { remember only the sense of awe I felt in attempting to do a part The local lawyer who gave the address that day was a leader in the State Legislature ness vastness of our “agricultural fairs” shows, featuring trom tion | gave. on an occasion so impressive. and later served the Commonwealth in the Department of Public Instruction. In the last office he did much to increase the value of Arbor Day celebrations, and eventually he shaped the monu- Photo by the Forest Service ce > T ys . : . - HEELING IN” trees that have just been brought from the plantation with canvas holding a large ball of earth on the roots. Tue JourNAL OF THE NATIONAL EpucaATiOn AssociaTion 141 mental legislation that unified the edu- cational system of the State. The solitary tree we set that day was part of a plan first worked out by prin- cipal and school. A map of the six-acre grounds was made, on which the school- house, other buildings, drives, and walks Photo by the Forest Service LARGE hole has been prepared It is large enough and deep enough not to cramp or crowd the fibrous roots of the young tree. for the planting of a tree. The fine soil is being care- fully packed around the roots. were marked, and places were deter- mined for the trees and shrubs. This map was put on a large blackboard and shown at a citizens’ meeting in the schoolhouse. Although the fine and effective parent- teacher associations of the present day had not then been dreamed of, the citi- zens of the district codperated with the school people. The plan was modified to meet the ideas of the majority of the people. It involved the planting of a belt of maples and oaks along the back of the yard, to the north of the school- house. How grateful the students were for that windbreak in the winters after Also, the school board found that the coal bills were less after those trees got tall and_ thick. Groups of trees of different species were to be irregularly spaced along each side of the grounds, with plantings of shrubs taller the foundations of Some the trees grew up! trees and the buildings we did not want to have con- close to next to buildings. spicuous were to be hidden by screens of trees. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A pril, 1922 Photo by the Forest Service YIVING out free trees to school children on Arbor Day at the Government Nursery, Honolulu, Territory of Hawaii. Our tree-planter selected the trees he knew would grow in that climate and on that kind of soil—elms, oaks, maples, beeches, chestnuts, walnuts, ashes, pines, and spruces. ‘There were, indeed, few chestnuts and walnuts, for this man knew these trees would likely suf- fer at the hands of youngsters in the season of maturing nuts. He mostly the rugged trees that would not wise chose be the worse for children’s playing around them. He selected certain quick- growing trees, for he knew we all wanted some early results; but he pro- vided for the slow-growing and long- lived trees as well. Kellogg gathered all his young trees from neighboring woodlands, from the banks of our streams, from plantations, and even from open fields, as soon as the freezing was over. ‘They were promptly “heeled in,” and some years he set them out on the first cool, cloudy day without waiting for the exercises. He would not plant trees on a dry and sunny day. It was a joy to us youngsters to watch old Kellogg planting a tree. As gently as though the little tree were a child he spread its fibrous roots in the large hole he had dug knee-deep, and put the loose, fine soil around them. Then he tamped it down securely enough to keep the tree from tipping over. One day our prin- cipal watched this tree-planter with more than ordinary earnestness as he tenderly arranged the roots of the little tree he was setting out. The principal went into the schoolhouse with some- thing glistening on his eyelashes. ‘To the preceptress he said: ‘““We must be more careful and patient with Frank Doyle’s bad habits and bad He has just lost his.mother, and I fear the boy finds it hard being placed in the hands of strange people.”’ Martin Kellogg told some of us boys that now we had planted the trees our work was just begun. For some time we must see to it that the soil around these newly planted trees was neither too wet nor too dry. After a few years we must prune the branches and repeat manners. the process every three years or there- abouts. Always we must protect our trees from their insect and fungous enemies, and see that neither children nor animals injured the bark. Many studied the habits of those trees and learned not classes of beginning botanists only the love of trees but also what trees mean to a community and a nation, They developed a beautiful school-yard; farm homes; and today the trees they planted along the streets lock their arms over the heads of the passers-by all summer they adorned their own village or long. In that high school several keen and earnest young fellows served us as prin- cipals. I recall J. Edmund Lossee, the agile, red-headed, dominating spirit who did not disbelieve in corporal punish- ment on occasion, and who came to us at a time when his positive leadership ‘Then there Towns, the fine, sweet soul was greatly appreciated. was R. J. who took great joy in reading to his pupils such books as Charles Dudley “Being a_ Boy” such poems as John Hay’s “Jim Bludso of the Prairie Belle.’ There also Thomas C, Silver, whom I shall remem- Warner’s and Was ber with love and enthusiasm as long as I live. He had graduated from one of the State normal schools and from He un- usual power of independent reasoning, He taught us arithmetic, but more than that, Then there was another principal had lived a few years in the Far West just Syracuse University. had an he taught us to reason. who before he came to take charge of our school. He had a great enthusiasm for Photo by the Forest Service GOOD STREET planting of poplars in mixture with Norway maples, in Albemarle Road, in the Flatbush section of the Borough of Brooklyn, New York City. Vol. 11, No. 4 commercial geography and taught it with the spirit of an evangelist. I re- call a story he told us one day. It was quite like this: “Not so many years ago a great min- ing company on a range of the Sierra Nevada Mountains sent an army of several thousand men with axes into the woods. ‘The trees were thick and tall and strong. been right for their growth for many The climate and soil had years. “The forest was leveled to the ground. ‘The best trees were taken for use; the others were left in confusion. Fire was started among these waste trees. It burned the trees; it consumed the soil, which was a thick leafy mold made up of the fallen leaves of countless The superheated rocks crumbled. the rapidly years. The winter spring, which melted rains and snows of because they had no tree foliage to protect them from the sun’s heat, swept the remain- ing soil, the ashes of the trees, and the gravel down the sides of the mountains. The banks of streams were torn and overflowed, and the fertile meadows down in the valleys and plains were covered with this material from the mountain sides. “In earlier years the water of the mountains had been stored in the spongy soil under the protecting trees and had been sent out slowly through the streams to water the lands of the settlers in the valleys. Now torrents of water in the THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Photo by the Fe yrest Service ads ‘'R-YEAR-OLD pine and spruce trees are being planted under white birch, ’ 1 near Saranac Lake ’ spring and droughts in the summer time forced of farms that had once been productive and prosperous. the abandonment Now naked rocks stood out on the moun- tains where green slopes had once flour- ished. At the best it will be many years before those mountain sides are again covered with trees, and through all this time the valleys and plains will remain a desert. That is what greed and reck- lessness have done.”’ Photo by the Forest Service T ~ . . . . . N aworn-out field of three acres on a side hill white pine seedlings were planted in 18 73. In 1901 the tract was sold for $350, and in 1912 for $1000. timber today is worth on the stump more than $1500. The The operation has yielded a return of five per cent on the total investment of land, labor, and annual outlay, and an added equivalent of a yearly net profit from the start of over $5 per acre. lranklin County, New York. When the principal finished this tale, he went on to remind us, as though it were actually a matter of life and death, of how vitally wood is related to the life of modern man, into how many of our activities it enters, and what it would mean to us all if we had less wood than we require. Although that was before the days of organized forest work in America, this man realized that our log- gers were taking not only the crop of the woods but the woods themselves. If you were to visit that region now, you would scarcely believe my statement that ten or fifteen miles east of that town thirty-five years ago there were large timber tracts. The railway station was a shipping point of considerable impor- tance for lumber and certain other woods products. A tannery consumed much tanbark, and a factory made large quan- tities of butter plates and boxes from wood Bill who _ had been “out West” for a time, now owned much of this New York timberland. As Smart was of an inventive and in- veneers. Smart, genious turn of mind, he devised what was locally Wagon.” known as Steam This was a great platform 30 or 40 feet long, with three large, heavy iron wheels—two behind and one ““Smart’s in front—and an upright steam engine in a covered space on the rear of the platform. Cordwood or tanbark were piled on the front part of the platform, and several wagons loaded with lumber were hauled behind. It was no incon- 144 siderable task, however, to steer the wagon by means of the one wheel in front, and manage the brakes of the trail- ing wagons as the train came down the steep hills. All the bridges broke down the first time the “steam wagon” tried to pass over them! Although the au- thorities rebuilt and strengthened the bridges, and Smart improved his early forerunner of the modern tractor, the lumber continued to be hauled from the mills to the railway on horse-drawn sleds or trucks. In those days—the days of the crude and_ ridiculous “steam wagon’’—the logging companies were clear-cutting thousands of acres of that virgin forest land east of our town. As he remembered the things he had seen in the far West, our principal did not inveigh against the loggers working east of us, or even against the com- panies engaged in skinning the land they had bought. He saw that here was a problem requiring time to solve and that much education of the people would be necessary. I do not know whether he ever got so far as to think of the need of educating the men who composed the great logging companies and of showing them on which side their own bread was buttered. Being a practical man, how- ever, and inclined to do what lay nearest his hand, he preached this gospel in the commercial geography class, as | have told Not an hour of work was added to the already crowded you. new class program of studies; but he showed his teachers how to correlate this practical instruction with geography and botany, and even with history, civics, and arith- metic. We heard it in nearly all our classes and in all the grades, and boys who finished high school certainly had some clear ideas about how important it is for farmers to cut only the proper amount of timber each year from their woodlands and to see that the land is growing more timber to keep up the supply. That is what this was doing in his own quiet and common- sense way back there thirty-five years ago. I do not know where he got his schooling; he could not have gone to the Yale Forest School, for it was not then established, but he had been led to water somewhere—and he had drunk! In a way these things seem far in the school principal past. Certainly we have come a long road in the intervening years. Much forest history has been made. Great names appear on the pages of that his- tory, and nearly all are names of living THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Many of the names of great work- ers are not widely known, but most peo- ple have heard what Fernow. Pinchot, Graves, and Greeley have done and are doing. Another name no one would in- tentionally leave unmentioned—that of men. “THER FOLLOWING list will assist in the selection of the species suitable fo: planting in various portions of the United States. The list is suggestive, and the ab- sence of any particular species from it does not necessarily mean that the species is unsuitable, but all the species included are suited for general use in parks, school grounds, and streets. For street planting, care should be taken to have all the trees on a street of one species and to choose a species suited for the width of the street, and, especially in cities, one which will thrive under hard conditions. Only unde: very unusual conditions are the evergreens suitable for street planting. For New England States, New York, Pennsylvania, New Jersey, Ohio, West Vir ginia, Kentucky, Indiana, Michigan, Illi nois, Missouri, and Iowa: Deciduous trees as—sugar maple, Norway maple, scarlet maple, green ash, white ash, American white elm, red oak, white oak, pin oak, American linden, and scarlet oak Evergreen trees, as—white spruce, Colo rado blue spruce, white pine, Scotch ;ine, balsam fir, hemlock, and arbor vitz. For Delaware, Maryland, District of C: lumbia, Virginia, North Carolina, Sout! Carolina, Georgia, Tennessee, Florida, Ala bama, Mississippi, Louisiana, Arkansas, Oklahoma, and ‘Texas: Deciduous trees as—tulip, sycamore, pin oak, white oak, scarlet oak, black oak, red oak, white ash, bald cypress, Norway maple, scarlet ma ple, red elm, American white elm, Ken tucky coffee tree, American linden, red gum, black gum, hackberry, and willow oak. Evergreen trees as—white pine. long leaf pine, slash pine, magnolia, live oak, cedar of Lebanon, and American holly. For Wisconsin, Minnesota. North Da kota, South Dakota, Nebraska, Kansas. Colorado, Wyoming, Montana, and Idaho Deciduous trees, as—bur oak, linden, Nor way maple, green ash, wild cherry, larch, American elm, black walnut, hackberry, honey locust, and black locust. Evergreen trees, as—Scotch pine, Au trian pine, white pine, Norway spruce, Colorado blue spruce, white spruce, red cedar, and arbor vit. For New Mexico, Arizona, Utah, Ne vada, and southern Idaho: Deciduous trees as—bur oak, Norway maple, American elm (infested with rust in Utah), honey lo cust, black locust, green ash, linden, hack berry, mountain cottonwood, valley cotton wood, sycamore, black walnut, and silver maple, ! Evergreen trees, as—-.\ustrian pine, ar | bor vite, deodar cedar, box, western yel low pine, blue spruce, Douglas fir, western larch, and mountain red cedar. For California, Oregon, and Washingto1 Deciduous trees, as —large-leaved maple, European linden, sycamore, and weeping willow for the Coast Region, and Norway maple, European linden, sycamore, green ash, silver poplar, Russian poplar, and white willow for the Columbia Basin. | Evergreens, as—deodar celar, Monterey cypress, Monterey pine, Lawson cypress, ]| } bigtree, Douglas fir, and western yellow pine. | —— a great friend of the policy of protecting and rightly using the Nation’s natural resources—the name of Roosevelt. When we are told on Arbor Day that this country has already used four fifths of all the timber its forests originally contained, and that we are suming the remainder four times as fast as we are growing new supplies, we sec now con- A pril, 1922 ee that the need for tree-planting becomes greater with each succeeding year. The number of trees planted on Arbor Day may be insignificant—and I believe it usually is—but the tree sentiment aroused by the observance of the day and the various educational forces it will certainly set in motion should be most helpful in arresting the wasteful use of Before years have passed we should have in this country our forests. many all the private and public planting of trees that the needs and happiness of the The struggle to bring about a policy of scientific logging and people require. of adequate protection of all forests, especially against fire, a struggle which must be carried on by means of educa- tion and legislation and practical work, will have produced here in America a great deposit of good-citizenship tradi- tion. HE REORGANIZATION | of Mathematics in Secondary Educa- tion, the complete report of the National Committee on Mathematical Require- ments, will be ready for distribution in April. Through the generosity of the General Education Board the National Committee is able to distribute free large numbers of this report—a copy in every regularly maintained high-school library and for every individual who is interested enough to ask for it. Re- quests should be sent in before the edition is exhausted to the chairman, Mr. J. W. Young, Hanover, N. H. Part | of this report, which consists of about 500 pages, deals with general principles and recommendations, includ- ing chapters on mathematics for the vears seven to twelve, college entrance lists of plane and solid geometry, the function requirements, propositions in concept in secondary-school mathematics, and terms and symbols in elementary Part II contains investi- gations conducted for the Committee. The Status of Disciplinary Values in Education is discussed by Vevia Blair; the Theory of Correlation Applied to School Grades, by A. R. Cra- thorne; Mathematical Curricula in For- eign Countries, by J. C. Brown; Ex- perimental Courses in Mathematics, by Raleigh Schorling; Standardized Tests in Mathematics for Secondary Schools, by C. B. Upton; and the Training of Teachers of Mathematics, by R. ©. Archibald. “A bibliography on_ the Teaching of Mathematics, by D. E. Smith and J. A. Foberg, is appended. mathematics. Present oe Vol. 11, No. 4 Tir JouRNAL OF THE NATIONAL EpucaATION Association Standards of Library Service HE YEAR 1921 brought forth three statements of standards libraries, which are of great importance. The Library Department, under the di rection of its president, Dr. Sherman Williams, framed a statement of stand- ards for library development which was adopted by the Library Department of the National Education Association, The National Council of Teachers of English, and the American Library As sociation. “The Council of the Ameri- can Library Association at its meeting in Chicago, December 30, 1921, adopted 4 statement setting forth that one dol- lar per capita is the minimum revenue for the library in a community desiring to maintain adequate public-library serv- ice. The committee on normal-school libraries of the National Education As sociation has prepared a tentative state ment of standards for libraries in teacher training institutions. “These statements taken in with the standards tor secondary schools, known as the “Certain Report,”' indicate that the time has come when leaders con- ceive of the library in both school and community as an should be. universal. Standards adopted by Library Depart- ment and other groups—A joint meeting of the Library Department and_ the National Council of ‘Veachers of Eng- lish adopted a statement about libraries in education at the Des Moines meeting of the National Education Association. The statement endorsed by the American Library Association ‘Tuesday, June 21, 1921. It was prepared under the direction of Dr. Sherman Williams, chief School Libraries Division of the State Department at Albany, N. Y., by a committee made up of librarians from nine different States, with Dr. J. 1. Wyer, Jr., director of New York State Library, as chairman. These standards of library development are as follows: i. All pupils in both elementary and secondary schools should have ready ac- cess to books to the end that they may be trained (a) to love to read that which is worth while; (4) to supple- ment their school studies by the use of books other than textbooks; (c) to use reference books easily and effectively ; tor connection code ot institution which Was ‘Standard Library Organization and Equip- ment for Secondary Schools. Report of a committee of the National Education Asso- ciation. CC. C, Certain, chairman. Proceed- Ings, pp. 691-719. 918. d) to use intelligently both the school library and the public library. 2. Every secondary school should have a trained librarian, and every elemen- tary school should have trained library service. 3. Trained librarians should have the same status as teachers or heads of de- partments of equal training and experi ence, +. Every school that provides training for teachers should require a course in the books and and a course on the best literature chil- use of libraries for dren. 5. Every State should provide for the supervision of school libraries and for the certification of school librarians. 6. The public library should be recog- nized as a necessary part of public in- struction and should be as liberally sup- ported by tax as are the public schools, and for the same reasons. 7. The school that does not make liberal provision for training in the use of libraries fails to do its full duty in the of revealing to all future citizens the opportunity to know and to use the resources of the public library as a means of education. Standards of public library support as stated by the Council of the American system way Library Association in a_ resolution adopted December 30, 1921. The American Library Association believes that one dollar per capita of the popu- lation of the community served is a rea- sonable minimum revenue for the library in a community desiring to maintain a good modern public library system with trained librarians. This sum should cover a main library with reading-room facilities, branch li- braries and reading rooms within easy reach of all the people, a registration of card holders equal to at least thirty per cent of the population, and a consider- able collection of the more expensive books of reference, with a home use of about five volumes per capita per year. annual This allowance of per capita revenue need modification in the very small or very large communities, or communities which are otherwise ex- may case of ceptional. Small communities may often obtain increased library service for the same expenditure per capita by enlarg- ing the area of administration. The situation in large communities is often modified by dowed libraries free for public use. the presence of good en- 145 Communities desiring their libraries to supply these needs extensively and with the highest grade of trained service, will find it necessary to provide a sup- port much larger than the minimum of dollar per capita. This should cover extension work sufficient to bring home to children, foreign-speaking peo- ple, one artisans, advanced students, public officials, and in general business men, all classes of the people, the opportuni- ties that such a library is not only ready but able to afford, with a service that is administered by trained librarians hav- ing special knowledge in their particular departments. stick libraries in teacher-training institutions—lInterest in libraries in the that train teachers is especially significant in view A measuring for institutions of the fact that the conception acquired by teachers in training as to the func- tions of the library will largely deter- mine their ability to make the school library a vital factor in the lives of chil- dren as well as their ability to lay good foundations for continued education through the use of public libraries. To meet the need for a definite state- ment of standards by which to measure libraries in normal schools and teachers’ colleges a committee of the Library De- partment of the National Education As- sociation has set up a tentative code of standards as a for criticism and further elaboration. The committee consists of the following members, work- ing under the chairmanship of Willis H. Kerr, librarian at the Kansas State Normal School, Emporia, Kansas: William C. Bagley, Teachers College, Columbia University, New York. Mary J. Booth, Librarian, State ‘Teachers College, Charleston, Illinois. W. M. Davidson, Superintendent of Schools, Pittsburgh, Pennsylvania. basis O. M. Dickerson, President, State ‘Teachers College, Moorhead, Minn. Martha Caroline Pritchard, Libra- rian, Detroit ‘Teachers College, Detroit, Michigan. Mary C. Richardson, Librarian, State Normal School, Geneseo, New York. Alexander C. Roberts, President, State Normal School, Centralia, Washington (1921-1922: Associate in Education, University of Washington, Seattle). The divided into parts—standards for two-year standards for four-year Each section deals with the four fundamentals—(1) build- ing and equipment, (2) library fund, (3) the librarian and his staff, and (4) library instruction, statement is two normal schools and teachers’ colleges. 