THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


Vol. 11, No. 6 


“The best brief study of the spirit and the method of popular government that has ever been given to the public. The 
book heralds a new era in text-book making.”—ALBERT BUSHNELL Hart. 


WE AND OUR GOVERNMENT 


Provides in Text and Pictures the Fundamentals of American Civics. 


By JEREMIAH WHIPPLE JENKS, Ph. D., LL. D., 


Research Professor of Government and Public Administration, New York University. Chairman, 


3oard of Directors, Alexander Hamilton Institute. 


AND 


RUFUS DANIEL SMITH, M.A., 


Associate Professor of Public Economy, New York University. 


For the Elementary School, Junior High School, Continuation Classes and Citizen Training Classes in Evening 


Elementary Schools. 


OUR VOTE 


have hoped for and looked for- 
ward to for many centuries. 
History in the past has been 
written almost entirely about 
kings and queens, and lords and 
ladies of high degree. Kingdoms 
and oligarchies and aristocracies, 
and other despotic forms of gov- 
ernment long held the center of 
attention. Now history must be 
written in terms of the common 
man, of the man in the street, of, 
the people. Government now is 
in their hands. What the world 
will be one hundred years from 
now must be determined by the 
votes of everyday men and 
women, not by the decisions of 
autocrats or oligarchies. 


Registration 


In order to vote a citizen must 
register, must have his name 
placed among the legally quali- 
fied voters. This registration is 
precautionary. If, on election 
day, everyone who wished to vote 
just went to the polls without 
any system of identification such 
as registration gives, it would be 
very difficult for the election offi- 
cials in charge of the polls to 
prevent illegal voting. To in- 
vestigate the qualifications of the 
voters at such a busy time would 
cause much confusion and wrang- 
ling and untold delay. 


Some Voting Regulations 

In some states the list of quali- 
fied voters is made up before 
election day by a group of offi- 
cials, such as the selectmen of a 
town. In other states, and this 
is true of most of them today, an 
individual must régister, person- 
ally, before an election board, 
that is, he must appear before 
certain officials, appointed by the 
government, and give his name. 


IN GOVERNMENT 


Then the voter MUST SIGN HIS NAME in the Register 
of Electors book. His signature is compared by an 
election official with the signature of his name that he 


made on registration day. If the election officials are 
satisfied that the man is entitled to a vote, he is then 
HANDED A BALLOT. Then he GOES INTO TH 


fe: 4 ™ 


VOTIiG BOOTH alone. he voter must mark his 
ballot th a black crayon pencil—one is always found 
in the >oth. If he uses his fountain pen or a colored 
pencil co mark his ballot, his vote becomes void. If 
he makes a mistake in marking his ballot he must not 
erase. He should ask for another ballot. 


“WE AND OUR GOVERNMENT” 
has been appraised in the highest terms 
by the foremost educators of the 
country—the university president and 
professor, the normal school teacher, 
and by superintendents and represent- 
atives of the elementary day and even- 
ing school—all agree with W. C. Wood, 
Superintendent of Public Instruction, 
California, that “the book is a new de- 
parture in civic texts—a most success- 
ful departure.” Professor Henry P. 
Fairchild, New York University, says 
“the book contains in form and con- 
tents an absolutely new pedagogic 
principle,’ which, Professor Ashley H. 
Thorndike of Columbia University 
adds, “will be of great importance in 
the future in book-making and educa- 
tion” while William C. Smith, Super- 
visor of Immigrant Education, New 
York, states that “the work in text- 
book making will be revolutionized by 
the treatment you have given the cuts 
and captions,” 


“The illustrations arranged in  se- 
quence (motion-picture fashion),” As- 
sociate Superintendent of Schools 
William McAndrew of New York City 
advises, “is such a_ striking feature 
that all comments of the book ought 
to emphasize it over and over again.” 
This feature, “coupled with the cap- 
tions telling a continued story from 
picture to picture and from page to 
page,” Arthur H. Wilde, Dean, School 
of Education, Boston University, con- 
siders a great psychological advance, 
to which view Joseph French Johnson 
of New York University subscribes 
and goes on to say: “This idea has 
been used, as every magazine reader 
knows, with effect in current popular 
publications, but its introduction in a 
text book is so novel that it may stun 
the conservative school man. However, 
it has been tried so successfully in mag- 
asines that an up-to-date text book has 
no excuse for neglecting it.” 


A reduced Sennen eee (exact size 7” x 10”) showing several of the many new 


The American Viewpoint Society, 
105 West 40th St., New York 
Please send me full information con- 
cerning “WE AND OUR GOVERN- 
MENT.” 


pedagogical feagures. he whole text of the book is illustrated in this manner. 
contains about 200 pages. 

3 The book is an excellent specimen of scientific book making and conforms in every par- 
ticular with the specifications of the National Library Association. Richly bound in flex- 
ible, dark blue leathercraft binding and sewed. When rolled it fits the pocket. The main 
text comprises 50,000 words; the captions 15,000, yet, exclusive of proper names and tech- 
nical terms, the vocabulary of the captions comprises not more than soo simple words. No es- 
sential fact in the text proper is omitted in a caption. Profusely illustrated with twelve 
full-page drawings hy Hanson Rooth and over four hundred half-tone and line illustrations. 
a Na Mi la ae A te an Dante lp Tree tp wan ties eet eMeniee * Mn oe saneniba neal 


The AMERICAN VIEWPOINT SOCIETY 
A Department of Boni & Liveright, Publishers 


105 West 40th Street = - - NEW YORK CITY 


Book 


ee ae aes 





A-106 THE JOURNAL OF THE 


N. E. A. 


Visitors in Boston 


upon registering, will receive a copy of 
Bacon’s “Boston Guide Book,” with the 


compliments of 


GINN AND COMPANY 


A cordial invitation to visit the 
Atheneum Press, 215 First Street, 
Cambridge, is extended to all. 








McMURRY ano PARKINS: 


GEOGRAPHIES 


ELEMENTARY ADVANCED 


The Elementary Book uses the imaginary journey as 
an instructional device. It provides an orderly pic- 
ture of the earth as a whole which will enable the 
pupil to find his way about in the Advanced Book of 
the series. 


The Advanced Book demands more thoughtfulness 
and reasoning power. More searching questions are 
asked. Commercial and industrial geography are 
emphasized, with a wealth of economic maps never 
before attempted in a school geography. 





The entire text is written as the solution of a compre- 
hensive series of problems which would naturally 
arise in a geography course for elementary schools. 


THE MACMILLAN COMPANY 


Atlanta Chicago 


Dallas San Francisco 





NATIONAL EDUCATION ASSOCIATION June, 1922 





Successful Teaching in 


Rural Schools 


3y MARVIN S. PITTMAN 


Head of Department of Rural Education, Michigan 
State Normal College, Ypsilanti, Mich. 


VERY TEACHER in rural schools who 

reads this book will feel that the writer 

was acquainted with the very problems 
which she herself finds most perplexing. Her 
interest in it will be doubled because it pictures 
a record of achievement that is» within her 
reach, and it does this in the form of friendly, 
human .letters from one school teacher to an- 
other. In this unpedagogical way are presented 
the most approved educational theory and the 
new problems of teaching, measurement tests, 
and special methods. So delightful are these 
letters that the teacher who reads them once 
will be sure to reread them. 


The Third Volume in the American Education Series. 
Other Volumes Are: 
Strayer and Engelhardt’s “The Classroom Teacher at 
Work in American Schools” 
La Rue’s “Psychology for Teachers” 


AMERICAN BOOK COMPANY 


New York Cincinnati Chicago Bosten Atlanta 





Number Drills 
can be made 
Interesting 


If you use 


ORAL EXERCISES IN NUMBER 


By 
ANNA L. RICE 
Contains “snappy” drills on the 
fundame. tal facts of number for 


grade school and junior high 
school classes. 


Cloth bound; 135 pages; list price, 76c. 


The Gregg Publishing Company 
New York Chicago Boston 


San Francisco 





Mention THe JournAaL when writing our advertisers. 

























































 ——— 


Vol. 11, No. 6 Tue JourRNAL OF THE NATIONAL EpucaTion AssociATION 














What are your plans 
for teaching 
Music Appreciation 
next year? 


The closing months cf the school year 
naturally focus your attention on plans for 
the coming term. 


What of Music Appreciation? The spread 
of the teaching of this subject—fully possible 
only with the Victrola and matchless Victor 
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Avail Yourself of these Practical Helps 


What We Hearin Music, by Anne Shaw Faulkner. 421 
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Music Appreciation for Little Children, in the home, 
kindergarten and primary schools. 176 pages, illustrated. 
List Price $1.00, (15¢ additional by mail). 

Victrola Book of the Opera. 433 pages, illustrated. 
Gives stories of over 100 operas. List Price $1.50, (15¢ 
additional by mail). 

Outlines of a Brief Study of Music Appreciation 
for High Schools, Free. 


Syllabus on the Teaching of Music Appreciation in 
the Grades. Free. 


The first three books are for sale by Dealers in Victor 
Products; the last two pamphlets—and any further informa- 
tion—will be sent upon application to the 


Educational Department 


Victor Talking Machine Co. 
Camden, N. J. 


Victrola XXV 


especially manufactured for 
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Mention THe Journat when writing our advertisers. 














THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





June, 





1922 


—— 





THE NATIONAL ASSOCIATION OF TEACHERS’ AGENCIES 


The ninth annual conference was held in the Congress Hotel, Chicago, in the week of February 27th, 


during the convention of the Department of Superintendence of the N. E. A. 
present. 


Five new members were elected, while several applicants were refused admission. 


ry . . 
lhirty-six managers were 


It is the 


policy of the Association to include only such Agencies as are of established reputation and directed by 


competent Managers who have the best interests of Education at heart. 
subscribe to the Constitution, Platform, and Code of Ethics. 


All members are required to 
These will be reprinted for distribution in 


a forthcoming number of the NATA, the official organ of the Association, and a copy will be furnished 


free by any member. 


Any question as to the value and influence of the better class of Teachers’ Agencies is no longer debatable. 
This service is recognized everywhere as being really professional to Education, as well as personal and 


financial to individual teachers and employers of teachers. 


Use? 


The question has become, What Agency to 


Before deciding that question you are invited to consult any one of the following members of the 


National Association of Teachers’ Agencies: 


Ny 


w 


wn 


~ 


. Adams-Smith 


. American & Foreign Teachers 


. Clark Teachers’ 


Names of Members of the National Association of Teachers’ Agencies, 1922 


Teachers’ Agency, 


G. T. Smith, 


. Albany Teachers’ Agency, 


W. W. Andrews. 


. Albert Teachers’ Agency, 


a Zs Albert. 


. Albert Teachers’ Agency, 


John Girdler. 


. American Teachers’ Agency, 


Alfred B. Morrell. 


. American Teachers’ Bureau, 


Mrs. Harriet A. Peterson. 


Agency, 
Mrs. M. J. Young-Fulton. 


. Boynton Teachers’ Agency, 


E. C. Boynton, 


. Bryant Teachers’ Bureau, 


Myrton A. Bryant and Earle F. 
Maloney. 


. Cary Teachers’ Agency, 


C. W. Cary. 


. Central Educational Bureau, 


W. J. Hawkins. 


12, Clark Teachers’ Agency, 


B. F, Clark. 


Agency, 
J. H. Hill. 


. Clark Teachers’ Agency, 


Pp. S. Filer 


. Clark Teachers’ Agency, 


E. L. Gregg. 


. Colorado Teachers’ Agency, 


Mrs. Fred Dick, 


. Corlew Teachers’ Agency, 


Rufus E. Corlew. 


. Eastern Teachers’ Agency, 


Miss T. M. Hastings. 


. Edmands Educators’ Exchange, 


E. J. Edmands. 


. Educational Service Bureau, 


E. A. Freeman. 


Empire Teachers’ Agency, 
Mrs. Wm. H. MacMillan. 


. Esterly Teachers’ Agency, 


Mrs. M. G. Esterly. 


. Fickett Teachers’ Agency, 


E. W. Fickett. 


. Fisk Teachers’ Agency, 


J. B. Stearns. 


25. Fisk Teachers’ Agency, 
R. A. Clayton. 
26. Fisk Teachers’ Agency, 





W. B. Harrick. 


Fisk Teachers’ Agency, 
E. E. Olp. 


. Fisk Teachers’ Agency, 


C. S. Crosman. 
Fisk Teachers’ Agency, 
Geo. M. Downing. 


122 South Michigan Ave., 
Chicago, Ill. 

81 Chapel St., 

Albany, N. Y. 

25 East Jackson Blvd., 
Chicago, Ill. 

Symes Building, 
Denver, Colo. 

Myrick Bldg., 
Springfield, Mass. 
Union Arcade, 
Pittsburgh, Pa. 

23 Union Square, 
New York City. 


517 Brockman Bldg., 
Los Angeles, Calif. 
Witherspoon Building, 
Philadelphia, Pa. 


Conn. Mutual Life Bldg., 
Hartford, Conn. 
Metropolitan Bldg., 

St. Louis, Mo. 

64 E. Van Buren St., 
Chicago, Ill. 

9390 New York Life Bldg., 
Kansas City, Mo. 
Chamber of Commerce Bldg., 
Spokane, Wash. 

Flatiron Bldg., 

New York City. 

Kittredge Bldg., 

Denver, Colo. 

120 Boylston St., 

Boston, Mass. 

6 Beacon St., 

Boston, Mass. 

tor Tremont St., 

Boston, Mass. 

89 South Tenth St., 
Minneapolis, Minn. 

432 University Block, 
Syracuse, N. Y. 

2161 Shattuck Ave., 
Berkeley, Calif. 

8 Beacon St., 

Boston, Mass. 

2161 Shattuck Ave., 
Berkeley, Calif. 

809 Title Guarantee Bldg., 
Birmingham, Ala. 

2A Park St., 

Boston, Mass. 

28 East Jackson Blvd., 
Chicago, Ill. 

225 Fifth Ave., 

New York City. 

1420 Chestnut St., 
Philadelphia, Pa. 


Mention THe JournaL when 


30. 


et. 


37- 
38. 
39. 


40. 


42. 
43. 
44. 


45. 


46. 


47. 


48. 


49. 


53. 


54. 


on 
mn 


. Yates-Fisher 


Fisk Teachers’ Agency, 
Franklin Biddle. 

Interstate Teachers’ Agency, 
T. H. Armstrong. 


. Interstate Teachers’ Agency, 


F, G. Webb. 


. Interstate Teachers’ Agency, 


Mrs. M. C. Vickers. 


Kellogg’s Teachers’ Agency, 
H. S. Kellogg. 


. Love Teachers’ Agency, 


A. A. Love. 
Midland Schools Teachers’ 
Agency, 


H. A. Mitchell. 

Minneapolis Teachers’ Agency, 
S. J. Race. 

Musical & Educational Bureau, 
H. C. Lahee. 

Northwestern Teachers’ Agency, 
R. R. Alexander. 

Ohio Midland Teachers’ Agency, 
Fred H. Hamm. 


. Ohio Valley Teachers’ Agency, 


A, J. Jolly. 

Oswego Teachers’ Agency, 

H. L. Westcott. 

Parker Teachers’ Agency, 

W. N. Parker. 

Pratt Teachers’ Agency, 

Wm. O. Pratt. 

Rocky Mountain Teachers’ 
Agency, 

Wm. Ruffer. 

Rogers Teachers’ Agency, 

E. C. Rogers. 

Sabin’s Educational Exchange, 

E. T. Housh. 

Schermerhorn Teachers’ Agency, 

Charles W. Mulford. 

Southern Teachers’ Agency, 

W. H. Jones. 


. Specialists’ Educational Bureau, 


Robert A. Grant. 


. Teachers Exchange, 


T. W. White. 


. Thurston Teachers’ Agency, 


C. M. McDaniel. 
Union Teachers’ Agency, 
Mrs. Josephine R. Brooks. 


Western Teachers’ Agency, 
C. H. Pugh. 


. Winship Teachers’ Agency, 


A. F. Pease. 
Teachers’ Agency, 


Paul Yates. 


. Yates-Fisher Teachers’ Agency, 


John D. Stout. 


writing our advertisers, 


Union Arcade, 
Pittsburgh, Pa. 
60 North Fitzhugh St., 
Rochester, N. Y. 
Rhodes Bldg., 
Atlanta, Ga. 
Macheca Bldg., 
New Orleans, La. 
31 Union Square, 
New York City. 
Fargo, N. D. 


Youngerman Building, 
Des Moines, Iowa. 


Pillsbury Bldg., 
Minneapolis, Minn. 
218 Tremont St., 
Boston, Mass. 


Boise, Idaho. 


Chamber of Commerce, 
Columbus, Ohio. 


Mentor, Ky. 
N. 


Oswego, a 


Madison, Wis. 


70 Fifth Ave., 
New York City. 
Empire Bldg., 
Denver, Colo. 


20 Fast Gay St., 
Columbus, Ohio. 
Shops Bldg., 

Des Moines, Iowa. 
366 Fifth Ave., 
New York City. 
Columbia, S. C. 


Odeon Bildg., 

St. Louis, Mo. 

120 Boylston St., 

Boston, Mass. 

224 South Michigan Ave., 
Chicago, Ill. 

First Trust & Deposit Bldg. 
Syracuse, N. Y. 

752 Gas and Electric Bldg., 
Denver, Colo, 

6 Beacon St., 

Boston, Mass. 

620 South Michigan Ave., 
Chicago, Ill. 

911 Broadway Bldg., 
Portland, Ore. 





Vol. 








- 





¢ 







JOURNAL OF THE NATIONAL EpucaTIon AssociATION A-109 


~ —- THe YTedici Prints 


ARE EXACT FACSIMILES IN FULL COLOR 


by the wonderful Medici Process, of more than 200 great 
paintings in the world’s art galleries and private collections 


Mr. Ralph Adams Cram, the distinguished archi- 
tect and author, in a recent statement concerning the 
primary necessity of training the general public in apprecia- 
tion if we are to have artists to appreciate, says of The 
Medici Prints: 

“If we see enough beauty, if we live in its companionship 
even without consciously seeing. it, it may be that in time 
we shall be less tolerant of ugliness. 

“The idea rather forced itself on me recently while going 
over a collection of ‘Medici Prints’ for the purpose of 
estimating their educational possibilities. These repro 
ductions are, I should say, the most valuable now available. 

“A monotone photograph of a painting is a plexus of 
falsifications. The power of a great picture is an eternal 
power. Yet a photograph means nothing except to those 
who have seen the original. 

“These facsimiles are in a quite different class. It is 
astonishing how faithful is the reproduction. Many of the 
examples I happen to know well, having studied them for 





é ca 






















































hours, and in some cases weeks, and a good many times 
Feet worse a during the last forty years. I confess these color-prints 

; : ; . jem 
give me much of the poignant thrill of the originals. The 
THE BOYHOOD OF RALEIGH color is as I remember it, and the values seem the same, 
By Sir John Everett Millais while there is an inexplicable depth and resonance in the 
London: Tate Gallery. tone and, of course, a very exact representation of the 

Size of Medici Print, 151% x173%4 Inches technique. 


: “It seems e th: se prints s > used in every 
i A cca aR Bee auhdiien -Bidteeel te wine. t seems to me that these prints should be used in every 









when Millais was forty-one, it represents his most accomplished period. school-room, not in contusing numbers, but carefully chosen, 
j The two boys, Walter Raleigh and Humphrey Gilbert—they were painted correctly and beautifully framed and placed with distinc- 
from two of the artist’s own sons—are seated by a low sea-wall, over which tion. The pictures chosen for reproduction have been 


appear a headland and the sea, blue beneath a clear summer sky, and are 


E selected with notable judgment and apparently most of the 
listening to the tales of a swarthy, red-trousered Genoese sailor who holds 


the boys spellbound with the glamour of adventure beyond the Western great examples of painting are available. 2 
horizon—in our own America-to-be, A half dozen in each school-room would do incalculable 
Send twenty-five cents (stamps) Sor complete illustrated catalogue of the Medici Prints. good in bringing a sense of beauty into the lives of children. ‘ 





THE MEDICI SOCIETY OF AMERICA, Book and Art Publishers, 755 Boylston Street, Boston 


We invite you cordially to visit our offices; only a block from the Public Library. We are exhibiting in Booth 135 


The sphinx is a monu- 
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during, all human history 


Our schools are enpaged 
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: In this work we strive 
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Catalogs Sent to School Men Upon Request = with you towar 


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boratories : National 
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B Biology. — . Yih Progress 
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School Room Equipment : : : ~ : Education 
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5C General School Supphes. : A Sits of Quality its) 


P Programs and Invitations. 


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SERVICE 


| W. M. Welch Manufacturing Company 


Manufacturers, Importers and Exporters of Scientific Apparatus 


1516 Orleans Street and School Supplies Chicago, Ill., U. S.A. 





See our booth, No. 139, at the Boston meeting, July 2-7th. 


Mention Ture JournaL when writing our advertisers. 


cy 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Boston, July 2-6 


HILL-STANDARD (0. 


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Vol. 11, No. 6 THE JoURNAL OF THE NATIONAL EpucATION AssOcCIATION A-111 




















: 
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Madonnaand Child Ferruzzi Mother and Daughter Lebrun Sir Galahad Watts Madonnaand Child Raphael 


Words Describe; Pictures Visualize 


The Perry Pictures 
Education Through Pictures 


The mind of the child of today is more easily reached, thought is inspired and 

appreciation is cultivated through the sense of sight rather than through 

laborious word descriptions. These artistic reproductions of the works of Pay 
famous artists faithfully convey the impressions of the originals. They are _ | 
invaluable aids in teaching Language, Literature, History, Geography, and _——— ' : 
The Spirit of ’76 Willard picture study. ; George Washington Stuart 








The smallest size, 3x 314, for notebooks, essays, etc., cost 


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Bird Pictures in Natural Colors Any of these Artotypes, Hand Colored, same size, at $1.50 


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Altogether we have had over 700 pictures from you this year and we 
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“Can’t You Talk?” Holmes ‘The [ee rryJ-ictures GC. BOX U.S. MALDEN,MASS. 


A Helping Hand Renouf Ploughing Bonheur 











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A-112 THE JOURNAL OF THE NATIONAL EpucATION AssocIATION June, 1922 








The keys are yours! 






WELCOME! 









English Teachers 


and 









The Home of The Atlantic Monthly 


The keys of the offices of THE ATLANTIC MONTHLY, at 8 and 9 Arlington 
Street, are yours for the week of the N.E. A. You and your friends are most cordially in- 
vited to make use of the rest room, the writing room, the book room, and all available 
space in our Atlantic office. We want to welcome you to the home of our editorial activ- 
ities. “These include, as most of you know, our three magazines—THE ATLANTIC 
MONTHLY, THE HOUSE BEAUTIFUL, THE LIVING AGE—and our books, 


both our trade books and our educational texts. 




















RECEPTION COMMITTEE 






Mrs. Edna V. B. Lucas Mr. Charles Swain Thomas, Editor of Educational De- 
Miss Sarah R. Marshall, Head of Educational Depart- partment 
ment Mr. Elbert B. Duncan 





Ask to see these books 












THE ATLANTIC MONTHLY AND ITS MAKERS BOSTON COMMON (Special N. E. A. Edition) 

By M. A. De Wolfe Howe By M. A. De Wolfe Howe 
YOUNG BOSWELL ATLANTIC CLASSICS (Two volumes) 

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THE FOUNDING OF NEW ENGLAND ATLANTIC PROSE AND POETRY 

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the elementary grades is to be raised, 
it is fundamental that the teacher 
show continuous growth while she is in 
service and that growth be recognized 


|’ THE STANDARD of teaching in 


and rewarded in other ways 
than by promotions to high- 
school positions, principalships, 
or supervisory positions—a cus- 
tom which has long been prac- 
ticed in the past, regardless of 
the teacher’s special fitness for 
the new work. 

There are a number of ways 
by which the elementary teacher 
may be encouraged to grow 
through other means than by 
simply promoting her from the 
grades, where expert teachers 
are and should be in demand. 
By this statement, I do not 
mean that the elementary 
teacher should not be promoted 
to higher and more responsible 
positions. In filling our super- 
visory positions, we do want this 
valuable material from which 
to draw. Supervisors without 
classroom experience are handi- 
capped. 

Teachers’ meetings—A teach- 
ers’ meeting should be definitely 
planned. The aim of securing 
increased classroom efficiency 
through progressive educational 
leadership and codperative study, 
discussions, and solutions of 
everyday problems should be 
uppermost in the mind of the 
one who is conducting the meet- 
ing. At the teachers’ meetings, 
reports of committees working 
upon group projects, such as re- 
vising the course of study; 
compilation of a list of library 
books, of stories, and of poems, 
which have proved interesting 


to children of different ages; or reports 
of experiments carried out in the class- 
room, such as results obtained by using 
two different methods of teaching read- 
ing—the results being determined by the 






















‘Teacher Growth in Service 


CLARA G. LANGVICK 


Minneapolis, Minnesota 


extent of the child’s vocabulary at the 
end of a stated period of time; or reports 
of comparisons made of results obtained 
in. two grades, one taught by the formal 
method, the other taught by the project 












































THE EDUCATIONAL BILL 


S PREVIOUSLY REPORTED, the Towner-Ster- 

ling bill has been held for months in the Com- 
mittees on Education of the Senate and House, 
awaiting the recommendation of the President on 
the reorganization of the Executive Departments. 
No report or recommendation having been made dur- 
ing March or April, a committee consisting of Dr. 
George D. Strayer, Dr. Thomas E. Finegan, Mrs. 
Frederick P. Bagley, of Boston, and Mr. Hugh S. 
Magill, called on the President by appointment on 
May 5th to ascertain if possible his attitude. 

The committee was received most cordially by the 
President and was assured of his interest in the 
program of the National Education Association. 
Without quoting the President, the committee is 
convinced that the administration will recommend 
the creation of a Department of Education and 
Welfare, in which education shall hold the first place, 
and that the extension of Federal aid for the promo- 
tion of certain phases of education will be conceded. 

If these recommendations are approved by the 
Joint Committee on the Reorganization of the Exec- 
utive Departments, and enacted into law by Con- 
gress, education will be given higher recognition than 
it has ever received,‘and the educational activities of 
the Government will be brought together in one 
department administered under a Secretary of Edu- 
cation and Welfare. 

The allied organizations and individuals supporting 
the Towner-Sterling bill will gladly welcome any 
action that will advance and promote the interests 
of public education. They will continue, however, to 
work for the full realization of the principles for 
which they have stood, adapting and adjusting their 
campaign to new conditions as they arise. 

The activity of certain organizations in promoting 
the Towner-Sterling bill has gained tremendous force 
during the past two months and deserves the highest 
commendation. As a result many Senators and 
Congressmen have pledged their unqualified support. 
The cause has been steadily gaining in strength, and 
the friends of education have reason to be gratified 
by the splendid progress that has been made. 





method; or reports of the grouping of 
pupils according to the teachers’ judg- 
ment as compared with that of the 
grouping of the same pupils according 
to the results obtained through Terman’s 


[217] 


test may be given and discussed. 








Re- 
ports of reading-circle work done, of 
schools visited, of institutes and associa- 
tions attended, and of benefits derived 
from travel are interesting and profitable. 
If the teacher is given the op- 
portunity of taking an active 


part, she becomes more _in- 
terested and receives greater ben- 
efit. Meetings conducted with 
a definite aim and in this man- 
ner are an encouragement to the 
teacher. ‘They are interesting. 
They insure growth. 

Exchange teachers—Teacher 
exchange gives the teacher an 
experience which is invaluable 
in her educational life; it in- 
creases her personal worth as a 
teacher; it enlarges her interest 
to improve her general scholar- 
ship; it widens her vision and 
broadens her culture. ‘Teacher 
exchange is encouraging not 
merely because of this educa- 
tional growth but because the 
teachers’ salary is not affected 
by the exchange ; for example, if 
a teacher in Minneapolis, 
Minnesota, wishes to make an 
exchange with a teacher in Oak- 
land, California, the School 
Board of Minneapolis retains 
the former on its payroll. 
When she returns, she is ad- 
vanced one step on the salary 
schedule. The school system 
gains, as the teacher comes back 
full of enthusiasm and resolves 
to do her work better than ever 
before. No teacher or school 
system can afford to miss such 
an opportunity if it comes. 

Extension courses taken dur- 
ing the regular school year are 
a stimulus to growth. They 
call for regular readings which 


help to form the habit of reading daily 
some educational book, standard novel, 
current magazine, or daily newspaper. 
These courses may 
through the extension divisions of uni, 


be arranged for 


218 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





versities, colleges, or normal schools that 
have such a department. If these schools 
are not within convenient distance, an 
arrangement may be made to have 
professors come to the city, or to take 
courses through correspondence. In 
cities, however, where supervisors who 
hold degrees from standard colleges and 
universities are employed, I can see no 
reason why arrangements cannot be 
made with the respective colleges and 
universities to offer extension courses 
through these professional people who 
are sufficiently qualified. In a number 
of cities, the school system pays part or 
all of the tuition for extension courses. 
For example, Rochester, New York, 
pays the tuition of two courses taken by 
the teacher during any one school year. 
For such a small expenditure, any city 
reaps double the amount in increased 
teaching efficiency. It is an encourage- 
ment to the teacher; it increases her in- 
terest ; it gives her a chance to grow at a 
minimum expense. 

Sabbatical leave—A form of encour- 
agement which is not infrequently prac- 
ticed in a number of our Eastern cities 
is the sabbatical leave on part or full 
pay. By means of the sabbatical year, 
the teacher may be away for a year once 
in eight or ten years to study, rest, or 
travel. She may return to her work the 
next year and advance in salary the same 
as the teacher who remained in the sys- 
tem. ‘The sabbatical year is offered to 
the teacher in Boston, Cambridge, and 
Newton, Massachusetts; in Buffalo, 
Rochester, Syracuse, and New Rochelle, 
New York; in Newark, New Jersey; in 
Richmond, Virginia; in Durham, North 
Carolina; and in Omaha, Nebraska. 
School boards fear the expense, and 
therefore hesitate to giye this oppor- 
tunity to their teachers. If school boards 
realized that the average number of years 
of experience of the teacher in the ele- 
mentary grades in cities of over 100,000 
population, in the United States, does 
not exceed 10.44 years and that the 
majority of the cities offering the sab- 
batical leave allow this privilege only 
every eighth year, and then to a limited 
number, the problem would not seem 
impossible. In Boston, where it has been 
in prectice for a period of nearly twenty 
years, there are, on an average, fewer 
than twenty teachers—less than one per 
cent—who actually avail themselves of 
the opportunity during any one year. The 
sabbatical year encourages the teacher to 
grow ; it creates new interests, new hopes, 
and new inspirations. It increases the 


attractiveness of the profession and ex- 
tends the length of efficient service. 
Extra pay for summer study—In a 
study made by the Grade Teachers’ 
Association of Minneapolis, Minnesota, 
during the school year 1920-1921, extra 
compensation for study and travel dur- 
ing summers was found to be a form of 
encouragement used in seventy-two cities 
in the United States. The attendance 
at summer schools, that year, in thirty- 
three cities where a reward was offered, 
was compared with that of forty-six 
cities where no reward was offered. The 


TAX PAID ON LUXURIES IN 1921 
Report of Commissioner of Internal Revenue 


Tobacco 
Chewing gum 1,332,2 
Candy 20,436, 
Non-alcoholic beverages and 

soft drinks 58,675, 
Automobiles 238,978, 
Yachts and motor boats... 1,284, 
Admission to theaters, 

cabarets, motion pictures; 

social and sporting club 

dues 103,401,145.0 
Jewelry 24,303,936. 
Luxuriously priced articles; 

articles made 


Musical instruments....... 


29,455,842. 
11,568,034. 
Perfumes, cosmetics, 

patent medicines 5,800,768. 


Sporting goods, firearms, 
playing cards, pool halls. 


Total $763,474,910.50 
Note that this amount was collected in 

taxes. The total amount spent for these 

article@ was many times the sum given. 





difference in attendance was found to be 
8.4 per cent in favor of the cities offer- 
ing some form of reward. In compar- 
ing the per cent of attendance at summer 
schools in the median city of both groups, 
it was found that the median city of the 
reward group sent 6.8 per cent more of 
its teachers to summer schools than did 
the no-reward group. This difference of 
attendance between the two groups ought 
to prove beyond a doubt, to every school 
system, that such encouragement is 
worthwhile. ; 

A single-salary schedule for all teach- 
ers, in all grades, including the high 
school, providing they have the same 
educational a plan 
which every city should seriously con- 
sider. By this plan, it is possible for a 
kindergarten teacher to remain a kinder- 
garten teacher and yet advancé from the 
lowest minimum salary to the highest 
maximum salary, as she grows from the 
mere entrance requirements to a doctor’s 


qualifications, is 


June, 1922 
————e 
degree. If such a salary schedule is not 
adopted, our progressive teachers will 
leave the elementary grades and accept 
positions for which they are not espe- 
cially adapted where better salaries can 
be secured. 

More than one half of the children in 
the United States never get beyond the 
elementary grades. These children wil} 
be the great majority of our future citi- 
zens. ‘They are entitled to just as highly 
trained teachers as the children in the 
minority. It is an undemocratic act for 
any community not to base its teachers’ 
salaries on this plan. 

The single-salary schedule js being 
tried out at Des Moines and Sioux City. 
lowa; Spokane, Washington; LaCrosse 
and Beloit, Wisconsin; Duluth, Minne. 
sota; Pennsylvania; and 
Denver, Colorado. In these cities, the 
teachers are availing themselves of the 
opportunity; they are being promoted 
not by leaving the elementary grades but 
by recognition of growth. In a reply to 
an inquiry made last year, the superin- 
tendent of schools of Harrisburg, Penn- 
sylvania, said, “We have a single-salary 
schedule. We are gradually getting to 
higher certification.”” The Denver School 
Review, November, 1920, states that 
during the summer of that year, twelve 
of the Denver corps received the degree 
of A. B., three A. M., and two B. §, 
There were 267 teachers carrying from 
one to four or more subjects at different 
universities. In the February, 1922, 
number of the same publication, one may 
find this statement, “Of the 1500 Den- 
ver teachers, 475 attended summer 
schools in 1921 in various parts of the 
country. This winter 705 are attending 
the extension classes of such institutions 
as Denver University, University of 
Colorado, and State Teachers College.” 
There is a difference of 208 in the num- 
ber of teachers who attended during the 
first summer as compared with that of 
the latter summer. If this big difference 
exists after the two years’ trial that Den- 
ver has given the single-salary schedule, 
it undoubtedly proves that the standard 
of teaching in the elementary grades 
may be raised if the teachers in all the 
grades are given an equal opportunity. 

The need for growth of the elemen- 
tary teacher in service is so vital that 
any assistance that can be given through 
progressive educational leadership, 
through extension courses, through ex 
tra remuneration for attendance at suml- 
mer schools, through the, sabbatical year, 
or through the single-salary schedule is 
more than worthwhile. 


Harrisburg, 





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THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Ethics for Teachers. 


HE MEMBERS of a profession by 
virtue of such membership and by 
virtue of the peculiar relations which 
they sustain to the community and to one 
another, assume ethical obligations of a 
supremely important character, and it is 
essential to the adequate performance of 
professional service that these obligations 
should be so ingrained in the professional 
consciousness as to determine the spirit 
of every professional act. What now is 
the ground of these obligations? What 
characteristics of a profession make these 
obligations essential to its very existence? 
First, we may say, the existence of a 
profession presupposes a body of scien- 
tific and technical knowledge and cor- 
responding skill which are essential to 
the welfare of the community, and which 
require for their mastery special intel- 
lectual equipment, individual aptitude, 
and prolonged study and practice. ‘The 
fact that such knowledge and skill are 
vital to public welfare leads to public 
supervision of the use of this knowledge 
and skill, including the fixing of mini- 
mum standards of preparation, and the 
explicit authorization of practice by the 
issue of some form of license. “The body 
of persons thus equipped and thus pub- 
licly authorized to apply their knowledge 
and skill, constitute the members of a 
profession. A new profession may come 
into existence whenever a 
need arises, and a new body of knowledge 
is discovered, requiring special skill for 
its application. In this way the profes- 
sion of Teaching has been added to the 
professions of Law, Medicine, and Di- 
vinity, because of the new knowledge of 
the laws of human development derived 
from modern biological, psychological, 
and sociological science, and from the 
peculiar technique and skill required in 
its use. 

The common knowledge and_ skill 
possessed by the qualified persons and 
the common functions they perform bind 
them together into a distinctive group, 
and create unique relations to one an- 
other and to the community, for they 
are the sole possessors of a knowledge 
and skill upon which the welfare, per- 
haps the very existence of the community 
depends. They actually monopolize this 


new social 


* This report on a professional code of 
ethics for teachers was prepared by the sub- 
committee of the executive committee of the 
New York State Teachers’ Association, Dr. 
M. George Forbes, University of Rochester, 
Rochester, New York, chairman. 





knowledge and the layman is helplessly 
dependent upon them for the service 
necessary to a vital need. 

