THE JOURNAL OF THE NATIONAL EDUCATION AssociATION A-87 AD \$A Summer, Summer Hangs Over Your Head Safe or Unsafe ty something happens to you during the vacation season this year who will help pay your doctor, your nurse, and your board bill? The Project Method Supervised Study The Socialized Recitation All modern educational methods utilized and made practical by means of WORLD BOOK Organized Knowledge in Story and Picture RT LB be REIMER Covers every subject in grades or high school. Edited by Professor M. V. O’Shea, of the University of Wisconsin, assisted by two hun- You can start on that trip with your mind at ease if you dred and fifty distinguished scientists, educa- are T. C. U. protected. tors, artists, and leaders of thought. Miss Cora D. E. Robinson, Worcester, Mass., wrote last Septem a= ys : ber: “When the accident came, in June, which kept me confined Ten volumes; nearly 7,000 pages 5,100 pic- than two months, I felt the truth of the ‘A member of the T. C. U. is Jucky if he My accident came when I was per- a pleasant vacation trip. It certainly and seeing the dollars going so rapidly, return from a company like the within the house for more statement of Dr. Winship: isn’t sick, and lucky if he is. fectly well and planning for is a comfort, when suffering to know that there will be ae Ue some tures. Up-to-date. Easily kept up to date by a unique system of loose-leaf annuals. Miss Mary Olive McCray, Long Beach, Calif., after spending last Recommended by tlie American Library Asso summer in a hospital, wrote: “Your checks in payment of my claim ciation and approved by library boards or State for benefit, due to a the P J summer spent in hospital with typhoid fever, have been very welcome and the amount absolutely fair ac- boards of education in twentv-one States. cording to the terms of the policy. I assure you that my mother . a a A PROMINENT STATE SUPERVISOR _ Miss Winifred Easton, Anderson, Ind., another member of the says: - he pbigge et cella gine a the as “Cc fay = “I am preparing a pamphlet giving instruction I was injured while and it sure seemed was so far from home and ‘a feller pressed to me by their settlement of my claim. mountain climbing in California this summer, good to rely on them when I needed a friend.’ What the T. C. U. Will Do for You It will pay you $50.00 a month when you are totally dis abled by accident or confining sickness. It will pay you $25.00 a month for illness that does not confine you to the house but keeps you from your work. It will pay you $11.67 a week when you are quarantined and your salary stopped. It pays from $333 to $1,500 for major accidents or for accidental loss of life. All benefits doubled for travel accidents. Protects during the vacation period, too Week in and week out, during good times and bad, when other things may fail you, or be seriously impaired in value in how best to use individual instruction and directed study in one-teacher schools. In this I expect to give model lessons in a number of school subjects. A prominent feature of the plan is reading supplementary to the text books. The WORLD BOOK is the very best book that I know of for this kind of work in schools. Almost every subject is treated in a way that will greatly enrich the child’s knowledge of the subject under study. It will be my plan to cite them to pages in the WORLD BOOK where this supplementary matter can be found.” FREE BOOKLET ‘ree booklet outlining twenty-five typical proj- ect studies sent on request. These are re- —in school or out—T. C. U. protection remains constant printed by permission of various schools using and unchanging, ready, with a moment’s notice, to help the WORLD BOOK to supplement regular bear the burdens that sickness or accident may throw upon you. suddenly We shall then mail we protect teachers. Please ss Just fill out and mail the coupon. you full particulars of how do it today. Teachers Free Information Coupon text-books. With the WORLD BOOK at hand hundreds of such projects are immediately available. W. F. QUARRIE & CO. l 85 East Randolph Street Chicago, Illinois 76 thee 2. C. G., | go2 =. ©. U. Bldg., — we oe ee ee eee ee ee ee eee eee eee ees eee sualty Lincoln, Nebraska. W. F. QUARRIE & CO. | I am interested in knowing about Gentlemen : J © your Protective Benefits. Send m« Please send me free, and without gation on my part, a n erwriters | the whole story and booklet of copy ol Project Studies, containing twenty-five typical proj testimonials ects; sample pages of the WORLD BOOK and special terms to schools | - ES es ae et ap a oS a ee . MIME 00... cers cesses ssecs 902 T.C.U. Building; “*™ a, a oe a a ° Address Sta Lincoln, Nebr. | ase (This coupon places the sender under no obligation.) mm Mention THe Journa vhe writing our advertiser A-88 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION May, 1922 THE YEAR TO GO To EUROPE 1922 Ships are now on the high seas taking men and women to Europe—the Swiss and Italian Lakes, Venice, Oberammergau and the Passion Play, the fascinating Streets of Paris, the sweet Lanes of England, the poetic Highlands of Scotland, historic Flanders, Louvain, Verdun, the British Museum, the Pitti Palace, the Louvre, the cathe- drals and galleries and riches of the Old World! Our cabin-class passenger ships are making Europe possible for ambitious teachers who need, for the fullest achievement of their profession, the relaxation and inspiration of foreign travel. A EUROPEAN HOLIDAY is yours for an expenditure little larger than would be necessary for a humdrum vacation at home. Let one of these ships be your ship. Write for our booklet, “Your Trip to Europe,” which has been especially designed to show you how easily and economically you may enjoy the inestimable advantage of a European trip. Y¥XWHITE STAR LINES7 AMERICAN LINE \= ~ 37 RED STAR LINE INTERNATIONAL MERCANTILE MARINE COMPANY No. 1 Broadway, New York City When Nickel Movies were in Vogue N the pioneer days of moving-picture theaters, H. A. De Vry was at work on his portable projector—the big idea without which moving pictures in the aver- age school would have been impossible. His idea was so sound and his development work so painstakingly done that the type developed seven years ago has been the standard of portable projection ever since. One of the large users of De Vry equipment, in answer to an inquiry from a friend of his, said, “Every year two or three new projectors make their appearance, the manufacturers claiming great improvements over the types already in the field. We have investigated them all, we believe, and up to Seven years is a short time in the history of the world, buta long time in the history of the moving- the present at least have found nothing that will compare with the De Vry.” The De Vry factory is the only one in the world operating The original De Vry Projector is here shown alongside its brother of today. Note the close resemblance in appearance between the first an on a quantity basis and producing portable moving-picture the last. If you opened these two picture industry. Think of the changes in moving-picture thea- ters since scenes like the above cases and examined the mechanism, you would find the changes there equally unimportant. projection equipment and portable stereopticons only. Solidity in the institution behind the product is important to any owner or prospective owner. Tie to De Vry and you ll be safe and successful as an exhibitor. Ask for our new catalog—just off the press. The DeVRW Corporation were common. 1253 Marianna Street CHICAGO Mention THe Journat when writing our advertisers. a aR = = | = ar gene Vol. 11, No.5 BE > aaa Vacation Fares To the WEST much lower via Union Pacific Round trip fares this sum- mer are but little more than one way. The Union Pacific with its through service routes reaches nearly all the western resort regions—ten of the National Parks—the Colorado Rockies, California and the Pacific Northwest. WRITE for FREE BOOKLETS Invaluable aids to vacation planning.— Indicate those you wish, 1—“Yellowstone National Park” 2—“Rocky Mountain National (Estes) Park” 3—“Colorado’s Mountain Playgrounds 4—“Pacific Northwest and Alaska” §—“California Calls You” 6—“Utah- Idaho Outings” A Suggestion An excellent vacation is to visit Yellowstone, Salt Lake City, Ogden Canyon, Scenic Colorado all on one trip for the price of a Yellowstone ticket alone. A vaca- tion offered only by Union Pacific. For full information and book- lets, write to A. L. CRAIG, G. P. A. Union Pacific System Room 107 Union Pacific Bidg. OMAHA, NEB. PROFESSIONAL MAN Former teacher, lawyer, minister, Y. M. C. A. secretary, or engineer, to do diplomatic call- ing on business and professional people. Permanent, dignified work for men of high ideals and education. Earnings from $400 to $1,500 per month. No books, insurance or stock-selling schemes. Old established concern. Immediate services and $300 to $600 required. Puts you in business for yourself. State phone number and address. Address MR. POWERS Suite 1108 Department S Wrigley Building, Chicago TEACHERS! TRAVEL AND STUDY IT PAYS Write the JOURNAL advertisers It pays too! THE JourRNAL OF THE NATIONAL EpucaTion AssocIATION (RS PA A.T.8 SF. x Fr f « San Diegs SS ” All the West is Vacalion land W.- Yellowstone . | Q WELLOWSTONE d ti ® Crater axe mocracy? Many answers have been at tempted. Few have stood the test and been agreed upon for any considerable The equality of man is perhaps the most fun- length of time. concept of the idea that has been advanced. But the declaration that “all created equal” has necessarily been modi- damental men are fied as the result of physical, psychologi cal, and other knowledge. The new dictum is that all men are entitled to equal opportunity. tunity for what? swer is: But equal oppor- Suppose that the an- Equal opportunity to get into the game of life and to make the most of their unequal endowments. ‘Then the question becomes: What is the central element in this life participation ? can be but one There The central element in question is activity. Activity is the law of life. It cannot be escaped. Stagnation is death itself, both because organs which are not active decay, and answer. because activity must support and de- fend life. And purposeful activity so pursued as not to interfere with others in the exercise of the same right is the higher law of human life. Therefore, with democracy conceived as equality of opportunity for entering into life, and with purposeful activity as the central thing in life, democracy becomes equality of opportunity to pursue one’s purpose- ful activities. The relation of project work and de- mocracy—Project work is self-education through purposeful activity. Democ- racy is equality of opportunity to pursue one’s purposeful activities. Thus interpreted democracy and actiy ity are inseparable when each is con ceived in its highest type. Democracy demands equality of opportunity for the individual to educate himself through his purposeful activities, not only in throughout his whole life. “This demands the project method, and its relation to the project subject will be clearer when attention is called to the fact that purposeful activities are either work or play. Moreover, the difference between the two is not funda- schooldays but mental in this connection, since one man’s work is another man’s play and_ vice versa, and more than that, one man’s work at one time may become the same man’s play at another time. Change from work to play might just as well be called change from one kind of work to another kind of work with a temporarily more agreeable purpose. 182 ‘THE JoURNAL oF THE NATIONAL EDUCATION AssoclATION W ork, then, is the central element in both project and democracy. It is the law by which life remains life; it is the law by which life saves itself and makes itself effective. But in order that the full significance of this may be clear there must be recalled the close rela- tionship between mind and body, and emphasis must be put upon both physi- cal and mental work. No work is wholly physical or wholly mental. Re- membering ‘‘No impression without ex- pression” a little thought will easily recognize the fact that in some work the physical predominates and the mental is reduced to its lowest terms; in other work the mental predominates and the physical is reduced to its lowest terms, and there are many gradations between. Physical work and mental work are but different names for differently balanced combinations of the same elements. Physical and mental work should there- fore be comrades, allies, each feeling the need of the other and its own impotence when alone. Since work, or purposeful activity, has such supreme significance, it would seem strange if some specific effort were not found in school curricula to intro- duce youth to this recognized significance. Although the evidence cannot be set down here, it is the belief of the writer that even a cursory examination of the history of the manual training move- ment (the project subject) is convinc- ing proof that the aim of this subject has from the beginning, with varying degrees of vagueness and definiteness, been that of introducing pupils to the significance of work to life. The danger of focusing upon skill or mere knowl- edge of tools and processes has until re- cently been present; but with the intro- duction of thought work and industrial arts courses which make life-applications the essential thing, those dangers are passed. There remains, however, the danger that work will be too narrowly conceived, and that primarily physical work (hand-work) will be emphasized out of proportion to that work which is primarily mental. If industrial arts courses, instead of dealing primarily with an interpretation of industrial or physi- cal work with relation to life, were made to deal with all work and so to include business, professions, and the like, as well as trades and industries, there could be no better way of introducing young people to the significance of that central thing—work. Without the necessity for preaching, the experiences could be Law of Clean Play The Good American Plays Fair LEAN play imcreases and trains one's strength, and helps one to be more useful to one’s country. There- fore: 1. I will not cheat, nor 3. If I play in a group will I play for keeps game, I will play, not or for money. If 1 for my own glory, but should not play fair, for the success of my the loser would lose team and the fun of the fun of the game, the game. the winner would lose 4 his self-respect, and .the game itself would HIS IS THE MAY page from the Cleveland calendar-code of morals. Other pages published in previous issues of The Journal have aroused unusual interest among teachers. The code was prepared by Dr. William J. Hutchins, now president of Berea College, Berea, Kentucky. Copies of the code in pam- phlet form may be had free on request from the Character Education Institu- tion, 3770 McKinley Street, Washing- ton, a. &. arranged in calendar form together with Inquiries about the code as fourteen points of mental and physical health, by Dr. Lillien J. Martin, should be addressed to the Division of Publica- tions, Board of Education, Cleveland, Ohio. so arranged that the elements in the significance of work would be apparent and right attitudes toward those ele- ments built into the very fibre of the character of future citizens. The progression of the course would no longer be merely in models to be con- structed, or in tools or processes to be understood, nor yet merely in ideas of the relation of industry (hand-work) to life. The progression would be in the changed attitude of the pupil toward all work, and these attitudes would change because of the growing concep- tion of the significance of work. That significance is in part at least: (1) that work is necessary because (a) of the biological fact that the non-workers— the indolent, the non-active—tend to- ward decay, and (4) all necessities of life are supplied through work, and therefore, that the non-worker is a para- site sustaining himself upon the work of May, 1922 someone else; (2) that all work jg equally dignified in so far as it is re. quired by human necessities; (3) that work is not a calamity, but rather the one great blessing of the world, since only through it can the destiny of man be achieved; and consequently to do some work to the best of one’s ability jg the supreme joy; (+) that in modern life all work must be divided and each must find that phase of the world’s work for which he is best fitted. There is great need for such a course in America. The tendency to form casts here has its roots in the relations of capital and labor, and everything pos- sible should be done to combat the situ- ation. ‘The tendency to shirk work as a calamity and as an irksome thing; the growing indications of class strife repre- sented by the labor and capital contro- versy, and fostered by extreme and ill- considered social doctrines; the increased social snobbishness which causes workers to be looked down upon by a leisure class, and which causes all rich to be envied, if not cursed, by those who have less; the increasing tendency for house- work to be regarded as menial; the too many bizarre and unfit choices of occu- all of these call for a subject whose particular social significance is that of making intrinsic in character a knowledge of the significance of work, right attitudes toward work, true knowl- edge of the complementary character of different combinations of mental and pation physical work, and a keen insight into the choice of a life work for which one is peculiarly fitted. A manual training course, so expanded as really to produce citizens with the attitudes toward work which have just been mentioned, would be the true pro- ject course. And combined with a pro- ject method used in all other courses would go far toward insuring the growth of that democracy for which we hope. That man who has realized the neces- sity for work, the equal dignity of all types of necessary: work, and who with a deep and abiding joy pursues with his best effort some phase of work to the benefit of himself and of his comrades— that man is the true democrat. The bolshevist may look upon democracy 4s an opportunity to get out of work; the true democrat looks upon democracy 4§ an opportunity to get into his right place in work—as an opportunity, through a life time, to educate himself through his work in the service of himself and of his fellows. YY 6s W — . ec , Vol. 11, No. 5 THE JouRNAL OF THE NATIONAL EpucaATIon AssociATion Thrift in the Schools E. E. OBERHOLTZER Superintendent of Schools, Tulsa, Oklahoma PUBLIC stress HE SCHOOL is the place to ideals and _ habits which end in the achievement of deeds worthwhile. Thrift training will re- late itself to economic and civic training throughout the entire period. Every child has a right to demand of society, especially the home and school, such and privileges as will enable him to become school opportunities, advantages, a successful, prosperous, and happy citi- zen. ‘Lo this end the public schools of Tulsa have set up a thrift system which has become a part of the school work, which affords an opportunity in the prac- tice of thrift as related to life and which is meeting to some degree the demand upon the school to bring to the child the privileges and opportunities for such training. The thrift system is organized about the idea of a savings system, which has for its organizing agency The Tulsa Juvenile Thrift Bank. The director, J. T. Horner, is now in his third year and gives practically his full attention to thrift training in the city schools. Originally the director was connected with the commercial department of the high school and gave a little extra time to the thrift bank, which originated with the banking class and later was enlarged to reach the student body and teachers as an organized institution. Following is a description of the growth of this organization : 183 teachers and pupils of the Tulsa city Capital stock is divided into shares of one dollar each, and no person can own more than one hundred shares. schoc Is. The money accumulated was invested in Thrift and War Savings Stamps and these were sold to the city schools on de mand. About $1000 was invested in this way. The War Savings Stamps were purchased by the capital stock fur nished by the stockholders of the bank. The interest which accumulated on the THRIFT is at the very heart of good citizenship. Habits of thrift in money matters are easily made the basis of a thrifty attitude toward time, health, and other essentials of success. The Tulsa Juvenile Thrift Bank was organized in 1918 as a school project with a double purpose. First, the sale of Thrift and War Savings Stamps; second, the promotion of thrift among SCHUVE! 3 TULSA JUVENILE THRIFT BANK DAILY BALANCE NOV.4 7 1920 $i! case ee ee a | ad the Thanksgiving parade, the officers and customers of the Tulsa Juvenile 184.84 He. 2 Thrift Bank give the public an inside view of their work. War Savings Stamps from month to month was credited to an interest fund which was divided as dividends among the stockholders at the end of the year, which made the interest on capital about ten per cent. - The next year this fund grew until the stockholders realized as much as twenty per cent, but as capital increased the amount of dividend per share diminished and the last dividend was only ten per cent. Capital stock is treated as a savings account. It may be withdrawn upon demand, but if it is left in the bank six months interest, or divi- dend, is added to it, provided it was on hand at the beginning of an interest period. Dividends are added November 1 and May 1. During the first year of the bank’s existence about 500 shares of capital stock were sold and about half of it was withdrawn at the end of the school vear. The second year capital passed the $1200 mark and about $400 was with- drawn at the end of the year. The third year the capital passed the $1500 mark. This is the fourth year and capital has already passed the $3000 mark. According to this project a student must have one dollar to invest before we 18+ could get hold of him. Feeling the need of some plan whereby children could save small sums of money from week to week and month to month, an automatic receiving teller was installed in the Central High School in 1919 as an ex- periment. The high-school students saved about $2000 by depositing one, five, ten, and twenty-five cents at a time in this machine during the year. Five more tellers were placed in the ward schools and these proved as successful in proportion as the high-school machine. In 1920 the plan was extended to every public school in the city. From Septem- ber 15, 1920, to December 18, 1920, $5000 was collected from the chitdren through these automatic receiving tellers. The total deposits in these machines to date is more than $15,000. The auto- matic receiving teller vends_ thrift stamps in denominations of one, five, ten, and twenty-five cents, according to the coin deposited. These stamps are attached to folders made to fit an ordi- nary pocket. Upon each folder are printed many thrift mottoes and also specific instructions as to how it may be converted into a savings account at a bank. * The activities of this bank planned that every public-school pupil and teacher in the city may participate. It is governed by by-laws and regula- are so tions the same as those used by any cor- poration. The stockholders meet twice per. year for the election of directors and the annual meeting for the election of officers is held in September at the open- ing of the school year. Following are the officers elected for the present school year: president, E. James high-school senior; first vice-president, Harry W. Day, eighth grade, Lee School; second vice-president, Norma Clay, opportunity teacher; third vice- president, Helen E. Jones, high-school senior. ‘The by-laws provide for a bank manager, who is the teacher of banking in the high school, and he has the power to appoint the cashiers and bookkeepers. These officers bear largely the responsi- bility of the banking business of the en- tire school system. Originally capital stock was used for the supply of Government Thrift Stamps and War Saving Stamps, but since this stress of time has passed the capital stock has been used in a limited way for investment purposes and for the aid of worthy causes—in every case the funds bearing interest and fully pro- tected. ‘Through certain loans the in- Downing, THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION lane terest saving has never fallen below ten Ownership of stock is limited to one hundred shares for one individual. Among the four hundred twenty stock- holders, holding approximately 3500 shares of stock, we find nothing but en- thusiastic support and interest in the organization. per cent. Estimating the surplus and assets, the stock now approximates $14.45 for each shareholder. ‘Through the influence of the thrift bank and the organized sys- tem of saving, approximately ten thou- sand school children have become de- positors during the past year—the total deposit amounting to $8647.38. This report indicates a lower average deposit than previously given. This can be accounted for only by the general finan- depression. Approximately two thirds of the deposits were made in the early months of the school year. In many of the schools enthusiasm and interests reached the point where every child has become a saver. ‘The Jefferson, Central Grade, and Lombard Schools are listed as one hundred per cent schools in thrift, while Riverview with a standing of ninety-six per cent will soon join the list. The success of the Tulsa Juvenile Thrift Bank is largely due to the co- operation of principals and teachers and to the unselfish and broadminded spirit of the Tulsa Clearing-House Associa- tion and banking institutions. The manager of the thrift system never loses an opportunity to bring the object lesson of thrift before the children of the city schools. Before the thrift bank was organized the Tulsa High School Thrift Club re- quired its members to keep a daily record of cash receipts and expenditures. The credit side of the pocket cash book was divided into columns showing expendi- tures for necessaries, luxuries, gifts, edu- cation, and investments. These books were balanced at least once per week and graded by a bookkeeping teacher. If pupils kept this record faithfully and correctly for an entire semester they re- ceived a one-half credit for their work. A plan similar to this is being carried out successfully at present with the sixth, seventh, and eighth grade pupils at the Robert E. Lee School. A teacher is directing this work among the depart- mental students. This pocket cash book method of forming the thrift habit is made a part of the work of the arith- metic classes. While no definite credit is given for this work as formerly at the cial high school, the manner in which a pupil keeps his and expenditures record is an important factor in de. termining his arithmetic grade. These pupils are urged to keep this record through the vacation_ periods. The most remarkable effect on the economics of the community is in the candy sales at stores adjacent to almost every After the thrift stamp vending tellers were installed in the schools, these merchants complained that their candy sales had greatly diminished, Even the candy jobbing salesmen com- plained that their orders from Tulsa merchants were greatly diminished both in amounts and frequency. The janitors noticed that their labors were lessened by the thrift movement. Paper candy and chewing-gum wrappers are no longer found on the schoolroom floors at the close of the school day. Owing to the fact that statistical data is not yet thoroughly organized by our receipts school. city banks, exact figures from the jin- creased savings accounts cannot be given at this time, but it is admitted that the volume of children’s savings has greatly increased. The Tulsa Juvenile Thrift Bank js the financial institution for the handling of all funds belonging to the high school and the general funds belonging to the public schools, obtained from voluntary contributions, plays, and other sources not under the control of the board of education directly. The bank at the present time handles funds and serves as a laboratory for teaching banking in the high school—the clerical work being carried on almost entirely by the advance banking students. A daily balance is kept and a regular monthly audit made. We have found this a valuable insti- tution from the standpoint of the service it gives in handling these funds, as well as the service it renders as a clearing- house for thrift accounts and savings of the various schools. ‘Thrift is an idea of little value unless it finds its way into practice. Only by putting his knowledge and belief in thrift into daily use can the average boy or girl acquire the habit. It is believed that the children of Tulsa have been benefited greatly by the train- ing in thrift practice which this organi- zation has promoted. Additional material on the thrift movement may be had from the reports of the Association’s Committee on Thrift Education, published in the annual volume of proceedings of the National Education Association. May, 1922: ene Vol. 11, No. 5 THE JouRNAL OF THE NATIONAL EDUCATION AssoclATrion 185 The County Unit School System HERE IS substantial unanimity of opinion among educational leaders that the county unit of school organiza- tion and administration with provision for a professional superintendent with satisfactory tenure is the soundest basis yet found for an adequate system of rural education. In her biennial report for 1919-1921 State Superintendent Annie Webb Blanton, of Texas, states the arguments for the county unit plan as follows: 1. Under the present plan of electing the county superintendent by the people, the people have little choice as to who serves in this office. “The best trained men and women will not, as a rule, offer themselves for a position for which they must make an expensive political cam- paign every two years. ‘The only choice which the people have is frequently a choice between two or more trained candidates. whole cannot examine into the qualifi- cations of candidates and select the best poorly The people as a qualified for the work, as is possible with a school board. 