146 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1922 Two-year normal schools—The stand- ards for schools of this type are based on an initial enrolment of three hundred students with added increments for each three hundred additional students. Building and equipment—The library in two-year normal school with three hundred students should have one read- ing and periodical room of 1875 square feet to accommodate 75 readers, with 1250 additional square feet to accom- modate 50 readers added for each 300 additional students. It should have one reference room of 500 square feet to accommodate 25 readers with a like amount added for each 300 additional students. It should have a children’s room of 1000 square feet to seat 40 readers, with fifty per cent additional for each 300 students. It should have a library classroom of 600 square feet to seat 50 students; a cataloging and workroom or 225 square feet with 200 square feet added for each 300 additional students; and an office of 180 square feet. Book stock—The library in the two- year normal school should contain 20,000 books with 7000 added for each additional 300 students. This stock should include 15,000 for general circu- lation and assigned reading with incre- ments of 5000 for each 300 additional students; for special reference, includ- ing bound periodicals, 3000 volumes with increments of 1000; for the chil- dren’s library, 2000 volumes with in- crements of 1000. Equipment—A_ statement covering stacks and shelving, illustrative material, furniture, and library a>paratus is to be developed. Library fund—There should be at the disposal of the librarian, not includ- ing salaries and building maintenance $2500, with $1000 more for each addi- tional 300 students. Librarian and staff—The librarian should be a college graduate; plus one year of special training in an approved library school; plus three years’ success- ful library or high-school teaching ex- perience, preferably both. Members of the staff should be college graduates, plus one year of library-school training; plus one year of high-school teaching ex- perience. The librarian should rank as a full professor with a vote in the faculty. Staff members should rank as instructors. For the first 300 students there should be one librarian, one reference and chil- dren’s librarian, one cataloger, and three loan desk attendants. One loan desk attendant should be added for each 300 students. The salary of the librarian should be comparable with that received by the professor of English. Salaries of the staff should be on a par with the better-paid instructors in English. Library instruction—At least twelve lessons in the use of the library should be required of all freshmen. ‘These should be taught by a member of the library staff. A three-hour course in children’s literature should be required for graduation. Four-year teachers’ colleges—The standards for teachers’ colleges are based on an initial enrolment of five hundred students with added increments for each additional five hundred students. Building and equipment—The library in a four-year teachers’ college with 500 students should have one reading and periodical room of 2500 square feet to accommodate 100 readers with 1500 added square feet to accommodate 75 readers for every 500 additional stu- dents. It should have one reference room of 1250 square feet to accommodate 50 readers with like amount added for each 500 additional students. It should have a periodical room of 1000 square feet to seat 50 readers with 400 square feet to accommodate 25 added readers for every additional 500 students. It should have a children’s room of 1000 square feet to seat 50 readers, with 500 square feet to accommodate 25 added readers for every 500 additional students. It should have a library classroom of 750 square feet to seat 60; a cataloging room of 300 square feet; 2 workrooms of 400 square feet each; and an office of 300 square feet, with 200 added square feet for each additional 500 stu- dents. Book stock—The library in a four- year teachers’ college, which enrolls 500 students, should contain 20,000 books for general circulation and assigned reading, with an added 10,000 for each additional 500 students; 7500 special reference books including bound period- icals, with an added 2000 for each ad- ditional 500 students; 2500 children’s books with an added 1000 for each ad- ditional 500 students. Equipment—A_ statement covering stacks and shelving, illustrative ma- terial, furniture, and library apparatus is to be developed. Library fund—There should be at the disposal of the librarian not includ- ing salaries and building maintenance ——————_ $6000 per year with $3000 more joy each additional 500 students. Librarian and staff—The librarian should be a college graduate; plus one or two years’ training in an approved library school of five years of conspicy- ously successful experience; plus five years’ successful high-school teaching o; library experience, preferably both, Members of the staff should be college graduates; plus one year of library. school training; plus one year of high- school teaching experience. The librarian should rank as a ful] professor and head of a department with a vote in the faculty. Staff mem. bers should rank at least as instructors, but library department heads with sufficient academic attainments should rank as associate professors. The staff of the librarian should consist of five, namely, one reference and library in- structor, one cataloger, one children’s librarian, and two loan desk attendants, with two added attendants for each ad- ditional 500 students. The salary of the librarian should be comparable with that received by the professor of Eng- lish or other important department heads. Salaries of the staff should be on a par with the better-paid instructors and associate professors. Library instruction—At least twelve lessons in the use of the library should be required of all freshmen. These should be taught by a member of the library staff. A three-hour course in children’s literature should be required for graduation. Credit should be given for elective courses, such as library or- ganization, bibliography, and reference work. HE SCIENTIFIC SPIRIT has today come to dominate all lines of human thinking, and the applications of scientific principles have, in the past century, completely changed all the con- ditions surrounding human life. Ap plied to education, this new spirit has transformed the instruction and _ the methods of the schools, led to the crea- tion of entirely new types of educa tional institutions, and introduced en- tirely new aims and methods and pur- poses into the educational process.—Ell- wood P. Cubberley. HE TEACHER—whether mother, priest, or schoolmaster—is the real maker of history; rulers, and statesmen, and soldiers do but work out the possi- bilities of codperation or conflict the teacher creates.—H. G Wells. eo aa. os - — CD ' Vol. 11, No. 4 ‘Teacher Councils E, J. ORTMAN Dean of Fisk University, Nashville, Tennessee An organized means for more effective participation of teachers in determining the governing policies of schools HE FIRST teacher council was es- tablished to solve a specific problem. In 1908, the city schools, of Dallas, Texas, were disrupted by antagonisms among some of the teachers and the oficials. Mr. Arthur LeFevre, who assumed the duties of superintendent of schools in 1909, devised the council to mitigate these antagonisms. By provid- ing a means through which some com- mon school tasks might be done co- operatively it was hoped that a spirit of forbearance and tolerance would result among the school workers. Another of the earlier councils, that of New Britain, Connecticut, was or- ganized by Superintendent S. H. Holmes about 1910. “This council was established to secure certain professional values for the schools and the teachers. The pur- poses given for forming the council are as follows: (1) To furnish the teaching body a definite and organized means for conference with the school committee for the expression of its sentiments and judgments; (2) To encourage profes- sional improvement among the teachers ; (3) To develop a sense of solidarity among the teachers; (+) To afford the largest opportunity for initiative on the part of the teachers. During the years 1911-12 Ella Flagg Young, Superintendent of the Chicago Schools, attempted to have the teachers simplify the course of study for the ele- mentary grades. After repeated fail- ures to have this work done she estab- lished the teacher council about 1913. It was through this organization the course of study was simplified. About 1915 the teachers of the Minneapolis schools requested the privi- lege of forming the teacher council. The president of the council, Miss M. Harris, explained the purposes for form- ing the council thus: “That the teach- ers might know and understand the ad- ministrative officers and in turn be known and understood by them; in the hope, too, that from those who are in direct contact with the children would come most valuable suggestions,” the council was formed. In 1917, Dr. F. Spaulding, Superin- tendent of the Cleveland, Ohio, Schools, instituted the teacher council there. The purposes given for forming it are: (1) To give oral or written advice to the superintendent whenever requested by him; (2) To hold conferences with the superintendent upon questions pertain- ing to the welfare of the Cleveland pub- lic schools. Since 1917, many councils have come into existence. Among these may be named: Buffalo, N. Y., Colorado Springs, Colo., East Hartford, Conn., Ironwood, Mich., Kansas City, Kan., Kansas City, Mo., Montclair, N. J., Poughkeepsie, N. Y., Republic, Mich., Pueblo, Colo., Topeka, Kan., Ypsilanti, Mich., and others: A summary of the purposes usually given for forming teacher councils shows the following: To assist the ad- ministrative officials to form more de- sirable school policies; to establish or in- crease the spirit of helpfulness and co- operation among teachers; and _ to improve the _ professional education among the school workers. Each of these purposes is very laudable. Help- fulness and codéperation may be devel- oped, it is thought, through the practice the council gives in the coéperative solu- tion of school problems, while through the interest engendered in doing these tasks it is hoped that the’ school workers may improve their professional educa- tion. Many councils claim to have received the values anticipated in the purposes given for forming the organization. The Boston Council has done valuable work in reorganizing the course of study, in establishing higher standards of at- tainment for students in various sub- jects, in standardizing instruction in cer- tain subjects, and in selecting suitable books and equipment for teaching dif- ferent classes. The Minneapolis Coun- cil has served the schools acceptably by working out more desirable systems of reports, by recommending _ certain changes in school-building plans, and by planning and carrying out Americaniza- THE JOURNAL OF THE NATIONAL EpuCATION AssociATiON 147 The Republic, Michi- wrote portions of the course of study, recommended texts for adoption, and devised merit systems for The Montclair, New Jersey, Council conducted a teacher lec- ture and entertainment course and as- sisted, in an organized way, the board of education in moulding public sentiment. tion campaigns. gan, Council rating teachers. These few illustrations point to some of the fields of work of the teacher councils. Over fifty important school tasks have been undertaken by various councils. ‘The success with which they have done these tasks is indicated in some measure by the statements of ad- ministrative officials who have used the council. Dr. F. Spaulding in speaking of the councils at Minneapolis and at Cleveland said: “My experience has confirmed me in my confidence in co- operative administration.” He dis- tributes the values of teacher participa- tion through the teacher councils under three heads thus: “First, it tends to the development of high morale throughout the entire system. Second, it tends to make available for use the wealth of experience, of knowledge, of inspiration and ideals, represented by the whole teaching force. And third, this type of administration furthers the professional education and progress of everyone con- cerned.” Mr. Franklin B. Dyer, superintend- ent of the Boston Schools in 1912-18, in referring to the work of the teacher council said: “I desire to commend the constructive work of these councils. They are to this school system what the research and testing laboratories are to the great manufacturing concerns.” The late Superintendent F. V. Thomp- son, of Boston, said: “It is gratifying to point to the spirit of harmony now existing between the executive officers and the teaching force. Such a spirit is to be expected when the effort is made to focus the attention of both the execu- tive and the teacher on the common pur- poses for which each serves—namely, the welfare of the child.” The teacher council is distinctly a teachers’ organization. It is made up of various groups of teachers in the school system. The councils range in num- bers from six to forty-five or more. Perhaps the median number is about eighteen. The groups usually repre- sented are kindergartners, primary teachers, intermediate teachers, hjgh- school teachers, principals, special teach- ers, and supervisors. 148 There are several prevalent methods of electing representatives to the coun- cil. Frequently the school-building group assembles and elects representa- tives from the various groups of teach- ers. Sometimes each class of teachers in the city schools assembles at a central building and elects its representatives. The clubs of the school at times form the basis for electing representatives. *Some- times the candidates for representatives are chosen by ballot by all teachers vot- ing in the school system. While the method of selecting representatives is important it is much more important that the distribution of representatives be well made and that the most com- petent members be chosen. All groups of teachers should be equitably repre- sented by men and women who have breadth of view on the problems of edu- cation and the schools. At the first meeting of the repre- sentatives in the fall the council is or- ganized by electing officers, usually a president, a vice-president, a secretary, and a treasurer. Frequently, too, there are representatives appointed from the council to the administrative officials. However, the conference committee which is sometimes used in place of the representatives is made up of the execu- tive officers of the council together with one or more elected members from the council. Frequently the teacher council has specified times for meeting with the board of education and the superintend- ent of schools and the appointment of a conference committee or of special repre- sentatives is unnecessary. The teacher council is regarded as unique in the field of teacher organiza- tions. Its membership is chosen by teachers; it is governed by a constitu- tion and by-laws; it considers on its own volition problems of school policy; it has State recognition in New Hamp- shire and charter recognition in St. Paul, Minnesota; and recognition by the board of education in many cities. However, there are many councils that have no recognition. It is thought that a great field of use- fulness awaits the teacher council. There is a higher type of codperation to be built up between the teachers and the administrative officials of the school. Many new points may be established where codperative solution of tasks may be developed; and where slight operation now exists a more vigorous type may be secured. New enthusi- co- asms, growing out of a consciousness of THE JourRNAL OF THE NaTionaL Epucation Association being sharers in the solution of the im- portant problems of the schools and edu- cation, may be developed among all the workers in the school system. Greater initiative in dealing with the compli- cated problems of education may be de- veloped. The teacher council is organ- ized to secure these values. The usual procedure followed in in- stituting the teacher council is: First, have a real problem or problems to be solved. Second, the approval and recognition of the superintendent of schools and the board of education for the council. Third, appoint com- mittees to draft the constitution and by- laws. The main sections of the consti- tution are: (a) Name of council; (d) Purposes for forming organization; (c) Membership; (d) Manner of electing members; (e) Time of election; (f) Time, place, and number of meetings; (g) Officers; (h) Duties of officers; (i) Relationships to administrative of- ficials; (7) Amendments. Fourth, sub- mit and have approved the constitution. Fifth, follow to the letter the constitu- tion and by-laws both in organizing and in conducting the council. Sixth, attain the purposes for organizing the council and solve the problem. Seventh, study to show yourself approved of all those interested in education, a workman that need not be ashamed, rightly solving the problems of the schools and education. secure Ethics for Teachers HAT INTEREST in ethical codes for teachers continues to grow is in- dicated by the many requests that come to headquarters from officers of State and local associations for copies of such codes. The Pennsylvania code was pub- lished in THE JoURNAL for May, 1921, and the Michigan code in the October, 1921, Journat. The following code was compiled by the teachers of the Ba- tavia, Illinois, schools under the direc- tion of Superintendent H. C. Storm: Attitude toward the children. believe— In taking a personal interest in the progress of each student. In having confidence in their virtues and understanding their weaknesses. That Batavia children cannot be edu- cated except through their own activity. Therefore we encourage projects of all kinds. That the test of good teaching is to leave the child with a desire to know more. We A pril, 1922 ———— That the best discipline is that which results from good comradeship. In freedom and that the truth will make Batavia children free. In creating an atmosphere of pure thinking. That character building is the prime essential in education. Attitude toward the public. He be. lieve— That Batavia’s interests should be our interests. That Batavia citizens are strong for education. ; That Batavia parents have a right to expect us to set a good example to the youth of Batavia. That there should be no discrepancy between a real teacher’s acts and words, That most misunderstandings lose their reality when parent meets teacher, In giving our best without the stimu- lus of the dollar. That all our work should bear the stamp of truth. That there is no greatness except the greatness of service. Attitude toward believe— co-workers. We In a happy coéperation plus good will and friendliness. That it is possible for Batavia teachers to be as good as the best in the United States. That teachers know more about teach- ing than do those outside the profession. That it is unwise for teachers to criticize co-workers or predecessors in the presence of pupils or patrons. That “shop talk” in the presence of strangers is altogether undesirable, leads them to draw unpleasant inferences, and casts odium upon our profession. In the golden rule. Attitude toward our profession. We believe— That we should affiliate with profes- sional organizations, especially the Na- tional Education Association and the State Teachers’ Association. That we should seek new educational theories and adopt those of proven value. In a professional attitude and in busi- ness methods. That disloyalty is unprofessional. That it is unprofessional for a teacher to resign without the consent of the board unless his contract provides for release upon proper notice. EARN THESE two things: never be discouraged because good things get on so slowly here; and never fail daily to do that good thing which lies next to your hand.—G. MacDonald. STATE DIRECTORS OF THE NATIONAL D. California — Mary F. Mooney,V ice-Prin. Was] School, S Francisc Arkansas—Annie G. Grif- fey, Primary Supervisor Little R Loper, Su- perintendent of Schools, Phenix. | . Arizona—J. mn Iowa—L. H, perintendent Fort Dods ge. Josephine Hilo Deyo, Idaho—T. B. Schank, Su- Union cl perintendent of School Caur d’ Alene. | Hawaii Principal of School, Hil Minkel, Su- of Sche , Bass, Massachusetts — Mary Mce- Mississippi— E. . E. Nevada—Chauncey W, Hampshire —D. WU ew John Milne Skimmon, Prin. Pierce Superintendent of School Smith, Superintendent of MacLean, Headmaster of Superintendent of Schools School, Brookline Greenville. Schools, E High School, Berlii {/ibuquerque. oe As- Pennsylvania W. M. Davidson, Superintendent of Schools, Pittsburgh. Oregon—C. A. Rice, sistant Superintendent ¢ Schools, Portland, North Carolina — R. H. Wright, Pres, Teachers’ Tr. School, Greenville. 2 _S. Woodruf, State Teach. Castleton. Nuttall, Jr V ermont—C. Superintendent of School Spanish Fork, Tennessee—R. L. Jones, Utah—L. resident State Normal School, Murfreesboro. , Prin. Vt. Tr. Course [149] Kansas Superintendent of Schools, New P Washington - EDUCATION ASSOCIATION Connecticut —L. T. Gar- rison, Inspector i Schools, Willimantic. -M. E. Pearsoy Kansas City. hilippine Islands - Bewley, Director of cation, Manila. L i Jennie I Point D Tacoma. French, fance Prin. ww 4 > Ychoo Hathaway, C<¢ f Ocnhoois Maryland William Bur- dick, Supt. of Physical of Education, Baltimore. t, WV exice j South Dakota M. M Guhin, Director of Imericanization Pierre fr Wvroming Superintenden Casper. 1. 1. Slade, tof Schools, ee - 150 The Journal of the National Education Association Published monthly except July and August by the National Education Association of the United States. President, Charl Ormond Williams Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- nts, to vote for delegates to the Representative Assem- ly, to hold office, and to receive the Journal monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal. Subscription to non-members is 32.00 per year; single copies, 25 cents. Advertising rates on application. Members are pindiy 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, 1917, authorized January 26, 1921 Editor-in-Chief, William C. Bagley Publication Staff R.S. Erlandson Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C, Salary Schedules Are to be Maintained AD the National Education Asso- rendered no other to the cause of education and to teachers of the Nation than its paigns for adequate salaries its work As one superintendent put it, “If the teach- ers of America really what the Association has done for them, it would have not 100,000 members, but 700,000.” Earlier in the year there was some fear of general retrenchment. ‘The ciation issued statements of the need tor still further salary and gave out facts to the newspapers. The out- service the cam- ciation would have been well worth while. knew Asso- increases look grew less threatening. In the meetings of Chicago leaders with a vision of the Association’s great purpose presented the case for adequate salaries clearly in terms of child well- being and public welfare. the recommendation of a wise and repre- sentative resolutions committee the De- partment of Superintendence went on record in favor of maintaining adequate That resolution, inforcing the well-known position of the Association, will strengthen the hands of every school officer in his fight for Fol lowing re salary schedules. better supported schools. The influence of the National Educa- tion Association has come to be enormous in matters of this character because its appeals have been put upon a high plane. ‘THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION The Towner-Sterling Bill & REPORTED in former issues of THE JOURNAL, the Towner-Sterling bill has been delayed for months by the promised report of the Chairman of the Reorganization Com- Definite assurance was given that a report on the reorganization of the executive departments would be made in January. ‘This report of the chairman has not yet been made to the Reorganization Committee, but it is understood that it is now in the hands of the President. that had long enough for this reorganization report, action on mittee. Feeling we waited and having been advised by members of the Reorganization Committee that a report would probably not be made for some time, steps were taken to secure an immediate report on the Towner-Sterling bill by the Committee on Education of the The Senate Committee on Education and Labor has been without the Senator Kenyon, and for this reason it House. a chairman since resignation of has seemed best to concentrate our ef- forts on the House Committee. In response to insistent demands by the friends of the Towner-Sterling bill that action be taken, two conferences of the House Committee were held. It stated authoritatively at these conferences that leaders in on Education was the President planned to press the reor- ganization program, and that he desired that action on the Towner-Sterling bill be further delayed, mendations on the reorganization of the Under these circumstances the conferees decided to pending his recom- executive departments. delay action on the Educational bill until the President had had more time to for- mulate and announce his reorganization It was stated that the President had practically conceded the creation of a Department of Education and Wel- fare. plans. Meanwhile the support of the Towner- Or- ganizations of citizens are being formed in many States to promote public educa- tion and secure the passage of this bill. Friends of public education are thoroughly aroused and are determined Sterling bill is constantly growing. to make their influence felt on members of Congress. Opposition to a measure so fundamentally sound must give way to the influence of those who recognize the essential importance to our National prosperity of a strong, intelli- gent citizenship. In a united representative A pril, 1922 democracy the people will ultimately de- termine the laws. We have only to demonstrate to Congress that the friends of public education are mightier than its foes. Write to your Senators and Congress- men and get others to write them. Keep on writing them until they declare their stand on the Towner-Sterling bill. Do Insist on a definite commitment, not only by the present members, but by every candidate tor Congress in your State. Report the results of your efforts to the National Education Association. Remember that this fight is in support of the free public school, essential to the preservation and not accept an evasive answer. development of our National life. The Triumph of Profes- stonal Unity N THE FIELD of professional or- ganization the past few vears have been a period of rapid growth and ad- justment. been more or less concern as to the ultimate There has naturally effects of the movements taking place— not of tear as to the ultimate outcome but rather of the natural clash of enthusiasms of leaders rising to meet the emergencies in educa- a concern born any tion. Before the Des Moines meeting there were those who felt uncertain as to the success of the new representative organization of the National Education The fine spirit and high efficiency of that meeting followed by a Association. wave of professional enthusiasm such as the country has not before known has established beyond the warmest advocates the wisdom of pro- hopes of its fessional which organization in every teacher has a definite part. Before the Atlantic City meeting there was concern as to the direction which the reorganization of the Depart- ment of Superintendence might take. That meeting settled for all time the question of unity with the parent Asso- The spirit of 1870, when three great National pooled their forces to become the present As- sociation, asserted itself with such force as to make every member proud of pro- ciation. organizations fessional loyalty in America. The Chicago meeting also involved some real difficulties. Pressing problems had been adjusted only tentatively at Atlantic City. These problems were faced frankly by the Department in Chicago, which adopted a constitution defining its membership in terms that include those who have common interests in matters of educational administration. Vol. 11, No. 4 Resolutions of the Department of Superintendence Chicago, Ilinas, March 2, 1922 EITERATED endorsement of the Towner-Sterling bill and the main- tenance of adequate salary schedules for teachers are features of the resolutions which were drafted under the leadership of State G. Blair, of Illinois, and his representative committee and unanimously adopted by the Department of Superintendence at Superintendent Francis its final business meeting at Chicago, Thursday morning, March 2, 1922. In addition to Superintendent Blair, the resolutions committee included Miss Katherine Hamilton, assistant superin- tendent of schools, St. Paul, Minnesota; Mr. Will C. Wood, State superintend- ent of public instruction, Sacramento, California; Mr. Edwin C. superintendent of schools, Philadelphia, Pennsylvania; Mr. Frank W. Ballou, superintendent of schools, Washington, D. C.;: and Miss Charl Ormond Wil- liams, superintendent of the schools of Shelby County, and president of the National Education B roome, Memphis, ‘Tennessee, Association. “The resolutions in full are as follows: HE DEPARTMENT of Superin- tendence of the National Education Association of the United States, repre- senting, as it does, the head education officers, administrators, and superintend- ents of the school systems of the several States and territories of the Union, be- lieving that huge armaments on land and sea, are disturbers rather than promo- ters of international goodwill and world peace, creators rather than reducers of those vast National debts which hold the masses of mankind in poverty and igno- rance, do hereby most heartily commend President Harding and his cabinet for their leadership in calling the world conference on the limitation of arma- ments and for the far-reaching and fundamental work accomplished; and believing that the war-worn peoples of the earth realize now as never before that an ignorant populace is one of the main causes of wars, furnishing as it does an easy prey for deception and exploitation by ambitions and unscru- pulous leaders, and that moved by the revelations of this great war the quick- ened thought of mankind is turning with eager faith and hope to universal edu- cation as the only guarantee of and sure foundation for a permanent world peace, and believing that in their search for a system of free public education which gives promise of immediate and abiding results, the American system of public instruction cannot avoid becoming an ob ject of searching inquiry and observa- tion—believing these things, we the members of the Department of Superin tendence undertake a restatement of those principles and policies which we con- sider fundamental to the organization, administration, supervision, and instruc- tion of a thorough and efficient system of schools, sufficiently elastic and respon- sive to meet the needs and demands of the growing thought and life of democracy. 