Out of this grow all the 
ethical obligations which are peculiar to 
a profession. It may be asked, whether 
ethical obligations are not binding upon 
all alike, whether laymen or professional, 
and the answer is, yes, in the same situa- 
tions all ethical obligations are the same 
for all men; but it is just the character- 
istic of a professional group that, by 


situation 


virtue of their special knowledge and 
skill, its occupy a situation 
which no layman ever occupies, and they 


members 


therefore have obligations which from 
their exclusive character require a dis- 
tinctive name. ‘The recognition of these 
the the 
peculiar moral responsibility they bring, 
belongs to the very essence of a true pro- 
fessional spirit. 


obligations, consciousness of 


To put it in another way, we may 
say, that the weight, the magnitude, the 
vast significance of the community in- 
which the 
knowledge, give a 
peculiar intensity, a peculiar strength to 
the obligations which rest upon them, and 
lift them to the unique plane of profes- 
sional obligation, while the fact that they 
possess this exclusive knowledge and skill 
in common, welds the members of a pro- 
fession together into a community ; makes 
their obligations obligations of the group 
as a whole, and leads to a common ideal 
of service, binding upon all alike. A 
professional code of ethics, then, is the 
norm or standard of professional conduct, 
for which the body as a whole, stands. 
Such a code is not enforceable by law, 
but it has, nevertheless, the powerful and 
effective sanction of the collective pro- 
fessional judgment upon the conduct of 
its members. ‘The individual is rare who 
can unprofessional conduct 
under the adverse judgment of the pro- 
fession, which judgment brings with it 
the loss of professional standing. Un- 
professional conduct, then, is simply un- 
ethical conduct, as defined by the ethical 
ideals of a profession. 

Such a code naturally falls into two 
subdivisions; one defines the obligations 
resting upon the professional body 
as a whole, the other those which rest 
upon each individual member, but which 
are enforced by the body as a whole. 
The distinction between the two arises 
from the fact that there are professional 


terests depend upon pos- 


sessors of special 


continue 





219 





services and conditions of professional 
efficiency which individuals cannot sup- 
ply, which demand for their performance 
the larger resources of the body as a 
Such must be under- 
taken by those officially authorized to act 


whole. services 
for the profession, and there is no sure: 
index of the degree to which the ethical 
spirit dominates a profession than the 
attitude toward these services. 

The most important of these for the 
teaching profession are: first, the obliga- 
tion to fix and sustain by the whole 
weight of its influence the highest prac- 
ticable standard of preparation for the 
profession ; second, the obligation to make 
available to its members the collective 
knowledge and experience of the profes- 
sion, by suitable means; third, the obli- 
gation to secure for its members, by 
organized, persistent effort, and the use 
of every legitimate means, all the ma- 
terial conditions necessary to the highest 
efficiency in the service. 
which 


The extent to 
are performed 
measures the unity, solidarity, and ef- 
ficiency of the organized body which con- 
stitutes the teaching profession. 


these services 


The second part of the professional 
code includes those obligations which 
determine the conduct of individual mem- 
bers, and which must be sanctioned and 
enforced by the whole weight of pro- 
fessional influence. In this field the 
cardinal sins and corresponding profes- 
sional obligations are three, and these 
three are the sources of all other pro- 
fessional sins and obligations: first, the 
sin of professional stagnation. It con- 
sists in the relaxation of professional 
interest and ambition, and the sinking 
into the intellectual crystallization and 
spiritual death which makes all service 
mechanical. This is the primal tempta- 
tion and the unpardonable sin. Edu- 
cation is absolutely nothing but the 
systematic stimulation and guidance of 
life and growth, and the possession of 
life and the experience of growth are the 
means of such stimulation. No 
other stimulation is worthy of the name 
education. No other service is worthy 
to be called professional. All else is 
only the deadly routine which paralyzes 
and mechanizes the springs of action in 
the soul of a child. It means that study 
ceases ; the springs of interest dry up; the 
service becomes increasingly irksome ; the 
soul shrinks to the dimensions of its petty 
routine. 

The moral energy of the profession 
is tested by its ability to eliminate this 
sin and enforce the obligation of per- 
petual growth upon its members. 


sole 




































220 


Tue JourNaAt or THE NATIONAL EpucaTion AssociATION 


June, 192) 


/ ee EEE IIETEIEIIIIIIIIIIS SSSI eee 


The second is the sin of professional 
dishonor. It consists in the selfish be- 
trayal of the ideal of service, for the sake 
of personal ambitions. It sinks the 
whole professional activity to the sordid 
level of a struggle for personal ends. 
The professional ideal requires that ab- 
solutely no consideration but efficient 
service should determine the position and 
mutual relation of the members. ‘The 
betrayal of this principle takes a variety 
of forms, equally contemptible and un- 
worthy of members of the profession. 
It sometimes takes the form of giving 
and sometimes securing preferment, by 
reason of political or personal influences, 
irrespective of merit. It sometimes 
undermines others to profit by their 
downfall. It breaks promises ; misrepre- 
sents facts; ignores contracts; withholds 
honestly earned recognition; steals and 
shamelessly appropriates as one’s own the 
ideas and the achievements of others. 
All this in violation of professional 
honor, which requires bigness and mag- 
nanimity, and yet modesty of soul and 
justness, and fairness of judgment, which 
rejoices in the opportunity to serve, ad- 
mires and generously recognizes the good 
service of others, and is so absorbed in 
the joy of service that the summons to 
a greater work finds one surprised and 
hesitating. The very atmosphere of the 
teaching profession should lead to ab- 
horrence and scorn of these forms of 
professional dishonor. 

The third is the sin of professional dis- 
loyalty. The teaching profession differs 
from the other learned professions in the 
fact that the service to the community 
is not individualistic, like that of the 
lawyer, the physician, and the minister. 
The professional service of the teacher 
cannot be efficient without codperation, 
without solidarity, without perfect unity 
of effort. The whole body must be 
single-minded. Hence the sin of dis- 
loyalty consists in the sacrifice of the 
common good to exclusive individualism ; 
it permits envy, jealousy, _ rivalry, 
suspicion, and mutual distrust of one an- 
other to disintegrate the very structure 
of the profession. ‘The normal profes- 
sional solidarity breaks down and crum- 
bles under this influence. “The common 
aim and united effort is disrupted; the 
organic interdependence which knits to- 
gether becomes an atomic independence, 
which ranges individual against indi- 
vidual, and the end is professional an- 
archy instead of professional solidarity. 

The normal structure of the profession 
requires the function of responsibility, 
leadership, directicn cn the part of some 


and loyal response, whole-hearted co- 
operation, and the reasonable subordina- 
tion of individual points of view, on the 
part of others. The temptation to a 
disloyal individualism is greater, and the 
sin is more deadly on the part of the 
leader. He is unfit to be leader if he is 
not big enough to forget himself, lose 
himself, in the common interests of the 
profession and the common aims of the 
service. His besetting sins are the dis- 
loyalty of tyranny, the exaltation of his 
own will above the interests of the ser- 
vice, or the subtle, unconscious hypocrisy 
of identifying his arbitrary will with 
the interests of the service. “Thus, upon 
the leader in a supreme degree, depend 
the solidarity and loyalty of the whole. 
If he is absolutely disinterested, demo- 
cratic, possessed with the spirit of fair- 
ness and justice; if he can resolutely put 
beneath his feet every individual aim, 
every personal influence, every personal 
consideration not intrinsic to the greatest 
service, then he can make the most ef- 
fective appeal to the loyalty of his sub- 
ordinates. 

On the other hand, assuming him to 
have this spirit, his whole work may 
be nullified by the atmosphere of suspi- 
cion and distrust; by the bickering, 
backbiting, fault-finding spirit; by the 
unworthy self-seeking, with its rivalries 
and jealousies among his subordinates. 
The very A B C of professional loyalty is 
mutual confidence and faith in one an- 
other. The determination to assume 
the best and believe the best ; the resolute 
suppression of distrust, for to take this 
attitude summons into life the ethical 
spirit, breaks down the barriers of indi- 
vidualism, and merges and blends all our 
interests and enthusiasm in the common 
service. 

Your Committee has thought it wisest 
to attempt to express the ethical spirit of 
the profession in a comprehensive, rather 
than in a detailed form; to present the 
principles which constitute the very es- 
sence of that spirit in such a way as to 
appear axiomatic to every member of the 
profession. Under the types which have 
been formulated every teacher can recog- 
nize the character of his besetting sin, 
and the appeal to his professional sense 
of obligation. In the opinion of your 
Committee, a professional code should 
emulate the Decalogue in its brevity, in 
the salient points upon which it concen- 
trates attention. It is these which al- 
ways and everywhere should be stamped 
into the professional consciousness as de- 
termining all professional conduct; as 
constituting the ultimate ‘Thou shalts”’ 


and “Thou shalt nots’ of professional 
ethics. 

To sum up, then, the obligations bg. 
longing to the organized body, which 
constitutes the profession as a whole, are 
three, namely: first, to maintain the high. 
est standard of preparation for the ser. 
vice ; second, to bring to its members, by 
all suitable means, the advancing knowl. 
edge and experience of the profession: 
third, to secure for its members, by ie 
collective influence, all the material cop. 
ditions necessary to the highest efficiency. 

On the other hand, the cardinal sins 
and corresponding cardinal obligations 
of every member of the profession are 
likewise three, namely: the sin of pro- 
fessional stagnation, and the obligation 
of eternal growth; the sin of professional 
dishonor and the obligation of complete 
consecration to unselfish service; the sin 
of professional disloyalty and the obliga. 
tion to mutual faith and whole-hearted 
coéperation. ‘These are the great com- 
mandments, and there are none others 
greater. On these three—to paraphrase 
the words of the greatest of all teach- 
ers—hang all the law and the prophets 
of our profession. 





TWO-FOOT SHELF of. books 

for a country school will be selected 
by voting contests at the National Edv- 
cation Association meeting in Boston in 
July and the American Library Associa- 
tion conference in Detroit the last week 
of June. The contest at the National 
Education Association conference is 
under the direction of Dr. Sherman 
Williams, President of the Library De- 
partment of the Association. At the 
American Library Association confer- 
ence the contest will be in charge of 
Miss Marion Horton, of Los Angeles, 
chairman of the School Libraries section 
of the Association. 

Twenty-five books are to be chosen 
by ballot. The official ballot, to be dis- 
tributed at the registration desks at the 
two conferences, will consist of a printed 
list of about a hundred children’s books 
on which each voter is invited to register 
his choice of twenty-five titles or less. 
There will he extra spaces to insert titles 


a 


not printed. The list will not include | 


dictionaries, encyclopedias, textbooks, or 


the Bible, but only such other books as 
are suited for general reading for chil- 
dren in grades one to eight. 

The contests will serve to show teach- 
ers and librarians everywhere what books 
are judged by their own professions to 
be the most useful in elementary country 
schools. 


A © wer & ee bh a FeO. 


» em Gere Oe hua 





















—=— DD ee oD 


—~s) S.|lU 





mee serene 


Vol. 11, No.6 





What Can | Do for Peace? 


Freperick J. Lipsy 


Executive Secretary, National Council for Reduction of Armaments, 
Washington, D. C. 


OW let us get down to brass tacks! 

We have considered “together the 
epoch-making significance of the Wash- 
ington Conference as a definite step 
towards permanent peace and have dis- 
cussed a practical program embodying 
the next steps in the same direction. 
Granted that the peoples of the world 
want peace, that a step-by-step method 
for attaining it is in sight, and that the 
National Council for Reduction of 
Armaments as a council of more than 
forty great National groups makes pos- 
sible united effort in the task, what can 
one lone teacher do to further the cause? 

In what I have to say on this subject, 
1 am not going to limit myself to my own 
ideas. Others are thinking on the sub- 
ject too. I propose to draw much from 
a thoughtful statement, which appeared 
January 22d last in the New York 
World, from General John F. O’Ryan, 
Commander of the Twenty-Seventh Di- 
vision. What he has to say will come 
with especial weight to many. ‘The in- 
terviewer, Charles W. Wood, describes 
him as “the last man in America who 
could possibly be accused of sentimental- 
ism or Utopianism, a hard-as-nails fight- 
ing man.” ‘He is the only National 
Guard officer who emerged from service 
holding the rank of Major General in 
the United States Army. He fought 
pacifism and disarmament and all the 
movements for ‘world patriotism’ which 
seemed to ignore the realities of the 
world. Above all, he fought half-way 
militarism.” ‘“The only way to fight is 
to fight,” he said, “and to fight with all 
the force that can be mustered. Since 
there was nothing in the world situation 
which gave the slightest promise of 
permanent world peace, there was no 
logical course to take other than to pre- 
pare for the inevitable.” 

This detai!ed introduction to General 
O’Ryan was necessary in order that you 
might appreciate the force of what he 
says now: “The American people can 
end war in our time if they get on the 
job. . War cannot be success- 
fully abolished except through the com- 
plete mobilization of all peace powers for 
peace purposes. . 
peace,” 


Let us wage 


The attainment of this confidence that 
war can be abolished in our time if we 
get on the job, mobilizing for peace with 
the thoroughness with which the Nation 
mobilized for war, is the first necessary 
step in the “lone teacher’s” progress. 
You must believe in your cause. 

In the second place, you need the urge 
of a partial realization of what we are 
trying to avert. General O’Ryan knows 
what war means. He went through the 
last war and his Division lost more than 
9000 men in casualties. He knows as 
only a military man can know the “im- 
provements” in war-making that have 
been worked out as a result of the. ex- 
perience gained in the war. You lack 
this knowledge. You lack therefore the 
sense of responsibility to the next genera- 
tion which those who know what the 
next war would be like feel. The best 
you can do to deepen your conviction that 
the next war must not come is to read a 
book like Will Irwin’s The Next War. 

Grasp, for example, the significance of 
the chapter on our Lewisite gas. You 
can’t see it. You can’t smell it. As 
invisible and odorless as the air, you 
might walk into a valley filled with it 
and would die never knowing why. If 
it touches the skin anywhere, it kills by 
poison. It sinks that it may search out 
all who are hiding in cellars and dugouts 
when the bombs are dropping from the 
skies. An airplane loaded with it would 
leave a trail of the dead a hundred feet 
wide and seven miles long. General 
Tasker H. Bliss has said of it that one 
air-raid with this gas would have wiped 
out the whole first American Army of 
a million and a quarter men. Every air 
raid in the. next war would consume a 
city. Waris no longer man to man. It 
is frail human flesh against all that is 
baleful in the elements. 
took ten million. The destructiveness 
of the next war would surpass human 
imagination. “We may well ask our- 
selves,” as General Pershing has said re- 
ferring to the possibility of another war, 
“whether civilization does not really 
reach the point where it begins to destroy 
itself and whether we are thus doomed 
to go headlong down through destructive 
war and darkness to barbarism.” 


The last war 


THE JOURNAL OF THE NATIONAL EpucaATion AssoclATION 221 





Having, then, become convinced that 
war can be abolished in our time if we 
mobilize all our forces for the purpose, 
and that war must be abalished if our 
race is to survive, you will be ready to 
begin mobilizing your own forces for the 
most effective service that can 
render. What will do? Let us 
see what General O’Ryan has to say to 
teachers that is practical : 

“Every warrior knows the value of 
propaganda. In war it doesn’t do for a 
nation to sympathize too much with its 
antagonist; therefore nothing must be 
known about the other nation except the 
worst than can be told. That is the 
way that hate and fury can be generated. 
To achieve peace, let us take a leaf from 
the warrior’s book. Permanent peace 
will require the utmost possible under- 
standing and sympathy between peoples 
so that none shall be in danger of being 
stampeded, through ignorance and preju- 
dice, into any warlike mood.” 

“The utmost possible understanding 
and sympathy between peoples.” This 
gives the “lone teacher” a clear and 
definite guiding principle. A former 
pupil of mine who came from Texas said 
that his father will not enter New 
England today because he was taught in 
his childhood to hate the “Yankees” and 
he has not freed himself from the preju- 
dice yet. ‘The power of a teacher to im- 
plant national or race hatreds in the 
sensitive souls of children, which will . 
never be outgrown this side of Heaven, is 
enough to lead any conscientious teacher 
to deep heart-searching. Are you broad 
enough and good enough to fit children 
to play their full part in creating a 
peaceful world? Do you not feel the 
need of reading during the coming 
summer at least two or three books that 
will give you yourself better interna- 
tional understanding and broader sym- 
pathies ? 


you 
you 


General O’Ryan has one more sug- 
gestion for you: “Our school histories 
should be rewritten. Our very concep- 
tion of patriotism should be revised. In 
order to breed a race for war the school- 
books should always laud the warrior. 
I think, for instance, that I can trace 
my own military career to Barnes’ his- 
tory, with one particularly inspiring 
picture of Phil Sheridan waving his hat 
and yelling: “lurn, boys, turn! We are 
going back!’ But it would do no good 
to delete such pictures unless you substi- 
tute some other sort of hero. America 
has peace heroes a-plenty, and their ca- 
reers can be made just as inspiring as 
those of our warriors.” 





222 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


And with regard to “the new type of 
patriotism” he says: “As nationalists we 
were supposed to be boastful and over- 
bearing. In,the world of peace, instead 
of in the world of war, there is no reason 
why nations may not be gentlemen. 
There is no reason why we cannot be 
modest. There is no reason why we 
cannot admit superiority where it exists, 
knowing that any real superiority which 
we may possess will in time have ample 
opportunity to express itself in superior 
service.” 

Here is material on which our teach- 
ers of history will reflect. Have you 
been preparing your pupils for war or 
for peace? If you have emphasized and 
perhaps exaggerated our National ex- 
cellences to the exclusion of those of 
other nations, you have been training for 
war according to General O’Ryan’s 
If, on the other hand, you 
have been fair and just in your presenta- 
tion of history and have sought to ex- 


viewpoint. 


press the scientific spirit which recognizes 
the existence of only one and the same 
truth on both sides of a national border, 
you have been acting along the lines 
which he suggests as the way to perma- 
nent peace. 

What can teachers of English do? 
They will already have beheld their op- 
portunity. Privileged to reveal the 
riches of the world’s best books to those 
who without them will remain poor, 
they are constantly humbled by the 
thought that the most galling limitation 
to their service lies in their own in- 
adequacy in interpreting the great. So 
in serving the cause of peace, they will 
still be their own _ severest critics. 
Books bring understanding and unity. 
It is the lack of books that leads to 
provincialism and narrow sympathies. 
Specifically, they can ask for themes on 
the Issues of the Genoa Conference and 
kindred subjects. The course of read- 
ing and discussion in their classes can 
lead to knowledge of present-day prob- 
lems which will be direct preparation for 
world citizenship. p 

Teachers of modern languages and of 
ancient languages as well contribute 
quite as directly to world peace. ‘To 
learn a new language is to gain a new 
soul,”’ because a foreign tongue properly 
studied introduces one into a new way 
of thinking, almost fundamentally dif- 
ferent from one’s own. The genius of 
France, the genius of Germany, the 
genius of Italy and of Spain will be com- 
prehended only by those who have 
touched bottom in studying their litera- 
tures in the original. How fortunate 





for the cause of international under- 
standing that our high schools and col- 
leges everywhere are delving deep into 
the masterpieces of other nations! How 
sad when these courses fall short of their 
purpose! 

Not only have teachers of history and 
literature the heavy responsibility of 
equipping their pupils with international 
understanding and sympathy, but the 
teachers of geography and of the sciences 
as well must mobilize themselves for the 
same great task. Geography, when well 
taught, leads to world-wide vision. It 
leads to the creation in a child’s mind 
of the conception of the human family 
with each member of the family con- 
tributing essential elements to the com- 
mon welfare and happiness. The truth 
that we are experiencing to our sorrow 
these days that “If one member suffer, 
all the members suffer with it,” can be 
learned in the study of geography, so that 
it will never be forgotten. 

Science knows no national boundaries 
and the scientific spirit no prejudices. 
Art too is universal. I remember hear- 
ing an officer of the French army com- 
plaining bitterly because a protest from 
the narrowly patriotic had prevented a 
Wagner concert from being given in the 
Tuileries Garden in Paris in August, 
1919: “But music does not belong to 
any one nation;” he cried; “music is in- 
ternational.” The glad recognition of 
the contributions that have been made 
by all nations to the arts and sciences is 
an important contribution that all teach- 
ers can make to the broad education of 
their pupils. 

Let us sum up what has been said. 
What can you do to further the cause of 
peace? First, believe that we can end 
war in our time if we try intelligently and 
persistently. Secondly, find out why we 
must, by reading books like Will Irwin’s 
The Next War or Philip Gibbs’ Now 
It Can Be Told or his later one, or 
Frederick Palmer’s The Folly of Nations. 
Thirdly, improve your own knowledge 
of Europe and the Orient by your sum- 
mer reading. Fourth, in your teaching, 
recognize the broad distinction to which 
General O’Ryan calls your attention be- 
tween teaching for war and teaching for 
peace. Teach for peace! “I would be 
a traitor to my country,” says General 
O’Ryan in the same interview, “if I did 
not do everything in my power to abolish 
war.” You will not have gone far in 
your thinking before you will have 
realized that you could not look a child 
in the face if you were not doing all you 
can to make the next war impossible. 


June, 1922 


Finally, if you succeed in dé veloping 
a technique for teaching for peace, share 
it with others through the columns of 
THE JOURNAL OF THE NATIONAL Epu- 
CATION ASSOCIATION or send it directly 
to the National Council for Reduction 
of Armaments, 532 Seventeenth Street, 
Washington, D. C. 


peace interests us deeply. 


Education — for 
It is essential 
to the success of the whole movement 
towards peace. Unless the children are 
prepared to hold what we get, all the 
efforts of our generation to hammer out 
effective world organization and to 
hammer down world armaments to 
police status will be in vain. Upon the 
teachers will rest the responsibility for 
the next war if it comes. 
DUCATION AND BUSINESS 
IN DES MOINES—The Bureau 
of Education with a membership well 
over one hundred is now an individual 
part of the Des Moines Chamber of 
Commerce. The Bureau is open to all 
men doing educational work in the city. 
The business of the Bureau is largely 
handled by a Board of Directors which 
meets twice monthly. The chairman of 
this Board of Directors is a member of 
the executive committee of the Chamber 
of Commerce. This organization gives 
the men educators and the business men 
an opportunity to meet each other and 
exchange views concerning their big 
problems. 

During the past year the Bureau was 
a determining factor in securing the 
National Educational Association con- 
vention for Des Moines and had an im- 
portant part in the local management of 
the convention. By committees and 
general meetings constructive school 
legislation was secured in the last Gen- 
eral Assembly. ‘The ninety-dollar-per- 
pupil tax limit was of importance to the 
entire State. The Bureau codperated 
with the American Legion in conducting 
the American-Education-Week program. 
The bond campaign for new school 
buildings was greatly aided by the activi- 
ties of the Bureau. It provides speakers 
and additional programs for the general 
meetings of the Chamber of Commerce, 
also presents additional speakers before 
churches, clubs, and other organizations 
of the city. 

The Bureau is continually selling edu- 
cation to the public. It also has helped 
to develop a better professional spirit and 
fraternal relationship among the edu- 
cators of the city—A. J. Burton, Princi- 


pal of the East High School, Des 


Moines, Iowa. 


> -« 
es 


=-— FX «= Ss othe 


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nen oe 


Vol. 11, No.6 


THE JOURNAL OF THE NATIONAL EDUCATION AssociATION 


Preparing the Course of Study 


H. B. WiLson 


Superintendent of Schools, Berkeley, California 


NY SCHOOL PROCEDURE 
A should go forward in the way to 
produce the greatest results in child 
education. This is whether the 
procedure has to do with expending the 
public funds, planning the methods of 
teaching to be used, or preparing the 


true 


course of study. 

How, then, should the work of keep- 
ing the courses of study up to date be 
conducted? Evidently the 
used should be better adapted to produce 
the best possible course of study than 


procedure 


any other method would likely produce. 
It should also be a procedure, if possible, 
which would operate to produce an in- 
terest in and an anxiety for the new 
course of study on the part of the teach- 
ing staff. If possible, the method of im- 
proving the course of study should minis- 
ter to the growth and development of 
the teachers whose work it is to guide. 
What procedure best meets the three 
requirements suggested? Personal ex- 
périence in trying to keep courses of 
study modern and progressive indicates 
definitely that “codperative procedure” 
brings the results which satisfy in largest 
measure the three requirements set forth 
above. 
courses of study developed by various 


Investigation of the merits of 


methods strongly confirms my conclu- 
sion from personal experience. 

What is meant by “coéperative pro- 
cedure”? It means the association of a 
large percentage of the teachers, super- 
visors, directors, and superintendents of 
a school system in the task of keeping the 
course of study modern and up to date. 
This procedure finds its contrast in the 
method which was universally used up 
to ten or fifteen years ago whereby the 
superintendent of schools alone or the 
superintendent of schools aided by his 
immediate determined and 
wrote the course of study in detail. By 
this method the teachers who were to 
use it knew little or nothing of it until 
it reached them in printed form. 

The values arising from employing 
the codperative procedure will become 
evident, perhaps, by noting briefly how 
such a method operates. In the first 
place, those who serve on the various 
subject committees should be assigned so 
far as possible in accordance with their 


associates 


Such wishes may be 
expected to emanate from interest and 
ability to serve. 


expressed wishes. 


In the second place, each subject com- 
mittee goes about its work by making 
certain it is familiar with the best 
thought and practice in the subject it is 
responsible for. If several committees 
are at work simultaneously on different 
subjects, they may, with advantage, meet 
jointly in the early stages of their work 
while they are concerned with studying 
the best recent theory and practice. 

During the last three years the writer 
has guided and observed the use of the 
cooperative procedure in the improve- 
ment and modernizing of the course of 
study in the schools of Berkeley, Cali- 
fornia. The procedure in this under- 
taking will be indicated with a view to 
bringing out its evident values. 

It was decided that a plan should be 
conceived for improving all courses need- 
ing it and for keeping them constantly 
up to date. ‘The work was launched in 
a series of meetings attended by a large 
percentage of the entire staff—elemen- 
tary, junior high school, and high school. 
Fifteen meetings were held in establish- 
ing the general point of view in the light 
of which all committees have gone about 
their work. The point of view agreed 
upon may be briefly and graphically sum- 
marized in the following table. 

Following the establishment of the 
general point of view, each subject com- 
mittee went about its work under the 
leadership of its chairman. ‘The chair- 
men of the various committees consti- 
tuted a general committee, which met 
regularly. No committee attempted any 
work on the details of the subject for 
which it was responsible until its mem- 
bers were familiar with all of the edu- 
cational literature fundamental to its 
work. 





The references on curriculum essen- 
tials given at the end of this article are 
indicative of the published material of a 
basic character, out of which each com- 
mittee picked the material for study that 
was of particular value in its work. 

At this writing, monographs have been 
published as a result of this procedure in 
penmanship, home nature 
study, arithmetic, and geography. Formu- 


economics, 








lations in all other subjects are nearing 
completion for publication. 

The limits of this article do not per- 
mit any quantitative setting forth of the 
superior character of the courses issued 
over other courses of study which were 
not produced codperatively. If space 
permitted, it would be easy to show that 
the educative activities and related sub- 
ject matter have been more carefully se- 
lected from grade to grade than would 
have been possible without the aid of 
teachers from each grade. Likewise the 
grade placement of the curricular speci- 
fications was better done through the 
aid of many teachers. Further, the sug- 
gestions as to procedures and methods 
from grade to grade are richer and bet- 
ter through the contributions of many 
teachers in reference to those procedures 
which had proved most effective in prac- 
tice. If these conclusions may be ac- 
cepted as correct, the procedure has pro- 
duced a better course of study in the 
subjects completed, and therefore meets 
the first test suggested in the above dis- 
cussion in reference to how the course 
of study should be prepared. 

In the second place, this method of 
working has developed an interest on the 
part of the entire teaching staff in the 
course of study. Fully ninety per cent 
of the staff is carrying course of study 
responsibilities. All have become am- 
bitious to produce for the guidance of 
all the best course of study in each sub- 
ject which present knowledge renders it 
possible to write. It need hardly be said 
that a course of study so produced is 
readily understood and used by all as 
soon as it is issued. 

In the third place, it is scarcely neces- 
sary to say that such a procedure brings 
growth to the teaching staff. The fun- 
damental reading and planning done in- 
sures large growth for everybody. The 
experience should bring to every teacher 
an amount of growth easily equivalent 
to a year’s college course in curriculum 
making. 


Part One of the 14th, 16th, 17th, 19th, 
and 20th Yearbooks of the National 
Society for the Study of Education. 
(Almost all subjects of elementary 
schools are treated.) Public School 
Publishing Company, Bloomington, 
Ill. 85c. to $1.10. 

Content of American history. Univer- 
sity of Illinois, School of Education, 
Bulletin No. 16. 

A course in grammar. University of 

Missouri Bulietin, Education Series 


No. 9. 











SOCIAL EFFICIENCY 
The Aim of All Education 





NECESSARY | 
OvuTCOMES 


| Habits | Atti- 


Knowl- 
edge | 








and | tudes 
Skills | 
} 


Phases of 
Efficiency 


Vital or Physical | 
| Efficiency 
— ee ee Were it possible to 
r : > print the details of the 
Vocational Effi- course of study in such 
| ciency a table as this, greatly 
enlarged, every item, 
detail, and procedure 
should either find a 
place here or be elimi- 
nated. It would be 
well if teachers were to 
test what they teach in 
each subject by whether 
they can justly give it 
a place in such a table 
as this, 








| Avocational Effi- 

ciency—right use 
| of individual and 
| social leisure 


| Civic Efficiency 


| Moral and Re. | 
ligious Efficiency | 





Wilson, Guy Mitchell. Survey of the 
social and business usage of arith- 
metic. "Teachers College, Columbia 
University, Contributions to educa- 
tion, No. 100. 1919. 62 p. $1.30. 

Second report of committee on elimina- 
tion of subject matter. lowa State 
Teachers’ Association. Charles F. 
Pye, Des Moines, Iowa. 

Hoyt, Franklin $. Place of English 
grammar in the elementary curricu- 
lum. Teachers College Record, Vol. 
7, No. 5, November, 1906. 

Briggs, Thomas Henry. - Formal Eng- 
lish grammar as a discipline. Teach- 
ers College Record, Vol. 14, No. 4, 
September, 1913. 93 p. 30c. 

Ayers, L. P. Spelling vocabularies of 
personal and business letters. De- 
partment of Child Hygiene. Pam- 
phlet E-126. Russell Sage Founda- 
tion, 1913. 14p. 5e. 

Recent spelling texts by Horn, Lewis, 
and others. 

Rugg, H.O. Needed changes in the com- 
mittee procedure of reconstructing 
the social studies. Elementary School 
Journal, May, 1921, 21: 688-702. 

Koos, L. V. Determination of ultimate 
standards of quality in handwriting 
for the public schools. Elementary 
School Journal, February, 1918, 18: 
423-46. 

Thorndike, E. L. New methods in 
arithmetic. Rand-McNally & Co., 
1921. 260 p. $1.50. 

Freeman, F. N. Teaching of hand- 


writing. Riverside Educational 
Monographs. Houghton Mifflin Co., 
1914. 155 p. 60c. 


Reports of Commission on the Reorgani- 
zation of Secondary Education. 





THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Cooperation in the 
Professional Educa- » 
-tion of Teachers 


G. C. ROBINSON 


Professor of Education, College for Women, West- 
ern Reserve University, Cleveland, Ohio 


ESTERN RESERVE’ UNI- 

¥V VERSITY and the Cleveland 
School of Education last year entered 
into an agreement whereby the two in- 
stitutions codperate in offering courses to 
teachers in service leading to the newly 
established degrees of Bachelor of Edu- 


cation and Master of Arts in Education. ° 


Under the present plan, graduates of the 
Normal Training Department of the 
Cleveland School of Education who se- 
cure positions in the city or suburbs, may 
continue their education by taking a 
maximum of four semester hours work 
in afternoon and evening courses offered 
during the school year, and a maximum 
of six semester hours work ‘uring the 
summer session conducted jointly by the 
two institutions. On the completion of 
sixty semester hours work, in addition to 
the two years work in the Normal De- 
partment, the University will grant the 
degree of Bachelor of Education. In 
the same way graduates of approved 
colleges may complete their work for the 
master’s degree. 

The work of these two upper years 
constitutes the “Senior Teachers’ College 
of the Cleveland School of Education 
and Western Reserve University.” 
This Senior Teachers’ College is under 
the administrative control of a joint con- 
ference committee of six members, three 
representing the university and three 
representing the city school system. The 
details of administration are handled by 
a director, a registrar, and a treasurer 
appointed by the joint committee. 

A. separate faculty organization has 
been effected to arrange courses and 
curricula in twenty-two divisions or de- 
partments which are intimately con- 
cerned in preparing teachers and other 
officers for public-school service. The 
chairmen of these divisions are selected 
both from the faculty of the university 
and the faculty of the School of Educa- 
tion according to their capacity to render 
the services desired. 

A formal contract is in force between 
the University and the Cleveland Board 
of Education specifying in detail the 
services to be rendered by each of the 
contracting parties. In brief, the Uni- 





June, 192 


~~ 


versity gives the free use of its equipment 
for the conduct of afternoon and evening 
courses during the regular year and dur. 
ing the summer session, while the Board 
of Education provides all overhead ex. 
penses and conducts the practice teach- 
ing work for the senior students of the 
College for Women in schools adjacent 
to the University. 

Last year while the coéperative plans 
were in process of formulation it was 
thought expedient to secure the assist- 
ance of experts. in teacher-training 
problems from outside the city. The 
Cleveland Foundation agreed to finance 
a commission of three to study the needs 
and opportunities of the combined under- 
taking, and in March, 1921, Professor 
William C. Bagley, of Teachers Col- 
lege, Columbia University ; Dr. John W, 
Withers, then superintendent of schools 
of St. Louis, now Dean of School of 
Education, New York University; and 
Dr. George G. Chambers, of the Uni- 
versity of Pennsylvania, commenced their 
study. The results of the careful and 
prolonged consideration of these men, 
together with that of groups of the Uni- 
versity faculty, city school officials, and 
others, have recently been published in 
a ninety-two-page bulletin of Western 
Reserve University. 

This bulletin, entitled The Profes- 
sional Education of ‘Teachers in Cleve- 
land sets up certain definite standards 
and ideals which the Senior Teachers’ 
College will try to realize as rapidly as 
circumstances permit. It contains chap- 
ters on such problems as the advanced 
education of elementary, junior, and 
senior high-school teachers, courses for 
supervisors, administrators, and_ special 
teachers, organization of the faculty, ex- 
perimental, demonstration, and training 
schools, the teaching load, financing the 
work of the Senior Teachers’ College, 
and the codperation of educational, civic, 
and social institutions in the professional 
education of teachers. 

This report, in brief, deals in a clear 
and comprehensive way with many of 
the perplexing problems to be found in 
connection with city training schools, and 
sets up standards that merit the serious 
consideration of all who are interested 
in institutional codperation in the profes- 
sional education of teachers. 

The appendix to the report contains in 
detail the regulations governing the ad- 
ministration of extension courses for 
teachers and requirements for the de- 
grees of Bachelor of Education and 
Master of Arts offered by Western Re- 


serve University. 








= 


5 


D 


es «6 


wD 


— Oe ee 


ee 


Vol. 11, No.6 


THe JOURNAL OF THE NATIONAL Epuc. 


Single-Salary Schedules 


Dio RICHARDSON 


Principal, Horace Mann School and Chairman of the Salary Committee of the Seattle 


Principals’ Association, Seattle, Washington 


ARLY in this school year the writer 
E was asked to make a study of the 
practical operation of single-salary sched- 
ules—salary schedules which provide 
that teachers with equivalent experience, 
training, and efficiency are paid the same 
salaries, whether they high 
schools, junior high schools, elementary 


teach in 


schools, or special schools. 

Extra pay for extra preparation an im- 
portant factor—As a preliminary to the 
study of the single-salary schedules, a 
questionnaire was prepared, sent to, and 
answers received from superintendents of 
schools of Birmingham, Alabama; Chi- 
cago, Illinois; Kansas City, Missouri; 
and Omaha, Nebraska—cities in which 
salary schedules providing extra pay for 
extra preparation are in operation. This 
being an important the 
single-salary schedules, it was felt that 


provision of 


an expression as to its value from super- 
intendents who have tried it would be 
significant. 

Questionnaire on extra pay for extra 
preparation—(Extra preparation is here 
construed to mean normal school, col- 
lege, or university credits.) 1. What 
are the theoretical reasons for having 
this provision in salary schedules for 
teachers ? 

2. What have been the effects of this 
provision in your salary schedules: (a) 
upon teaching efficiency? [Teaching eff- 
ciency refers to all the work of the 
teachers—classroom, building, school ac- 
tivities, play and playgrounds, com- 
munity, professional enthusiasm]; (+) 
preparation of teachers? (c) morale of 
the teaching corps? 

3. Have any of the teachers had any 
tendency to burden themselves with 
study for credits during the school vear 
to the detriment of their pupils? 

+. What the disadvantages, if 
any, in having this provision in salary 
schedules for teachers ? 


are 


Summary of answers to questionnaire 
on extra pay for extra preparation—In 
answer to the first question four reasons 
were given. Some of them were re- 
peated by two or more of the superin- 
tendents. (1) It raises professional 
standards; (2) It makes for better pre- 
pared teachers; (3) It furnishes more 


plausible reasons for salary increases; 


and (+) 
teacher. 

In answer to the second question, all 
four of the superintendents stated that 
the provision had the effect ot increasing 
teaching efficiency, of making better- 
prepared teachers, and of producing a 
better morale. 

As to the third question, the answers 
indicated that the amount of college or 
university work that any teacher should 
be allowed to carry should be limited 
and that specific provisions covering this 
point should be a part of the salary 
schedules. 

No disadvantages were mentioned in 


It encourages the ambitious 


answering the fourth question, except 
that one superintendent commented that, 
“It adds to the payroll and makes more 
clerical work,” but he continued, ‘1 be- 
lieve it is most helpful indeed to the 
school system and to the teachers.” As- 
sistant Superintendent Wight, of Chi- 
cago, commented on the provision as 
follows: 

“We believe that it is desirable that 
some inducement should be held out to 
teachers to continue studying. Many 
teachers, if not most teachers, would do 
this anyway, but those who need it most 
would require some sort of a stimulus 
to compel them to do the work. On the 
whole, it has worked very satisfactorily.” 

From this limited study of the extra 
pay for extra preparation provision in 
salary schedules for teachers, it would 
seem that such a provision is most desir- 


able. 