2. Under the present plan, the county superintendent, even though he may be doing excellent work for a county, Is frequently changed after four years’ service, because of the political prejudice Thus the county loses the advantage of his ex- against more than two terms. perience and of his knowledge of county conditions, and begins again with an un- tried person who has not this knowledge and experience. The State also loses the advantage of his services because he cannot secure a similar position in an- When a capable county superintendent is secured, his position other county. ought to be permanent so long as he gives satisfaction. 3. The country child and the country teacher need, even more than do the city child and the city teacher, the super- vision of trained superintendents, and supervisors. “The method of selecting city superintendents by a city board has proved generally satisfactory. The country child should have the advantage of the same method of selection of a superintendent for country schools. 4. Under the plan, if the county superintendent will not perform his duties efficiently, there is no way of present protecting the interests of the people. He may neglect his duties or he may re- fuse to obey the school laws, but he can continue in office. Even though his cer- tificate be cancelled, he can remain county superintendent to the end of his term. Under the proposed plan, if the county superintendent does not perform his duties, complaints can be carried to the county board, which can investigate charges, and discontinue his services whenever it deems such a course justifi- able. people will be protected. Thus the school interests of the “take the power out of the hands of the people.” 5. Such a plan does not The people will elect the county board, just as the city people elect the city board, and will delegate to them power to manage their schools. At present, the city, as well as the country people, vote for the county superintendent, so the country people have not very much In select- superintendent, we power in selecting that officer. ing the county should consider the country child, and not the adult politician. Since the argument is made that to have the county board elect the county superintendent gives too little representa- tion to the people, a plan might be tried in Texas which has given satisfaction in lowa and other States. In the election or dismissal of a county superintendent, the power would rest in a county board of school electors. This county board of school electors is composed of the members of the county board of school trustees, of the presidents of the board of trustees of each of the common school districts of the county, and of the presi- dents of each of the independent dis- tricts having fewer than 500 scholastics. By such a plan, each district under the administration of the county superin- tendent is given representation in_ his election or dismissal, and those districts over which he has no authority are de- prived of any such power. 6. Our present plan is not economi- cal. Under it each little district stands to itself. Much money is wasted in providing separate superintendents for each small school. The county board can group these and secure more com- petent superintendents for each group, devoting much of the money thereby saved to better salaries for more com- petent téachers. When the county board has more power the position will be sought by the best business and _ profes- sional men and women of the county. ‘These will other country schools in a more systematic and busi- financial and affairs of the conduct the business nesslike way than has been the rule in the past. 7. Better when teachers will be obtained these are selected by a county superintendent, who arrange a just salary schedule for the board and county country schools of a whole county, and make it worth while for teachers to re- turn to the same positions with increases of salary. These positions will become more permanent and will be sought by experienced teachers. Under a county administration, teach- ers who are deserving and striving for efficiency will have greater opportunities for advancement and reémployment in the county, even though they may not have met with entire success in a given situation. Under the eye of a county superintendent, who is responsible for the general character and ability of the teaching corps and who is looking for ability whenever it can be found, the teacher will have another opportunity of demonstrating her power in a different position. Again, the teacher who is incompetent and undeserving will have less oppor- tunity to inflict herself upon school dis- tricts in the same county. Preparation of teachers for the work of supervision of rural schools is imprac- ticable under the present law. The proposed law widens the field so that teachers may take courses in supervision and be employed either in county or city, and thus build up a class of pro- fessional supervisors. In this way the county as well as the city would secure expert service. ‘The county unit plan should lead to a uniform local tax and a uniform term, «and all schools under one management should accomplish the same work during the year. 8. The position of ex-officio county superintendent should be abolished. The county judge,has usually little leisure and no training for school work. The sparsely settled districts need the services of trained schoolmen and women. 9. Experience of other States has proved that a county unit plan, such as is here outlined, is the best for small schools of a State. Under such plans, immediate and steady improvement has resulted. No State, having tried this plan, has ever returned to the old one- district system, with a county superin- tendent elected by the people. % 186 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1922 Physical Education Problems WILBUR P. BOWEN Department of Physical Education, Michigan State Normal College, Ypsilanti, Michigan ROM THE DAY Adam and Eve left the Garden of Eden down to a time that is within the j people now living, man earned his bread by the sweat of his brow. Except for the few who owned beasts of burden, his single source of energy was _ his He knew five methods of loco- motion: walking, running, jumping, swimming, and climbing. He had five ways of handling objects: lifting, push- ing, pulling, throwing, and _ striking. To protect himself and gain subsistence he was driven to strenuous and almost memory of rnuscles. ceaseless activity. The physical struggle for existence was a_ long Ancient Hebrew writers estimated it at 200 generations; modern students estimate it at 20,000 generations. Whatever the exact figure may be, it was long enough to fix in the human constitution several features that are now inherited by each succeeding generation: muscles that make up forty per cent of the body; an erect posture ; a nervous system in which the ten fun- damental movements just mentioned are natural codrdinations; heart, lungs and digestive system suited to an output of 3000 to 6000 calories of energy per day; habits of eating, sleeping, and activity in harmony with the age-long program. Then almost over night something happened that disrupted this program of muscular exertion completely and for all time. Machines of new design were put on the market —engines that fed on water, coal, and petroleum—and the hu- man body, which had: held a monopoly of mechanical power since time began, awoke one morning to find its occupa- tion gone. With machinery now in operation turning out a hundred times as much energy as the totalman-power of the Nation could provide, there is very little chance for muscle to regain its lost position. As a source of energy it is ob- solete—sent to the junk heap along with the tallow candle and thé spinning wheel. In a few years the coolie will be as ex- tinct as the dodo. The industrial revolution has caused an enormous in the numbers attending school above the elementary grades, a big increase in the leisure time of people in school and out, and a com- , one, increase plete cessation ef the vigorous activity that earlier life enforced. "These Ceram must be met by an extensive readjust- ment of our system of education, if the race is to survive and cope successfully with the changed conditions. Increased school and college attend- ance has necessitated great building pro- grams that have shocked conservative tax-payers. The building program is of interest in this discussion because it has resulted in neglect of the problems of leisure time and physical education. The problems of increased attendance are simpler and were taken up first for that reason. The church, the Y. M. C. A., and the play movement have been trying to solve the leisure-time problem. So little was done for physical education down to war time that one third of all drafted men had to be ejected as too This jarred the more intelligent classes of people, and as a result twenty States-have-now passed laws requiring physical training in the schools. It is becoming more and more evident year by year that the school must have a large part in solving the problems re- garding the use of leisure time. Vol- untary agencies of charitable nature, like the church, the Y. M. C. A., and the playground associations, can_at best reach only one or two corners of the field. Park boards and other municipal agencies are too much in politics and lack the educational viewpoint. Com- mercial amusements are too closely re- lated to commercialized vice, which has ruined more races and nations than war, pestilence, and famine. The school needs the space and equipment for recreative activities, and is better able, when equipped, to conduct them than any other agency. It is also becoming more and more evident that these two educational prob- lems—how to provide wholesome activ- ity for leisure time and how to promote the health and vigor-of the people—are essentially one and the same problem; the right solution of the one is the best solution of the other. The most at- tractive amusements in childhood and youth are active games and plays in- volving the fundamental bodily move- unfit to be worth training. mental activity. inherited from primitive iife: running, jumping, swimming, throwing, and striking. ‘They are the most enjoy- able because they are the things which, from immemorial practice, man is better able to do than anything else; at the same time they are the best to develop vigor and health, for they use so much energy that they determine the amount of food needed and of waste to be elimi- nated, and therefore control indirectly the activity and development of heart, lungs, breathing muscles, and all the organs on which health and vigor depend, Another good thing about active games and plays is the fact that they are not exclusively motor, as some school- men have assumed, but well-balanced combinatjons of motor, sensory, apd Games require for suc- cess a clear head and a quick eye quite as much as speed or muscular power. School children, college students, and ments all others engaged as they are in seden- tary occupations, have plenty of sensory and intellectual activity but suffer in| comfort, health, and interest, because/ they lack the motor training to give a| balanced development of the nervous! system. To begin the solution of this problem in any adequate way will require at least 40,000 trained teachers—about one for each 500 pupils. ‘This is eight times the total enrolment of students preparing for this field in 1920-21.\, Heads of departments and supervisors / should have four years of training as a / minimum; elementary teachers under a | supervisor can be prepared in two years, | for a time at least. The institutions preparing these teachers are at present graduating teachers at the rate of 2000 per year; it will need four times as many | to supply the need, after the work is / under way. er One half of the special teachers of physical education are now being sup- plied by the ‘private normal schools of physical education. Universities and State normal schools are taking up the work. They must do still more of it. The private_normals were the pioneers and have done a great service, which they will continue, but they can never meet the need. In the first place, tuition must provide the funds for these schools, and that makes tuition high; with lim- ited funds they cannot provide the staff and equipment the universities and nor- mal schools can afford. The course of study for preparing this special grouy should include four lines: Vol. 11, No. 5 THe JouRNAL OF THE NATIONAL Epucation AssociATION 187 a zz Zé ecaaccaaaamaatamamaaaaaaaamamaaaaas aaa aaemaacammaacn maaan cultural studies, such as history and mathematics; courses in the principles of education, to fit the teacher to become an intelligent member of the school or college staff; physical education theory and the sciences underlying it—anatomy, physiology, hygiene, chemistry, biology and diagnosis; finally, physical practice in gymnasium, field, and pool. Lacking the provision for public recreation that we are proposing, in- dividuals and families are buying com- mercial price: amusement at an enormous automobiles, pianos, victrolas, wireless, theater, movies, professional games, pool, amusements of the Coney Island type; tobacco, soft drinks, cos- metics, and bad whiskey. The sums spent for these things prove the ability of taxpayers to support the physical education program, which is in the long run vastly cheaper. The success of the physical-recreation project depends most ofall on our educational leaders, especially presidents of normal schools and universities and superintendents of schools; what they recommend with en- thusiasm the people will supply. The Need of a National Organ- ization for Educational Service GEORGE D. STRAYER Professor of Educational Administration, Teachers College, Columbia University, New York, N.Y., and Chairman of the Legislative Commission of the National Education Association ELIGION, morality, and knowledge being necessary to good govern- ment and the happiness of mankind, schools and the means of education shall be forever encouraged. ‘This preamble to the Ordinance of 1787 expressed an ideal and a relationship which have been consistently maintained by our National Government from its earliest history un- til the present day. By the setting aside of lands, by the distribution of surplus revenue, and by appropriations for specific purposes the National Government has sought to provide for the common good by the encouragement of education in the several States. During-the last fis- cal year the National Government ap- propriated for education the sum of $149,800,000. These funds were admin- istered by bureaus distributed through seven of the ten departments of govern- ment and by three independent estab- lishments, the Federal Board for Voca- tional Education, the Veterans’ Bureau, and the Commissioners of the District of Columbia. In the year 1866 the National Asso- ciation of School Superintendents of the National Teachers’ Association at a meeting held in Washington took action in favor of the creation of a Depart- ment of Education and presented a me- morial to Congress. A Department of Education was created in 1867. The 1An address delivered before the Depart- ment of Superintendence of the National Education Association at Chicago, Monday evening, February 27, 1922. National pressed its appreciation of the work of the new department and evidently took it for granted that it would be developed and extended as had been the Depart- ment of years earlier. Teachers’ Association ex- established _ five There were those, how- ever, who sought to destroy the Depart- ment before it could demonstrate its use- fulness, and before it was two years old a bill was slipped through Congress abolishing the Department of Education and transferring its functions to an office in the Department of the Interior. That those who sought to reduce in impor- tance the office of the Commissioner of Education by the abolishment of the De- partment were successful is evidenced by the fact that for the last fiscal year of the $149,800,000 expended by the Na- tional Agriculture education the U.S. Bureau of Education, exclusive of the money spent for the education of natives in Alaska, was allowed the sum of $162,000. Good administration demands that the National Government’s participation in education be organized under a single head. There is at present no coérdina- tion of the many agencies responsible for Government for the educational activities encouraged, or carried on, by the Federal Government. The duplication, overlapping, and work- ing at cross purposes, which is character- istic of the present situation, can be remedied only by means of the establish- ment of a single governmental agency dealing with education. In order to ac- complish this end three alternatives have been proposed. First, the organization of the Na- tional Government’s educational activi- ties under the present Bureau of Edu- cation; second, the establishment of a Federal Board or Commission of Edu- cation; and third, the creation of a De partment of Education with a secretary in the President’s Cabinet. There are few who would argue in favor of delegating to the Bureau of Education all of the duties and responsi bilities with respect to education now divided among the various bureaus, di visions, departments, and administrations of government which deal with educa tion. There is not even a remote possi- bility of such an brought about. organization being The assembling of these various administrative agencies under one head would require that this officer hold a position superior to that of a bureau chief. There are those who have argued in favor of the second alternative, a Na- tional Board or Commissioner for Edu- cation, who should choose a National Commissioner of Education. It has been suggested that this Federal Board of Education might be directly responsible to the President but without the status of an executive department, and thus free from political influence. The anal- ogy of the State and city board of edu- cation has been invoked. But the rela tionship of the National Government to education is not the same as that of the State and local governments. State and city boards of education are responsible for the certification of teachers, for the adoption of textbooks, for the develop- ment of courses of study, for the levy- ing of taxes, in general, for the control, administration, and supervision of the schools. The National board of educa- tion could do none of these things. The National Government cannot and should not control or administer the schools within the several States. The functions of a National department of education are to promote and to encourage educa- tion, and to conduct such inquiries or investigations as will lead to the develop- ment of a more efficient system of schools to represent this most important function of democracy in the councils of the Na- tion, to provide through reports, and by means of conferences competent leader- ship. Those who base their argument for a National Board of Education upen the analogy with State and local boards have, it seems to me, failed to keep 188 clearly in mind the distinction in func- tion existing between them. It has been argued, that a Federal Board of Education, charged with the responsibility of choosing a commissioner or director, would remove the office from politics and make possible the con- tinuance in service of any incumbent of the office who proved efficient. Pre- sumably the members of the Federal Board of Education would be appointed by the President and confirmed by the Senate. Have we any reason to believe that this Board would be any less likely to act without relation to political con- siderations than would the President of the choice of the members of his Cabi- net? Membership upon the Board itself would be just as likely to be determined by political considerations as would the appointment of a Secretary of Educa- tion. A Board made up in this manner could no more be expected to appoint a commissioner or director without po- litical than could the President be expected to choose his secre- tary upon the same high plane. It may be noted in passing that we have had in National Government in the De- partment of Agriculture a man contin- ued in office through the administration of presidents of the opposing political parties because of his acknowledged fit- considerations our ness for the place which he held. If the Federal Board of Education were made up of men of National repu- tation, it would be extremely difficult to secure their attendance upon board meetings held in Washington. If the Board were made up ex officio, it would suffer from all the weaknesses of all boards so constituted in that none of its members would consider the work of the Board of Education as of primary im- portance. The Commis- sioner of Education, under the Federal Board scheme, could not under the con- stitution be an officer of the National Government, but merely an employee of the Board of Education. If it be argued that the President appoint the executive officer of the Board, the supposed advan- tage in removing the Director or Com- missioner from the realm of politics en- tirely disappears. Our National Government is organ- ized on a departmental basis. The num- ber of these departments has been in- creased as the functions of the National Government have been differentiated or the responsibility of the Nation for the welfare of all of the people recognized. We have in the National Government today seven departments—state, treas- Director or THE JourRNAL OF THE NATIONAL Epucation ASSOCIATION ury, war, navy, justice, post-ofhice, and interior—which are organized for the administration of certain functions over which the general Government has sov- ereign power. On the other hand, we have three departments — agriculture, commerce, and labor—which are com- monly known as welfare departments. These agencies of our National Govern- ment are organized to promote the gen- eral welfare. It is significant, however, that the Secretary of Agriculture, the Secretary of Commerce, and the Secre- tary of Labor have seats in the Cabinet and sit at the table around which are discussed all of those questions of policy with which the executive branch of our Government is concerned. There is today no more serious prob- lem before the Nation than that which centers in the education of all of our people. With more than half of the teachers in our public schools with in- adequate education and __ professional training; with approximately one fourth of the adult male population, as revealed by the army tests, unable to read the English language; with millions of for- eign-born who have little appreciation of American ideals or American institu- tions; with an alarmingly large per cent of the adult population physically handi- capped because of neglect during child- hood and youth; with the gross in- equalities that exist throughout the Na- tion in the opportunity provided for education, there can be no problem more important for consideration at the coun- sel table of the Nation than is education. May, 1922 lf the public-school service is to be adequately represented at Washington, there must be a Secretary in the Presj- dent’s Cabinet. If the Nation is to con- tinue its support of those educational activities and agencies already receiving Federal aid, it will be because a mem- ber of the Cabinet makes known the needs of this service in the preparation of the National budget. If the scien- tific investigation which should be car- ried on by the National Government is to be undertaken and carried forward on a truly National basis, the director of this enterprise should surely take rank with the Secretary of Commerce, the Secretary of Labor, or the Secretary of Agriculture. If education is to have the status, the dignity, and the influence in our Federal Government necessary for the establishment of National leadership we must have a Secretary of Education. It is significant that the National Edu- cation Association and this Department of Superintendence again and again during the past fifty years, and more especially during the past three years, recorded themselves in favor of the establishment of such a Department. It is even more significant that at this time millions of men and women outside of the profession, through organizations national in their scope, are working with us for the realization of our purpose. One of these organizations has appropriated $125,000 to carry forward our as ex- pressed in the Towner-Sterling Educa- tion Bill. Shall we keep faith with them, or shall we confess that our re- peated endorsement of this measure, the history of fifty years of consistent ad- vocacy for a Department of Education, is to be abandoned because it is not ex- pedient for us to stand fast? Shall we admit that we cannot carry on because we find Shall we notify Congress that we repudi- ate our former action? I believe that the answer will come from this body in no uncertain terms. We will stand because our cause is just, because our program is conceived in the interest of the public welfare. Good administra- tion, the structure of our National Goy- ernment, the practical importance of education in our National life—all call for the recognition of education in our Federal Government through the estab- lishment of a National Department of Education with a Secretary in the Presi- dent’s Cabinet. We will not give up the fight until our program has become the law of the Nation. have shoulder to shoulder program opposition to our program? Vol. 11, No. 5 THE JOURNAL OF THE NATIONAL Epvucatrion Association 189 Educational Progress in Mississippi H. M. Ivy State Supervisor of Secondary Si hools, Jackson, Vississippt HE LEGISLATURE OF 1920— The Legislature of 1920 passed a compulsory education law which could be enforced. It resulted during the past session in bringing into our schools more than sixty thousand boys and girls who would not have been there otherwise. The appropriation for the common schools was increased sixty per cent and provision was made for an equalizing fund to provide equal school terms and equally well-trained teachers throughout the State. Bonds were issued to the ex- tent of four million for new buildings and equipment at the Uni- versity, the Agricultural and Mechan- ical College, the State College for Women, the Normal College, and the Agricultural and Mechanical College for Negroes. dollars Improvement in rural schools—Con- solidation in Mississippi began in 1911. There are now six hundred and thirty- four consolidated hundred and seventeen teachers’ homes. school districts, one of which have Vocational agriculture and vocational home economics, under the Smith Hughes Law, are being rapidly introduced into these schools. the provisions of In fact ninety-five per cent of such appropriations in this State are spent in the rural More than thirty-five thousand children were transported in these districts during the past session. Approximately five million dollars have been spent in the last four vears in the construction of these schools, which have displaced two thousand one- teacher This movement has been less rapid in the negro schools, be- cause of the fact that negroes are gre- garious and consolidation is unnecessary. However, more than fifty one-teacher negro schools have been consolidated into two- and three-teacher schools. Up to July the first, 1921, more than two hun- dred Rosenwald schools have been erected at a total expenditure of one million dollars. Vocational work is being rap- idly introduced into the negro schools also. During the past year there were twenty-four supervisors of work, one to the county. These super- visors were jointly supported by the Jeanes Fund and the county. sch ols. schools. vocational Higher standards of certification— Although the legal requirements for a teacher's certificate for rural schools do not demand more academic preparation than the first year of high school, more than seventy-five per cent of the teachers coming into the schools during the past year have had the equivalent of high- school graduation or more. Seventy per cent of the teachers in the four-year high schools hold degrees from standard four-year colleges, and fewer than ten per cent of them have less than two vears of such college training. Growth in teacher training—In order to improve the the teachers, there were held during the qualifications of summer of 1921, sixteen normals of six weeks’ attended by three thousand white teachers. There were in addition to these twenty-three