1. No Nation-wide system of educa- tion can be thorough and efficient in im- planting National ideals, aspirations, and principles in the minds of the youth, in transmitting from generation to genera- tion its spiritual and intellectual inheri- tance, without liberal financial support from district, county, State, and Nation. Most of the defects and failures of such a system as reflected in unfit, unsanitary grounds and buildings, in inadequate equipment and courses of study, in ill- trained and incompetent teachers and supervisors, are traceable to insufficient revenues. Granting the possibility of effecting economies in present costs through better organization and instruc- tion, we renew our former declaration that in order to raise the level of intelli- and citizenship throughout the Nation, in order to remove the National menace of ignorance and illiteracy, our State National the great task with statesmanlike vision gence and leaders must face and courage and provide for such Na- tional, State, and local revenues as will make possible the establishment of Na- of morality, and good citizenship. 2. In the of appropriations, it is necessary to restate tion-wide standards intelligence, consideration Federal THe JouRNAL OF THE NATIONAL EpucCATION AssociATION 151 and redefine the responsibility and au thority of Nation and State in the estab- lishment and control of public education. Education is a function of the State and not of the Nation. our Government and the teachings of our history establish that fact. The principles of Any at tempt to transfer or limit this peculiar State function fail to rather the and thoroughness of education. How tor more uniform opportunities and standards of education throughout the Nation, how- cannot impair than improve effectiveness ever great the need may be ever lofty and patriotic the motives of those who may advocate it, any plan, either by direction or indirection, to es- tablish ards educational stand- the National destructive of and_ control and policies from capital will be sound educational But tracts of land and large sums of mone, governmental and princi ples and_ policies. grants of vast have been made from time to time by the Federal Government to the States for the encouragement of education without such conditions as impaired the educational authority and responsibility In as certain features of the Smith of the States accepting such grants. so-far Lever and the Smith-Hughes acts seem to violate this principle we call upon Congress to amend them. 3. Believing that the ling bill now before Congress recognizes Tow nel -Ster and embodies the policy of the undivided responsibility and authority of the State in matters of education, we reaffirm our approval of the principles of that bill. 4. Much of the eficiency of a thoroughness and school system depends upon the size and character of the school The a small enrol- ment and small taxable wealth is a relic unit of taxation and supervision. small local district with of pioneer times and is an obstruction to educational progress. The size and shape of the local school district must be determined not only by its educa tional needs but by its revenue resources As the child is as much a citizen of the county and State as he is of the loca district, a part of the cost of his educa tion should be borne by the county and the State. ‘The county should be a unit for taxation and supervision in order to equalize educational opportunities and establish uniform standards throughout the country. The State should be a unit for taxation and supervision in order to equalize the educational opportunities and maintain uniform minimum stand- ards throughout the State. 152 THe JourNAL oF THE NATIONAL EDUCATION ASSOCIATION A pril, 1922 a a To the financing and management ot public education should be applied the soundest business principles and experi- ence. We approve the budget system of estimating the annual needs and ap- portioning the annual revenues and the use of a uniform plan of cost accounting such as has been recommended by a com- mittee of this Department. 5. We believe that a system of public instruction to meet thoroughly and ef- fectively the needs and demands of a free and self-governing people with uni- versal suffrage, must offer a program ot free educational opportunity extending from the kindergarten through the uni- versity, that the courses offered should be responsive to the growing thought and needs of society and should prepare for complete living in the social, intel- lectual, and industrial life of a demo- cratic community. Such programs of study should provide in addition to the so-called cultural studies, courses in his- tory and principles of our Government, thrift, and home making, health, and social service. 6. If the National disgrace of igno- rance and illiteracy is to be removed, thorough and effective compulsory at- tendance laws must be enacted and en- forced in every State and district in the vocations Union. 7. Current criticism of autocratic and domineering superintendence, of over- lapping, duplicating and _ conflicting supervising authorities, whether founded or not, must not blind the pub- lic to the fact that one of the greatest needs of our school system, one of its well- most economic factors, is close and et- fective supervision. The need of teach- ers with native and acquired abilities is basic and paramount, but unless there is wise, sympathetic, forceful leadership to unify and direct their efforts toward common ends there must and will be great confusion, conflict, and waste. We therefore, declare a thorough and efh- cient system of schools impossible with- out close and competent supervision in every district, county, and State. 8. We declare for careful statutory definitions of the respective functions and for clear and definite legal provi- sions establishing the duties and powers of State, county, and district superin- tendents. 9. There can be no such thing as an equal educational opportunity for the youth of a State or Nation until every child: has a thoroughly prepared and eficient teacher. What we would im- plant in the hearts and minds of our children must first be found in the hearts and minds of the teachers. ‘To secure for every school in America a_ good teacher is the most imperative need and demand of the hour. ‘Therefore, in or- der to attract the brightest and the best persons into the teaching work and to encourage them to make the necessary preparation, that this Department commit itself to a campaign. (a) To hold the schedules against the reaction which has we recommend present _ salary already set in. (b) To hold and_ strengthen our teachers’ pension and retirement funds. (c) To lift the standards of qualifi- cation so as to exclude the untrained and unfit (d) To enlarge and strengthen our teacher-training institutions. 10. We believe that the interests of teachers and superintendents are one and we deplore any and all influences or forces which seek to create division and conflict between them. 11. We believe that thoroughness and efficiency in our school systems demand that teachers and superintendents who have met the standard of qualifications and employment shall not be dismissed from their positions except upon definite charges stated and established. 12. We feel that our schools cannot do their best work without the intelli- gent sympathetic support of that basic institution, the American home. Every influence which tends to impair the home life of the Nation is a blow: struck at every other institution, but more espe- cially at our schools. Every effort to strengthen and enrich the home life of our people should have the aggressive support of this Department. We, there- fore, National Home Makers Guild in its effort to secure professional commend the recognition of this great work and to secure through proclama. tions of the President of the United States and the Governors of the several States the setting aside of Octaber the 31st, each year, as Home Makers Day. 13. We declare that the public schools of America are established and main. tained for the education of children in a knowledge of the truth and we deplore the apparent tendency to make them a medium for the spread of propaganda of various kinds. We further protest against the use of our public-school or- ganizations for the furtherance of com- mercial schemes or as agencies for the collection of money for any purpose whatsoever. 1+. In order that our educational system may more effectively remove illiteracy, and more thoroughly Ameri- canize and assimilate the foreign-born elements in this country we call upon Congress to close the doors for the pres- ent against any further foreign immi- gration. Fo 0 00 ne 0 0 nn nn 0 th 8 0 A A Completed Enrolments 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 March Jour- NAL: Arton, Wyo., School District Number Nine- teen. AMESBURY, Mass., -dmesbury Junior School, Mabel E. Lunt, Principal. ATLanTic City, N. J., Atlantic City Public Schools, Charles B. Boyer, Superintendent; Massachusetts Avenue School, Mary K. Biggins, Principal; New Jersey Avenue School, Alice Harford, Principal. AUBURN, MAINE, Franklin School, Sarah E. Ingersoll, Principal. Bancor, MAINE, Longfellow School, Augusta P. Kirstein, Principal. High Bar Harsor, Maine, High School, Louis J. West, Principal. ENROLMENT and AFFILIATION — #19 a eae BATTLE CREEK, MIcH., Junior High School, Mrs. E. J. Welsh, Principal; School Num- ber One, Margaret K. Stannard, Princi- pal; School Number Two, Mary Jane Alexander, Principal; School Number Three, Isabel Lokie, Principal; School Number Four, Agnes Ross, Principal; School Number Five, Frances Kneeland, Principal; School Number Six, Emma Hubbard, Principal; School Number Seven, Nellie Fox, Principal; School Number Eight, Gertrude Lamson, Principal; School Number Nine, Helen Butterfield, Princi- pal; School Number Twelve, Margaret Ross, Principal; School Number Thirteen, Adelaide Decker, Principal; School Num- ber Fourteen, Pearl Payette, Principal. BAXTER, lowa, Baxter High School. BELLEFONTAINE, OHI0, North School, Susie M. Parker, Principal. Berwick, Maine, Elementary School, Henry F. Norton, Principal; High School, A. J. Brimstine, Principal. Bispee, Ariz., Lincoln School, Frances Cham- berlin, Principal. Vol. 11, No. 4 eaeeees © °- BolsE, IDAHO, Whittier School, Jessie Cole, Principal. 7 | BraDLey, MAINE, Village School, Weston, Principal. BrwwceTON, N. J., Vine Street School, Clara T. Mulford, Principal. Ada M. Brockton, Mass., Shaw School, Arlena F. Russell, Principal. prookLinE, Mass., J. Elliot Cabot School, Lucie A. Metcalf, Principal; Heath School, Richard D. Tucker, Principal; Parsons School, Lillian W. Davis, Principal. Buena Vista, CoLo., Buena Vista Public School, Harry L. McGinnis, Superintendent. BurLINGTON, lowa, James Wilson Grimes School, Louise C. Gutekunst, Principal. — CAMBRIDGE, OHIO, Central School, Jermie Whitehead, Principal. Cape EvizABeTH, MAINE, Pond Cove School, Mrs. Louise S. Clayton, Principal. CastLeE Hitt, MAINE, Castle Hill Public Schools, Elmer H. Webber, Superintend- ent. CoKEvILLE, Wryo., School District Number Five. ' . Cotorapo Sprincs, CoLo., Bristol School, Katherine Courtney, Principal; Buena Vista School, Louise D. Cofhn, Principal; Longfellow School; Washington School, Nellie A. Remick, Principal. CuMBERLAND, Wyo., School District Number Three. Decatur, ILL., Roach School, Mary Margaret Roach, Supervising Principal. DENVER, CoLo., Denver Principals’ and Di- rectors’ Association, P. L. Clarke, Treas- Corona School, Dora M. urer ; Moore, Principal; Logan School, E. T. McGrew, Principal; McKinley School, Clara J. Coney, Principal; Myrtle Hill School, Sarah P. Ketner, Principal. Dexter, Maine, Pleasant Grace E. Pooler, Principal. DIAMONDVILLE, Wryo., School District Num- ber Two. DixFiELD, Maine, Dixfield Village School. DrespDEN, Maine, Bridge Academy, N. S. Lord, Principal. East Cuicaco, IND., Harrison Grade School, Aria Spencer, Principal; Washington Grade School, Roy Feik, Principal. Ecpert, Wyo., School District Number Nine, T. O. Rouch, Superintendent; Egbert Rural School; Egbert Village School. FarrBANK, lowa, Fairbank Public School, J. H. Williams, Superintendent. FamrBANKS, ALASKA, Fairbanks Public Schools, W. K. Keller, Superintendent. Fort Couns, CoLo., Remington School, Emma L. Hanson, Principal; Washington School, Helen Love, Principal. Fort Kent, Maine, Fort Kent High School, R. S. Finley, Principal; Madawaska Train- ing School, Mary P. Nowland, Principal. FRYEBURG, MAINE, Fryeburg Academy, Ed- win K. Welch, Principal. GENESEO, ILL., Elementary Teachers’ Asso- ciation, Mabel C. Young, Secretary. HARTLAND, Maine, Village School, Crandelmire, Principal. HIGHLAND, ILL., Highland Public Schools, C. L. Dietz, Superintendent; Highland Grade School, Lillian Wenger, Principal; High School, Rowena Galbraith, Principal. Houtton, Maine, Fair Street School, Alice M. Porter, Principal. INDIANAPOLIS, IND., School Number six, Grace M. Block, Principal. ISLAND Fatts, Maine, High School, C. A. Landers, Principal. KEARNEY, Nesr., Alcott School; Junior High Schrack, Principal. KemMERER, Wyo., School District Number One, Joseph E. Burch, Superintendent; School District Number Two, A. L. Bur- goon, Superintendent; School District Street School, Hal Fifty- School , School, Emerson Hazel I. THE JoURNAL OF THE NaTionaL Epucation Association | Number Three, Myra E. Geer, County Superintendent; School District Number Five, L. L. Bender, Superintendent; School District Number Nineteen, C. A. Smith, Superintendent. KENNEBUNK, MAINE, Grammar School, Alice M. Varney, Principal. KENTON, OH10, Kenton Public Schools, D. B. Clark, Superintendent. KEeZAR FAs, MAINE, Porter High School, George F. L. Bryant, Principal. KirKwoop, Mo., Henry Hough School, Maude Snider, Principal. La Prairie, ILL., Community High School, K. A. Wilber, Superintendent. Lee, Maine, Lee Academy, J. K. Principal; Model School, Mrs. Kennedy, Principal. Lewiston, MAINE, Dingley School, Adelaide V. Finch, Principal. LitTLE Rock, Ark., Mitchell School, G. T. Huckaby, Principal. LovELAND, CoLo., Loveland Public Schools, R. W. Truscott, Superintendent; Garfield School, Belle Burkholder, Principal; High School, C. B. Raybourn, Principal ; Lincoln School, Mary E. Blair, Principal; Wash- ington School, Edith Young, Principal. Lynn, Mass., Coburn Street School, Bertha B. Chesley, Principal. Mapison, MAINE, Old Point Avenue School, Nellie E. Holway, Principal; Weston Ivenue School; Brooklin Village School, F. E. Drisko, Principal. MankKATO, MINN., Roosevelt Beatrice T. Mark, Principal. Map.Leton, MAINE, Mapleton Public Schools, Elmer H. Webber, Superintendent; Maple- ton High School, Franklin S. Cunningham, Principal. Marion, On10, Central Junior High School, W. C. Selanders, Principal. MERIDEN, CONN., Hanover School, Nellie E. Simons, Principal. MILWAUKEE, Wis., Mineral Street Reinhard H. Ruhnke, Principal. Mo.IneE, ILL., William Carr School, Florence Donahey, Principal. MoNnTGOMERY, ALA., Montgomery County Schools, A. F. Harman, Superintendent. Muskecon, Micu., Pillsbury School. New ORLEANS, LA., Benjamin Franklin School, Antoinetta Ivichievich, Principal; Thomas Pottle, Horace School, Mrs. School, J. Semmes School, Mary A. Dudenhefer, Principal. NorTH Berwick, MaAItne, Grade _ School, Gladys Burns, Principal; High School, A. E. Gregory, Principal. OLD ORCHARD, MAINE, Old Orchard Public Schools, F. H. B. Heald, Superintendent. OMAHA, NeEsrR., Central Park School, Marga- ret Hamilton, Principal; Druid Hill School, Maude M. Smith, Principal; Far- nam School, Jessie A. Robeson, Principal: Highland School, Elsie M. Smith, Princi- pal; Windsor School, Mrs. Cora S. Ander- son, Principal. PAULDING, OnI0, Paulding County Schools, J. C. Berg, Superintendent. PLymMouTH, Mass., High School, William F. Allen, Principal; Junior High School, Katherine A. O’Brien, Principal. PoRTLAND, Maine, Hazeltine School, Will O. Hersey, Principal; Portable School, Susan J. Sawyer, Principal. PorTSMOUTH, N. H., Junior G. L. Moody, Principal. PRESQUE ISLE, MAINE, J4roostook State Nor- mal School, S. L. Merriman, Principal; High School, H. S. Read, Principal; Train- ing School, Alice M. Coffin, Principal ; Princeton Elementary School, Mrs. F. H. Freeman, Principal. PueBLo, Coio., Pueblo Public Schools, J. F. Keating, Superintendent; Bessemer School, Linah Swanzey, Principal; Carlile School, Inez J. Chase, Principal; Central High High School, in w School, D. K. Dunton, Principal; Central School, Blanche Swinehart, Principal; Co- lumbian School, Wirma E. Palmer, Prin- cipal; Corona School, Dell Barkley, Prin- cipal; Danforth School, Caroline Strack, Principal; Edison School, Elizabeth Alex- ander, Principal; Junior High School; Lakeview School, Jennie K. Dingman, Principal; Lincoln School, Lulu D. Graham, Principal; Minnieque School, Alice Mac- donald, Principal; Wildeboor School, Nan- nie Walker, Principal. REDLANDS, CALIF., McKinley School, Emma L. Jackson, Principal. RICHMOND, Maine, High Swicker, Principal. RIVERTON, Wryo., Riverton Public Schools, C. M. Whitlow, Superintendent; Riverton High School, T. J. Watson, Principal ; Riverton Grade School, Retta Yockev, Principal ROCKFORD, WasH., Rockford Public Schools, M. E. Brown, Superintendent. St. CHARLES, Mo., McKinley School, Annie C. Bailey, Principal. St. JosepH, Mo., St. Joseph Public Schools, J. W. Thalman, Superintendent; Bartlett School, C. W. Black, Principal; Benton School, Fred E. Vandersloot, Principal ; Bliss School, May Peterson, Principal; Douglass School, Georgia Smith, Princi- pal; Everett School, Clara Byrne, Princi- pal; Hall School, Ada Eib, Principal; Home Little Wanderers’ School; Lafayette School, R. L. Denning, Principal; Lincoln School, J. H. Simms, Principal; McKinley School, Frances O. Ritchie, Principal; Veely School, Clarence Carpenter, Princi- pal; Robidoux Polytechnic School, Ralph W. Polk, Principal. St. Louis, Mo., Blair School, Peter Herzog, Principal. SAGINAW, West Court, Micu., John Moore School, R. M. Johnson, Principal. SANFORD, MAINE, Emerson School, Mildred Dyer, Principal; Hamlin School, Violet Welch, Principal; Lincoln School; Roose- velt School, Louise Frohock, Principal: Rural Schools, B. E. Packard, Superintend- ent. SAN Jose, Catir., Grant School, J. E. Han- cock, Principal; Llagas School; Bessie Lenfest, Principal; Penetencia Union School, C. H. Atkins, Principal; Pioneer School, Mary Buchser, Principal; Uvas School, Mrs. M. Dahlberg, Principal; Wrights School, Euarda Lundell, Principal. San Tomas, CAuiF., Campbell School, Ernest Cuthbertson, Principal. School, H. B. SCARBORO, Maine, Scarboro High School, E. G. Bessey, Principal. Sioux City, Iowa, Boys’ Prevocational School, Mattie Livingood, Principal. Soton, Marne, Solon Village School. SouTH Paris, Maine, Brick School, Lena L. Franck, Principal. SouTH PASADENA, CALIF., Marengo Avenue School, Willa E. Ballard, Principal. Sparks, NeEv., Sparks School District Num- ber Twenty-nine. SPRINGFIELD, MAINE, Eastern Maine Institute, Lawrence B. Wood, Principal. STAFFORD SPRINGS, CoNN., Stafford Public Schools, Anson B. Handy, Superintendent. STANDISH, MAINE, High School, R. C. Wass, Principal. STocKTON, CAaLiF., Four Oaks Grammar School, L. A. Hawkinson, Principal. STONEHAM, Mass., Stoneham City Schools, Frederick W. Porter, Superintendent; Dean School, Edwin J. Whitmore, Principal; East School; Lincoln School, Laura L. Stevens, Principal; Longfellow School; Whittier School. } STREATOR, ILL., Washington School, Dorothy Doyle, Principal. 154 Sucar Curry, CoLo., Sugar City Public Schools, Charles Sandifier, Superintendent. Tacoma, Wasu., Fern Ilill School, W. M. Mackey, Principal; Larchmont School; Longfellow School, Eva G. Smith, Princi- pal; Roosevelt School, C. A. Payne, Prin- cipal; Sheridan School, Jennie M. Reed, Principal; Willard School, Elsie E. Eng- lish, Principal. ToLtepo, Onto, Nathan Hale School, Mrs. Ella Peabody, Principal; Lincoln School, Lulu M. Moore, Principal; Warren School, Mrs. Emma B. Leidy, Principal. Tusa, OKLA., Whittier School, W. O. For- man, Principal. Vancesoro, Maine, Vanceboro School, C. H. Drisko, Principal. WarrEN, On1o, Central Elementary School, Zilla G. Spear, Principal. WeLpa, Kans., High School, Notie Mae Mc- Lean, Principal. WestTsrook, Maine, Brown Street School, Julia Doyle, Principal; Forest Street School, J. A. Tuttle, Principal; Highland Lake School, Mildred M. Davenport, Principal; Prides Corner School, Beulah H. Sweetser, Principal; Rocky Hill School, Mildred L. Ingersoll, Principal; Saco Street School, Mrs. Susan N. Pope, Prin- cipal; Westbrook High School, A. W. Boston, Principal. WinpuaM, Maine, Windham Public Schools, Cc. E. Varney, County Superintendent. WINNETKA, ILL., Skokie School, C. W. Wash- burne, Superintendent. Viilage Affiliated State and Local Associations HE following associations are in addition to the afhliations which were reported in the March JOURNAL: Axron, Ono, Akron Teachers’ Association, Grace Hirleman, Secretary. ALBerT Lea, MINN., Teachers’ League of the Albert Lea Public Schools, Grace M. Rog- ers, Secretary. ALEXANDRIA, VA., Arlington County Teach- ers’ Association, Mabel A. Henderson, Treasurer. ALLENTOWN, Pa., Allentown Branch Pennsyl- wania State Educational Association, Mabel M. Heberling, Secretary. AmessBury, Mass., Amesbury Teachers’ As- sociation, Louise M. Haines, Secretary. ANDERSON, Mo., McDonald County Teachers’ Association, Nota McBee, Secretary. ArpMorE, OKLA., Ardmore Teachers’ Asso- ciation, C. H. Woodruff, Secretary. ASHLAND, Ky., The Ashland Educational As- sociation, Edith A. Chapman, Treasurer. ASHLAND, Ore., Ashland Teachers’ Associa- tion, 1. C. Wilson, Secretary. Astoria, Ore., Clatsop County Division, Oregon State Teachers’ Assoctation, A. C. Strange, President. ATHENS, On10, Faculty of Ohio University, H. R. Wilson, Secretary. ATLANTIC, City, N. J., Madison Avenue Teachers’ Association, J. Gertrude Vance, Secretary; Massachusetts Avenue School Association, Margaret Buchanan, Secre- tary; New Jersey Avenue School, Laura C. Jackson, Secretary; Pennsylvania Ave- nue School Association, Mary T. Buckley, Secretary; Texas Avenue School Teachers’ Association, Blanche C. Rogers, Secretary ; West Side School, Elsie Weeks, Secretary. ATLANTIC, Mass., Quincy Teachers’ Associa- tion, Marion B. Reinhardt, Secretary. Be.ton, Tex., Bell County Rural Teachers’ Association, Mrs. Ralph M. Butler, Secre- tary. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Berea, Ky., Faculty of Berea College, M. E. Vaughn, Secretary. BERKELEY, CALIF., Faculty of University of California, Robert G. Sproul, Secretary. BEssEMER, ALA., City Teachers’ Association, J. O. Sturdivant, Secretary. Beverty, Mass., The Beverly Teachers’ sociation, Alice M. Preston, Secretary. As- BevierR. Mo., Macon County Community- Teachers’ Association, Myra B. Gibson, Secretary. Bic Rapiws, Micu., Big Rapids Teachers’ Club, Jennie Anderson, Secretary. BLOOMINGTON, IND., Indiana University, John W. Cravens, Secretary. BLOUNTVILLE, TENN., Sullivan County Teach- ers’ Association, J. C. Akard, Superintend- ent. Boston, Mass., Boston Normal School. BowLING GREEN, Ky., Graded and High School Faculty, Reid Potter, Secretary. BrisToL, R. I., Bristol Grade Teachers’ As- sociation, George F. Hopkins, Secretary. Brockton, Mass., Brockton Grade Teachers’ Club, Margaret G. Whyte, Secretary. BROKEN Arrow, OKLA., Tulsa County Edu- cation Association, Pearl Linkhart, Treas- urer. Brookincs, S. D., Association of Teachers, Brookings City Schools, Agnes Sleander, Secretary. Buruincton, N. C., North Carolina Teach- ers’ Assembly, Local Unit Number Three, Susie Stafford, Secretary-Treasurer. Butte, Mon1., Silver Bow County Teachers’ Association, Mary L. Quigley, Secretary. CALDWELL, IDAHO, Southwestern Teachers’ Association, Margaret Knowlton, Secre- tary. CAMBRIDGE, Mass., Cambridge Teachers’ Club, Elizabeth M. Kline, Secretary. CuHurcH Hitt, Mb., High School Teachers’ Association of Queen Anne County, E. Clyde Walls, Treasurer. CLEVELAND, Ou10, Cleveland School of Edu- cation Faculty, C. M. Mathewson, Secre- tary. Caur D’ALENF, IDAHO, Caur D’ Alene Teach- ers’ Association, John H. McPhee, Secre- tary. CoLpWATER, Micu., Coldwater Teachers’ Club, D. Bernice Lozenby, Secretary. ConcorD, N. C., Concord Teachers’ Assem- bly, A. S. Webb, Secretary. DANFORTH, MAINE, Eastern Penobscot Teach- ers’ Association, Christina Reid, Secretary. DexTerR, N. Mex., Chaves County Teachers’ Association, Ellen Stone, Secretary. DIAMONDVILLE, Wyo., Southern Lincoln Local Association, Isabella Scofield, Secretary. Doucias, Wyo., Converse County Teachers’ Association, Oliver W. Saul, Secretary. Dowacrac, Micu., Dowagiac Michigan Teach- ers’ Club, Mrs. Maud Crawford, Secre- tary. DusuaquE, Iowa, Dubuque Teachers’ Asso- ciation, H. M. Stoltehen, Secretary. East BRAINTREE, Mass., Braintree Teachers’ Association, Nellie E. Boller, Treasurer. East ORANGE, N. J., East Orange High School,- Home and School Association, Mary P. Douglass, President. East Raprorp, Va., Radford Normal Teach- ers’ Association, F. B. Fitzpatrick, Secre- tary. Everett, Mass., Everett Teachers’ Club, Eva E. Eagles, Secretary; Somerville Teachers’ Association, Geneva C. Tobey, Secretary. EverETT, WaAsnH., Everett Grade Club, Nan Skalley, Secretary. FLEMINGTON, N. J., Flemington Teachers’ Club, Mrs. A. R. Stryker, Secretary. Furnt, Micu., Flint Teachers’ Club, Florence Hughes, Secretary. Teachers’ . A pril, 1922 en eeeeerennetenstgeenitegeeeenntemenneewreeape Fiorina, N. Y., Orange County Teachery Association, Mrs. Mary I. Secretary. GENESEO, ILL., Geneseo Elementary Teach. ers’ Association, Mabel C. Young, Seere. tary. HAsTiIncs, Nebr., Faculty of Hastings Co). lege, F. E. Weyer, Dean. HILLsDALE, Wyo., Laramie County Teachers Association, Rose Alice Collins, Secretar, Hotianp, Micu., Holland Teachers’ Clys Evelyn M. Ewald, Secretary. Hotyoxe, Mass., Holyoke Teachers’ Clyb Pearl M. Scully, Secretary. HUTCHINSON, KANS., Hutchinson City Teach. ers’ Association, Isabel Kent, Secretary. IRoNwooD, Micu., Ironwood Teachers’ Asso. ciation, E. Grace Peebles, Secretary. Joptin, Mo., Community Teachers’ Associa- tion of Joplin High School, lone Elion Secretary; Joplin Teachers’ Association Eunice Timmons, Secretary-Treasurer, — KALAMAZOO, MicH., Western State Normal School Faculty, John C. Hoekje, Secretary. KEARNEY, NEBR., Faculty of the Nebraska State Normal School, Anna V. Jennings, Secretary. LansinG, Micu., Lansing Teachers’ Club, M. Lela Monks, Secretary. LittLe Rock, Ark., Mitchell School Improwe. ment Association, Mrs. J. D. Lord, Secre- tary. MapiLL, OKLA., Marshall County Teachers Association, Ethe Butler Jones, Secretary. Marion, INnD., Federation of Public School Teachers, Bertha M. Anderson, Recording Secretary. MiaMI, FLA., Royal Palm Education Associq- tion, Charles M. Fisher, Secretary. MICHIGAN City, IND., Michigan City Teach- ers’ Club, Henrietta Leusch, Secretary. MINNEAPOLIS, MINN., Minneapolis Prin¢i- pals’ Forum, Alice C. Warrington, Secre- tary. Dusinberre ’ Monroe, Micu., Monroe Teachers’ Club, H. Heath, Treasurer. Newton, Mass., Newton Grade Teachers Club, Marguerite W. Greene, Secretary. New York, N. Y., Special Teachers of Physi- cal Training, Martin Rodgers, Secretary- Treasurer. : OLATHE, KAwns., Olathe City Teachers’ Asso- ciation, Doris Iles, Secretary. PARKVILLE, Mo., Parkville Community Teach- ers’ Association and Park College Faculty, H. H. Dean, Secretary. PLAINFIELD, N. J., Plainfield Teachers’ Club, Kate M. Marsh, Secretary. PLyMouTH, Mass., Plymouth Teachers’ Club, A. Thelma Hollander, Secretary. READING, Mass., Reading Teachers’ Club, Margaret E. Whittier, Secretary. REIDSVILLE, N. C., North Reidsville Unit, North Carolina Teachers’ Association, Bessie Bennett, Secretary. RICHMOND, VA., General Faculty of the Uni- versity of Richmond, W. L. Prince, Dean. RIDGEFIELD, CONN., Ridgefield Parent-Teach- ers’ Association, Mable Roth, Secretary. Rock Sprincs, Wyo., Rock Springs Teachers Club, Mabel A. West, Secretary. Roswett, N. Mex., Roswell City Schools, Virginia Welborn, Secretary. Roya, Oak, Mb., Talbot County Teachers Association, Lina Bridges, President. Rye, N. Y., Rye Teachers’ Association, J. Edward Strattan, Secretary. St. Louts, Mo., 4rlington Unit, Teachers’ As sociation, Hester K. Kennedy, Secretary; Blewett Junior High School Community Association, Carrie Markham, President; Mound City High School Teachers As- | sociation, Joseph H. B. Evans, Secretary. St. Paut, Minn., Faculty of Hamline Un versity, Charles F. Echterbecker, Secre- tary. a -?- wes = ws *4© AFA te He A be Vol. 11, No.4 Tue JouRNAL OF THE NATIONAL EpucCATION AssociATION 155 — —— — —_ Owww_iw_ rv SACRAMENTO, CALIF., Sacramento School- women’s Club, Grace L. Maxwell, Secre- tary. SateM, Mass., Salem Teachers’ Association, Ruth E. Jeffs, Secretary. SALLISAW, OKLA., Sequoyah County Teachers’ Association, Wade H. Shumate, President. san Antonio, TeEx., San Antonio Teachers’ Council, Brice Vinson, Secretary. SAN Jose, CALIF., Santa Clara County School- masters’ Club, Walter L. Bachrodt, Secre- tary. Suver City, N. Mex., New Mexico State Normal School, Isabel L. Eckles, Secretary. SourH WeyYMovUTH, Mass., Weymouth Teach- ers’ Association, Helen L. Rockwood, Secre- tary. SunBuRY, Pa., Teachers of Sunbury School District, Elizabeth F. Keithan, Secretary. SwEATMAN, Muss., Montgomery County Teachers’ Association, Mrs. Blanche H. Brown, Secretary. Tacoma, WasH., Tacoma High School Teachers’ Association, William M. Joliffe, Secretary. TaunTON, Mass., Taunton Teachers’ Club, Inez E. Bassett, Secretary. Tempe, Ariz., Tempe Normal School of Arizona, A. J. Matthews, President. Torrincton, Wyo., Goshen County Teachers’ Education Association, Lulu C. Koenig, Secretary. Traverse City, Micu., Traverse City Teach- ers’ Club, Mrs. Vidia M. Sheary, Secretary. TRENTON, TENN., Gibson County Teachers’ Association, F. L. Browning, Superintend- ent. VERMILLION, S. D., Clay County and Vermil- lion Teachers’ Association, J. S. Bjornson, Secretary. VERNAL, UTan, Uintah County Educational Association, A. M. Goodrich, Secretary. WaLita WALLA, WASH., Teachers’ League of Walla Walla, G. McVicker, Secretary- Treasurer. Wa Ltace, IpAHo, North Idaho Teachers’ As- sociation, L. E. Laidlaw, Treasurer. WALTHAM, Mass., Waltham Teachers’ Asso- ciation, George L. Ward, Secretary. WeEsTBROOK, MAINE, Westbrook Teachers’ Association, Mary S. Small, Secretary. Winpsor, VT., Southeastern Vermont Teach- ers’ Association, E. K. Boat, Secretary. WINFIELD, Kans., Winfield Teachers’ Asso- ciation, Cora Vaughn, Secretary. Worcester, Mass., Clark University Summer School, C. B. Randolph, Director; Ux- bridge Teachers’ Association, Jane F. Ryan, Secretary. YAKIMA, WASH., Yakima Grade Teachers’ Association, Alpha Roberts, Secretary; Yakima High School Teachers’ Associa- tion, E. Tempie Spaulding, Secretary. YOUNGSTOWN, OHI0, Youngstown Educational Association, Cora Z. Parsons, Secretary. Ypsitanti, Micu., Faculty of the Michigan State Normal College, Charles McKenny, President; Ypsilanti Teachers’ Club, Hazel O. Black, Secretary. Constitution of the Department of Superintendence Article I. Name—The name of this asso- ciation shall be the Department of Superin- tendence of the National Education Associa- tion. Article II. Object—The object of this asso- ciation shall be to promote the general educa- tional welfare in the field of administrative education and supervision, to make construc- tive studies, to further the effort and in- crease the efficiency of persons engaged in education, to foster professional zeal, to advance educational aims and standard, to protect and advance the interests of school administration and to establish and tain helpful, friendly relationships. Article II. bership in the Department of Superintendence shall consist of active, associate, and honor- ary. Sec. 2. All shall be eligible to active membership who are members of the National main- Membership—Section 1. Mem- persons Education Association and who are engaged in supervisory and adminis- trative positions—namely, State, county, and city superintendents, and associate, assistant and deputy State, county, and city superin- tendents and supervisory and ministrative officers in city and county school systems exercising the functions of associate, as- sistant, or deputy superintendents: the heads of teacher-training institutions, colleges, and universities having departments or col- leges of education, the heads of these de- partments or colleges of education, and pro- fessors of school administration or super- vision in these institutions. Sec. 3. All members of the National Edu- cation Association who are actively engaged in any phase of school work, may become members of this associate department by paying the regular membership fee, and shall be entitled to all the privileges of this department hold office. except the right to vote and Sec. 4. All members of the National Edu- cation Association who have been engaged in supervisory or administration positions, as defined in Section 2 of this article, and who have retired from such service, may have the privilege of honorary membership in this department upon recommendation of the Executive Committee. Sec. 5. The Committee shall have power to pass upon the credentials of all applicants for membership. Article IV. Officers—Section 1. The offi- cers of this department should be a president, a first vice-president (who shall be the re- tiring president), a second vice-president, an executive secretary, Executive a treasurer, and four members of the Executive Committee, who with the other officers of this department with the exception of the executive secre- tary), shall constitute the Executive Com- mittee, Sec. 2. The president, vice-presidents, and treasurer shall hold office for the period of one year from the date of election, includ- ing one full year’s service in the promotion and operation of one meeting of the de- partment. Sec. 3. The executive secretary shall be selected by the Executive Committee for an indefinite period. Sec. 4. Members of the Executive Com- mittee shall hold office for four years, one the first largest member retiring each year. At election the member receiving the number of votes shall serve for a term of four years and the others for three, two, and one years respectively, according to the number of votes received. Article V. Election of Officers—Sec. 1. The procedure for the election of officers shall be as follows: Nominations shall be made from the floor on the morning of the second day’s session at a time previously agreed upon by the Executive Committee, and announced in the printed program of the meeting. Sec. 2. Method of Balloting—The tickets issued by the secretary of the department to the members of the association shall be pro- vided with a detachable stub, to be used as a ballot. Two places for balloting shall be _ pro- vided, one at the secretary’s headquarters, the other at the entrance to the auditorium in which the general sessions are held. The ballot-boxes shall be open for voting from 11 A.M. until 6 P.M. on the third day of the meeting. Those candidates receiving the highest number of votes for the respective offices shall be considered the choice of the as- sociation, and declared elected. The entire procedure of balloting shall be in charge of the Executive Committee and the secretary. Sec. 3. Announcement Balloting—At the last of the Result of regular meeting, the president shall call for the re- port of the secretary, announcing the result of the ballot cast for the several officers of the association. business In case of a tie vote, the Executive Committee shall cast lots to de- termine the successful candidate. Article VI. Appointive Committees—The appointive committees of this department shall consist of a Resolutions Committee, an Audit Committee, and such other committees as may be authorized by the department from time to time. Article VII. Annual Meeting—The an- nual meeting of this department shall be held on the fourth Monday in February, and the three succeeding days. Article VIII. Amendments.—This consti- tution may be altered or amended at any annual meeting by two thirds vote of the active members present, the proposed amend- ment having been submitted in writing at a previous regular business meeting. (NotE—This constitution shall become ef- fective immediately upon its adoption ex- 156 THE JoURNAL OF THE NATIONAL EpUCATION ASSOCIATION cept as it relates to the officers and mem- bers of the Executive Committee, elected at the Atlantic City meeting in February, 1921, who shall complete the terms of office for which they were elected.) By-Laws of the Department of Superintendence Article 1. Duties of Oficers—Sec. 1. It shall be the duty of the president to preside at all meetings and in conjunction with the Execu- tive Committee to prepare programs for the annual meeting of the department; to ap- point all committees not otherwise provided for. He shall be chairman and a member of the Executive Committee, and shall call meetings of this committee whenever he deems it necessary, or whenever he is re- quested so to do by a majority of the mem- bers of the committee. He shall perform all other duties appertaining to this ofhce. Sec. 2. In the absence of the president the vice-presidents shall preside in turn. In case of vacancy in the office of president, the second vice-president shall at once suc- ceed to the office of president. Sec. 3. The executive secretary shall keep a complete and accurate record of the pro- ceedings of all meetings of the department and all meetings of the Executive Commit- tee, shall conduct the business of the de- partment, as provided by the constitution and by-laws, and in all matters not defi- nitely prescribed therein be under the di- rection of the Executive Committee, and in the absence of direction by the Executive Committee, shall be under the direction of the president. He shall receive all moneys due the department and transmit them monthly to the treasurer; shall countersign all bills Executive Committee or by the president in approved for payment by the the interval between meetings of the Execu- tive Committee. He shall have his records present at all meetings of the department He shall keep a list of members of the department and shall He shall be sec- retary of the Executive Committee and cus- and Executive Committee. revise said list annually. todian of all property of the department, not in charge of the treasurer. He shall give such bond as may be required by the Executive Committee. He shall submit an annual report to the Executive Committee at each annual meeting. At the expiration of his term of office he shall turn over to his successor in office all money, books, and He shall serve during the pleasure of the Executive Com- mittee. property of the department. Sec. 4. The treasurer shall receive from the secretary all moneys paid to the depart- ment and shall transmit them monthly to the secretary of the National Education As- sociation. He shall keep a correct account of all moneys so received and transmitted. He shall countersign all bills approved for payment by the Executive Committee or by the president in the interval between the meetings of the Executive Committee, which have been signed by the secretary and shall transmit them to the secretary of the Na- tional Education Association for payment. He shall give such bond as is required by the Executive Committee. At the expiration of his term of office, he shall transfer to his successor all moneys, books, and other prop- erty in his possession belonging to the de- partment. Article II. Duties of Committees—Sec. 1. The Executive Committee shall assist the president in arranging the annual program, and in arranging for the place of the annual meeting. It shall select an executive secre- tary and fix his salary. The Executive Com- mittee shall submit an annual report at one of the business sessions of the department, shall recommend to the department the ap- pointment of special committees for investi- gation and research. It shall recommend the amount of money to be expended in such investigations, but in no case shall it incur jebt. It shall decide what sections and de- A pril, 1922 ——— partments of the National Education Ag. sociation may be affiliated with this depart. ment. Sec. 2. The Resolutions and Audit Com- mittees shall be appointed by the newly- elected president immediately upon his elee- tion and shall make their report at the next annual meeting succeeding their appoint. ment. Article Ill. partment shall be five dollars per vear for Dues—The dues in this de- both active and associate members, and shall be paid annually to the executive secretary. Article IV. curring in any ofhce other than that of Vacancies—All vacancies o¢- president shall be filled by the Executive Committee. Article V. Rules of Order—Roberts’ Rules of Order shall govern in all business meet- ings of this department. Article VI. Amendments—These by-laws may be amended at any regular business meeting of this department by a majority vote of the members present, the amendment having been submitted in writing at a previ- ous regular business meeting, The Chicago Meetings Abstracts of Addresses HE HOPE and Result of Ameri- can Education—The educational purpose of our Nation unfolded slowly although education is inherent in the very word democracy the two being in- terdependent and How- ever, when we contrast the early colonial inseparable. school, local or private in its concern, discriminating between the needs of the poor and the rich with our present-day conception of public education with its equality of opportunity to all races and creeds alike, it is a cause for transcendent pride and inspiration for greater achieve- ments. No other Nation on earth has set up for itself this principle of uni- versal education—the essential differ- ence comes through our democracy. This is true in theory, but as a mat- ter of fact there are gross inequalities of opportunity offered the children of America today. When the average has been struck for the Nation it has been estimated that the country boy or girl has just about one half the chance to be- come educated as has the city child, due to short school terms, immature, un- trained, poorly paid teachers, lack of compulsory attendance, and little or no supervision, It has become a trite saying that the life and strength of a democracy is in direct ratio to the enlightenment of its citizenry, and it has never been chal- lenged. When this simple truth finds lodgment in the hearts of all our people, there will be given to the great Ameri- can educational scheme a force and a direction never felt before. It is a task of sufficient magnitude alone to set out to mobilize the mental, moral, and physical resources of this great country—but that even is not the end. Whether we will it, or not, the hopes and aspirations of all of the na- tions of the earth are centered in us, the freest of all people. We cannot regard this trust lightly. America is still the world’s great leader in democracy, and we must so shape our affairs at home and direct our policies abroad that these yearnings of peoples everywhere may find satisfaction and peace and confi- dence in the leadership which we have given to them. The above is from the inspiring ad- dress of Miss Charl O. Williams, Presi- dent of the National Education Associa- tion and Superintendent of the Shelby County Schools, Memphis, Tennessee, be: tio cel tea un Cc me vis tr inc me or na by ing eX! cre to pil an fre ou su TO th Ke si pr ler we te; co m pr th Vol. Bs, No.4 . ——— _ before the National Council of Educa- n. a RAINING SUPERVISORS for Rural Schools—Less than 25 per cent of the 400,000 rural and village teachers of the United States are today under any form of expert supervision. Conservative im- mediate need for 10,000 trained super- The training of these rural supervisors should include actual field work under the im- mediate direction of the State inspector or agent for rural schools, with a nomi- estimates indicate visors for our country schools. nal salary and traveling expenses paid by the State. ing is generally sufficient. When patrons and citizens see that expert direction of their schools can in- A year of intensive train- crease the efficiency of teachers from 20 to 30 per cent, lessen retardation of pu- pils, raise the average daily attendance, and increase the from schools, there will arise through- out the State a demand for universal number graduating supervision. This is part of the speech given by Mr. W. S. Dakin, Regional Supervisor for Rural Connecticut, at the meeting of the Department of Rural Education. Schools in SPORT on Changes Needed in Ele- mentary Mathematics—All mathe- matical puzzles and conundrums should be eliminated. metic—namely, Elementary-school arith- the first six years— should be confined to, those processes with whole numbers, fractions, and decimals used in the everyday life of the great mass of our population outside of The sub- stantial mastery of a certain number of often-used abilities is better than half knowledge of twice that number. No home work before the fifth or sixth grade—The application of these processes should be confined to the prob- lems in the lives of the children. The work should be done in class where the teacher can see that proper habits of computation are formed and that proper methods of attack in the study of a problem are developed. There is little value in out-of-class assignments before the fifth or sixth year. All business, economic and industrial problems, studied for social instead of vocational needs, should be left for the junior high school. This would elimi- nate the addition and subtraction of all fractions except those arising in the ex- pression of units of one denomination in technical or special vocations. Tue JouRNAL OF THE NATIONAL EpUCATION AssociATION 157 terms of a higher in our ordinary tables Methods of finding the least common multiple and the greatest common divisor would be rendered un- of measure. necessary, and the multiplying and di- viding of fraction by fraction would be reduced. Decimals no longer a bugbear—Such revolutionize the Instead of teach- ing pupils to express the remainders in long division as meaningless fractions with large terms, the division would be carried to tenths or hundredths as the Multi- plying and dividing decimals by deci- mals should be left until the latter part a course would also teaching of decimals. nature of the problem required. of the sixth year, and then lightly stressed. Percentage made easier—Percentage should be taught as another notation for hundredths and but the two problems of everyday life should be given—namely, finding the relation of two numbers and expressing it In per cent, and finding the per cent of a number. The result of these changes will not be the saving of an appreciable amount of time, but will give a practical knowl- edge that will be of untold value in later life. The the report of the Committee on Changes Needed - in’ Elementary Mathematics, given by Miss Katherine D. Blake, Principal of Public School No. 6, New York City, before the National Council of Education. abe yve account summarizes HE SUPERINTENDENT and Standardized Tests—A most sig- nificant development in recent educa- tion is the increased use of standardized tests, which have proved useful for three purposes, determination of existing con- ditions, diagnosis of causes of failure, and prognosis for future procedure. The third phase, hitherto the least stressed, is illustrated by the use, in Montclair, of the standard tests in the sixth grades to determine the grouping in the seventh grade, or the first year of the junior high school. One of the largest junior schools is recruited from four very diverse schools, one almost wholly Italian, one attended by children of a very fine American ancestry. With the varying standards of the different and distinct types of children, the first semester used to be consumed schools, largely in adjusting groups so as to place pupils in homo- geneous classes. In 1917 six tests were given to all sixth grades in the four schools, on the basis of which the pupils were listed in order, the one making the best record being No. 1, The whole number were then divided into five fairly homo- Ctc. geneous groups, giving a basis for as- signment of pupils to sections and classes. At the end of the year the scholastic record of the same children was com- pared with their prognostic record to the the This checking revealed a degree of ac- curacy in the sufficient to justify the repetition of the which has been repeated in subsequent show accuracy of prognosis. prognosis process, years, with increasing success. This study also gave light upon the After the four years’ trial of this plan, the actual num- ber of eliminations causes of elimination. reduced, and their distribution among the classes was far more than ever before. was Our experience with tests for prog- nostic purposes, proves them to be most valuable in indicating