The 
schedules for teachers—In the prepara- 
tion of the questionnaire on the single- 
salary schedules, and in the tabulation 
and study of the data received in answer 
to those sent out, the writer was assisted 
by Mr. Virgil Smith, principal of High- 
land Park School, Seattle. 


A sufficient number of the question- 


questionnaire on_ single-salary 


naires on the single-salary schedules to 
supply each supervisory school official 
with one was sent to the superintendents 
of Lincoln, Nebraska; Denver, Colo- 
rado; Des Moines and Sioux City, 
Iowa; and Spokane, Washington—cities 
which now have in operation these sched- 
ules—with the request that they be dis- 
tributed to the parties indicated, and 


ATION ASSOCIATION 


225 





that conscientious and prompt answers 
be urged. 

Fifty-nine questionnaires, with gen- 
erally intelligible answers, were returned 
by superintendents, assistant superintend- 
ents, directors, supervisors, and princi- 
pals of the cities named. Many of the 
answers were strengthened, and others 
qualified by comments, which gave them 
greater value than they otherwise would 


have had. 


Questionnaire of the Seattle Princi- 
pals’ Association on single-salary sched- 
ules teachers—1. Why the 
change made in your city to the single- 


salary schedules ? 


for was 


2. In determining upon the promotion 
of a teacher under the _ single-salary 
schedules, what proportionate percentage 
value should be given to: (a) efficiency 
in teaching? [All the the 
teacher—classroom, building, school ac- 
tivities, play playgrounds, com- 
munity, professional enthusiasm]; (+) 
experience in teaching? (¢) preparation ? 


work of 


and 


[Normal school, college, or university 
credits. | 

3. How do you determine teaching 
eficiency? [Give factors as_teacher- 
rating scales, judgment based upon ob- 
standardized and the 
value in per cent given to each factor 
used. } 

4. What influence have the single- 
salary schedules had upon: (a) efficiency 
in teaching? (b) preparation of teach- 
ers? (c) morale of the teaching corps? 
(d) class distinction between grade- 
school and high-school teachers ? 

5. What are the objections to the 
single-salary schedules? (a) in theory? 
(4) in practice? 


Reasons for change—In answer to the 


servation, tests, 


first question, seven distinct reasons were 
given for the adoption of the single- 
salary schedules. ‘These reasons testify 
to the validity of the statement that an 
extra-pay-for-extra-preparation provision 
is important in the study of single-salary 
schedules. Of the fifty-three answers 
received, twenty-two gave as one reason, 
“To secure equal pay for equal prepara- 
tion’; eight gave, ““To hold teachers in 
the grades who would otherwise aspire 
to high-school positions because of better 
salaries offered”’; eight gave, ““To secure 
better preparation for all teachers’’; six, 
“To secure better new teachers”; five, 
‘To keep our best teachers’’; three, ““To 
secure greater teaching efficiency”; and 
one, ‘“To secure better morale.” 

Basis «f promotion—Although almost 
half of the fifty-three answers received 
to the first question indicate that an im- 








226 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


June, 1922 


nt deen ee 


portant reason for the changes to single- 
salary schedules was to “secure equal pay 
for equal preparation,” the answers to 
the second question point clearly to the 
fact that the promotion of a teacher 
under single-salary schedules should be 
determined largely on the basis of ef- 
ficiency. 

In the forty-six replies to the question- 
naire the following percentage values 
were given to three factors that deter- 
mine promotion: fifty per cent to efh- 
ciency in teaching; thirty per cent to 
preparation ; and twenty per cent to ex- 
perience in teaching. These percentages 
refute emphatically the argument that 
the operation of the single-salary sched- 
ules is unfair to the efficient teacher 
whose preparation may be rated low on 
the salary scale. A teacher may have a 
master’s, or even a doctor’s degree, and 
still, because of lack of efficiency in 
teaching, be unable to reach the maxi- 
mum salary paid, while the efficient 
teacher, by persistent and steady efforts 
at better preparation, is able finally to 
reach the highest maximum salary paid. 

Thirty-seven answers to this question 
give percentage values to three factors 
which determine teaching efficiency as 
follows: standard tests, six per cent; 
teacher-rating scales, four per cent; and 
judgment based upon observation, eighty 
per cent. Although _ teacher-rating 
scales and standard tests are much talked 
and written about, it is here observed 
that judgment based upon observation is 
still the most important method em- 
ployed in determining the effectiveness 
of the teacher’s work. 

Influence of single-salary schedules— 
If the answers received to the fourth 
question are valid—and there is little 
reason to doubt their validity—the in- 
fluence of single schedules on teaching 
efficiency, preparation of teachers, morale 
of the teaching corps, and in eliminating 
class distinctions between grade and 
high-school teachers is far-reaching. 

One reply reported the influence of 
the single-salary schedule as being good 
in the grades but of no effect in high 
schools; two reported no improvement; 
three, slight improvement; while thirty- 
four indicated that the effect had been 
good. The effect on the preparation of 
teachers was shown to be good by fifty- 
seven replies, there being no negative re- 
port. One reply saw no effect on the 
morale of the teaching corps, while fifty- 
one replies indicated improvement. In 
the matter of class distinction between 
grade and high-school teachers, two re- 


plies indicated that no effects had been 
observed, seventeen felt that such dis- 
tinctions were eliminated, and twenty 
that they were decreased. 

The assertion that class distinctions 
exist between grade and _ high-school 
teachers usually finds meager support 
among teachers themselves; but it is 
evident from answers received to this 
question that such class distinctions are 
real to superintendents and supervisors— 
observers who come in contact 
with the teachers. If the single-salary 
schedules tend to eliminate class distinc- 
tions—and answers to this question so 
indicate—then their adoption through 
out the Nation, wherever both grade and 
high schools are maintained, would be 
a democratizing influence which would 
make itself felt for the great good of the 
vouth of the Nation; for the work of 
grade and high-school teachers is so inti- 
mately related that close codperation be- 
them is The 
elimination of class distinctions surely 


close 


tween very necessary. 


brings about closer and more effective 
cooperation. 

Forty-six answers were received to the 
question which had reference to objec- 
tions to the single-salary schedules. Of 
the forty-six answers, on the theoretical 
side, two objected that salaries for grade 
and high-school teachers should not be 
the same, three objected to the raise in 
tax levy, while forty-one had no objec- 
tions. On the practical side, one ob- 
served that single schedules are difficult 
to administer, two objected that they in- 
crease the budget, while thirty-one had 
no objections. 

This study was made in order to learn 
something of the operation of single- 
salary schedules for the special informa- 
tion of a group of school people looking 
for the best in educational administra- 
tion and supervision. It was not made 
with the idea of proving that the single- 
salary schedule is superior to other salary 
schedules, but such a conclusion would 
be sustained by the evidence submitted. 











THE SEVEN AGES OF PLAY 


[With apologies to Shakespeare | 


Charles H. Keene, M. D. 


Director, Bureau of Health Education, Harrisburg, Pennsylvania 





Play has seven ages: first, instinctive mover, 
Struggling and crawling in a tiny orbit; 

And then the imitator, with his toys 

And gleaming, sunny smile, toddling like puppy 


Happily about; and then, the savage, 


Throwing, striking, mauling, as a joyful tribute 
Paid to his race’s story; then a hunter 
Bent on swift chase, and speeding like the fox, 


Cruel in habit, sudden and quick in seizing, 
Seeking the phantom quarry 

Even in the crowded street; and then, the nomad, 
Of fair, round visage, and glad, smiling mouth, 
With eyes serene, and pet at tripping heel, 

Full of kind thoughts and happy instances: 





And so he plays his race. 
Into the fair and joyful agriculture; 

On gard’ning intent, and things that grow, 

His youthful soul content with play so wise 

For his small head—with his big, beaming eyes, 
Turning again toward race’s past—he digs 

And struggles in the soil. 
That ends this childish growth, the tribesman, 
In growing consciousness of his racial goal 


The sixth age slips 


Last scene of all, 











PRT 


yy hh f& 


rm A 





Fee NRC. 98 


Vol. rr. No. 6 


————— 


The San Francisco Grade 
‘Teachers Association 


Mary F. Mooney 


State Director of the National Education Association, San Francisco, California 


HE SAN FRANCISCO GRADE 

TEACHERS’ ASSOCIATION is 
one of the results of that awakening 
which has been affecting the classroom 
teachers for more than a decade. Its or- 
ganization was brought about for the 
sole purpose of affording the elementary 
classroom teachers of San Francisco an 
opportunity to express themselves as such 
on questions involving their professional 
and material welfare. 
tion had not as yet become acute and if 
any misunderstandings existed they were 
accounted for by the fact that absence 
of organization made it impossible for 
the classroom teacher to make known 
her viewpoint. 

Although of spontaneous origin, the 
association did not explode into being. 
No great wave of emotional enthusiasm 
marked its coming. In fact, three years 
passed between the first launching of the 
idea and the actual forming of the asso- 
ciation. During that time steadily in- 
creasing numbers of teachers became 
convinced of its need. At last, in May, 
1917, the association became a fact. 

Since no high-school teachers appeared 
interested in the movement at the time 
of organization, membership in the as- 
sociation was restricted to elementary 
classroom teachers. Junior high schools 
are now a unit in the San Francisco 
School Department, and it is proposed to 
amend the constitution at the next gen- 
eral meeting so as to make teachers in 
those schools eligible to membership. 

The officers are a president, three vice- 
presidents, recording secretary, member- 
ship secretary, and treasurer. These 
with the chairmen of eight standing com- 
mittees constitute the Central Commit- 
tee, which is the executive board of the 
association. The Central Committee 
meets monthly. General meetings are 
held semi-annually. Officers for the 


coming year are elected at the May 
meeting. 


The salary ques- 


In the early days of its existence, the 
association used the school buildings as 
meeting places. Now, however, thanks 


to the generosity of Mr. Raphael Weill, 
a public-spirited citizen who became in- 
terested in the work of the association, 


clubrooms provide a meeting place for 
all committees and sections. Here is em- 
ployed a general secretary for two hours 
each day. No salaries are paid except 
for this clerical service. 

A forty-page bulletin is issued each of 
the ten school months. This publication 
is self-supporting. For 
bulletin 


three years a 
carried all its re- 
sponsibilities, but now a publishing house 


has assumed its physical burden. 


committee 


A rapidly growing collection of books 
is proving of great interest. For this, 
we are indebted to various publishing 
houses. They send the association sam- 
ple copies of their publications. The 
members examine and discuss them at 
leisure. At times a representative of 
the publisher comes to talk over a book 
with a group of teachers. 

The association has participated in 
two successful campaigns for better sal- 
aries. In one of these a committee pre- 
pared a thirty-page brief explaining con- 
ditions and needs to the city administra- 
tion and to the public in general. In 
the compilation of this brief the high 
type of service extended by Mr. Magill 
and Mr. Crabtree did much to bring 
about a better appreciation of the Na- 
tional Education Association. At all 
times when salaries have been under dis- 
cussion, the Grade Association has tried 
to keep to the front the idea that the 
minimum salary must be a living wage. 

Shortly after the association was or- 
ganized, a call came from our superin- 
tendent’s office asking for suggestions 
relative to the making of a new course 
of study. The Education Committee 
decided that before attempting a re- 
sponse it would be well to have clearly 
defined the fundamental psychological 
principles upon which a course of study 
should rest. After consultation with 
Dr. Boone of the University of Cali- 
fornia, a university extension course was 
arranged under Professor C. E. Rugh. 
This proved of such worth that a sec- 
ond was arranged for and from this be- 
ginning has grown a very valuable re- 
lationship with the university. As an 
organized group we are able to get very 
much better service from the University 































THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 227 





Extension Division. We are nearly al- 
ways able to get not only the course but 
also the instructor we suggest. 

Our course of study investigations 
carried us far. We found very sympa- 
thetic response from ‘Topeka, Kansas. 
We are proud of the interest and grate- 
ful for the inspiration of Superintendent 
H. B. Wilson, now of Berkeley, Cali- 
fornia. 

Hearing that Dr. John Dewey was 
coming to the western coast in 1918, we 
communicated with him and arranged 
for a series of lectures. From the pro- 
ceeds of these lectures, we sent a repre- 
sentative to the meeting of the National 
Education Association at Milwaukee, in 
1919. 

Under the direction of Dr. Virgil E. 
Dickson and of Mr. John K. Norton, 
we have had courses in intelligence test- 
ing. This was followed by some practi- 
cal training in testing with the view to 
becoming able to roughly classify pupils. 
Professor Cyrus D. 
series of talks on educational tests and 
measurements, and Miss Ethel Salisbury 
lectured on topics allied to curricula 
making. 

During the present term we have de- 
parted somewhat from educational topics 
and have had a course on public finance 
and its relation to school budgets by Pro- 
fessor J. B. Sears, of Leland Stanford 
Jr. University. It is hoped that this 
course, properly followed up, will equip 
us with material to justify our demands 
upon the tax-paying public. 

An informal dinner is held each 
month, and a tradition is well on the 
way to being established that we shall 
have two big social events each year. To 
one of these we invite non-members. In 
May we plan to have a jinks and realize 
funds to send two delegates to Boston. 
During the annual meeting of the Cali- 
fornia Teachers’ Association, Bay Sec- 
tion, we unite with our neighboring 
classroom teacher organizations in a get- 
together luncheon or dinner. 

There is a clause in our constitution 
which reads: ‘““Whenever five or more 
members wish to engage in any specific 
activity not provided for herein, the 
president, upon application in writing, 
approved by the Central Committee, 
shall appoint them a committee to organ- 
ize and supervise such activity.” Under 
this provision have grown up the sections 
of the Grade Association, and the work 
of these sections constitutes our one con- 
tribution toward the solution of the 
problem of how to afford the classroom 
teachers opportunity freely to formulate 


Mead gave us a 


8 a ieee 1) A nail ns 


_single-salary 


228 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





their wants and work out a plan to 
satisfy them. 

The scope of the activities that have 
developed under this provision is almost 
unbelievable; certainly it is amusing. It 
ranges from zsthetic dancing to prepa- 
ration for a higher credential. Some of 
these activities have been short-lived; 
others have almost attained the dignity 
of standing committees. Some ave the 
interest of only a few; others have grown 
to include nearly the entire membership. 

The kindergarten-and-first-grade sec- 
tion has done much toward making the 
work of those two periods continuous. 
The seventh-and-eighth-grade group be- 
came interested in junior high schools 
with the result that about thirty have 
enrolled in the university in order to se- 
cure certification for that type of work. 
Other grade groups have taken up dif- 
ferent problems peculiar to their work. 
Twice a month there is a hike into the 
country. These members have on occa- 
sions “knapsacked” for a week. Every 
Tuesday a swimming class meets under 
the direction of the supervisor of physical 
education. Interest in “Bird Study 
Afield” became so great that two sec- 
tions have been formed. Two book sec- 
tions read and discuss current literature, 
and a dramatic section has been studying 
modern drama under the guidance of a 
former now dramatic 
critic of the drgonaut. Basket weaving 
and tennis have each brought together a 
group. At the clubroom is a silver cup 
which was awarded the Dahlia section 
for its entry in the exhibit of the Cali- 
fornia Dahlia Society. Through the co- 
operation of the managements, groups 
have enjoyed personally conducted visits 
to various industrial plants. 

The San Francisco Grade Teachers’ 
Association was one of the local organi- 
zations promptly to affiliate with the Na- 
tional Education Association after its 
reorganization. It was represented at 
the Milwaukee, the Salt Lake, and the 
Des Moines meetings. It has conducted 
a successful drive for one thousand Na- 
tional Education Association members in 
San Francisco this year and expects to 
send a strong delegation to Boston. 

Affiliated with the National League of 
Teachers’ Associations, it stands fot ten- 
ure of office, retirement salary, the 
schedule, and advisory 
Moreover, it has 


teacher who is 


councils of teachers. 


demonstrated practically the possibility 
for the improvement of the teacher while 
in service. 

For better mutual understanding, we 
have affliated with the City and County 








Federation of Women’s Clubs. We 
have also united with our neighboring 
organizations of classroom teachers in a 
Bay Section League of Classroom Teach- 
ers. As such we are a recognized unit 
of the meeting of the California Teach- 
ers’ Association, Bay Section, and of 
our city and county teachers’ institutes. 

What the future may hold for the 


Grade Association we may not prophesy. 


June, 1922 





‘There seems to be a general impression 
that voluntary organizations seldom out. 
live the enthusiasm of their founders, 
We hope to be one of the exceptions: 
first, because our beginning was not the 
result of a transient condition; and, sec- 
ondly, because the sections draw so many 
members into active participation that 
they are a source of renewed vitality, 


The Pittsburgh Teachers’ 


Association 


ANNABELLE MCCONNELL 


- Editor of the Pittsburgh School Bulletin, Pitishurgh, Pennsylvania 


 egeeaips BACK over a period of 
years from 1904, when Pittsburgh 
teachers appeared on the social map as 
an educational force chartered by the 
State to promote the interests of the 
schools and the welfare and professional 
spirit of the teachers, it is rather discon- 
certing to find a record of almost con- 
tinual movement, usually involving a 
financial element. Pennsylvania had a 
long way to go, however, and she found 
it out when the Pittsburgh Teachers’ 
Association began to work for a retire- 
ment act, salary increase, and a new 
school code. 

The successful accomplishment of 
these objects became the basis of other 
operations. In 1918 the association, 
conjointly with the State Teachers’ 
League, and the State Educational As- 
sociation, drafted a bill to establish a 
State-wide retirement system for teach- 
ers. This was passed by a large ma- 
jority of both houses, and began to 
operate July 1, 1919. 

This measure regarded as one of the 
most carefully considered pieces of legis- 
lation ever devised in the interests of the 
public schools of this State, has estab- 
lished a retirement system for school 
employees that will probably come to be 
regarded as a model for other States 
throughout this country. 

The State contributes administrative 
expenses and takes part in the main- 
tenance of the fund with the school dis- 
tricts and employees. The soundness of 
this system is noted in these points: 
(1) The system will be permanently 
solvent; (2) it is scientifically planned ; 
(3) it is within reasonable cost to the 
school employees and to the State; (4) 
it is on a contributory basis; (5) it is 


cooperatively and safely managed; (6) 
local interests are properly conserved ; 
and (7) it is in accordance with modern 
economic and social principles. 

In consequence of the pressure of the 
times in 1917, the Board was requested 
to give a bonus pending the adoption of 
a revised salary schedule. In January, 
1918, all employees of the educational 
department who received salaries of 
$3000 or less were given $100 additional 
as a war emergency for one year, with 
the expectation of a permanent increase 
in the proposed revision of the schedule 

The history of the next three years 
abounds in conferences with the Board 
of Education, mass meetings, hearings 
by the Chamber of Commerce, and other 
public bodies, the publication of an 
“S. O. S. Bulletin” proclaiming the 
necessity of an increase in salaries, and 
urgent editorial appeal by the press. 
Public opinion approved; the Board of 
Education recognized the necessity but 
maintained that it could not provide the 
necessary funds under its limit of taxa- 
tion. 

It was admitted that the money could 
be legitimately borrowed, but iit was not 
considered sound financial policy to do 
so without available funds for repay- 
ment. The Chamber of Commerce 
passed a resolution requesting the Board 
to borrow the necessary amount to the 
extent of its borrowing power, and 
pledged its support to secure from the 
legislature the necessary action to in- 
crease the revenues in order to repay it. 
and if this should fail, pledged itself to 
use its best efforts to raise the necessary 
funds. 

The schedule for State revision of 
salaries passed the legislature in the form 


eR en 





~*~ oO FF. & 65 


~oormlCrr 


ae 








cnn ene se en 





Vol. 11, No. 6 





of the Woodruff Bill. This greatly im- 
proved school conditions. 

Dr. Finegan’s schedule was proposed 
at the meeting of the legislature in 1921 
and hung in the balance because of the 
difficulty of deciding upon the source of 
the increased appropriations. Under its 
operation the teachers throughout the 
State enjoy liberal salaries and improved 
conditions coincident with greater edu- 
cational opportunities. 

The Pittsburgh Teachers’ Association 
was a most active factor in this campaign, 
and its success was in a large measure 
due to the activity, alertness,and personal 
popularity of our president, who spent 
the greater portion of his time in Harris- 
burg working for the passage of this bill. 

There are about 2500 members in the 
association, working harmoniously; a 
large majority is always willing to sup- 
port its leaders. 

The salary, retirement, and legislative 
committees have labored unceasingly 
with keen intelligence and executive abil- 
ity, by the side of the president, Mr. 
John H. Adams, who for three stren- 
uous years has been our honored, trusted, 
and successful leader. 

In appreciation of the liberal support 
of the taxpayers in the matter of sal- 
aries, the association instituted a project 
in the schools with the slogan ‘““We Do 
Not Destroy.”” The teachers pledged 
themselves to teach conservation of 
everything connected with the school 
buildings, materials, and books. Prizes 
were offered for the best essays, posters, 
and music illustrating this slogan. A 
masque, entitled “the Waster,” was 
given several times as a 
this movement. ‘This performance was 
unique in that everything connected with 
its production was due to the school 
talent. It was written by Ralph E. 
Blakeslee, teacher of English in the 
Allegheny. High School; costumes were 
designed by the art department; a 
former student of the school painted the 
scenery. The teacher of dramatic art 
coached the production, and the physical 
department contributed to the dances. 
The printing was done by the industrial 
department. The masque was a brilliant 
success. The proceeds were given to 
the Mutual Service Fund which is main- 
tained by the association for the benefit 
of members who are in need of assistance. 


EDROFESSIONAL ORGANIZA- 
TION strengthens the teacher, im- 
proves the school, gives children better 
opportunities, and renders a distinctive 
service to locality, State, and Nation. 


climax to 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 









The Psychological Clinic 


BertHa M. Luckey 


Director of the Psychological Clinic, Public Schools, Cleveland, Ohio 


S OUR school system grew 
complex, and as larger groups of 
children were gathered together, there 
was a tendency to put these children into 
a common groove, the curriculum. The 
more nearly the child approached the 
average or normal, the easier it was to 
lay ‘down the work that he was to do 
and help him do it. For a while the 
tendency was to blame the school cur- 
riculum, course of study, or the teacher 
if the child failed to accomplish the plans 
laid down. It was felt that one child 
could do whatever any other child did if 
the work was planned right. However, 
experience soon led to the discovery that 
all children were not alike. They were 
individuals individual variations. 
One was unable to master arithmetic but 
could take care of a home as well as an 
adult; another could do arithmetic and 
reading well but when confronted with 
manual training was a failure, because 
of his poor muscular control. 

Some children stood out because they 
were so far from the normal that they 
could not be fitted into any school sys- 
tem. These children—including idiot 
imbeciles, and low-grade feebleminded— 
were the first to show the need of i 
dividual study of children. Normal 
schools and universities had courses of 
child study called by different names. 
Persons preparing to teach were sup- 
posed to have gained some knowledge of 
the children to be taught. As psychology 
became more highly developed it was 
found necessary for teachers to specialize 
in the study of children. In school sys- 
tems having large numbers of children, 
specialists, whose whole time was de- 
voted to the study of children’s mental 
powérs, behavior, and peculiarities were 
added to the staff. This branch of the 
service was called by different names. 
In some places it was The Child’s Study 
Bureau; in others, The Mental Hygiene 
Department, or The Mental Clinic, or, 
as in Cleveland, The Psychological 
Clinic. Whatever the name, the pur- 
pose is the same: to study children as) 
individuals and fit them as far as pos 
sible into a complex school system, and 
if necessary to suggest helpful changes in 
that system. 


more 


with 


The Psychological Clinic is organized 
to take care of all problem cases in the 
schools. Those handling the work must 
know the educational problem from the 
point of view of the schools as well as of 
the child. There should be, either in 
the psychological group or in close co- 
operation, physicians and psychiatrists so 
that cases that need their attention may 
be referred without delay. 

To illustrate by some cases that have 
come up in the Cleveland clinic, Albert 
and Jennie were two first-grade chil- 
dren. Jennie was repeating the first 
grade for the second time. Albert, upon 
careful examination, proved to be a nor- 
mal child with defective vision. 
The vision had been corrected just be- 
fore the mental examination, but, due to 
the difficulty of using his eyes and un- 
derstanding the letters, he had not 
learned to read. He had been given no 
outside help by the teacher. Jennie, on 
the other hand, had received constant 
help; in fact, the teacher had spent from 
a quarter to a half hour extra daily try- 
ing to bring her up to grade. She was 
a feebleminded girl and not at all men- 
tally ready for first-grade work. The 
child who really needed individual help 
was Albert, who on being. placed in a 
sight-saving class for a year made up 
what he had lost in the first half-year’s 
work. 


very 


A principal, speaking of the enlarge- 
ment of the clinic, said: ‘Here is a de- 
partment we need in our work. Any 
expansion here that will give us more 
service is desirable. 
valuable. 


Their work is in- 
The teacher after examina- 
tion knows with what she is working. 
She can then be relieved of the defective 
child in her room. One such child in 
a room will take more time from the 
teacher than twenty normal children. 
As for three in the room it will be im- 
possible to do any real school work.” 

A statement made by a teacher of a 
special class in a western city started 
my interest in the work. Commenting 
upon some of the children in her class, 
she pointed to some overgrown boys who 
were working very happily at the back 
of the room and told this story: “These 
boys came to this room last February 



























230 





They like the work here, and we've had 
no trouble with them. In the room 
where they were last year the teacher 
went down to the superintendent, say- 
ing she was going to resign as she was 
losing her grip on her schooi work. She 
no longer enjoyed it. She wasn’t sleep- 
ing nights from worry. She wished to 
give up the whole teaching job as she 
felt she was becoming a failure. As she 
had been an excellent teacher she was 
persuaded to try a little longer. Soon 
after this these same four boys were 
shown by mental examination to be 
seriously retarded, probably  feebie- 
minded children, and were removed to 
the special class. At once the whole at- 
mosphere of the room changed. For the 
first time during the year she was able 
to obtain a social spirit in her room. 
Her children were working together, 
and discipline was no longer a problem. 
She began to enjoy her work, and before 
the end of the year nothing could per- 
suade her to give it up.” 

Often an examiner will be called upon 
to test an entire entering class, because 
it presents a more difficult teaching prob- 
lem than others. In such a room a 
group test is first used to bring out ex- 
treme cases. “These extreme cases are 
then carefully studied. Is it any won- 
der that this first-grade class was a 
serious problem when amongst the forty 
children were found five so bright that 
they eould do twice what the norinal 
child could do, and two children who 
were actually feebleminded, while there 
were four who were mentally retarded 
and immature and who should have 
waited a year before trying to enter 
school? How is one teacher going to 
keep such a group together and consider 
her curriculum and course of study, let 
alone do real teaching? If she spends 
her time with the slow pupils the 
brighter group will not get the help it 
should receive. If the reverse is true, 
then the slow or feebleminded child is 
getting nothing. With the present 
knowledge and use of group tests, ex- 
treme cases of this kind can be prevented. 

There is another phase of clinical 
work in which the psychologist can be 
unusually helpful—that is, with the boy 
or girl who has mental capabilities but 
is not using them. At a lecture last 
night I sat next to a woman whom I 
supposed to be a total stranger. She said: 
“Are you Dr. Lucky?” I said “Yes.” 

“Well, I am Willie S.’s mother.” 

I am sorry to say I didn’t recall 
Willie S.’s mother or Willie S., so I 





Tue JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION 


parried: ‘““How is Willie getting on in 
school ?” 

“Fine,” she replied. “Do you know 
this last term he passed for the first 
time without being on trial and because 
he had really worked. You were the 
first one to give him any encouragement. 
You told him he could get his school 


SUPERINTENDENTS’ SALARIES 
IN OKLAHOMA 


This table, prepared by Superintendent 

’. C. Johnson, of Marietta, shows the in- 
creasing number of 
are receiving the salaries indicated. 
progress has 
States 


superintendents who 
Similar 


been made in many other 





$2000 to $2400 $2500 to $3000 





I 
23 


2 


- 


64 





$4000 or above 
3 Oo 
8 3 
II 





10 








work if he only tried. He was very 
much struck by what you said and since 
then has been working hard.”’ 

Then, as she talked, I recalled the 
case. Willie S. was a slow boy, was 
much lower in school than he should 
have been considering his mental re- 
tardation. He had been repeatedly 
labeled under the head of “mental in- 
wapacity” by his teachers. With him 
failure had grown so great that he no 
longer tried to do the school work, but 
after the test I told him he could get 
the work if he tried and I would tell the 
teachers to expect good work. The 
mother told in considerable detail of his 
progress and was delighted at his change 
of attitude. 

Again, there was the case of a boy in 
high school who was on the point of 
failing. One teacher gave him a pass- 
ing grade because she felt sorry for him 
and felt that no matter how much he 
tried he could not get the work, because 
he was probably mentally defective. As 
an opening question to arouse interest I 
asked him how he liked school work. 

“Oh,” he said, “it’s easy.” 

“Well, what grades have you been 
getting?” 

“Seventy (just passing) and seventy- 


three.” 


As a result of the examination and 
the conversation following, it developed 
that he was an unusually bright boy who 


June, 1922 





had decided that grades didn’t count. 
He knew the teachers thought he was 
bright, and it didn’t matter what one 
got on his report card. He was trying 
to do as little work as possible. His 
idea was that one should try merely to 
pass in the subject. Any more than a 
passing mark meant wasted time. He 
was quite shocked when told the opinion 
of his teachers and went back to school 
with the intention of changing their 
opinion. 

So we could go on indefinitely giving 
illustrations. A day does not pass when 
the psychologist is not able to make some 
adjustment or change which affects the 
classroom or the individual child in such 
a way that any obstacle to the teacher is 
either removed or made into an aid. 

The cost of the tests varies in differ- 
ent places. Here the cost is less than 
two dollars for each child studied, and 
it would be much less if one figured on 
the basis of those children who are in- 
fluenced by the individual examinations. 
The chief cost of examination is the sal- 
aries of the trained psychologists who 
give the tests. The need for careful 
training is evident, as the examiners 
must have at their fingers’ ends a hun- 
dred and one methods of approach. 
Each child will present a different prob- 
lem and must be studied from a differ- 
ent angle. New problems arise during 
the examination which require all one’s 
previous training to solve. 

The equipment for the clinic should 
contain performance tests, apparatus for 
anthropometric measurements, 
form boards, ‘picture tests, and the like, 
so that not only those who understand 
the English language but foreigners 
also can be tested. In Cleveland the 
equipment is such that foreign-born, il- 
literates, deaf, and blind children can be 
studied as easily and as well as other 
types of children. 

The Psychological Clinic has a still 
wider value as an aid to the school sys- 
tem. Here the child or adult is consid- 
ered as an individual, as a person with 
his own peculiarities and differences; he 
is studied with a view of enabling him 
to take as nearly a normal part in the 
social scheme as possible. The clinic 
plays an important part in the social 
agencies of the city. The clinic here 
works in connection with the Humane 
Society, Associated Charities, hospitals, 
courts, and vocational agencies. The 
closer the codperation between these 
agencies the more service the clinic can 
render to the schools and to the city. 


making 


np ERM carne mn ae en em 





RRR na 


ne 








Vol. 11, No.6 


Tue JouRNAL OF THE NATIONAL EpucAtTiIon AssociATION 








St. Louis Appreciates Education 


PuHiLo STEVENSON 


Assistant to the Superintendent of Schools, S:. 


HE TAXPAYERS of the city of 

St. Louis, by a vote of slightly less 
than three to one, have approved the 
maintenance of the present tax rate for 
schools of eight-five cents on the $100 
valuation. This action on March 28 
brought to a conclusion an active cam- 
paign which had been waged in St. Louis 
for six weeks prior to the election and 
in which public-spirited citizens, princi- 
pals, teachers, and pupils worked to- 
gether as one eager and vigorous sales- 
force. The opening gun of the cam- 
paign was fired when Superintendent 
John J. Maddox called together all 
elementary and 
and laid before them an outline of the 
proposed campaign and stated the assign- 


high-school principals 


ment of authority and responsibility he 
had made to various groups of the school 
force. ‘To one committee, for example, 
was given general supervision of speak- 
ers; to another the organization of a 
program of publicity in the newspapers 
and by means of printed circulars; a 
third was to cover the features of 
posters and display; the function of a 
fourth was that of securing the assist- 
ance of school organizations; a fifth was 
to deal with non-school organizations 
such as political committees, trade and 
labor unions, philanthropic, civic, me- 


Louis, Missouri 


chanical, and industrial associations; a 
sixth committee assumed the _ responsi- 
bility of getting out the vote; a seventh, 


of preparing statistics and data of all 
kinds for use by the other committees; 
and an eighth committee encouraged the 
writing of letters to the newspapers 
favorable to the maintenance of the tax 
rate. This last-named committee like- 
wise secured the consent of the Minis- 
terial Alliance to the appointment of an 
Educational Sunday when the merits of 





Ts is a picture of the Cyrus P. Walbridge School, named for a former mayor 


of St. Louis. 


The other picture on this page shows the Edward C. Long School, 
of St. Louis, named for a former superintendent of schools. 


These two pictures 


show the type of building which St. Louis will coninue to erect now that the main- 


tenance of the tax rate for schools has been assured for four years. 





the proposed tax rate for schools were 
stated in St. Louis’ pulpits. 

Immediately following the principals’ 
meeting a Citizens’ ‘Tax Campaign Com- 
mittee was organized and instituted at 
once the active campaign suggested by 
its name. Inasmuch as the charter of 
the Board of Education made it im- 
possible for the board, even had it so 
wished, to expend any of its funds in a 
program of publicity and persuasion, this 


important part of the movement was 
assumed by a special committee of the 


Citizens’ Committee. This committee 
had no difficulty in raising a sum suf- 
ficient to meet all the expenses incidental 
to the campaign, although those expenses 
ran into the thousands of dollars. As 
soon as the Citizens’ Tax Rate Com- 
mittee was organized, committees, iden- 
tical with those that had been formed by 
the public-school authorities, were cre- 
ated. The public-school committees 
thereupon immediately placed their ser- 
vices at the disposal of the Citizens’ 
Tax Rate Committee and worked under 
the general directions of that organi- 
zation. 

One of the most active pieces of work 
performed during the campaign came 
from the committee on posters and dis- 
play. As a result of its efforts every 
public schoolhouse in the city soon 
blossomed out with huge signs of 
gummed paper of various colors fastened 
to the inner side of the schoolroom 
windows. These signs read, “Vote Yes, 
March 28th” and could be easily read 
for the distance of a city square. Under 
the direction of the same committee, and 
with the assistance of the department of 
drawing and manual arts, every school- 
room in the city above the first grade 








232 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





designed, and then made with crayola 
or water color, posters variously adver- 
tising the public schools and their reve- 
nue needs. Some of the best of these 
read, “To keep the schools alive, again 
vote eighty-five,” “For life there is no 
preparation of value like an education,” 
“Good citizens do not begrudge taxa- 
tion when it is meant for education,” 
“Keep up the rate and you keep up the 
standard,” “None but the best in edu- 
cation will satisfy a forward nation,” 
“St. Louis schools furnish an education 
that is high in quality but low in price,” 
“Maintain the tax rate—Progress; Re- 
duce the tax rate—Calamity.” 

One week before the election day the 
schools were provided with 200,000 
copies of a circular reading, ‘““This house 
will vote Yes for the school tax.’’ These 
were distributed by the children and 
were posted in the windows of homes 
friendly to the schools. For the week 
prior to the election the homes of the 
city, therefore, presented an almost gala 
appearance behind their vari-colored 
signs and emblems. 

A monumental piece of work was per- 
formed by the committee on statistics 
and research. The information dug out 
by this active group of men and women 
was the source of supply for all of the 
other committees. It was this com- 
mittee which made it possible for the 
publicity committee to present facts in 
telling form, in newspapers and circu- 
lars. Speakers for the tax rate drew 
upon this committee for data which they 
could quote demonstrating that the St. 
Louis tax rate, even at eighty-five cents, 
was low when compared with that of 
other cities. 

Slides and moving pictures were, with 
the consent of the St. Louis Moving 
Picture. Association, shown at fifty local 
theatres nightly for a total of twenty- 
five or thirty nights. Success at the 
polls was early forecast by the en- 
thusiasm with which the audiences 
greeted school mottoes, other statements 
about the schools and the pupils, and 
pictures of the most approved type of 
school plant or of old-fashioned or port- 
able buildings which the success of the 
campaign would replace. 

On election day the Citizens’ Com- 
mittee kept in touch with the voting 
places and through the assistance of 
friendly watchers at the polls were kept 
informed as to the number of friendly 
voters who had not, at a certain time, 
been to the polls. These, not later than 


5:00 Pp. M., were sent a card signed by 


the school principal reading as follows: 
“You have not yet cast your vote for 
the school tax. Your voting place is 
SE Ce Polls open until 
7:00 p.m. The schools need your vote. 
Es ae, ae (Signed) School and 
Principal.” 

This was the final effort of the cam- 
paign and was felt to be a feature, 
though not of the first importance, to 
glean a good many votes which might 
otherwise not have been cast. 

One of the picturesque features of the 
campaign was an automobile parade on 
the morning of election day under the 
auspices of the League of Women 
Although concluded in a down- 
pour of rain, Mayor Kiel, Superin- 
tendent of Schools Maddox, and Mr. 
John C. Tobin, president of the Board 
of Education, addressed a great crowd 
from the steps of the Post Office and 
then, answering the dare of some one 
in the crowd, walked up Olive Street 
from Eighth to Twelfth, one of the 
busiest spots in the downtown district, 
carrying colored banners bearing, ‘‘Vote 
for the school tax.” 


Voters. 





June, 1922 








It was learned by school principals 
and teachers generally that the Tax 
Campaign was a demonstration of the 
project method in civics teaching that 
could not be surpassed. Children were 
wrought up to a high pitch of enthusiasm 
and took part with great zest in every 
phase of the campaign open to them. 