summer normals of six weeks’ duration duration, which were for the benefit of the negro teachers with an attendance of three thousand five hundred. More than eight hun- dred secondary school teachers attended recognized professional institutions such as Peabody College, Tulane University, University of Chicago, and Columbia University. The Normal College en- rolled twelve hundred during the past session. It is now a junior college, but the rapid development of the rural high schools makes it imperative that it move up to senior college grade. In addition to the colleges of the State, there are eight denominational colleges offering courses in education, and each of these teacher-training departments work in harmony with the State in the preparation of teachers. In addition to the above, there are thirteen negro col- leges in the State, each maintaining a teacher-training department with a good enrolment. High - school development — Missis- sippi has in operation forty-nine county agricultural high They are supported jointly by the county and the State. Each has one or more dormi- tories and maintains a standard four- year high-school program of study with vocational training in both agriculture and home economics. Many of the consolidated districts full schools. have four and town and village has a school offering that amount of work. years of high-school work, ever\ There are alto- gether eight hundred white schools do- ing one or more years of high-school work. The standardization of these schools has been begun, and they are rapidly meeting the requirements. One hundred and sixty have been approved as full four-year high schools, nineteen of which are approved by the Southern Commission on Accredited Schools, one of the standard accrediting agencies of the Nation. There are 102 three-year high schools, 252 two-year high schools, and 242 one-year high schools. There are also twelve private secondary schools, one of which is approved by the War Department, and two by the Southern Commission. Until very recently it has been diff- cult to retain negro children in school above the elementary grades. However, there are at present twenty secondary schools giving four years of standard high-school work, and fourteen county training schools, each of which main- tains a three-year high school with voca tional training, home economics, agricul ture, and farm mechanics. Increased salaries for teachers — Teachers’ salaries, both white and col- ored, have increased within the past three years on an average of fifty per cent. The increase for rural teachers has been sixty-six and one-half per cent. In spite of the financial depression there was practically no decrease in the salaries for the session 1921-22. Better support of negro education— The favorable attitude of the white peo- ple toward the education of the negro may be illustrated by the fact that the city of Hattiesburg in which the ratio of white to colored is five to one re- cently voted six to one for a seventy- five thousand dollar bond issue to erect a high school for the negroes. The valuation of the consolidated negro school buildings erected during the last two or three varies from one thousand dollars to one hundred thou- sand dollars. The Supervisor of Negro Schools with four negro assistants is rapidly developing the work of their schools. years Professional organizationmThrough the State Department there is an or- ganization of the county superintendents which meets annually for the discussion of their problems. organization of Each county has an rural school trustees. There are two State teachers’ associa- tions, one enrolling seven thousand of the eight thousand white teachers, and a a 190 Tue JouRNAL @F THE NATIONAL EpucaATioN ASSOCIATION the other two thousand five hundred of the four thousand negro teachers in the State. The white teachers’ association maintains a permanent organization and issues monthly a magazine. The Ex- ecutive Secretary has his office in the State Department and manages the busi- ness aftairs of the magazine. Growth of public sentiment—Only fifteen per cent of the population of Missi*cippi is urban. According to the Federal classification there are only thirty towns with a population of more than 2500. Each of these towns has its own white school and its negro school. Within the past five years these schools have been rapidly changing to the twelve-grade organization, the six-six plan being most frequently used. More than half of the towns have organized a junior high school. ‘The city of Jack- son has just completed a junior high- school building at a cost of $250,000 that is modern and up-to-date in every respect. ‘The people take great pride in their schools and in general use at least half of their local taxes to support the public-school system. The sentiment of the people of Mis- sissippi toward education is far more favorable than ever before. We _ be- lieve that we are justified in the state- ment that our educational efficiency has improved not less than twenty per cent during the past three years. Moral Education HE MORAL code of the’ race has been gradually built up out of its experience as an effective method of forwarding social advancement. Society has learned to approve those actions which tend to the advantage of the community. The moral creed of a par- ticular group is nothing more than the conviction implanted in the minds of its members of the propriety of the manner of life imposed upon them. The stand- ards thus evolved represent public opin- ion as to what is right and just. The moral is the social; the immoral is the anti-social. Any moral idea found to be socially valuable is retained, those found to be no longer relevant to the social situation are gradually eliminated ; those which are universally applicable remain as a permanent part of the moral code. The foregoing discussions reveal the moral value of activity in education. Since our moral standards are not some- thing remote from experience but en- gendered by experience itself, moral training cannot be inculcated by giving children a set of maxims; it must be gained through the give and take of social life itself. To provide a child with a set of maxims is to bind him an unthinking slave to the past; to give him the power to realize the moral implica- tions of his own conduct and to evolve a code of ethics for evaluating social ex- perience, from the experience in which he is himself engaging, is to make of him an active agent of civilization. It is for this reason that activities in school are a fundamental necessity in guiding con- *From Gertrude Hartman’s The Child and His School, E. P. Dutton & Company, 1922. 248 pp. Bibliography. $3. duct. ‘They give opportunity for situa- tions that bring about moral training through experience itself. A school régime that encourages the passive ab- sorption of knowledge for its own sake, that isolates pupils into individual units and emphasizes competition, that makes communication among pupils a sin, is training its pupils in a code of ethics which is not in accordance with what is advocated in life outside of school, and it fails to take advantage of the two great opportunities for moral training of life in a social group—the training in cooperation and social sympathy. The participation of even small children, however, in projects of common interest to them calls for co6éperation with all the moral training that it involves. The experience of a child in the company of his fellows is the best moral training he can have. Social disapproval has a quick and direct way of reforming con- duct that is worth a dozen homilies or moral lessons. We must interpret moral character more scientifically, more psy- chologically and adjust our pedagogical action accordingly. Moral character must be regarded as an organic growth, not a series of specific achievements. It is developed through the formation of habits, disposition to order one’s conduct with reference to the welfare of others. It is only through constantly meeting situa- tions that give opportunity for the ex- ercise of moral ideas that these habits and this attitude can be developed. Disci- pline from this point of view means not external compulsion, but inner control. Moral preference is exercised only in It is only when there through experiences. It is a making a choice. May, 192? rE is freedom to act, to act wrongly or rightly, that any moral issue is involved, Otherwise the intelligence has no op- portunity to discern right from wrong; the disposition to do right has no chance to function positively. We cannot de- velop in children a sense of responsibility to act rightly when we deny them free- dom of choice as to their actions. Ethical conduct is socially regulated activity, and it is evolved only by social experience in an environment freed from external control. Civics teaching as it is today con- ducted is far less effective in its reflex upon social action than it might be. Isolated as it is, just a “subject” crowded into a curriculum with many others, it often fails to impress the child with a sense of reality . When the school is organized as a social community in which is being built up a body of facts as a basis for social action, when desirable attitudes and dis- positions are being developed with re- gard to social matters, when this social philosophy has continual opportunity to function in situations engendered by the school experience, all the resources of the school are being utilized for realizing the social The school cannot be a preparation for social life unless it reproduces within itself the conditions of social life. mission of education. Education progressing in a school organized as a social laboratory is not merely a prepara- tion for citizenship, it is an apprentice- ship in citizenship. The great battles “to make the world remain yet to be won—in the schoolroom. Let us then refuse longer to bind the new life to the life that is passing. Let us be no longer willing to shackle the experi- mental spirit of the youth of the world, or to place a ban upon creative and ex- plorative thought. Let us unite to raise up a body ot men and women thinkers—not partisans—animated by a great social consciousness, and standing ready to face their problems eager and unafraid. It is only in this way that we can make of education a great liberal- izing agent for the release of democratic forces. It will take long, patient, pains- taking effort; it will require a body of whole-hearted experimenters, fired by the philosopher’s vision, willing to sub- mit every action to rigid scrutiny, and to extract from every failure that bit of good which will lead to its better appli- cation in the future. Are we ready for the great experiment ? safe for democracy” EP POET Vol. 11, No. 5 THe JourNAL OF THE NATIONAL EDUCATION AssocIATION 19] The Education of an American Citizen---The Main Issue EDWARD O. SISSON Reed College, Portland, Oregon The Union must be preserved: and hence all indispensable means must be employed.— Abraham Lincoln, in his Annual Message to Congress, December 3, 1861. F THE FUTURE we may be sure O of only this: it will differ from the present and still more from the past. Education the necessity. Its returns are always de- ferred: in the individual, for a genera- tion; in the nation, for periods or epochs. deals with future, of Crises occur before either success or dis- aster: probably long before and in times of quiet and security; hence they tend to slip by undetected, and the menace shows itself only when it is too late to avert it. So it was in 1914; so also in 1861; and doubtless the historian could cite unnumbered instances, and small. Hence the vision in the educator, and yet he is con- great supreme need for stitutionally given to ‘hindsight’! Napoleon,’ perhaps the shrewdest and most successful of men, said, “Always consider yourself on the verge of dis- aster, to be saved therefrom only by the most strenuous exertions.” Just now, while still shuddering from the after- horror of the latest catastrophe, it is not too soon, and we trust it may not be too late, for us to heed his maxim, and at least suspect that a crisis may be here and now, demanding our thought and action. The astonishing National soli- darity of wartime is gone, and internal dissension—long familiar—lifts its head again. National unity is still an indis- pensable National need: at least as much in peace as in war. ‘The very progress being made toward the banishment of international war is a call for a new solidarity within, of a type which rises above the level of the past, never re- quiring to be fired and fused by fear and hatred of the foreign foe, but self-sub- The fatally wrong situation is that of the German Empire just prior to the War, in which the existing political order had to choose between war and revolution. The World War has effectively raised the question of an organized system to sistent and self-sustaining. end war—that is, to make impossible even one more international “free-for- all”: main issue in American education will it is quite certain that part of the relate to this problem and consist in the extension of the conception of union and For our present purpose let us note that if democracy to the inhabited world. war-patriotism is to be eliminated, as men and nations now hope, it is high time to study and labor on the task of generating and invigorating that truer love of country that has no admixture of hatred or contempt for other nations or races and that truer unity which need in no wise cut us off from the wider sympathy with the whole race of Man the which alone will guarantee international nor impede broader citizenship peace. The principle of political democracy is for us settled beyond all controversy, even though we are still far from the full attainment of government by the people, or even for the people: the fla- grant inequality of chattel slavery was definitively wiped out, by a long strug- gle culminating in the totally useless yet inevitable bloodshed of the Civil War. Yet the main issue of Americanism lives on, and is as shrewd a hazard now as in the Revolutionary War or in the sixties. Like Franklin, watching day by day the painted sun in the convention hall dur- ing the debate on the Constitution, we may still wonder whether it is a rising or a setting sun: at least it would be folly indeed to sit in slothful ease, count- ing on the forces of nature to guarantee the full glory of our National destiny. Frederick the Great, in mood, it is said, once demanded of his sceptical old chaplain, a proof of the scriptures in one word. However that may be, the issue of Americanism can be put in two words, taken from the original char- ter of our Nation: those words are 4/l Men. As the infinite manifold of the world’s flora and fauna has evolved from original protoplasm, so, one might al- most say, the boundless richness of the distinctive characteristics of American common life evolves from this pregnant The with this idea: nowhere is any power admitted superior to that of “the peo- phrase. Declaration is imbued ple” except Nature and Nature’s God; and contrary to nearly everything there- tofore, government, of whatsoever sort, is the of the The preamble is a magnifi cent gesture, in which the Declarators turn away from the Royal Potentate whom they have so long vainly petitioned, mere creature and tool governed. and address themselves, as men, to man- kind; the only obeisance, not of servility but of noble courtesy, is that fine phrase, “a decent respect for the opinions of mankind.” The Declaration is not a variation, it is a mutation: the monarch whom they have been venerating—in words at least—becomes now a Despot against whom a long indictment in many counts is rendered. As one reads the impas- sioned utterances and realizes how re- cently most of the authors had been sin- cerely loyal, one is overcome with a sense of change in the very substance of politics: it is Homo politicus standing up on his two feet and looking all kings True, these men had had their first lesson from Eng- lishmen in Stuart times, but they had assimilated the lesson so well that they had moreover they were bettering the in- in the face with defiance. almost forgotten its origin, and structions, for the good of Englishmen as well as of Americans. Words that mean Man pervade the whole document: human events, people, mankind, men, the governed, the public good, representative houses, population, the civil power (versus military), and soon. Even the British people, in sharp with the British King, named only in kindness and sorrow as contrast are “our British brethren,” and blamed only for their blind support of the Tyrant: they, too, are after all, as men, “our common kindred,” and credited with SME Bien he eae native justice and magnanimity.” The deference and compliments long used toward kings are turned now to people, even when those people have failed to see the justice of our cause. The other great words of the Declara- tion and of all Americanism since then: are mainly attributes of the subject All Men. Equality is the first, Liberty the second. They are both intensely prac- tical and dynamic. How are we suc- ceeding in linking subject and attributes even within the limits of our own Na- tional fold? 192 THe JOURNAL OF THE NATIONAL EpucaTION AssociATION May, 1922 nee Equality is the straight edge by which American polity is judged. We must say polity, even though we mean politics in the true sense of the word, lest we hazard a marrow and_ futile’ interpretation. Whatever the Nation does as a Nation, the State as a State, the county as a county, the city as a city—whatever any official unit of Americans does officially— must square with the test of equality. This is what we call equality before the law, and is presumably what the Declara- tion meant by its assertion that all men are created equal. In spite of all short- comings and defaults—some of which we shall indicate shortly—it is probably safe to say that the United States and its constituent States have been far in advance of other great governments in the degree of equality attained, provided we consider the period of our National existence as a whole. That we are now actually ahead might be questioned. Consider, for example, one single fact, dating from before the War,—the pres- ence in the British Parliament of more than fifty .workingmen, elected specif- ically to ensure representation for their class. Since the War, evidences come almost daily of astounding advance to- ward equality even in hitherto undemo- cratic quarters. This morning (Jan- uary 29) press dispatches announce that the anti-alcohol legislation in Poland is due to the force of women members of the Diet. Are we not now among the conservatives ? Liberty means nothing except as it This was the logic which ceaselessly and inexorably impugned chattel slavery. In vain did the advo- cates of the institution, honest or hypo- critical, invoke divine ordinance that black men ought of right to be subject to white men. In vain did the Douglas type deride the idea that black men were Every- thing, even economic necessity, had to yield to the impact of the argument from the Declaration: “in the right to eat the bread, without the leave of any- body else, which his own hand earns, he is my equal and the equal of Judge Douglas, and the equal of every living man.” This was a sentiment that went straight to the hearts of millions of com- mon men throughout the North, and doubtless to those in the South where the air was clear enough from the con- fusing fog of the slavery tradition. It embraces all. in any sense the equals of white. is a sentiment which must always ap- 1Lincoln, Ottawa debate, August 21, 1858. peal to common people, without special privilege or advantages, who of neces- sity are the outweighing majority. If we can believe Lincoln’s own oft- repeated words, it was the Declaration of marked clearly course in stormy times; it the which stirred him more than anything else to Independence which most the was those Declara ion those impassioned utterances which so seldom but so strikingly broke into the clear calm of his logic: “Come back to the truths which are in the Declaration of Independence. You may do anything with me you choose, if you will but heed those sacred principles—drop every pal- try and insignificant thought for any man’s success. It is nothing. But do not destroy that immortal emblem of Humanity—the Declaration of American Independence.” Far be it from us to attribute any superhuman or inviolable authority to a mere document, even the most sacred, either political or religious: it is the truth and not the declaration that must reign. Freedom for all is necessary be- cause it is the only guarantee for free- dom for any: “In giving freedom to the slave, we assure freedom to the free— honorable alike in what we give and what we preserve.” A society no more than a Nation can survive half slave and half free. Without equality there is no law, any more than there is a triangle without three sides. The master was enslaved by his ceaseless struggle to keep his still more clearly were all the “poor whites” of the slave States as hopelessly unfree as the black this over- powering sense of the inexorable law of life that so fired the imagination and heart of the more conservative anti- slavery men, and underlay the first alarms uttered by Seward in his warn- slave enslaved: slaves themselves. It was ing of an “irrepressible conflict” and the words of Lincoln when he predicted that the country could not endure half slave and half free. It was not in the nature of things that slavery could dwell in the land of the Declaration. Today no less than in other days of our country, it is the immortal truths of the Declaration on which we must fix our eyes and by which we must be guided. Mere bandying about of phrases, how- ever lofty and sacred, is worse than use- less—every people with great ideals has suffered by empty and insincere “Fourth of July” oratory. Not patriotism, as cynical Dr. Johnson said, but pseudo- patriotic lingo is the last refuge of the scoundrel: and what is worse, because far prevalent, empty liturgical speeches and National songs, pass with millions of honest men for one-hundred-per-cent Americanism, We have heard much of “‘calamity-howl- ers’; one may hazard the guess that more repetitions in “prosperity-howlers” are quite as danger- ous. Let us condemn in the same ver- dict the malcontent denounces everything as all wrong, and the smug who patriot who insists that everything is perfect. Each looks through _ lenses which magnify his own sensations and shut out the bulk of the Nation, to say nothing of humanity. Liberty and equality must be made to work: and to work for all. This js the permanent order of business for American citizenship: it is the main issue in American intelligence and pur- pose and therefore in American educa- tion. To have a genuine sense of the truth and beauty of these two cardinal points of our National polity and to be awake perpetually to the task of linking them to their appropriate subject, All Men, is the vital grammar of Ameri- It has a past tense, full of meaning, carrying warning and enlight- enment; it has a future far better than either past or present: and the reason- able ambition of every citizen is to be an effective force, however modest or splen- did, in making that future real. For the Nation as a whole, and especially the privileged classes, nothing is more essential than a frank and clear recognition of the imperfec- tion of our National achievement in both equality and freedom as well as canism. for in those closely associated values—life and happiness. It is the fashion to de- ride equality as scientifically absurd and economically undesirable or impractica- ble, and nothing is easier than to make out good logic for both of these: it was easy to prove the utter inequality of the black slaves, and the history of the negro since emancipation affords no little war- rant for the arguments. Yet the peo- ple of the United States by overwhelm- ing majority did decide to give the blacks at least the deed to freedom and equality; and in spite of Klu-Klux, re- construction, race wars, and the still un- solved negro problem, they have never for a moment changed their minds: they knew then and know now that it had to be done. We are now engaged, with many vicissitudes, with ebb and flow of waves but inexorable advance of tide in extending the bounds of both Vol. 11, No. 5 equality and freedom. ‘The problem is certainly no easier than that of the sixties, and probably far harder, but it is our problem which we cannot present evade. Another canism, a fitting third to Equality and Liberty, is Union. Declaration, it rather from the same stormy crisis which bore the Declaration itself. It is the “given name” of our country, as an ad- great attribute of Ameri- Not explicit in the was born from it, or jective in our official designation, and as a noun when we speak of the Union. The idea of union was born hard, and had a rather feeble and precarious youth, culminating in the terrific malady and surgical operation of the Civil War: since which, politically, it is the giant of the world in strength and vigor. The official the Articles of Confederation, of luckless memory, be- first compact, gan with a warning against too much State ereignty ;’ but in spite of all vigilance union—‘‘Each retains its sov- the last paragraph contained the indis- nensable germ of the future by twice declaring the Union to be perpetual. And, as everyone knows, the Constitu- tion proclaims that its purpose is to The ar- bitrament of the great Civil War was prophesied by Webster: “Liberty and Union, one and inseparable, now and forever!” too form a more perfect union. Can equality be brought in, THe JourRNAL OF THE NATIONAL Epucation Assoctarion Political union is an fact: thirteen petty colonies were united into the first feeble National body accomplished : now forty-eight mighty commonwealths are grown into indissoluble organic oneness. This is probably the greatest phenom- enon of a union of multitudinous indi- vidual wills into a “general will’ which the world has yet exhibited. It is a momentous spectacle and may well turn out to be a model for political units yet inembryo. So much for the task done— the binding of many States into one Nation: next, the greater problem—the task not yet accomplished, indeed not even set or stated until but yesterday— the binding of a hundred million free men into a social union. This is the problem of the Union today. In this problem at least we may expand the formula of Webster and announce: “Liberty, equality, and union, one and For the Declaration set out only to achieve lib- inseparable, now and forever.”’ erty and equality, believing these the guarantee of life and happiness in Man. Union came as the means to these ends. As a means it is of course mechanical and subordinate; yet it may easily turn out to hide within itself an even deeper human truth than either of the others: what if liberty for Man and equality too, were organically bound up in the higher unity with his fellows of which political bonds are but the garment or form? tere HE BOSTON Museum of Fine Arts and its treasures was described in the March number of the Journal. It ranks with the Metropolitan Museum in New York City, the Art Institute in Chicago, and the Corcoran Art Gallery in Washington, D. C., as one of the four greatest art collections in America. It is especially rich in paintings of leaders in American history and will be a mecca for thousands of teachers during and after the meeting of the Association in July. 193 The main issue for America is multi- plying liberty, equality, happiness by a hundred million. ‘This is the rigorously logical inference from the Declaration’s subject, 4/11 Men. cess is multiplication, the proof is divi Whenever the pro sion, and the proof of the success of America is found by dividing by a hun dred million and examining the quotient. No, this does simple as a distribution of dollars, equal not mean anything so or otherwise; it is neither socialism nor communism in their political form. // socialism or communism should appear to be the true mechanism for the fullest multiplication of liberty, equality, hap piness, among our hundred million peo ple, then the Declaration itself would require us to that Only let us remember mechanism. that liberty, equality, happiness, are all states of hu- adopt man souls and not outward social or Whosoever would be of the of the keep the nature of political forms. a true promoter vision Declaration must Man in mind, and most of all must the teacher do this. The the business and professional men, em- dominant group in America— ployers, college professors, big and little “taxpayers’—the “‘better-dressed class,” as a careful writer has called them (or us) are in the grip of a hazardous fallacy, that they are the people of America: that they are the 4/] Men of the Declaration. The fallacy is partly naive and unthinking, perhaps mostly so, for a large proportion of the indi- viduals in this group are men of honor and good feeling, who really intend to be first-class citizens in every respect. stupid and bull- headed and partly wide-awake and de- liberately autocratic. It is partly rather Fortunately we can here refer to a great American book, dear to the hearts of millions of our people and _ particu- larly to the “‘better-dressed class,” al- most half of which is really an exposi- tion in vivid and concrete form of this domination—I refer to Theodore Roose- velt’s Autobiography. Page after page of the fascinating narrative by this very conservative progressive is full of the story of the American just taking it for granted that the United States is and _ his fellows and associates, with the ominous reached that even laws and courts have no right to balk him from his aims. Just as bait to in- duce liberal re-reading of this Odyssey of vital Americanism, let us quote the well-dressed, prosperous for him corollary so easily 194 THE JouRNAL OF THE NATIONAL EpucaTion AssociATION May, 1922 _——<$——i i TS ee “prominent lawyer” who took the young crusader in hand on the very first round of his political ladder and explained that it was time for him to drop the “reform play,’ at which he had suc- ceeded so well, “leave politics and iden- tify himself with the right kind of peo- ple, the people who would always in the long run control others and obtain the real rewards that were worth having.” (Page 78, italics mine. ) The worst of this philosophy of life is that it is fifty per cent true; it is an- other example of the universal fact that a hundred per-cent lie is never very dangerous for the simple reason that it promptly refutes itself. It is the same sort of perilous fallacy as Douglas’s doc- trine of the negro being divinely or- dained to be a slave, or the present con- tention that labor is not wise enough nor unselfish enough to rule even its own affairs. If Roosevelt is already obsolete—as he certainly is in some degree—let us take a modern instance. There is or at least was less than a year ago, an organi- zation whose very name is a synonym for the All Men of the Declaration and whose announced aim is “to bring to- gether all self-respecting, law-abiding, God-fearing Americans, of whatsoever political predilections or religious faith, rich and poor alike; yet out of one hundred sixteen names of officers and members printed in the prospectus, in- cluding scores of persons of national or wider note, only one is listed as having any connection with the greatest of all national groups, the so-called working class, and not a single one in the list could by any stretch of the imagination “poor’—except in the gro- tesque sense of the word as used by Yet in the list are several names of secretaries of certain associa- tions which are looked upon, rightly or wrongly, by labor men as the enemies of labor organization and labor aims. By all means these men should be in an all- American association, but by all means they should be balanced by an abundant representation of the extreme other end of the social or economic scale. This is in no sense intended as a reflection upon the honesty and sincerity of the great association or of the men directing it; on the contrary, it is meant to show that even the best of motives and highest of aims do not avail to correct the organic bias of operative thought in their class. be called millionaires. So I wrote the above paragraph, but must now confess error and make cor- rection. But I leave unchanged what | wrote,.as my own error is another item in proof of my main contention. Even while writing I was haunted with a sus- picion that there must be a mistake about this one lonely labor finally I made inquiry, and found that the supposed labor organization of which representative : he is an official, is not a labor organiza- tion at all, but only another association of employers! ‘The name misled me, so little did I really know of this great class whose absence from our feasts I was remarking. So out of the hundred sixteen there was not a single working- class representative. Let us sharpen the cutting edge of the issue, using again the potent authority of Theodore Roosevelt: “By the time I be- came President I had grown to feel with deep intensity of conviction that the fight was really for the abolition of privilege; and one of the first stages of the battle was necessarily to fight for the (A utobi- are strong rights of the workingman.” ography, p. 476.) These words,—nouns, adjectives, verbs: battle occurs once and fight twice, and an absolute of privi- lege—tfour verbal blows to denote intens- ity of mental action. So far as the world knows Roosevelt died unrepentant of any of these utterances. He is dead and may be partly obsolete, but his utter- ances and actions have in this respect set ultimate—abolition up a monument of Americanism which still stands firm. Only one other American thus far in the Twentieth century can compare in achievement and in public esteem with Roosevelt,—Woodrow Wilson; what- ever may be their differences they agree here. They both fought the Invis- ible Government, which was privilege, usurping political sway; as _ Roosevelt wielded the Big Stick against privilege Wilson characteristically speaks in ideal- istic terms, “The awakening of con- science has extended to those who were enjoying special privilege.” The italics in the type are Mr. Wilson’s; for our purpose in quoting we should italicize conscience. We may well assume that the Big Stick cannot yet be laid aside, but also that the final victory will never be won except by conscience: if only those who still enjoy privilege will awake to conscience, the Republic will be saved. Here is the present crux of our Na- tional life and of the vital reality of our faith and loyalty to the Declaration of our fathers, in Roosevelt’s words, the abolition of privilege and the defence, or rather progressive creation of the rights of the workingman, or the com- mon man, or the vast majority of the All Men of the charter. If another mighty national conflict comes, here js where it will arise, and if it arises jt bids fair to dwarf all previous struggles by comparison. Unless the American citizen is educated to this, all the rest of his training and culture is in vain, If anyone doubts the pervasive exist- ence st'!l of privilege and inequality, let him read “Justice and the Poor,” writ- ten by an expert jurist and published by the Carnegie Foundation. unaware of the passionate sense of in- A If anyone js justice among the working people them- selves, let him read even the most con- servative labor papers and note what they say of courts, of legislatures and congress, of injunctions and strike-break- ing processes. After making all the ad- missions in the world of the mistakes and misdeeds of workers and labor or- ganizations, we might better adapt the motto of the big store, ““The customer must be satisfied” and make our Na- tional motto, ““The man who does the The plan works as well for the merchant as it does for the customer in business: why not in National life ? The main issue in America is still a vision, but it is not visionary; on the work must be satisfied.” contrary, it is the only salvation of America. “The strength of America is proportioned only to the health, the energy, the hope, the elasticity, the buoy- ancy of the American people. The wel- fare, the very existence of the Nation, rests at last upon the great mass of the people; there can be nothing whole- some unless their life is wholesome; there can be no contentment unless they are contented.” What can America render in goodwill and _ intelligence? What healing and creative streams of human spiritual power can she generate? How much faith can she muster in the immortal truths of the Great Charter? How large is her sympathy? Can she be a melting-pot not only for the immi- grant who comes from foreign shores, but for the immense host of diverse and contrasting human beings born and liv- ing under her flag? Can she rise in spite of provincialism and selfishness to- ward the starry heights prophesied in the inexorable logic of the words, All Men? This is the main issue for Ameti- can education and for the educator him- self, PRESIDENTS OF STATE EDUCATION ASSOCIATIONS —1922 Alabama —T. W._ Palmer, Arizona—A. O. Neal, D Connecticut —L. T. Gar Florida—F, A. Hathaway Pres. Ala. Tech. Inst. and rector of Research, Uni rison, State Inspector of County Superintendent Col. for W’om., Montevallo, versity of Ariz., Tucson. Schools, Willimantic. of Schools, Jacksonville. ae. om ke ‘ Georgia—K. T. Alfriend, Illinois —J, O. Engleman, JIowa—L. H. Minkel, Su- Kentucky—Mrs.M.L.Hall, Louisiana—P. H. Griffith, Pres Georgia Military Superintendent of perintendent of Schools, County Superintendent of Superintendent of School College, Milledgeville. Schools, Joliet. Fort Dodge. Schools, Shelbyville Baton Rouge. A Maryland—N. W. Cameron, Massachusetts — Mary Mce- Michigan—A. S. Whitney, Mississippi—H. L. McCles Montana—J. M. Hamilton, Pres. Téachers’ Training Skimmon, Principal of Dean, Dept. of Education, key, State Normal and Dean of the College of School, Baltimore. Pierce School, Brookline. Univ. of Mich., Ann Arbor, Train. Col., Hattiesburg. Agriculture, Bozeman, & Nevada—E. L. McKeown, New Hampshire—F.T.Clay- North Carolina—C. E. Oregon—C. A. Howard, Rhode Island—Elia L.. King, Superintendent of Schools, ton, Assistant Supt. of Brewer, Pres. of Mere- Superintendent of Schools, Pres. R. I. Inst. of In Carson City. Schools, Concord, dith College, Raleigh. Marshfield, struction, Central Falls. Tennessee —R. L. Jones, Texas—M. H. Moore, Su- Utah—B. R. Lewis, Head Vermont—Etta M. Frank Wyoming -—— Katherine A. President State Normal perintendent of Schools, of Eng. Dept., Univ. of lin, Principal of Lincoln Morton, State Supt. of ; School, Murfreesboro. Fort Worth. Utah, Salt Lake City. School, Rutland, Public Inst., Cheyenne. [195] The Journal of the National Education Association Published monthly except July and August by the National Education Association of the U nited 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 ae- partments, to vote for delegates to the Representative Assem- bly, to hold office, and to receive the Journal monthly. The payment of $5.00 insteaa 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 Proceeaings, 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 vournal. Subecription to non-members 1s $2.00 per year; single copies, 25cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as weil as new address. Entered as second-class matter October 23, 1920, at the post- office at Washington, D. C., under the act of August 2}, 1912. Acceptance for mailing at special rate of postage pro- vided for in section 1103, Act of October 8, 1917, authorized January 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff R. S. Erlandson Business Manager Joy Elmer Morgan Menaging Editor LXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C, A Hundred Thousand Strong HE NATIONAL EDUCATION ASSOCIATION now has over a hundred thousand active members. Be- fore 1918 the active membership was than 10,000. ‘This phenomenal growth is striking evidence that the As- sociation’s great program of service has made a strong appeal to the rank and file of the teaching profession. It is also evidence of the desire of the individual teacher to pay the debt that every practitioner owes his profession. It is suggestive of the time when the mem- bership will be several hundred thou- At the present rate of increase it would exceed 200,000 during 1923. Let us hope that by 1925 half of the 700,000 teachers of the Nation may have united their influence in this repre- sentative Association. The reasons which impel teachers to join the: National Educatien Association are Some join because of its program of legislation. Others join be- cause of its notable work in bringing to the public the fundamental impor- tance of adequate salaries for properly trained teachers. Others join because of some special help the Association has given in the solution of State or local Still others join less sand. many. educational problems. to obtain THe Journav or the Pro- CEEDINGS, and many join for several of these reasons. Over above such and HE JOURNAL OF THE NATIONAL EpucaTiIoN ASSOCIATION reasons and including them all is the really important one—the desire to share in the work of an organization which is dedicated to the supremely important task of building a_ better America through better schools in charge of professionally-minded teach- Many a worthy causes because of a sense of their importance to the community. He thinks not of any immediate benefit to himself; perhaps he sees no_ tangible service to the community, but he has ers. citizen contributes to the vision to see the intangible results— the spiritual quickening of the com- munity, the radiant influence of inspira- tion and _ enthusiasm, the social value of great ideals fostered by common action. these that professional exist, and the power of the ideals for enormous It is for reasons like organizations which they strive gains in proportion as their membership increases. The power of the hundred thousand in the cause of education cannot be fully appreciated at this time, but years from now, when the historian of education evaluates the forces that have shaped our democratic progress, one of the out- standing characteristics. of this period will be the dynamic power of the Na- tional Education Association. Summer Schools HE GROWTH of summer schools has been phenomenal. As shown in the January JOURNAL for the 410 in- stitutions reporting, the figures are 191,006 for 1920 and 253,111 for 1921—a gain of thirty-two per cent. When liberal have been made for students in other lines of work, there remains at least 175,000 of these summer-school students who are train- ing for teaching. This is a fourth of the teachers in the Nation! The enrolment allowances in the summer schools of 1922 promises to be even greater. This is as it should be. bers of inexperienced teachers enter. the schoolrooms of the land each September. Hundreds of thousands of teachers have not yet had the amount of training that is accepted as the minimum by edu- cational leaders generally. The science of education is rapidly developing. The demands of citizenship for which schools must train grow’ severer year by year. A score of reasons point to the need of larger provision for teacher training. That school officials recognize this need is shown by the growing willing- ness of boards of education to provide Large num- May, 1922 =a automatic increases in salary for sum- Phat teachers recognize the need is indicated by the tens of thousands who attend summer schools with no assurance that they wil] leach- ers of education show their appreciation mer-school attendance. receive any additional reward. of the situation by the enthusiasm with which they devote themselves to their task when many others are enjoying ya- cations. Heads of teacher-training jn. stitutions are perhaps more than any other single group responsible for sum- mer-school growth. In season and out of season they have pleaded the cause of the trained teacher; they have been ex- pert salesmen of professional training; through correspondence and travel they have carried the inspiration to train fol teaching into the remotest hamlets. They have seen into the future and have built for the better citizenship of tomorrow. Vducational Journalism N NO COUNTRY in the world js the value of the educational journal in the professional life of teachers ap- preciated as in America. There is clear recognition on the part of educational leaders that the reading of two or more educational journals should be a part of the pre-service training of every teacher and a still more important factor after the responsible career of teaching has entered upon. Notwithstanding the large part which periodicals for been teachers have played and now play in American educational progress, there is promise of much greater development. There are the following well-defined fields in educational journalism which may be expected to grow in importance: (1) The local educational newspaper, published either by the board of educa- tion or by a local education association and serving as a mirror of the educa- tional enthusiasms and standards of the community; (2) the State educational journal, published either by private en- terprise or by the State Association and reflecting the news, special interests, pro- grams, and enthusiasms of the educa- tional leaders of the State; (3) journals of general appeal and national in scope which reflect the initiative and creative energy of independent educational lead- ers; (4) journals dealing with special phases of the science of education; (5) journals appealing to groups working in special fields or levels of the educational service. Vol. 11, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION AssociATion 197 eee aa ee es ee tS be There is enough educational thought in America to fill all such journals which now exist, to improve them still further, and even to establish others There is enough potential educational advertising to support much larger en- terprises in educational journalism than have yet been undertaken. Let any journal set for itself a well-détined field of needed usefulness, maintain high and consistent editorial standards, insist on being printed attractively, and make a virile campaign for advertising and suc- The National Education Association, with its broad in- terest in the improvement of education regards it as its duty to encourage the development of every worthy tional journal. cess is almost certain. educa- A Challenge to Certain Eminent Educators OPIES of the ‘Towner-Sterling bill have been called for as copies of no other bill have ever been called for is the report of the Public Printer. It has become a tidal wave of public senti- ment such as has never been demon- strated for any other law.” This statement made in an editorial in the Journal of Education (March 23) is particularly significant because of the neutral position that Dr. Winship has frequently taken and which he reaffirms in the same editorial when he says: ‘“We confess to having had some sympathy with the non-bureaucratic arguments, with the feeling that perhaps a compro- mise was wise, but the people who will vote next November do not care what I think, or what any university president or professor thinks, or what the editor of any daily paper or magazine thinks. The people have assumed that the public schools are at stake and they are going to put them upon the throne at whatever cost.” It has long been clear that opposition to the bill very quickly overshot its mark and became a veritable boomerang. The reasons are obvious. ‘The “perils” that the opposition exploited, such as the danger of ‘Federal domination,” the bugaboo of “politics in education,” and the alleged iniquities of the “fifty-fifty” principle of distribution, were seen by intelligent readers of the bill to be con- spicuous by their absence. These read- ers naturally inferred that an opposition which needed to be bolstered up by mis- representations was at basis insincere, and that the real motives for fighting the bill were such as would not bear the light of open acknowledgment and frank publicity. From this premise it was an obvious conclusion that the principle of public education was at stake—that it was, indeed, the development and prog- ress of the public schools that the oppo- nents of the measure really feared. The National Education Association, however, has assumed that some of the opposition to the bill was sincere even if it seemed to be misinformed. It has in- vited the free and full discussion of the measure from every point of view, asking only that the arguments for its own program be given a fair hearing. the first distribution of the provisional bill in the spring of 1919, it has sought advice, counsel, criticism, and suggestion It has given to criticisms and to rival programs an abundant consideration, as the published records of its proceedings indisputably From from every possible source. show. After three years of frank and open discussion, the conclusion is inescapable that the Towner-Sterling bill is right. It will be enacted into law because it is right, and, we trust, for no other reason. If it fails of enactment it will be because a better measure takes its place. If there is a better measure that measure should be presented and without delay. The opponents of the Association’s program can now see how negative and destruc- tive criticism has strengthened the As- sociation’s cause. Criticism so exclusively destructive by bringing into relief the constructive proposals and by suggesting unworthy motives in their opposition is almost certain to advance the cause against which it is directed. But the field is still oper’ for a rival program that will be positive and constructive. If the opponents of the Towner-Sterling bill can frame a program that promises to advance public education more, and correct recognized defects better, than the Towner-Sterling bill, not only would their program be welcomed but every ounce of strength now back of the As- sociation’s program, we are confident, would be directed toward the establish- ment of the better proposals. Here, we submit, lies the golden op- portunity of the opponents of the Towner-Sterling bill. With the oppor- tunity goes a correlative responsibility. Up to date the opposition has achieved nothing more than a tragic bankruptcy of constructive ideas. We make this charge deliberately and in the hope that it will sting, for a sting is justifiable if there is any prospect whatsoever that it may stimulate wiser planning for a cause so fundamental. We direct it particu larly toward the four or five members of our own profession who, in their ap parently sincere criticism of the Associa tion’s-program, have given aid and com fort to those forces of opposition that are malicious and insincere. ‘These critics now owe it to their profession and to the cause of education to justify their position by something more substantial than doubts and forebodings. Otherwise they must and will be placed in the position of condoning the inefficiencies and inequities which the Towner-Ster- If Dr. Win- ship is right in his prediction that the Towner-Sterling bill will override all ling bill aims to correct. opposition—that it will pass without “changing a comma’’—this seems to be about the “last chance’ for the gentle- men in question to “save their country.” ‘ducation and Natonal lncome ATIONAL INCOME is _ the | product of natural wealth and Producing rests on individual efficiency, which in turn has its foundation in education. Those communities have become most wealthy which have maintained the highest level of general intelligence. It would logically be expected therefore that the amount spent for education would increase as wealth and income Such has not been the case. National income in the United States was 28.8 billions of dollars in 1909, 33.2 billions in 1914, and 61 bil- lions in 1918. ‘These figures do not take into account the rise in prices, but producing power. power increase. neither do the figures which represent the amounts spent for public education, which as shown by the report of the U. S. Commissioner of Education, was $401,398,000 in 1909; $555,077,000 in 1914; and $763,678,089 in 1918. American wealth is abundantly able It should be will- In fact it cannot afford not to pay the price, for as wealth increases and the processes of civilized life become more intricate and complex, the demands made upon the individual heavier and_ individual Increased ex- education is therefore demanded not only that each child may spend more years in school but—which is even more essential—that every Ameri- can child may come under the influence to finance education. ing to pay the price. citizen grow responsibility increases. penditure for 198 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1922 of teachers who are so competent, ma- ture, and well-established that they will be living and inspiring examples of sound democratic citizenship. Without the stabilizing influence of such teachers, democracy is doomed; under such influ- ence the possibilities for the development of democratic civilization are limitless. Sources of Revenue for Public Education HUGH S. MAGILL Field Secretary, National Education Association, Washington, D.C. N DISCUSSING sources of revenue for the support of public education it is necessary to consider first a few fun- damental principles underlying the es- tablishment of our free school systems in America. It must be kept clearly in mind that the primary purpose of public education from the standpoint of the community, the State, and the Nation, is to develop better American citizens. The free school was established as an institution essential to the life of free government. The original laws authorizing the levying of taxes for the support of free schools were contested in the courts on the ground that it was inequitable and unconstitutional to tax the property of a citizen who might not have children to educate other people’s children. The decisions handed down by the courts in these cases held, in substance, that in a government of the people an intelli- gent citizenship is essential, and that, therefore, it is good public policy to tax all the wealth of all the people to edu- cate all the children of all the people who are to be the future citizens of our country, and who will determine its destiny. The free school idea originated in New England and was first purely a local institution emanating from the town meeting, the essence of pure dem- ocracy and local self-government. It was soon realized, however, that the free public school in its broader aspect was essential to the welfare of the en- tire commonwealth and should therefore receive the sanction and support of the State. acted establishing free schools and pro- Accordingly, State laws were en- viding for their support by public tax- ation. It took a long, hard struggle, extend- ing over more than a half-century, to establish the principle that the State is responsible for the education of all its youth. Opposition came primarily from two sources—those who objected to be- ing taxed for the support of free schools, and those who claimed that education was not a function of the State but ex- clusively a function of the home and the church. The responsibility of the State for the education of its future citizens has at last become universally accepted, and every commonwealth in the Amer- ican Union has established and main- tains a more or less perfect free school system. It is a generally accepted fact that each community should contribute through local taxation to the support of its public schools, and that it should assume, under State laws, the responsi- bility for their conduct and management. It is also coming to be generally recog- nized that in orde~ to equalize taxation and provide equality of educational op- portunity to all the children of the State, the State must share liberally in the sup- port of all its schools. Since it has become an _ established policy that the State is primarily re- sponsible for the education of all the youth within its borders; since all pub- lic schools are established and conducted under State laws, the local authorities exercising no powers except those con- ferred by the constitution and statutes of the State; and since the purpose of education is the development of good citizenship, in which the State is pri- marily interested, therefore, the State cannot escape the responsibiliy of bear- ing its part in furnishing the necessary revenue. It should be accepted as sound policy that all the wealth of the State, where- ever that wealth is found, should be taxed to educate all the children of the State wherever they may reside. The duty and responsibility of the State ex- tends to every child within its jurisdic. tion, whether that child may happen to live in a poor, remote district or in a prosperous, wealthy community. The sources from which the State should derive the necessary revenue for carrying forward the great work of pub- lic education deserve the most careful study and investigation. Many new sources of revenue can be found. It js certainly a sound principle that the na- tural resources of a State should con- tribute liberally to the support of an institution which is essential to the wel- fare of society and to the perpetuity of free government. The support of public education should not be limited to the local community and the State, if we accept the principle that the purpose of the public school is the development of good citizenship, Not only is the welfare of the com- munity and the State subserved by public education, but the entire Nation as well, Washington, speaking from the National standpoint, declared that “In proportion as the structure of government gives force to public opinion it is essential that public opinion be enlightened.” Our country must develop competent leader- ship. But it must do more. It must develop an intelligent citizenry, capable of selecting wise, patriotic leaders— voters who shall be capable of discrim- inating between the false but alluring promises of the demagogue, and the frank, sincere statements of the honest, clear-visioned statesman. Since the citizenship of our Nation is but the aggregate citizenship of all the States, our Federal Government must always be vitally interested in the pro- motion of public education. The man- agement and conduct of the public schools should remain under the control of the State and local communities, but in recognition of the vital importance of public education to the Nation, and for the more perfect equalization of educa: tional opportunities throughout our country, the Federal Government should contribute to the encouragement and support of education in all the States. To guarantee