the placement of pupils. The above statements were made at a meeting of the Department of Superin- tendence by Mr. D. C. Bliss, Superin- tendent of Schools, Montclair, New Jersey. HE SUPERINTENDENT and the Course of Study—The thing of chief importance in any school system is the quality of instruction. forceful The most factor, outside of the teacher herself, in determining what the quality shall be is without doubt the course of study. The relative time given to this most important phase of the superin- tendent’s work is very low. ‘Time-con- suming details, buildings, budgets, in- surance, and the multiple other tasks which fall to the lot of the average superintendent are given precedence over the course of study because the course of study will wait. The public attacks us if our buildings and finances are not in proper shape but the long-suffering stu- dents and teachers generously accept our excuses again and again that we are too busy to do the most important thing for which we are hired. Hundreds of new teachers form improper habits in their first year’s experience for want of the right kind of direction. These habits remain with some never to be replaced by better ones. Method of its development —Most of us in administrative positions have overestimated the amount of our own 158 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION time which should be required to put across a vital useful course. In many instances the mere showing of a favor- able disposition toward a course of study will light the fires of enthusiasm and initiative in our teaching staff and will produce a course of study far superior to the superintendent-made _ scissors-type which is so prevalent today. Much has been said recently in regard to the share of the classroom teacher in administra- tion. I know of no better way to utilize the teaching force in making a more harmonious and more useful administra- tion than that of organizing teachers to initiate and carry to completion a course of study which really fits the needs of pupils. It is the classroom teacher working with her immediate supervisors who should determine the course of study since it is she who comes in direct contact with the child’s life and hence knows better than any other the require- ments and standards to which any course of study must measure up. True it is that the superintendent must often lead the way showing: (1) A desire to have his teachers coéperate in something which is supposed to be his job. (2) Give a general discussion showing the needs from his angle. (3) Laying down a scheme so that all agencies will work in harmony and not at counter purposes. (+) By providing time and facilities for the teacher to carry out the request the superintendent has made. This view of the Superintendent and the Course of Study was presented at the sectional meeting of superintendents of cities up to 25,000 by Superintendent H. B. Bruner, Okmulgee, Oklahoma. HE ELIMINATION of Educa- tional Waste—Progress is being made in adjusting the many problems produced by the demand for universal education. Publicists, promoters, and educators are notably investigating the experience of the world in developing National efficiency and power. But very little attention is given to conser- vation of resources obtainable for edu- cation, and less and less attention is given to the extraordinary and unusual waste that has accompanied these undertak- ings and enterprises. What is necessary for the welfare and perpetuity of society is a new kind of thrift. Our leaders of opinion and progress too generally over- look the fact that there is a sensible limit to what is necessary in educational ex- penditures, These are a few of the views of Dr. Homer H. Seerley, President of the Iowa State Teachers College, Cedar Falls, lowa, at the Chicago meeting of the National Council of Education. EMI-FINAL REPORT of the Committee on Rural Education— Rural school children should have an education equivalent to that for a city child. To make this possible the follow- ings steps should be taken: First, since rural communities do not realize the inadequacy of their schools, a local in- terest in improvement must be aroused. It is idle to expect missionaries to do the work ; there are not enough to go around. Second, since the one-room school is both inadequate and expensive, schools must be consolidated, a larger taxing and administrative unit must obtain. State and National funds should be made available. Third, since only a small percentage of rural teachers have had adequate aca- demic and professional training, special facilities must be created to train rural teachers. Fourth, a longer school year should be provided, placing emphasis not on the curriculum but on the devélopment of the child mentally and morally. Fifth, since the country lacks the op- portunities that the city has for general culture, make the consolidated school a community center of recreation, music, art, debate, oratory, and study of com- munity and National problems. These points were brought out by Dr. John F. Sims, President of the State Normal School, Stevens Point, Wiscon- sin, in an address before the National Council of Education. UALITIES Connected with Suc- cess in ‘Teaching — Within . the reliability of my data, the worth of a teacher cannot be estimated by asking her how old she is, how many years she has taught, how high a score she makes on a mental test, or whether she was an honor student in normal college. Very good teachers differ widely on all these points and very poor teachers often do as well in normal college as excellent teachers. When, however, teachers are scored on a trade test for elementary-school technique poor teachers do not make such high scores as good ones do. ‘This trade test is constructed along lines similar to the Army Trade Tests and trade tests often used in industries. The Knight-Franzen Trade Test for Ele. mentary Teaching—though not a_per- fect instrument for measuring teaching ability—does enable a superintendent to gage pretty well a candidate's knowledge about the work for which he applies, The test for intellectual honesty, which is one part of the trade test, is especial], valuable. The above abstract is from the speech of Mr. F. B. Knight, College of Edy- cation, University of lowa, given in Chi- cago at the meeting of the National Association of Directors of Educational Research. ROBLEMS OF Financing Educa- tion—How They are Being Solved in My City — To conserve the educa- tional interests of school children and to expend the funds necessary for their instruction demand a sound educational policy as well as keen business insight, if the community is to get the largest possible educational return. . The successful operation of any school system depends not only upon the amount of revenues available but also upon the proper distribution and ex- The latter involves the careful making of a school penditure of such revenues. budget, regardless of the size of the school system, in which are set forth approximately the various items of ex- penditure. The school budget thus di- rectly becomes a rather reliable index to the possible effectiveness with which a school system may minister to the edu- cational needs of & community. In mini- ature it reflects a school system at work. It does more. It harbors the potential energies of a school system. ‘ The practice of avoiding waste and observing economy brings school teachers and school administrators in direct prac- tical touch with the financial problems involved. It also serves to convince the board of education and the public that school men and women have knowledge of and reasonable regard for the practi- cal problems which are constantly aris- ing in the administration of schools. These are remarks made by Super- intendent S. E. Weber, of Scranton, Pennsylvania, on Problems of Financing Education before the sectional meeting of superintendents of cities with popula- tion between 100,000 and 250,000. EXT STEPS in Financing Our N City School Program —In_ the matter of financing, the city school sys- tem faces two major problems. The first has to do with the placing of power A pril, 192? a Vol. a No. 4 and responsibility for raising and ex- pending funds; while the second has to do with balancing the budget. So far as the first problem is concerned the experiences of the past point to a solution that is not only sound in theory but satisfactory in practice. This soku- tion provides for the following: (1) A separate board of education, elected by the people of the city school district at large. (2) Lodging with this board of education full responsibility not only for administering the schools but for determining, collecting, and expending the funds required. (3) The placing of such limitations to school expenditures as the community itself may desire, to the end that the community may at least be legally free to invest as much money in public-school support as it may be able and disposed to invest. This solution involves no violation of the well-established principle that pub- lic education is primarily the responsi- bility of the State. In fact it is condi- tioned by that principle, for if that principle be not sound then there is no defense for a separate board of education either for administering or financing our public schools. Of the three this solution approximately +0 per cent of the city school systems of the country have taken them all. The majority of us, however, are not so fortunate. In my own city we have a separate board of education, elected by the people of the city at large, and this board has control over the ex- penditure of funds once they are ap- steps in propriated. They must, however, be appropriated by the city authorities. Furthermore, as matters now stand a constitutional limitation takes from the community the legal power to invest as much money in its public schools as it may be able and disposed to invest. In the matter of ability and disposi- tion to support the public education program, we are facing an even more serious problem. The failure of Na- tions, States, and municipalities, in re- cent years, to balance the budget is a weakness of such fundamental impor- tance that we, in the very interest of the public school itself, must give atten- tion to this factor. To determine the ability of the com- munity to support the public education program, we must count the cost for the future and estimate the resources. In Rochester the scope of our program is reflected through the seven larger units of school organization: (1) The ele- mentary school, consisting of the kinder- Tue JourNAL OF THE NationaL Epucation Association garten and the first six grades. (2) The junior high school, consisting of the sev- enth, eighth, and ninth grades. (3) The senior high school. (+) The city normal school. (5) The special educa- tion unit. (6) The part-time or con- tinuation school unit. (7) The unit for adult education. On the basis of pres- ent costs and past growth, we are now attempting to determine approximately what the increase for each of these units will be and thereby what the aggregate increase of the budget will be for the next few years, provided that neither the community nor the State annual makes further extensions or refinements in the educational program. This is part of the speech given by Superintendent S. H. Weet, of Roch- ester, New York, at the sectional meet- ing of superintendents of cities with population from 250,000 to 450,000. HE PLANS for a Building Pro- gram—tIn planning a_ city-wide school building program, it is necessary to have in mind five things: (1) Edu- cational policy. (2) Present conditions. (3) Ultimate needs. (4) Immediate needs and possibilities. (5) Finance. Each of these five essentials need the most careful attention. Unless the educational policy is fixed with a great deal of care there will be many contradictory efforts made and in place of having one consistent and eco- nomical policy, there is apt to be a mix- ture of several policies, no one of which is adequate. We find this occurring in the building program of many cities. There is a jumble of architectural styles ; a mixture of ward politics and real-es- tate influences, and a tendency toward very small and numerous buildings scat- tered promiscuously over the city. It is especially necessary at the present time to settle the question as to whether the city will follow the present eight- four policy of the past or adopt the six- three-three policy or some modification of it. It is wasteful to build without first establishing a policy. It is better to establish a policy for ten or twenty years. Having established a policy, it is next necessary to make a careful survey of all facilities in all their aspects. The use of building score cards is very helpful, and graphic illustrations to present to the board are convincing. The third thing is the determination of ultimate needs. First, one must de- termine the number of years for which they are planning. This means that a 159 very careful study must be made of all the possible influences determining the city’s growth. Here the superintendent enters the field of prophecy and he must rely almost entirely upon scientific evi dence if he is to minimize his errors. the most serious at the present time of all Financial questions are possibly the questions with which we are con- fronted. The best possible financial pro- gram is one which gives the board of education a definite sum of money for building purposes each year for a period of years. This means a bond issue or the rate of which is fixed for at least five to ten vears. We have such an issue of bonds at Rockford, which well illustrates my meaning. ‘The voters passed a bond is- sue for $1,500,000, but the issue was purposely formed so that only $300,000 a year would be available for each of five years, 1921-25, inclusive. Superintendent E. E. Lewis, of Rock ford, Illinois, made these remarks before the sectional meeting of superintendents of cities up to 25,000. other means of revenue, EAL SUPERVISION for Rural Schools — The rural one-teacher school offers the finest field for teacher- training in service. There is less rigidity and opportunity for more flexibility in organization than can be found in the exacting machinery of a closely graded system. Herein lies a virgin field for experimentation that should attract the real supervisor who is imbued with the idea and spirit of purposeful activity. The opening of this field for the type of supervision suggested is largely an administrative problem, and is dependent upon professional organization, and the freedom of the supervisor from lay con- trol. Rural-teacher growth depends upon administration, supervision, and the in- dividual teacher. All must codrdinate for best results and each must recognize the presence and importance of the other two factors. Wise administrators and supervisors know that the ultimate result of their ideals and plans must reach the child through the teacher who is in inti- mate and constant contact with him. This is an extract from the speech of Mr. J. E. Hoffman, Superintendent of Hunterdon County Schools, Flemington, New Jersey, given before the Depart- ment of Rural Education. HAT CONSOLIDATED Schools are Accomplishing — The consolidated school is a plan of coépera- 160 THE JoURNAL OF THE NATIONAL EpucaATION ASSOCIATION tion between the farmers and the town, or city people of their community, or trading center, to give all of the children the advantages of a modern and up-to- date school. Under the old plan the country child who lived a mile and a half or more from a town or city was doomed to walk to a poorly heated, poorly lighted, and poorly venti- lated ; to spend the best part of his young and active school period with a young, one-room school, untrained, and inexperienced teacher, in an ungraded system where the school spirit was close to zero, to get the bare rudiments of a sixth-grade education, while his city cousin, or future sweet- heart, had all the advantages of a mod- ern city school and a twelve-year course. The above is from the speech of Su- perintendent W. H. Ray, of Tipton, lowa, given in Chicago before the De- partment of Rural Education. April, 192? ee EOPLE of attainment have almost molded their own careers, and intelligence, industry and integrity are the fundamentals of suc. universally cess. The use of one’s spare time js generally the determining factor of our individual progress. Discrimination jn the employment of one’s talents and the cultivation of one’s intellect, through useful study, will open new vistas of usefulness.—William C. Sproul, Goy- ernor of Pennsylvania, in Trained Men. DEPARTMENT OF SUPERINTENDENCE—OFFICERS FOR 1922-23 President — Superintendent ’. H. Beveridge, Omaha, 5°) ntendent R. Nebraska. First Vice-President—Super- Clevelan z, Ohio. Second Vice-President — Jones, Supt. F. W’. Ballou Washington, D. C. Treasurer — Superintendent Tra B. Bush, Erie, Penn- land, Pres. sylvania, Secretary—S. D. Shank- indrews Inst., Willoughby, Ohio. Members of the Executive Committee Payson Smith, State Com. of Education, Boston, j Vassachusetts. Francis G. Blair, State Supt. of Schools, Spring- field, Iil., Chairman phis, Tenn. Jesse H. Newlon, Superin- tendent of Schools, Den- ent of S« hools, Charl O. Williams, Pres. of the N. E. A., Mem- Vichigan. ‘ iorado Edwin C. Broome, Super- intendent of Schools Philadelphia, Pa. Frank Cody, Superintend- Detroit, Katherine Minnesota. Randall J. Condon, Super intendent of Schools Cincinnati, Ohio Resolutions Committee at Chicago Will C. Wood, State Supt. Supt. of Schools, St. Paul, of Schools, Sacramento, Hamilton, Asst. California. - a, ec Sa ac ti of of ti ni Vol. ey, No. 4 THe JouRNAL OF THE NationaL EpucatTion AssociATION Constructive Movements at Chicago J. W. SEARSON Professor of English, University of Nebraska, Lincoln, Nebraska HE FIRST ANNUAL SESSION of the reorganized Department of Superintendence will be remembered chiefly for a few distinctive accomplish- ments. ‘Io one who attended the pro- grams and who had the opportunity to compare this program with those of many previous sessions, a few definite things stand out clearly. Among those things for which the session will be chiefly remembered are the following: 1. The unquestioned unity and close afiliation of the Department of Super- intendence with the National Education Association was established beyond ques- tion or doubt. Seventeen sections and afhliated organizations held their pro- grams in connection with the general program of the Department. 2. America will pay school bill—On the question of financing public educa- tion in a democracy, the deliberations of the convention that America has sufficient money and resources with revealed which liberally to support public edu- cation. On the programs of practically all sections, it was agreed that equitable methods can be found to divert sufficient resources to the support of public edu- cation. “To this end the most careful finance inquiries and wise codperative budget making were generally approved. 3. The necessity of developing sound building programs under the advice of experts was generally recognized. Dur- ing the war, school-building programs were held up while school attendance increased. Adequate buildings and the equipment and the development of economical, convenient, and artistic types of school architecture were fully sanctioned. 4. On all programs, public inquiry into public-school expenditures, school administration, and classroom instruc- tion was definitely invited. The need of taking the public into the confidence of educators and of making it feel the value of the very best types of educa- tional programs was generally recog- nized. 5. Health and character education The intimate relationship between social hygiene, health, and character education was definitely felt. liberal funds to character The allotment of promote moral the definite health as a_ basis of effective moral instruction, combined to force into the limelight this important phase of American education. 6. Many programs devoted an un- usual amount of time to the intelligent consideration of rural education. ‘The need for more expert rural-school lead- ership and supervision, better means of financing rural schools, better trained rural teachers in sympathy with country life, and fitting the redirected rural schools directly to the needs of rural life, were recognized as paramount rural- school problems. and education and recognition of 7. Safeguard vocational education— The Nation-wide approval of properly safeguarded vocational education and the need to keep it efficiently vocational and sanely educational characterized the deliberations of the convention. 8. Everywhere there was a general recognition of the need to stop and check up. Hard times following the war and bitter criticisms on the part of the public stimulated the desire to fit education more definitely to public needs and to give the public satisfaction without com- promise. Consequently, there was a strong demand for continued research and for the clear determination of the essential facts of education as a basis for drawing conclusions or outlining con- structive programs. 9. Intelligence tests strike fire—The public suspicion lodged against educa- tional tests and measurements was con- firmed by a marked disagreement among expert educators themselves. The most widely discussed, the most thoroughly appreciated, and withal the most en- lightening revelation on intelligence tests showed that the composite judgment of experts was decidedly unsettled and that there was the most crying need for ex-, treme care in the administration of tests and the interpretation of their results. 10. As a protest against attempts to discredit the big program of the 161 the Department of Superintendence unani National Education Association, mously adopted resolutions reindorsing the Towner-Sterling bill and the for ward-looking program of the Associa- tion. The Towner-Sterling bill with its National program of education remains squarely before the country. In addition to these dominant themes, which seem to sound clear throughout the convention, there were many other things worthy of note. The commercial exhibits were remarkable for their num- ber and variety, and they were held in commodious and _ convenient exhibit The elementary-school princi- pals—440 of them—held a remarkable program. rooms. The junior extension service, continued citizenship training through practice, and the increasing need to safe- guard and to encourage skilled class room instruction, were other notes sounded with significant persistence. HE MISSISSIPPI Educationa! Advance publishes a number of rea sons actually given by teachers for join- ing the Mississippi Teachers’ Associa- tion. Most of these reasons apply equally well to professional organizations in any locality, State, or even in the Nation. The has higher standards of schools, teachers, and sal- aries. It will continue to do this. Higher salaries because of the Asso- ciation are a tremendous return of the small membership fee. It is the greatest agency in the State that has, among other high purposes, the definite purpose of bettering the teachers and their conditions of work. The Association impresses the people at large with the unity of purpose of the profession, and so creates public interest. One hundred per cent’ enrolment would let teachers lead and determine the educationa! progress of the State. The Association is a medium for ex- change of ideas, hence growth, hence progress. It gives a place for exchange of ideas, old and new, with other teachers. It makes one feel that her work is worth while; it is a spiritual strength. It gives inspiration to make the best of one’s possibilities. I like to feel that I am part of a powerful organization working for good. Teachers standing together for any certain worthy purpose can gain it, but acting only as individuals they would , fail for years. Association caused source of secret SCHOOL-BUILDING PROGRESS Bond issues, architects, contracts let, and other essential information. School officers are requested to send reports on all new Vol buildings. More reports have been received than can be published in this issue. Others will appear later. a — et | Cost of Seat-| Building Name of State Name of Town Name and Kind ing or Date Date Name of School | Name of and County or District of Building Ca- | Amount | Author- | Contract | Officer in Charge | Architect pac- of ized let or to ity | Appro- be let | priation -— — - — _—<$—S$_$>_—=_—$—$_$———————_ | ccm a — —_ —_____—— } sm + 5 6 7 8 9 7 : | . . | Eas Alabama Calhown. ...... Annimten........ | Fgh... ccs. s-.| SOO) 142,000 2/—/21 8/—/21 | D. R. Murphey..., Lockwood, Pound- | — stone & Billie a Jefferson...... Dist. No. 8-A..... EMIS cs Susy oS wed 200 21,431 9/ 8/19 | 10/14/20 | N. R. Baker...... D. O. Whilldin the | Jeffersun....... Dist. No. 14-A....| Minor High.......| 300 66, 500 9/ 8/19 6/14/21 | N. R. Baker. .....| D. O. Whilldin sens Jefferson.......| Dist. No. 5-A..... . ere. 200 18,400 1/15/20 7/25/21 | N. R. Baker...... D. O. Whilldin what ie NS ee eee 200 18, 800 9/ 1/19 | 10/14/20 | N. R. Baker...... | D. O. Whilldin the t Jefferson....... Dist. No. 12-A....| High Addition....| 200 | 21,600 | 6/30/19 | 2/ 5/20 | N.R. Baker...... | D. O. Whilldin of h California | | ence: re Maeeetsie. 2... . re 11200 290, 000 7/—/21 | 10/—/21 | H. E. Roper.... W. H. Weeks refer aio aise ooh American Canyon | SDs. 0. 0-301 0d timrnitts 60 8,000 9/—/21 10/—/21 | John Cantoni..... | E. G. Bolles inter ie 2 re ER oF 125 66 , 000 7/—/21 | 10/—/21 | J. Williams....... N. R. Coulter San Diego..... Grossmont Union..|; High............. 500 | 105,500 11/ 4/20 6/18/21 | Mrs. E. K. Bryan.| Theo. C. Kistner San Diego..... Oceanside Dist....| Grade............ 330 31,596 | 11/28/19 8/ 5/21 | G. E. Hankison...| T. C. Kistner San Diego. .... Sweetwater....... | Union High.......| 800 | 153,000 3/ 7/21 /13/21 | R. E. Smith. T. C. Kistner Gop San Diego..... Bonsall Union Dist.) Grade............ 90 16,671 5/22/20 9/21/21 | Fremont Lov eland. | T. C. Kistner ( Ventura.......| Cogan. = 4... | ea. Bemey...... E. S. Gordon the f Monroe........| Rochester........ NS ore cw ead ai 700 | 357,793 5/17/20 9/30/21 * % eeee E. S. Gordon the ( Monroe........] Rochester........ NID os gcneia bie.asas 315 | 222,306 3/ 8/20 9/ 6/21 . M. Tracy......| E. S. Gordon sad PEOOTOC. . «i «:. ..| Mechemter........ MS, ccliideucate 140 | 114,958 3/22/20 9/16/21 | J. M. Tracy......| E. S. Gordon satis Monroe........ Rochester... ... Nisin neck 420 | 176,495 | 5/24/20 | 9/ 2/21 | J. M. Tracy..... E. S. Gordon ome Monroe........] Rochester........ NSE 175 | 176,788 | 1/19/20 | 7/ 8/21 | J. M. Tracy......| E. S. Gordon — Monte... ....| Rochester........ cst ice caecd 490 | 273,109 | 6/1/20} 7/ 8/21 I M. Tracy. .....| E. S. Gordon Fs Dhio , Athens. .......| Nelsonville. ......| High Addition... .} 250 { 100,000 1/26/22 | —/—/—/| Board of Edn..... William Mills Fairfield. ...... Clearance Twp....| High.. ckes oh ee 90,000 | —/—/19 8/—/19 | A. F. Cameron... .| F. F. Glass Franklin....... Columbus. .......| Central High ba 3 1850 {1,244,000 | —/—/21 | —/—/22 . G. Colliott..... W. B. Ittner Mcl Franklin...... Columbus. ..... North High.......|2000 | 997,500 | —/—/21 | —/—/22 {: G. Colliott..... F. L. Packard H Franklin....... Columbus....... East High........ 1550 | 944,500 | —/—/21 | —/—/22 . G. Colliott.....| Howard & Thomas ¢ Franklin....... Cofumbus. ..:.... South High....... 1875 | 813,780 | —/—/21 | —/—/22 } G. Colliott. ....| Richards, en N & Bulfo r Clark..........| Springfield........| Junior High...... 560 | 241,745 4/27/20 | 9/21/20 | G. E. McCord... .| O. D. Howard Clark..........| Springfield........| Junior High...... 560 | 170,723 4/27/20 2/15/21 | G. E. McCord... .}| O. D. Howard Se Ul eee 480 | 175,520 4/27/20 3/26/21 | G. E. McCord... .| O. D. Howard ’ jp ON eee eS High & Grade..... 500 | 140,000 | 3/4/19 | 6/—/19 | R.G. Few........| C. W. Bates Th ON, 5 cas oe Prospect.......... REA 150 | 150,000 | —/—/21 | —/—/22 | L. B. Brown...... O. D. Howard | 7 Marion........ Green Camp......| High & Grade..... 250 | 80,000 | —/—/21 | 12/27/21 | C. B. Rayburn... .| O. D. Howard perte | eee 2” ee Sr. & Jr? High... .| 500 | 375,000 4/—/20 §/27/21 | W. A. Walls....... Mills & Millspaugh stage Porto Rico direc Barceloneta.......| Eight room....... 400 | 48,000 | --/—/21 | —/—/22 | R. Martinez...... Dept. of Interior lonet Texas Two See | eet NG ihn pide coin mice 600 | 125,000 —/—/21 | —/—/— | P. C. Taylor......|. 1... 0.66.0 eee eee Pei: | ort THE JOURNAL OF THE NATIONAL EpucaTtion AssociaATiONn + GUIDE TO NEW BOOKS' ji EastMAN, Max. The sense of humor. N. Y., Scribner, 1921. 257 p. $1.75. A serious attempt to treat scientifically the psychology of laughter. Part one, The sense of humor, the author’s theory as to what constitutes humor, with examples of the things we laugh at; part two, Theories of humor, is made up of historical refer- ences and technical arguments. Notes and references are appended. Will be of special interest to the student of psychology. Gopparp, Henry HERBERT. Juvenile delinquency. N. Y., Dodd, 1921. 120 p. $1.50. A résumé of the latest methods of treat- ing the subnormal child, what is being ac- complished by the Ohio Bureau of juvenile research, and some statistics and results ob- tained in specific cases cited with sugges- tions for eradication and the schools’ op- portunity to prevent delinquency. HaTFiELD, WALTER WILBUR. Busi- ness English projects. N. Y., Mac- millan, 1921. 303 p. illus. $1.20. A practical textbook especially for teach- ers’ use in settlement work, or in classes maintained by commercial firms for boys and girls in their employ who have been obliged to leave school early. Hiccinson, THOMAS WENTWORTH. Letters and journals of Thomas Wentworth Higginson, 1846-1906; ed. by Mary Thacher Higginson. Bost., Houghton, 1921. 358 p. $4.00. An autobiography filled with glimpses of literary, political, and social celebrities of the past fifty years, describing army life of the Civil War, yesterday's foreign travels, and New England life at Cambridge in a recital of intimate incidents, vivid with humor and sympathy. A delightful book revealing an unusually charming person- ality. MclIsaac, F. J. The Tony Sarg mar- lonette book, illustrated by ‘Tony Sarg; with two plays for home-made marionettes, by Anne _ Stoddard. N. Y., Huebsch, 1921. 57 p. illus. $1.00. The interesting story of Tony Sarg’s ex- perience with marionettes. Many puppet Stage-tricks are described, suggestions and directions are given for the making of mar- lonettes and staging performances at home. Two plays, “Snow-white” and “Little Red Riding-hood,” prepared by Anne Stoddard for this use, are included. +» 0 — 90 —— 0 0 0 0 0 0 0 ne MarsHALL, ARCHIBALD. Peter Bin- ney. N. Y., Dodd, 1921. 279 p. $2.00. A self-made Englishman at the age of forty-five decides to enter Cambridge as a freshman under the same conditions as his son. His attempts to keep up with his son, to live the life of the average undergradu- ate student, seeking membership in_ the smart clubs and taking an active part in athletics, are told with kindly humor and understanding. One of the author’s earliest novels, published over twenty years ago in England. Morey, CHRISTOPHER DARLINGTON, comp. Modern essays. N. Y., Har- court, 1921. 351 p. $2.00. An anthology of essays chosen “with a view to stimulating those who are them- selves interested in the arts of writing,” with the “secret ambition that a book of this sort may even be used as a small but useful weapon in the classroom.” Some of the essayists given: John Macy, William Allen White, Rupert Brooke, Don Marquis, Joyce Kilmer, Joseph Conrad, Stephen Lea- cock, Max Beerbohm, H. M. Tomlinson, Sim- eon Strunsky, James Branch Cabell, and others. ELIZABETH. Stories that N. Y., Nelson; Lond., Jack, 1918. 239 p. $1.75. Derivation and historical association of words, with chapters on proverbs, slang, words made by war, different words with the same meaning. Handicapped for ex- tensive reference use by lack of index. Can be used in high schools in connection with O’ NEILL, words tell us. English work, especially in better speech campaigns. O’SHEA, MicHAEL VINCENT. Mental development and education. N. Y.., Macmillan, 1921. 403 p._ illus. $2.40. Attempts to show from the standpoint of present-day biological psychology how the “normal individual reacts at different pe- riods in his development to typical situa- tions, physical, intellectual, esthetic and social” and how he can “best appropriate the materials and benefits of education” and “utilize them to greatest advantage in daily life.” Contents: Dynamic aspects of mental development; Educational interpretations; Exercises in analysis, interpretation, investi- gation, and application. For teachers and those preparing to teach. 1Titles and notes selected from The Book- list of the American Library Association, 78 East Washington Street, Chicago, Illinois, by students in the junior book-selection course at the University of Illinois Library School, Urbana, Illinois, under the direction of Miss Anne M. Boyd, instructor. 163 RosBinson, JAMES Harvey. The mind in the making; the relation of in- telligence to social reform. N. Y.., Harper, 1921. 235 p. $2.50. In which the author tries to find an ex- planation of why men fail to solve the prob- lems of the day. He says it is because we rationalize but do not reason; that “rationali- zation is self-exculpation which occurs when we feel ourselves, our groups, accused of error or misapprehension.” The book is an earnest plea for honest thinking and an open attitude of mind in regard to the facts of history as a guard against making simi- lar mistakes in the future. In this connec- tion A. G. Tansley’s The new psychology (Dodd, 1920, $4) is interesting as supple- mentary material. Includes a clearly an- notated reading list. Scott, Water Dit. Science and common sense in working with men, by Walter Dill Scott and M. H. S. Hayes. N. Y., Ronald press, 1921. 154 p. $2.00. Shows the value of “mental tests” of the Binet-Simon type, but also their. failure to measure the more emotional elements in the worker’s personality, which should be con- sidered in employment psychology. STONE, MeEtvitte ELIJAH. Fifty years a journalist. Garden City, N. Y., Doubleday, 1921. 371 p. $5.00. “Having passed man’s allotment of three- score and ten” the author writes a “news- paperman’s tale,’ in seven decades, which proves to be an unusually interesting and chatty account of people of historical im- portance in America and abroad, from the early 70’s to 1919. Mr. Stone founded the Chicago Daily News and later was councilor of the Associated press. Half-tone illustra- tions from photographs. illus. music. TuMULTy, JosepH Patrick. Wood- row Wilson as I know him. Gar- den City, N. Y., Doubleday, 1921. 553 p. $5.00. Feeling that “his contemporaries should know him as I have known him, not only as an individual but also as the advocate of a set of great ideas, and as the leader of great movements,” in the hope “that the portrait will correct some curious misapprehensions about him,” Mr. Tumulty has written this detailed book. He shows unbounded af- fection and respect for his chief. Whiter, James ANnpReEw. Practical amateur wireless stations. N. Y.., Wireless press, 1920. 136 p. illus. Paper, 75c. “An experience book containing the best suggestions of thirty-three experimenters on building, installing and operating experi- mental stations for radio communication.”— Subtitle. A usable non-technical guide in convenient form that will delight high-school boys who are interested in wireless teleg- raphy. 164 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Sirah caliente antidin ere Ren ES a Teaching HIS READING course is for the use of teachers and others who would keep abreast of the times in the profession. Teaching has a scientific background, and this background is con- stantly shifting and changing as in any other vital and progressive profession. Books are continually being written from experience, as a result of deeper scientific investigation, in the light of new discoveries, and for the needs of new conditions—books that make this background—and unless a teacher keeps up with these new books, he has ceased to progress. He can no more depend on the books written about teaching fifteen years ago than a doctor could keep on practicing with the knowledge he gained from medical school fifteen years ago. If the teacher takes no ac- count of the discoveries and improve- ments made in that time, he, like the presumably be doing as doctor, will much harm as good. The standing and prospects of the teaching profession are continually im- proving. Public sentiment is rapidly moving toward a higher money valua- tion of the teacher’s services, while it realizes that his value to the community can never be represented by his salary. This list of books was compiled by Dr. George D. Strayer, of Teachers College, Columbia University, for the American Library Association, and is published by the Bureau of Education, Washington, D. C., as Reading Course ‘Number Twenty. Notes and prices have been arranged by the Public Library, Washington, D. C. Any one who reads eleven of the books in this list according to requirements of the Bureau of Education, may have a certificate signed by the Commissioner of Education. For information regard- ing this or other reading courses ad- dress Miss Ellen C. Lombard, Division of Home Education, Bureau of Educa- tion, Washington, D. C. Teachers may borrow these and other books listed in THE JouRNAL from their local public or county library. If there is no local library they may usually be had by writ- ing to the Secretary of the State Library Commission at the capital of the State. Parmer, G. H. The ideal teacher. Houghton, Mifflin Co., 1908. 32 p. 90c. Stimulating little book in which the author discusses four fundamental qualifications without which a teacher will fail and with which he will almost certainly be successful Education; a first 1912. 292 ‘THORNDIKE, E. L. book. Macmillan Co., p. $1.80. Will give the student in normal school or college a brief, simple, untechnical account of the aims, means, methods and results of education, of the conditions set by the laws of human nature, and of the part that school education plays in American life. and NorRSWORTHY, Naomi. How to teach. Macmil- lan Co., 1917. 297 p. $1.80. Application of the science of psychology to practical methods of teaching, bearing in mind the social purpose of education and with a study of the measurement of results. Practically every chapter contains illustra- tions based on actual classroom practices. STRAYER, G. D.., STRAYER, G. D., and ENGELHARDT, N. L. The classroom teacher at work in American schools. Ameri- can Book Co., 1920. 400 p. $1.48. This book may be used as an alternative for the foregoing. It treats exhaustively of the organization and administration of public education as well as of the technique employed by the teacher in his daily work. BacLey, W. C. The educative process. Macmillan Co., 1908. 358 p. $1.60. A study of the functions of education and the laws that govern the process of educa- tion in order to eliminate waste of time and energy in school work. McMurry, F. M. How to study and teaching how to study. Houghton, Mifflin Co., 1909. 324 p. $2.00. Teaching children how to study involves the teacher's knowing how to study. A clear and logical analysis of the nature of study, resolving it into eight principal fac- tors and examining each in turn in relation to children. Full of good things from life. JoHNson, Henry. Teaching history in elementary and secondary schools. Macmillan Co., 1915. 497 p. $1.80. Valuable aid in making the past real to the child. Because of the author’s broad scholarship, his professional insight and his clear and untechnical presentation of his material, his work will be helpful to all history teachers from the elementary school through the university. Jupp, C. H. Psychology of high-school subjects. Ginn & Co., 1915. 515 p. $2.20. Applies to the teaching of Latin, English, science, and manual arts in the high school, the aid of psychological research. Judd A pril, 1922 wants more inventors and discoverers among teachers; more creators of living thought and power. Bonser, F. G. The elementary schoo] curriculum. Macmillan Co., 1929. +66 p. $1.80. Holds out the ideal of an_ clementary course based on the activities of child lif rather than on set “subjects” for study, bu also recognizes the practical difficulty 9, putting such a course into effect at once jp any public school. Both theory and prac. tice of all the elementary subjects are given, May be used as an alternative for fore. going book. CuBBERLEY, E. P. Rural life and edv. cation; a study of the rural school problem as a phase of the rural-life problem. Houghton, Mifflin Co, 1914. 367 p. $2.00. A most interesting review of the whole subject—the changes in the nature of our country life, their effects on rural instity- tions in general and the school in particular, its present needs and organization, and ad- vice on the equipment of the new teachers and supervisors that the age demands. Dewey, JoHN. School and _ society, University of Chicago Press, 1899. 125 p. $1.25. Three lectures putting into few and con- vincing words what an enlightened and progressive community has a right to ex- pect from its schools. Includes also a sup- plementary statement on the University Elementary School. Sears, J. B. Classroom organization and control. Houghton, Mifflin Co., 1918. 300 p. $2.25. A treatment of the old and ever-present problem of school management from the point of view of modern sociology. For the managing executive, whether teacher or principal. CUBBERLEY, B. Public school ad- ministration. Houghton, Mifflin Co., 1916. 479 p. $2.50. Gives the principles that underlie our or- ganization and administration of public schools, the evolution of our principal execu- tive offices and problems and the probable lines of our future development; a study that is clear, concise, and comprehensive. OOK STUDY is at once the most accessible and universal method of self-instruction. The printed page, a permanent record, inexpensive, available for use almost anywhere at any time by anybody, makes it possible for one to have as “in absentia” teachers the great minds of all time. Regular systematic reading of one book a month will open to the reader personal growth, and new broadening vistas of ideas and of inspiration. —From Self-Help in Teaching, by Huber W. Hurt, Macmillan, 1921. E pul ahe arr acti edg voc onl me! and tior def We Scio is t deft con edu and play age 7 bett the our pro the the plar tion Ma the the Pro Stat tors Sch groy Pro Ced ers | low For: Sche tin, Prot Grit T fron 192 cont aval Uni of tl und cond mitt Vol. 11, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 165 Iowa Wins Prize for Character Education Plan DUCATORS have for some time been conscicus of the fact that public-school education is much farther ahead in the attainment of its intellectual aims than in the realization of its char- acter aims. Education tor mere know]- edge and information has a long history ; vocational and physical education are only in the beginning of their develop- ment; whereas education for character and citizenship, outside of specific voca- tional situations, is still very much un- defined as to objectives and methods. We have become more and more con- scious of the fact that the public school is the only agency which can be made definitely responsible to society for ac- complishing the purposes of character education. “The home and the church and many other institutions will always play a great part, but they are private agencies. The realization of this need for a better developed character education in the public schools has induced one of our successful captains of industry to provide $20,000 toward the meeting of the need. This money was offered in the form of a prize for the best methods- plan of public school character educa- tion. The prize was awarded on March 1, 1922, to the committee from the State of Iowa. The members of the winning committee are: chairman, Professor Edwin D. Starbuck, Iowa State University, lowa City; collabora- tors, Supt. H. E. Blackmar, Public Schools, Ottumwa; Pres. C. P. Col- grove, Upper lowa University, Fayette ; Prof. F. D. Cram, Teachers College, Cedar Falls; Prof. A. C. Fuller, Teach- ers College, Cedar Falls; Prof. E. Horn, Iowa State University, Iowa City; Former-Supt. F. H. Huskill, Public Schools, Waterloo; Prof. Herbert Mar- tin, Drake. University, Des Moines; Prof. J. D. Stoops, Grinnell College, Grinnell. The period of competition extended trom October 1, 1919, to February 22, 1921. The competition was carefull; controlled so as to secure the best available wisdom from each State of the Union. First the executive committee of the Character Education Institution, under whose auspices the research was conducted, appointed in each State a com- mittee of selection. This committee of selection was composed of the State Su- perintendent or State commissioner of education, a college or university president The committee of selection appointed a re- and a person of general influence. search committee of nine collaborators, who were to prepare the educational plan which would represent that State in the competition. The arrangement was that the prize would be divided among the members of the winning research com- mittee so as to give the chairman $4000 and the other eight collaborators $2000 each. In February, 1921, the completed plans from the several State research committees were sent to an outsider, Principal Calvert K. Mellen, of La- tayette High School, Buffalo, with letters of transmittal. Mr. Mellen numbered the plans and saw that all the names and marks of identification were absent from the documents themselves. Altogether twenty-six States complied fully with the requirements of the com- petition. The twenty-six plans were submitted to three judges, who were State Super- intendent Thomas E. Finegan, Pennsyl- vania; State Superintendent W. F. Bond, Mississippi; State Commissioner A. B. Meredith, Connecticut. These three judges were all, by virtue of their office as State superintendents, directors of the Character Education Institution, and also represent States which did not sub- mit plans. The identity of the States and authors from which the various plans came was carefully guarded as a secret until the verdict had been dered. ren- The decision was arrived at in this way: First, each judge without con- sulting any one chose what he considered the three best plans. Then the judges were asked to review all of the plans thus commended, making a first and second choice from among the com- mended plans, and grading these choices on a scale of ten. The plan which re- ceived the highest total grade was then declared the winner. The award went to plan Number Nine which, upon con- sulting Mr. Mellen, was found to come from the State of Lowa. The plans submitted represent pieces of group thinking. They were developed through processes of collaboration and mutual criticism among the members of the several research committees. Onl) professional educators were eligible for appointment as_ research collaborators and thus as competitors for the prize. The winning plan is organized unde: twelve chapters as follows: (1) Founda- tion principles; (2) The goal; (3) The organization and control of the school ; (+) Ways of preserving, directing, and exercising the entire integrity of the child; (5) Fitting the methods and ma- terials to the child’s development; (6) A moral curriculum with a progressive plan, a drive, and a goal; (7) Moving progressively toward the objective; (8) The curriculum by years; (9) Measure- ments of progress and attainment; (10) The teacher and her preparation; (11) Coéperating agencies; (12) Conclusion. Under school organization, the plan stresses these principles: ‘The right organization of the school alone can go far toward solving the character training problems. ; The right solution of the problem otf democracy can come only through the school. The should respect the individuality and the initia- tive and the personality of each pupil even to the youngest.”’ school The plan does not present a “moral program” to be super-added to the regu- lar curriculum, but points out ways and means of securing greater moral results from the regular studies. It also advo- cates that the moral curriculum “busy itself with problems, projects, and actual situations rather than with ‘virtues.’ ” A skeleton outline of character training “projects” for each grade and each sea- son of the year is presented. In Chapter IX are presented three rating scales for measuring improvement in one for high-school character, students, one for grades 5-8 and one for grades 3 and 4. The plan contains in its appendix useful bibliographies on moral instruction in general, student self-government, high- school ethics, educational values, sex education, a classified bibliography of character-training material for the grades, and a bibliography of music ac- cording to grades and moral attitudes. The Donor of these $20,000 prizes gave, in 1917, $5000 through The Education Institution, as a prize for the best code of ethics for chil- dren. This prize was won by President William J. Hutchins, of Berea College. When he won the prize he was professor at Oberlin College, Ohio.