The campaign likewise encouraged the 
composition of many school songs. One 
of the best of these, from the pen of a 
kindergarten teacher, was to the air of 
Goodbye, Girls, I’m Through. 

We call girls on you, 

To put the school tax through; 
You'll help it to success 

If only you vote “Yes.” 

Don’t mind the small taxation 

For children’s education, 

Make your men folks vote “Yes” too, 
We call, girls, 

We call, girls, 

We call, girls, on you. 

The vote upon the tax was nearly 
three to one in its favor. Inasmuch as 
it was a vote of three to one which 
carried -the tax last year and slightly less 
than three to one two years ago, it 
would appear that this ratio of ayes and 
noes reflects the popularity of St. Louis 
schools with St. Louis taxpayers. 





HIS ARCHITECT’S DRAWING shows the proposed new State capital 
building in Nebraska, in which will be housed the State Department of Educa- 


tion. 


The building is to cost $5,000,000. 


Because of the unusual simplicity, 


dignity, and beauty of the design, it is attracting the attention of architects through- 
out the world. The plan recognizes the artistic requirements of the Plains country. 














' 


Vol. 11, No. 6 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 233 





Americanizing Illiterates 


M. CATHERINE SEXAUER 


Educational Director of the U. 8. Veterans’ Bureau Training Center, 


Albuquerque, New Mexico 


HE UNITED STATES VET- 
ERANS’ BUREAU has established 

at Albuquerque, New Mexico, one of 
its numerous rehabilitation centers for 
the ex-service men of the World War 
for the purpose of removing their voca- 
tional handicaps by fitting them for some 
line of work which they can more suc- 
cessfully do. This training center after 
one year of existence has become the 
trade center of New Mexico, to which 
now flock all men in the State wishing 
to learn some such trade as shoe repair- 
ing, auto mechanics, or carpentering. 
During the first part of the year, this 
was mainly an educational center, teach- 
ing the men the three R’s. ‘This center 
draws Spanish-American men exclusively 
—or Mexicans as they are usually called 
by the white population—a race typically 
Mexican in thought, living in Mexican 
centers where only the Spanish language 
is spoken, where no English newspapers 
are read, and where little civic duty is felt. 
In estimating the derived 
from the training given to disabled men, 
it is impossible to ignore the effects of 
environment, for it is the atmosphere sur- 
rounding their lives that influences them 
to the extent of making them seem almost 
foreign to 


benefits 


Americans. 
“Sun, silence, and adobe—that is New 
Mexico, the land of poco tiempo, the 
home of ‘pretty soon.’ No one ever hur- 
ries, no one worries; why should they? 


America and 


Tomorrow will do. 


The opiate sun 
soothes one to rest, the adobe is made to 
lean against, the hush of day-long noon 
It is a land of 


would not be broken. 





At best, the men have had only from 
two to four terms of school, ranging 
from one to four months each. Many of 
them either sign their names with a cross 
or scratch them in their native language. 
According to the 1920 Bureau of Census 
report, New Mexico has fifteen and a 
half per cent illiterate population, the 
fifth most illiterate populated State in the 
United States. 
ees assigned to the Albuquerque Center, 
New Mexico seems to be almost a hun- 


According to the train- 


HE STUDY of civics with the daily newspaper as a textbook has helped these 


men better to understand America and, incidentally, they have improved in 


appearance and self-respect : 





ineftable lights and shadows, an_inde- 
scribable harmony in browns and grays 
over which the enchanted light of its 
Under 
this influence, can we wonder that these 
swarthy-faced Americans, descendants of 
old Spain, have been content to live in 
ignorance and superstition?” 


blue sky casts an eternal spell. 





dred per cent illiterate. ‘lhese people 
cling to their native language, customs, 
and traditions with a tenacity that is the 
despair of the Americanization move- 
ment. Their knowledge of the affairs 
of the day, whether political or of a gen- 
eral nature, is very limited. Therefore, 
the first class organized in this center 
one year ago was the Americanization 


class, but called the current events class 
because these citizens—citizens in name 
only, men who considered themselves 
citizens in spite of clinging to their 
native civilization and barely speaking 
the American language—resented the 
fact that they needed Americanizing. 
This Americanization class was con- 
ducted for only one month when the 
percentage of the members taking Ameri- 
can newspapers had risen from two to 
eight per cent. New classes are organ- 
ized as new men enrol. The textbook, 
the daily local newspaper, is supplied 
each class member by the editor, studied 
carefully each day, considering political 
measures in the city, in the State, and 
in the country at large. It is amazing 
to find that it is necessary to explain to 
the men that Government exvenditures 





Wy HILE these men learn to repair shoes and thus to earn a living they learn 


also the language of America and something of her ideals of citizenship. 








234 





are paid by the people themselves instead 
of by some great unknown source as 
the Government. These citizens are born 
and raised and have lived in America 
all their lives, but are Spanish-speaking, 
Spanish-thinking, and utterly ignorant 
of all but Spanish customs and beliefs. 
Every ingenious method imaginable is 
used to accomplish the purpose for which 
these men are enrolled in this strange 
school. Perhaps the greatest difficulty 
is in winning the confidence of these 
grown men from twenty-five to forty 
years of age. More tact, personality, 
and ingenuity are required in this teach- 
ing than in any business | know, for 
while the trainees are mainly heads of 
families, yet in most respects they are 
like children with more mature. experi- 
ences and habits of expression. Handi- 
capped by disabilities resulting from 
service in the cause of their country, 
some of our men returned to find their 
greatest handicap, not the disability in- 
curred in the service, but their lack of 
education, their lack of training, their 
lack of a definite objective. 

This is especially true of the Spanish- 
American men of the Southwest, and 
this was the problem confronting Sera- 
fino Gomez when he came before our 
board to discuss plans for his training. 
He is twenty-eight years old and served 
two years in the army. His service re- 
sulted in ankylosis of the wrists, lost func- 
tion of the hands. Before the war he 
worked as a teamster on a farm; he 
could neither read nor write. While in 
the army he signed his name with a 
cross. He entered the Center at Albu- 
querque on August 24, 1921, and after 
six weeks of training was able to read, 
write, and figure. During this period 
his case was closely followed and a trade 
objective decided upon. 

Before six months had passed it was 
deemed inadvisable for a man to spend 
half his training period away from the 
job, in schopl. The time set aside for 
learning his trade is limited, so now a 
change has been instituted whereby he 
is placed in the shop at the beginning of 
his training period. If he cannot read or 
write or speak the English language at all, 
his full day is occupied in tutorial classes 
where he is given individual instruction 
and taught these elementary rudiments 
in a few weeks. If the man has the 
ambition to improve his mind to a 
greater extent, he is given three months 
out of his eighteen months’ training 
period, or six out of a_ twenty-four 
months’ period in school where he can 
give especial attention to English, mathe- 


THe JoURNAL OF THE NATIONAL Epucation AssociATION 


matics, penmanship, or to that subject 
which is most needed in his trade. 

The best equipped shop in the Albu- 
querque Center is the shoe-repair shop, 
first established because of the great de- 
mand. After the men have a start in 
learning the trade, they hesitate about 
giving up certain periods of the day to 
taking up work in the educational part 
of the Center. Some of them consider 
this unnecessary, are too ignorant to see 
the benefits of this additional training. 
In order to overcome this reluctance on 
the part of the men, I instructed one of 
my teachers to work out a course cover- 
ing shoe-repairing exclusively. Shoe- 
shop catalogs were taken and made over 
into textbooks with typewritten lessons 
inserted at proper intervals pertaining 
to particular pages. Reading is thus 
given from the catalogue through the 
ordering of supplies. 

Business English is taught by writing 
business letters to different firms, inquir- 
ing about certain machinery or about 
leather goods. One man became visibly 
excited over receiving an answer to his 
inquiry; it was his first letter received 
through Uncle Sam’s mail service. 
Spelling lessons are taken from the mis- 
spelled words written in the letters; 
arithmetic is taught through the bills 
coming in and through the cash work 
done in the actual shop exchange. But 
the big lesson—though hidden—is Ameri- 
canization, a lesson which none suspect, 
but nevertheless a lesson which all ab- 
sorb through the careful instruction of 
this ingenious teacher of shop English. 

An advanced course was next worked 
out. After the catalogue course is com- 
pleted, a textbook is used which we made 
in much the same manner as the cata- 
logue text, a shoe-repair magazine with 
the typewritten lessons. This teaches 
the men more English, but the advanced 
purpose here is to instil into the men 
the necessity of doing more than learn 
the repair trade, it is to learn how to 
conduct a successful business. Herein 
the men are shown how to read outside 
magazines and papers, how to keep on 
the lookout for new ideas, and the value 
of keeping up to date. At first this was 
taught mainly through the trade paper, 
but with the gaining of the confidence 
of the class, other sources and means are 
brought into the discussion, and by the 
end of the course even newspapers are 
read and discussed. 

Thus, this training center is trying to 
fulfil its purpose by helping these men 
back to economic independence, health, 
happiness, and good citizenship. 


June, 1922 


The Book Laboratory 
of the School’ 


ADELINE B. ZACHERT 





Director of School Libraries for the State of 
Pennsylvania, Harrisburg 


T 1S probably a safe assertion to state 

that teaching children to read is the 
most important single aim of the public 
school. With a knowledge of reading 
the pupil has the key to all the other 
subjects taught. Without it all other 
subjects are closed to him. 

A school stripped to its essential ele- 
ments is reduced to the teacher, the 
pupil, the book. By the book we mean 
the world of print which holds the ac- 
cumulated wisdom of the ages as well 
as the news of today’s achievements, 

Books in schools have always been 
looked upon as necessary tools. One 
cannot imagine a school without books, 
Often become storehouses of 
collections of books. Such a collection 
may be an accumulation of practically 
worthless property, or it may be a living, 
vital force affecting every pupil and 
teacher in the school. It all depends 
upon the selection of the books and their 
organization. Use determines both. Is 
the book useful and if so, is it put to 
use? <A book may be good in itself but 
of no use to the pupils and_ teachers. 
Many school libraries in our State are 
burdened by an accumulation of such 
books. Books may be useful but unless 
they are organized for use, unless they 
become a library, they often remain a 
hindrance rather than the help they 
should be. 

A collection of books is not a library, 
no matter how good the individual books 
may be, just as a collection of perfectly 
good bricks, mortar, and stone is not a 
building uncil it is organized for use. 

Up until a decade or two ago, a 
teacher could manage with a few text- 
books, supplementary readers, and per- 
haps a dictionary and an encyclopedia. 
That was at a time when bare facts were 
learned from the assigned lesson in a 
textbook. Modern education demands 
that pupils read widely, select facts, com- 
pare them, evaluate them, and form 
judgments. Pupils are no longer taught 
bare facts, they are taught how to find 
facts and arrive at conclusions, to think 
independently. We teach today by the 
project method and we plan for 4 


schools 


1 Address at School Directors’ Association, 
February 10, 1922. 


spree 


as 


ht 


— oe eee 


— 


nr eT 


Vol. 11, No. 6 


__ 


socialized recitation. These methods 
necessitate an organized collection of 
useful books and other printed matter, 
in short, a book laboratory. The de- 
mand for book laboratories has become 
especially in secondary 
schools, that definite standards for their 
administration have developed. These 
standards are based on five main re- 


so. insistent, 


quirements : 

1. Scientific selection and care of 
books. This is fundamental. Each 
book should justify its presence in the 
book laboratory. It should be able to 
pass the following test: 

Does it supply laboratory and class- 
room needs? 

Does it educational 
guidance and to local industrial, com- 
mercial, and community needs? 

Does it fill the demand of the pupils 
for recreational and cultural needs? 


contribute to 


2. To become organized for use the 
book should be properly 
housed and equipped with reference to 
general reference, and sup- 
plementary study. A_ special room, 
centrally located and of easy access, is 
necessary. It should be large enough to 
seat at least ten per cent of the stu- 
dent body. 
fort, refinement, and inspiration. 


laboratory 


reading, 


It must be a place of com- 
The 
pupils should have direct access to the 
bookshelves. 

3. A laboratory must be in charge of 
a technically trained person if it is to 
function. ‘This is as true of the book 
as of the science or manual arts labora- 
tory. The librarian in charge of the 
book laboratory must have a wide knowl- 
edge of books, ability to organize library 
material for efficient service, and suc- 
cessful experience in reference work. 
She should have had scientific training 
in classifying and cataloging books and 
such other technical knowledge as will 
enable her quickly and accurately to as- 
semble the resources of the library for 
ready reference. An _ unskilled novice 
can soon wreck the best library. A li- 
brary without a librarian is like an 
engine without an engineer. 

4. The school library should be the 
laboratory where pupils are taught how 
to gather facts from the printed page. 
Systematic instruction in books as tools 
should be given as a distinct requirement 
for graduation. Not only should pupils 
be taught how to use books as sourds 
of information, but their recreational 
and inspirational reading should be 
guided and directed while in school, to 
the end that they shall form right read- 
ing habits, 


THE JOURNAL OF THE NATIONAL EpuCATION AssocliATION on 


5. A. definite annual appropriation 
should be set aside for the maintenance 
of the book laboratory. It should not 
depend upon incidental sources of money 
such as school entertainments, “socials,” 
book drives, and gifts. 

A minimum appropriation per pupil 
should be determined upon for books, 
magazines, supplies, binding, visual in- 
struction material, et cetera. A dollar 
per pupil per year is the generally ac- 
cepted standard, after the library is ade- 
quately stocked with the most essential 
working tools. 

The returns from an investment in a 
school library cannot be measured in 
terms of dollars and cents, but it is 
that no investment of 
school funds bears so rich a dividend in 
providing the means of self-culture and 
development of character and the things 
of the spirit. A prominent educator, 
Mr. Jesse Davis, says: “I believe I am 
safe in saving that the school library will 
be the proof of the educational value of 
the new curriculum. 


obvious other 


Our schools are 
aiming to prepare our boys and girls for 
the life they must live in a workaday 
world. The library will be the open 
door to the opportunity of the present.” 

The arguments advanced in favor of 
considering school libraries a vital part 
of the high-school organization should 
be advocated with even greater force in 
providing library books for pupils of the 
elementary schools. There are many 
more pupils in the grades than in high 
Most of these 


reach the high school. 


school. pupils never 
Such training in 
the use of books as sources of informa- 
tion, recreation, and inspiration as will 
guide them in the years after they have 
left school these pupils will have to get 
somewhere in the elementary grades. 
Certain types of books are suitable and 
necessary at certain stages of a child’s 
mental development. He is decidedly 
hampered in so far as he is denied the 
books which are his heritage. Not to 
provide children with myths, fables, and 
legends when they are in the wonder 
age, not to give them stories of bravery 
and patriotism when they are in the hero- 
worshipping age, is to deny them their 
birthright and to curtail their latent 
possibilities of good citizenship. 
Thesourceofthepupils’ supply of stimu- 
lating reading matter should be the class- 
room library. It costs comparatively 
very little to equip and elementary school 
withclassroom libraries graduated accord- 
ing to the varying mental ages of pupils. 
The total cost .of classroom libraries 
of from thirty-five to forty books for 


wae 
an 





each grade from the second through the 
eighth need not exceed three hundred 
With average care those books 
should last at least five years. ‘The cost 
per pupil per year, therefore, for this 
library service is about twenty-six cents. 


dollars. 


This surely is a small price to pay when 
we consider that each pupil in his prog» 
ress through the grades will thus have 
an opportunity of first-hand contact with 
characters, scenes, and incidents which 
have enriched the literature of child 
hood. Can we afford to deny the pupils 
in our elementary grades so rare a 
privilege at so small a price? We can- 
not justify failure to provide necessary 
books on the plea of lack of funds. No 
other laboratory equipment is so cheap 
and fills so wide a need as do books. 
They are used by all the pupils every 
day. Science and manual arts equip- 
ment require a large initial outlay and 
are used by some of the pupils for a 
limited time during school hours. Of 
course it will cost money adequately to 
stock the library, just as it costs money 
to buy microscopes, rheostats, gas plates, 
bunson burners, and dish pans in suf- 
ficient quantity for the pupils’ use. 
Present-day methods of teaching his- 
tory, social science, art, English, and 
geography are absolutely dependent pon 
a well-stocked library. These subjects 
cannot be taught without a book lab- 
oratory. The 
science or manual arts apparatus is ac- 


purpose of expensive 
complished when the experiment is per- 
formed or the demonstrated. 
Using the book laboratory as a place 
where ideals as well as facts are found, 
is laying the 


lesson 


foundation of a_ habit 
which will bring pleasure, profit, and 
inspiration for the rest of a lifetime. 
Money spent to stock the book lab- 
oratory is money wisely spent. We 
cannot compute the dividends for they 
are measured in terms of character 
building, which makes for intelligent and 
worthy citizenship. 

Sustained ideals and maintained intel- 
ligence are the fundamental problems 
of democracy. Children must be pre- 
pared while in school for a continuing 
contact with the sources of idealism and 
intelligence when the stimulus of teacher 
and school shall have been removed. 

When we consider what books can 
do—how they can quicken the imagina- 
tion, awaken new ideals, bind together dis- 
tant ages and foreign lands, give joy and 
pleasure, widen the mental horizon, and 
open up new visions—shall we not count 
it_a_rare privilege to provide our pupils 
with the books which belong to them? 








236 THe JouRNAL OF THE NatTionaL EpucaTion AssociaATION June, 1922 


1 occasion either to trade or to travel. In 

Map of the WV orld oft |deas these circumstances men could tolerate 
such a method of acquiring and impart- 

SipNEY Morse ing geographic knowledge. The horizon 

Executive Secretary, Bureau of Social and Educational Service, of modern man has expanded to embrace 

Grand Lodge of New York, F. @ A. M. the universe, and knowledge of the 

earth’s surface has become so vast and 

REMEMBER having been much this writer, without guides and with complex as to demand the teaching of 
impressed, when a boy, by a descrip- neither chart nor compass, often made geography in far different fashion. Our 
tion in a book of frontier tales of the journeys of hundreds of miles through boys (and girls, too) are now given, at 
Indian method of teaching young war-_ the trackless unknown wilderness. Later the age of eight or thereabout, conven- 
riors geography. The chiefs taught in life the bolder spirits made far jour- tional designs depicting the earth as a 
around the council fire the lore of land- neys and communicated by word of globe, floating in space, and bearing the 
marks and the courses of the stars. mouth their observations to the common outlines of the two hemispheres, the five 





Sometimes they scratched upon the _— stock of knowledge of the tribe. continents, and the seven seas. Before 
ground a few symbols. Thus instructed, The horizon of the Indian was the their eyes are unfolded magical devices 
Indian lads in their teens, according to limits of his hunting grounds. His which, like wishing carpets, transport 
~ ‘Copyright 1917 by Sidney Morse. neighbors were enemies. He had little them at will to strange lands and far-off 


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NATURAL | 
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Botany 





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Vol. . No.6 


cities. Map in hand, they encircle the 
globe at a glance, putting to shame poor 
Puck, who could only “put a girdle 
‘round about the earth in forty minutes.” 
Here is New York, yonder San Fran- 
cisco, London, Bagdad, even the far 
islands of Cathay. Every community 
indicated by a symbol is a perpetual in- 
vitation to journey thither. At the least 
each is assurance that in such and such 
directions and at distances so and so 
strange lands and cities veritably exist. 

What the Indian chief with his burnt 
stick and the cartographer with his con- 
ventional symbols have sought to do tor 
the inquiring spirit in respect to the 
spacial relations of the earth’s surface, 
the accompanying Map of the World of 
Ideas seeks to accomplish for the adven- 
turous explorer in the spiritual and 
mental realms. 

Than the Map of the World of Ideas, 
in principle, nothing could be more sim- 
ple. The helix spiral, instead of the 
closed circle, is taken as a symbol be- 
cause it opens and extends itself into 
infinity. The spiral also suggests how 
the great cultural manifold overlaps 
upon itself and how all branches of 
knowledge run into one another as parts 
of an integrated universe. Radiating 
from its point of origin are twenty-four 
master sciences, selected upon grounds 
of practical convenience. ‘These are so 
grouped as to suggest an evolutionary 
order or, to change the figure, they rep- 
resent the stairway of knowledge, each 
being in some sense a foundation for and 
stepping stone to its successor. 

The raison d’étre of this order may 
be briefly sketched in this wise. The 
laws of space and time (mathematics) 
may be conceived as conditioning all 
material existence. The dawn of cre- 
ation itself, when the spirit of God 
moved over the face of chaos and the 
sons of God sang together for joy, 
marks the beginning of the evolutionary 
order and introduces the mother of sci- 
ences (astronomy). Then comes the 
evolution of our earth (geology), be- 
ginning with the throwing off of the 
earth stuff from the central cosmic mass. 
The current cross section of the geologic 
process is geography. 

Stars, suns, and planets reveal the 
manifestation of different forms of 
energy. What are these forces? Some 
kinds of energy act between mass and 
mass. These we call physical (physics). 
Others act between atom and atom. 
These are chemical (chemistry). One 
kind eludes both these classifications. 
This we call vital. 


THe JOURNAL OF THE NATIONAL EDUCATION AssocIATION 


The presence of the life force creates 
a distinction in matter as not living or 
living (inorganic or organic). ‘The sci- 
ence of living things (biology) begins 
with the origin of life on the earth and 
traces the evolution of the plant and 
animal kingdoms. To man, regarded as 
an animal, the head of the animal king- 
dom, is assigned a separate science (an- 
thropology). The manifestations of 
mind in both plants and animals, includ- 
ing man, constitute the highest of the 
natural sciences (psychology). 

Between man regarded only as an 
animal and man considered as a social 
and spiritual being, a great gulf is fixed. 
This chasm is bridged by man’s superior 
ability to express and communicate emo- 
tion, thought, and will, more specifically 
by the power to generalize in thought 
by means of language. Hence, the sci- 
ence of language (linguistics) is here 
inserted as the great discipline or key 
to the humanistic group of knowledges. 

The field of the evolution of the hu- 
man family is broken up in like manner 
into certain historical sciences. Their 
order may be briefly explained somewhat 
on this wise. Man is gregarious. His 
history begins (it is assumed) with the 
formation of certain primitive groups. 
Analysis of these groups discloses cer- 
tain typical social forms. Among these 
institutions, those are of primary impor- 
tance that are designed to maintain order 
among the members of the group and 
peace between them and their neighbors. 
Chief of these are State and Church 
regarded as agencies for social control. 
With order and peace, comes plenty 
leading to trade and the rise of the sci- 
ence of wealth (economics). Trade and 
commerce lead to disputes and the de- 
velopment of law. With surplus wealth 
comes leisure, bringing in her train the 
means of culture, recorded knowledge, 
literature, and the arts. The means of 
culture permit of transmitting to pos- 
terity with usufruct man’s social heri- 
tage from his fathers (education). 

Thus far man’s relation to matter and 
to other men. Abstracting these aspects 
of environment, there remain those ideas, 
or ideals, of the true (logic) ,the beautif- 
ful (esthetics), and the good (ethics), 
that man conceives as existing apart from 
the phenomena of experience and accepts 
as norms or standards, and which col- 
lectively he tends to regard as attributes 
of Deity. The key to the normative 
sciences is logic which is devoted to es- 
tablishing the criteria of truth. Last 
comes philosophy (metaphysics), queen 
of the sciences, who takes all knowledge 


237 


Ji 





as her province, her peculiar function 
being to determine the interrelation of 
all the branches of knowledge taken as 
a united whole. 

The first lap of the spiral pathway 
represents the rudiments of knowledge. 
Next, in terms of educational practice, 
comes the equivalent of the secondary, 
The third is that 
commonly called higher, or collegiate, 
education. The fourth includes the ap- 
plied sciences as taught in technical or 
professional school. Finally, in the mar- 
gin or periphery of the chart, set against 
each of the master sciences respectively, 
come the manifold activities of life that 
derive from the several 
underlying 


or high-school stage. 


sciences their 
principles. For these the 
present diagram has no room. 

The subject matter of biology (for 
example) divides at the high-school stage 
into the separate branches of botany, zo- 
ology, and the doctrine of evolution. In 
college these are further subdivided into 
textbooks on plant and animal morphol- 
ogy, histology, et cetera. In schools of 
agriculture, the application of the prin- 
ciples of biology to plant and animal 
husbandry is taught. 

This chart is designed to exhibit sym- 
bolically the totality of things knowable 
and their relationships with especial ref- 
erence to three distinct points of view. 
The first is cultural; it looks at knowl- 
edge in relation to the development of 
human personality. The second is scien- 
tific; it regards the interrelations of the 
several branches of knowledge. The 
third is vocational ; it views the applica- 
tion of knowledge to the practical activi- 
ties of life. The chart is unique in that 
nowhere else exists any device by which 
one can grasp at a glance the totality of 
knowledge from these three viewpoints. 

The Map of the World of Idcas, 
when rightfully understood and inter 
preted, affords a simple but sufficient kev 
to at least three of the major problems 
of education, the choice of books, the 
election of studies, and the problem of 
self-culture. This map is the key to 
all libraries, to all publishers’ catalogues. 
to the curricula of all universities, to the 
entire social and cultural heritage of 
mankind. It is a veritable Aladdin’s 
lamp; but—and here’s the 
must know how to use it. 

Some one has aptly said that the atlas 
is not merely the primer of history; it is 
the title deed to all the lands and all 
the cities of earth. Teach a lad to use 
the Map of the World of Ideas and you 
will have enriched him with the gar- 
nered wisdom of the world. 


rub—one 








Bond issues, architects, contracts let, and other essential information. 
More reports have been received than can be published in this i. issue. 


buildings. 


SCHOOL-BUILDING PROGRESS 


School officers are requested to send reports on all new 











Name of State | 
and County 


1 
Alabama 


California 


San Mateo.... 
San Mateo.... 


Illinois 


Christian ..... 


McLean...... 
McLean...... 
Marshall...... 
ne = 
Winnebago.... 


Indiana 


Hancock...... 
Hancock... .. 


Iowa 


Dubuque..... 
Dubuque..... 


Kansas 


Bourbon..... 

Cowley....... 
Leavenworth. . 
Leavenworth. . 
Leavenworth. .| 
Leavenworth. . 
McPherson... 
McPherson... 
McPherson... 
Montgomery... 


Maine 


Aroostock.... 


Michigan 


RE. Be 
ee 
Saginaw...... 
Saginaw...... 


Minnesota 


Cariton....... 
St, Louis... .. . 
St Loge. . 5 


Missourt 
Boone. . 
Nebraska 


Deaees.... si. 


New York 


Jefferson...... 


Ohto 


Cuyahoga..... 
Cuyahoga..... 
Cuyahoga..... 
Cuyahoga..... 


Wisconsin 


Ashland + at ge 


Trempealeau. . | 











Name of Town 
or District 


Name and Kind 
of Building 





2 


SS eee 
Dist. 6-A.....-.. 


| San Mateo...... 
San Mateo...... 


) ee ee 
La Grange. . 
Dist. No. 401. 


| Paris.. 


Melvin. . 
White Hall.. 
Streator. . 


Bloomington... .. 
Heyworth........ 


meeuesn. a2... 


' Rockton....... 


Blue River Twp. . 


Green Twp..... 


Dubuque....... 


Dubuque...... 


Fort Septt...... 

Arkansas City... . 
Leavenworth.... 
Leavenworth... . 
Leavenworth.... 
Leavenworth..... 
McPherson...... 

McPherson....... 


McPherson. . 


Independence... 
Presque Isle...... 
AE 


ele NIE A aan 
ae 


Saginaw....... 


Columbia....... 


Scribner....... 


Watertown...... 


Dover Village.... 
ee 
Rocky River... .. 
Strongville....... 
(OS epee 


Hamler. . 


Cass Township. § 
Woodville........ 
Ross Township... 
Rising Sun....... 
Lake Township... 


Pam... ....6- 
Three Lakes..... .| 
Dente: «... 5... 
Burlington.......| 
Whitehall....... 


Elementary... . 


Elementary..... 


Grade.. 


Township High.. ; 
— — 
| High.. hoe 
| High i a op: a ceadl 


High... 
High... 


OSS eae 


eee 
High... 
Seat 

Com, High. . 


High & Grade. 
High & Grade. 


Junior High..... 
Junior High..... 


Jr. High & Grade. 


Senior High... 


.| Junior High...... 
| Grade aw A ay duke a 
| Grade. : ia 
Eight room..... 

High onesies 


Grade. 


| Grade. 


Jr. & Sr. High.. 


Intermediate..... 


Intermediate... 


Primary... 


GONE. aces 6's 


Pramary ..0.0 5.0. 


2. eae 


High & Grade. 


Gr. & H. Addn. : 


High. 
High & Grade.. 


High (six years). . 
Centralized..... 
High & Grade.... 
| High & Grade.... 


High. . 


High & Grade.... 
ee “Pree 
| High & Grade.... 
High & Grade.... 


Vocational...... 
High & Grade.... 
eee 
Senior High...... 
Junior High..... 





Seat- 


ing 

Ca- 

pac- 
ity 


100 


250 | 


SUS | 
450 | 


_ 300 | 

800 | 
| 800 
, 400 


150 


200 | 


800 
800 
150 


| 175 
| 300 


250 


250 
200 


500 
500 


225 
690 
850 


| 500 
500 


200 


350) 
| 210} 
..| 210) 

_. 1000 


588 


500 


_.| 550 


600 
550 
500 
oan 


300 
250 
350 
475 


2C0 


350 
| 600 


1200 


| 500 











Cost of 
Building 
or Date 
Amount Author- 
of ized 
Appro- 
priation | 
5 6 
4,180 | 2/24/22 
13,750 | 2/13/22 
200,000 | 12/20/21 
200,000 | 12/20/21 
90,000 3/27/22 
132,000 | —/—/— 
265,000 | —/—/— 
150,000 | —/—/21 
| 100,000 | —/—/21 
| 90,000 | —/—/22 
| 400,000 | —/—/22 
| 200,000 | 1/—/22 
105,000 | —/—/21 
80,000 | —/—/21 
| 100,000 | —/—/21 
105,000 | —/—/— 
69,009 | 9/—/21 
68,000 | 9/—/21 
200,000 | 6/ 3/20 
200,000 | 6/ 3/20 
50,000 | 12/13/21 
250,000 | 4 /5/21 
| 215,000 | 11/ 2/21 
115,000 | 11/ 2/21 
115,000 | 11/ 2/21 
| 55,000 | 11/ 2/21 
( 2/21/22 | 
105,000 { 2/21/22 
| 2/21/22 
| 500,000 4/ 6/20 
139,000 | —/—/22 
90,000 | —/—/22 
90,000 | —/—/22 
550,000 | —/—/21 | 
| 550,000 | —/—/21 
| 130,000 | —/—/22 
| 20,000 | —/—/22 
| 150,000 | —/—/22 
50,000 | 10/27/21 
85,000 3/16/22 
365,000 | —/—/21 
125,000 , 11/ 2/20 
200,000 | 11/ 2/20 
265,000 | 11/ 2/20 
65,000 | 11/ 2/20 
| 120,000 | 11/—/20 
75 | 70,000 | 10/15/21 
60,000 | 3/ 8/22 
175,000 | —/—/19 
20,000 | 8/ 4/21 | 
54,000 | 11/ 3/21 
' 150,000 | 4/22/21 
125,000 | —/—/22 
70,000 | 1/ 4/22 
150,000 | 3/20/22 
350,000 | 1/12/22 
/ 100,000 | 2/ 2/22 








[238] 














Others will appear later. 











4/18/22 | 


4/12/22 | 


3/13/22 
5/ 1/22 


5/ 1/22 | 
S/ 4/22. 
3/—/22 | 


—/—/22 
pe Aas /-. 
12/—/21 
3/ 4/22 
4/15/22 
3/ 3/22 


4/10/22 
4/18/22 
5/ 4/22 
5/—/22 
5/11/22 


_M. Rose 


. Bright 





E. W. Spoor 
Chas. Bronsen.... . 
Harry Ebner... 


. I. Oliver 


. S. Tisdale 


BAM IOM 





| O. P. Flower... 
| O. P. Flower 


R. W. Potwin.... 
R. W. Potwin.... 
Board of Edn..... 


E. Bennett.... 


, Mathers... 
A. A. Rather......! 
Harold Steele..... 
Harold Steele... .. 


ae, Atogt......5 


E. Hayes..... 


Clark Kuney... 
H. A. Miles.... 
N. E. Karcher... 
N. S. Simons.... 








Grabe 


C. Gilmour... . 

. O. Fairchild... . 
. D. Teal 
. A. Barnes...... 
.G. Drinkwater. . 





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

be let 

7 8 9 

-/—/22 | N. R. Baker......| D. O. Whildin 

—/—/22 | N. R. Baker... D. O. Whildin 
4/30/22 | W. F. Turnbull ...| J. J. Donovan 
4/30/22 | W. F. Turnbull....) J. J. Donovan 
3/27/22 | E. H. Cothern.... .| . Pillsbury 

14/—/21 | G. H. Wilkinson...| Llewellyn & Co. 
12/—/21 | C. W. Whitten....| Llewellyn & Co. 

| 11/—/21 | S. W. Kincaid.....| A. L. Pillsbury 
4/ 3/22 | W. J. McKenna...| A. L. Pillsbury 
—/—/— | W.H. Shirley.....| A. L. Pillsbury 
W. D. Waldrip.... . L. Pillsbury 

—/—/— | H. G. Bent........ . L. Pillsbury 
—/21 | Ralph Jones.... . L. Pillsbury 

3/—/22 | Roy Hoswell...... . L. Pillsbury 
—/—/21 | R. S. Edwards.... . L. Pillsbury 
11/—/21 AP irae ee Peele A See Liewellyn & Co. 

18/22 _ ot Omer Gordon 

3/18/22 | S. Rothermel..... Kopf & Wolling 


Joseph Royer 
Joseph Royer 


W. T. Schmitt 
Williamson & Co. 
. A. Smith 
. A. Smith 
..| C. A. Smith 

| C. A. Smith 
.| Williamson & Co. 
| Williamson & Co. 

Williamson & Co. 

Spencer & Son 


Victor Hodgins 


Harry Mead 
Harry Mead 
Spencer & Son 
Spencer & Son 


Kelly & Shefchik 
Kelly & Shefchik 
Kelly & Shefchik 


2. E. Peden Co. 


C. M. Skinner 


Osborne Eng. Co. 

Chas. W. Bates 
| W. H. Nicklas 

Chas. W. Bates 
T. McLaughlin 
T. McLaughlin 
Althouse & 
Stewart & Son 
Staphlet & Staphlet 
Glass & Bond 
| Langdon & Hohly 


Kelly & Shefchik 
Oppenhamer & Obel 
Oppenhamer & Obel 
Oppenhamer & Obel 
| Oppenhamer & Obel 





Sora e mene eren 


& Hellinger 


Jones 






Vol. 11, No. 6 THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION 239 














a 








Ernest T. Cameron, Sec’y, 
Michigan State Teachers 
Association, Kalamazoo. 





Ida C. Iversen, President of F.J. Arnold, President of the Emma L. Dacre, Pres. of t T. B. Smythe, President of 
the City Teachers’ Club, Brooklyn Teachers’ As Grade Teachers {ssocta the Reading Teachers’ As 
Los Angeles, Calif. sociation, Brooklyn, N. V tion, San Francis Calt : ution, Reading, Pa 





; G. F. Knipprath, President Margaret Richardson, Pres. J. W. Thalman, President Lucy L. W. Wilson, Pres. 
' | of the Omaha School of the Grade Teachers’ As f the Teachers’ Ass of the Philadelphia Teach- 
| Forum, Omaha, Nebr. sociation, Spokane, Was! tion, St. Joseph, Mo. ers’ Association, Phila., Pa. | 





Myra I.. Snow, President of J. H. Adams, Pres. of the Bertha W. Chesney, Pres. of C.A.Smith, Pres. of the Salt 
the Grade Teachers’ Club, Pittsburgh Teachers’ As the Grade Teacher . A re City Teachers’ Ass'n, 
rattle, Washington, sociation, Pittsburgh, Pa sociation, Tacoma, [las lt Lake City, Utal 





EER aE Auer 











The Journal of the 
National Education Association 


Published monthly except July and August by the 
National Education Association of the United States. 


President, Charl Ormond Williams 
Secretary, J. W. Crabtree 





The payment of $2.00 active membership dues entitles a 
member to attend all meetings of the Association and its de- 

rtments, to vote for delegates to the Representative Assem- 
bly, to hold office, and to receive the Journal monthly. 

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

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

Subscription to non-members is $2.00 per year; single 
copies, 26 cents. Advertising rates on application. 

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





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

office at Washington, D. C., under the act of August 24, 

1912. Acceptance for mailing at = rate of postage pro- 

vided for in section 1103, Act of October 3, 1917, authorized 
January 26, 1921. 





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


Dusiness Manager 


Joy Elmer Morgan 
Managing Editor 





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





Shall Educational Opportu- 
nity be Equalized? 


HREE YEARS AGO many schools 

were closed because of the shortage 
of teachers. During the coming year 
many schools may not open because of 
the shortage in public funds due to poor 
crops, the havoc of floods, and depres- 
sion in industry. The following letter 
sets forth a situation that doubtless exists 
in more than one community. The letter 
in question was written by the secretary 
of the board of education in a town of 
7000 inhabitants to a candidate for the 
superintendency of schools: 

April 24th, 1922. Mr. 

New York City. Dear 
Your application for Superintendent 
of the —— schools has been 
received, together with your references. 
It is so uncertain as to whether we will 
have a school, that I deem it but- fair 
to you, to write you about it. Unless 
some radical change takes place in the 
disposition of our people, it looks very 
much like we will have no school during 
the ensuing year. I am filing your appli- 
cation and references for future consid- 
eration. I am frank to say, however, 
that it will be very unwise to depend on 
securing a position in our schools for the 
coming year, owing to the circumstances 
related. Yours very truly, ——————, 
Secretary. 








THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION 


There are still some alleged friends of 
education who maintain that Federal 
participation in the support of public 
schools would be little less than a crime. 
If these people are right, it is a real virtue 
for the people of the Nation as a whole 
to be quite unconcerned over the situa- 
tion described in this letter. The Fed- 
eral Government can help build roads, 
and support agricultural colleges and 
finance the work of county agents, and 
help pay the salaries of vocational teach- 
ers, and all without “pauperizing” the 
communities that are aided. It is very 
strange that the Federal Government 
cannot aid in the discharge of the public 
function important above all others to 
its own safety without entailing such dire 
consequences, 


Functions of Professional 
Organization 
HE GREAT GROWTH of pro- 


fessional organization—National, 
State, and local—suggests the desirability 
of an analysis of the functions which 
such organizations have come to perform. 
First is the function of registering pro- 
fessional loyalty and unity.- A teacher 
either appreciates or does not appreciate 
the debt which every practitioner owes 
his profession. “Teachers who appreciate 
this debt and who understand the im- 
portance of unity in professional ideals 
and programs are said to be professionally 
conscious. Such teachers wish to ally 
themselves with their fellows in profes- 
sional organizations of appropriate char- 
acter, wherein they may both give and 
receive the benefits that. come from col- 
lective effort. 

A second function of professional or- 
ganization is to stimulate thinking and 
investigation along professional lines and 
to spread knowledge of the best practices 
in the science and art of education among 
the entire teaching personnel. Like the 
science of medicine, the science of educa- 
tion has had marvelous development in 
recent years. The distance between the 
untrained and inexperienced keeper of a 
school and the thoroughly trained and 
competent teacher is as wide as the gulf 
that separates the superstitious medicine 
man from the modern skilled physician. 
Even within a few years, changes have 
occurred in the science of education and 
in the expressed objectives of education 
which quite transform classroom proce- 
dures. It is through professional organi- 
zation that the new points of view and 
new inspirations are brought to the rank 








June, 1922 





and file of the teaching group. During 
a considerable period in the growth of 
professional organizations this second 
activity appears to have been the primary 
object of their existence. 

In recent years a third function—that 
of framing and projecting educational 
policies and programs—has had striking 
development. As the educational group 
comes to be more and more conscious of 
its high mission, it is but natural that it 
should seek through coéperative effort to 
make its ideals felt by citizens generally 
and to enlist the support of all civic and 
public-spirited organizations. There are 
many destructive forces at work in mod- 
ern life. There is need for the greatest 
development of those organizations whose 
primary emphasis is on measures so con- 
structive in character that they will 
neutralize destructive tendencies before 
they have had an opportunity to poison 
the stream of social and civic life. Edu- 
cation is the great constructive force of 
organized democracy. Than to promote 
education there can be no greater task. 
Than practicing educators there should 
be no group more intelligently capable of 
shaping educational programs. To con- 
serve and make universal the best ideals 
of the teaching profession is an object of 
such compelling force that it should 
eventually draw into professional organi- 
zations—local, State, and National—the 
great majority of the teachers of the 
Nation. 


Membership Campaigns 


i prheogae by increased enrol- 
ment the membership campaigns 
of the National Education Association 
during the present school year have been 
by far the greatest in the Association’s 
history. These membership campaigns 
have cost much time and money, but 
their basic importance far exceeds their 
cost. 

A large membership is essential to the 
Association’s greatest usefulness. The 
benefits which teachers derive in a per- 
sonal way from the Association. should 
be as widely distributed as_ possible. 
The teacher in the remotest rural dis- 
trict, with the least preliminary training, 
and the poorest materials with which to 
work, needs the inspiration and broaden- 
ing influence of membership in a great 
professional organization. On the other 
hand, the power of the organization to 
accomplish its program of work and 
make its ideals live in the hearts of the 
people of the Nation is measured almost 





ne 


as 
th 
Ca. 
in 





Vol. 11, No. 6 


THE JouRNAL OF THE NATIONAL EpucCaATION AssocIATION 241 





directly by the number of men and 
women that it has been able to enlist in 
its ranks. ‘The responsibility for ob- 
taining new members and the necessity 
for spending money and effort in ex- 
tensive drives will continue to exist until 
a great majority of the teachers of the 
entire Nation have come to see the im- 
portance of professional inspiration and 
cooperative leadership. 

The membership campaign, however, 
renders the cause of education a dis- 
tinctive service which is not measured 
by the number of teachers whose names 
are added to the Association’s rolls. The 
teacher or other school officer who re- 
ceives letter after letter each carrying a 
constructive message of educational 
progress must certainly become a better 
teacher, even though he fail at the time 
to see the importance of membership. 
His response to other professional ap- 
peals will be better in consequence of the 
seed sown in the membership drive. 
Appreciation of the essential idealism of 
the teaching profession is magnified in 
proportion as officers of local, State, and 
National associations bring to the atten- 
tion of the individual teacher the pro- 
grams of service for which these policy- 
determining agencies are coming more 
and more to stand. The elevation of 
education to its proper place in our 
National life will come only from a con- 
tinuous appeal enlist the 
teachers in the Nation in local, State, 
and National associations. 


which will 
Such appeals 
help to create professional purpose and 
vision. In and of themselves they render 
a service to the individual teacher and to 
the cause of education generally which 
cannot be measured by mere membership 
increase, 


Pensions for Teachers 


EACHERS’ PENSIONS are now 

generally recognized as among the 
conditions that make for effective teach- 
ing service. Satisfactory pension pro- 
visions, like other efforts to improve the 
quality of teaching, are dictated by the 
requirements of justice both to teachers 
and to the children whose lives they 
touch. The teacher is at her best only 
when freed from worry about the fu- 
ture. It is precisely those persons who 
make teaching a profession, who give the 
children the benefit of continued years 
of experience and accumulated training, 
who are benefitted most by pension sys- 
tems and suffer most from neglect to 
provide satisfactory systems. In some 


cases teachers who have given the pro- 
fession a lifetime of service at low sal- 
aries are forced to continue teaching be- 
yond the age when it were better that 
they retire from the service. 

The present wave of interest in pen- 
sions will undoubtedly result in consid- 
erable pension legislation. The essential 
requirements of a pension law are that 
the burden of maintaining the. pension 
system be justly distributed between the 
individual and the State or city and that 
it be scientifically constructed on the 
bases of actuarial facts so as to be fi- 
nancially sound. While the principles 
are the same everywhere, local condi- 
tions, including the attitude of the people 
and of legislative bodies, require that the 
matter also be studied in the light of 
local needs and that campaigns be under- 
taken to educate the public to the impor- 
tance of providing adequate pensions for 
its army of teachers. The Association’s 
committee on pensions is now preparing 
a report on this subject for the Boston 
meeting and its Research Department is 
gathering material for the use of State 
and local associations in their work with 
legislatures in 1923. 


Education in the Natton’s 


Capital 


HERE IS perhaps no other city in 

the land which affords greater opor- 
tunity for informal educational activity 
among adults than the District of Co- 
The children do not fare so 
There are thousands of children 
in school on part-time and in buildings 
that are ill-suited to school purposes, be- 
cause an adequate building program has 
not been maintained. 


lumbia. 


well. 


There are prob- 
lems in the teaching personnel growing 
out of salaries that are much lower than 
those paid in other leading cities of the 
Nation. This situation is especially un- 
fortunate in view of the great oppor- 
tunity which exists in Washington for 
setting up a system of public schools so 
perfect in plan, organization, and equip- 
ment as to be a model for the rest of the 
Nation. 

The improvement of the situation in 
Washington presents peculiar difficulties 
resulting from the inability of its resi- 
dents to get their wishes carried out. In 
other cities the government—even if 
highly political in character—is definitely 
responsible to the citizens of the city. 
The schools of the District of Columbia 
depend for their appropriations upon 
Congressional action. Adequate appro- 


priations have been difficult to obtain 
because members of Congress do not feel 
a direct responsibility to the parents of 
the children in the schools. 


‘Pennsylvania Confer- 


ence on | eacher 
Training’ 


HE FIRST annual teacher-training 

conference of the faculties of Penn- 
sylvania’s fourteen State normal schools 
was held at the Central State Normal 
School, Lock Haven, April 10, 11, and 
12 with 355 registrants. Although the 
conference was held during the Easter 
vacation and the teachers bore their own 
expenses, the attendance was most grati- 
fying and of the fifty-one teachers in- 
vited to take places on the program only 
two declined. 
ferences and three genera! sessions were 
held. 

At the first general session Dr. Thomas 
E. Finegan, State Superintendent of 
Public Instruction, set forth the 
of his department for the teacher-training 


Twenty-nine group con- 


aims 


work and discussed a few of the outstand- 
ing features of Pennsylvania’s forward 
movement in education, particularly the 
present requirements relating to the qual- 
ifications of teachers. 

Dr. Frank W. Wright, Deputy Com- 
missioner of Education of Massachusetts, 
spoke at the second general session on 
the basic responsibilities of the State 
normal schools in the development of our 
democratic public-school system. He 
stated that the State has four funda- 
mental obligations to the teachers of the 
publi. schools: (1) To train them; (2) 
to guarantee their economic status by 
giving State aid to establish adequate 
minimum salaries; (3) to 
certainty and tavoritism by establishing 
a reasonable tenure of office after a satis- 
factory probationary period; (4) to 
maintain a retirement system for those 
who have grown old in service or who 
have become broken in health. 

“Pennsylvania has an alarming short- 
age of teachers,’ declared Dr. Wright, 
“and will have until every child of school 
age shall be in school for a whole day in 
a group not larger than thirty-five and 
shall be taught by a teacher who is at 
least a normal-school graduate.” 


remove un- 


1 This report, describing the beginning of 
a most significant movement, was prepared 
for THe JourNAL by Dr. James H. Kelley, 
secretary of the Pennsylvania State Educa- 
tion Association. 








242 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





June, 192? 





At the final general session Dr. 
William C. Bagley, of Teachers College, 
Columbia University, commended the 
Nation-wide tendency of normal schools 
to develop into teachers’ colleges by the 
adoption of collegiate standards for work 
of students and qualification of faculties.. 
‘““Teacher-training institutions,” he de- 
clared, “‘deserve lavish appropriations for 
they are the strategic points in improving 
public education.” He recommended a 
National conference made up of delegates 
from such bodies as the Lock Haven 
conference. ' 

Dr. Bagley devoted the main part of 
his address to a presentation of means 
whereby the teachers of subject matter 
may codperate effectively with the stu- 
dents and teachers in the training school. 
He suggested that when a normal school 
specialist in subject matter goes into the 
training school, he should regard himself 
as a member of a training-school cabinet 
responsible to the director of the training 
school. He set forth this ideal: That 
subject-matter specialists should organize 
their material on high levels so as to 
make courses possess real merit and teach 
them in such a way that they will equip 
their students for work on a lower level. 
If normal school instructors can give in- 
struction of a calibre suited to students 
of university grade but dealing with ele- 
mental subject matter, they exemplify 
the fine art of teaching. 

At the closing dinner, Dr. Albert Lin- 
say Rowland, Director of the Teacher 
Bureau, summed up the results of the 
conference by stating that the three main 
purposes of the conference had been 
achieved: (1) To develop mutual sym- 
pathy by meeting together and discussing 
common problems; (2) to establish a 
spirit of cooperation by a friendly ex- 
change of ideas; and (3) to promote 
professional growth by setting up ideals 
for the future—new levels of achieve- 
ment. : 

Resolutions embodying the following 
ideas were passed unanimously: (1) Ap- 
proval of the State program of education 
enacted by the legislature of 1921. (2) 
Endorsement of the work of Dr. Thomas 
E. Finegan. (3) Pledge of hearty co- 
operation with the Department of Public 
Instruction. (4) Annual repetition of 
the State normal school conference. 


O NOT DARE to live without 

some clear intention toward which 
your living shall be bent. Mean to be 
something with all your .might.—Phil- 
lips Brooks. 


Omaha School Forum 


GEORGE FRANK KNIPPRATH 


Head of Bookkeeping and Accounting Department, Omaha Technical High School, and 
formerly President of the Forum for Two Years 


BOUT FOUR YEARS AGO a 
group of the teachers, supervisors, 
and principals of the grade and high 
schools of Omaha formed a local pro- 
fessional organization. ‘The organiza- 
tion has grown until now over one thou- 
sand of the less than twelve hundred 
teachers in the city are enrolled in its 
membership. ‘This is more than eighty- 
five per cent of those eligible to active 
membership. The board of education 
and the superintendent, Mr. John H. 
Beveridge, regard the work of the Forum 
as constructive and helpful to education 
in this city. 

Omaha is now experiencing a genersl 
tax economy campaign—a campaign to- 
day common to many parts of the 
country. At such times there is danger 
of the retrenchment being carried so 
far as to result in a crippling of educa- 
tion. Therefore, one of the most im- 
portant and constructive pieces of work 
we are engaged in at this time is local 
educational publicity. A special com- 
mittee of teachers and principals is study- 
ing the situation here with reference to 
education and taxation. This commit- 
tee is supplying the teachers and the 
community with the facts. It is placing 
material in the hands of each teacher to 
the end that each of us may be well 
informed. It aims to secure as much 
local newspaper publicity as possible in 
the various daily and weekly publica- 
tions. The Forum has had several films 
made which show local, State, and Na- 
tional statistics on education. For the 
last several weeks these films have been 
run at the principal downtown moving- 
picture theatres. Our Quarterly is sent 
also to hundreds of local and women, 
so that the city may become more familiar 
with the work of its schools. 

Under the leadership of the Forum 
the teachers are taking more interest in 
the activities of the community. The 
answers to a recent questionnaire reveal 
a remarkable list of organizations in 
which a considerable part of the teach- 
ers are active as individuals. 

The Forum itself maintains a mem- 
bership in the local chamber of com- 
merce. At the present time the presi- 
dent holds the membership. Through 


the program committee and individual 





members we participate in the work of 
the community centers which give weekly 
programs during the winter months 
The City Concert Club is another or. 
ganization which we are aiding in jts 
efforts to secure 5000 members, so that 
there may be municipal music provided 
in the parks this summer. The people of 
the city have come to look upon the 
Forum as an organization that is inter. 
ested in the community generally as well 
as in the schools. 

One hundred twenty-five teachers, su- 
pervisors, and principals participate dj- 
rectly in the management and work of 
our organization. ‘There are the usuai 
officers, a board of directors, eight stand- 
ing committees (program, press, courtesy, 
educational, social, legislative, teachers’ 
welfare, and finance), special committees, 
and a deliberative council. The delib- 
erative council is made up of classroom 
teachers with one representative from 
each of the fifty-six buildings. At its 
monthly meetings, the teachers discuss 
educational matters from the point of 
view of the classroom. 

Each committee is busy in its own 
field. The legislative committee is tak- 
ing an interest in local, State, and Na- 
tional legislation. ‘The press committee 
publishes a quarterly in October, March, 
and June. ‘This publication is sent to 
each teacher, to many State and local 
organizations of teachers throughout the 
country, and to many organizations and 
individuals in Omaha. ‘Thus it does 
something in addition to serving as a 
means of communication between the 
teachers locally. The educational com- 
mittee, among other things, arranges for 
educational lectures. Just now it is 
sponsoring a course in silent reading. 
The committee, with the hearty cooper- 
ation of the superintendent’s office, se- 
cured no less an authority on this subject 
than Dr. Ernest Horn, of the University 
of Iowa. ‘The course will contribute 
much to the improvement of reading in 
the Omaha schools. 

An amendment to the constitution is 
now pending, which, if passed, will pro- 
vide for further development of the work 
of the Forum. The amendment permits 
the forming of departments and councils. 
Thus it will be possible, for example, to 


LL LL TTR 


a ma ROE eT 


ALL 


BEL 
Bro 
Bur 


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to 
CAR wwe OB BS 


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ae SG a = 


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Vol. 11, No. 6 


‘orm a council made up of geography 
teachers, or arithmetic teachers, or a de- 
partment made up of principals or high 
school teachers. 

Just as other professional organizations 
have State and National ties so have 


the teachers. We have but recently 
undertaken a drive to get a one hundred 
per cent enrolment in Omaha for the 
Nebraska State Teachers Association to 
the end that the new paid secretary, Mr. 
Everett M. Hosman, may be enabled to 
wet the work under way for the year. 
Our legislative committee stands ready 
‘9 codperate with the State association 
in working out a State legislative pro- 


THE JOURNAL OF THE NATIONAL EpucaTion AssociaTION 





gram for laws pertaining to education. 

The Forum is afhliated with the Na- 
tional Education Association and does 
everything possible to secure a large 
membership in that Association. Last 
year over half of the almost nine hun- 
dred members in Omaha were secured 
by the Forum through a personal cam- 
paign. At Des Moines it had eight dele- 
gates. According to sentiment now ap- 
parent it will soon adopt the budget 
system for collecting local, State, and 
National memberships. The Forum is 
endeavoring to make its contribution to 
education in this community, in Ne- 
braska, and in the Nation. 


ENROLMENT aad AFFILIATION 





Completed Enrolments 


HE following schools have com- 
pleted their reports for one hundred 
per cent membership enrolment in the 
National Education Association since the 
list was published in the May JouRNAL: 


ALLIANCE, OnI0, Riverside School, Maude 
Caldwell, Principal. 
AUBURNDALE, Mass., C. C. Burr District 


School, William A. Leighton, Principal. 

BeLoir, Wisc., Burdge School, Laura Horst- 
mann, Principal. 

BROOKLINE, MaAss., 
School, Francis T. Hall, Principal. 

Buruincton, Vt., Adams Schoo!, Emma J. 
Chapman, Principal. 

Danvers, Mass., Danversport School, Eliza- 
beth A. Ahern, Principal. 

DepHaM, Mass., Dexter School, Helen S. 
Kelly, Principal; Riverdale School, Mar- 
garet Butler, Principal. 

Denver, Covo., Berkley School, A. Gilmore, 
Principal; Denver Grade Teachers’ Asso- 
ciation, L.eota Larimer, Treasurer. 

East CLeveLanp, Oun10, Rozelle School, Della 
Freeborn, Principal. 

East Hartrorp, Conn., South Burnside 
School, Mrs. E. M. Broucek, Principal; 
First North School, Mrs. L. M. Knight, 
Principal; Second North School, George 
O. J. Lanphere, Principal; South Grammar 
School, Alice T. Baker, Principal; Union 
School, Margaret M. O'Connell, Principal. 

East St. Louis, It., Franklin School, H. B. 
Hinckley, Principal. 


William H. Lincoln 


Eureka, Ca.ir., Samoa School, Ada V. 
Damon, Principal. 
FaRMINGTON, W. Va., Farmington High 


School, H. M. Williams, Principal. 


Fort FarrFietp, Maine, Hacker School, 
Nellie Atkinson, Principal. 
Guitrorp, Maine, Guilford High School, 


G. C. Townsend, Principal. 
Hiro, Hawau, Hilo Union School. 
Kansas City, Kans., Douglass School; Lin- 
coln School; Phillips School. 
Kansas City, Mo., Bruce School, F. Leslie 
Clark, Principal; W. W. Yates School, Joe 
_E. Herriford, Principal. 
KENNEBUNKPORT, Marne, 


Kennebunkport 
Grammar School, Leora 


M._ Russell, 





Principal; High 
Prock, Principal. 

KEOKUK, Iowa, Elementary Teachers’ Club, 
Edith Jack, Secretary. 

LANsING, Micu., Barnes Avenue School, 
Edith Plambech, Principal; Cedar School, 
Hanna McHenry, Principal; Christiancy 
School, Marion Lang, Principal; Townsend 
School, Mabel Richardson, Principal; 
Warner School, Nina Iverson, Principal. 

LEBANON, N. H., Lebanon High School, Caleb 
H. Niles, Headmaster. 


School, Granville A. 


Lincotn, Nesr., Lincoln Public Schools, 
M. C. Lefler, Superintendent; Bancroft 
Junior High School, J. Belle Corbin, 
Principal; Belmont School, Gertrude 


Robey, Principal; Bryant School, Agnes O. 
Mortimer, Principal; Capitol School, Clare 
McPhee, Principal; Cherry Street School, 
Mrs. May Morley, Principal; Clinton 
School, Bertha L. Green, Principal; Elliott 
School, Sadie Baird, Principal; Everett 
School, Mrs. Emma M. Goodrich, Princi- 
pal; Hartley School, Mrs. Martha Hutton, 
Principal; Hawthorne School, Mrs. Sadie 
McCrystal, Principal; Hayward School, 
Annie M. T. Cogil, Principal; Lake View 
School, Mrs. Florence Conkle, Principal; 
Longfellow School, Anna C. Batman, 
Principal; McKinley Junior High School, 
E. Ruth Pyrtle, Principal; Normal School, 
Kathrine Follmer, Principal; Park School, 
Mary O’Connor, Principal; Prescott School, 
Mrs. May Morley, Principal; Randolph 
School, Mabel Jackson, Principal; Saratoga 
School, Lena Merrill, Principal; Whittier 
School, Mrs. Mattie Branthwaite, Princi- 
pal; Willard School, Annette Abbott, 
Principal. 


Litt_e Faris, MInN., Central School, Mrs. 
Lenoire Spooner, Principal; Hawthorne 
School, Petra Storaker, Principal; Lincoln 
School, Elvira Anderson, Principal. 

Litt_e Rock, ArK., Centennial School, Emmie 
De Neler, Principal; Rightsell School, V. L. 
Webb, Principal. 

Los AwnceLes, Cair., San Pedro Street 
School, W. F. Hughes, Principal; Sawtelle 
Boulevard School, Elizabeth F. Prior, 
Principal; Yorkdale School, Emma E. Lillie, 
Principal. 

Lynn, Mass., Baltimore Street School; 


O’Keefe School, Catherine -Curry,: Princi- 
pal. 





243 





MeELrosez, Mass., D. W’. Gooch School, Bertha 
C. Hatch, Principal; Lincoln School, Bertha 
S. Davis, Principal; Livermore and Sewall 
Schools, Edith S. Blake, Principal; Ripley 
School; Warren School, Alice J. Coffin, 
Principal. 

MILWAUKEE, Wisc., Greenbush Street School, 
E. W. Shuman, Principal. 

NEEDHAM, Mass., Avery School, Thomas H. 
Peters, Principal; Harris School, Mary E. 
Glancy, Principal. 

New Beprorp, Mass., Dartmouth Street 
School, Isadore F. Eldridge, Principal. 
NEWTON HIGHLANDS, Mass., Hyde District 

School, C. D. Miller, Principal. 

New York, N. Y., Public School No. 23, 
Joseph Reardon, Principal; Public School 
No. 67, Annie E. Cunningham, Principal; 
Public School No. 120, Olive M. Jones, 
Principal. 

New Orveans, La., Jefferson School, J. E. 
Hildebrandt, Principal. 

NoNANTUM, Mass., Stearns District 
Kenelm Winslow, Principal. 

Norwoop, On10, Sharpsburg School, William 
K. Housh, Principal. 

Otrawa, ILL., Jefferson 
White, Principal; 
Rigden, Principal. 

PassADUMKEAG, MaINeE, Village School, Mar- 
guerite A. Beane, Principal. 

Peasopy, Mass., Samuel Brown School, Annie 
I. McCarthy, Principal. 

PittspurG, Kans., Douglass School, W. H. 
Porter, Principal; Eugene Field School, 
Verna Kelley, Principal; Forest Park 
School, Mrs. Anna R. Brown, Principal; 
Lakeside School, Martha Sandford, Princi- 
pal; Lincoln School, Lora Allen, Principal; 
Washington School, Hannah Reese, Princi- 
pal. 

PortsMouTH, N. H., Farragut Training 
School, Alice S. Mildram, Principal. 
REDLANDS, Catir., Kingsbury School, A. 

Sybil Knopf, Principal. 

RicHMonpD Hii, N. Y., Public School No. oo, 
Elizabeth M. Cadzow, Principal. 

RoeKkForpb, ILu., Church School, Charles R. 
Armour, Principal. 

RosEDALE, Kans., Rosedale Public 
Armon P. Vaughn, Superintendent; 4?- 
tucks School, A. H. Harris, Principal; 
Columbian School, Lucy Jones, Principai; 
High School, Louis D. Kruger, Principal; 
Maccochaque School, Mrs. Maud _ E. 
Clavin, Principal; Noble Prentis School, 
Helena Stomp, Principal; Snow School, 
Margaret MacKenzie, Principal; W hit- 
more School, Ruth Porter, Principal; Rose- 
dale Teachers’ Association, Maude E. 
Clavin, Secretary. 

SAGINAW, East SIDE, 
George Wilkinson, Principal; Dieckmaz 
School, George Wilkinson, Principal; 
Houghton School, Sarah Fox, Principal; 
Hoyt School, Harry G. Miller, Principal; 
Jones School, Ella A. Milligan, Principal; 
Longfellow School, Kate M. Passoit, 
Principal; Sweet School, Jessie H. Rouse, 
Principal; Wadsworth School, George 
Wilkinson, Principal. 

Sat Lake City, UTAH, Hawthorne School, 
Elizabeth B. Fritz, Principal. 


School, 


School, Mary G. 
Lincoln School, Alice 


Schools, 


Micu., Burt School, 


Sioux City, Iowa, Dwight School, Janie 
Shanley, Principal; Worcester School, 
J. G. Hobson, Principal. 

SoutH WeyMouTH, Mass., Pratt School, 


Pearl B. Hanson, Principal. 

SPANISH ForK, UTAH, Nebo Teachers’ As- 
sociation, J. Ralph Wilkins, President. 

STEELTON, Pa., L. O. Foose School, Helen 
Kroll, Principal. 

STONEHAM, Mass., High School, C. J. Emer- 
son, Principal; North School, Florence H. 
Graham, Principal; South School, Laura 
L. Stevens, Principal. 

Swampscotry Mass., Clarke School, Blanche 
E. Doyle, Principal. 








244 
nner 


Warren, Ariz., Lowell School, Carrie L. 
Barber, Principal. 
Waterioo, Iowa, West Waterloo Public 


Schools, H. D. Lee, Superintendent; Cen- 
tral School, Zelia Hunter, Principal; 
Edison School, Nellie Rownd, Principal; 
Emerson School, Nettie McKinnon, Princi- 
pal; Kingsley School; Lowell School, 
Nellie Gravey, Principal; Washington 
Irving School, Bertha Ohrer, Principal; 
Whittier School, Ruth Updegraff, Principal. 

West Park, Onto, Puritas School, Mrs. W. J. 
Featherstone, Principal. 

Westport, Conn., Bedford School. 


Affiliated Local Associations 


HE following associations are in ad- 
dition to the affiliations which were 
reported in the May JouRNAL. 


BELLINGHAM, WasH., Grade Teachers’ 
League, Sue M. Stewart, Treasurer. 

BripGewaTer, Mass., Bridgewater Teachers’ 
Association, Ella S. Knight, Secretary. 

Bristot, Va., Bristol Tennessee Teachers’ 
4ssociation, Helen Bowyer, Secretary. 

Brook.yNn, N. Y., Unit of Public School 122 
and Public School 33, Blanche L. Dunkly, 
Secretary. 

Burke, S. D., Gregory County Teachers’ 
Reading Circle, Mary E. Ward, President- 
Secretary. 

CINCINNATI, On10, Cincinnati Principals’ As- 
sociation, F, E. Reszke, Secretary. 

Devta, Utan, Millard County Teachers’ 
Association, Reva Z. Beck, Secretary. 

DrespeN, TenN., Weakley County Teachers’ 
Association, F. Y. Fuqua, County Superin- 
tendent. 

FAIRHAVEN, Mass., Fairhaven Union Teach- 
ers’ Association, Elizabeth Graham, Sec- 
retary. : 

Fort Coiiins, Coxo., Faculty of the Colorado 
Agriculture College, L. M. Taylor, Secre- 
tary. ' 

GREENVILLE, 
sociation, 
Treasurer. 

Hiito, Hawau, Hilo Teachers’ Union, Cecil 
Overand, Secretary. 

HuntTinGpon, TENN., Carroll County Teach- 
ers’ Association, D. T. Barnhill, Treasurer. 

LAKEWoop, OunI0, Lakewood Teachers’ Fed- 
eration, Hazel Clark, Secretary. 

Litt.e Rock, ArRK., Centennial Teachers’ 
Circle, Emmie De Neler, Principal; Gar- 
land School Improvement Association, 
Mrs. Edna Rollins, Secretary; Peabody 
Faculty, Delle Patterson, Secretary; Princi- 
pals’ Round Table, Emmie De Neler, Sec- 
retary. 

Manisree, Micu., Manistee Teachers’ 
Mrs. Josephine Reynolds, Secretary. 

Manitowoc, Wisc., Manitowoc Teachers’ 
Association, E. W. Waits, Superintendent. 

Meprorp, Mass., Medford Teachers’ Club, 
Alma A. Thomas, Secretary. 

Me rose, Mass., Melrose Teachers’ 
Grace Wells, Secretary. 

Mi.rorp, Dei., Kent County Educational As- 
sociation, Robert E. Shilling, Secretary. 
Murpo, S. D., Jones County Education As- 
sociation, Mrs, Olga L. Johnson, Secretary. 
Natick, Mass., Natick Teachers’ Association, 

Catherine T. Quinn. 

New York, N. Y., Public School No. 38, 
Margaret. Aitken, President; Public School 
No. 119, Harriet A. Tupper, Principal; 
Speech Improvement Teachers’ Associa- 
tion, Margaret L. Gavin, Treasurer 

Orrumwa, Iowa, Ottumwa Teachers’ Club, 
Ada C. Lindquist, Secretary. 

Poptar Biurr, Mo., Poplar Bluff, Teachers’ 
Association, Mrs. Francis M. Kinder, Sec- 

retary- Treasurer. 


Teachers’ As- 
Secretary- 


Pa., Greenville 
Emily <A. Couse, 


Club, 


Club, 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Revere, Mass., Revere Teachers’ Club, Celia 
Dearing, Corresponding Secretary. 
RockrorD, ILi., Rockford Teachers’ 
Mrs. Jessie P. Lentz, Secretary. 
ROsEBURG, ORE., Roseburg Grade Teachers’ 
Association, Eva La Liberti, Secretary. 
ROSEDALE, KANn., Rosedale Teachers’ Asso- 
ciation, Maude E. Clavin, Secretary. 
SHENANDOAH, Pa., Mahanoy Township, Sallie 
B. Greener, Secretary. 
SPARTANBURG, S. C., Converse College Fac- 
ulty, Robert P. Pell, President. 
SPRINGFIELD, Mass., Springfield Teachers’ 
Economic Association, F. Herman Fritz, 
Executive Agent. 
SPRINGFIELD, OH10, Wittenberg College Fac- 
ulty, Rees Edgar Tulloss, President. 
Tacoma, Wasu., Tacoma Principals’ Asso- 
ciation, Jennie M. Reed, Secretary. 
To.tepo, Onto, University of the City of 
Toledo, Lucille E. Mack, Secretary. 
Wiccins, Coro., Morgan County Teachers’ 
Association, Louis R. Owens, Secretary. 


Club, 


National League 
of Teachers 
Associations 


Maset V. WILSON 


Secretary-Treasurer, 2224 First Avenue West, 


Seattle, Washington 


EN YEARS AGO in July, a group 
of classroom teachers in. attendance 
at a session of the National Education 
Association met and organized the Na- 
tional League of Teachers’ Associations. 
Among this number were some keen 
observers in the field of education. They 
had experienced the value of local class- 
room teacher organization. From this 
experience they had gained valuable in- 
formation on problems of vital interest 
to the classroom teachers of America, 
and they knew that there was to be found 
throughout the country a wealth of sim- 
ilar experience. 

Could it be made available? They be- 
lieved that it could. <A line of com- 
munication which might freely 
travel the messages of classroom teacher 
to classroom teacher, would discover an 
inexhaustible supply of dynamic power 
for educational stimulation. 

To promote this project, a separate 
and distinct organization known as the 
National League of Teachers’ Associa- 
tions, came into existence. 

Once organized, the League began its 
work of encouraging local classsroom 
teacher organization throughout the 
country. When funds permitted, a paid 
field secretary was sent out. However 
this work has been largely carried on 
through the efforts of volunteer clubs 
in neighboring communities. 

The League recognizes that the right 
of teachers to organize carries with it an 
obligation to perform certain duties. It 


over 


‘room teachers. 





June, 1922 





has endeavored to meet this obligation 
by concentration upon the present-day 
preblems of education. Its purpose jg 
to investigate, from every angle, such 
questions as: The professional standards 
of teachers, professional ethics, salaries, 
social standing, and civic obligations oj 
teachers, teachers’ councils, tenure, re. 
tirement laws, tax revision, the merit 
system, and courses of study. 

This information is being placed not 
only at the disposal of its members, as 
the League frequently has the privilege 
of answering an S. O. S. call from the 


outside. This dissemination is effected 
through the publications of — several 
pamphlets, bulletins, a yearbook, and 


through the annual convention held at 
a time and place to correspond with that 
of the National Education Association, 
While retaining its complete autonomy, 
the National League of Teachers’ Asso. 
ciation is an advocate of coéperation with 
other organizations which are working 
toward educational advancement and 
social betterment. It believes that the 
cause of education has much to gain and 
nothing to through harmonious 
working, one with the other, of school 
boards, administrative officers, and class. 
Avoiding all entangling 
alliances, it recognizes among those out- 
side of the profession, and it advises 
coéperation with, agencies as 
Chambers of Commerce, Business Clubs, 
Women’s Clubs, The Mothers’ Congress, 
Parent Teacher Associations, the Ameri- 
can Legion, and the Federation of Labor. 
The League looks forward to a won- 
derful time in Boston when, if history 
repeats itself, its delegates besides being 
privileged to enjoy the program of the 
National Education Association, will in- 
spire and be ‘inspired as they give and 
take in the enthusiastic interchange of 
ideas and experiences of the past vear. 


lose, 


such 





SALARIES 


SUPERINTENDENTS’ 
1921-22 


$12,000 
12,000 
12,000 
12,000 
10,500 
10,000 
10,000 
10,000 
10,000 
10,000 


Chicago, Illinois 

New York City, New York... 
Philadelphia, Pennsylvania... 
Pittsburgh, Pennsylvania 
Jersey City, New Jersey 
Boston, Massachusetts 
Buffalo, New York 
Cincinnati, Ohio 

Cleveland, Ohio 

Newark, New Jersey 
Oakland, California 

Omaha, Nebraska 

Seattle, Washington 

Gary, Indiana 

Tulsa, Oklahoma 

Akron, Ohio 

Detroit, Michigan 
Milwaukee, Wisconsin 
Youngstown, Ohio 

Bayonne, New Jersey 














ee 


ro 





ge 
“eg 


“re 
sto 
cu: 
bo 
ed 


tru 


PTR TERT IL 


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Vol. 11, No.6 








THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 245 











————eeeneeneneeee 0 0 + 


GUIDE TO NEW BOOKS 








oe ee 


———————————eeeen 


Select List 


ITLES and notes in this list are taken 
from the April Booklist of the American 
Library Association. 


Basson, Rocer Warp. Enduring _invest- 
ments. N. Y., Macmillan, 1921. rgop. 
$1.50. 


One of the author’s popular books of prac- 
tical advice to the business man if he would 
get the most out of life. Part one is an 
“economic discussion of the sources, uses, 
abuses, and dangers of wealth” and the 
“relative degree of endurance” of the usual 
stock and bond investments. Part two dis- 
cusses another form; “instead of stock and 
bond investments, human souls, Christian 
educational institutions, and various forms 
of benevolences are emphasized as the only 
truly enduring investments.” 


Barton, WILLIAM 
Clara Barton. 
v. illus. $10. 


A biography which has a double inter- 
est, first that of its subject, and second, as 


ELEAzAR. The life of 
Bost., Houghton, 1922. 2 


telling the story of the beginning and 
growth of the Red Cross in America. Ex- 


pensive, and probably the average library 
will find Epler’s Life of Clara Barton and 
Boardman’s Under the Red Cross flag at 
home and abroad sufhcient. An interesting 
parallel is drawn between the personality of 
Clara Barton and Florence Nightingale. 


BRINCKMEYER, HERMANN. 
from the German by 
N. Y., Huebsch, 1921. 


Hugo Stinnes; tr. 
Alfred B. Kuttner. 

149p. $1.50. 

Less a personal biography of this outstand- 
ing figure in present-day Germany than an 
account of the business transactions whereby 
he has gained such control of immense in- 
dustrial resources as to make him a power 
to be considered in the future settlement of 
German affairs. 


Bryce, JAMES, viscount. The study of 
American history. N. Y., Macmillan, 
1922. 1118p. $1.50. 


“Being the inaugural lecture of the Sir 
George Watson chair of American history, 
literature, and  institutions.’—Suhtitle. <A 
very interesting treatment with the avowed 
purpose ot bringing about a better under- 
standing between the two countries which 
both trace the beginnings of their history “in 
the forests and on the shores of Holstein and 
East Frisia far back in the days of which 
we have no native record save in mythology 
and poetry.” Appendix on the origin of the 
Sir George Watson chair. 


Dewey, Evetyn. The Dalton laboratory 
plan. N. Y., Dutton, 1922. 173p. $2.00. 


Describes a new plan for elementary and 
secondary education, first tried in the high 
school at Dalton, Massachusetts, and fol- 
lowed by other schools here and in England. 
The principle is to allow each child to work 
independently and each instructor to teach 
the subjects she is best fitted for. 





o-——s 





—- 





+ 


EMERSON, WILLIAM Rosie PATTEN. 
and growth in children. 
1922. 339 p. illus. $2.50. 