to every child beneath our flag a chance to realize the highest physical, mental, and moral development of which he is capable, is but the fulfil- ment of the promise of equality of op- portunity set forth in the Declaration of Independence and the Preamble of our National Constitution. ‘To establish these rights governments are instituted among men,” Tue JouRNAL OF THE NATIONAL EpUCATION AssocIATION 199 Vol. 11, No. 5 — A ——— Principal; Capitol Heights School, Norma Smith, Principal; Chisholm School, Alberta Scruggs, Principal; Cloverdale School, Birdie Belser, Principal; /rmadale School, Alexine’ Rollings, Principal; Mitylene School, Mary Smith, Principal; Pinedale School, Jessie Bentley, Principal; Pike Road School, Paul Hounchell, Principal; + Macedonia School, Leone Creel, Principal ; Pine Level School, Sadie Mae Woolf, Principal; Ramer Public Schools, A. C. Anderson, Supervising Principal; Chesser School, Mrs. J. M. Rhodes, Principal; Du/- lin School, Myra Young, Principal; Ele- ENROLMENT aud AFFILIATION eo Evxins, W. Va., Elkins Public Schools, W. W. Trent, Superintendent; Central School, Opal Stephenson, Principal; First Ward School, Kirkland McKee, Principal; High Completed Enrolments HE following schools have com- pleted their reports for one nundred eee 1 : ; School, H. A. Gibson, Principal; Riverside mentary School, Mrs. S. Ella Yauney, per cent membersiip cnro mee m= ‘ ae School, Lee A. Toney, Principal; Third Principal; Junior High School, D. L. National Education Association since Ward School, Clara Rightmire, Principal. Taylor, Assistant Principal; Rehobeth Garrison, N. D., Garrison Public Schools, J. H. Clemons, Superintendent; Garrison Prin- Northington, School, Dixie Griswold, Assistant the list was published in the April deake Vllice Eekeel JouRNAL: Grade School, Isabel MelIntosh, Assistant Principal; Senior High School, R. C. , : ‘ ‘adh : Principal; Garrison High School, Ella Christopher, Assistant Principal; Snoz AUBURN, Inp., Riley School, Lydia B. Teeters, Getchell, Principal. doun School, Annie Earle Armistead, As- Principal. : . ; GRAND Rapips, Muicu., Jefferson School, sistant Principal; Stones Tank School, AuBuRN, MAINE, Lincoln School, nt . Clara E. Skinner, Principal; Palmer Bertha Lee Ward, Assistant Principal; Carroll, Principal; Merrill School, Har- School, Jessie M. Fink, Principal. Washington’s Ferry School, Elizabeth riett Starrett, Principal. Avucusta, Maine, Webster School, Caroline S. Tracy, Principal. BATTLE CREEK, Micu., School Number Ten, Mrs. L. M. McBain, Principal. BENNINGTON, VT., Cora B. Whitney School, Annie E. Dakin, Principal. BERKELEY, CALIF., Cragmont School; Haw- thorne School; Le Conte School; Long- fellow School. BLooMFIELD, N. J., Fairview School, Fred S. Bush, Principal. Boston, Mass., Boston Normal School, Wal- lace C. Boyden, Headmaster. BRooKLinE, Mass., Brookline Teachers’ Club, J. J. McGlew, Corresponding Secretary. BrookLyn, N. Y., Lou Wallace Junior High School, Joseph F. Wingebach, Principal ; Public School No. 61; Public School No. 66; Public School No. 73, Ambrose Cort, Principal; Public School No. 180, Rosa V. Gray, Maine, Gray Public Schools, C. E. Varney, Superintendent. HAMMOND, IND., Columbia Hamilton, Principal. HARRISBURG, PaA., Calder School, Anna V. Crowl, Principal; Cameron School, G. Herman Goetz, Principal; Maclay School, Mrs. Fern Guthery, Principal. Myrtle L. Hoke, Head Teacher. Mr. VERNON, N. Y., De Witt Clinton School HiraAM, Maine, Hiram Public Schools, Mrs. No. 9, Minnie S$. Graham, Principal; Celia H. Sanborn, Superintendent. Columbus School No. 10, A. S. Townsend. HUNTINGTON, IND., William Street School, Principal; Robert Fulton School No. 7, D. H. Paul, Principal. Mary E. Gernon, Principal; Hamilton Jamaica, N. Y., Public School No. 49, Mary School No. 5, J. Milford McKee, Principal ; A. Flynn, Principal. Jefferson School No. 3, James M. Grimes, Kansas City, Kans., Dunbar School, M. E. Principal; Lincoln School No. 2, Martin Pearson, Superintendent; Sumner High Traphagen, Principal; William Penn School, John A. Hodge, Principal. School No. 8, Oscar E. Coburn, Principal ; LANSING, Micu., Warren Street School, Nina William Wilson, Jr., School No. 6, Gladys Iverson, Principal. W. Durfee, Principal. LINCOLN, MAINE, Mattanawcook NasHuA, N. H., Arlington Street H. D. Foster, Principal. ‘DLL Mary M. Morrill, Principal. Marshall, Principal. A Lone Beacn, CauirF., John C. Fremont School, Ne&w_ GLoucesteR, Maine, New Gloucester Brunswick, MAINE, Brunswick High School, Ethel C. Peters, Principal. Public Schools, C. E. Varney, Superintend- Philip H. Kimball, Principal. Los ANGELES, CALIF.. El “pe ager : Retiro Parental ent. Casper, Wyo., N . C. School, Eleanor Mc- School, Mrs. Florence D. Mount, Principal; New ORLEANS, LA., Gentilly Terrace School, Laughlin, Prin ipal. Hewitt Street School, Mary A. Colestock, Henrietta C. Keitz, Principal. CASTINE, MAINE, Eastern State Normal Principal ; Lockwood School, Augusta N. NEWTON, Mass., Hyde School; Williams School, William D. Hall, Principal. Sadler, Principal; Yorkdale School, Emma School, Mrs. Harriet B. Spooner, Assistant CueELseA, Mass., Cary School, Adelaide E. Lillie, Principal. Principal. Pierce, Principal. LoweLL, Mass., Sycamore Street New York, N. Y., Public School No. 5, A. K. Cuinton, Iowa, Junior High School, Cosbe Florence E. Rowell, Principal. Krause, Principal; Public School No. 11? Cummings, Principal. LyNcCHBURG, VA., Floyd School, Marce T. A. A. Mason, Principal; Public School No. CoLoRADO SPRINGS, COLO., Jones, Principal. 12, Sarah E. Bracken, Principal; Public Celia Gormley, Principal. Lynn, Mass., Lynn Woods School, Grace A. School No. 15, Emily L. Curry, Principal; Cotumsus, Nesr., Williams School, Allen, Principal. Public School No. 21, Elsie M. Searing, Myrtle C. Nanninga, Principal. Macuias, Maine, Washington State Normal Principal ; Public School No. 28, Anna Corry, Pa., Washington School, Mrs. Elea- School, William L. Powers, Principal. Short, Principal; Public School No. 33, nor D. Griswold, Principal. MANCHESTER, N. H., Straw School, Alta C. Fred J. Reilly, Principal; Public School CorTLAND, ILL., Cortland Public Willand, Principal. No 36, Phebe A. Comes, Principal; Pub- Edyth Garman, Principal. ME LRosE, Mass., Melrose Public Schools, lic School No. 45, Maude 1. Price, Princi- Denver, Coro., Alcott School, E. G. Arnold, John C. Anthony, Superintendent; Frank- pal; Public, School No. #8, Mary L. Gor- Principal; Cheltenham School, H._ T. lin and Whittier Schools, Clara Bowley, don, Principal; Public School No. 54, Julie Cluxton, Principal; Manual Training High Principal; High School W. B. Sprague, E. Badanes, Principal; Public School No. School, Charles A. Bradley, Principal; Principal; Washington School, Annie C. 59, Andrew E. Eichmann, Principal; Pub- Maria Mitchell School, Margaret M. Washburn, Principal; Winthrop School, lic School No. 62, Arthur D. Stetson, Prin- Smith, Principal; North Side High School, Florence Gogin, Principal. cipal; Public School No. 80, Melvin Hicks, E. L. Brown, Principal. Microrp, Maine, Milford Grammar School, Principal; Public School No. 83, Morris Du.Lutn, Mrinn., U. S. Grant School, Dorothy Mrs. Veda Madden, Principal. E. Rogalin, Principal; Public School No. Milligan, Assistant Principal; Mt. Carmel School, Bessie Brown, Principal; Legrand School, Mrs. P. M. McIntyre, Principal. Montrose, Co.o., Johnson School, Elizabeth Remley, Principal. Moorcrort, Wyo., Moorcroft Public School, School, Kate Academy, School, School, Curtis School, Mrs. School, Thompson, Principal; Madison School, Mucuiwocket, Maine, Millinocket Public 93, T. M. Donohue, Principal; Public Mary T. Sparks, Principal. Schools, William Marr, Superintendent; School No. 108, Margaret Rae, Principal. ° Easton, Mass., Easton Public Schools, C. E. Aroostook Avenue School, Lavonia M. Nocaces, Ariz., Nogales Public Schools, G. Wheeler, Superintendent; Elementary Clark, Principal; Millinocket High School, Schools; Junior High School; Kindergar- L. C. Monohan, Principal; Oxford Street ten Teachers; Olive Ames High School, School, Clara M. Allen, Principal. H. Madden, Superintendent; Camp School, Beatrice Richardson, Principal; Elm Street School, Marguerite Wilken, Prin- Frederick Smith, Principal; Outside Mitwauker, Wisc., Weil Street School, A. cipal; High School, E. V. Abernathy, Schools; Special Instructors; Easton Kottnauer, Principal. Principal; Lincoln School, Katherine Teachers’ Club, Elizabeth Flanagan, Monrcomery County, ALA., Center Point Buerkin, Principal; Plum School, Pearl Treasurer. School, Annie Belle Workman, Principal ; Marleau, Principal. East St. Louis, Itt., Cannady School, J. A. McCollon, Principal. E.ior, Maine, Eliot Public Schools, William C. McCue, Superintendent. Grady School, Myrtle Jordan, Principal; Grange Hall School, Mineola King, Prin- cipal; Hope Hull School, Annie Williams, Principal; La Pine School, Thelma Brown, OBERLIN, OHIO, Prospect Street School, Mabel B. Askew, Principal. Omana, NesR., Garfield School, Mrs. Helen Hampton, Principal; Jungmann School, oe es er 2 200 ‘THe JouRNAL oF THE NATIONAL EDUCATION ASSOCIATION Grace Griffith, Principal; Madison School, Anna M. Milroy, Principal. Orrawa, ILL., Columbus School, Bertha Hill, Principal; Shabbona School, Anna Renz, PHILADELPHIA, PAaA., Manatawena School, Blanche W. Ehly, Principal. PrrrspurcH, Pa., Knoxville Union High School, C. B. Critchfield, Principal. PornT PLEASANT, W. VA., Point Pleasant Public Schools, A. T. Stanforth, Superin- tendent; High School, W. W. Ankenbrand, Principal. Rock IsLANnD, ILL., Center Station School, Ella Dingeldein, Principal; Tyler School, Lena Miller, Principal. SaLTt Lake City, Utau, Washington School, Elizabeth Bond, Principal. SANDWICH, Mass., Sandwich High School, Grace W. Irwin, Principal. San Francisco, CALIF., Pacific School, M. Lily Love, Principal. SAN Jose, CALiFr., Hawthorne School, Selma B. Olinder, Principal; Lakeside School, Jeannette Harter, Principal; Washington School, Nell O’Brien, Principal. ScHENECTADY, N. Y., Fulton School, Agnes L. Marsh, Principal. Scitico; Conn., Scitico School, Jennie E. Whiton, Principal. Sepaco, MAINE, Potter Academy, Everett P. Smith, Principal. SHERIDEN, Wyo., Custer Street School, Har- riet Herendeen, Principal. Sioux City, Iowa, Everett School, R. L. Kitch, Principal; Hawthorne School, H. J. Ludgate, Principal; Smith School, L. C. Griggs, Principal; Whittier School, E. E. Bovee, Principal. Heights STRATFORD, CONN., Washington School, Ger- trude L. Avery, Principal. Superior, Wisc., Bryant School, Agnes E. Bury, Principal. Tueprorp, Nese. Thomas County High School, G. W. Saunders, Superintendent. VINELAND, N. J., East Avenue School, A. Virginia Adams, Principal. WaLtTHaAM, Mass., Bright School, L. Mabel Forbush, Principal; Old High School; T. R. Plympton School; Roberts School, Edith A. Luce, Principal; §. D. Warren School, Emily Sweet, Principal. Warren, On10, South Park Avenue School, Alice Baldwin, Principal. Water.oo, Iowa, West High School, S. M. Wallace, Principal; West Waterloo Teachers’ Association, Stella Bushnell, Secretary. WATERVILLE, MAINE, Pleasant Street School, Neal C. Merrill, Principal. WELLs, Maine, High School, Paul H. Mce- Intire, Principal. Westsrook, Maine, Westbrook Public Schools, Richard J. Libby, Superintendent; Valentine Street School, Mrs. Minnie I. Hodsdon, Principal; Warren School, Inez Paige, Principal. West New York, N. J., School Number Three, J. E. Drawsfield, Principal. West Park, Oun10, Jefferson Park School, W. S. Ogilvy, Principal. Wicuita, Kans., Ingalls School, Maude Mc- Laughlin, Principal. Witurncton, Conn., Willington Public Schools, Catherine Graham, Principal. Yuma, Coio., Yuma Public Schools, John I. Cochran, Superintendent. Affiliated State and Local Associations HE following associations are in ad- dition to the affiliations which were reported in the April JOURNAL: ABERDEEN, Wasu., Aberdeen Teachers’ As- sociation, Fern Childs, Secretary. Aspen Hitt, TENN., Giles County Teachers’ Association, Mrs. John J. Butler, Secretary- Treasurer. Auburn, N. Y., Auburn Branch of New York State Teachers’ Association, Marion E. Hoskins, Secretary. BALTImMorE, Mb., College of Notre Dame, Sister Mary Augustine, Secretary. BELLEFONTAINE, OHIO, Logan County Teach- ers’ Association, Margaret H. Wallace, Secretary-Treasurer. Bioomssurc, Pa., Bloomsburg State Normal School, Helen H. Babb, Secretary. Boston, Mass., Boston Teachers’ Club, Annie G. Scollard, President. Bou.per, Coto., Boulder County Teachers’ Association, Anna J. Ewing-Bittner, County Superintendent. BrapFrorp, Mass., Haverhill Teachers’ As- sociation, Alice J. McAlister, Secretary. BRooKLyNn, N. Y., Lou Wallace Junior High School, Joseph F. Wingebach, Principal ; Public School No. 122,,M. M. Mundy, Principal; William J. Morrison School, Mary V. Canfield, Secretary. CamsBripce, Mass., Winchester Teachers’ Club, Agnes J. Gorman, Secretary. CARBONDALE, Pa., Carbondale Teachers’ As- sociation, May Pengelly, Secretary. Ceparvitte, N. J., Lawrence Township Teachers’ Association, Daniel Erickson, Jr., President. CLEVELAND, TENN., Bradley County Teachers’ Association. Cotumsus, Kans., Cherokee County Teach- ers’ Association, Elizabeth Hawkins, Secre- tary. CRAWFORDSVILLE, IND., Crawfordsville Schools, Evelyn McFeeley, Secretary. DENISON, TEXAS, Denison Teachers’ Council, W. J. Christian, Secretary. DENVER, CoLo., Denver Teachers’ Club. Detroit, MINN., Detroit Minnesota Teachers’ Club, Mrs. Emma Shencup, Secretary. DYERSBURG, TENN., Dyer County Schools, N. Dorah Bowen, Superintendent. Ev_muurst, N. Y., Public School No. 93, Thomas M. Donahue, President. Etwoop City, Pa., Elavood City Branch of Pennsylvania State Education Association, Achsa Jackson, Secretary. Eureka, Cauir., Eureka Teachers’ Associa- tion, T. Tomlinson, Secretary. Everett, WasuH., Everett High School Teach- ers’ Association, Edna E. Bowman, Secre- tary. FITZGERALD, Ga., Fitzgerald Teachers’ Coun- cil, Julia Prentiss, Secretary. Hype Park, Mass., Needham Teachers’ As- sociation, Lilian H. Totman, Treasurer. Kansas City, Mo., Schoolmen’s Club of Kansas City, Mo., B. F. Chambers, Secre- tary. Laoac, ILtocos Norte, P. I., Ilocos Norte Teachers’ Association, Mariono S. Lopez, President. LAWRENCEBURG, TENN., Lawrence County Teachers’ Association, Sadie Looney, Secre- tary. May, 1922 — a Lewiston, IDAHO, Faculty of the Lewiston State Normal School, Katherine M., Vin- cent, Secretary. LincoLN, Nesr., Lincoln Kindergarten As- sociation, Marian Watkins, Secretary. Los ANGELES, CALIF., Faculty of Occidental College, Robert G. Cleland, Secretary, Mapison, S. D., Madison Federation of Teachers, Elsie Harding, Secretary, Maopison, Wisc., Southern Wisconsin Teach. ers’ Association, Mary Hargrave, Secre. tary. MADISONVILLE, TENN., Monroe County Teach- ers’ Association, H. L. Callahan, County Superintendent. ‘ MANHATTAN, Kans., Manhattan City Teach. ers’ Association, Gertrude May, Secretary. MANKATO, MINN., Southavestern Division Minnesota Educational Association, Mrs Ruth Drake Tuttle, Secretary. Marion, Ata., Judson College Faculty, Mabel Bower, Secretary. Mitton, Mass., Milton Public School Teach. ers’ Association, Sherman R. Ramsdell President. ; MITCHELL, S. D., Mitchell Teachers’ 4s. sociation, Gertie Belle Rogers, Secretary. NEWBURY, Vt., Caledonia County Teachers Association, Anna |. Atkinson, Secretary. New ORLEANS, LA., Danneel School Faculty Mariah D. White, Principal. Newport, N. J., Newport Public Schools, Ethel Ryan, Secretary. New York, N. Y., National Conference on Educational Method, James F. Hosic, Secretary-Treasurer; Public School No. 44, Mary K. Delaney; Teachers’ Association of New York Training School for Teach- ers, Mildred A. Bailey, Secretary. Nortu Easton, Mass., Easton Teachers’ Club Lucy A. Money, Corresponding Secretary. ORANGEBURG, S. C., State College Faculty As. sociation, J. T. Williamson, Secretary. Owosso, MicuH., Owosso Teachers’ Club, Blanche Jenney, President. PITTSFIELD, Mass., Massachusetts State Kin- dergarten Association, Edith C. Rice, Cor- responding Secretary. PoTTsTow N, PA., Pottstown Teachers’ Asso- ciation, Florence Newlin, Secretary. RockAWAY BeEacu., N. Y., Rockaway Beach Branch of the N. E. 1., Mrs. Hannah M, Gutman, Secretary. RosMAN, N. C., Transylvania County Teach- ers’ Assembly, J. E. Ockerman, Secretary. Saco, MAINE, Saco Teachers’ Association, Elvira J. Lord, Secretary. SAGINAW, MIcu., Saginaw East Side Teach- ers’ Club, Minnie C. Einfalt, Secretary. SCHENECTADY, N. Y., City Teachers’ Associa- tion, Mary E. Clark, Secretary. SHEFFIELD, PA., Sheffield Township Teachers Association, F. S. Heinaman, Correspond- ing Secretary. SPRINGFIELD, Mo., Community Teachers’ As- sociation, Cora B. Ott, Secretary. STERLING, CoLo., Federated Teachers’ Club of Logan County, Amy Dickinson, Secre- tary. STONEHAM, Mass., Stoneham Teachers’ Club, Carrie E. Crockett, Secretary. STOUGHTON, Mass., Stoughton Teachers’ Club, Agnes E. Murphy, Secretary-Treasuret. TUNKHANNOCK, Pa., Wyoming County Teachers’ Association, Wallace H. Graves, President. UpLANnD, Pa., Delaware County Teachers Association, Jennie Mahon, Secretary. WakerieLp, Mass., Wakefield Teachers’ As- sociation, Hester A. Walker, Secretary. Watertown, Mass., Watertown Teachers Association, C. Arthur Wheeler, President. West Prains, Mo., West Plains Community Association, Freda Taylor, Secretary. Winturop, Mass., Winthrop Teachers’ As sociation, Fannie G. Har'ow, Secretary. at Pp al fe if ton 15. tal of th. re- “he “he ry. + rs. Vol. 11, No. 5 ‘THE JouRNAL OF THE NATIONAL EDUCATION AssocIATION Committees of the National Ed- ucation Association--- 1921-22 HE COMMITTEES of the Na- tional Education become well known both for their in- vestigations and for their active work in promoting various phases of educational development. In order to bring the work of all committees annually before the Representative Assembly that body at the Des Moines meeting in July, 1921, adopted a standing rule which provides that the life of all committees automatically terminates with the year for which appointed except as continued by vote of the Assembly. The follow- ing are the committees for the year 1921- 1922. Most of them will make reports at the Boston meeting. Association have Legislative Commission Georce D. STRAYER, Professor of Educational Administration and Director of the Di- vision of Field Studies of the Institute of Educational Research, Teachers College, Columbia University, New York City, Chairman. Mary C. C. BraprorD, 1735 Bellaire Street, Denver, Colorado. J. A. C. CHANDLER, President of the College of William and Mary, Williamsburg, Vir- ginia. RANDALL J. CONDON, Superintendent of City Schools, Cincinnati, Ohio. WILLIAM M. Davipson, Superintendent of City Schools, Pittsburgh, Pennsylvania. Tuomas E. FINEGAN, State Superintendent of Public Instruction, Harrisburg, Pennsyl- vania. WILLarD E. GIVEN, Principal of the Garfield School, Oakland, California. Tuomas E. JoHNsON, State Superintendent of Public Instruction, Lansing, Michigan. D. B. WaLpo, President of the Western State Normal School, Kalamazoo, Michigan. CHARL ORMOND WILLIAMS, Superintendent of Shelby County Schools, Memphis, Ten- nessee. Acnes S. WINN, Assistant Secretary of the National Education Association, Washing- ton, District of Columbia. WiLL C. Woon, State Superintendent of Pub- lic Instruction, Sacramento, California. Committee on Sources of Revenue Wituam B. Owen, President of Chicago Normal College, Chicago, Illinois, Chair- man. Joun H. Beverwce, Superintendent of City Schools, Omaha, Nebraska. C. P. Cary, Denoyer-Geppert &@ Co., Chi- cago, Illinois. NickoLtaus L. ENGELHARDT, Teachers Col- lege, Columbia University, New York City. Tuomas E. JoHNson, State Superintendent of Public Instruction, Lansing, Michigan. MARGARET NOONAN, 32 Waverly Place, New York University, New York City. Oxuivia Pounp, High School, Lincoln, Ne- braska S. D. SHANKLAND, Superintendent of the An- drews Ohio. Institute for Girls, Willoughby, WALTER R. Siwers, Superintendent of City Schools, Pocatello, Idaho. JoHn W. STUDEBAKER, Superintendent of City Schools, Des Moines, lowa. ARCHIBALD H. WATERHOUSE, Superintendent of City Schools, Fremont, Nebraska. Committee on Foreign Relations Aucustus O. THoMAS, State Superintendent of Public Schools, Augusta, Maine, Chair- man. CAROLINE ARMITAGE, 57 Madison Somerville, Massachusetts. PHILANDER P. CLAxToN, University of Ala- bama, University, Alabama. Apsige L. Day, Teachers College, Columbia University, New York City. W. K. Dwyer, Superintendent of Schools, Anacorda, Montana. James W. Gowans, Superintendent of City Schools, Winfield, Kansas. James F. Hosic, Professor Teachers College, New York City. J. W. SrTupEBAKER, Superintendent of City Schools, Des Moines, Iowa. ALBERT WILLIAMS, Lebanon, Tennessee. C. H. Wituiams, University of Missouri, Columbia, Missouri. ANNIE C. Woopwarp, High School, Somer- ville, Massachusetts. Street, City of Education, Columbia University, Committee on Salaries, Tenure, and Pensions D. B. Watpo, President of the State Normal College, Kalamazoo, Michigan, Chairman. Salaries Division Myra L. Snow, 4043 8th Street Seattle, Washington, Chairman. E. C. Brooks, State Superintendent of Public Instruction, Raleigh, North Carolina. J. M. Gwinn, Superintendent of City Schools, New Orleans, Louisiana. MARGARET HALEY, 127 Street, Chicago, Illinois. Errige McGrecor, The Leamington, Minne- apolis, Minnesota. Sara L. Ruopes, Principal Elementary School, Brooklyn, New York. N. E., North Dearborn Tenure Division HARLAN UppecraFrF, Professor of Educational Administration, University of Pennsyl- vania, Philadelphia, Pennsvlvania, Chair- man. EMMA Dacre, 333 Kearny Street, San Fran- cisco, California. GRACE S. ForSYTHE, 20 West 72d Street, New York City. SALLY HILL, Colorado. Davip B. JOHNSON, President of the Winthrop Normal and Industrial College, Rock Hill, South Carolina. 1364 St. Paul Street, Denver, Pensions Division PHILIP E. CARLSON, 2524 11th Avenue South, Minneapolis, Minnesota, Chairman. Francis G. Bair, State Superintendent of Public Instruction, Springfield, Illinois. JoHN W. Carr, Director of Physical Train- ing, Frankfort, Kentucky. AticE M. Cusack, Supervisor of Kinder- garten and Primary, Public Schools, Lin- coln, Nebraska. James Fercuson, Principal of the School, Chico, California. High 201 Committee on County Superintendents’ Problems Lee L. Driver, Director Rural Education, Instruction, Chairman. MINNIE D. BEAN, County Superintendent of Schools, Tacoma, Washington. J. L. Bonp, State Superintendent of Public Instruction, Little Rock, Arkansas. Mary Brapiey, County Superintendent of Schools, Georgetown, Kentucky. F. L. Browninc, Superintendent of Gibson County Schools, Trenton, Tennessee. MABEL CARNEY, Teachers College, Colum- bia University, New York City. H. B. Cuiirrorp, County Superintendent of Schools, Hartland, Maine. ALBERT §. Cook, State Superintendent of Schools, Baltimore, Maryland. A. F. HAarMAN, Superintendent of Mont- gomery County Schools, Montgomery, Ala- bama. MAriE TURNER HARVEY, Porter Rural School, Kirksville, Missouri. F. A. HATHAWAY, County Superintendent of Schools, Jacksonville, Florida. SapieE W. Hickey, Superintendent of Todd County Schools, Sioux Falls, South Dakota Mrs. A. H. HorrmMan, Superintendent of Polk County Schools, Des Moines, lowa. N. A. Houser, Superintendent of Madison County Schools, Madison, Nebraska. D. E. Martin, County Superintendent of Schools, Oakland, California. Epcar C. Pruitt, Superintendent of Sanga- mon County Schools, Springfield, Illinois ETHEL E. REDFIELD, State Superintendent of Public Instruction, Boise, Idaho. AGNES SAMUELSON, Superintendent of Page County Schools, Clarinda, Iowa. Mary SHiIpP SANDERS, Superintendent of Williamson County Schools, Georgetown, Texas. Evsige Toes, State Superintendent of Public Instruction, Phoenix, Arizona. May Trumpker, State Superintendent of Pub- lic Instruction, Helena, Montana. J. J. UNGER, Superintendent of Cumberland County Schools, Bridgeton, New Jersey. i BRENTON VEDDER, Superintendent of Clacka- mas County Schools, Oregon City, Oregon. of the Bureau of Department of Public Harrisburg, Pennsylvania, Committee on Character Education MILTON BENNION, Dean of the School of Education, University of Utah, Salt Lake City, Utah, Chairman. FANNIE FERN ANDREWS, Secretary of the American School Citizenship League, 405 Marlborough Street, Boston, Massachusetts. SARAH Louise ARNOLD, Newton Center, Massa- chusetts. Francis G. Bair, State Superintendent of Public Instruction, Springfield, Illinois. Mary D. BRADFoRD, 2603 Franklin Street, Wilmington, Delaware. W. A. BRANDENBURG, President of the State Normal School, Pittsburg, Kansas. J. E. Burke, Superintendent of City Schools, Boston, Massachusetts. IrA I. CAMMACK, Superintendent Schools, Kansas City, Missouri. CHARLES E. Cuapsey, Dean of the School of Education, University of Illinois, Urbana, Illinois. Acnes W. DOoHERTy, 2078 Summit Avenue, St. Paul, Minnesota. LorENzO D. Harvey, Principal of Stout Insti- tute, Menominee, Wisconsin. O.tve M. Jones, Principal of Public School No. 120, New York City. JouHn R. Kirk, President of Missouri State Teachers’ College, Kirksville, Missouri. T. A. Mort, Superintendent of City Schools, Seymour, Indiana. of City ets pe ait Stes} er Ts oe oe See Sa Co ne ar eee ee apeare 202 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION CarroLt G. Pearse, President of the State Normal School, Milwaukee, Wisconsin. J. W. Searson, Professor of English, Uni- versity of Nebraska, Lincoln, Nebraska. D. B. Wa.po, President of the State Normal School, Kalamazoo, Michigan. ANNA WILLSON, Superintendent of City Schools, Crawfordsville, Indiana. H. B. Wuson, Superintendent of City Schools, Berkeley, California. A. Duncan YoKuM, Professor of Educational Research and Practice, University of Pennsylvania, Philadelphia, Pennsylvania. Joint Advisory Committee of National Education Association and American Legion J. M. Gwinn, Superintendent of City Schools, New Orleans, Louisiana, Chairman. Linpsey BLayNey, Rice Institute, Houston, Texas. Amprose Cort, Principal of Public School No. 73, Brooklyn, New York. Wituiam M. Davipson, Superintendent of City Schools, Pittsburgh, Pennsylvania. Mary McSkimmon, Principal of Pierce School, Brookline, Massachusetts. HANFoRD Macniper, Commander of _ the American Legion, Indianapolis, Indiana. F. O. Norton, Drake University, Des Moines, lowa. ANNA M. Tipsets, Fargo College, Fargo, North Dakota. CHARL ORMOND WILLIAMS, President of the National Education Association, Memphis, Tennessee. Rosert H. Wricut, President of East Caro- lina Teachers’ Training School, Green- ville, North Carolina. Committee to Codperate with American School Citizenship League FLORENCE Case, President of the Indiana State Federation of Public School Teach- ers, Marion, Indiana, Chairman. J. Frep ANDERSON, 3917 Canon Street, Oak- land, California. J. B. Brown, State Superintendent of Public Instruction, Nashville, Tennessee. Grace A. Davis, 33 Jiroch Street, Muskegon, Michigan. EtHet M. GarpDNeR, President of the Mil- waukee Teachers’ Association, Milwaukee, Wisconsin. STELLA HERRON, 1933 Elysian Fields, New Orleans, Louisiana. MarcaretT P. Kay, City Public Schools, New York City. Committee of National Education Asso- ciation to Codperate with Children’s Bureau Mary D. BraprorD, 2603 Franklin Street, Wilmington, Delaware, Chairman. Susan M. Dorsey, Superintendent of City Schools, Los Angeles, California. Tuomas E. JoHNsON, State Superintendent of Public Instruction, Lansing, Michigan. Peter A. Mortenson, Superintendent of City Schools, Chicago, Illinois. Sam SLAWSON, Superintendent of City Schools, Bridgeport, Connecticut. S. E. Weber, Superintendent of City Schools, Scranton, Pennsylvania. < Editorial Council WituiamM C. Bacrey, Teachers College, Co- lumbia University, New York City. SARAH LouIsE ARNOLD, Newton Center, Massa- chusetts. C. W. Barpveen, formerly Editor of the “School Bulletin,’ Syracuse, New York. KATHERINE D. BLAKE, Principal of Public School No. 6, New York City. ANNIE WEBB BLANTON, State Superintendent of Public Instruction, Austin, Texas. B. R. BucKINGHAM, Department of Research, State University, Urbana, Illinois. KENYON L. BuTTERFIELD, President of the State Agricultural College, Amherst, Mas- sachusetts. ArTHUR H. CHAMBERLAIN, Editor of “Sierra Educational News,” San Francisco, Cali- fornia. Loretta M. CuestTer, Public School No. 3, New York City. Lorus D. CorFMAN, President of the Uni- versity of Minnesota, Minneapolis, Minne- sota. Susan M. Dorsey, Superintendent of City Schools, Los Angeles, California. Lee L. Driver, State Rural School Inspector, State House, Harrisburg, Pennsylvania. LAY D. SLINKER, president of the Department of Business Educa- tion of the National Education Associa- tion, and director of business education in the public schools of Des Moines, Towa. Juuia Futscu, Teacher, Tubman High School, Augusta, Georgia. Mary L. FuLkerson, Public Schools, Salem, Oregon. CARLTON H. Gipson, Superintendent of City Schools, Savannah, Georgia. FRANK P. Graves, New York State .Commis- sioner of Education, Albany, New York. Joun A. H. Keiru, President of the State Normal School, Indiana, Pennsylvania. James H. KeLvey, Secretary of the Pennsyl- vania Teachers’ Association, Harrisburg, Pennsylvania. VAUGHAN MacCaucuey, Superintendent of Public Instruction, Honolulu, Hawaii. T. J. McCormack, Superintendent of Schools, La Salle, Illinois. Joseph G. Masters, Principal of the High School, Omaha, Nebraska. L. H. MItnkeL, Superintendent of City Schools, Fort Dodge, Iowa. Jesse H. Newton, Superintendent