—This state- ment was prepared for THE JOURNAL by Dr. Joseph K. Folsom, assistant to the Chairman of the Character Educa- tion Institution, Character THE JOURNAL OF THE NATIONAL EpucaTiIoN ASSOCIATION NOTES aud ANNOUNCEMENTS HoreL RESERVATIONS for the Boston meeting should be made through Mr. Michael J. Downey, Executive Secre- tary, Committee on Convention of the National Education Association, 15 Beacon Street, Boston, Massachusetts. THE LOCAL EXECUTIVE committee which will be in charge of the arrange- ments for the meeting of the National Education Association in Boston, July 2-8, is composed of the following mem- bers: Mr. Louis E. Kirstein, member of the firm of William Filene Son’s De- partment Store, Chairman; Mr. Michael J. Downey, Director of Evening Schools in Boston, Secretary; Mr. George E. Brock, president of the Home Savings Bank and formerly president of the Bos- ton School Committee, Treasurer; Mr. Jeremiah E. Burke, superintendent of Boston public schools; Mr. B. Preston Clark, business man and philanthropist ; Mr. Denby B. Goode, secretary of the Convention Bureau, Chamber of Com- merce; Dr. Henry W. Holmes, head of the School of Education, Harvard Uni- versity; Mr. James J. Phelan, of the firm of Hornblower and Weeks, Bank- ers; Dr. David D. Scannell, chairman of the Boston School Committee; Dr. Payson Smith, State Commissioner of Education; Mr. Frederic S. Snyder, vice-president of the Boston School Com- mittee; Mr. James J. Storrow, of the firm of Lee Higginson and Company ; Mr. David H. Howie, secretary to Mr. James J. Storrow. SUPERINTENDENT PeTER Morren- son, Assistant Superintendent Morgan G. Hogge, their able assistants in the Chicago public schools, and others in charge of local arrangements in Chicago are to be complimented upon their skil- ful handling of the meeting of the De- partment of Superintendence and allied organizations. THE puBticity for the Chicago meeting of the Department of Superin- tendence, under the general direction of the Managing Editor of THE JOURNAL, was handled by an organization includ- ing Mr. Charles H. Lake, assistant superintendent of the Cleveland schools; Mr. Clyde R. Miller, of the division of publications of the Cleveland public schools; Mr. A. N. Schreuder, of the + Washburne School, Chicago; and Mr. George A. King, of the McCutcheon- Gerson Service, Chicago. Mr. King’s salary was paid by the teachers’ council of the Chicago high schools. His serv- ices are chiefly responsible for the satis- factory character of the publicity in the Chicago papers, which in the past have placed too low a value on educational publicity to satisfy the superintendents. Among daily newspapers which were personally represented at the meetings are the New York Globe, New York Post, New York Evening News, Boston Transcript, Christian Science Monitor, Cleveland Plain Dealer, Newark, (N. J.) Evening News, Dallas News, Des Moines Register, Seattle Times. Among well-known out-of-town newspaper cor- respondents at the meeting were Mr. T. W. Metcalfe, Dr. W. Carson Ryan, Jr.; Mr. Peyton Irving, Jr.; and Mr. Fred Charles. President R. G. Jones, speaking be- fore the closing session of the Depart- ment, Thursday morning, commended the publicity given the various meetings as having been unusually satisfactory. THE OFFICERS OF THE DEPARTMENT OF SUPERINTENDENCE of the National Education Association for 1922-23 are: Superintendent John H. Beveridge of the Omaha (Nebraska) schools, presi- dent ; Superintendent Robinson G. Jones, of the Cleveland (Ohio) public schools, ex officio first vice-president; Superin- tendent Frank W. Ballou, of the Wash- ington (D. C.) public schools, second vice-president; Superintendent Ira B. Bush, of the Erie (Pennsylvania) Schools, treasurer; Mr. S. D. Shank- land, Manager of the Andrews Insti- tute for Girls, Willoughby, Ohio, secre- tary (elected by the executive commit- tee). The executive committee con- sists of the officers of the Department (excepting the secretary) and State Com- missioner Payson Smith, of Massachu- setts, elected at Chicago to serve until 1926; Superintendent Jesse H. New- lon, of the Denver (Colorado) public schools; Superintendent Frank Cody, of the Detroit (Michigan) public schools; and Superintendent Randall J. Condon, of the Cincinnati (Ohio) public schools. A pril, 1922 REPRESENTATIVES of forty-seven rai]. roads met with the officers of the Noa. tional Education Chi- cago to consider plans for the Boston meeting. Present indications point to the largest attendance in the history of the Association, THe Mempuis’ ( TENNESSEE ) CHAMBER OF COMMERCE has voted to send a business man to the Boston meet. ings at the expense of the Chamber. A thorough understanding of educational Association at needs by business men is of the greatest importance and the plan which the Memphis Chamber of Commerce has started may well be adopted by other business and civic organizations, The Membership Y ear HE use of a double figure such as 1921-1922 to indicate the Associa- tion’s membership year has led to con- fusion. For this reason and_ because THE JOURNAL year is from January | to December 31, and also because the two great annual meetings are in the same calendar year, the Executive Com- mittee at its meeting in Chicago March 2, decided to recommend to the Repre- sentative Assembly at the Boston meet- ing that the membership year be changed to coincide with the calendar year. The Secretary believes this change can be easily made and that it will avoid most of the misunderstandings concern- ing the payment of membership dues. If the recommendations of the Executive Committee are adopted Sections 7 and 8 of Article I of the By-Laws will read as follows: Section 7. The membership year of the As- sociation shall be the calendar year from January rst to December 31st, inclusive. New members may join at any time, and the membership of those joining between Sep- tember 1st and December 31st shall extend to the end of the following membership, or calendar year. Section 8. The annual dues of all members shall be paid in advance to the Secretary of the Association before December 31st of each year. A member failing to pay his dues as herein provided shall forfeit the privileges of membership, and after being in arrears one year shall be dropped from the list of members. Provided, that all members shall receive THE JOURNAL and be entitled to all other privileges of membership for at least one full year for each annual dues paid. The By-Laws, Article I, Sections 7 and 8, now read as follows: Section 8. The membership year shall be the same as the fiscal year of the Association, ‘? _S Vol. 11, No.4 THE JOURNAL OF THE NATIONAL EDUCATION AssociATION 167 from June 1 to May 31, inclusive. New regarded as a means of supporting and promise to be more decreases in cities of members may join at any time, and the membership of those joining between March 1 and June 1 shall extend to the end of the following membership year. Those joining after January 1 may, if they so elect, have their dues apply to membership for the fol- . lowing year. Section 7. The annual dues of all members shall be paid at the time of the annual meet- ing of the Association or shall be sent to the Secretary on or before November 1. An active member failing to pay his dues as herein provided shall forfeit the privileges of membership and after being in arrears one year shall be dropped from the list of members. CHANGE OF ADDRESS should be promptly reported to Headquarters, giv- ing both old and new address. Other- wise THE JOURNAL may be sent to the wrong address for some time. Members wishing to discontinue mem- bership should inform the Secretary Unless they do so they will continue to receive THE JOURNAL for which half of each membership fee is promptly. set aside. PERSONS ARE URGED to look upon their membership in the Association as an opportunity to share in its great pro- gram of educational betterment rather than as a magazine proposition. This deeper meaning of membership is fully appreciated by members of the American Medical Association, the American Bar Association, and similar State and local associations. The Association can do its greatest work only when membership is promoting the Association’s program of help and protecticn to its members and to all teachers. THE MEMBERS OF HEADQUARTERS STAFF of the Nationai Education Associ- ation are looking forward with pleasure to the addition to their number of Mr. S. D. Shankland, of the Andrews Insti- tute for Girls, Willoughby, Ohio, who has been elected by the executive com- mittee of the Department of Superin- tendence to begin work as its full-time secretary on July 1, 1922. THE EXPENSES OF TWO TEACHERS to the Boston meeting will be paid by the Northwest Products Bureau, of the Seattle Chamber of Commerce. The delegates are Miss Myra L. Snow, pres- ident of the Seattle Grade ‘Teachers’ Club, and Mr. Karl F. Adams, principal of the Lincoln High School. THE NEW PRESIDENT of the Florida Educational Association is County Sup- erintendent C. R. M. Sheppard, of DeLand, Volusia County, Florida. The association is planning to increase its membership from 600 to 4000 and to employ a full-time secretary. THE OUTLOOK ON TEACHERS’ SAL- ARIES in Kansas is the subject of three leaflets published by the Kansas State Teachers’ Association. Leaflet number one indicates that in cities of the first and second class most of the salaries will remain the same for next year as this year, while there will be more than twice as many increases as decreases. ‘There AVERAGE ANNUAL SALARIES OF 69,358 HIGH SCHOOL TEACHERS L¥ 1921. AVERAGE POR THE UNITED STaTES IS $1676. [_}#2000 EG g1800 ZZ2s600 HIS MAP, prepared by the United States Bureau of Education, shows the average annual salaries of high-school teachers in 1921. officers are not included. Administrative the third class, but even in those cities there is a substantial number of increases while the majority of the cities reporting will maintain present schedules. TAX PAID ON LUXURIES IN 1921 Report of Commissioner of Internal Revenue Tobacco $255,219,385 49 Automobiles 237,584,373.38 Admission 89,725,805 .92 Jewelry 24,303,905 .82 Candy 20,436,700. 35 Luxuriously priced articles. 20,374,591.40 Musical instruments....... 11,568,034.90 Fur articles Motion picture Perfumes, cosmetics, patent medicines. Sporting goods........ Firearms and shells.... Playing Bowling __ tables 2,368,007 .65 loilet soaps. 2,223,773-99 9,081,238.55 ,008,108.18 5,800,768 4! ,283,902.31 3,702,042. 2,003,941 .42 Total for articles listed... $696,617,357.91 Note that this amount was collected in fares [he total amount spent for these articles was many times the sum given. THE ADMINISTRATIVE COMMITTEE of the Federal Council of the Churches of Christ in America at a recent meeting passed the follewing resolution: That in view of the fundamental importance of education, we urge the creation of a National Department of Education, the head of which shall be a member of the President’s Cabinet, with a view to securing for education a recognition from the Federal Government commensurate with its significance for our National life, at the same time preserving to the several States the full control of educational administration within. their borders. T HAS COME to be recognized that before any large coéperative under- taking can be intelligently and effectively carried forward there must be available a mass of information that bears upon the problem concerned. This fact was recognized by the National Education Association when it created its Research Department, which is destined to become a clearing-house for information bearing The Asso- ciation’s aggressive program of educa- tional advancement and the improvement upon educational problems. of teaching conditions is to be carried forward in the light of exact and well- organized information. ‘The financial situation is such that “cold hard facts’ must be behind any educational advance that is to be made in the immediate future. It is to gather and intelligently interpret these vital facts that the Re- search Department has been created. 168 PHE JouRNAL OF THE NationNaAL EpucCATION ASSOCIATION A pril, 1922 IN THE FIELD I On Be Tue New ENGLAND Association of Teachers of English held its twenty- second annual meeting in Boston, March 11,.1922. The outdoor world and the English teacher was the general theme of the meeting. Miss Katharine H. Shute, of the Boston Normal School, is president of the association. A NUMBER OF SPECIAL TRAINS, in- cluding one from Tennessee, are being planned for the Boston meeting next July. THE SECRETARIES of State education associations held significant meetings at Chicago on March 1 and 2 at which were discussed relationships with Na- tional and local associations as well as matters relating to the management of the work in the office of the State secre- tary. UsreruL GOvERNMENT BULLETINS on tree planting and related subjects may be had by writing to the Superin- tendent of Documents, Washington, D. C. A price list of these bulletins may be had free. ‘The bulletins are sold at prices ranging from five to thirty-five cents. THE SECOND PUBLIC CONFERENCE on commercial engineering will be held May 1 and 2 at the Carnegie Institute of Technology in Pittsburgh. The will deal with the newly arisen problems in modern industries and with the training of the engineer for a better understanding of problems relating to community development and for management of overseas engineering projects. THE PsycHoLocicaL Corporation recently incorporated under the laws of the State of New York is said to be the first corporation under the laws of any State whose objects are the advance of science and whose earnings must be used for scientific research. ‘The society has elected the following officers: president, J. McKeen Cattell; first vice-president, Walter Dill Scott; second vice-presi- dent, Lewis M. Terman; chairman of the board, Edward L. Thorndike; sec- retary and treasurer, Dean R. Brimhall. THe Booker T. WASHINGTON monument is to be unveiled April 5, at Tuskegee Institute, Alabama. ‘This statue is a representation in bronze, and conference with its pedestal will be sixteen feet in height. It will stand in the center of the campus. Dr. Wallace Buttrick will deliver the Founder’s day address. THE NATIONAL Society for the Study of Education at its meeting in Chicago on Saturday, February 25, elected the following officers for the year 1922-23: president, Ernest Horn, of the Uni- versity of lowa, lowa City; vice-presi- dent, Agnes L. Rogers, of Goucher Col- lege, Baltimore, Md.; member of the executive committee, L. V. Koos, of the University of Minnesota, Minneapolis: member of the board of trustees, Liy- ingston C. Lord, president of the State Normal School, Charleston, Illinois, Among the officers who hold over are: secretary-treasurer, Guy M. Whipple, of the University of Michigan, Ann Ar. bor, Michigan; members of the execy. tive committee, P. W. Horn, S. S. Cal. vin, H. W. Holmes; members of the board of trustees, Frank W. Ballou and W. W. Charters. THe ComMITTEE on State Levies and other State Funds announces that its complete report will be ready for the Boston meeting. THE NATIONAL Guid- ance Association at its meeting in Chi- cago, on February 25, elected for its 1922-23, Miss Anne §. Vocational president for AMERICAN IDEALS Ida Flood Dodge A faith unstained, a holy fire, A sense of liberty toward God, A home where freedom’s hearth might glow With pure desire: For this, our Pilgrim fathers sought; For this, on barren shores they wrought. God grant those truths for which they fought Be lifted higher. A land secure from tyrant’s greed, Unspoiled by fear of despot’s rule, Those inborn rights their fathers sought On glorious Runnymede. For this, our patriot fathers fell On Lexington and Bunker Hill. God grant their vision hover still, Midst stress and need. Strong justice, Nation-wide and sure, A home secure. Equality, democracy, A home secure. For this, our mighty statesmen tower, As beacon lights in danger’s hour. God grant in us their sacred power May still endure. A guiding star, toward which may turn A world distraught by years’ unrest: Here, may we keep our fathers’ faith, While nations learn To live in peace. Teach us to see, Oh God, our way—untrammeled, free. To lead the world, our destiny. For this we yearn. [Written for the author’s history classes in the Tucson, Arizona, schools, and first published in The Journal. | the ad: the pic cat Vol. 11, No. + THE JOURNAL OF THE NATIONAL EDUCATION AssoclATION a — ————ee Davis, director of vocational education in the Chicago public schools. SUPERINTENDENT E. C. Brooks, of the State Department of Public In- struction of North Carolina, has been added to the Commission in charge of the Educational Finance Inquiry which is being carried forward under the aus- pices of the American Council on Edu- cation. THE SECRETARY of the Washington Education Association reports that the association has already exceeded its goal of 7500. THe NATIONAL CouNCIL SUPER- visors OF NATURE STUDY AND Gar- DENING elected at their meeting in Chi- cago the following officers for 1922-23: president, Lester S. Ivins, Department of Agriculture and Gardening, Kent State Normal College, Kent, Ohio; sec- retary, Miss Alice J. Patterson, De- partment of Nature Study, Illinois State Normal University, Normal, I[Ili- nois. _ THe AMERICAN Academy of Politi- cal and Social Science will hold its twenty-sixth annual meeting on May 12 and 13, at Philadelphia. This meet- ing will be devoted to a discussion ot The Relation of America to the Re- habilitation of Europe. ‘There will be six sessions. The Academy being free from political affiliations makes it a peculiarly appropriate forum for such a discussion. Since SEPTEMBER, 1921, children in the Westport, Connecticut, schools must complete the eighth grade—unless they are sixteen years of age—before they leave school. Pupils of the seventh and eighth grades were given the Terman group intelligence test, and those whose scores were low were then given the Terman individual test. In this way groups of eighteen from these two grades, whose intelligence quotient was 76 or below, were assigned to a special teacher who will arrange and adapt the work to the ability of each child. THe Connecticut SUPERINTEND- ENTS’ AssociATION at its recent annual business meeting adopted a new consti- tution. Annual dues of three dollars was substituted for assessments. Four standing committees were appointed and Provision was made for financing them. Dr. Artur S. Hurr ELL, now at the University of Pittsburgh, has been ap- pointed assistant dean of the summer school at Pennsylvania State College, which opens June 26. An enrolment of over 3000 is expected. 169 THe NATIONAL UNIVERSITY Ex- TENSION ASSOCIATION will hold its next annual conference at the University of Kentucky, Lexington, April 20-22. FORTY DIFFERENT NATIONS are repre- sented in the student body of the Uni- versity of California. VIRGINIA PoLYTECHNIC INSTITUTE will hold its golden jubilee on May 28- 30 at Blacksburg. President Harding on Federal Aid HE FEDERAL GOV- ERNMENT hasestablished the precedent of promoting edu- cation. It has made liberal grants of land and money for | the establishment and support | of colleges of agriculture and mechanic arts, and in more re- cent years has made appropria- tions for vocational education and household arts. Without interfering in any way with the control and management of public education by the States, the Federal Government shou!d extend aid to the States for the promotion of physical educa- tion, the Americanization of the | foreign-born, the eradication of | illiteracy, the better training of teachers, and for promoting free educational opportunities for all the children of all the people.—Statement made by Mr. Harding at Marion, Ohio, October 1, 1920, when a candi- | date for the presidency. | THE COMMITTEE of Twenty-one in its preliminary report on rural educa- tion in New York State at the recent meeting of the New York State Associa- tion of District Superintendents in Rochester, recommended the _ reorgani- zation of school districts under the juris- diction of district superintendents of schools into a community unit plan that provides a community board of from eight to sixty. From this large board an intermediate board will be elected and a committee appointed by the county board of supervisors in order to redefine supervisory units and another commit- tee appointed by the Governor to define community units. After 1926, all rural supervisors entering the service shall be graduates of approved colleges, with three years’ experience plus one year of professional training for rural leadership. THE SECOND regional conference on illiteracy, under the auspices of the II- literacy the National Education Association was held Feb- ruary 3-4, in San Francisco. Mrs. Cora Wilson Stewart acted as chairman. Among the speakers were Dr. David Starr Jordon, Will C. Wood, John V. Conway, Mark Keppel, Mrs. Minnie D. Bean, Fred M. Hunter, W. J. Hunting, and A. H. Chamberlain. THE INTERNATIONAL INTERPRETER, a new international news weekly, edited by Frederick Dixon, will appear in April. PLANS for the establishment of a sys- tem of branch libraries with supple- mentary branches in the schools of Washington, D. C., were presented in the joint report of the Board of Educa- tion and the Library Board that was adopted on January 26, 1922. Wash- ington has but one branch library and greatly needs others. New York City’s first child-welfare building was opened recently. It will be headquarters of the Board of Child Welfare which now cares for 25,000 children and 7500 mothers at an nual cost to the city of $4,000,000. THe Mippte West Puysicat Epu- CATION Society held its annual meet- ing in Des Moines on March 30, 31, and April 1, 1922. A MEMORIAL TOWER to soldiers, sail- ors, and marines of the great war is to be erected by the city of Boston in the Charles River near Harvard Bridge at a cost of $2,000,000. RECENT ADDITIONS to the Boston Museum of Fine Arts include a painting of the Infanta Maria Theresa by Velas- quez, originally in the Imperial Gallery at Vienna; paintings by Hoppner, Luini, Tintoretto, Gilbert Stuart, Sargent. Mancini, J. Francis Murphy, and George Inness. A sCORE-CARD for one-teacher school buildings, devised by Julian E. Butter- worth, professor of rural education, Cor- nell University, has been recently pub- lished by the World Book Company. A FEDERAL CITIZENSHIP TEXTBOOK, Part III, by Raymond F. Crist, has been issued by the U. S. Department of Labor. It contains twenty-four lessons on the history of America, the Consti- tution and its amendments, with clear explanations of all phases of government. Commission of an- RS) Es + FEN 4 | | 170 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION THe Vircinta STATE TEACHERS ASSOCIATION embraces local and district units. Of the 130 active local units nineteen are educational institutions and 111 are county and city teachers asso- ciations. These local associations are grouped into eleven definitely organized district units, which, taken together, cover the entire State. hold annual meetings in the spring. These programs are so scheduled as to permit the full-time executive secretary of the State Association to be present for at least a part of each meeting. Mr. H. B. Smit, secretary of the Colorado Education Association, is now editing the organ, The Colorado School Journal. The former editor, Mr. D. R. Hatch, remains on the staff as associate editor. TEACHER PLACEMENT bv Public Agencies is the subject of the U. S. Rureau of Education Bulletin, 1921, No. 42, by J. F. Abel, specialist in rural education. It can be had from the Su- perintendent of Documents, Government Printing Office, Washington, D. C., for five cents. Tue Marytanp House oF DELE- GATES on March 8 passed the general educational bill which provides for en- larging the State’s supervisory force in the public schools, increases in salaries and a sliding scale of -salaries, higher qualifications of teachers, and operation of the equalization fund. Tue University OF CALIFORNIA SUMMER SESSION will be held in Los Angeles, July 1—August 12. One hun- dred seventy courses will be offered. Tue Bureau oF NATURALIZATION of the U. S$. Department of Labor has issued Suggestions for Americanization Work among Foreign-born Women. ForEIGN CRITICISM OF AMERICAN Epucation by W. J. Osburn, of the Pepartment of Education of the State of Wisconsin, is issued as U. S. Bureau of Education Bulletin, 1921, No. 8. This 158-page report may be ordered from the Superintendent of Documents, Gov- ernment Printing Office, Washington, D. C., for 20 cents per copy. THE Vircinia LeGIsLaTuRE which adjourned on March 11, although un- usually conservative throughout the pres- ent session, passed three important edu- cational bills. The first provided for a new plan of adopting and distributing textbooks; the second, for the county as the unit of school administration, by which the number of school boards of the State is reduced from 643 to 120; These districts association's the third makes education compulsory between the ages of eight and fourteen for public-school children during the entire school session, unless the ele- mentary course of study has been com- pleted before Where the school board and tax levying fourteen years of age. authorities jointly agree a county or city may be exempted from the provisions of the attendance law. 30 E. Randolph St. (Room 502) Chicago ) 4750 Sheridan Rd. (Room 214) he McAlIpin Co. Cincinnatt Graner-Powers, 1274 Euclid Av. Col. Sorings-McEntire’s, 10 N. Tejon St. Columbia, Ss. C.-Watson Shoe Co Dallas-Leon.Kahn Shoe Co. Davenport-R. M. Neustadt & Sou; Daytov-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, 42 Northampton St, Elizabeth-Gigl’s, 1053 Elizabeth Ave. Elmira—C. W. O'Shea El Paso-Popular Dry Goods Co Erie-Wesehler Co., 910 State St. Evanston—North Shore Bootery Fall River-D. F. Sullivan Fitehburg-W. C. Goodwin, 342 Main St. Fort ige—Schill & Habenicht Galveston—Fellman’s : Grand Rapids—Herpoisheimer Co Greenville, S. C.-Pollock’s Hagerstown-Bikle’s Shoe Shop Harrisburg—Orner’s, 24 No. 3rd St. Hartford-86 Pratt St. f Houston—Clayton’s, 803 Main St. Huntington, W. Va._McMahon-Dieh! Indianapolis-L. S. Ayres & Co. Jackson, Mich.—Palmer Co. Jacksonville-Golden’s Bootery Jersey City—Bennett o, 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. Lansing—F. N. Arbaugh Co. Lawrence, Mass.-G. H. Woodman Lexington, Ky.-Denton, Ross, Todd Co. Lincoln-Mayer Bros. Co. Little Rock—Poe Shoe Co. 302 Main St. Los Angeles—505 New Pantages Bldg. Louisville—Boston Shoe C >. Lowell-T”e Bon Marche Mason City-W oodruff Shoe Co. McKeesport-Wm F. Sullivan Meridian—Winner, Klein & Co. Milwaukee-Brouwer Shoe Co. Minneapolis-21 Eighth St., South Mobile—Level Best Shoe Store Montgomery—Campbell Shoe Co Morristown—G. W. Melick Mt. Vernon, N. Y.—A. J. Rice & Co Nashville-J. A Meadors & Sons Newark-897 Broad St) (Opp. City Hall New Britain-Sioan Bros. New Haven—153 Court St, (2nd floor New Orieans—109 Baronne St. (Room 200) New Rochelle—W are’s New York-22 West 39th 1 Norfolk-Ames & Brownley Oakland—205 Hénshaw Bldc. Omaha-1708 Howard St. Passaic—Kroll’s, 37 Lexington Ave. Pawtucket-Evans & Young Peoria-Lehman Bldg. (Room 203) Philadelphia—1300 Walnut st Pittsburgh-The Rosenbaum Co Pittsfield—Fahey'’s, 234 North st Plaineld—M. C. Van Arsdalie Portland, Me.-Palmer Shoe Co Portland, Ore.-353 Alder St. Poughkeepsie—-Louis Schonberger Providence—-The Boston Store Reading-Sig. S. Schweriner Richmond, Va.—Seymour Sycle Rochester-148 East Ave. Rock Island—Boston Shoe Co. Saginaw—Goeschel-Brater Co. St. Louis-516 Arcade Bldg., Opp. P. O. St. Paul--5th & Cedar Sts. Salt Lake City—Walker Bros. Co. San Antonio-Guarantee Shoe Co. San Diego-The Marston Co. San Francisco—Phelan Bldg. (Arcade) San Jose—Hoff & Kayser Santa Barbara—Smith’s Bootery Savannah-Globe Shoe Co. Schenectady—Patton & Hall Seattle-Baxter & Baxter Shreveport—Phelps Shoe Co. Sioux City-The Pelletier Co. Sioux Falls-The Bee Hive South Bend—Elisworth Store Spokane-The Crescent Speineneld, Mi. A. W. Klaholt y ; Mass.