A book of value to the mother, teacher, 
and physician covering thirteen years of 
careful scientific observation and study of 
the causes of malnutrition in children and 
their reactions to proper care and diet. The 
nutrition program presented is based upon 
the fundamental ideas found to be of vital 
importance—home control, food habits, health 
habits, physical defects, and over fatigue. 
The appendixes contain interesting tables of 
comparative weights, nutrition records, 
glossary of technical terms, and a bibliog- 
raphy of useful pamphlets. Reprinted from 
the Woman’s Home Companion, 


Nutrition 
N. Y., Appleton, 


GARLAND, HAMLIN. A daughter of the mid- 
dle border. N. Y., Maemillan, 1921. 
gosp. illus. $2.00. 


Continues the author’s autobiography after 
the close of A son of the middle border. 
The “daughter” is the author’s mother, and 
though she appears only in the first half of 
the book, her son’s devotion makes the whole 
a tribute to her. A very readable record of 
a typical American career with interesting 
glimpses of literary celebrities, English and 
American, with whom the author’s wander- 
ing life brought him in contact. 


side of 
179p. 


The unseen 
N. Y., Macmillan, 1922. 


HARRISON, ELIZABETH. 
child life. 
$1.25. 


In this book for the guardians of young 
children one of our leading kindergartners 
has shown the need for recognition and de- 
velopment of will power at an early age. 
She illustrates many of her theories by ex- 
amples of their application. Froebelian in 
her pedagogy, she is quick to give praise and 
credit to new developments in education. 
This book supplements Study of child nature, 
which had to do with inherited instincts and 
Two children of the foot hills, which treated 
of the influence of environment. 


HARTMAN, 
school. 


and _ his 
248p. $3.00. 


GertruDe. The child 
N. Y., Dutton, 1922. 


Really an expanded bibliography, with 
excerpts from books noted. Will be of use 
principally in teacher-training schools. 


ReinscH, Paut SAMueL. An American diplo- 
mat in China. Garden City, N. Y., Dou- 
bleday, 1922. 396p. $4.00. 


Conversational in tone, the author gives 
an unusually interesting recital of his life 
as minister to China from 1913-1919, the 
early days of the Chinese republic, her ene- 
mies and development. Published in 4sia. 


VANDERLIP, FRANK ARTHUR. 
Europe? N. Y.,, 
$2.00. 


What next in 
Harcourt, 1922. 308p. 


Mr. Vanderlip presents in this volume the 
results of his extended study of European 
conditions at the close of 1921. The picture 
he offers is a gloomy one, but he professes 
a modified optimism, provided immediate 








measures are taken to avert the economic 
collapse of Europe. He presents a tentative 
plan for the formation of a gold reserve 
bank of issue with branches in every country 
of Europe. 


WELLs, Herpert GerorGeE. Washington and 
the riddle of peace. N. Y., Macmillan, 
1922. 312p. $2.00. 

Mr. Wells’ newspaper reports from the 


Washington conference republished in book 
form. He tries to arouse American readers 
to the realization of Europe’s desperate con- 
dition, with the warning that it may yet be 
ours. He sees in President Harding's plan 
for an association of nations the most hope- 
ful scheme vet proposed, by which the world 
may perhaps be saved from a relapse inte 
barbarism, and paints a glowing picture of 
what might be the future of mankind, de- 
livered from the intolerable burden of arma- 
ments. 


Comprehensive List 


HIS LIST will aim to mention all im- 
portant new books on education pub- 
lished in the United States. 


ARCHER, RICHARD LAWRENCE. Secondary edu- 
cation in the nineteenth century. N. Y., 
Macmillan, 1921. 377p. $4. 

Betts, GEORGE HERBERT. Parenthood and 
heredity. 2d ed. N. Y. and Cincinnati, 
The Abingdon Press. 26p. 15¢. 

—— The roots of disposition and character. 
N. Y. and Cincinnati, The Abingdon Press. 
Z27p. 15c. 

— Youth’s outlook upon life. N. Y. and 
Cincinnati, The Abingdon Press. 30p. 1sc. 

BOLLMAN, GLADYS AND BOLLMAN, HENRY. 
Motion pictures for community needs: a 
practical manual of information and sug- 
gestion for educational, religious, and 
social work. N. Y., Holt. 307p. $2. 

Book, WILLIAM FReperick. The intelligence 
of high-school seniors, as revealed by a 
State-wide survey of Indiana high schools. 


N. Y., Macmillan. 389p. $2.40. 

Boraas, Jutrus. Teaching to think. N. Y., 
Macmillan. 300p. $1.60. 

Brooks, FowLer DELL. Changes in mental 


traits with age determined by annual re- 
tests. N. Y., Teachers College, Columbia 
University, 1921. Contributions to educa- 
tion, No. 116. 86p. pap., $1.25; $1.60. 

BRYANT, Mrs, Loutse FRANCEs STEVENS. Edu- 
cational work of the Girl Scouts. Bureau 
of Educ. Bull., 1921, No. 46. Supt. of 
Docs. Govt. Pr. Off., Wash., D. C. 14p. 5c 

CAULLERY, Maurice. Universities and scien- 
tific life in the United States. Cambridge, 
Mass., Harvard Univ. Press, 1922. 286p. 
$2.50. ; 

CLUNIE, JAMES, 
class education. 
Educational 
Ave., 1920. 202p. $2. 

COMMISSION ON CORRELATION OF SECONDARY 
AND COLLEGIATE EDUCATION. Social studies 
in secondary schools. Chicago, University 
of Chicago Press, 1922. 4117p. $1.10. 


First principles of working 
Detroit, Mich., Marxian 
Society, 5941 Jos. Campau 


Cooper, LANE. Methods and aims in the 
study of literature. N. Y., Harcourt, 
Brace & Co., 1921. 224p. $2. 

Crane, ArtTHUR GriswaLD. Education for 


disabled in war and industry; army hos- 
pital schools; a demonstration for the 
education of disabled in industry. N. Y., 
Teachers College, Columbia University. 


83p. 


Contributions to education, No. 110. 
$1.75. 























246 
OT EEE EEE EEE EE EEE EEO 


Davis, SHELDON EmMor. The technique of 
teaching. N. Y., Macmillan. 354p. $1.40. 

De La Pasture, EpMfée ELIzABETH MONICA. 
Humbug: a study in education. N. Y., 
Macmillan, 1922. 345p- $2. 

Devine, Epwarp Tuomas. Social work. N. 


Y., Macmillan. 368p. $3. 

Dewey, Evetyn. The Dalton laboratory 
plan. N. Y., Dutton, 1922. 182p. $2. 
Dewey, JoHN, AND oTHERS. Ideals, aims, 


and methods in education. N. Y., Putman, 
1922. 117p. $1. 

D1 Domenica, Rev. ANGELO. Graded lessons 
in English for Italians: an aid in Ameri- 
canization. 2d ed. Boston, Christopher 
Pub. House, 1922. 296p. $2. 

Dunn, Fannre WycuHe. Interest factors in 
primary reading material. N. Y., Teach- 
ers College, Columbia University, 1921. 
Contributions to education, No. 113. 7op. 
pap., $1.25; $1.60. 

EMERSON, WILLIAM Rosie PATTEN. Nutrition 
and growth in children. N. Y., Appleton, 
270p. $2.50. 


ERSKINE, JOHN. The moral obligation to be 


intelligent, and other essays. New ed. N. 
Y., Duffield, 1921. 202p. $1.50. 
HARRISON, ELIZABETH. A study in child na- 


stand point. 
207p. $1.25. 
child and his 
elementary 
N. Y., Dut- 


from the kindergarten 

N. Y., Macmillan. 

HARTMAN, GERTRUDE. The 
school: an interpretation of 
education as a social process. 
ton, 1922. 261p. $3. 


ture, 
45th ed. 


HILL, Howarp CopeELAND. Community life 
and civic problems. Boston, Ginn, 1922. 
581p. $1.40. 


State laws relating to 
education enacted in 1918 and 1919. Bu- 
reau of Educ. Bull., 1920, No. 30. Govt. 
Print. Off., Wash., D. C., 231p. pap. 40c. 

KENYON, SIR FrepeRiIc GeorGE. The fellow- 
ship of learning; presidental address de- 
livered at the annual general meeting, 
July 6, 1921. N. Y., Oxford University 
Press, 1921. pap. I2p. 7o¢c. 

KIMBALL, Everett. State and municipal gov- 
ernment in the United States. Boston, Ginn, 
1922. 591p. $3. 

KNOWLSON, —THOMAS ‘SHARPER. 
thinking. N. Y., T. Y. Crowell, 
174p. $1.35. 

KUHLMANN, F. Handbook of mental tests. 
Baltimore, Warwick & York. 224p. $2. 

LARRISON, ELEANOR R. Training in thrift. 
N. Y. and Cincinnati, The Abingdon Press. 


Hoop, WILLIAM Ross. 


The art of 
1921. 


38p. pap. 20c. 
Leviras, ARNOLD. The making of a school 
paper. Jersey City, N. J.. W. A. Hilde- 


brand, 21 Montgomery St. pap. 25c. 
Liser, Benzion. The child and the home; 
essays on the rational bringing-up of 
children. N. Y., Rational Living, 61 
Hamilton Place, 1922. 253p. $2.50. 
Lowe, Mary A. The use of dolls in child- 
training; or A new system of storytelling. 


N. Y. and Cincinnati, The Abingdon 
Press. 63p. pap. 25c. 

McCaLL, WILtiAM ANDERSON. How to 
measure in education. N. Y., Macmillan. 
428p. $3.25. 


Monroég, WALTER Scott. Types of learning 
required of pupils in the seventh and 
eighth grades and in the high school. Ur- 
bana, IIl., University of Illinois Bull., v. 
19, No. 15, 1921. 6p. I5€. 

Moxcey, Mary ELizA, AND WaArpD, Daisy 
KENDALL. Parents aad their children: an 
introductory manual for parents’ classes. 
N. Y. and Cincinnati, The Methodist Bk. 
Concern, 1922. 139p. 75¢. 

Pryor, HucH CLARK, AND PITTMAN, MARVIN 
SuMMERS. A guide to the teaching of 

Y., Macmillan, 1921, “rs2p. 


spelling. N. 
$1.10. 


THe JouRNAL OF THE NATIONAL EpUucaTion ASSOCIATION 


RAINWATER, CLARENCE ELMER. The play 
movement in the United States: a study of 
community recreation. Chicago, Univer- 
sitv of Chicago Press, 1922. 382p. $2.75. 

STONE, CLARENCE R. Silent and oral read- 

of methods 


ing; a _ practical handbook 
based on the most recent scientific investi- 
gations. Boston, Houghton Mifflin Co., 
1922. 324p. 

STRATTON, GEORGE MA.Lcotm. Developing 


mental power. Boston, Houghton Mifflin 
Co., 1922. 88p. 8oc. 

Tuomas, Frank W. Training for effective 
study; a practical discussion of effective 
methods for training school pupils to or- 
aanize their study procedure. Boston, 
Houghton Mifflin Co., 1922. 264p. $1.90. 

THORNDIKE, Epwarp Lez. The psychology 
of arithmetic. N. Y., Maemillan, 1922. 
330p. $2. 

Toops, HERBERT ANDERSON. Trade tests in 
education. N. Y., Teachers College, Co- 
lumbia University, 1921. Contributions to 
education, No. 115. 118p. pap. $1.50; $2. 

VOELKER, PAUL FREDERICK. The function of 
ideals and attitudes in social education. 
N. Y., Teachers College, Columbia Uni- 
versity, 1921. Contributions to education, 
No. 112. 126p. pap. $1.35; $1.85. 

WuitTLey, Mary THeopora. 4 study of the 
little child; for teachers of beginners; a 
textbook in the standard course in teacher 
training, outlined and improved by the 
Sunday school council of Evangelical de- 
nominations.  Phila., The Westminster 
Press. 106p. 6oc. 

WituiAMs, Lester ALONzO. Further use of 
standard tests and scales as a basis for a 
cobperative research plan. Chapel Hill, 
N. C., University of North Carolina, 1920. 


21p. pap. 25c. 
Wu tr, Maurice M. C. J. pve. Philosophy 
and civilization in the Middle Ages. 


Princeton, N. J., Princeton University 


Press. 323p. $3. 


‘leaching as a Career 
i. INTEREST in teaching is grow- 


ing year by year is evidenced by the 
enormous increase in attendance at teacher- 
training institutions and by the phenomenal 
development of professional organization— 
National, State, and local. The following 
list of books, which has been prepared by 
the Public Library of St. Louis, Missouri, 
tells what students of the various vocations 
think of teaching as a career. Only books 
that are in print are included. Books here 
listed may be had from their publishers, from 
any bookseller, or from the public library. 


CoursEeN, GerTRUDE L. The Kindergartner. 


(In Filene, Catherine, ed. Careers for 
Women. p. 121.) Bost., Houghton, 1920. 
$4.00. 


Curtis, Henry S. Factors in the Enjoyment 
of Teaching. (Jn his Recreation for 
Teachers. p. 31.) N. Y., Macmillan 
1918. $1.80. 

Believes that there are five essentials for 
the enjoyment of teaching: that the teacher 
shall have good health; that she shall not 
work too hard; that she shall be a good 
disciplinarian; that she shall love knowl- 
edge; and that she shall love children. 

Mr. Curtis has been playground director in 
New York City and has been connected with 
the Playground Association of America. 


GEHRKENS, Kart Wiison. Preparing to be 
a Teacher. (Jn Pressey, Park, Voca- 
tional Reader. p. 211.) N. Y., Rand, 
1916. 75c. 








June, 1922 


Of interest to the high-school girl who jg 
considering teaching as a possible profession, 


GiLes, FRepERIC MAyor and IMOGENE Keay 
Teaching. (Jn their Vocational Civics. 
p. 171.) N. Y., Macmillan, 1919. $1.30, 
Points out that as a result of the war, the 

scarcity of teachers is such that there wil] 

be unusual openings for ten years or more, 


Gowin, Enocn Burton and Wueattey 
WiLtiAM ALonzo. The teacher. (Jn their 
Occupations. p. 258.) N. Y., Ginn, 1916, 
$1.48. 

Considering special teachers, the author 
asserts that people are today more interested 
in commercial, industrial, and agricultural 
subjects than in Latin and Greek. 


HARRIS, FRANKLIN STEWART. Teaching. (Jn 
his Young Man and His Vocation. p. 96.) 
Chic., Badger, 1916. $1.50. 


The writer is of the opinion that teachers 
who have natural ability as well as proper 
training are in the minority. 


HOERLE, HELEN CHRISTENE and SALTZBERG, 
FLorRENcE B. The teacher. (Jn their 
The Girl and Her Job. p. 149.) N. Y,, 
Holt., 1919. $1.50. 


The authors connected with the vocational 
guidance committee of Wadleigh High 
School, New York City, believe that “even 
when the disadvantages are all told, teach- 
ing remains one of the truly ideal profes- 
sions for either man or woman.” 


PaLMER, GEORGE HERBERT. The Ideal 
Teacher. N. Y., Houghton, 1910. 37p. 
goc. 

Joy in the work and the characteristic; 


which make for a successful teacher are 
points emphasized in this inspiring essay. 
H. L. Teaching as a Vocation. 
(U. S. Fed. Bd. for Vocat. Educ. Bull. 
bo ee «ee 

Written for the handicapped ex-service 
man, but so clearly demonstrates the grow- 
ing. need for men teachers in particular 
fields that it will be found useful in helping 
any young man to make a decision. Promo- 
tion and salaries are considered. 


SMITH, 


STEDMAN, Lutu M. The Elementary-school 


Teacher. (Jn  Filene, Catherine, ed. 
Careers for Women. p. 119.) Bost, 
Houghton, 1920. $4.00. 


Author is of the Southern California 


Branch, University of California, Los 
Angeles. 

Weaver, E. W., ed. Teaching. (Jn his 
Profitable Vocations for Girls. p. 149.) 


N. Y., Barnes, 1918. 80c. 

Gives requirements and training necessary 
for teaching in the elementary, college, high, 
kindergarten, and special schools. 


Weaver, E. W. and Byver, J. FRANK. 
Teaching. (Jn their Profitable Vocations 
for Boys. p. 200.) N. Y., Barnes, 1920. 
$1.00. 


The Young Mar 
Macmillan, 1920. 


WricuTt, Henry Parks. 
and Teaching. N. Y., 
$1.50. 

The chapters, Teaching as a Profession, 
Objections Considered, Personal Qualifica- 
tions, and Educational Preparation, will be 
found especially helpful. The author whose 
teaching experience extended over more 
than half a century was Professor Emeritus 
in Yale University, and formerly Dean of 
the College. 


ZiNKGRAF, Cora J. The Vocational-school 


Teacher. (In Filene, Catherine, ed. 
Careers for Women. p. 129.) 
Houghton, 1920. $4.00. 








' 





I 





—— 


eee 


1 tO TSIM 


HE FOLLOWING is a tentative 

program of the sixtieth annual 

meeting of the National Education 
Association at Boston, Massachusetts, 
July 2 to 8. General sessions will be 
held in Mechanics Hall. ‘The program 
is built around the conception that there 
is a definite connection between the great 
democratic impulse which is following 
the War and the intensified interest in 
every phase of educational endeavor that 
is evident not only in America, but 
throughout the world. Forenoons have 
been given over largely to the Repre- 
sentative Assembly for the consideration 
of committee reports and business ; after- 
noons to department meetings, and eve- 
nings to general sessions. 


Sunday Evening 
July 2, 8:00 o’clock 


Musical program— 


The Democratic Awakening Presents a New 
World Outlook 


The New Education—Sir Arthur Currie, 
President of McGill University, Mon- 
treal, Canada, formerly Commander of 
the Canadian forces in the recent war 
(Invited ). 

Far-reaching Results of the Conference on 
Limitation of Armaments— 

Outstanding Features in American Progress 
—P. P. Claxton, Provost, University of 
Alabama, University, Ala. 


Monday Morning 
July 3, 9:30 o’clock 


The Democratic Awakening Emphasizes the 
Importance of Professional Training 
for Teachers 


Professional Training for Teachers of City 
Schools—Olive M. Jones, Principal of 
Public School No. 120, New York City. 


Professional Training for Teachers of Rural 
Schools—Minnie G. Nielson, State Su- 
perintendent of Schools, Bismarck, N. D. 


Improvements and Preparation of Teachers 
While in Service—Peter A. Mortenson, 
Superintendent of Schools, Chicago, III. 

Teachers’ Colleges and Normal Schools — 
Their Obligations and Needs— 

State and National Responsibility for 
Teacher-training—Thomas E. Finegan, 


State Commissioner of Education, Har- 
risburg, Pa. 


Monday Afternoon 


July 3, 2:00 o’clock 
This 


afternoon will be 


given over to 


programs of departments and allied organi- 


zations announced elsewhere in this number 
of THE JourNat. 





The Women of 


Annual Meeting—Program 


Monday Evening 
July 3, 8:00 o’clock 


Musical program— 


The Democratic Awakening Shapes Educa- 
tional Policies for the Future 


Massachusetts Welcomes the Leaders in De- 
mocracy and Education— Jeremiah E. 
Burke, Superintendent of Schools, Bos- 
ton, Mass.; Channing H. Cox, Governor 
of Massachusetts, Boston, Mass.; and 
James H. Curley, Mayor of Boston. 


ECL MEDINGT; 
Owa Cie rs 


HARL ORMOND WILLIAMS, 

President of the National Education 
Association, whose significant program 
for the Boston meeting promises to at- 
tract an unusually large attendance. 
This will be the second meeting of the 
reorganized Association. Miss Williams 
is superintendent of the schools of Shelby 
County, Memphis, Tennessee. 





The Profession Appreciates Foundations 
Early Established in Massachusetts and 
Her Present Interest in Education—May 
Trumper, State Superintendent of 
Schools, Helena, Mont. 

The New Awakening and Educationa! Poli- 
cies—Charl Ormond Williams, Presi- 
dent of the National Education Associa- 
tion, Memphis, Tenn. 


Tuesday Morning 
July 4, 10:00 o’clock 


The Democratic Awakening Inspires a 
Higher Type of Patriotism 


America and the New 
Awakening—Mrs. George Maynard 
Minor, President-General of the Na- 
tional Society of the Daughters of the 
American Revolution, Washington, D. C. 


[247] 








A Deeper Meaning for Independence Day— 
Hon. Calvin Coolidge, Vice-President of 
the United States (Invited). 


The World War Heroes, Leaders in the 
Reconstruction of National Ideals—Gen- 
eral John J. Pershing, Chief of Staff, 


U. S. Army (Invited). 


Patriotism and Citizenship—Senator 
liam E. Borah, of Idaho (Invited). 


Wil-* 


Tuesday Evening 
July 4, 8:00 o’clock 


Musical program— 


The Democratic Awakening Promotes Prog- 
ress Towards the Realization of Early 
American Ideals 


Democracy in the Classroom—Efhe Mac- 
Gregor, Classroom Teacher, Minne- 
apolis, Minn. 

The New Outlook—Katherine D. Blake, 


Principal of Public School No. 6, New 
York City. 


Women and the New Education — Mrs. 
Thomas G. Winter, President of the 
National Federation of Women’s Clubs, 
Minneapolis, Minn. 


Message from Charles Evan Hughes, Secre- 
tary of State—Presented by Andrew F. 
West, Dean of the Graduate School of 
Princeton University, Princeton, N. J. 
(Invited). 


Peace-time Program of the American Legion 
—Alvin M. Owsley, National Director, 
Americanism Commission, American 
Legion Headquarters, Indianapolis, Ind. 


Wednesday Morning 


July 5, 9:00 o’clock 


Report of Committee on Salaries, Tenure, 
and Pensions—D. B. Waldo, President 
of the State Normal College, Kalama- 
zoo, Mich., Chairman; Salaries Division, 
Myra L. Snow, Ex-President Grade 
Teachers’ Club, Seattle, Wash., Chair- 
man; Tenure Division, Harlan Upde- 
graft, Professor of Educational Admin- 
istration, University of Pennsylvania, 
Philadelphia, Pa., Chairman; Pensions 
Division, Philip E. Carlson, President 
Minnesota Teachers’ Association, Minne- 
apolis, Minn., Chairman. 


Report of Rural School Committee—John F. 
Sims, President of the State Normal 
School, Stevens Point, Wis., Chairman. 


Report of Committee on County Superintend- 
ent Problems—Lee Driver, Director of 
the Bureau of Rural Education, Depart- 
ment of Public Instruction, Harrisburg, 
Pa., Chairman. 


Report of Joint Advisory Committee of the 
National Education Association and the 
American Legion—J. M. Gwinn, Super- 
intendent of Schools, New Orleans, La., 
Chairman for the N. E. A.; Henry J. 
Ryan, Chairman of the American Legion 
Committee on Education, Chairman for 
the Legion. 





248 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


June, 1922 


ee am le 


Wednesday Afternoon 
July 5, 2:00 o’clock 


This afternoon will be devoted to pro- 
grams of departments and allied organiza- 
tions announced elsewhere in this number of 
THE JOURNAL. 


Wednesday Evening 
July 5, 8:00 o’clock 


Musical program— 


The Democratic Awakening Demands 
Improvements in Rural Life and 
Education 


Outstanding Needs for Rural Life Today— 
George A. Works, Cornell University, 
Ithaca, N. Y. 

Consolidation, Supervision, and Administra- 
tion of a County System of Schools— 
Agnes Samuelson, Superintendent of 
Page County Schools, Clarinda, lowa. 

State Aid for Teachers’ Salaries—James 
Herbert Kelley, Secretary of the Penn- 
sylvania State Teachers’ Association, 
Harrisburg, Pa. 

National Responsibility for the Improvement 
of Rural Schools—Mabel Carney, De- 
partment of Rural Education, Teachers 


College, Columbia University, New 
York City 
The Criminal Inequalities in Educational 


Opportunities—J. L. McBrien, State Nor- 
mal School, Terre Haute, Ind ; 


Thursday Morning 
July 6, 9:00 o’clock 


Report of Legislative Commission—George 
D. Strayer, Professor of Educational 
Administration, Teachers College, Co- 
lumbia University, New York City, 
Chairman. 

Report of Committee on Foreign Relations— 
Augrstus O. Thomas, State Superintend- 
ent of Public Schools, Augusta, Maine, 
Chairman. 

Report of Commission on Research Agencies 
—Jesse H. Newlon, Superintendent of 
Schools, Denver, Colo., Chairman. 

Report of Llliteracy Commission—Cora Wil- 
son Stewart, Frankfort, Ky., Chairman. 

Report of Committee on Sources of Revenue 
—William B. Owen, President of: the 
Chicago Normal College, Chicago, III, 
Chairman. 

Report of Committee on Health Problems— 
Thomas D. Wood, Columbia University, 
New York City, Chairman. 


Thursday Afternoon 
July 6, 2:00 o’clock 


This afternoon will be given over to pro- 
grams of departments and allied organiza- 
tions announced elsewhere in this number of 
THE JOURNAL. 


Thursday Evening 
July 6, 8:00 o’clock 
Musical program— 


The Democratic Awakening Requires Intelli- 
gent Citizenship and the Highest Quality 
of Leadership 


A Higher Level of Intelligence Necessary— 
. A New Type of Leadership to Carry Out the 
New Policies—Mary McSkimmon, Presi- 
dent State Teachers’ Association, Brook- 
line, Mass. 


The Responsibility of the College and the 
University—Henry W. Holmes, Gradu- 
ate School of Education, Harvard Uni- 
versity, Boston, Mass. 

An Enlightened Electorate to Represent De- 
mocracy—James E. Russell, Teachers 
College, Columbia University, New York 


City. 
Friday Morning 
July 7, 9:00 o’clock 
Treasurer’s Report— Cornelia S. Adair, 
Treasurer of the National Education 


Association, Richmond, Va. 

Report of Chairman of Board of 'Trustees— 
C. G. Pearse, President of the State 
Normal School, Milwaukee, Wis., Chair- 
man. 

Report of the Executive Committee—Fred 
M. Hunter, Vice-President of the Na- 
tional Education Association, Superin- 
tendent of Schools, Oakland, Calif. 

Secretary’s Report—J. W. Crabtree, Secre- 
tary of the National Education Associa- 
tion, Washington, D. C. 


Report of Editorial Council — William Cc 
Bagley, Teachers College, Columbia 
University, New York City, Chairman, 

Report of Committee on Schoolhouse Plap. 
ning—Frank Irving Cooper, Architect 
Boston, Mass., Chairman. ‘ 


Other committee reports— 
Unfinished business— 
New business— 
Resolutions— 

Election of ofhcers— 


Friday "Afternoon 


July 7, 2:00 o’clock 


This afternoon will be given over to pro- 
grams of departments and allied organiza. 
tions announced elsewhere in this number of 
THE JOURNAL. 


Friday Evening 


This evening is reserved to enable those 
in attendance to be present at special per- 
formances in Boston theaters. 


Tentative Programs of Depart- 
ments and Allied Organizations 


ATIONAL COUNCIL OF EDUCA- 

TION will hold five conferences, July 
3 to 7, inclusive, at 2:00 o'clock. The Mon- 
day afternoon session will include the Presi- 
dents and Vice-President’s addresses, the 
secretary's report and roll call, and twenty- 
minute speeches on Evidences of Progress 
by Mr. John H. Beveridge and Miss Charl 
Ormond Williams. 

The Tuesday afternoon meeting will be 
devoted to business. Following the reports of 
the Committee on Nominations for Officers 
and Membership and the Executive Com- 
mittee on Program and Assignments, the 
final report of the Committee on Rural Edu- 
cation will be presented by the chairman, Dr. 
John F. Sims, President of the State Normal 
School, Stevens Point, Wisconsin. Members 
of the Committee and special experts as- 
signed by the Chairman will discuss this 
report. 

At the Wednesday afternoon meeting, the 
final report of the Committee on Teachers’ 
Colleges will be given by Dr. Charles Mc- 
Kenny, President of the State Normal Col- 
lege, Ypsilanti, Michigan; the final report 
of Committee on Changes Needed in the 
Elementary-school Courses will be given by 
Miss Katherine D. Blake, of New York 
City; and the report of the Joint Health 
Committee will be given by Dr. Thomas D. 
Wood, of New York City. 

Four reports of committees will be given 
at the fourth session, Thursday afternoon, at 
two o'clock, as follows: the Committee on 
Reorganization of Seventh, Eighth, and 
Ninth Grades by Chairman Charles H. Judd, 
Chicago, Illinois; the Committee on the 
Teaching of Democracy by Chairman A. 
Duncan Yocum; the Committee on Character 
Education by Chairman Milton Bennion; 
and the Committee on Educational Surveys 
by Chairman A. .E. Winship, Boston, Mas- 
sachusetts. 


Friday afternoon, at two o'clock, ten- 
minute reports of progress of committees 
will be given by their chairmen as follows: 
Vocational Education by Adelaide Steele 
Baylor; Adult Illiteracy by Cora Wilson 
Stewart; Teacher Welfare by J. W. Carr; 
State Levies and Other State Funds by 
A. J. Mathews; Graduate Education by 
Walter A. Jessup; and The Continuity of 
Education by J. M. Gwinn. At three o'clock 
conferences will be held in separate rooms. 
These will include the Participation of 
Teachers in School Management under the 
chairmanship of Harlan Updegraff and the 
Social Hygiene Section, with Thomas D. 
Wood as chairman. 

The officers are: President, Homer H. 
Seerley, President Iowa State Teachers’ Col- 
lege, Cedar Falls, Iowa; Secretary Adelaide 
S. Baylor, Federal Agent for Home Eco- 
nomics, Washington, D. C. 


EPARTMENT OF CHILD HYGIENE 
will hold three sessions, July 3, 5, and 
6. The first session will be devoted to the 
consideration of training teachers for health 
education; the second to rural school health 
conditions and other important phases of 
health work in schools. Tuberculosis, open- 
air schools, nutrition, and defective hearts 
will be discussed at the session on July 6. 
Round-table conferences will be held at 8 
o’clock on the mornings of July 5 and 6. 
The officers are: President, O. B. Nesbit, 
Director of Medical Inspection, Gary, Indi- 
ana; Secretary, William A. Howe, State 
Medical Inspector, Albany, N. Y. 


EPARTMENT OF CLASSROOM 
TEACHERS will hold two sessions, 
July 4 and 6, hour and place to be announced 
later. Tuesday, the program includes: New 
Ideals in Education, Dr. William H. Kil 
patrick; Symposium: Improving Service (a) 


erg ea: 


oe TPR RARR ON SSS TL LTT CES ef SN ERR 


Har 
soci 


Cla: 
tion 
City 
as a 
burs 


tary 
cage 






Vol. 11, No.6 


Through Tenure, Miss Charl O. Williams. 
(b) Through Pensions, Miss Margaret 
Haley, (¢) Through Salaries, William F. 
Hannan, Attorney, Milwaukee Teachers’ As- 
sociation, Milwaukee, Wis. 

The Thursday program follows: The 
Classroom Teacher as a Factor in Educa- 
tional Progress, Sarah H. Fahey, New York 
City; The Teachers’ Opportunity and Duties 
as a Citizen and a Voter, G. B. Snyder, Pitts- 


burgh, Pa.; Eliminating the Inefficient 
Teacher, Ethel M. Gardner, Milwaukee, 
Wis. 

The officers are: President, Ethel M. 


Gardner, President of the Milwaukee Teach- 
ers’ Association, Milwaukee, Wis.; Secre- 
tary, Mary Dwyer, Grade Teacher, Chi- 
cago, Ill. 


EPARTMENT OF EDUCATIONAL 

PUBLICATIONS will hold a confer- 
ence Wednesday afternoon, July 5, at which 
the following vital subjects will be discussed: 
After-war Recovery in the Textbook Pub- 
lishing Business; Keeping Pace with Nation- 
wide Demand for Reorganization of Ele- 
mentary School Course of Study; and Safe 
Economies Consistent with Improved Stand- 
ards in Textbook Making. 


The officers are: President, George L. 
Towne, President of the University Publish- 
ing Company, Lincoln, Nebraska; Secretary, 
C. W. Taber, Western Manager, Lippincott 
& Co., Chicago, Illinois. 


EPARTMENT OF ELEMENTARY 

EDUCATION will hold a joint session 
with the Department of Elementary School 
Principals, the Department of Kindergarten 
Education, and the National Conference on 
Educational Method, on Wednesday, July 5. 
Among the various addresses will be The 
New Psychology and Its Application to Edu- 
cational Procedure by Dr. Mace Andress, of 
the Boston Normal School; Modern Tend- 
encies in Education as Related to the Kin- 
dergarten and Primary Grades by David Eu- 
gene Smith, of Harvard; The Needs of 
Young Children in the Rural Schools by Mrs. 
Katherine M. Cook, U. S. Bureau of Educa- 
tion, Washington, D. C.; and The Work of 
the National Education Association by Agnes 
S. Winn, Assistant Secretary of the Associa- 
tion. 

On Friday, July 7, the meeting of the de- 
partment will be given over to discussing 
concrete problems involving the use of tests 
and measurements. 


The officers are: President, Mary E. Law- 
ler, Public School No. 12, Paterson, N. J.; 
Secretary, Bessie Brown Goodrich, Director 
of Elementary Education, Des Moines, lowa. 


EPARTMENT OF ELEMENTARY- 
SCHOOL PRINCIPALS will hold four 
afternoon sessions. On Monday afternoon, 
July 3, the following will be discussed: Mak- 
ing the Visits of the Principal Count for 
Efficiency ; Improving the Quality of Instruc- 
tion by Means of Informal Unstandardized 
Tests; Taking Care of the Indiyidual Child; 
and Methods of Diagnosis and Remedial 
Work. 
On Wednesday Afternoon, July, 5, there 
will be a joint meeting with the Departments 
of Kindergarten and Elementary Education. 


THe JourNAL OF THE NATIONAL EpucATion AssociaTion 


On Thursday, July 6, the topic for con- 
sideration will be How the Principal Can 
Use the Results of Standardized Intelligence 
and Educational Tests (a) For Reorganiza- 
tion and Reclassification of Pupils; (+) For 
Estimating Teachers’ Efficiency; and (c) In 
Making Provision for the Gifted Child. 

A business meeting will be held Friday 
afternoon, July 7. 

The programs for Monday and Thursday 
afternoons are based on the contents of the 
First Yearbook of the Department, which 
will be issued in May. 

The officers are: President, Leonard Power, 
Principal of the Franklin School, Port Ar- 
thur, Texas; Corresponding Secretary, John 
L. Bracken, Principal of the U. S. Grant 
School, Duluth, Minnesota. 


EPARTMENT OF HIGHER EDUCA- 
TION will meet Monday afternoon, 
July 3, at 2:30 o’clock. The general topic 
will be Improving College Training. An 
address on Acquainting College Teachers 
Already in Service with Essential Principles 
of Teaching will be given. William H. 
Kilpatrick, Teachers College, Columbia Uni- 
versity, will speak on Training in Teaching 
for Prospective College Teachers. 
On Wednesday 


afternoon, the general 


topic will be Faculty Participation in Col-® 


lege and University Administration. Gen- 
eral Principles will be discussed by W. R. 
Smith, of the University of Kansas, 

The officers are: President, F. J. Kelly, 
Dean of the School of Education; University 
of Kansas, Lawrence, Kansas; Secretary, F. 
H. Hodder, Head of the Department of His- 
and Political Science, University of 
Kansas, Lawrence, Kansas. 


tory 


EPARTMENT OF IMMIGRANT 
EDUCATION will hold four sessions, 
July 3, 4, 5, and 6. The Monday afternoon, 
July 3, program is as follows: Americaniza- 
tion—Whose Job?; Socializing the Method, 
Content, and Procedure, Ethel Richardson, 
State Director, California; How Shall the 
Problem of the Immigrant Mother be 
Solved? Angelo Patri, Principal Public 
School No. 45, New York City. 
On Tuesday, July 4, a Recognition Service 
for New Citizens will be held on Boston 
Common. The assembly of recently natural- 


ized citizens will be addressed by noted 
speakers on Preparation for Citizenship. 
The American Legion will cooperate. This 


service should interest the membership as 
well as the citizens of Boston and vicinity. 
Wednesday afternoon, at 2:00 o'clock, the 
topic, Education for Citizenship will be dis- 
cussed by Albert Shiels, of Teachers College, 
Columbia University, New York City. Out- 
standing Achievements of Past Year with its 
Present Difficulties will be presented by the 
State Commissioner, four State directors, 
four city directors, four teachers, and four 
city superintendents in talks limited to four 
minutes. This will be followed by a general 
discussion and a brief business session. 
Thursday, July 6, will be spent at Nan- 
tasket, a nearby summer resort. Two ses- 
sions will be held, one at ten o'clock in the 
morning, the other at three in the afternoon. 
The program under the joint auspices of the 
Massachusetts Association of Americaniza- 


tion Teachers and the Massachusetts Asso- 





249 





ciated Industries, will set forth the develop- 
ment of factory classes and indicate the rea- 
son for the success of this venture in Massa- 
chusetts. The morning program will be held 
at Atlantic House. Four fifteen-minute papers 
on the general subject Factory Classes— 
1922 Model will be presented. The hour 
following will be spent in directed discus- 
sion led by people from outside the State. A 
dinner will be given at twelve o'clock at 
which one speaker will appear. The after- 
noon program will be devoted to the subject 
Looking Ahead. 

The officers are: President, W. C. Smith, 
Supervisor of Immigrant Education, Albany, 
N. Y.; Secretary, Miss Grace Sheppard, 
Warrenburg, Missouri. 


EPARTMENT OF KINDERGARTEN 

EDUCATION will hold a joint meet- 
ing with the Department of Elementary Edu- 
cation and Elementary Principals. For par- 
ticulars, see the Department of Elementary 
Education. 

A Kindergarten-Primary luncheon will be 
held at the Westminster Hotel, on Thursday 
at 12:30. Wheelock, Wheelock 
Kindergarten Training School, too River- 
way, is in charge. 