of City Schools, Denver, Colorado. M. V. O’SHEA, Department of Education, State University, Madison, Wisconsin. May, 1922 a J. J. Perrijoun, Assistant to the Presiden University of Minnesota, Minneapolis Minnesota. ‘ Cuar_es F. Pye, Secretary of the lowa Edy. cation Association, Des Moines, lowa. H. W. Rockwe.., President of the State Normal School, Buffalo, New York. W. Carson RYAN, JR., Associate Editor of “School and Society” and Professor of Education, Swarthmore College, Swarth- more, Pennsylvania. J. W. Searson, Professor of English, Uni. versity of Nebraska, Lincoln, Nebraska. Georce L. Towne, Editor of the “Nebraska Teacher,” Lincoln, Nebraska. NinA C. VANDEWALKER, U. S. Bureay Education, Washington, District of Coly bia. CHARL ORMOND WILLIAMS, Superintendent of Shelby County Schools, Memphis, Tennes- see. H. G. Wituams, Editor of the “Ohio Teacher,” Columbus, Ohio. Acnes S. WINN, Assistant Secretary of the National Education Association, Washing- ton, District of Columbia. ” JoHN W. Wirtuers, Dean of the School of Education, New York University, New York City. of m- Commission on the Revision of Elementary Education MarcaretT S. McNaucut, State Commis- sioner of Elementary Schools, Sacramento California, Chairman. GEORGIA ALEXANDER, 520 North Audubon Road, Indianapolis, Indiana. Rusye A. Batre, Principal of the Merrick School, 25 North Belvidere, Memphis, Tennessee. Aspi—e L. Day, 525 West 120th Street, New York City. Sara H. Faney, 191 Lincoln Place, Brooklyn, New York. ; ANNA LAuRA Force, 216 Sherman Street, Denver, Colorado. THEDA GILDEMEISTER, State Normal School, Winona, Minnesota. FRANCES H. HARDEN, 1543 Sherwin Avenue, Chicago, Illinois. CLARK W. HETHERINGTON, 415 West 118th Street, New York City. OutveE M. Jones, Principal of Public School No. 120, 105 East 17th Street, New York City. Assy E. LANE, 6215 University Avenue, Chi- cago, Illinois. MariANNA Marcu, Child Culture School, Pine Street, Memphis, Tennessee. CARROLL G. PEARSE, President of the State Normal School, Milwaukee, Wisconsin. Payson SMITH, State Commissioner of Edu- cation, Boston, Massachusetts. LipA Lee Tatu, President of the Normal School, Towson, Maryland. Lewis M. ‘TERMAN, Stanford University California. EL1zaBETH A. Woopwarpb, University of State of New York, Albany, New York. Committee to Codperate with Federation of Women’s Clubs Mary C. C. BraprorD, 1735 Bellaire Street, Denver, Colorado, Chairman. SARAH LouisE ARNOLD, Simmons College, Boston, Massachusetts. Mamie S. BASTIAN, 812 Bell Avenue, Hous- ton, Texas. Mrs. J. D. Brown, Memphis, Tennessee. AnNiE L. Grirrey, Supervisor of Primary Schools, Little Rock, Arkansas. BELLE M. RYAN, Assistant Superintendent of Schools, Omaha, Nebraska. Maup ScHWALMEYER, Florida State College for Women, Yallahassee, Florida. Ro J Vol. Il, No. 5 a ——————— Committee cn Financing Delegates to the Representative Assembly CorNELIA S. ADAIR, Treasurer of the Na- tional Education Association, Box 24, Wil- liamsburg, Virginia, Chairman. E. C. Brooks, State Superintendent of Public "Instruction, Raleigh, North Carolina. : W. Craptree, Secretary of the National ‘Education Association, 1201 16th Street, Washington, District of Columbia. Acxes E. DoueRTY, Central High ~ St. Paul, Minnesota. Harriet GAYMAN, rots West Colorado Ave- nue, Colorado Springs, Colorado. Outtve M. JONES, Principal of Public School No. 120, New York City. E_sig MAXAM, 1132 North Oakes Street, Ta- coma, Washington. JosEPHINE C. Preston, State Superintendent of Public Instruction, Olympia, Washing- ton. Cuarves F. Pye, Secretary of the lowa State Teachers Association, 407 Youngerman Building, Des Moines, lowa. School, Joint Committee on Health Problems in Education Tuomas D. Woop, Columbia University, 525 West 120th Street, New York City, Chair- man. Ropert J. ALEY, President of Butler College, Indianapolis, Indiana. KATHERINE D. BLake, Principal of Public School No. 6, New York City. Mary C. C. BRADFORD, 1735 Bellaire Street, Denver, Colorado. WituiamM H. BurNHAM, Clark Worcester, Massachusetts. FLETCHER B. Dressiar, George Peabody Col- leae for Teachers, Nashville, Tennessee. Apa VAN STONE Harris, Superintendent of Elementary Instruction, Pittsburgh, Penn- sylvania. CLARK W. HETHERINGTON, State Supervisor of Physical Education, Sacramento, Cali- fornia. Joun P. KEATING, Superintendent of City Schools, Pueblo, Colorado. Cuartes H. Keyes, President of the Skid- more School of Arts, Saratoga Springs, New York. Marcaret S. McNaucut, State Commissioner of Elementary Schools, Sacramento, Cali- fornia. WituiaM B. Owen, President of the Chicago Normal School, Chicago, Illinois. JOSEPHINE CorLiss Preston, State Superin- tendent of Public Instruction, Olympia, Washington. Joun J. Ticert, United States Commissioner of Education, Washington, D. C. Atpert E. Winsuip, Editor of the “Journal of Education,’ Boston, Massachusetts. Ira CoucH Woop, Director of the Elizabeth McCormick Memorial Fund, Chicago, Illi- nois. University, Committee on Problems of High School Libraries C. C. Certain, Assistant Principal of North- western High School, 7450 Woodward Avenue, Detroit, Michigan, Chairman. W. W. BisHop, Librarian of the University of Michigan, Ann Arbor, Michigan. EMMA J. Breck, Head of Department of English, University High School, Oakland, California. FRANK IrvING Cooper, National Education Association Committee on Schoolhouse Planning and Construction, Yoston, Massa- chusetts. Jesse B. Davis, College of Education, Yale University, New Haven, Connecticut. James F. Lucy E. Fay, Carnegie Library School, Pitts- burgh, Pennsylvania. Mary E. HALL, Librarian of the Girls’ High School, Brooklyn, New York. R. T. Harcreaves, Central St. Paul, Minnesota. H. A. Houutsrer, State High School Visitor, University of Illinois, Urbana, Illinois. Water G. Hoop, Principal of Gilbert High School, Winsted, Connecticut. FLoRENCE Hopkins, Librarian of the Central High School, Detroit, Michigan. : Hosic, Professor of Teachers College, Columbia New York City. Witus H. Kerr, Librarian of the Kansas State Normal School, Emporia, Kansas. CLARENCE KINGSLEY, State Supervisor of Secondary Education, Boston, Massachusetts. ELIzABETH KNaApp, Head of Children’s De- partment, Public Library, Detroit, Michigan. High School, Education University, H. T. STEEPER, president of the * Department of Secondary Ed- cation of the National Education Asso- ciation and principal of the West High School, Des Moines, Iowa. HANNAH Logasa, Librarian of School of Edu- cation, University of Chicago, Chicago, Illinois. ELLA Morcan, Librarian of the Lincoln High School, Los Angeles, California. EpDNA Pratt, Librarian of the Public Library, Passaic, New Jersey. H. O. Severance, Librarian of the University of Missouri, Columbia, Missouri. BessiE SARGEANT SMITH, Supervisor of Branches, Public Library, Cleveland, Ohio. Mary Sutiivan, Department of English, Schenley High School, Pittsburgh, Penn- sylvania. FRANK K. Water, Librarian of the Univer- sity of Minnesota, Minneapolis, Minne- sota. MARTHA Witson, Librarian of the Public Library, Springfield, Illinois. HARRIET Woop, State Supervisor of Libraries, Department of Education, St. Paul, Min- nesota. Illiteracy Commission Cora WILson STEWART, l'rankfort, Kentucky, Chairman. Mary C. C. BraprorD, 1735 Bellaire Street, Denver, Colorado. Joun H. Finiey, “New York Times,’ JOSEPHINE C., THe JourNnat oF THE NATIONAL EpUCATION ASSOCIATION 203 M. L. Brirrain, State Superintendent of Pub- lic Instruction, Atlanta, Georgia. ARTHUR H. CHAMBERLAIN, Editor of the “Sierra Educational News,” San Francisco California. JoHN V. Conway, State Superintendent of Public Instruction, Santa Fe, New Mexico. THOMAS E. FINEGAN, State Superintendent of Public Instruction, Harrisburg, Pennsyl- vania. New York City. WIL Lou Gray, Supervisor of Columbia, South Carolina. Tuomas E. JoHnson, State Superintendent of Public Instruction, Lansing, Michigan. MINNIE J. NIELSON, State Superintendent of Public Instruction, Bismarck, North Da- kota. 1dult Schools Preston, State Superintendeni of Public Instruction, Olympia, Washing- ton. Aucustus O. Tuomas, State Superintendent of Public Instruction, Augusta, Maine. Committee to Codperate with Conferences on the Limitation of Armaments Hucu S. Maciiu, Field Secretary of the Na- tional Education Association, Washington, District of Columbia, Chairman. KATHERINE D. BLAKE, Principal of Public School No. 6, ror West 8sth Street, New York City. J. A. C. CHANDLER, President of the College of William and Mary, Williamsburg, Vir- ginia. Commission on CoGérdination of Research Agencies jJessE H. NEwLon, Superintendent of City Schools, Denver, Colorado, Chairman. WILLIAM C. Bac.ey, Professor of Education, Teachers College, Columbia University, New York City. ANNIE WEBB BLANTON, State Superintendent of Public Instruction, Austin, Texas. FRANKLIN Bossitt, Professor of School Ad- ministration, University of Chicago, Chi- cago, Illinois. Mary D. BRADFORD, 2603 Wilmington, Delaware. Tuomas H. Briccs, Professor of Education, Teachers College, Coumbia University New York City. B. R. BucKINGHAM, Director of Bureau oj Educational Research, Ohio State Univer- sity, Columbus, Ohio. C. P. Cary, Denoyer-Geppert Co. Illinois. Lotus D. CoFFMAN, President of the Univer- sity of Minnesota, Minneapolis, Minnesota. Jess1E E. CoLBurn, Principal of Public School No. 61, New York City. ALBERT S. Cook, State Superintendent of Schools, Baltimore, Maryland. SruarT A. Courtis, Director of Instruction and Teaching Training, Detroit Public Schools, Detroit, Michigan. J. G. Crappe, President of the State Teach- ers’ College, Greeley, Colorado. Virci E. Dickson, Director of Research and Guidance, City Schools, Oakland, Cali- fornia. James W. Gowans, Superintendent of City Schools, Winfield, Kansas. WaLTeR A. Jessup, President of the State University of Iowa, lowa City, lowa. PHEeBE E. Martuews,,. High School, Somer- ville, Massachusetts. GEORGE MELCHER, Assistant Superintendent of Schools, in Charge of Research, Kansas City, Missouri. FRANK G. PICKELL, Assistant Superintendent of City Schools, Cleveland, Ohio. Franklin Street, Chicago, nats tay A fread 5a in. J + att aa o> deen eioemrorarerat tare 4 Sand aca. ee — — I BESS Fie En a ae 204 THE JOURNAL oF THE NATIONAL EpUCATION ASSOCIATION Epwin L. Rouse, Superintendent of Schools, Scottsbluff, Nebraska. CuHaRLes E. Rucu, Professor of Education, University of California, Berkeley, Cali- fornia. W. F. Russeit, Dean, College of Education, State University of lowa, lowa City, lowa. J. W. Srupesaker, Superintendent of City Schools, Des Moines, lowa. W. W. Tueisen, Director of Reference and Research, Public Schools, Cleveland, Ohio. Joun W. Wiruers; Dean of the School of Education, New York University, New York City. Mary L. FuULKERSON, County Superintendent of Schools, Salem, Oregon. Committee on Racial Well-Being HELEN C. PutnaM, M. D., Providence, Rhode Island, Chairman. Mary C. C. BRADFORD, 1735 Bellaire Street, Denver, Colorado. SusaAN MILier Dorsey, Superintendent of Schools, Los Angeles, California. Carro_t G. PEARSE, President of the State Normal School, Milwaukee, Wisconsin. FLETCHER B. Dresstar, Professor of School Hygiene, George Peabody College for Teachers, Nashville, Tennessee. Rural School Committee of the National Council of Education Joun F. Sims, President of the State Normal School, Stevens Point, Wisconsin, Chair- man, is working on Teacher Training and Rural Demonstration Schools. CARTER ALEXANDER, Teachers College, Co- lumbia University, New York City, is working on drousing Sentiment for Better Rural Schools. Sam A. Baker, State Superintendent of Pub- lic Instruction, Jefferson City, Missouri, is working on Certification. ADELAIDE STEELE BAYLOR, Federal Agent for Home Economics, Washington, District of Columbia, is working on Consolidation. AMALIA M. BenotTson, County Superintendent of Schools, Olivia, Minnesota, is working on Rural Health and Sanitation. SAMUEL S. Brooks, District Superintendent of Schools, Silver Lake, New Hampshire, is working on Tests and Measurements. Macy CAMPBELL, State Teachers College, Cedar Falls, Iowa, is working on Rural Community Recreation and Social Life. CATHERINE Cook, Bureau of Education, Washington, District of Columbia, is work- ing on Rural School Surveys. Frep D. Cram, State Teachers’ College, Cedar Falls, lowa, is working on Tests and Measurements. Lee L. Driver, Director of the Bureau of Rural Education, State Department of Pub- lic Instruction, Harrisburg, Pennsylvania, is working on Grounds and Buildings. Haroitp W. Focut, President of the Northern Normal and Industrial School, Aberdeen, South Dakota, is working, on Rural School Curriculum. Linn#us N. Hines, President of the State Normal School, Terre Haute, Indiana, is working on A More Effective Administra- tion and Taxing Unit. EpirH A. LatHrop, Bureau of Education, Washington, D. C., is working on Stand- ardization of Rural Schools. Jasper L. McBrien, Rural Department, State Normal School, Terre Haute, Indiana, is working on Arousing Sentiment for Better Rural Schools. , N. C. McDonatp, Ohio State University, Columbus, Ohio, is working on Standardi- zation of Rural Schools. JoHN C. MuerRMAN, Bureau of Education, Washington, District of Columbia, is work- ing on Consolidation. O. W. NEALE, State Normal School, Stevens Point, Wisconsin, is working on Rural Community Recreation and Social Life. JOSEPHINE C. Preston, State Superintendent of Public Instruction, Olympia, Washington, is working on Rural Health and Sanitation. GRACE SHEPHERD, State Teachers College, Marysville, Missouri, is working = on Grounds and Buildings. Reviewing Committee of the Commission on the Reorganization of Second- ary Education CLARENCE D. KINGSLEY, State Supervisor of Secondary Education, Boston, Massachusetts, Chairman. Tuomas H. Briccs, Professor of Secondary Education, Teachers College, Columbia University, New York City. Otis W. CaALpweLL, Director of Lincoln School, and Professor of Education, Teach- ers College, Columbia University, New York City. HENRIETTA CALVIN, United Sta:es Bureau of Ed- ucation, Washington, District of Columbia. PHILANDER P. CLAxTon, University of Ala- bama, University, Alabama. Jessie B. Davis, Supervisor of Secondary Education, Hartford, Connecticut. J. J. Divcoct, Professor of Secondary Edu- cation, George Peabody College for Teach- ers, Nashville, Tennessee. Witt Earnart, Director of Music, Pitts- burgh, Pennsylvania. RoyaL B. Farnum, Principal of Massachu- setts Normal Art School, Boston, Massa- chusetts. WALTER E. Foster, Stuyvesant High School, New York City. Witson H. HeENperson, Major, Sanitary Corps, War Department, United States Army. CHEESMAN A. Herrick, President of Girard College, Philadelphia, Pennsylvania. James F. Hosic, Professor of Education, Teachers College, Columbia University, New York City. ALEXANDER INGLIS, Professor of Secondary Education, Harvard University, Cam- bridge, Massachusetts. Tuomas J. Jones, Director, Phelps-Stokes Foundation, New York City. WiLuiAM H. KiLpatrick, Professor of Edu- cation, Teachers College, Columbia Uni- versity, New York City. FRANK M. Leavitt, Associate Superintend- ent of Schools, Pittsburgh, Pennsylvania. James H. McCurpy, Director of Normal Courses of Physical Education, Inter- national Young Men’s Christian Associa- tion College, Springfield, Massachusetts. EpwWARD MANLey, Englewood High School, Chicago, Illinois. HENRY NEUMANN, Ethical Culture School, New York City. WILLIAM ORR, Senior Educational Secretary of the International Young Men’s Chris- tian Association, 347 Madison Avenue, New York City. WILLIAM B. OweEN, Principal of the Chicago Normal College, Chicago, Illinois. JosrpH S. Stewart, Professor of Secondary Education, University of Georgia, Athens, Georgia. A. V. Storm, Professor of Agricultural Edu- cation, University of Minnesota, St. Paul, Minnesota. Mito H. Sruart, Principal of the Arsenal Technical High School, Indianapolis, Indiana. H. L. Terry, State Supervisor of Secondary Education, Madison, Wisconsin. Committee on Standardization of School- House Planning and Construction FRANK IrvING Cooper, Architect, Boston, Massachusetts, Chairman. May, 1922 “ James O. BETELLE, Architect, Guilbert » Betelle, Newark, New Jersey. os CuHarLes E. Cuapsty, Dean of the Colle of Education, University of Illinois, ty bana, Illinois. S. A. CHALLMAN, State Commissioner School Buildings, Department of Educ tion, St. Paul, Minnesota. J. J. Donovan, Architect, City of Oakland Oakland, California. , ROWLAND Hayes, Director of the Cleveland Recreation Council, Cleveland, Ohio. CLARENCE D. KINnGsLey, State Supervisor of Secretary Education, Boston, Massachusetts. W. R. McCormack, Architect, Board of Edy. cation, Cleveland, Ohio. . James H. McCurpy, Director of Inter. national Young Men’s Christian Associa. tion College, Springfield, Massachusetts, F. A, NARAMORE, Architect, Board of Educa- tion, Seattle, Washington. DwicHT H. Perkins, Architect, Perkins, Fel. lows & Hamilton, Chicago, Illinois, S. L. SmitH, Chamber of Commerce, Nash- ville, Tennessee. C. B. J. SNyDER, Architect of the New York City Board of Education, New York City. GeorGe D. STRAYER, Professor of Educational Administration, Teachers College, Colum- bia University, New York City. of a- Committee on Thrift Education ARTHUR H. CHAMBERLAIN, Secretary of the California Education Association, Flood Building, San Francisco, California, Chair- man. L. R. ALDERMAN, Educational Division, Navy Department, Washington, District of Co- lumbia. J. A. BEXELL, 716 Jefferson Street, Corvallis, Oregon. KATHERINE 1). BLAKE, Principal of Public School No. 6, New York City. Harry R. DANieL, Straus Building, 565 sth Avenue, New York City. CLARENCE H. Dempsey, Commissioner of Education, Montpelier, Vermont. Epwarp C. Exvuiott, Chancellor of State Uni- versity, State Capitol, Helena, Montana. Apa VANSTONE Harris, Director of Ele- mentary Practice Teaching, Public Schools, Pittsburgh, Pennsylvania. FreD M. Hunter, Superintendent of City Schools, Oakland, California. CHARLES H. Keyes, Superintendent of Public Schools, Barrington, Rhode Island. WILLIAM B. Owen, President of the Chicago Normal College, Chicago, Illinois. JosePpHINE C. Preston, State Superintendent of Public Instruction, Olympia, Washington. Homer H. Seertey, President of the Iowa State Teachers College, Cedar Falls, lowa. S. W. Straus, Straus Building, 565 5th Ave- nue, New York City. Arpert E. Winsuip, Editor of the “Journal of Education,” Boston, Massachusetts. Committee on Visual Education Ira B. Busu, Superintendent of City Schools, Erie, Pennsylvania, Chairman. ELIZABETH BRECKINRIDGE, Louisville Normal School, Louisville, Kentucky. MaysetL G. Busu, Supervisor of Ciy Grades, Madison, Wisconsin. Ernest L. CRANDALL, Director of Lectures, Board of Education, New York City. CuHaRLoTTE KoHN, 1426 State Street, La Crosse, Wisconsin. Hersert S. Weet, Superintendent of Cily Schools, Rochester, New Yorsé. Howarp ©. Wexty, Principal of Fruiteale School, Oakland, California. : Ina Lee Woopy, Principal of Hamilton School, St. Louis, Missouri. — to Ge le. ral y ic Vol. 11, No. > THe JourNAL OF THE NATIONAL EpucaATion Association 205 Books for Visitors to Boston and New England HE THOUSANDS of teachers who visit Beston next July will expect to take home with them something of the rich liter- ary and historic atmosphere of New Eng- land. The wealth of interesting places and associations is so great that the person who prepares in advance for the things that he wishes to see, will add greatly to the profit of his trip. The following list of books was prepared especially for the JOURNAL by Mr. Frank H. Chase, Reference Librarian of the Boston Public Library. Teachers may bor- row these books from their local or county libraries or from secretaries of State Library Commissions. It will pay those who are planning to attend the meeting to buy one or two of the titles listed—perhaps one guide book, The Book of Boston by Shackleton, or Sargent’s Handbook of New England. Boston There are four good guide books of Bos- ton, each having its particular value. Boston: a Guide Book. Ginn & Co. 1922. 205 Bacon, Epwin M. Revised Edition. pp. 50c. Rano, MacNatty & Co. Rand, MacNally Boston Guide. Chicago. 1919. 124 pp. 50c. SwiFT, LinpsAy. Literary Landmarks of Boston. Bost. Houghton Mifflin Co., 1903. 58 pp. 25c. Bacon, Epwin M. Walks and Rides in the Country Round About Boston. Bost. Houghton Mifflin Co., 1898. 418 pp. $1.25. The first of these is the best general guide to Boston and vicinity, by a man whose life was spent in the study of the subject. It covers everything of interest and importance in a wholly trustworthy way. The second has the advantage of being up-to-date and is finely illustrated. The third is a unique and practically exhaustive guide to points of literary interest in and about Boston. For the visitor who is spending considerable time in the neighborhood of Boston an ex- cellent guide is Walks and Rides. This little book, which was published for the Appalachian Mountain Club, covers thirty- six towns and cities within a radius of twelve miles from the State House, and forms an admirable manual for the leisurely visitor who cares to know intimately the points of historic, literary and scenic interest in the country around Boston. To these should be added two books of a less formal character: SHACKLETON, ROBERT. The Book of Boston. Phila. Penn Publishing Co., 1916. 332 pp. $3.50. Bacox, Epwin M. Rambles Around Old Boston. Bost. Little, Brown & Co., 1914. 205 pp. $3.50. Of these two books Shackleton’s is a de- lightfully spicy account of Boston and _ its life, as seen by a bright Philadelphia jour- nalist ; it is wonderfully suggestive, and is easily the most interesting book about Bos- ton. In the Rambles, Mr. Bacon touches sympathetically many quaint or romantic points of the Boston which he knew so well; the book is illustrated with drawings by Lester G. Hornby. Ihe best popular history of Boston is: Howe, M. A. pe Wore. Boston, the Place and the People. N. Y. Macmillan Co., 1903. 397 pp. $2.50. This is a systematic account of the de- velopment of Boston’s life, well illustrated. ‘The most interesting period in Boston's history is ably and interestingly described in FRENCH, ALLEN. The Siege of Bosion. N.Y. Macmillan Co., 1911. 450 pp. $2.5v. This recounts all the military facts of the Revolutionary period in Boston. Delightful sidelights on the life of Boston in two successive periods of its history are shed by Miss Mary C. Crawford's chatty vol- umes, all of which are very fully illustrated: Crawrorp, Mary C. St. Botolph’s Town. An Account of Old Boston in Colonial Days. Bost. Page & Co., 1908. 365 pp. $2.50. Old Boston Days and Ways, from the Dawn of the Revolution Until the Town Became a City. Bost. Little, Brown & Co., 1909. 463 pp. $3. New England Ihe one indispensable book for visitor to New England is: SARGENT, Porter E. Handbook of New Eng- land, 1922. Bost. 1922. 927 pp. $3. This is the best guide which has yet been published for any large section of the United States. It describes all the important motor routes and gives adequate accounts of prac- tically everything noteworthy in New Eng- land, from the point of view of historical and literary interest and of scenic beauty. The book is crammed with picturesque inci- dents and stories, and is an ideal traveling companion. every Less formal guides will be found in: Have, Louise Crosser. We Discover New England. N.Y. Dodd, Mead & Co., 1915. 314 pp. $2.50. JoHNson, CuLiFTON. Highways and Byways of New England. N. Y. Macmillan Co., 1915. 299 pp. $2.25. These books touch their subjects lightly. Each treats of New England from a fresh and personal point of view. The first, il- lustrated by the author’s husband, whimsi- cally recounts the adventures of a motor trip around and across New England; the sec- ond is primarily an attempt at rendering local flavor. The most interesting book of New England history is still FiskE, JOHN. Beginnings of New England. Bost. Houghton Mifflin Co., 1889. 296 pp. $2.50. This book, a master’s description of the first century of New England history, is too well-known to need further comment. Be- side Fiske must now be placed Apams, James F. The Founding of New England. Bost. Atlantic Monthly Press, 1921. 482 pp. $4. This history, which is at once vivid, com- prehensive, and scholarly, is the latest work on New England origins, embodying many important results of recent investigation. For the more local aspects of history two good books are: PoweELL, LYMAN P., editor. of New England. N. Y. Historic Towns Putnam, 1898 599 pp. $5. NorTHEND, Mary H. Historic Homes of New England. Bost. Little, Brown & Co., 1914. 274 pp. $3.50. The first of these is made up of chapters on some fifteen towns, each written by a competent authority. The second tells the romantic story of twenty-two famous houses, and is admirably illustrated. A comprehensive account of New Eng- land and its resources as they looked before the war is: FRENCH, GeEorRGE, editor. New Englana What it is and What it is to be. Bost. Chamber of Commerce, 1911. 431 pp. $2 This volume is made up of chapters by specialists in various fields, describing the more practical aspects of New England and its possibilities. Special Topics 1. Plymouth and the Pilgrims BURBANK, ALFRED S. mouth. Plymouth. pp. 5c. The one good Plymouth guide. AppisON, ALBERT C. The Romantic Story o} the Mayflower Pilgrims. Bost. Page & Co., 1918. 214 pp. $2.50. CRAWFoRD, Mary C. IJ the Pilgrim Fathers. Bost. Co., 1920. 331 pp. $3. Lorp, ARTHUR. Plymouth and the Pilgrims. Bost. Houghton Mifflin Co., 1920. 178 pp. $1.50. UsHER, ROLAND G. History. N. Y. 310 pp. $2. Of these four books on the history of the Pilgrims, Mr. Addison's is chiefly valuable for its illustrations; Miss Crawford’s is a chatty account of the Pilgrim adventure, in England, Holland, and America; Mr. Lord’: is brief, but most suggestive; and Mr. Usher's is an orderly rendering of the story of the Plymouth Colony by an historian of repute. Guide to Historic Ply Burbank, 1917. 96 Days Oo; the Little, Brown & The Pilgrims and Thet Macmillan Co., 1918 2. Harvard University HARVARD MemoriaL Society. Official Guide to Harvard University. 5th Edition. Cam- bridge. The University Press, 1917. 194 pp. 50c. GARDINER, JOHN H. Harvard. N. Y. Ox- ford University Press, 1914. 333 pp. $2. The first of these books is a full and ade- quate guide to all departments of the uni- versity. Mr. Gardiner’s book is a history and description, in which the story of the university is given in a good deal of detail. 3. Cape Cod Banos, Mary R. Old Cape Cod: the Land, the Men, and the Sea. Bost. Houghton Mifflin Co., 1920. 298 pp. $3.50. BRIGHAM, ALBERT P. Colony. N. Y. $3.50. PraTtT, AGNES Epwarps. and Old. Bost. 1918. 239 pp. $2. All these books are excellent accounts of the most picturesque part of Massachusetts. The first is perhaps the most comprehensive for one who wants to get a complete idea of the Cape and its life. Mr. Brigham’s book Cape Cod and the Old Putnam, 1920. 284 pp. Cape Cod, Nex Houghton Mifflin Co., 206 ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1922 is written from a geologist’s point of view, but is also sufficient on the historic side. “Agnes Edwards’” volume is somewhat slighter in scope, but a delightfully chatty account of each of the Cape Cod towns. It is supplemented by Pratt, AGNes Epwarps. The Old Coast Road from Boston to Plymouth. Bost. Houghton Mifflin Co., 1920. 232 pp. $2.50. This volume covers the coast towns be- tween Boston and Plymouth in the same way in which the preceding volume treats the towns on Cape Cod. 4. White Mountains APPALACHIAN MountTAIN CLuB. Guide to the Paths and Camps in the White Moun- tains. 4th Edition. Bost. 1920. 469 pp. $2.75. KILBOURNE, FrepericK W. Chronicles of the White Mountains. Bost. Houghton Mifflin Co., 1916. 467 pp. $3. The Appalachian guide is the official book on the White Mountains; no one should undertake a tramp in the mountains without it. It is everything that a mountain guide book should be, and is supplied with ad- mirable maps showing all the trails and paths. The “Chronicles” is an interesting account of the history of the mountains, and contains many exciting stories. 5. Towns of Special Interest FRENCH, ALLEN. Old Concord. Bost. Lit- tle, Brown & Co., 1915. 198 pp. $3. This is an interesting account of the his- toric events and literary personalities which have made Concord famous. The book is delightfully illustrated by Lester G. Hornby. Essex Institute. Visitors’ Guide to Salem. Salem. The Institute, 1922. 160 pp. 75c. This is both a history and a guide book. It provides all the knowledge necessary for understanding the significance of Salem in the life of America. Martin, Georce H. The Evolution of the Massachusetts Public School System. N.Y. Appleton & Co., 1915. 284 pp. $2. This is a careful account of the develop- ment of education in Massachusetts, which is fundamental in the history of American education. The Teachers College Movement HE RAPIDLY growing movement to convert two-year normal schools into four-year teachers’ colleges is sound in policy and should be encouraged by all the friends of public education. These are the conclusions reported to the National Council of the National Education Association at its meeting in Chicago, February 27, 1922, by its Com- mittee on Teachers’ Colleges. Under the chairmanship of President Charles McKenney, of the Michigan State Nor- mal College, Ypsilanti, the Committee included Dr. William C. Bagley, of Teachers’ College, Columbia Univer- sity; President David Felmley, of Nor- mal University, Normal, Illinois; Presi- dent W. A. Jessup, of the State Uni- versity of Iowa, Iowa City; President John R. Kirk, of the Missouri State Teachers’ College, Kirksville; and President Robert H. Wright, of Teach- ers’ Training School, Greenville, North Carolina. The two main objectives of the study were: 1. To discover the scope of the teach- ers’ college movement, i. e., to what ex- tent normal schools are advancing in rank to teachers’ colleges. 