—Forbes & Wallac Stamford—L. Speike & —- Wallace Syracuse-136 S. Salina St. Tacoma-803 Fidelity Bld. Terre Haute—Otto C. Hornung Toledo-LaSalle & Koch Co Trenton—H. M. Voorhees & Bro Tulsa~Lyons Shoe Store ; Waco-Davis-Smith Booteric 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 Worcester-J. ©. MacInnes Co . yonna”-Kohis Shoe Co. § S-Louis Klein, 22 Main St. Yonge Bon oy Main & ‘ wn-B. McManus Co. Zanesville--J. B. Hunter Co. Agencies in 236 other cittes He JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A flexible shoe for your flexible foot Endorsed Directors by ‘ f Wome n’” C¢ Ne Re It sical Education Nature, in her wisdom, designed your foot arch to flex when you walk. Why restrain it in shoes that are rigid and without natural lines ? “The foot is like a canti- lever spring,” wrote a noted doc- tor. “The Cantilever is the most comfortable shoe I have ever worn,” said a trained nurse; and another woman said, “In Canti- lever Shoes I feel as though | were flying.” It is because of the flexible shank and natural lines of the Cantilever Shoe that you will derive such comfort from it. And because of its graceful appearance and its harmony with this spring’s shoe styles vou will see it worn wher- ever daytime costumes are worn. Fine workmanship, splendid ma- terials and reasonable prices add to make the Cantilever desirable. The graceful carriage and vouthful walk of the Canti- lever Woman are often ad- mired. Her feet are free, She walks naturally, with a minimum of effort. Flex- ing with every step, Canti- lever Shoes make her feel as though she wore the wings of Mercury. Though vou may not be AS conscious of it, there are few things that spoil a good disposition quicker than shoes that nag you. Nerve strain, leading to backache, headache and even to pains like those of rheumatism, may be caused by high heels and by shoes that bind and restrict the feet. Many writers on health and beaut; subjects are now pointing out the importance of a woman’s shoes in respect to her health, happiness, and personal attractiveness. You were given two marvelous] constructed feet. At the nearest Cantilever Store, try on a pair of shoes suited to their needs. Keep your feet well and spare yourself the misery that has come to so many women, If wrongly designed shoes have already begun to injure your feet, a change to Cantilevers will help them. Weakened arches will be strengthened by proper ex- ercise; your improved circulation will make you feel better and look better. If none of the listed dealers is near you, write the manufacturers, Morse & Burt Co., 10 Carlton Avenue, Brooklyn, N. Y., for a nearby dealer’s ad dress and for the Canti lever Booklet which te'ls some things you will be glad to know about vour feet. antilever Shoe Editors, Stage Women’s Clubs, Public Health Authorities / Celebrities, an Physicians, prominent Osteopaths ] womey CUeErveu Cre A-76 THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION A pril, 1929 Vol , 4 0 WITH OUR ADVERTISERS The indomitable spirit of the Kewaunee Manufacturing Company manager, Mr. C. G. Campbell, in rendering service to their many f;; was admirably demonstrated at the Chicago convention. Ss er schox i other school water colors will give the rich, tate tiamioa. 8 ee velvety ettects that may be obtained with Professor Jenkins, of Stanford University, has just written a splendid book on “Interesting Neighbors” (P. Blakiston). This text is written to be read Prang. by boys and girls, and Professor Jenkins is at his best in telling of the bees bats, and butterflies, of birds and flowers, and other beauties of nature. ; Prang Crayograph, a hard, pressed cravon, Every man, woman and child in this country should be given the kind of ) / a wot ~ . a oe to perform. If this were done, our national . Ae - . - ’ wealth would be doubled each year. The application of psychology ti busi- 1s an artist s cray on designed tor the schools. ness ie! oe oe > Psychological Corporation, Bess bon tae fon ; 7 “ ° q organized. harles H. Judd, author of “Psychology of High Sch« Subj 5 . True in color, it gives a flat tone to the draw- and “Introduction to the Scientific Study o lication" tine hg nay! the directors, ing. Containing only enough wax to make it easy to handle, it is superior to any wax crayon. Ge NATURAL SLATE BLACKBOARD CO, PEN ARGYL, PA. > i - 7 baer I rang Cray onex, the finest of all wax Largest Producers of Natural Slate for crayons, has met the severest tests in our BLACKBOARDS laboratory and among artists and teachers J ‘ Complete Stock on Hand at All Times throughout the country. The colors are bril- for Prompt Delivery liant and blend remarkably well for a wax crayon, giving the beautiful effects of oil colors. Send for free copy of the American Crayon Company’s new school material catalog. ‘Teachers Agency 33rd Year MINNEAPOLE CHICAGO ~ CThe ~ “NEw vore Each Office Has the *4NSASSilin AMERICAN CRAYON COMPANY 3 | {1s But. Records of All woe Ane ; BALTIMORE SANDUSKY : OHIO ~ ~~ ~ ~ ~ NEWYORK, 10E.Lexicronst. Address the Nearest CuwoMiAng COLUMBUS, O. CHAMBER OF FERRIS BLDG. Free Registration CoMMERCE BLDG. — Mention Tue JourNnat when writing our advertisers, A ) Vol 11, No.4 Tue JourRNAL OF THE NATIONAL EpUCATION ASSOCIATION A-77 Perry Pictures are one of the greatest helps for teachers ever devised. Once rs used their value can never be overlooked. : ‘The Perry Pictures ’ \id in teaching Language, Literature, History, Geography, and Picture Study, y The smallest size, 3 x 34%, for notebooks, essays, etc., cost d - - ~ ° tt One Cent Each for 50 or more. : The next size, 542 x 8, more effective and much better for Picture Study, cost Two Cents Each for 25 or more. ‘ 4 Ten Cent Size, 10x 12, for 5 or more, is excellent for inexpensive class- . room decoration and for collections. Recommendations H I could write volumes on the value of Perry Pictures in the schoolroom and the home. Let the accompanying order speak for itself. We cannot get along without them. . “For several years your sterling pictures have delighted me. o4 The pictures are surely an inspiration to all lovers of art. Your pictures are wonderful. The prints are all so plain and good. un , 7 . 7. # Bird Pictures in Natural Colors he a ; ‘ ; _ Sia . Three Cents Each for 15 or more. Size 7x9. ; : Plan now for Spring Bird Study. Send 75 Cents for Pictures of 25 Common , Birds and a very brief description of each, le er . . is Artotypes Large Pictures for Framing ve FOR HOME FOR SCHOOL - tach Picture is on paper 22 x 28, including the white margin. It g Select four or five of these Pictures and frame them for your schoolroom, Among the most popular subjects are: at “Can’t You Talk?” Spring Saved End of Day and Stratford - The Angelus The Lake The Shepherdess are especially beautiful Price, $1.25 each for two or more; $1.50 for one. Any of these pictures, hand colored, same size, at $1.50 each for two or more; n. $2.00 for one. rts CATALOGUES.—Send 15 cents for our Complete 64-page Catalogue of 1,600 nts | jllustrations, unless you have our latest 1920 edition, ‘ Sir Galahad pe The Perry ]-ictures G. cox u.s. MALDEN,MASS. rts dlic fer: is SPEND A PROFITABLE SU ie I BL MMER z TRAVELING ead ~ This Magazine is from Our Presses And Go Back to Your School Room Next Fall with a Wonderful al Store of New Knowledge and Experience and nal _ usi a Nice Bank Account een ag? 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 Judd & Detweiler Inc enjoyed it and found it profitable. Why not you? 4 ° Ii you're between the ages of 25 and 40, willing to learn, ambitious to do big things, free to travel extensively, and have M. P. ° two years’ normal school or college training, combined with three aster rinters or more years of teaching experience, we would like to tell vou about this work of ours. It’s so different from school work that it offers complete change and a profitable happy vacation. Iast 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 Seotember 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 make 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. Eckington Place and Florida Avenue A regular weekly check will be sent to each teacher selected, for the purpose of taking care of expenses while she is getting . ‘ . : sine 1 every one will t aoe , started and learning the business, and every one will be given an Washington, D. C. 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, we EE a S. J. Gillfillan, Garland Building, Chicago, 111, Mention Tue Journat when writing our advertisers. A-78 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION d pril, 19> History and Philosophy English Methodology NEW YORK UNIVERSITY SUMMER SCHOOL (July tenth to August nineteenth) More than 200 courses in the following fields: Education— Economics Modern Foreign Languages HARVARD UNIVERSITY SUMMER SCHOOL July 10—August 19, 1922 le : ee Latin Bea is” Geography and Geology COURSES OF INSTRUCTION Commercial Education Government Anthropology French Mathematics Psychology and Measure- History Architecture Geology Medical Sciences ments Mathematics Astronomy German Music Administration Philosophy and Psychology Botany Government Philosophy Supervision Physics Chemistry Greek Physical Education Research Sociology Economics History Physics Art Commercial Subjects— Education Horticulture Psychology Music Accounting Engineering Sciences Italian Public Speaking Home Economics Advertising and Marketing English Latin Social Ethics Domestic Art Business Law Fine Arts Spanish Economics DEGREES Collegiate Subjects, graduate = Finance abe 4 ° Credit can be obtained towards the degrees of Bachelor of Arts, Associate and undergraduate Foreign Trade in Arts, Bachelor of Science, Master of Arts, Master of Education, and Biology Management Doctor of Fducation. Chemistry Retail Selling Special Features— Conference Course on Administration Conferences for Primary and Kindergarten Supervisors Lectures on Education and International Peace Lectures on New York City, with excursions On the Campus at University Heights—an ideal sum- mer resort—moderate living expenses—write for a complete bulletin. DEAN JOHN W. WITHERS, Director of the Summer School New York University, 32 Waverly Place, New York City 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 ang 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 AUGUST for girls of nine years of age and upward. For catalogs address the REGISTRAR. Established 1903 Chicago Normal School of Physical Education Dept. J.N., 5026 Greenwood Ave., Chicago, Ill. After the N. E. A. Convention At Boston Travel and Study in Maine Attending BATES COLLEGE SUMMER SESSION July 11 to August !1 Professional Courses for Superintendents, Senior and Junior High School Principals and Teachers Mountains and Seashore Within Easy Reach For Bulletin, Write to Every Instructor Registrar, Bates College a Specialist Lewiston, Maine DORMITORY ACCOMMODATIONS The Freshman Dormitories—Gore, Standish, and Smith Halls—will be re. served for Summer School students. Rooms and board will be offered at moderate rates. The detailed announcement of the Summer School, giving full informa. tion regarding courses, fees, academic credit, dormitories, historical and industrial excursions, public readings and lectures, ete., will be mailed upon application to The Director of the Summer School 19 University Hall, Cambridge 38, Mass. THE NEW HAVEN NORMAL SCHOOL OF GYMNASTIC 1466 Chapel Street, New Haven, Conn. Vocational Guidance 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. PROJECT METHOD Pestalozzi-Froebel Teachers College June 20- SUMMER SCHOOL ~ July 28. College and Dormitory overlook Lake Michigan C.Lasses in PROJECT METHOD 3 Departments —1. Kindergarten, II. Primary, III. Playground Strong Faculty—Fine Equipment—Central Location —Ac- credited. Address Registrar Box E, 616-22 So. Michigan Blvd., Chicago SIMMONS COLLEGE Summer Session OPEN TO MEN AND WOMEN July 5 to August 15, 1922 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 Household Economics Courses Elementary and Advanced Cookery, Dietet- ics, Elementary Garment Making, Dress- making, Millinery. Costume Design and Dressmaking by Means of Shop Practice, Textiles, Methods of Teaching Cookery and Clothing. Commercial Courses for Teachers Accounts, Advertising and Selling, Busi- ness Methods, Business Principles, Com- mercial Arithmetic, Commercial Correspond- ence, Commercial Geography, Commercial Law, Economics, Efficiency, Junior High Schools, Penmanship, Shorthand, Type- writing. Special Lectures. Training School for Nurses Summer Session July 5 to August 12, 1922 Library Courses Library Fundamentals, School Libraries, Business Libraries. aes . Dormitories Dormitories open July 1 in order to accom- modate students who wish to attend the Con- vention of the National Education Association. RUSSELL H. CONWELL, President For catalogue and information address the Registrar, SIMMONS COLLEGE BOSTON 17, MASSACHUSETTS SEND FOR CIRCULAR Mention Tur Journat when writing our advertisers. Vol. 11, No.4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-79 Panorama of East-side Campus, with liversity Dam and Power-house - SUMMER SESSION OF THE UNIVERSITY OF IOWA Six, five, or eleven weeks: First term, June 12 to July 21; second term, July 24 to August 25, Superior facilities for advanced study and research in many fields Integral part of University: About 450 elective courses, undergraduate and graduate—50 courses in professional education, with special attention to work of superintendents, principals, and supervisors—L, arge corps of competent scholars, mosth from University’s own staff—Degrees conferred at convocation each — orty-odd modern buildings—First-class library, laboratory, and museum equipment—Dormitories for men and women—too open lectures—Free outdoor dramatics weekly- - Comfortable summer climate—Very moderate tuition and expenses. Six hundred graduate students, including 250 superintendents, registered last summer, with representatives from 35 States and various foreign countries lor catalogue , illustrated bulletins, and information address: UNIVERSITY REGISTRAR, lowa City, lowa. University of Vermont SUMMER SESSION “*The Coolkst SUMMER SCHOOL | m2 : Nee Fast of the Rockies SUMMER SESSION | July 10th to nat 18th ag ec Just following the N. E. A. at Boston | UNIVERSITY OF MINNESOTA and Only Eight Hours by Train 1922 FIRST TERM: June 19 to July 29 Combine a trip to the summer meeting of the SECOND TERM: July 31 to September 2 | National Education Association with SUMMER cour hundred undergraduate and graduate courses SCHOOL, and an outing in the Green Mountains otfered in the following schools and colleges: and on the shores of beautiful Lake Champlain. College of Science, Literature, and the Arts. . “ . ~ . College of Engineering and Architecture. | . Courses will be offered in Art, Commercial i College of Agriculture, Forestry, and Home Economics. Subjects, Administration, Elementary and Sec- College of Education. ondary Education, Psychology, English, French, — - cm wena History, Home Economics, Latin, Mathematics, ‘ >) © »USINESS, - = . . ryan . . Steel of Chemictry. Vocal and Instrumental Music, Physical Training, Law School. Physiology and Hygiene, Social Science, Spanish, Graduat¢ School, and Story Telling. Medical School. Excellent recreational facilities — parks, lakes, tennis pa : courts, gymnasiums, athletic fields, public lectures and con- address— certs, personally conducted tours, art galleries and libraries. DIRECTOR OF SUMMER SCHOOL For further information address the Director of the Sum- “ ou ’ mer Session or the Registrar, University of Minnesota, Burlington, Vermont. Minneapolis, Minnesota. For further information and descriptive catalog Mention THe JournaL when writing our advertisers. A-80 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 199) | ~ DOING A NA usual opportunities to make your study lege Grounds. Observation in Kin- TIONAL BUSI. this summer both profitable and enjoy- able by combining needed summer recrea- tion with work leading to degrees. SUMMER ® 2 SESSION Earn Promotional Credits on the COOL WOODED SHORE OF LAKE MICHIGAN Boating, bathing, tennis, gymnasium facilities, concerts, recitals, lectures, dramatic performances —and many other forms of wholesome recreation right on the campus. Organized excursions to lead- ing industrial, financial and art centers of Chicago. The Summer Session includes The Graduate School, The College of Liberal Arts, School of Com- merce, School of Education, School of Journalism, Law School, School of Music, School of Speech. Professional courses offered in the School of Education include: py of the Ele- High School Curriculum pentacs School ucational Measurements School Administration Motnode of Teaching hon es of Secondary English, History, cation Speech, " Music, ete, The pons schools offer a wide choice of subjects. Faculty includes Public School menof achievement. Address WALTER Ditt Scott, President NORTHWESTERN UNIVERSITY tm, 405 University Hall - EVANSTON, ILL. aetna T REQUEST’ dergarten and Primary Grades of NESS ON A PRODUCT PERTAINING Public Schools and in the College TO PUBLIC HEALTH, REQUIRES THE SERVICES OF A MAN, FROM THIRTY TO FIFTY YEARS OF AGE, | AMERICAN, WHO UNDERSTANDS THE SCHOOL SYSTEMS OF THE’ VARIOUS STATES IN THE COUN.) TRY, TO ASSUME THE MANAGE. | . MENT OF AN EDUCATIONAL DE-| National Kindergarten and | parTMENT BEING ORGANIZED | Elementary College BY THIS COMPANY. 36th Year Accredited Address, Box M | Box 26 i 2944 Michigan Blvd. Chicago 1304 Euclid St. N. W. Washington, D. Would You Like to Earn $1000 THIS SUMMER? If so, investigate the WORLD BOOK. We have a live proposition for superin- tendents and city teachers for sales work during summer vacation. Great possibilities for permanent employment. Dr. Charles E. Popplestone resigned a professorship in a university at $3,600 a year. Now earning over $10,000 annually. Mrs. F. V. Woollett was for ten years a school principal. Made $9,000 last year Demonstration School where Project Method is used. Ideal recreations for Summer Students in Chicago. Write the Registrar for Bulletin and Book of Views. rated ere. the beoktet fine. § representing the WORLD BOOK. a Sua earsaiy Und ib ! If you can qualify, and are free to travel, you can do the same and still remain m % educational work. ' 86. East Randolph Street, Chicags 1} W.F.QUARRIE & CO, , 862i Rent Sr Mention Tue JournaL when writing our advertisers. ” “ 8, 1 le in \e Vol. 11, No. 4 SPENCER DELINEASCOPE is as far ahead of the STEREOPTICON as the AUTOMOBILE is ahead of the WHEELBARROW It is An Ideal Stereopticon for both lantern slides and opaque objects such as pictures, post cards, reading matter and objects of all kinds, dead o1 alive. Ideal, because it embodies basic ideas (patented) other. Example: Mechanical means of handling the lantern slides which does away with the old antiquated lantern-slide holder and at the same time gives a dissolving ef- fect on the screen un- attained with other outfits except by using two stereopticons, one above the other. possessed by no One Spencer Delinea- scope does it. Five Other Models. Spencer Delineascope, Model 3, for SPENCER DELINEASCOPES both lantern slides and opaque objects ja and with 1,000 watt Mazda lamp, com- Prices $25.00 to $135.00 $185.00 Send for Booklet K 12 SPENCER LENS COMPANY BUFFALO, N. Y. Manufacturers of THE JOURNAL OF THE NATIONAL EDUCATION AssoclATION A-81 Have You This Catalog ? If not, you should ob- tain a copy at once. It describes and illus- trates our standard- ized line of BAUSCH & LOMB SCHOOL EQUIPMENT covering in the most up-to-date manner possible all the optical equip ment needs of the modern school laboratory and lecture room, Among the items included are our representative school microscopes (monocular, binocular, and dissecting), showing several new features, microtomes. magnifiers, and like accessories—also our most popular Balopticons and accessory apparatus for the projection of lantern slides, opaque material and microscopic subjects. All of this equipment has withstood the test of long and exacting usage in the schools of America. With any of the products mentioned you can be absolutely confident of obtaining desired results. IVrite for your copy of this valuable little reference work today. Bausch & Lomb Optical Co. St. Paul St., Rochester, N. Y. SPENCER? ancroscorrs, MICROTOMES, DE- SPENCER LINEASCOPES, DISSECTING STRUMENTS, OPTICAL SCIENTIFIC APPARATUS, W * are going to turn over a In new leaf. About, face! our future advertising we are going to toot our own horn. We have devoted a lot of effort in the past to the general cause of visual education. In the future we will offer no defense of this cause, for visual education no longer needs any defense. We therefore resign from our self- appointed position as salesman- in-general for the industry. We will, of course, continue, as we have in the past, to support the work of the National Acad- L\- | [BUFFALO GLASS, —uUsA. ETC. New YorK WASHINGTON CHICAGO San FRANCISCO LONDON Leading American Makers of Photographic Lenses, Microscopes, Projection Apparatus ( Balop* ticons), Ophthalmic Lenses and instruments, Photo-Micrographic Apparatus, Range-Finders and Gun-Sights for Army and Navy, Searchlight Reflectors, Stereo-Prism Binoculars, Magnifiers, and Other High-aqrade Optical Products. emy of Visual Education and of the visual education departments of leading universities, colleges, and high schools. But in our ad- vertising copy we have a vital mes- sage which has never yet been fully told, and we propose now to tackle this job. The non-theatrical use of mo- tion pictures could never have been developed to its present state without the De Vry idea—which was actual portability combined with professional quality in a projector. We believe a discus- sion of the way this idea has THE DE VRY CORPORATION WE HEREBY RESIGN been worked out during the last seven years will interest and in- struct every one connected with the business. This advertising policy will not alter, in the least, our willingness and desire to pass along to De Vry owners and prospective own- ers the valuable information we gather, as to successful methods of acquiring and using motion pictures. We have a very com- plete plan developed for dissemi- nating such information. If you are not already in touch with us, write now for details of this plan. NEW YORK OFFICE 141 West 42nd Street NEW YORK CITY FACTORY and OFFICE 1253 Marianna Street CHICAGO Mention THE Journat when writing our advertisers. 9 4 hs } a i T 7 Paeneak tek y adele ies ~ . , A-82 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1922 } ee yes PROFESSIONAL MAN | SPENCERIAN A Quick Slide--- School Pens ee Re ing on business and_ professional - os | people. > IVISOF Pineyacs Permanent, dignified work for men of high and Safety an ideals and education. Earnings from $409 College to pe a — No — insurance 4 * : yr «stock-selling schemes. Old = establis} | Fine Point—Double Elastic. eons .. adlished | Reaching safety through a Dow Spiral gag Lo services and $300 to Slide Fire Escape means just that—a bd st ye tered Age you in business for ) > . s : é mepn yourself. State phone number and addresc quick slide. Stumbling or falling is im- . possible—a child of six can escape as Counting House Address MR. POWERS quickly and surely as a boy of eighteen. Fine Point—Excellent for book- Suite 1108 Department S Ilow different from the hazardous, Wrigley Building, Chicago unsightly step fire escapes. The peril ere of attempting to escape on one of these Ty : 7 96. ali spidery, fear-inspiring contrivances is as any wage walt ts te cal a School rreat as in fire itself. For statistics Fine Point—Semi-elastic action. show that more people are killed and crippled because of them than are burned in fires. It is your duty to see Intermediate that your building is provided with the utmost of safety. Medium Point—Stiff action. THE DOW CO. Samples to superintendents and INCORPORATED teachers on request. Supplies from 311 Buchanan St., Louisville, Ky. the trade. sould be able to vatisfy veo In etry sete ta SPENCERIAN PEN CO. try | Write us, please. MARTIN DIPLOMA CO.,B 249 Broadway New York oston (11), Mass, Hy } The Draper Sanitary Roller Shade RALPH BOWMAN CONSULTING ACCOUNTANT 16th and R Streets N. W. Washington, D. C. SPECIALIST IN School Accounting Municipal Accounting Budget Procedure —Surveys— Costs SaaBar “Ni RBORn VICTOR Portable = of N sourse. , Kewaunee Mfg. Co. ( hicago Normal School of Physi- Gymnastics A-o! pt — Teachers Peterson & Co., Leonard. | cock Teachers’ “5 r New York University Summer te yee . ‘ . Clark Teachers’ Agency........ A- _ School peeane A- Specialists’ Educational Columbia School Supply 0.4.6 A- Northwestern University ....... A- Bureau DRAFTING ROOM Commercial Paste Co........... A- Open Court Publishing Co...... A- , — > FURNITURE Compton & Co., F. E Oxford University Press........ A-68 | Western Teachers’ Ex x Min ¢ : a ‘el Sg ea dn Pabeer Ca, A. Bicsyec3is abe oe change. Sewaunee Mfg. Co. ontinental Scale »rks -7 Perry Pictures Co.. ‘Ae ae - ook & Son, Thomias....<:...:%% A-; Pestalozzi - Froebel Teachers’ EMPLOYMENT gs iz Sinawe CL” A-80 College : A-78 TEACHERS’ Je Vry Corporation -81 Peterson & Co., Leon: - INSURAN Mr Powers Dow Co. -82 area ie Z : - s CE . ° ms Draper ate Co., Luther, O.... A- Quarrie & Co., W. F A-69, A- Teachers Casualty Un- Faber, Eberhard A-8 Rand McNally & Co SS A- derwriters. ENCYCLOPZEDIAS Federal Steel Fixture C - 3 Research University . Coniston & C FE Fisk Teachers’ Agency.......... A-§ Rodgers, F. C A- TR ? : w Co, br. E. Ginn & C- ON yO eee , AV Quarrie & Co., W. F. oa and Trunk Railway System... A-72 Schoultz & Co., Fri or =L Gr ce Publishing Co . ewan College ‘A. C., B. & Q. Railroad. Hall & McCreary Co........... A-6 Specialists’ lucational Bureau.. A- Cook & Son, The 5 FIRE ESCAPES Harrison, William Henry, Jr.... ASo Speneerian Pen Gon...” 3 ied ~ Seemiee* tains Daw Co. The Barverd University Summer NO Ee ee ae A-81 t Syst —_ meet - 4 Schoo A-7! TC U -60 »ystem, Horsford’s Acid Phosphate...... A-§ Temple University , A-78 International Mercantile HEALTH SCALES International Mercantile Marine Union Pacific Railroad... A-71 Marine Lines Continental Scale Co. ' Lines roe > A- University of Iowa Summer Rodgers FC ri ‘ nterstate Teachers’ Agency.... A- Session A-79 a yh Ittner, William B... 02. .ecssees A- University of Minnesota....... d 79 Union Pacific Railroad. LABORATORY Ms & ot, vp mg BRO cn tcececes A- University of Vermont......... A-79 ewaunee g 4 University of Virginia......... A-80 ; FURNITURE Lyceum Arts Conservatory. <>. ae Victor Animatograph Co........ A-82 WINDOW SHADES Kewaunee Mfg. Co. McConnell Map Co............ ! Victor Talking Machine Co..... . Macmillan C - Veste Tez rs’ _Excha ; t Draper Shade Co. Lu- Peterson & Co., Leonard. em >. Western Teachers’ Exchange.... : hen: Mention THe Journat when writing our advertisers A-—84 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION A pril, 1929 CHICAGO Steger Building EVANSTON Security Building ERNEST E. OLP Director . . . . *.* . . . 1 . 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 y as men and women for tests and measurements, and administrative positions of all kinds. } WASHINGTON Qo Southern Building YW Wo NOT PROFIT NEW YORK 1254 Amsterdam Ave, v BOSTON 14 Beacon Street EDUCATION 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. Your suggestions will be welcomed. i Distinctive Sight Seeing ly BOSTON : NEW YORK: WASHINGTON PHILADELPHIA - CHICAGO - HAVANA Superior Cars, Superior Service The only way -Interesting-Economical | Maps and Guides free at Tourist Agents i>) or mailed 2¢ for each city. Address