Thursday afternoon, at 2:00 o'clock, 
Changing Conceptions of the Kindergarten 
will be discussed by Luella A. Palmer, Su- 
pervisor of Kindergartens, New York City; 
Ella Ruth Boyce, Supervisor of Kinder- 
gartens, Pittsburgh, Pa.; and Catherine R. 
Watkins, Supervisor of Kindergartens, Wash- 
ington, D. C. A business meeting will fol- 
low. 


Miss Lucy 


A song and story program will be given 
Friday afternoon, July 7, at 2:00 o'clock. 
Mr. John Cronan, Mrs. Mary W. Cronan, 
and Mrs. William Browne Reed will be the 
storytellers; the Boston Kindergarten Glee 
Club, with Miss Olivia Hazelton, leader, 
will sing. Miss Dorothy Fairbanks will sing 
a group of songs. 

The officers Marion S. 
Hanckel, of Kindergarten and 
Primary Grades, Richmond, Virginia; Secre- 
tary, Nina C. Vandewalker, Specialist in 
Kindergarten Education, Bureau of Educa- 
tion, Washington, D. C. 


are: 
Supervisor 


President, 


IBRARY DEPARTMENT will hold two 
business meetings and three regular ses- 
sions. Monday afternoon, July 3, the Ad- 
visory Board will elect four members of the 
Advisory Committee. 

On Wednesday afternoon, July 5, the fol- 
lowing program will be given: How Shall 
Adequate Library Service be Established 
where It Is not Now Developed? (1) In the 
School, Martha C. Pritchard, Teachers’ Col- 
lege, Detroit, Michigan, (2) In the Locality, 
Sarah B. Askew, Public Library Commission, 
Trenton, New Jersey, (3) In the State, James 
I. Wyer, Director of State Library, Albany, 
New York, (4) In the Nation, Joy E. Mor- 
gan, Managing Editor of THe Journa. or 
THE NATIONAL EpucaTIon AssociaTION, Wash- 
ington, D. C.; Libraries and Rural Schools, 
Florence M. Hale, Augusta, Maine; The Con- 
solidated Rural School Library, Ruth E. 
Drake, Chazy, New York; and Libraries and 
Librarians, Sherman Williams, Albany, N. Y. 

The program for Thursday afternoon, July 
6, is as follows: How the Library Helps the 











250 


THE JoURNAL OF THE NATIONAL EpucaATION ASSOCIATION 





June, 1922 





Foreigner to make his American Contribution, 
Ernestine Rose, New York City; Effective 
Coéperation between the Public Library and 
the Public School, Bertha McConkey, Spring- 
field, Massachusetts; The Daily Newspaper 
in School, O. S. Rice, Madison, Wisconsin; 
The Spirit of Library Service, Mrs. Edward 
_Carter, Port Arthur, Texas; Story Telling, 
its Relation to Literary Appreciation, Edith 
C. Parker, Buffalo, New York; and The 
Pupils’ ‘Contribution to the Success of the 
School Library, Mary E. Hall, Brooklyn, 
New York. 

The Department will hold a joint session 
with the National Council of Teachers of 
English, Friday afternoon, July 7, when the 
following program will be given: Books for 
Boys, A. B. deMille, Winthrop Highlands, 
Massachusetts; The Stimulation of Home 
Reading, Helen Cosgrove, New York City; 
Training for School Librarians, Ruth Tobey, 
Terre Haute, Indiana; Opportunities in 
Junior High School Work, Laura Grover 
Smith, Los Angeles, California; The Child’s 
Own Reading, Frederick G. Melcher, New 
York City; Library Work in Normal Schools 
to Fit their Students for their Work in 
Teaching, Mary E. Richardson, State Normal 
School, Geneseo, New York. 

On Saturday, July 8, a business meeting 
will be held. 

The officers are: President, Sherman Wil- 
liams, Chief, School Libraries Division, 
Albany, New York; Secretary-Treasurer, 
Margaret E. Ely, Chicago Public Library, 
Chicago, Illinois. 


EPARTMENT OF MUSIC EDUCA- 

TION will hold two sessions, the after- 
noons of July 5 and 6. On July 5, the pro- 
gram will be devoted to music in rural 
schools. Several prominent educators who 
have made rural schools their special study 
will speak, as well as several directors of 
music in the rural schools. Thursday after- 
noon, the program includes: President’s ad- 


dress, School Music and the Community, 
Osbourne McConathy, Northwestern Uni- 
versity, Evanston, Ill.; an address with 


stereopticon moving-picture illustrations, A 
Modern Viewpoint of Music Education, 
Ernest A. Smith, Superintendent of Schools, 
Evanston, Ill. A program of folk songs, 
Constance and Henry Gideon, Boston, Mass. 

The officers are: President, Osbourne Mc- 


Conathy, Director of the Department of 
School Music, Northwestern University, 
Evanston, IIl.; Secretary, Mary McKay, 


Supervisor of Music, Elgin, II. 


EPARTMENT OF NORMAL 

SCHOOLS will hold two sessions on 
the afternoons of July 5 and 6. The follow- 
ing program will be given at the Wednesday 
afternoon session: What Shall the Geography 
of the Grades Include? Wallace W. At- 
wood, President of Clark University, At- 
lanta, Georgia; Objectives in the Teaching 
of Geography, Robert M. Brown, College of 
Education, Providence, Rhode Island; Geog- 
raphy for the Rural Schools, D. C. Ridgley, 
Professor of Geography, State Normal Uni- 
versity, Normal, Illinois. A discussion will 
follow. 

On Wednesday evening at 6:30, this de- 
partment will hold a banquet at Harvard 
Union, 8 Quincy Street, Cambridge. Dr. 
John W. Withers, Dean of the School of 


Education, New York University, will talk 
on The State Normal School in American 
Education, followed by responses by guests, 
which will include Miss Charl O. Williams, 
Memphis, Tennessee; G. E. Maxwell, Wi- 
nona, Minnesota; W. P. Morgan, Macomb, 
Illinois; J. G. Crabbe, Greeley, Colorado; 
Payson Smith, Boston, Massachusetts, and 
Frank W. Wright, Boston, Massachusetts. 
The banquet and program has been ar- 
ranged by the Massachusetts State Normal 
School Teachers Association. Make reserva- 
tions with Roy Leon Smith, North Adams, 


Massachusetts, before July 1. $1.50 per 
plate. 
The program for ‘Thursday afternoon, 


July 6, at 2:00 o’clock, will include the fol- 
lowing: The Elementary Curriculum as Pre- 
sented in Normal Schools, Frank W. Wright, 
Director of Elementary and Secondary Edu- 
cation and Normal Schools, Massachusetts; 
addresses by George H. Shafer, Principal of 
State Normal School, Willimantic, Connecti- 
cut; and a discussion, after which a business 
meeting will be held. 

The officers are: President, W. P. Morgan, 
President of the State Normal School, Ma- 
comb, Illinois; Secretary, Robert E. Elliot, 
President of the Nebraska State Teachers 
College, Chadron, Nebraska. 


EPARTMENT OF RURAL EDUCA- 

TION will hold sessions on the after- 
noons of Monday, July 3, Wednesday, July 
5, and Friday, July 7. The Monday pro- 
gram will be devoted to the topic, Some 
Eastern Contributions to Rural Education, 
including The Helping Teacher in New 
Jersey, Rachel Anne Fuller, Dover, N. J.; 
The Supervision of Rural Schools in Dela- 
ware, Ina G. Barnes, Rural School Super- 
visor, Wilmington, Del.; Measurement as a 
Means of Supervision, Samuel S. Brooks, 
Union Superintendent of School, Winchester, 
N. H.; Rural School Attendance in Mary- 
land, John F. Hershner, Assistant Superin- 
tendent, Towson, Md.; Community Leagues 
and the Codéperative Education Association 
of Virginia, George W. Guy, Executive Sec- 
retary, Richmond, Va. 

The program on Wednesday afternoon, on 
the general subject of National Problems in 
Rural Education will include addresses by 
Lee L. Driver, Department of Education, 
Harrisburg, Pennsylvania, on The Consoli- 
dation of Rural Schools; Fannie W. Dunn, 
Teachers College, Columbia University, 
New York, New York, on The Place of the 
One-Teacher Rural School; Albert S. Cook, 
State Superintendent of Schools, Baltimore, 
Maryland, on Financing Rural Schools; and 
Robert R. Moton, Principal of Tuskegee In- 
stitute, Tuskegee, Alabama, on The Ameri- 
can Negro in Rural Education and Country 


Life. Business Meeting. 
On Friday afternoon, July 7, Some 
Future Needs in Rural Education will 


be the subject of the program, which will in- 
clude the following addresses: The Junior- 
Senior High Schools of Vermont, William 
M. Robinson, Orleans, Vermont; The Needs 
of Small Children in Rural Communities, 
Marion S. Hanckel, Supervisor of Kinder- 
garten and Primary Grades, Richmond, Va.; 
The Extent and Control of Rural Child 
Labor, Raymond G. Fuller, National Child 
Labor Committee, New York City; Desirable 
Future Developments in the Education of 


Rural People, Kenyon L. Butterfield, Am. 
herst, Mass. 

The officers are: President, Ernest Burp. 
ham, State Normal School, Kalamazoo, 
Michigan; Secretary, Mabel Carney, Pro. 
fessor of Rural Education, Teachers (Coj- 
lege, Columbia University, New York City, 


EPARTMENT OF _ SCIENCE jy. 

STRUCTION will hold two sessions on 
the afternoons of July 5 and 6. The 
Wednesday program will be devoted to the 
General Science and Biology Division, as 
follows: Hygiene as a Part of Biology, 
Gertrude Weeks, Boston Normal School, 
Boston, Massachusetts; Science of Outdoor 
Recreation, William G. Vinal, Rhode Island 
College of Education, Providence, Rhode 
Island; Managing a Science Club, Morris 
Meister, Teachers College, Columbia Upj- 
versity, New York City; Methods of Vivifying 
the Teaching of General Science, J. Richard 
Lunt, English High School, Boston, Massa- 
chusetts. 

The Chemistry and Physics Division will 
meet Thursday afternoon. The program in- 
cludes: Physics for Girls, W. G. Whitman, 
Salem State Normal School, Salem, Massa- 
chusetts; Teaching Chemistry in the High 
School, C. H. Stone, English High School, 
Boston, Massachusetts; and an address by a 
chemist, to be announced later. 

The officers are: Fresident, Gilbert H. 
Trafton, State Teachers College, Mankato, 
Minnesota; Secretary, Zelma Goldsworthy, 
West High School, Minneapolis, Minnesota. 


EPARTMENT OF SECONDARY EDU- 

CATION will hold two sessions on 
Wednesday, July 5, and Thursday, July 6. 
The Wednesday program is as follows: 
Character Training, Eugene R. Smith, Bos- 
ton, Mass.; Some Phenomena of Adolescence 
in Relation to Character Training, Maurice 
Ricker, U. S. Public Health Service; Extra- 
curricular Activities, Elbert K. Fretwell, 
Columbia University, New York City; Stu- 
dent Organizations, F. H. J. Pain, New York 
City. 

The Thursday program will include: 
Professional Training of High School Teach- 
ers, Thomas W. Butcher, Kansas State 
Normal School; Professional Training of 
High School Principals, Thomas H. Briggs, 
Columbia University, New York City; How 
High School Authorities Can Better Codper- 
ate with Civic Bodies, Karl F. Adams, 
Seattle, Wash.; Americanization Work, L. L. 
W. Wilson, Philadelphia, Pa.; and The Na- 
tional Honor Society of High Schools, W. E. 
Wing, Portland, Maine. 


EPARTMENT OF THE WIDER USE 
OF SCHOOLHOUSES will hold two 
sessions on Monday afternoon, July 3, and 
Wednesday afternoon, July 5. These pro- 
grams will be of especial interest to super- 


intendents and architects. Stress will be 
laid on the discussion of rural problems. 
The officers are: President, Josephine 


Corliss Preston, State Superintendent of Pub- 
lic Instruction, Olympia, Wash.; Secretary, 
Eugene C. Gibney, Director of Community 
Centers, Board of Education, New York 
City. 


OY SCOUT SECTION will hold a com 
feence Thursday afternoon, July 6, # 
2:00 o'clock. The following program will 








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2D NON TY NINE 


Vol. 11, No. 0 


THe JoURNAL OF THE NATIONAL Epucation AssociaATION 





be given: Stumbling into Citizenship, James 
E. West, Chief Scout Executive, Boy Scouts 
of America; Opportunity of the Superintend- 
ent of Schools in Boy Scout Work of his 
Community, James H. Beveridge, Superin- 
tendent of Schools, Omaha, Nebr.; Scouting 
in the Schools of Detroit, Edwin L. Miller, 
Principal of the Northern High School, De- 
troit, Mich.; Possibilities of Scouting in 
Relation to Public Schools, Albert Shiels, 
Teachers College, Columbia University, New 
York City. A discussion will follow. 

The officers are: President, Frank L. Cody, 
Superintendent of Schools, Detroit, Mich. 


ATIONAL ASSOCIATION OF VISIT- 

ING TEACHERS AND HOME AND 
SCHOOL VISITORS will hold a conference 
at Boston during the National Education 
Association meeting. The officers are: Presi- 
dent, Emma G. Case, Department of Public 
Instruction, Rochester, New York; Secretary- 


Treasurer, Harriet E. Totman, Board of 
Education, Cleveland, Ohio. 
LLITERACY CONFERENCE will hold 
two sessions on July 4 and 5. These ses- 


sions will be addressed by the following 
speakers: Dr. Augustus O. Thomas, State 
Superintendent of Schools, Augusta, Maine; 
Dr. Thomas E. Finegan, Commissioner of 
Education, Harrisburg, Pennsylvania; Fred 
M. Hunter, Superintendent of Schools, Oak- 
land, California; Minnie J. Nielson, State 
Superintendent of Schools, Bismarck, North 
Dakota; M. L. Brittain, State Superintendent 
of Schools, Atlanta, Georgia; Mrs. Josephine 
Corliss Preston, State Superintendent of 
Schools, Olympia, Washington; and Dr. 
A. E. Winship, Editor of the Journal of 
Education, Boston, Massachusetts. 

The officers of the Illiteracy Commission 
are: Chairman, Mrs. Cora Wilson Stewart, 
Frankfort, Kentucky; Secretary, Arthur H. 
Chamberlain, Editor of the Sierra Educa- 
tional News, San Francisco, California. 


ATIONAL COUNCIL OF SUPER- 
VISORS OF NATURE STUDY AND 
GARDENING will hold two afternoon ses- 
sions on July 5 and 6, at 1:30 o'clock. The 
main topic for the meeting on July 5 is The 
Relation of Gardening and Nature Study. 
The following program will be given: How 
Pittsburgh has Worked it out, John A. Hol- 
linger, Supervisor of Gardening, Pittsburgh, 
Pennsylvania; How Boston is Working it 
out, Thomas P. Dooley, High School, West 
Roxbury, Massachusetts; The Springfield 
Way, Emily A. Stebbins, Supervisor of 
Nature Study and Gardening, Springfield, 
Massachusetts; The Balanced Diet Garden, 
W. H. D. Meier, State Normal School, 
Framingham, Massachusetts; Indoor Seed 
Germination, Charles M. Lamprey, Principal 
of the Martin School, Boston, Massachusetts ; 
Grafting Fruit Trees as a School Exercise, 
Louise C. Stearns, State Normal School, 
Bridgewater, Massachusetts; Two Plants for 
Indoor Demonstrations, Clarence M. Weed, 
State Normai School, Lowell, Massachusetts. 
The Thursday meeting will discuss the 
main topic The Relation of Gardening to 
the Longer School Year. The program 
follows: Occupations of Children in Out-of- 
school Hours, John L, Randall, State Normal 
School, Fitchburg, Massachusetts; What 
Boston is Doing, D. W. O’Brien, Supervisor 
of Gardening, Boston, Massachusetts; The 





Brooklyn Way, Ellen Eddy Shaw, Botanical 
Gardens, Brooklyn, New York; The Situa- 
tion in Pennsylvania, Frank R. Morey, State 
Supervisor of School Gardening, Harrisburg, 
Pennsylvania; and The School Garden, a 
Center of Occupation, Recreation, Inspira- 
tion, L. Gertrude Howes, Mary Hemenway 
School, Boston, Massachusetts. 

The officers are: Lester S. State 
Normal College, Kent, Ohio; Secretary, 
Clarence M. Weed, State Normal School, 
Lowell, Massachusetts. 


Ivins, 


ATIONAL COUNCIL OF TEACHERS 

OF ENGLISH will hold two sessions, 
the first, Tuesday afternoon, July 4, and the 
second, ‘a joint session with the Library De- 
partment, on Friday afternoon, July 7 (q. v.). 
The Tuesday afternoon session will be de- 
voted to a symposium on Extra Work for 
Superior Ability. Charles L. Hanson, Me- 
chanic Arts High School, Boston, and Ralph 
P. Boas, Central High School, Springfield, 
Massachusetts, and others will speak. 

The officers of the Council are: President, 
Charles R. Gaston, Richmond Hill High 
School, Richmond Hill, New York City; Sec- 
retary-Treasurer, W. Wilbur Hatfield, Chi- 
cago Normal College, Chicago, Illinois. 


CONFERENCE ON GEOGRAPHY, un- 

der the auspices of the National Geo- 
graphic Society, will be held Monday, July 
3. Dr. Robert F. Griggs, leader of the So- 
ciety’s expeditions to Mount Katmai, Alaska, 
and discoverer of the Valley of Ten Thou- 
sand Smokes in the vicinity of Katmai’s 
crater, will give an address, Our Friend, the 
Volcano. The lecture will be illustrated by 
motion pictures and slides from remarkable 
photographs in color. 

The officers of the National Geographic 
Society are: President, Gilbert Grosvenor, 
Washington, D. C.; Secretary, O. P. Austin, 
Washington, D. C. 


Pel cece FEDERATION OF STATE 
EDUCATION ASSOCIATIONS will 
hold an informal meeting to discuss the fu- 
ture of the organization, since the main pur- 
pose of the Federation has been accomplished 
by the reorganization of the National Edu- 
cation Association. 

The officers are: President, Charles S. 
Foos, Superintendent of Schools, Reading, 
Pennsylvania; Secretary-Treasurer, John P. 
Everett, Kalamazoo, Michigan. 


ATIONAL LEAGUE OF TEACHERS’ 

ASSOCIATIONS will hold its ninth 
annual convention July 1-8. Headquarters 
will be the Copley Plaza Hotel. Three ses- 
sions and a dinner are being arranged. 
Some of the subjects to be discussed are: 
Tenure, Advisory Councils, and Teacher 
Rating. Reports from affiliated associations 
will be given. Among the speakers are: 
H. W. Shryock, President of the Illinois 
State Normal University; Peter Mortensen, 
Superintendent of Schools, Chicago, IIlinois; 
Harry Charlesworth, President of the Ca- 
nadian Federation of Teachers; Mrs. Eliza- 
beth Haney, Minneapolis, Minnesota; May 
C. Wade, Berkeley, California. 

The officers are: President, Miss Nina O. 
Buchanan, Hotel Rainier Grand, Seattle, 
Washington; Secretary - Treasurer, Miss 
Mabel Wilson, 2224 First Avenue North, 
Seattle, Washington, 





251 





CHOOL GARDEN ASSOCIATION OF 

AMERICA will hold two 
Monday afternoon, July 3, at 2:00 o'clock, 
and on Wednesday, July 5, at 10:00 o’clock. 
The Monday program will be led by Ellen 
Eddy Shaw, Curator of Elementary Instruc- 
tion, Brooklyn Botanic Garden, New York. 
The main topic, The Development of School 
Gardening in America, will be discussed by 


sessions — 


Wallace E. Mason, Principal of Normal 
School, Kent, New Hampshire; E. A. 
Thomas, Agricultural College, Kingston, 


Rhode Island; and Floyd B. Jenks, Professor 
of Agricultural Extension, Vermont Univer- 
sity, Burlington, Vermont. 

The Wednesday morning session will dis- 
cuss The School Garden, the Laboratory of 
Nature Education, under the leadership of 
William G. Vinai, of the Rhode Island Col- 
lege of Education, Providence, Rhode Is- 
land. L. E. De Wolfe, Director of Rural 
Science Education, Truro, Nova _ Scotia, 
will speak, and Van _ Evrie Kilpatrick, 
Director of Nature-Gardening, New York 
City, will give a special report on an in- 
quiry into the state of nature education in 
the cities of the United States, conducted by 
the Bureau of Education, Washington, D. C., 
in codperation with the School Garden Asso- 
ciation of America. 

The officers are: President, O. M. East- 
man, Supervisor of Gardens, Cleveland, 
Ohio; Secretary, Ellen Eddy Shaw, Curator 
Elementary Instruction, Brooklyn Botanic 
Garden, Brooklyn, New York. 


ISUAL EDUCATION SECTON will 
meet Monday afternoon, July 3, at 2:00 
o'clock. There will be a showing of slides 
and films. The following speakers will take 
part on the program: H. B. Turner, Super- 
intendent of Schools, Warren, Ohio; S. H. 
Layton, Superintendent of Schools, Altoona, 
Pennsylvania; and W. W. Borden, Superin- 
tendent of Schools, South Bend, Indiana. 
The officers are: President, L. N. Hines, 
President Indiana State Normal Schools, 
Terre Haute, Indiana; Secretary, Charles F. 
Pye, Secretary Iowa State Teachers’ Asso- 
ciation, Des Moines, Iowa. 


HE NATIONAL SOCIETY FOR THE 


STUDY AND CORRECTION ' OF 
SPEECH DISORDER will hold three ses- 
sions, July 3, 6, and 7. 

The officers are: President, Walter B. 


Swift, Normal School for Speech Education, 
Boston, Mass.; Secretary, A. S. 
Rochester, N. Y. 


Howe, 


CONFERENCE on standards and prob- 

lems relating to the issuing of employ- 
ment certificates or permits authorizing 
children to work will be held by the U. S. 
Children’s Bureau in codperation with the 
National Education Association on the after- 
noons of July 5th and 6th. Full announce- 
ment will be made in the Official Program. 


OGRAMS of other departments and 

organizations are being prepared and 
will appear in the Official Program, pub- 
lished for use at the meeting. Among the 
organizations whose programs are not avail- 
able at the time that THe JouRNAL goes to 
press are the Departments of Business Edu- 
cation, Physical Education, School Adminis- 
tration, School Patrons, and Vocational 


Education and Practical Arts. 








HE COST OF EDUCATION 
in the United States has been in- 
creasing since our system of pub- 
lic education began. This fact has 
received much attention from those who 
are interested in maintaining low tax 
The figures representing annual 
education, isolated 
the 


rates. 
amounts spent for 


and uninterpreted as they are in 


Cost of Education---1890 to 1920 


The changes that have taken place in 
the cost of the services and materials 
necessary for the maintenance of our sys- 
tem of public education may be esti- 
mated from the figures given in Table 
Il. ‘These figures show the changes that 
have taken place in the purchasing power 
of the dollar by decades since 1890. It 
is the purchasing power of the dollar 


‘TABLE I—An Analysis of the Cost of Education by Decades 
from 1890 to 1920 


Actual expenditures for 
public elementary and 
high-school education 
taken from official re- 

ports of the U. S. 
Bureau of Education 


\mount spent on basis 
of purchasing power of 
the dollar in 1890 


\mount spent 
allowing for changed 
value of dollar and for 
increase in total number 
of days schooling provided 





$140, 506,715 
214,964,618 
426,250,434 

1,045,053,545 





second column of Table I, appear at 
first glance to represent an enormous in- 
crease in the amount of money spent for 
education. Similar tables are used fre- 
quently by proponents of low taxation. 
Good educational statesmanship demands 
a careful interpretation of such _ state- 
ments before it allows conclusions to be 
drawn from them. 

No business man worthy of the name 
would ask for a statement of the total 
yearly expenditures of his concern and 
with this table alone before him de- 
cide as to the effectiveness of his plant. 
Even those unacquainted with the de- 
tails of business management know that 
to interpret this table he would demand 
accompanying statements which would 
show such facts as (1) changes in the 
cost of labor and of the raw materials 
used in manufacturing the product of 
the concern, (2) changes in the quantity 
of output, and (3) changes in the 
quality of output. We must know 
these same things concerning education 


before we can properly interpret figures’ 


representing its cost. A mere statement 
of the total expenditures for education 
over a period of years for the Nation, 
for a State, or for a city, is an insufficient 
basis for the evaluation of the effective- 
ness of the systems of education main- 
tained. 


' Prepared by the Research Department of 
the National Education Association, John K. 
Norton, Director. : 


t 
} 


$140,506,715 .00 
217,114,264.18 
23,950,329.84 








3 + 

$140, 506,715. 
156,332,270.2 
178,172,681. 

149,233,646. 


55,318,205 .30 





that in the long run determines the cost 
of any factor in the maintenance of an 
educational system, whether that factor 
be the services of a teacher or principal, 
lumber, building stone, or chalk. The 
figures given tor the various years in 
Table II should be interpreted as fol- 
lows: Column two is the wholesale price 
index number for the United States, 
issued by R. G. Dun & Co. The 
meaning of these numbers is this: If 
specified amounts of a number of com- 
modities purchased at wholesale in 1890 
cost $92, the same in 1900 cost $91; in 
1910, $119; and in 1920, $260. The 
figures in column three similarly esti- 
mate the amount necessary to purchase 


Burgess’ 
cost of 
living 

per week? 


Dun’'s 
wholesale 
price index 
numbers' 


Year 





I 2 


1890 92 $8. 
1900 gI 
1910 11g 
1920 260 


Il. 
25.5 





‘World Almanac, 1922, p. 273. 


issued by United States Department of Labor. 
Stewart, Commissioner, Bureau of Labor 





Statistics, 
‘This figure is for 1893, the figure for 1890 not being’ awailable. 


the food, clothing, shelter, and incident. 
als necessary for the maintenance of , 
small family for a week. In order to 
purchase these necessities in 1890 $847 
a week was necessary; in 1900, $8.45. 
in 1910, $11.62, and in 1920, $25.59, 
The figures in column four, issued by 
the United States Department of Labor, 
similarly estimate the purchasing power 
of the dollar based on the retail prices 
of food. ‘This column shows that $286 
was required in 1920 to purchase the 
same amount of food at retail as $100 
would purchase in 1890. The striking 
thing about these figures is their close 
agreement. ‘They all show a slight in- 
crease in the purchasing power of the 
dollar in 1900 as compared with 1890, 
a considerable decrease in its purchasing 
power in 1910, and a great decrease in 
its purchasing in 1920. The 
figures in column five are a final, esti- 
mate of the purchasing power of the dol- 
lar for the four years given. These 
figures are a combination of the indexes 
given by the figures in the first three 
columns as to the purchasing power of 
the dollar. Equal weight is given to 
each of three indexes quoted. The fig- 
ures of this fifth column show that to 
have the purchasing power that $100 
represented in 1890 one needed $99 in 
1900, $132 in 1910, and $290 in 1920. 
Finally, in column six the relative pur- 
chasing power of the dollar is given for 
for each of the four years. Figures in 
this column may be interpreted as fol- 
lows: A dollar in 1900 would purchase 
101 per cent as much as in 1890, 76 
per cent as much in 1910 as in 1890, and 
34 per cent as much in 1920 as in 1890. 


power 


TABLE 1I1—-Purchasing Power of the Dollar 


Relative 
purchasing 
power 
of dollar 


Index num- 
of Labor bers columns 

retail cost 1, 2, and 
of food® 3 combined 


U.S. Dept. 


am ow , 


100 
99 
131) 76 
286 © 34 





100 





* Trends of School Costs, Burgess, Russell Sage Foundation, p. 54. 
°* The Government's Wage Policy, Monthly Labor Reviéw, June, 1920, p. 


19 and following, 
The figure for’ 1920 was calculated by Ethelbert | 
Department of Labor. 

Index numbers show that 
there was little change in the value of the dollar between 1890 and 1893, so its acceptance here | 
involves but a small percentage of error. ‘ 





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Vol. 11, No. 6 


With the figures of Table II before us 
we are in a position to study the total 
cost of education for the four decades, 
allowing for the change in value of the 
dollar from decade to decade. When 
the figures given in column six of Table 
II are applied to the figures in column 
two of Table I, we have a statement as 
given in column three of Table | of the 
cost of education for the indicated years, 
when proper consideration has_ been 
given to the cost of the materials of edu- 
cation, as reflected by the decrease in 
the purchasing power of the dollar. 
Since the dollar of 1920 will purchase 
but 34+ per cent as much as the dollar of 
1890, the $1,045,000,000 spent for edu- 
cation in 1920 has on the 1890 basis a 
purchasing power of but $355,000,000. 

There was a great increase in educa- 
tional output between 1890 and 1920. 
Taking as a unit the provision of one 
day’s schooling for one child, the figures 
of Table III give the data concerning 
this point. Column two of this table 
gives the average daily attendance; 
column three the average number of 
days the schools were in session; column 
four the total number of days of school- 
ing provided by our public elementary 
and high schools. 1,098,000,000 days 
of schooling were provided by public 
schools in 1890 as compared with 
2,620,000,000 days in 1920. 

The figures in column five are ob- 
tained by using the number of days’ 
schooling provided in 1890 as a base and 
calculating the percentage increase over 
this figure for the following decades. 
If the number of days’ schooling pro- 
vided in 1890 is represented by the fig- 
ure 100, the number of days in 1900 is 
represented by 140; in 1910, by 183; 
and in 1920, by 239. These figures 
show clearly how important it is, when 
considering the cost of education, to take 
into consideration the increased educa- 
tional output. The sixth column of 
Table III gives the figures to be used 





TABLE I1I—Increase in Educational 


THE JourNAL OF THE NATIONAL EpUCATION AssocIATION 
I a te» scenester on ens 





in making a proper allowance for the 
cost of education chargeable to increased 
output. If the figure 100, for 1890, 
given in this column is taken as a base, 
the cost of education in 1900 must be 
multiplied by .72 to make a proper al- 
lowance for the increased educational 
output; the cost of educatien in 1910 
must be multiplied by .55; and in 1920 
must be multiplied by .42. 

Taking the figures given in the third 
column of Table I, which represent the 
increased cost of education after a proper 
allowance has been made due to the de- 
creased purchasing power of the dollar, 
and making the proper correction for 
the cost of education due to the increased 
educational output, using the percentages 
in column six of Table III, we obtain the 
figures given in column four of Table I. 
These figures represent the increase in 
the cost of education after a proper cor- 
rection has been made both for the in- 
creased cost of educational materials and 
for the increased educational output. 

At the outset it was stated that before 
one could properly interpret figures rep- 
resenting the cost of education, he must 
know (1) the changes that have taken 
place in the cost of the services and ma- 
terial maintenance of 
our system, (2) what 
changes have taken place in the quan- 
tity of the educational product, and (3) 
what changes have taken place in the 
quality of the educational product. The 
first two of these three factors have been 
given proper consideration in obtaining 
the figures in column four of Table I. 
The third factor, the quality of the edu- 
cational product, has yet to be dealt with. 

Taking as our unit once again the 
provision of one day of schooling, let us 
consider the change that has taken place 
in the quality of our educational prod- 
uct. In short, is one day of schooling 
in 1920 any different than one day of 
schooling in 1890? Here we are con- 
fronted with the intangible values of edu- 


necessary to the 
educational 


Product 





Average 
daily attend- 
ance, taken 
from official 
reports of the 
U. S. Bureau 
of Education 


Average 
number of 
days schools 
were in session, 
Bureau of 
Education 
figures 


provided, Bureau of 
Education figures 


Percentage 
of cost of 
education 
not due 
to increase 
in educa- 
tional load 


Increase of 
educational 
load in 
terms of days 
schooling 
provided 


Total number 
days schooling 





2 2 
2 3 


4 5 





8,153,635 
10,632,772 
12,827,307 
16,248,997 


134. 
I44. 
157. 
161. 








1,098,232,725 100 
1,534,822,633 
2,011 ,477,065 
2,620,210,865 





TABLE 
High-School Instruction, 1890 to 1920 


I1V—Increase in Amount of 


Bureau of Education Figures 


Per cent 
si nrolled 
in high 


schools 


Total en- 
rolment 
high 


schools 


Total enrolment 
elementary and 
Year high schools 








I 2 3 4 





202,963 
519,251 
915,061 
2,207,542 


1890 =: 12,722,581 
1900 
1910 





15,503,110 
17,813,852 


1920 21,732,340 





cation that thus far have not been meas- 
ured objectively. It is impossible to tell 
exactly how one day’s schooling in the 
“average” schoolroom in 1890 compared 
with one day’s schooling in the ‘‘average”’ 
schoolroom of the country in 1900, 
1910, and 1920. We do know that be- 
tween 1890 and 1920 education 
first strongly influenced by the scientific 
movement. As a result of this move- 
ment in education the objectives and the 
methods of instruction have been scru- 
tinized as never before. That there has 
been some improvement may be stated 
without fear of successful contradiction. 
We know further that the teacher of 
1920 is generally better trained than 
was the teacher in 1890. We further 
know that the physical equipment of the 
system of public education in 1920 is 
far better than in 1890. There is 
one means whereby we may, to a limited 
extent, objectively estimate the improve- 
ment that has taken place. Table LV 
gives figures concerning the increase in 
high-school enrolment. The total en- 
rolment attending high schools increased 
tenfold between 1890 and _ 1920. 
Whereas but 1.6 per cent of our pupils 
in 1890 were receiving instruction of 
high-school quality, 10.2 per cent of 
them were receiving instruction of this 
quality in 1920. It is well known that 
instruction of the high-school type has 
been much more difficult to provide than 
instruction of elementary-school type. 
We thus have one more indication that 
the quality of the educational product 
of 1920 is superior to that of 1890. 
We have seen in Table I that the 
cost of education in 1920 
$149,233,646.23 as compared 


Was 


was 
with 


$140,506,715.00 in 1890, after proper 
allowances have been made for the de- 
crease in the purchasing power of the 
dollar and for the quantitative increase 
in the educational output. 
these two 


The differ- 


ence between figures, or 











TABLE V—Increase in Total 
National Income’ 
Per cent 


increase 
over 1909 


Annual income 
in billions 
of dollars 


Year 
0.0 
9.02 
8.33 

II.It 

19.44 

15.27 

25.0 


1909 28.8 
1910 31.4 
IQII 31.2 
1912 33-0 
1913 34-4 
1914 33-2 
1915 36.0 
1916 45-4 57-63 
1917 53-9 87.15 
1918 61.0 80 
-O 


1919 66.0 129.16 


‘Income in the 
Mitchell, King, and others, 


United States, p. 64, 
published by 
National Bureau of Economic Research. 


* This figure was calculated on the basis 
of incomes received, whereas the others 
were verified by a calculation based on 
sources of production. 











$8,726,931.23 can be charged against the 
improvement of the quality of the edu- 
cational output. Over a _ period of 
thirty years there has been a six per cent 
increase in the amount of money allowed 
for education, or less than two tenths of 
one per cent per year. So far as in- 
creased financial support is concerned, 
little improvement could have been ex- 
pected between 1890 and 1920 in the 
quality of education provided in our pub- 
lic elementary and secondary schools. 

Such are the interpretations that 
should be made of the statements of the 
total cost of education from year to year 
that are so frequently exhibited by pro- 
ponents of low tax rates. Table [| 
shows that, rather than an enormous in- 
crease in educational support, practically 
nothing has been allowed public educa- 
tion in the country with the improvement 
of the quality of the product in mind. 
Practically all the increase has been 
swallowed up by the decreasing purchas- 
ing power of the dollar.and the increase 
in the number of children who are at- 
tending our schools. The increasing 
complexity of our civilization, the loss 
in influence of some of our most cher- 
ished institutions, throwing an _ addi- 
tional burden upon our public-school 
system, would have justified vast sums 
cevoted to the single purpose of increas- 
ing the quality or social effectiveness of 
the instruction received in our schools. 
Such sums have not been forthcoming. 
In reality education has been starved in- 
sofar as any financial provision has been 
made for an improvement in the quality 
of the instruction provided. 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATIO:: 
i aa 


One other consideration is important 
in studying the general question of edu- 
cational support. If the total Nationai 
income had not been increasing, then 
there might be some justification for put- 
ting education on short rations with the 
rest of the country in spite of the grow- 
ing importance of the public schools as 
a factor in progress. Reliable 
figures covering this point were recently 
issued by the National Bureau of Eco- 
nomic Research for the years 1909 to 
1919. These are given in Table V and 
give little comfort to anyone who would 
justify a decrease in educational support 
on a basis of a statement of the total 


social 


June, 1922 


ae aN ee er 


income of the country over a period of 
years. Figures given in this table, it jg 
true, do not take into account the loss 
in value of the dollar, but neither do the 
figures which represent the amounts 
spent for public education. It appears 
that American wealth, whereas abun. | 
dantly able to finance education, has done 
little more than to provide sufficient 
increases in educational support to com. | 
pensate for the loss in value of the dollar | 
and for the increase in the attendance 
in our public schools, that is the result 
of the normal growth in population and 
the better enforcement of attendance 
laws. 


cnn en ce 0 ne 0 00 0 nt tt ey 


NOTES aud ANNOUNCEMENTS 





cc nn ne ne Bt fe 


PLANS FOR THE GREAT BOSTON MEET- 
ING, July 2-8, are nearly completed. 
From every point of view—attendance, 
program, hospitality, and exhibits—it 
promises to be the most significant meet- 
ing in the history of the Association. 
The membership is nearing the 120,000 
mark and nearly twice as many delegates 
are expected as were at the Des Moines 
meeting. Historic Boston is itself a 
great attraction.. The program is of 
outstanding value. At the general ses- 
sions teachers will have an opportunity 
to hear leaders in civic affairs as well as 
leading educators. There will be out- 
standing specialists on the departmental 
and other programs. 

The Boston Committee has appropri- 
ated $25,000 for the entertainment of 
the Association—the largest sum ever 
raised for that purpose. The committee 
is arranging an excellent musical pro- 
gram for each general session. 