2. To gather data which would re- veal the practices and standards obtain- ing in teachers’ colleges and their rela- tions to practices and standards generally accepted in college and university circles. The Committee reached the following conclusions : 1. In the opinion of this committee the teachers’ college movement is sound in policy. The normal schools began as secondary schools with a professional purpose. As public education progressed they advanced to the rank of junior col- leges and with the further progress of public education it is perfectly natural that they should develop into profes- sional colleges. This development is in complete harmony with the general ad- vancement of organized education. Moreover, it is a necessity if we are to have a body of trained teachers with a professional attitude toward their work. Especially is it important that we should have teachers’ colleges in view of the disposition of teachers in service to con- tinue their education. Thousands of such teachers find the work offered by the teachers’ colleges during the sum- mer session their greatest single oppor- tunity for academic and professional ad- vancement. 2. The teachers’ college movement is still in the experimental stage. While a few institutions have established them- selves firmly in the college field and have received general recognition for their work, probably three fourths of the so- called teachers’ colleges are just advanc- ing to senior college rank. It will take a number of years for them to establish their ————______* courses, increase their attendance, and standardize their work on a college basis, 3. The movement should receive en- couragement from all friends of public education. Legislatures which have been responsible for the legal enact. ments which have created these teach. ers’ colleges should back them up finan. cially and make it possible for them to develop a physical plant and the faculties necessary for the work which they have been authorized to undertake. 4+. The universities should evince coéperative spirit toward the teachers’ college movement. In the great work of education there is room and glory for all. The universities will find their re- sources taxed to the limit to care for those who desire to enter their doors, Any spirit of rivalry or over-zealous competition between the educational institutions of a State should cease. The universities and the teachers’ colleges should be colleagues and firm friends in advancing the interests of within their respective States. 5. The normal schools which advance to the rank of teachers’ colleges should take the name college. It is idle to ask what is in a name, for there is much in a name. In public thinking the term “school” is applied to an institution be- low college rank. The name “college” has an appeal which the name “normal school”’ does not have, and as soon asa normal school is authorized to take up senior college work it should take the name indicative of its rank. 6. The teachers’ colleges should ad- dress themselves to the task of stand- ardization. education If they are to be colleges in name they should be colleges in fact. This means that for the entrance re- quirements, student’s load, content of courses, academic preparation of faculty, faculty load, number of weeks’ teaching a year, et cetera, they should “square” with college standards. Teachers’ col- leges may never hope to have the respect and recognition of the colleges and uni- versities and the public in general until this task of standardization is achieved. 7. And as aid to this standardization, the committee suggests that a more de- tailed study be made of the organization and administration of teachers’ colleges and of the content of the course of study, such report to be made by the present committees or by some other committee authorized for that particular purpose. The complete report of the committee will appear in the Association’s PROCEED- INGS in October. Vol. pects popu jure! befo: form anal that cine, son phile bral His Ca) criti in | som left tem Der gro spe Pov Im| sid rea EL tio! an inc sid Di an an ea H th THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION GUIDE TO NEW BOOKS’ ——— BriLL, ABRAHAM ARDEN. Fundamen- tal conceptions of psychoanalysis. N. Y. Harcourt, 1921. 344 p. $2.50. Brill refuses to exploit the sensational as- "pects of psychoanalysis. He makes most popularizers of the subject look like con- jurers elaborately putting up their sleeves before startling their audience. Brill per- forms a real service in telling what psycho- analysis can not do. He makes you realize that it is a method and not a patent medi- cine, “in fine, it cannot make a normal per- son out of an idiot, and it does not give a philosophy of life to a person who has not brains enough to formulate one himself.” His terminology is simple. Saturday pa- pers, from the Literary review; the first volume of selections from the Literary review of the New York evening post, by Henry Seidel Canby, William Rose Cansy, HENRY SEIDEL. essays on literature Benét, Amy Loveman. N.Y. Mac- millan, 1921. 133 p. $l. These essays by three professional literary critics will be helpful to the average reader in helping him to clarify and arrange the sometimes confused and chaotic impressions left by the bewildering diversity of con- temporary literature. Devine, Epwarp ‘THomas. _ Social work (Social welfare library). N. Y. Macmillan, 1922. 352 p. $3. A study of the whole field of social work grouped under the heads: Introductory, with special chapter on the Standard of Life— Poverty—Disease and _ disability—Crime— Improvement of conditions—General con- siderations. For the student and general reader. Trading with Eldridge, jr. 1921. 474 p., EvpripGr, FRANK R. Asia, by Frank R. N. Y. Appleton, map. $3.50. Designed as a textbook, with test ques- tions following each chapter, but useful for anyone wishing a better understanding of industrial conditions in the Orient. Con- siders the countries of Asia in four groups: China and Japan—The Philippines and the Dutch East Indies—British India, Burma, and Ceylon—Malaysia, French Indo-China, and Siam; with separate bibliography for each group. Hermon, Louis. Maria Chapdelaine; tr. by W. H. Blake. N. Y. Mac- millan, 1921. 288 p. $2. A quiet book, with scarcely more action than Gray’s Elegy, yet holding the attention + by the poetic beauty of its description and characterization, delineating with truth and simplicity the pathetic story of Maria, the life of the Canadian pioneer, the loneliness, privations, and hard labor. Briefly, Maria’s lover is lost in a snow storm, and she comes to hate the wild dreariness of the encroach- ing forests and unceasing toil of the pioneer woman’s life, but later when an opportunity opens the way for her escape, she decides to stay with her people in the primitive en- vironment of which she is a part. HiccInson, Henry Lee. Life’ and letters of Henry Lee Higginson, by Bliss Perry. Bost. Atlantic monthly, 1921. 557 p., illus. $4. Not a thrilling biography but one of sim- ple kindliness, revealing a sensitive nature with wide, generous impulses whose talents were used invariably for the pleasure of those about him, winning him to friendship of many well-known people whose activities have been sympathetically written into a pleasing account. The founding of the Bos- ton symphony orchestra and its maintenance for many years was one of his best loved benefactions. Heroes of liberty. 1921. HUMPHREY, GRACE. Indianapolis. Bobbs-Merrill, 298 p., illus. $1.50. The inspiring stories of twenty-two heroes of sixteen countries who devoted themselves to the cause of liberty. Some are well- known figures of history, others are little known. A bibliography and index add to the value of the book. The story of and LENNES, NELS JOHANN. Columbus, by N. J. Paul C. Phillips. Phil. Lippincott, 1921. 168 p., illus., maps. $1.25. An interesting simple biography in sup- plementary-reader form. Accurate and complete, with many excellent maps and il- lustrations. For fourth to sixth-grade chil- dren. Lennes A new con- a MacDona.p, WILLIAM. stitution for a new America. Huebsch, 1921. 260 p. $2. An extremely interesting, thoughtful, and clearly presented argument for a complete revision of the constitution to suit the present 1Titles and notes selected from the March Booklist of the American Library Associa- tion, 78 East Washington Street, Chicago, Illinois, by some members of the senior class of the Library School of the New York Pub- lic Library, under the direction of Miss Margaret Jackson, supervisor of advanced courses. Teachers may borrow these books from their local public or county libraries. A selection of the best books listed in The Booklist during 1921, published in pamphlet form, may be had from the American Li- brary Association for twenty-five cents. 207 needs of the country; likely to provoke much discussion between the stanch upholders of the constitution in its present form and those who agree with the author that it is out- grown and inflexible, entirely unsuited, in spite of numerous amendments, to situations which could never have been foreseen by its framers. Manners and conduct in school and out, by the deans of girls in Chicago high schools. Bost. Allyn & Bacon, 1921. 28 p. 40c. Definite rules of good breeding for boys and girls of high-school age. Classified by place and occasion, rules to be observed in the street, the classroom, lunch room, duty to your hostess, table manners. PENNELL, JOSEPH. modern men and Chic. Univ. of Chic., p., illus. $5. The Scammon lectures for 1920 at the Art Institute of Chicago. Informal and com- pelling of its terse vigor which gives due need of praise to good examples of wood cutting, etching, and lithography but does not spare the “commercial artists” and pro- ducers of comic supplements whom Mr. Pen- The graphic arts; modern methods. 1921. 315 nell holds responsible for the degradation of contemporary art. Many good illustra- tions. SeaBy, ALLEN W. Drawing for art students and illustrators. N. Y. Scribner; Lond., Batsford, 19213. 209 p., illus. $3.75. A more general work than Salwey aimed to supplement the regular instruction of the art schools, emphasizing the points which the author’s experience in teaching has im- pressed him as being essential, especially the feeling for proportion and sincerity. SOLOMON CHARLES KaINEs. x. ¥. coe 1921. 151 SMiTH, Looking at pictures. Lond., Methuen, p., illus. $1.75. A very readable little book based on the author’s experience as lecturer at the Na- tional gallery in London. Does not pretend to exhaustive treatment of the subject but will be helpful to the layman wishing in- telligent appreciation of art. Tan; Tappan, Eva Marcu. Heroes of prog- Bost. Houghton, 1921. 263 $1.25. Stories of twenty-nine American men and women who have made themselves known through their contributions to art, industry, science, exploration, and education. Much of the material is difficult to find elsewhere. ress. p., illus. Well and accurately written. Will be of great use in elementary-school reference work. TARBELL, IDA MINERVA. life of Lincoln. N.Y. Macmillan, 1921. 247 p., illus., map. $2. A popular yet authoritative iife of Lin- coln emphasizing his character and public accomplishments. Though written for Scouts, it will be read by intermediate girls and adults as well, For all libraries. Boy scouts’ Bond issues, architects, contracts let, and other essential information. SCHOOL-BUILDING PROGRESS buildings. More reports have been received than can be published in this issue. O Cost of | Seat- | Building Name of Name of Town Name and Kind ing or State and or District of Building Ca- Amount County | pac- | of ity Appro-" | priation 1 2 3 4 5 Arizona | ern eS. 5c ace ck |) GAME... ic oa 1500 | $750,000 | Arkansas | Sebastian....| Fort Smith. . cae. ......20%hee 400 75,000 California Alameda..... Castro Valley..... MM Ss << chapel 250 40,000 Alameda..... Hayward......... 5” Rae} ee 600 100,000 Alameda..... Livermcre........ J ae 550 115,000 Alameda..... San Lorenzo.... 0 SSS 250 40,000 | Alameda..... Tennyson........ OS ee 160 11,000 | Alameda..... Valle Vista. . I 5 pays hls 90 | 8,000 | eee re Union Elementary 630 | 185,000 Imperial..... Bi@ento........ Elementary....... 500 | ~=85,000 ee ee ©” eee eee 200 22,600 eee Ae Ee 210 | 941,777 Connecticut | New Haven..| Waterbury....... Grade Addition...| 196 121,000 New Haven..| Waterbury....... Grade Addition...| 196 88 , 000 New Haven..| Waterbury........| Grade Addition 98 37 ,000 Delaware New Castle. .| Newark.......... ee ae 180 35,000 Kent.. Caesar Rodney....| Grade............ 200 | 30,000 eS ee eS are Grade (Colored)...| 120 | 20,000 NT eee ee | Grade (White). 500 250,000 Sussex.... oS a eee te eae 500 250,000 | Seeert.......]) SOMIONG........ Re 180 30,000 Florida Orange...... ae High (White)..... 1070 | 250,000 Orange...... 0 ee ee High (Colored)... 320 | 50,000 Georgia Tattnall..... Cedarbow....... ee 200 | ~—-:12, 000 Tattnall..... Glenville... . RSs Ss 22 200 | =: 15, 000 Iowa Buchanan ...| Lamont......... Consolidated. .. 300 93 , 000 Dallas.......| Washington Twp. .| High and Consol- 200 90 , 000 idated Jackson. ....| Maquoketa. . aie <5 55. sa0 Sons 700 | 200,000 Winneshiek. .| Decorah... kk . a Ae 450 | 150,000 Kansas Chautauqua..} Chautauqua......| Rural High..... 100 40,000 | Pesken....:.1 Seteete. .....;. | Rural High 600 | 85,000 Feaeecen..... ) Gemeette........... | Rural High.... 500 | 41,500 Kentucky Daviess.... | Owensboro... . | High and Grade.. 600 300,000 | Maine Wee... 22: | Kennebunk...... High and Grammar, 280 85,000 | Massachusetts| | Worcester....| Bolton.......... OS ear 168 30, 000 Missouri Dade.... .| Greenfield. ...... __). A 200 40,000 Montana Carter.... we. Slay 12a Two Room....... 60 | 5,500 | Carbon.. en |” ea re 400 | = 30,000 Nebraska Frontier..... Stockville........ col UC 100 | 10,000 Frontier..... EC sw sk ft SS. whe adel 409 | 80, 000 New Jersey | Sussex.......| Franklin Bor...... | Jr. High & Grade..| 1100 | 187,000 Uneos....... | Beeeeetn...:.....| Jumior Migh...... 1200 | 700,000 | No. Carolina Buncombe...| Asheville......... ee | 675 | 117,500 Buncombe...| Asheville......... 2. | SA ae 585 100,250 Buncombe...| Asheville......... | ae ee 720 129,500 Buncombe...| Asheville........ a ase 600 | 122,540 | Richmond...} Rockingham...... AE ree 400 100,000 Ohio | Athens...... Jacksonville...... SOI i 5. satan 100 | 35,000 Cuyahoga....| Cleveland........| Junior High...... | 3500 |1,700,000 Erie.... J, | MER << w Soecee ods BEE. os... -asjc404 SRG) SOE eee Eee High and Grade...| 350 | 140,000 Erie.........| Perkins..........} High and Grade...| 450] 150,000 Marion. . Mont. Rural...... High and Grade.. 200 60,000 | eee lll ee ee ee 200 | 50,000 Richland. ...| Mansfield........| Senior High.... ' 1200 800,000 | Scioto... Portsmouth.......| High Addtion. . 500 250,000 [208] Date Date Author- Contract ized | let or to be let 0 7 4/19/21 | —/—/22 2/28/22) 4/ 1/22 t; 3/22 1/10/22 §/—/21 | 11/—/21 | 11/—/21 | —/22 -/—/— | —/—/22 | | 4, ~/21 | 7/—/21 5/—/21 | 7/—/21 1/15/21 | 6/—/21 | 5§/—/20 | 10/—/21 —/—/—| 9/10/21 ay Ay af Fan —/—/21 1/16/22 —/—/21 | 2/13/2 —/—/21 | 12/ 1/2 —/—/21 22 —/—/21 /22 | —/—/21 -/22 | 3/ 21 | —/—/22 2/—/21 | —/—/22 6/15/21 | 10/ 5/21 8/ 8/21 8/ 8/21 8/ 8/21 8/ 8/21 9/28/21 | 22 7/ 1/21 | 10/19/21 2 21 | 12/28/21 4/—/21 |} 2/18/22 2/15/22 22 | 12/16/21 | —/—/22 | 12/ 2/21 1/16/21 | 6/28/20 —/22 | 11/20 | —/—/22 2) 3/22 22 3/ 7/21 ef $/21 | 2/ 6/22 22 | —/—/21 5/—/21 —/—/21 9/—/21 7/16/21 —/22 —/—/21 —/21 | 10/—/21 | —/22 | 10/—/21 | 2/—/22 9 /—/20 —/22 11/—/21 4/—/22 11/—/21 | 4/—/22 | 11/—/21 3/ 2/22 11/—/21 | 12/—/21 2/21/22 4/ 8/22 | —/—/21 —/—/22 | 3/—/21 | 3/—/22 | 11/ 8/21 | 11/—/22 | 2/—/21 2/ 6/22 4/27/20 —/—/22 —/—/21 -/—/22 11/—/21 | 12/24/21 11/ 4/19 | 22 /—_/21 | —-/—/22 Name of School Officer in Charge 8 PROSE: 25. aks C.J. trawel..... J. C. Shaver Jacob Harder.....|. Chas. Nissen...... b> > ene) -_~ - a Ge a ot oe oe oo ow es he ow ow ee ae oe ee . of ah. ae oe we aS SS eS Ve LUXURY TAXES—YEAR ENDED JUNE 30, 1921 The taxes paid in connection with the sale and manufacture of various articles are here listed by States. classified either partly or wholly as luxuries. on chewing gum, for example, is three per cent of its wholesale price. ply the amount paid in taxes by thirty-three and a third, and then double this figure to obtain the retail price. These articles may be The figures represent the taxes paid and not the purchase prices. The tax To find the amount spent for chewing gum, multi- The tax on chewing gum, as given in this table, was $1,332,267.44; there was spent approximately $88,817,829.32 to purchase this gum. $845 308,212.19 as compared with $763,474,910.50, given below as a partial statement of luxury taxes. compiled from the Annual Report of the Commissioner of Internal Revenue for the fiscal year ended June 30, 1921, by the Research Department of the National Education Association. Tobacco, Admissions non-alcoholic Automobiles! { to theate rs, Luxuriously beverages and soft drinks, States | and accessories, cabarets; | priced articles; and other State fees, motion picture articles made units candy and yachts and films, social of fur chewing gum motor boats and sporting club dues 1 | 2 3 4 5 UniTeD STATES... ./335,664,326.14 |240,262,361.28 \ itt nee 968.00 |29,455 , 842 94 |24 Alabama. 1,013,564.97 1,205,817.15 601 ,651 .63 149,121.72 Arizona.......-. | 151,368.00 | 207 , 883.60 | 250,205.75 66,102.89 | Arkansas...... 477,740.71 | 728,659.99 399,678.83 | 117,817.94 California. . 7,221,977.62 | 8,180,642.19 | 6,244,801.25 | 1,918,127.46 | 1 Colorado. . 888,749.45 1,119,171.19 1,146,862.86 | 225,418.85 | | Connecticut . . 1,397,659.20 | 3,209,334.99 1,357,153.81 | 158,140.98 Delaware....... 623,877.36 | 384, 309 38 167,012.34 16,897 .25 Florida 3,667 , 393.12 788,353.07 | 588,459.79 | 132,189.04 Georgia........ 1,757,020.08 | 1,835,415.02 953,948.60 | 241,101.10 | aa aig: 6:40 186,667.12 855,921.53 321,293.99 | 48,593.51 Bs a5 od case 13,781,485.22 | 11,271,406.06 8,824,907 .53 | 2,469,973.97 ) Indiana........ | 3,281,185.20 | 11,120,306.84 | 2,427,137.27 354,316.44 ee | 1,614,838.61 | 8,045,042 14] 1,923,135.65 340,910.24 Kansas. . 707 , 481.90 3,125,317.04 | 1,097,507.29 | 231,702.27 Kentucky... 6,940,449. 31 1,917,384.56 | 1,049,998. 80 200,176.48 Louisiana. . 2,390 ,473.79 530,861.08 1,076,429.12 289,302.45 Maine. . ‘ 380,998 .72 1,114,933.64 532,790.28 49,135.59 | Maryland... | 4,475,789.83 } 2,679,315.53 2,420,475.89 | 483,264.34 Massachusetts ..| 6,633,103 .94 7,234,429.27 5,050,607 .29 | 4 ,071,429.12 | 1. Michigan... . 6,954,268.85 | 60,965,102 .62 3,792, 399.29 871,839.86 | Minnesota... . 1,993 ,980.29 5, 835,988.14 1,993,838 .06 | 592 406.77 Mississippi. . 561,429.25 | 560,271.92 | 254,704.38 94,753.93 | Missouri. . 13,520,726.53 | 3,654,140.59 » 908 , 468.76 | 843,530.93 | Montana..... 210,613.48 | 605 ,668 .62 434, 389.20 | 84,419.05 Nebraska 672,824.07 2,971,214.42 1,085,469. 40 | 213,526.20 Nevada. 59,296.64 106,752.82 104,730.94 | 20,534.97 New Hampshire 741,737.69 930,966.28 362,798.95 20,213.21 New Jersey... 23, 288,816.84 5,904,002 .13 3,315,600.85 | 284,005.77 | New Mexico.... 74,966.96 261,298.84 | 120,094.41 25,016.09 New York. . 58, 992,383.46 | 23,477,106.35 23,758, 389.93 |11,263,323.59 | 5 North Carolina. 80,541,151.72 2, 3619 722.35 594,290.19 113,799.76 North Dakota... 168 , 984.36 | 693,508.53 | 264,971.70 agrees Ohio.... 18, 831,301.30 | 26,627,060.30 | 6,266,306.15 | 1,354,672 56 | 1 Oklahoma. . 671,511.43 2,686,735.06 | 1,123,219.18 406,393.92 | Oregon . "551,725.61 2,386,490.82 | 1,021,944.30 226,783.39 Pennsylvania. . 31,943,199.32 | 12,574,634.81 | 8,220,916.60 | 1,661,816.06 | 2 Rhode Island. 446, 346.87 932,461.91 | 623 , 303.38 80,725.65 South Carolina... 837,996.43 811,058.00 390 , 448.08 71,092 4 South Dakota.... 303,949.78 | 737 , 984 .43 363,269.45 | 51,412.02 Tennessee....... 4,361,418.38 | 1,436,877.21 | 764,132.65 | 252,039.43 , Se 2,588,606.82 | 2,391,695.28 | 2,866,439.09 | 1,064,124.94 . ae 432,041.44 | 459,077.63 | 488,520.10 | 81,544.01 | Vermont......... 133,180.31 | 699,853.68 | 206,152.58 | 14,487.72 | Virginia........ 19,523,535.70 | 2,201,271.94 | 955,126.60 | 171,293.20 Washington... ... 1,025,514.24 | 3,030,854.56 | 1,756,367.77 384,013.42 West Virginia......; 2,976,619.08 1,655,938.91 | 702,227.03 169,212.42 Wisconsin... .... 4,534,847.49 7,403,379.02 | 1,958,101.20 366,665.12 Wyoming. .. 82,955.38 296 , 403.36 | 203 , 298 38 38,965.67 Hawaii....... 100,712.61 48,336.48 127,169.04 7 998.73 Philippine Islands 945,859.66 1 , . r . z Includes state license fees as reported by the American Automobile Association, but does [209] 5,098, Jewelry 6 , 303 ,936 171,811 45,541 113,217 , 469 , 532 201 ,998 ,918 , 366 , 864 ,942 52,890 ,003 ,O11 ,229 ,210 , 062 277,170 , 504 592,712 5,547 , 944 7,429 , 267 ,620 ,221 19,726 60,623 459, 304 30,349 189 58, ,455, 240, 236, 510 , 243, 133,224 107 , 326 61,801 286 996 854,442 85,712 43,126 266 , 969 357,576 193,141 438,813 31,386. ,319 210. ,476.: 238.7 570. aaT. , 246. 91 73 87 66 17 42 05 50 75 10 34 07 06 50 67 15 99 55 19 70 , 604 87 71 i4 04 13 88 45 40 | 98 56 | 85 81 40 | 87 .24 81 $3 98 82 80 06 | 37 32 34 36 50 g? Sporting goods, | f playing cards, pool halls ire arms, 112,958,494. 31 14,350.60 16,294.72 11,393.89 176,017 42,750.65 2,612 ,590.17 7,976.76 10,953.47 12,585.63 17,205.01 | 1,608,144 | 139,724 87,094 43,924 104, 347 03 04 4 19 99 9? 13 1,002 ,224.72 271,280.00 18,620 59 353 51,875 63 123,106 6,806.75 | 136,419.34 21,838.5 46 , 860.00 mn 88 98 4,776 124,984 | 399 , 362 11,078.59 2,435,148.26 6,742.93 31,440.16 | 2,520,820.95 30,137.14 31,325.22 | 302,820. | 20,100. 7,951 ,740 20,123 49 46 58 63 87 32 15,100. 17, 17,219 36,128 52,995 272.82 05 16 35,040.31 141,625 11,570.52 8,249 not include local autumobile 11,568,034 20 | 03 34 | 48 | 10 Musical instruments 8 90 1,305,979.11 ? 257 , 260 306,129 8,822 705 83 41 69 69 52 5,315.27 | 1,470.37 | 22,230 293 , 608 174,612.74 » 66 18,376 86 321 20 40 24 3, 398 ,080 .69 2,793, 303.43 2,704 35 | 218,997 .30 4,997.53 317,072.5 1,549 5,028 709.81 9,596 26,626 175 94 60 76 1,387 | 269,579 67 28 taxes, 56 | 60 estimated Perfumes, cosmetics and patent medicines 9 [5.800 768 | 22,773 14,054 | 37 ,627 | 647 ,669 | 147,091 | 128,873 50,373 59,124 75,584 13,511 198,414 106,993 198 ,871 215,293.2 9,515 352,269 Rw = we w 2,479 10,757 111,996 3,947 849 ,028 24,390 450,166 54,466 68 , 395 523,330 39, 268 14,875 | 105,690 104,967 31,903 739 101,898 | 98 , 567 62 , 860 99,769 1,458 13,938 12,736. 12,735. 41 05 24 ol 55 31 43 -42 62 40 38 74 40 21 66 29 75 21 14 60 41 14 64 07 17 83 98 19 69 88 75 80 10 49 04 93 18 48 23 60 09 »0) 17 48 | 41 /128 95 | The total cost of public education during 1919-20, as given by the United States Bureau of Education, was This table is Total taxes paid on luxuries 10 763 ,474,910.50 3,179,090 751,451 1,886,136 25 ,643 , 308 3,707,730 85 07 03 29 01 10,461 , 308 .255, 208 ,401 ,054 , 114,392 , 484,574 74 71 98 47 68 ou , 307 , 850 , 268 ,901 , 529,946 , 504, 223 10,525,822 45 65 08 46 30 ~—— Cow wm tN 4,663,758 ?, 264,698 ,924,077 22,637 ,943 ,101,979 44 28 98 58 83 11,246,790 1,554,910 , 166,198 , 436,769 , 265,548 49 78 53 07 94 i) “ue Nw 318,297.77 , 252,081.68 ,161,170.43 526,752.43 , 666,894 06 n~ ~s NO x wn une Ww Unn Nw mn Ne NN NS ,787,786.5 , 276,980. ; , 240,749. , 563 , 893. »231 Soe oi 9, 886,086 1,596,071 1,124,355 3,282,849 6,706,064 66 79 61 42 , 796,427 ,212,780 666 ,038 OS 00 76 377,083 .27 945 , 859.66 at $100,000,000 for the country. t! ae en eee ae eee 2 pls * > yee Elementary School Salaries in Massachusetts Maximum Salaries as of December 1, 1921, as published in Common Ground, the official organ of the Massachusetts Teachers Federation | Increase | | Increase a Name of city | icontemplated|Elementary |Primary |Grammar Name of city | contemplated|Elementary |Primary |Grammar or town No. or requested | Teachers’ /Principal Principal or town No.| or requested | Teachers |Principal/Principa] 1 as 3 | + 5 | 6 1 a 3 | + | 6 Boston... 1 | $2000 | $4044 $4044 Milton eee bite sick $1550 | $1950 ' Worcester......| 2 ESR a ee eee eee ae $100 | 1300 | 1400 1400 Fall River......) 3 |............ 1500 2000 | 3000 Belmont......... SRE REC EEE 1500 | 1520 | 2500 New Bedford...| 4/............ 1700 2850 3350 Andove?..... 245. | RS res Gree 1400 | 1600 1550 Cambridge. .... > Se 1512 2000 3220 Montague.......} 75 1500 | 1525 | 1550 SS eS ee 1700 | 1750 | 3100 Marblehead......| 76 100 | 1360 | 1550 | R: Springfield. . OE ere 1900 | 3200 See OO ee SS eee eee ce ere rere Lynn.. . ef! Ere ree 300... .|.. po EN eo ee ae |.) ee 1300 1325 1700 ee eS eee 1600 1880 2920 Swampscott... .. i. Cen eer 1400 me i... | ere 1500 3000 oS nen (7 | eae ee ee 1400 1500 | 2000— Brockton. } 11 1440 1400) |. 2SBOD th Bret oa ch OT i ees 1150 eee te 1350 Holyoke... | 12 1850 Pt UL OI ee ce 1400 1500 oa Haverhill. .. St ae 1400 ; ...{| 2500 || Maynard........ _, BRR ee 1500 1400 . ae I 1500 1800 2800 RS SS eRe 1300 1400 | 4409" Chelsea... ae $400 1500 Oe Son: 6 a ee rey 1500 Sead fav 2150 Newton..... | 16 100 1750 wee 3650 Great Barrington.} 86)......... 1250 pease cae 1700 Quincy..... 17 Be akin oe 1600 rate 3000 || Needham....... 87| 100 1500...|. 1550 2400 yO ae ee 1650 dais Debt ek ee ee | rere 1200 529. |. ce SET) 1500 Pee OC 6 ey eee 1600 1900 |... pe ea Se eee 1500 1700 | 2900 || Fairhaven....... 3 ied Seti 1250 1350 | 1800 Salem..... 21 1300 | 1450 2500 loswich....... | ee 1050 1150 1450 Taunton. . 22 1300 1400 | we bern Eee 1200 1350 1500 Medford. . . * Seer 1500 ee Ue a ee eer © ere 1200 | 1300 1600 Waltham... 24 1400 E560: 1. OOO Tl pehcel snc. oh DSi ca ce can. 1000 Chicopee... .. 25 1300 1500 ; 1900 North Andover...}| 95)......... 1350 | «1450 | = 1700 | } | Revere. 26 100 «=| ~S ss 1500S | 2220 2220 || Westboro........| 96].......... 1200 | 1250 1251 Gloucester. . | 27 200 1150 | 1275 | 2000" 1) Wancnendon.......1 97). ..c.ccsas. 1250 1275 | 1350 Beverly........} 28 50 1450 yo eS ee | 1300 1300 2000 North Adams. 29 200 1250 1500 1500 PS eee 1350 2050 Northampton...| 30 |.......... .| 1450 wee Ee | herr 1400 | 1400 | — 1700 | } | } Peabody .aeef OM 1300 | 1800 | 2300 Ambherst........ jto1 errs s | 1200 1300 1500 Attleboro... 32 1500 1550 2500 || Lexington......./102 100 | 1500 Bin ah 1900 Leominster . Kr ee 1300 1424 Bo2o:, Al WP MIDOIS. . a... i errs 1500 Daas es «eles nnn Melrose 34 | 1600 aun 1 ee Gees. ...... ..1008........... me hae 1600 Woburn am | 1200 ey aie + f(s Te a | 1050 9 eee ee 1800 | ee | Marlboro. . 37 “ae 1300 Salona 1900 Millbury... MAE ee 1100 1300 Methuen... 38 | pias ine “a 1350 eee Pee a oe SS ENS 1350 1400 - ieee Brookline.......| 39 | 75 1900 1850 hE Se OT ee | 1200 a ee 1400 Westfield... .. 40 |.. 1350 1830 2275 RRPUED, ERORTOY. 5 . AMMO) <.. oe cise overs 1500 1700 | 1700 | | BAN | | Watertown | 41 | 100 1450 eee es 2500 Wareham........j111 1150 | 1250 | 1250 Gardner. . | 42 i aie ie 1300 1500 1500 || Easton...... eS are 1200 aA 1600 Framingham....| 43 | Be 1300 1500 2200 || Barnstable..... . 4 ee 1300 eh 1500 Arlington... | 44 1500 sad tain odd ye gi OE es | |) 1100 a 1150 SOuChHONIO@e. ..01 45 |........ 1300 1350 1600 Randolph...... 116 GENS 1100 | dae 1300 } | Weymouth. ....| 46 | 1200 1200 FP ee | ae 1150 ie 1230 Milford | 47 | 1300 1425 OO eee eee 1350 . ieee Adams | 48 |. ee 1200 1400 1760 5 Rockport........./819}7......,. 1050 =| 1075 1075 Clinton. | 49 ].. 1550 eet. Se Sy stad: 1050 =| 1300 1300 Plymouth | 50 1400 1800 1800 || Templeton...... 122 aha Coes 1000 1000 | = 1100 | | | Wakefield | 51 1350 1350 2550 || Williamstown... ./123 ieee 1050 | 1100 | 1100 Winthrop.......| 52 1500 PA ene Fl ee 1124) Pe Sn a eee . cee Greenfield | 53 1500 a ars ee 2250 || Dalton..........|125 ie aia. 1250 a 1350 Webster........| 54 1400 | RG > | NE, alte cin BEMNON « 1y3 1320 RT yo oe Tre Dc ahs 4 Fase 1516 ne Ret SRE A AER. Eee Peg ae arn 1452 I Ce ee es cles oot 1692 1615 Patera alls sila vid sien os o's 1247 | 1156 Pee ee, Seer eee ie Re Pe ee ae BRS OR eae Pane ree 1296 oo . Be a, ON ns OP ae ee 1069 BERSURCNEE. | ow ice noes 1589 1571 Michigan. . Cw, Re 1733 1427 Ro, ee BONGNS fT. canes taut ES 90 ote ee Bi wake Gukttod ctgbattapee oc cae po RES Ee eae | 1822 1335 EE AOR ae PEEL yt 1 eee Se OS le Oo ee 1731 1482 Na NE. (PE PS oe Dew seemepenre. ¢. 2... ees Bebb, 1323 PN ng ices. 6 ary 20 aiei'e 1631 1588 PI So ir 2 ae Tce ies eee Brain wo eve 6 ER Ar ee ee 2600t | 1339 eT ee, Senne, SR uaa. 1206 tt SS a Ss Fe ene i Ser a 1756 | 1484 ey TE Se, eer 1630 A Sale og LN RS Eee ary Pee OOP e ea oe PURMOVIVOMER 6) Ud Cocos 8 1966 1244 ee UI. Sc ad PGs eee ss 1722 1351 ED ES a ere Fe aieseaeacn'e ah 1167 Ns egy La, AES nee 1413 SI 5. Oe Nt a BR a la 1096 Nha aga ale aden ia ik eRe tana 1520 1215 | ARAMA Ate to) Sere a ee he ee rere Oe ee ee eee, See) Dee See ee ere See eo 1190 1062 ENR, SS... 6 ke eee 1780 1544 NS OO LOE OR SE ne 1415 SESE eT ere er |. 2293 | 1371 CI A Sth aaa cc 0 Fi bn chapels oes 60008 clo Eaa's y sieh's Fifty per cent of the teachers of q The The table was pre- Over forty per — = — ———=—= Schools in Rural Communities Villages | Country | Consoli- 10,000 to | 2500to (|and towns, schools, 2-teacher | 1-teacher | dated 25,000 10,000 3 or more | 3 or more schools schools schools teachers teachers Se Le 28 Bo 2 Bee as oe 10 1241 | 1097 1010 | 388 | 877 | 774 987 926 860 742 465 418 | 419 | 735 1593 1414 1369 1300 1269 1243 650* 926 | 792 642 696 552 428 550 1636 | 1404 1386 1383 1323 1257 | 13590 1349 1214 1147 1117 1023 874 1115 1412 1248 1260 1050* 1062 931 1182 “ees nae 975 1010 650* 729 689 700" Ce a a koe a Rea, ma 1... 309 | 892 796+ | 845 691 548 413 300 644 1479 1305 1335 1178 1047 918 1150° 1154 1032 044 885 | 872 781 | 971 1185 1112 993 913 873 861 984 1230 | 1086 996 950 940 768 1064 1214 | 991 1011 974 880 731 | 1046 902 | 882 667 571 550 463 720 941¢ 948 976 | 866 719 659 775 1070 | 775 912 682 707s 595 754° en a: a 990 845 763 696 950* 1350 1180 1126 517 475 391 695 1189 1245 1064 | 779 239 832 | 1290 1155 | 1255 1040 1015 913. | 845 1109 929 | 924 842 395 404 328 626 Te Se aes 925 818 900 613 594 600 1638s 1455 1265 950* 1112 966 1233* 1214 1218 986 1120 989 869 998 oe, ae 1436 he ee 1167 988 1550* 1183 952 942 750* 908* 718 775* 1419 1348 1406 1252 1086 1011 1225 1297 1270 1172 1187 1086 1084 1258 1339 1220 1232 1200 | 983 ss3. | (1140 1071 1003 581 555 | 467 283.4 735 ei Oe Pees ae 1395 | 1129 1036 867 1167 1194 1016 1031 993 952 878 1047- 1227 | 1065 989i 985 929 826 991 1237. | 1128 1066 1044 | 972 862 | 1300* 1130 1029 992 881 | 735 655 831 1293 864 1125* 758* 888* 786* 1133* 1155 911 925 673 676 396 770 1245 | 1268 1184 1175* | 1129 928 1204 Pie 2. 692 858 | 431 | 420 365 970 965 | 924 934 792 | 724 671 766 re | 1118 1182 | 854 875 844 1231 1013 | 866 865 750 743 674 863 989 832 747 —«| 545 448 385 755 1430 1288 1241 1280 1136 1104 1260 1125 1021 1108 764 723 574 | 979 1273 1167 1092 1085 1008 857 | 1087 1396 1484 1120 1100* 1035* 755 | i [ 216] _ Cantilever Stores Cut this out for reference Akron-11 Orpheum Arcade ay) © Albany—Hewett’s Silk Shop-15 N.PearlSt. ‘Altoona-Bendheim s, 1302—11th Ave. iY Masbury Purk- est Shoe Co. ; Atianta—Carlton Shoe & Clo. Co Auburn & Geneva, N. Y.-Dusenbury Co. Austin-Car! H. Mueller Baltimore-325 No. Charies St. Battle Creek—-Bahiman's Bootery Bay City-D. Bendall Co. Birmingham-219 North 19th St. Boston—Jordan Marsh Co. Bridgeport- W._K. Mollan Brooklyn-414 Fulton St. Buffalo-630 Main St. Butte-Hubert Shoe Co. Cedar Rapids-The Killian Co. Charleston-J. F. Condon & Sons Charlotte-221 Piedmont Bidg. 30 E. Randolph St. (Room 502) 4750 Sher — oC (Room 214) ncinnati-The McA Ipin Co. Canc an}_Graner-Powers, 1274 Euclid Av, Columbia, S. C.— W atson Shoe Co. Dallas-Leon Kahn Shoe Co. Davenport-R. M. Neustadt & Sons Dayton-The Rike- Kumler Co. Denver-—224 Foster Bidg. Des Moines-W. L. White Shoe Co Detroit-T. J. Jackson, 41 E. Adams Ave, Easton-H. Mayer, 427 Northampton St, Elizabeth—Gigl’s, 1053 Elizabeth Ave. Elmira—C. W. O'Shea El Paso-Popular Dry Goods Co. Erie-Weschler Co., 910 State St. Evanston—North Shore Bootery Fall River-D. F. Sullivan Fitechburg—-W. C. Goodwin, 342 Main 8t. Fort Dodge-Schill & Habenicht Galveston—Feltlm an’s Grand Rapids— Herpolsheimer Co, Greenville, S. C.-Pollock's Hagerstown-Bikle’s Shoe Shop Harrisburg—Orner’s, 24 No. 3rd St. Hartford-86 Pratt St Houston-Clay ton's, 803 Main St. Huntington, W. Va.-McMahon-Dieh! Indianapolis-L. 8. Ayers & Co. Jackson, Mich.—Palmer Co. Jacksonville-Go Iden’s Bootery Jersey City—Ben nett's, 411 Central Ave. Kansas City, Kan.—Nelson Shoe Co. Kansas City , Mo.-300 Altman Bldg. Kingston-E. ‘T. Stelle & Son Knoxville-Spen ce Shoe Co. Lancaster, Pa.—Frevy’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 Bidg. Loulsville-Boston Shoe Co. Lowell-The Bon Marche Mason City-Woodruff Shoe Co. MeKeesport-Wm F. Sullivan Milwaukee—Brouwer Shoe Co. Minneapolis—21 Eighth St., South Store Montgomery—Campbel!l 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-—Sloan Bros. New Haven—153 Court St, (2nd floor) New Orleans—-109 Baronne St. (Room 200) New Rochelle- Ware's New York-22 West 39th St. Norfolk—-Ames & Brownley Oakland—205 Henshaw Bldg. 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. Plainfield—M. C. Van Arsdale Portland, Me.—-Palmer Shoe Co 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—Goes chel-Brater Co. St. Louis-516 Arcade Bidg., Opp. P.O St. Paul--5th & Cedar Sts. Salt Lake City- Walker Bros. Co. San Antonio-Guarantee Shoe Co. San Francisco-Phelan Bldg. (Arcade) Savannah-Globe Shoe Co. Schenectady-Patton & Hall Seattle-Baxter & Baxter Shreveport—Phelps Shoe Co. Sioux City-The Pelletier Co. South Bend-Ellsworth Store Spokane-The Crescent Sringteld. 7. bf ilehets sid, Mass.— For & Wallace Stamford L. Spelke & Son Syracuse-136 S. Salina St. Fee 608 we Bldg. erre Haute—Otto Hornu: Toledo-LaSalle & Koch Co. - Trenton-H M. Voorhees & Bro. Tulsa-Lyons Shoe Store Utica—Room 104, Foster Bldg. Waco-Davis-Smith Booterie 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. C. MacInnes Co. — okie Shoe Co. ers-Louis Klein, 22 N gork-The Bon Ton reetene oungstown—-B. McManus Co Zanesville~J. B. Hunter Co. Agenctes tn 2365 other cittes THE JoURNAL OF THE NATIONAL EpUCATION ASSOCIATION An > \ Na outh is Fl Girlish Grace is Impossible if ‘Your Feet are Bound ANTILEVER SHOES, with their flexible arches, give your feet a new freedom that will reflect itself in your posture and walk. In every move you make on your feet, they will help you, whether you are playing with baby, reaching for something on a shelf, dusting pictures, getting in a car, or shopping. In Cantilevers, you have a gentle, flexible arch support that permits your feet to exercise and strengthen, Canti- lever Shoe arches are flexible like your own arches. They aid the circulation of your blood. In them you will walk with more grace and perform your pleasures and duties with an unhampered freedom that will increase your tirelessness (your vitality) and change everyday activities into beneficial exercise. In ordinary shoes, with their stiff, unyielding arches hin stiffened. ‘The muscles of your body as well as your feet are strained. “Weak foot” develops and you can- not walk with natural grace. Slowly the marring marks of age creep in. Age is manifested by impaired circu- lation and lack of flexibility. Youth is elastic—supple. The choice is yours whether people read the signs of age or the freshness of youth in your face. Play golf or tennis, dance, or do calisthenics if you wish, but don’t offset the beneficial effects of such exercise by wearing shoes with stiff, unyielding arches when you are walking, standing, or working. In Cantilevers you will find supreme comfort, support that permits helpful foot exercise with every step, low heels wedged to make you walk correctly, natural lines, and room for the toes. These special features have not taken away from their trim appearance. They are finely made of splendid materials and are reasonably priced. 7 Z al lines, your whole bearing is unconsciously ‘ and unnatural lines, yo g c } a] r dys Shoes that do not bear the Cantilever trade-mark are not Cantilever Shoes. Avoid substitution. Cantilevers are sold everywhere — but by only one dealer in each city, except New York. Cantilevers, wherever sold, are properly fitted by ex- perienced men. If none of the dealers listed at the left is near you write the manufacturers, Morse & Burt Co., 10 Carl- ton has 1e 7 y _ } ~ *. . : * . . Kewaunee Mfg. Co. | Bates College. Sight-Seeing Research University. Employment _ Boston University. | Royal Blue Line. | School of Elementary Compton & Co., F. E._ and Home Education, No. Am. Accident Ins. Co. Simmons College. Mr. Powers. DIRECTORY OF ADVERTISERS Temple University. Robinson, M. Page. Page University of Chicago. Encyclopedias Aeme Motion Picture Projector Medart Mfg. Co., Fred........ C-3 University of lowa. > ta Oe Ss i 2 eR a rer eer A-g! Miessner Piano Co.........0.+ A\-95 BE ETS ah . y Book ot Knowledge. Albert Teachers’ Agency...... A-103 Minusa Cine Screen Co....... A-103 University of Minnesota, Quarrie & Co., W. F. American Book Co............ A-92 Morse & Burt Co.........620.. A-93 University of Vermont. : Aopsetes @ Oe, Dies as ies A-100 National Business Bourse, Inc. A-103 aE RE l: ame Fire Escapes Oe eee eee A-99 National Kindergarten College. A-99 t niversity of \ Irginia, Dow Co., The. Book of Knowledge........... C-4 National Teachers’ Agency.... A-103 Teachers’ Agencies Folding and Rolling Boston University Summer Natural Slate Blackboard Co... A-104 1 ees A ep a Oo cae A-96 New Haven Normal School of Albert Teachers’ Agency. Partitions C., B. and Q. Railroad Co..... A-89 Gymnastics ER SPADE A-99 Clark Teachers’ Ppa ils ) ( Chicago Normal School of New York Unive rsity Ae ee A- “96 es an ae ae. 8 y- Wilson Corp., J. . Physical Education ie. No. Am. Accident Ins. Co..... A-102 Fisk Teachers Agency. mnasium Equipment | Clark Teachers’ Agency....... A-98 Northwestern University ; 4-98 National Business ey sith Build hg P ee eae \-98 POY 4G, Me ic keicceeiene \-99 Bourse é eULIGeTS. 2 College Tour to Europe....... A-90 Pesty Pictures Co......4.s62002. €2 - aro oa Medart Mfg. Co., Fred. Columbia School Supply Co.. A-104 Pestalossi-F roebel Teachers’ National Teachers’ . Commercial Paste Co......... A-104 ES 5) Gass ss kes Sse ae cee A-99 Agency. Health Exercises Compton & Co., F. E.... A-95, A-102 Peterson & Co., Leonard...... C-3 < = lists’ Educats 1 : : Samant US temeatier cel i opecialists .ducationa Health Builders. Cornell University ........... A-100 ne OEE te ae ee A-8 : _ >. eee a A-102 Quarrie & Co., W. F.... A-87, A-104 Bureau. Laboratory Furniture De Vry Corporation........... A-88 Rand MeNally © 6.55: ceae A-92 Western Teachers’ Ex- ame a 6 ‘ "es ee RR ae A-90 Research University .......... A-99 Ea 4 es ee —_ | Draper Shade Co., Luther, O.. A-1o2 Robinson Adv. Agency, M. R.. A-1oo change. eterson O eonare¢ Emerson College of Oratory... A-1o2 eras MISO LAO... sori vbess- A-103 T ’ : ) 4 4 eachers’ Insurance Wiese Laboratory Furni- European Tours ...........+. A-90 School of Elementary and . Fisk Te re” 0 A-103 Home Education............ A-102 Teachers’ Casualty Un- ture Co. Frick & Co., v RS 6 ey A-102 Senowusts & Co., Pritz.... ‘ McConnell Map Co.. ; A-95 Wiese Laboratory Furniture Co. C-3 . i | Spencerian Pen Co. RNG SOD. a 500.552 + 59000 \-92 Wilson Corporation, J. G...... A-91 Window Shades | Penmanship isch Toe Recker etc 395 | Draper Shade Co, Lie J Palmer Co., A. N. ther, O. Mention THe Journar when writing our advertisers. Vol. 11, No. 5 THE JOURNAL OF THE NATIONAL EpuUCATION AssociATION A-95 SPEND A PROFITABLE SUMMER TRAVELING And Go Back to Your School Room Next Fall with a Wonderful Now As Never Before Store of New Knowledge and Experience and You Need a Nice Bank Account ACCURATE HISTORY MAPS 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 The World War has brought HISTORY before to a summer spent fighting the high cost of living have the public forcibly. It is as important to know enjoyed it and found it profitable. Why not you? | WHERE an important event happened as to li know it happened at all. Get McCONNELL- _ you’re between the ages of 25 and 40, willing to learn, ambitious to do big things, free to travel extensively, and have two years’ normal school or college training, combined with three ‘ oO . Bas r 4 TA or more years of te aching experience, we would like to tell you MADE MAPS and see W HERE. about this work of our It’s so different from school work that it offers complete change and a profitable happy vacation. Ancient and Classical 42 Maps Last summer we added several teachers to our organization; some of them made over $1,000 during the vacation period and Medizev al and M oder n. — 44 Maps the average was better than $50.00 a week—33% of them were offered permanent positions in September and are with us today. U nited States Histor Vu ceee 58 Maps Don’t answer this unless you are a live, keen, ambitious man, actually interested in working hard for big returns and willing to r : ae spend the whol atio t s. Good health is ‘ ntial We make our own maps and sell direct to the | _ en eae Arent Pride r Tell us about your education, about your teaching experience. schools. | 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 McCONNELL MAP COMPA N y | move from point to point throughout the summer A regular weekly check will be sent to each teacher selected, 213 Institute Place for the purpose of taking care of expenses while she is getting started and learning the business, and every one will be given an ‘ . : opportunity to earn at least $50.00 per week Chicago Illinois ’ Write! Find out if you are qualified Give approximate date for beginning work Address, Dept. 17, S. J. Gillfillan, Garland Building, Chicago, I1! The Only Piano I Guarantee The one and only piano in which I am actively interested is the Mono- gram “Baby Upright’’ Supreme. The Monogram is my latest improved school piano, and the only piano I guarantee. Make sure you specify the name of the piano—Monogram—when you send in your order. Monogram—W. O. M.—W. Otto Miessner—that association will help you remember. Every genuine Monogram bears my personal Monogram imprinted on the fallboard and cast into the full iron plate. W. OTTO MIESSNER MIESSNER PIANO CO., 228 3rd Street, MILWAUKEE, WIS. al ] MigessNER Piano Co.,... : ; wey SHRBR Te 228 3rd St., Milwaukee. i ie ~ e » + “ . ~ - I Please send your free 32-page book “Ways to Raise I Money for a School Piano’’; also the Monogram catalog { and details of your special 10-day trial offer to schools. l Name ~2 2 a | . 6 in ak ag ates re I Position | Address_- ' Hei ht School Mention THe JournaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION HARVARD UNIVERSITY NEW YORK UNIVERSITY SUMMER SCHOOL Bi eigen More than 200 courses in the following fields: July 10—August 19, 1922 et aaa History and Philosophy English ————— Methodology —- Foreign Languages Elementary Education atin COURSES OF INSTRUCTION Junior High Schools Geography and Geology Anthropology French Mathematics Commercial Education Government Architecture Geology Medical Sciences Psychology and Measure- History | Astronomy German Music ments Mathematics Botany Government Philosophy Administration Philosophy and Psychology Chemistry Greek Physical Education Supervision P hysics Economics History Physics Research Sociology Education Horticulture Psychology , Art Commercial Subjects— Engineering Sciences Italian Public Speaking Music Accounting English Latin Social Ethics Home Economics Advertising and Marketing Fine Arts Spanish Domestic Art 3usiness Law ’ Economics DEGREES Collegiate Subjects, graduate + aaa oe Credit can be obtained towards the degrees of Bachelor of Arts, Associate and undergraduate— Foreien Trad in Arts, Bachelor of Science, Master of Arts, Master of Education, and A oreign ade Biology Management Doctor of Education. 2 d i Chemistry Retail Selling 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 Special Features— Conference Course on Administration Conferences for Primary and Kindergarten Supervisors Lectures on Education and International Peace The detailed announcement of the Summer School, giving full informa- Lectures on New York City, with excursions tion regarding courses, fees, academic credit, dormitories, historical and industrial excursions, public readings and lectures, etc., will be mailed On the Campus at University Heights an ideal sum- upon application to “dedi ‘ mer resort—moderate living expenses—write for a complete bulletin. moderate rates. The Director of the Summer School DEAN JOHN W. WITHERS, Director of the Summer School 19 University Hall, Cambridge 38, Mass. New York University, 32 Waverly Place, New York City | rT i i The Summer Quarter | | Boston University August 23, 1922 The Summer Session of 1922 will open on Registration Day, July 10, and continue for six weeks, closing August 23, 1922. Courses Courses are the Same in educational | will be offered to meet the needs of the following Classes of Students: } Teachers, School Superintendents, and other School Officers. Uni- a x : : . : | versity Students, Graduates, and Undergraduates. Business Men and credit value as those offered in and Persons Preparing for a Business Career. Other Qualified | S$tudents. other quarters of the year. Instruction in these courses will be given by members of the faculties of the College of Liberal Arts, the College of Business Administration, the School of Education, the School of Religious . J : Education, and the College of Secretarial Science. Credit for the The colleges, the graduate schools, and the profes- degree of A. M. in Boston University may be gained in certain of the following courses. Courses Leading to Credit for the Degrees of A. B. or S. B. Will Be Scicnce, Commerce and Administration, Education, _ Given in the Following Subjects: arog. =H A ; hi. Architecture Drawing French Mathematics Psychology Law, Divinity, Medicine, Social Service Adminis- | Biology Economics German Music Sociology ; | Chemistry Education History Philosophy Spanish tration. Drama English Latin Physics Vocational Courses Leading to Credit for the Degree of B. B. A.: Guidance Golf Accounting Finance Advertising . Business Method Foreign Trade Business English tennis, rowing, etc. Two great parks and Lake Economics Geography Salesmanship ae exgl , 3 | | Courses Leading to Credit for the Degree of B.S. in Ed.: Michigan within walking distance. | Elementary Education Educational Psychology 4 : School Organization and Ad- Psychology ‘Testing in -Educa- Students may register for either term or both. ministration tion Teaching of English Teaching of Mathematics Courses Leading to Credit for the Degrees of B. R. E. or M.R. E.: 1Ist Term—June 19—July 26 Biblical History and Literature Observation and Demonstration Organization and Administra- Work in Vacation Schools 2nd Term—July 27—Sept. 1 tion of Religious Education Pageantry pe Elementary Religious Education Write for complete announcement Courses Leading to Credit for the Degree of B.S. S.: Elementary Shorthand Methods in Shorthand Elementary Typewriting Methods in Typewriting and in other subjects to be announced later. An unusual opportunity for enjoyable and profitable summer THE UNIVERSITY OF CHICAGO | study. Advantages of great educational value in access to the libraries, museums, and collections of Greater Boston. Excursions BOX 627—FACULTY EXCHANGE to points of historical interest. Dormitories. For bulletin containing full information as to registration, fees, credits, etc., address: CHICAGO, ILLINOIS DIRECTOR OF THE SUMMER SESSION 688 Boylston Street Boston 17, Massachusetts sional schools provide courses in Arts, Literature, Ideal place for recreation as well as study. Mention THE JournaL when writing our advertisers, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ,s nz . _— eee eeeeeteee ; fe, TTY TWITTVIVIT ~ " : fa Se ‘ : A oe = ime nal Panorama of East-side Campus, with University 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—s5o courses in professional education, with special attention to work of superintendents, principals, and supervisors—Large corps of competent scholars, mostly from University’s own staff—Degrees conferred at convocation each term—Forty-odd modern buildings—First-class library, laboratory, and museum equipment—Dormitories for men and women—1ioo 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 For catalogues, illustrated bulletins, and information address: UNIVERSITY REGISTRAR, Iowa City, lowa. University of Vermont SUMMER SESSION **The Coolest SUMMER SCHOOL East of the Rockties’’ July 10th to August 18th SUMMER SESSION OF THE 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 Four hundred undergraduate and graduate courses SCHOOL, and an outing in the Green Mountains offered in the following schools and colleges: and on the shores of beautiful Lake Champlain. eas See Eeesiete, eet be Arts Courses will be offered in Art, Commercial College of Agriculture, Forestry, and Home Economics. | Subjects, Administration, Elementary and Sec- College of Education. ondary Education, Psychology, English, French, —— of Dentistry. History, Home Economics, Latin, Mathematics, yee ' Cmess Vocal and Instrumental Music, Physical Training, Law School. Physiology and Hygiene, Social Science, Spanish, Graduate School. and Story Telling. Medical School. . . = Excellent recreational facilities —— parks, lakes, tennis For further information and descriptive catalog courts, pe athletic fields, — oo ye — con- address— certs, personally conducted tours, art galleries and libraries. - 7 i For further information address a ean of the Sum- CREST OF SUMS OCOSE., mer Session or the Registrar, University of Minnesota, Burlington, Vermont. Minneapolis, Minnesota. when writing our advertisers. Mention THE JouRNAL A-98 THE JOURNAL OF THE NATIONAL EpucaTiON ASSOCIATION May, 1922 Write Our Advertisers and Attend Summer Schools Special Courses for Teachers Summer Session Massac husetts Institute of Tec hnology In addition to regular courses offered by the Institute of Technology during the months of June, July, August, and September in Engineer- ing, Architecture, Biology, Chemistry, Mathe- matics, Physics, General Studies, etc., the Insti- tute offers in the Summer Session of 1922 special courses for teachers. For information apply to Director of Summer Session, Massachusetts Institute of Technology Cambridge, Mass. SUMMER COURSES ARE OFFERED at th HARVARD MEDICAL SCHOOL im ANATOMY, HISTOLOGY, EM- BRYOLOGY, ANATOMY of th NERVOUS SYSTEM, PHYSIOLOGY, BIOCHEMISTRY, BACTERIOLOGY, PATHOLOGY, AND OTHER SUBJECTS Many of these courses are open to teachers of Biology and other qualified persons not graduates in Medicine. For information, address Assistant Dean, Courses for Graduates, Harvard Medical School, 240 Longwood Ave., Boston, Mass. ) CLARK ( A @ © : MINNEAPOLIS > CHICAGO 33rd Year GLoBE BLpG. SEEROUET TiAkL. KANSAS CITY, MO. iene ebiie Each Office Has the "isso FLATIRON BLDG. Records of All a LOS ANGELES CALIFORNIA BLDG. SPOKANE, WASH, CHAMBER OF CoMMERCE BLpc, BALTIMORE 110E.Lexincronst. Address the Nearest COLUMBUS, O. FERRIS BLDG. Free Registration Excursions Clark University Summer School WORCESTER, MASSACHUSETTS July 10—August 18, 1922 Undergraduate and Graduate Courses in Geography, History, Social Science, Psychology, Education, Eng- lish, and Modern Foreign Languages. An especially large and varied program of courses in Geography Public Lectures Entertainments Tuition: twenty, thirty, or forty dollars, according to number of courses Write for Catalogue "Education plus Recreation’ is an illustrated booklet describing unusual opportunities to make your study this summer both profitable and enjoyable by combining needed summer recreation with work leading to degrees. SUMMER R a SESSION Earn Promotional Credits on the Cool Wooded Shores 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 leading industrial, financial and art centers of Chicago. The Summer Session includes The Graduate School, The Col- lege of Liberal Aris, School of Commerce, School of Education, School of Journalism, Law Schocl, School of Music, School of Speer h. Professional courses offered in the School of Education include: Curriculum of the Elementary High School Curriculum School Educational Measurements School Administration Methods of Teaching Principles of Secondary KEdu- English, History, cation Speech, Music, ete. The other schools offer a wide choice of subjects. Faculty in- cludes Public School men of achievement Courses Begin June 26, 1922. Address WALTER Dita, Scort, President NORTHWESTERN UNIVERSITY 405 University Hall EVANSTON, ILL. = — oe oe ee ee ee ee eee ee ee oe BOOKLET REQUEST Please send me a copy of the booklet illustrated here, describing ali details of the NORTHWEST- ERN UNIVERSITY SUMMER SESSION—both educational and recreational Name et! : aoe Full Address eee Er a Mention THe Journat when writing our advertisers THE Summer Session June 19 to August 11 1922 Practical courses for Kindergarten and Primary Grade Teachers. Credit toward diploma. Dormitories on Col- lege Grounds. Observation in Kin- dergarten and Primary Grades of Public Schools and in the College Demonstration School where Project Method is used. Ideal recreations for Summer Students in Chicago. Write the Registrar for Bulletin and Book of Views. National Kindergarten and Elementary College 36th Year Accredited Box 26 2944 Michigan Blvd. Chicago PHYSICAL EDUCATION FOR WOMEN SUMMER SCHOOL SIX WEEKS — June 26 to August 5, 1922 TEACHERS! Why not become more efficient individuals, add to your usefulness as teachers and INCREASE YOUR SALARIES? OUR TEACHERS’ COURSES IN ALL BRANCHES OF PHYSICAL EDUCATION —GYMNASTICS AND DANCING — ARE ACCEPTED BY SCHOOL BOARDS FOR PROMOTION CREDIT. SCHOOL IS ACCREDITED BY STATE DE- PARTMENTS OF PUBLIC INSTRUCTION AND CHICAGO BOARD OF EDUCATION. Experts in all Departments. Exceptional Danc- ing Courses with MADELINE BURTNER HAZLITT, Assistant Chalif Normal School of Dancing. New Dormitory—new Gymnasium. SUMMER CAMP in Wisconsin open JULY and 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. PROJECT METHOD Pestalozzi-Froebel Teachers College June 20—-SUMMER SCHOOL — July 28. College and Dormitory overlook Lake Michigan C.iasses inPROJECT METHOD 3 Departments —1. Kindergarten, Il. Primary, II]. Playground Strong Faculty—Fine Equipment—Central Location — Ac- credited. Address Registrar Box E, 616-22 So. Michigan Blvd., Chicago announces A SUMMER MASTER SCHOOL June 19 to July 29 (Six Weeks) GF ECIAL courses will be conducted in all branches of Dramatic Art, Music, Public School Music and Normal Methods. Numbered among the artist faculty of thirty prominent teachers in residence this year will be: ELIAS DAY, President and Director of Dramatic De ~partment; Theodore Harri son, Director of Music Department; Caroline Bourg: urd, Director Publie School Music Department; and many others. Credit given in all departments for sum mer work. Our studios and dormitories are located in the heart of the North Side Art Center. Write today for our free Bulletin JOURNAL OF THE NATIONAL The Lyceum Arts Conservatory Address Registrar, Box A.E., 1160 N. Dearborn St., Chicago EDUCATION \Ssoc LATION A 99 SIMMONS COLLEGE Summer Session OPEN TO MEN AND WOMEN July 5 to August 15, 1922 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. Library Courses Library Fundamentals, School Libraries, Business Libraries. Dormitories open July 1 in order to accom- modate students who wish to attend the Con vention of the National Education Association. For catalogue and information address the Registrar, SIMMONS COLLEGE BOSTON 17, MASSACHUSETTS Temple University PHILADELPHIA, PENNSYLVANIA The College of Liberal Arts The Teachers College The School of Commerce Schools of Theology, Medi- cine, Law, Dentistry, Phar- macy, Chiropody, Music Training School for Nurses Summer Session July 5 to August 12, 1922 Dormitories RUSSELL H. CONWELL, President SEND FOR CIRCULAR —_— UNIVERSITY of VIRGINIA Summer Quarter First Term, June 19-July 29 Second Term, July 31-September 2 Courses for Elementary Teachers Courses for High School Teachers Courses for College Credit The Summer Quarter is an integral part of the University Year, the courses being the same in character and credit value as in the other quarters of the year. Degrees are conferred upon men and women for summer work. The Master’s Degree may be obtained in three Summer Quarters It offers opportunities unexcelled in the South and makes a strong appeal to teach ers seeking broader scholarship and train ing and wider social contacts, and to college students desiring to complete degree require- ments. \ttendance last Quarter, 2.429 from twenty- nine States and foreign countries. The most beautiful and unique campus in \merica. Accommodations at reasonable rates. Tuition for non-Virginia students, $15.00 per term. Entertainments, Music Festival. excursions. For illustrated folder and full announce ment, write to CHAS. G. MAPHIS, Dean, University, Virginia After the N. E. A. Convention At Boston Travel and Study in Maine Attending BATES COLLEGE SUMMER SESSION July 11 to August 11 Professional Courses for Superintendents, Senior and Junior High School Principals and Teachers Mountains and Seashore Within Easy Reach For Bulletin, Write to Registrar, Bates College Lewiston, Maine Every Instructor a Specialist VISIT THE CAPITAL While taking your summer course of six to twelve weeks, why not visit the “‘Heart of the Nation’’—a liberal education in itself? Many subjects in day and evening classes, leading to degrees and certificates—taught by Government and other educational experts. 200 courses by correspondence. Write for catalogs. RESEARCH UNIVERSITY, Washington, D.C. Louis W. Rapeer, Ph. D., President. THE NEW HAVEN NORMAL SCHOOL OF GYMNASTICS 1466 Chapel Street, New Haven, Conn. Vocational Guicance in High Schools directing students into physical education should look up this Institution. Superintendents and Princi pals in need of playground, recreation, and phys ical directors write to its Appointment Bureau. OUR F REE SERV ICE ~ teaching the Mechanics and Pedagogy of Palmer Method Penmanship is still offered to “ all teachers whos¢ OTHER TEACHERS may enrol for the complete correspond ince course upon payment of the small fee of ten dollars OUR THIRTY VISITING INSTRUCTORS oe r the entire United States, and their services are still THE PALME R ME THOD P LAN wee n followed exactly leads to e nduring handwriting, which becomes big asset in school, business, and social life PALMER METHOD PENM