Perhaps even more important than the 
great speakers, fine music, and opportu- 
nity for fellowship is the fact that this is 
the second meeting of the reorganized 
Association. It will be a great occasion 
to which in future years any teacher 
may well look back with pride that she 
had a part in it. The policies and ob- 
jectives not only of the Association but 
of American education, so clearly de- 
fined at Des Moines, will receive new 
impetus at Boston. No teacher who can 
possibly be present can afford not to be 
at Boston July 2-8, 1922. 

ALL INQUIRIES relating to local ar- 
rangements for the Boston meeting 
should be addressed to Mr. E. V. B. 





Parke, Convention Manager, 15 Beacon 
Street, Boston 9, Massachusetts.  Re- 
quests for hotel reservations should be 
sent to Mr. Parke as early as possible. 
PRIVATE HOME RESERVATIONS—In 
addition to the list of hotels which were 
published in the May Journat thou- 
sands of rooms in private homes will be 
available for delegates to the convention. 
The Boston teachers under the direction 
of the local committee are canvassing the 
city for this purpose and many of the 
most attractive homes in Boston will be 
thrown open to the visiting teachers. 
Such accommodations will be less ex- 
pensive and will give the visitors an op- | 
portunity of partaking of the hospitality 
of the Boston people. 
ALL RESERVATIONS—Persons wishing 
rooms either in hotels or private homes, | 
who have not already done so, should | 
write to Mr. Parke at once indicating as 
definitely as possible the kind of accom- | 
modations wanted and the amount they 
desire to pay. : 
OFFICIAL MEETINGS AND BUSINESS | 
SESSIONS, Boston JuLy 3-8—a list of | 
official meetings of Trustees, Executive 
Committee, Directors, and other commit- 
tees appeared in the May Journal. 
Complete announcement of such meet- 
ings will appear in the Official Program. 
Rounp TRIP RATES—The railway 
passenger associations have promised 
round trip rates of one and a half fares 
for the Boston meeting. ‘Tickets will be 
on sale in ample time for persons living 
in any part of the country to reach Bos 
ton for the opening of the meeting. 
Tickets may be extended for two weeks 


in 


es i Se 


bed 


- 


Vol. 11, No. 6 


Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


P Obs ee 


after the convention closes by paying a 
fee of one dollar and depositing them 
with the ticket agent at Boston. 

An effort will be made to arrange 
summer excursion rates, good through 
October. West of the Mississippi River 
the excursion tickets would read to Bos- 
ton and east of the Mississippi they 
would read to resorts other than Boston. 
For example, members living east of the 
Mississippi River would purchase tickets 
to Marblehead—one of the Boston re- 
sort suburbs. 

Tickets will be sold to enable the pas- 
sengers to arrive in Boston on June 28. 
They will go on sale in New York and 
eastern points on the morning of June 
28 and in western points at earlier 
dates—some five days earlier at points in 
the Pacific coast. Persons using con- 
vention tickets must arrive on a train 
scheduled to reach Boston before mid- 
night, July 5th. 

Members wishing to take advantage 
of the special one and a half rate should 
secure Identification Certificates at once 
from their State Director or from Sec- 
retary J. W. Crabtree, 1201 Sixteenth 
Street N. W., Washington, D. C.; and 
should speak to local passenger agents 
sometime before the meeting to make 
sure that round trip tickets are on hand. 

REGISTRATION HEADQUARTERS for 
the Boston meeting will be conveniently 
located in Mechanics Hall near the main 
entrance. 

N. E. A. post-OFFICE AND INFORMA- 
TION SERVICE at Boston will be located 
in Mechanics Hall opposite Registration 
Headquarters. Letters to members 
should be addressed care of N. E. A. 
Post-ofice. Information booths will be 
found at all depots and leading hotels. 

DELEGATES SHOULD REACH Boston 
EARLY—As all delegates should be duly 
registered and accredited by Monday 
morning, the opening day of the conven- 
tion, it is advisable for them to reach 
Boston not later than Saturday evening 
or Sunday Every delegate 
should be provided with proper creden- 
tials from his State or local affiliated as- 
sociation and should see Secretary J. W. 
Crabtree as soon as possible on arrival. 

MEMBERS SHOULD HAVE THEIR MEM- 
BERSHIP CARDS FOR 1921-22 or 1922-23 
with them at the Boston meeting. Per- 
sons who have mislaid or lost their cards 
should see the Secretary as soon as pos- 
sible after arrival. By showing the 
membership card members will receive 
the program, all announcements, and the 
badge which will permit them to attend 
all meetings. Those who do not have 


morning. 





Alaska—L. D. Henderson, 
Commissioner of Educa- 
tion, Juneau. 


P 








membership cards will enrol at registra- 
tion headquarters and receive member- 
ship cards, announcements, and badges. 

BANQUETS AND LUNCHEONS—Any- 
one desiring to arrange for a banquet or 
luncheon should write directly to Mr. 
E. V. B. Parke, Convention Manager, 
15 Beacon Street, Boston, giving him 
full information as to what is desired. 

Tickets for all banquets and 
luncheons will be on sale at the Gen- 
eral Information Booth in Mechanics 
Hall. 

BANNERS—An interesting feature of 
the Boston program will be the presenta- 
tion of the membership banners. As 
previously announced, one banner will 
be presented to the State which has the 
largest number of members in the Na- 
tional Education Association in propor- 
tion to population, and one to the State 
having the largest membership in_ its 
State education association in proportion 
to population. Numerous State cam- 
paigns have been carried on for the win- 
ning of these banners, and there is a 
widespread interest in the outcome of the 
contest. 

JoInT MEETING—One of the largest 
meetings of the convention will be the 
joint meeting of the Departments of 
Elementary [Education, Elementary 
Principals, Kindergarten, Classroom 
Teachers, and The Conference on Edu- 
cational Method on Wednesday after- 
noon, July 5th, in Mechanics Hall. 

THREE SECTION MEETINGS of the 
Iowa State Teachers’ Association have 
voted to pay a part of the expenses of 
their delegates to the Boston meeting. 

New ENGLAND TOURS—Preparations 
are being made to supply convention vis- 
itors with complete information concern- 
ing summer resorts, tours—both by rail 
and steamship—and other information 
concerning New England. There will 


Rhode Isiand — Katharine 
a ; 


eirce, 
Street, Providence, 





Porto Rico—J. B. Huyke, 
Commissioner of Educa- 
San 


College 


tion, Juan, 


be in the exhibit hall experts who will 
be glad to plan side trips and short visits 
to any part of New England. Train 
and steamship time-tables of all kinds 
will be available as will a complete list 
of the tourists’ hotels with their rates 
and the historical events connected with 
the various cities and towns. This in- 
formation service will be under the di- 
rection of Assistant Superintendent A. L. 
Rafter, of the Boston city schoo!s. 

EDUCATIONAL EXHIBITS—The State 
Superintendent of each of the New 
England States has been designated a 
member of a general exhibit committee 
which is to assemble educational materia! 
from the various States. This exhibit 
will portray the best work that is being 
done in the States represented. The 
committee on Rural Education of the 
National Council of Education, which 
makes its final report at the convention, 
will also have an extensive exhibit. The 
academic exhibit will be housed at Bos- 
ton Normal School and the industrial 
exhibit at the Boston Trade School. 

COMMERCIAL AND OTHER EXHIBITS 
will be unusually fine this year. They 
are being managed by the Association 
under the direction of Mr. R. S. Erland- 
They will be located in Mechanics 
Hall on the same floor with the post- 
office, information booth, and registra- 
tion headquarters. 

Report ON DaTE OF ANNUAL 
Meetinc—At the Des Moines meeting 
the Executive Committee was authorized 
by the Representative Assembly to con- 
sider the questions of fixing a new date 
for the annual meeting, and to report to 
the Representative Assembly at the next 
meeting. “The Committee has under 
consideration the following dates which 
have been suggested—(1) The week 
including February 22, (2) The week 


after Easter, Anyone having a desirable 


son. 





256 





date to suggest is requested to write the 
Secretary who will call the attention of 
the Executive Committee to the sug- 
gestion. — 


CoMMITTEE ON ForEIGN RELATIONS 
will hold two meetings at which ad- 
dresses may be made by persons who 
have suggestions to offer and counsel to 


IN THE 


Dr. Tuomas E. FINngEGAN, State 
Superintendent of Public Instruction for 
Pennsylvania, has outlined a program 
for better schools, which is fast being 
carried out. Previous to 1921, ten per 
cent of Pennsylvania’s teachers had only 
an elementary-school education and 
thirty-five per cent had a_ high-school 
education. Last summer more than 
6000 teachers attended summer schools, 
and more will attend this sufimer. By 
September, 1927, there will be no public- 
school teachers who have not the equiv- 
alent of high-school education plus two 
years of normal or other professional 
training. School attendance is also im- 
proving. In towns of 5000 or under 
there has been an increase of ten or more 
per cent in regularity of attendance. 
The school year is a hundred-sixty days 
instead of less than a hundred as it was 
formerly in many rural districts. 

THE SIXTEENTH SUMMER SCHOOL 
for teachers of backward or mentally 
deficient children will be held July 10 
to August 18 at the Training School at 
Vineland, New Jersey. The number 
that can be accommodated is limited to 
sixty; the tuition fee is one hundred 
twenty-five dollars. 

THE CODE OF ETHICS for journalism, 
recently adopted by the Oregon State 
Editorial Association and the Annual 
Oregon Newspaper Conference will be 
of interest to educators who are work- 
ing on codes of ethics for teachers. 
Copies may be had from the School of 
Journalism, of the University of Oregon 
at Eugene. 

Mr. JoHN ENRIGHT, State Commis- 
sioner of Education in New Jersey, will 
succeed himself for a term of five years 
at an annual salary of $10,000. This 
office is filled by nomination by the Gov- 
ernor and confirmation by the Senate. 

AMONG THE CANDIDATES FOR SUPER- 
INTENDENT of Public Instruction in Ne- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


give. It is expected also to have repre- 
sentatives of as many of the organiza- 
tions now connected with foreign work 
as can be secured. Representatives of 
foreign countries who may be present 
will be asked to participate. 

Dr. Augustus O. Thomas, State 
Superintendent of Public Instruction in 
Maine, is chairman of this committee. 


FIELD 


+ 


braska are the present Superintendent, 
John M. Matzen; Miss Martha L. 
Powell, principal of the Long School, 
Omaha; Miss E. Ruth Pyrtle, principal 
of McKinley School, Lincoln; Mr. 
Charles W. Taylor, Professor of School 
Administration and principal of the 
Teachers’ College High School in the 
University of Nebraska. 

Mr. W. F. Wesster, formerly as- 
sistant superintendent, has recently been 
elected superintendent of the Minne- 
apolis (Minnesota) schools. Minne- 
apolis, with a population of 380,582, 
ranks eighteenth among the large cities 
of the United States according to the 
1920 census. 

A SIX WEEKS’ COURSE in Library 
Training is included in the program of 
the summer school of the University of 
Georgia, Athens, Georgia. 

CANDIDATES FOR THE STATE SUPER- 
INTENDENCY in Kansas as listed in The 
Kansas Teacher for March are Mr. 
Fred A. Seaman, principal of the Sea- 
man Rural High School, Topeka; Mr. 
J. H. Clement, superintendent of 
schools, Junction City; Mr. J. W. 
Wiley, superintendent of the Crawford 
county schools, Girard; and Mr. Harry 
McGuire, superintendent of schools, 
Kiowa. 

A PRACTICAL COURSE ON AUTOMO- 
BILES has been started in the public 
schools of Deadwood, South Dakota. A 
former warehouse will be used for the 
school. 

AN APPROPRIATION of $11,000 a year 
for a four-year course of training for 
hotel workers is under consideration at 
Cornell University. Tuition for the 
course is free to anyone in the State, but 
applicants will have to be endorsed by 
the hotel association of the State. Prac- 
tical experience will be gained in a large 
hotel during the summer vacation. 

SUBSTANTIAL INCREASES in salary are 








June, 1929 


shown for many Pennsylvania superin. 
tendents in a report of recent elections 


‘sent out by Dr. James H. Kelley of the 


Pennsylvania State Education Associa. 
tion. 

THE OKLAHOMA STATE TEAcHgpy’ 
ASSOCIATION reports an enrolment of 
14,863, which represents 99.8 per cent of 





the total number of eligible teachers jy | 


Oklahoma. 


A SPECIAL number of the Washington | 


Education Journal for April presents the 
facts to support “30—10” campaign— 
thirty dollars from the State and ten 
dollars from the locality for every cengys 
child. 

SUPERINTENDENT LANDIS TaAnom 
of Homestead, succeeded Dr. C. §, Fogs 
as superintendent of schools in Reading, 
Pennsylvania, beginning in May. Read. 


ing has a population of 107,784 and. 


ranks sixty-fourth among the large cities 
of the United States. 

THE PRINCIPALS’ EXCHANGE Ciup. 
of Grand Rapids, Michigan, of which 
Miss Margaret Knooihuizen is secretary. 
reports a 100 per cent enrolment both in 
the National Education Association and 
in the Department of Elementary School 
Principals. 

THE EMPLOYMENT of a full-time 
secretary was authorized by the Alabama 
Education Association at its recent meet- 
ing. Authorization was also given for 
increasing the membership fee in the As- 
sociation to $1.50. 

Copies of the Prize Character Eduv- 


cation Plan which was described on page | 


165 of the April Journal may be had free 


by writing to Dr. Fairchild, Chairman | 
of the Character Education Institution, | 
3770 McKinley Street, Chevy Chase, | 


Washington, D. C. 


STATE SUPERINTENDENT Annie Webb | 
Blanton, of Texas, has announced her | 
candidacy for Congress from the thir- | 


teenth Congressional district in Texas. 

THE STATE BOARD in charge of the 
four normal schools in Michigan has de- 
cided to provide residences for the presi- 
dents of these institutions. 

THE BEST SELLERS among non-fiction 
books for the month of March as given 
in Publishers’ Weekly were Wells’ Oui- 
line of History; Van Loon’s Story of 
Mankind; The Americanization of Ed- 
ward Bok; Strachey’s Queen Victoria; 
Mirrors of Washington; Peters’ Diet 
and Health; Outwitting Our Nerves by 
Jackson and _ Salisbury; Traprock'’ 
Cruise of the Kawa; Stewart's Parody 
Outline of History; Mirrors of Down 
ing Street ; Robinson’s Mind in the Mét- 
ing; and Tumulty’s Woodrow Wilson. 


FO RE ORME RMIERRmme 








22 


n- 
Ns 


On 


he 


en 
Us 


ER 


ig, 


bb 
er 
ir- 


i} 





Vol. 11, No. 6 







































Cut this out for reference 


n-11 Orpheum Arcade A 
aaron Howett's Silk Shop-15 N. Pearl 4 
) . 






® ,itcona-Bendheim 8, 1302-11th Ave. 
Asbury Park-Best Shoe Co. : 
Atlanta-—Carlton Shoe & Clo. Co. 
Auburn & Geneva.N. Y.-DusenburyCo. 
Austin—Carl H. Mueller : 
Baltimore-325 No. Charies St. 
Battle Creek- Ba hIman's Bootery 
Bay City-D. Bendall Co. 
Birmingham-219 North 19th St. 
Boston-Jordan Marsh Co. 
Bridgeport- W. K. Mollan 
Brooklyn-414 Fulton St. 
Buffalo-639 Main St. 
Butte-Hubert Shoe Co. 
| Camden-—Curran’s, 110 Broadway. 
| Cedar Rapids- The Killian Co. 
| Charleston—J. F. Condon & Sons 
Charlotte-221 Piedmont Bldg. 
30 E. Randolph St. (Room 502) 
Chicago { 7750 Sher idan Ra. (Room 214) 
i-The McA Ipin Co. 
Gincinnd-Graner -Powers, 1274 Euclid Av. 
Columbia, S. C.— W atson Shoe Co. 
Columbus, Miss.-Simon Loeb & Bro. 
Dallas-Leon Kahn Shoe Co. 
| Davenport-R. M. Neustadt & Sons 
Dayton-The Rike- Kumler Co. 
Denver-224 Foster Bldg. 
Des Moines—-W. L. White Shoe Co. 
Detroit-T. J. Jackson, 41 E. Adams Ave. 
Easton-H. Mayer, 427 Northampton 8t. 
Elizabeth-Gig!'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 
Fitchburg-W. C. Goodwin, 342 Main St. 
Fort Dodge—-Schill & Habenicht 
Galveston-F ellm an’s 
Grand Rapids— Herpolsheimer Co, 
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.-McMabon-Diehl 
Indianapolis-L. S. Ayres & Co. 
Jackson, Mich. —Palmer Co. 
Jacksonville-Golden's Bootery 
Jersey City—Ben nett’s, 411 Central Ave. 
Kansas City, Kan.—Nelson Shoe Co. 
Kansas City, Mo.-—300 Altman Bldg. 
Knoxville-Spen ce Shoe Co. 
Lancaster, Pa. —Frey's, 3 E. King St. 
Lansing-F. N. Arbaugh Co. 
Lawrence, Mass -G. H. Woodman 
























xington, Ky.—Denton, Ross, Todd Co. 

Title’ Rock-Poe Shoe ©o., 302 Main St. 

Los Angeles— 505 New Pantages Bidg. 

Louisville-—Boston_ Shoe Co. 

Lowell-The Bon Marche 

Mason City-W oodruff Shoe Co. 

McKeesport- Wm. F. Sullivan 

Milwaukee-Bro uwer Shoe Co. 

Minneapolis—21 Eighth St., South 

Mobile-Level Best Shoe Store 

Montgomery— Cam pbell 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- W are’s 

New York-22 West 39th St. 

Norfolk-Ames & Brownley 

Oakland—205 Henshaw Bldg. 

Omaha-1708 Howard 8t. 

Passaic—Kroll’s, 37 Lexington Ave. 

Pawtucket-Evans & Young 

Peoria-Lehman_ Bldg. (Room 203) 

Phila lelphia—1300 alnut St. 
Pittsburgh-The Rosenbaum Co. 
Pittsfield—Fahey 's, 234 North St. 
Plainfield-M. C. Van Arsdale 
Portland, Me.—Palmer Shoe Co. 

ry Poughkeepsie—- Louis Schonberger 
Providence-The Boston Store 

\ Reading-Sig. 8. Schweriner 
Richmond, Va. —Seymour Sycle 
Rochester—148 East Ave. 

4. Rock Island—B oston Shoe Co. 

® Saginaw—Goes chel-Brater Co. 
Salt Lake City— Walker Bros. Co. 
San Antonio—-G uarantee Shoe Co. 
San Francisco- Phelan Bldg. Arcade 
Savannah-—Globe Shoe Co. 
Schenectady-—P atton & Hall 
Seattle-Baxter & Baxter 
Shreveport-Ph a Shoe Co. 
Sioux City-The Pelletier Co. 

South Bend- Ellsworth Store 

Spokane-The Crescent ‘ 

Springfield, T1l.—-A. W. Klaholt 

Springfield, Mass.- Forbes & Wallace 

St. Louis-516 Arcade Bldg., Ove. F.0- 

St. Paul-43 E. 5th St. ( Frederic Hotel) 

Stamford-L. Sp elke & Son 

Syracuse-136 S. Salina St. 

Tacoma-—255 So. 11th St. ( Fidelity Bdg.) 

Terre Haute-Otto C. Hornung 

Toledo-LaSalle & Koch Co. 

Topeka—The Pelletier Store 

Trenton-H. M. Voorhees & Bro, 

Tulsa-Lyons Shoe Store 

Utica—Room 104, Foster Bidg. 

Waco-Davis -Smith Booterie 

Waltham-Rufus Warren & Son 

Washington-1319 F St. 

Waterbury—Reid & Hughes Co. 

Wheeling—Geo. R. Taylor Co. 

Wilkesbarre-M. F Murray 

Worcester—J. C. MacInnes Co. 

Yakima Kohls Shee Co. 

Yonkers-Louis Klein, 22 Main St. 

York-The Bon Ton 

Youngstown-B_ McManus Co. 

Zanesville~J B Hunter Co. 

| Avencies tn 245 other 

on cite: MOG 


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STON OED KESERY se 





















































THE JoURNAL OF THE NATIONAL EpucaTion AssoclaTION 


A-113 











~ A ys 
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a 


Supple Grace is a Reward 
~keep your feet young 


Today everyone wishes to keep young. This spirit 
has much to do with the increasing popularity of 
Cantilever Shoes. For youth is essentially flexible 
and the springy, elastic grace of youth has its foun- 
dation in the feet. 


It is apparent to all that the pleasant activities 
that prolong the vitality of youth, such as golf, 
tennis, dancing and walking, depend largely upon 
healthy feet for their enjoyment and their benefits. 


The expression “young feet,” heard so much today, 
is significant. Your foot is a cantilever spring, 
formed of twenty-six bones held in place by muscles. 
When these muscles are forbidden full freedom to 
exercise, your feet are not only losing their health 
but are causing you to lose yours. 


Cantilever Shoes are made with flexible arches 
like the arches of your feet. These arches follow 
the curve of your own, affording gentle, restful sup- 
port that does not hamper the natural flexibility of 
your feet. They permit your foot muscles to exer- 
cise and strengthen. 


With their flexible arches, trim, natural lines and 
properly placed heels, Cantilevers give you comfort, 
better circulation and correct posture. A sense of 
freshness and physical elation often results. Many 
women speak of the comfort and increased vitality 
they derive from Cantilever Shoes. 


Cantilevers are made of fine materials, by skilled 
workers who have received a special training for 
years. When buying shoes, be certain that you are 
at a Cantilever dealer’s (there is only one in each 
city, except in New York) and look for the 
Cantilever trademark in the shoe. Cantilever 
Shoe merchants have been carefully selected 
for their ability to fit the foot. 


There is a partial list of Cantilever dealers 
at the left. If none listed is near you, write 
the makers, Morse & Burt Co., 10 Carlton Ave- 
nue, Brooklyn, N. Y., for the name of a nearby 
dealer and an informative booklet about shoes 
and feet. In the larger cities, you can phone 
“Tel-U-Where” for the address of a Canti- 
lever dealer. 


antilever 
Shoe 


Endorsed by Women’s Colleges, Women’s Clubs, Public Health 
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ee 


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THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


“WITH OUR ADVERTISERS” 


Too much insistence cannot be placed on the supreme importance of maintaining the standards of scholarship and im- 
proving the quality of discipline in our colleges. This was the main theme of Professor Thomas Nixon Carver's address at 
the inaugural of President Thomas of the University of Utah. Professor Carver is Wells Professor of Political Economy 
in Harvard University, and the author of “Principles of National Economy,” recently published, and a number of other 
books on political science, including a highly successful text for high schools, “Elementary Economics” (Ginn). 

The new encyclopedia called “COMPTON’S PICTURED ENCYCLOPEDIA,” published by F. E. Compton & Com- 
pany, Chicago, Illinois, is something entirely new in the way of encyclopedias. Primarily designed for the use of young 
people in connection with school work, its style, both in illustration and form of expression, is as different from the typical 
encyclopedia as could be imagined. 

Among the prominent educators on the editorial staff are Dr. Guy Stenton Ford, Dean of the Graduate School of the 
University of Minnesota, Editor-in-Chief, who has had associated with him a very extensive editorial staff selected from 
the leading universities of the country. In the list we find such names as Albert Pruden Carmen, Professor of Physics, 
University of Illinois; Lotus Delta Coffman, President of University of Minnesota; Anna Botsford Comstock, Assistant 
Professor of Nature Study, Cornell University; John Merle Coulter, Head of Department of Botany, University of Chi- 
cago; Lucius Hudson Holt, Professor of English and History, United States Military Academy; Lauder William Jones, 
Professor of Chemistry, Princeton University; William Lyon Phelps, Professor of English Language and Literature, Yale 
University; Rollin D. Salisbury, Dean of Department of Geology, University of Chicago; Dr. Frank M. McMurry, of the 
—- of Elementary Education of the Teachers College at Columbia; Dr. Karl, Becker, Professor of History at Cor- 
nell, 

Dr. Blaisdell, Dean of the Pennsylvania State Normal School at Slippery Rock, has the following to say about this set 
of books: 

“T picked up a volume after midnight when I was very tired, and I stayed by it and other volumes until almost 2 o'clock. 
This encyclopedia is not only new; it is unique. It is thrilling with interest. Every home with children should have it; and 
every home, even where the children have gone, as have mine, will use this storehouse ten times where the old type of en- 
cyclopedia is used once. Every school in the country should have at least one set available for students; and a set in every 
schoolroom would be a good investment for public funds.” 

The New York newspapers announce that Mr. John R. Gregg, author of Gregg Shorthand and president of the Gregg 
Publishing Company, accompanied by Mrs. Gregg, sailed on the Mauretania April 25th for a six months’ stay in Great 
Britain, where he will be engaged in introducing the system into thirty-three of the most important private commercial 
schools of the Kingdom that have recently adopted the system, and are reorganizing their work for the coming fall. The 
adoption of the system by this chain gives the system two of the largest chains of schools in the Kingdom, with schools 
located in all the principal cities. Mr. Gregg is accompanied by some of his associates, experts in commercial education, 
who will assist him in training teachers and in reorganizing the schools on the successful plans followed in America. With 
headquarters in London, Mr. Gregg expects to visit and lecture in every important city in the Kingdom. 

The American Viewpoint Socicty, a department of Boni & Liveright, is announcing the publication of the first of a 
series of text books embodying innovations that are, according to leading educational authorities, psychological and peri- 
odical. They predict these innovations will revolutionize the making of educational texts. 

The first of these books, which will be issued for two months, is entitled “WE AND OUR GOVERNMENT,” by Dr. 
Jeremiah Whipple Jenks, Research Professor of Governments and Public Administration, New York University. It is in- 
tended primarily for the elementary school, the junior high school, continuation classes, and citizens’ training classes, and 
evening elementary classes. A better description of this book can be found elsewhere. 

The efforts of the National Association of Teachers’ Agencies to establish a code of ethics and to place this activity 
on a higher plane is to be commended. Our readers will all be glad to note the advertisement on page A-102, which lists 
the names of the members of this Association for 1922. 

The Atlantic Monthly Press is cordially inviting all visitors to the Boston Convention to inspect their plant and avail 
theniselves of the hospitality they are offering. Many will doubtless be glad to see the production of the high-class maga- 
zines and books published by this national institute. 

Malden, Massachusetts, the home of the famous PERRY PICTURES, is a suburb of.Boston and easily available to 
visitors. No doubt many of those attending the convention will see this interesting, well-known institute. 


Directory of Exhibitors at the Boston Convention 
JULY 2-6, 1922 


Booth Booth 

No. No. 
I IR in dis oc cccsseccen tabs nneheesa ees ahensessiannas 190 Knott Appatatis Co., 1. Bice. cccccccsccssccnccsecscdeeseeseais 148 
FN ES ere Pee reer Tee Te ee 183 Oe el ae ree ee errr errr rrr 169 
American Wood Working Machinery Co...........eeeeeeeeeeee 100 BADMIMOCHE NO, J. Bice cecssceesscevercccecgpeccccosesscss eee 171 
po EE ee yr errr reer es eee 103 RANE, GOW TCO. 6 60.6 ccbec ed ens sevens yciescceeeen atone eanin 130 
eT eee Te eee eo 268 McConnell Map Co......csccscccsccccccscccccccccccccuseevnge 101 
TU, Joss a cases tawbetcssaneemaeeeces anak 206 TEE, | 5 2:9 cgdle op Bethalto ah¢ 6d 3.40 0. deh 08 awhile ao 6A 179, 180 
is cc cnase ce beatae eeaeeet ee cane Sees 112 NS SB a a eer erro toa rrr 250 
GUE EN bacco tabs soc sees eb e ideles sKsawiet vicces sieea 178 ee OS ey 135 
TE ET OTC TEST Oe eer re ee 126 I, ID. cols Win ss SENN Reeth 4.6 6m. 0 time ne 6\6.000 4% 6,0 +s 121 
MRE PLA ches 5's 0 ad ors cle, s 00h eee baa eke hee spin 205 National Association of Teachers’ Agencies..............eee0e08 215 
CRI ao n.n ce ccc ccc ccc ccc ces ccsccseseseveseciacecoess 116 Nations (Rid Welfare ASBOCiMtIONn. ... 20.6.0. cece cs siccewenias 117 
ne” SELECT ee 186 National Geographic Society..............ssscccescceccesesee 187 
NNRITED 9 o.oo a5 a5 sic plehc'o0s wc ce nsnpasbesae ets 113 New York University........ err eee ere 129, 
Ce Bn, occ aces ccc cccedetccseisocesetass 155, 156 Northwestern School Supply Co................00-0- 131, 132, 134 
a a Lod ne Sana eae hse s'oenakad ps seed ee eess 104 Sr en Sh, SE, hse ep ue +2. 60> 0s sdhnwews* doen 154 
Sng ccc ercctccccvcseseseses 105, 106, 107 dk ES eh a a errr Ae reer etre 185 
Detroit. Sclteal Bauipment® Co... . 2.26.0 s cc ccc cece ccccceeces 128 oe eee = Per rae are eee 102 
Duplicate Punch School Saving System...........ceeeseeseeeee 265 ee I 5 Bs aso es ee ses set anneagiee nes «aan 110, 111 
NEUE SOD. snc occu cn ass 65,000 gcse SARE P ER Ke peinng eos 208 ES OOS RS eee eter rr rr ey ee 189 
I Sion Fcc acc cccd acbdeeses so the Pama &? vee Wes eho d 266 US GR SS See eee 269 
EE Ms inne bia.b.n 0 0.0 Sens ae Oe UNS gee mER CR es bce eee’ 141 MIMD. 5 da. o.tle.s 0:0: 53.0.0 0.44 bb 0% 0.0 she vip oc 108 
Pelt and Tarrant Bite, Co... nc cccccccccescvtgubcccecetesveces 163 MUSING SMA FAMERS CO... occ ccc cca ccerecsscesccvee seem 153 
Cee re ee, , congue ce cc asco se Se essence ceceens 152 Southwestern Publishing Co..........-0. cece cence eee ee eeeeeee 170 
Gregg Publishing Co...........c0c ceccccccereresccccsevsssece 188 School Arts Magazine...........:ssseecceecceccecceseccsecens 232 
ON ES gl OOP Se ee 157-162, ine. Spencer Turbine Co... .....--seeesccccercsccecsesvevesscceses 109 
Hammond Typewriter Corp......... 00sec cer eee ee eeeccerene 207 Takamine Manufacturing Corp........ 20.0.2 see..sc00ccen en 133 
Hill-Standard | SUES cc os cata vacvesaves eels Raed 181, 196 ear Mantle Cans. os o5ceccienccdevsevesisaeshck eee 145 
Hinkley Co., R. H........-; "Pe ape isi a aes rae iprenteliadehars 164 Universal Publishing Syndicate.............cccecceeeesscecees 138 
Holden uae oe, Lover Co. Se eles Pe Ae oe OO es het ee, — Ualeeriiy Publishing Ca... ......0.00cccceccsscaspsi3sseenu 253 
a ae — styl pal ATOM. a SAR 4: , 147 Welch Manufacturing Co., W. M........-cccccccccsccvcccss eal 139 
— Ee Ne POE Te Ta ee ee 182 I Rd oo od ob aks 40:00 ble 6.040 8: 2 0.0 bane ee, nn 127 
AE ED Orr ree rey te te eee ee ee caw 202 Ce a Eee ee re 146 


June, 1922 
a 





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THE JouRNAL OF THE NATIONAL EpucaTion AssoclaTION 


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Vol. 11, No. 6 





Two things 
you should demand 
in a chalk 


There are two qualities which every good chalk 
should possess. One is strength, without the sacri- 
fice of that softness which enables you to mark 
easily on the blackboard. The other is whiteness, 
without the presence of clay or grit. 


If these two qualities are not developed to a high 
degree in the chalk you are using, you are not getting 
the value you should demand in your chalk. 


And even though the chalk is pure, leaving a white 
mark on the board, if it crumbles easily while in use 
there is much waste material. This waste makes the 
chalk costly. 


Yet if whiteness and softness are gained through the 
use of clay, your boards will suffer. The clay con- 
tains a semi-grease, which in time will cause the 
boards to shine and turn gray. 


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THE JOURNAL OF THE NATIONAL EpucATION AssociATION 





A-11 





7 





BE UP-TO-DATE! 


What is the Dail Eirann? 
What is meant by Sales Tax? 
Explain Socialized Recitation 








Every time you pick up a newspaper, enter a 
classroom, or engage in a discussion of topics 
of the day, you are confronted with such up-to- 
date subjects as are indicated above. ‘The 
-ordinary encyclopedia gives you no definite 
With THE WORLD BOOK 
loose leaf annual at hand, you have a succinct 
résumé of all leading questions of current in- 


data on them. 


terest. 


The 1921 Annual is a masterpiece 
Some of the topics treated are: 


Kansas Industrial Court 
Ku Klux Klan 


Armaments Conference 


Anglo-Japanese Alliance 
Americanization 
Bonus for Soldiers 


Armaments Cost of Living 
“Equal Rights” Demand Poppies from Flanders 
Betelgeuse Naval Holiday 
Four-Power Agreement Project Method of 
Crime Teaching 
President Harding’s Prohibition 
Cabinet St. Lawrence Waterway 


Irish Free State New Biographies 


SPECIAL OFFER 


In order to acquaint school men and women with 
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Loose Leaf Annual feature, we have prepared a 
limited number of copies of the 1921 Annual in paper 
cover. This will be sent postpaid upon receipt of 
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This offer is good to any teacher or superintendent, 
whether a present owner of THE WORLD BOOK 
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BECAUSE-— it took three months to build up a valuable cumulative influence that produced results. 
is enjoying the full fruitage of his persistent, penetrating message to the best-paid leaders in American education. 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


Three Months’ Advertising with No Results 


YET 


This advertiser is using more space in THE JOURNAL today than ever before: 


It will pay to stay in THE JOURNAL—the leading educational magazine. 


TO READERS: Compare the sheer beauty of THE JOURNAL advertisements with other magazines! 


Acid Phosphates 


Horsford’s Acid Phosphate. 


Blackboards (Slate) 


Natural Slate Blackboard Co. 


Book Publishers 


American Book Co. 


American Viewpoint Society. 


Atlantic Monthly Press. 


Blakiston’s Son & Co., P. 


Buxton-Westerman Co. 
Compton & Co., F. E. 
Ginn & Co. 

Gregg Publishing Co. 
Houghton Mifflin Co. 
Lippincott Co., J. B. 
Macmillan Co, 

Palmer Co., A. N. 
Quarrie & Co., W. F. 
Rand McN Jally & Co. 


Charts 


McConnell Map Co. 
Rand McNally & Co. 
Welch Mfg. Co., W. M. 


Crayons and Art Material 


American Crayon Co. 
Welch Mfg. Co., W. M. 


Domestic Science Equipment 


Kewaunee Mfg. Co. 
Peterson & Co., Leonard. 


Singer Sewing Machine Co. 


Drafting Room Furniture 

Kewaunee Mfg. Co. 

Welch Mfg. Co., W. M. 
Employment 


Compton & Co., F. E. 
Loomis, F, A. 


Encyclopedias 


Compton & Co., F. E. 
Quarrie & Co., W. F. 


Fire Escapes 
Dow Co., The. 


Folding and Rolling 
Partitions 


Wilson Corp., J. G. 


Gymnasium Equipment 
Medart Mfg. Co., Fred. 


Keyless Locks 
Triple Metals Corp. 


Laboratory Furniture 


Kewaunee Mfg. Co. 
Peterson & Co., Leonard. 


Welch Mfg. Co., W. M. 


Maps 
McConnell Map Co. 
Rand McNally & Co. 
Welch Mfg. Co., W. M. 


Microscopes 
3ausch & Lomb Optical 


Co. 
Spencer Lens Co. 





Motion-Picture Screens 
Minusa Cine Screen Co. 


Pencils 
Eberhard Faber. 


Pens 
Spencerian Pen Co. 
Penmanship 
Palmer Co., A. N. 


Photoplays 
Palmer Photoplay Corp. 
Pictures 
Medici Society of America. 
Perry Pictures Co. 
Playground Apparatus 
Hill-Standard Co. 
Medart Mfg. Co., Fred. 
Welch Mfg. Co., W. M. 


Printers 
Judd & Detweiler, Inc. 


Projection Machines 
Acme Motion Picture 
jector Co. 
Bausch & Lomb Optical Co. 
De Vry Corporation. 
Spencer Lens Co. 
Victor Animatograph Co. 


| Welch Mfg. Co., W. M. 


School Supplies 
Columbia School Supply Co. 


Pro- 


| 
| 










June, 1922 


—————__ 


2 





Today this advertiser 





Draper Shade Co., 


Maxwell & Co., S. A. 


Welch Mfg. Co., W. M. 


Schools, Colleges and 
Universities 


American College of Physical 


Education. 

Chicago Normal School 
Physical Education. 
Clark University. 
Emerson College 
Harvard University. 


Hunter College of the City of 


New York. 


Lyceum Arts Conservatory. 


Massachusetts Institute 


Technology. 


National Kindergarten 
lege. 
New Haven Normal School 


of Gymnastics. 
New York University. 
Research University. 
School of Elementary 
Home Education. 
Temple University. 
University of Minnesota. 


Scientific Apparatus 
Kewaunee Mfg. Co. 
Shoes 
Morse & Burt Co. 


Directory of cAdvertisers 


: Page 
Acme Motion: Picture Projector 


oa. 
Albert Teachers’ Agency 
American Book Co............. A-106 
American College of Physical 

Education A-126 
American Crayon Co........+.. A-117 
American Viewpoint eoty 

-2, A-105 
Atlantic Monthly Press........ A-112 
Bausch & Lomb Optical Co..... A-119 
Biakiston’s Son & Co., P....... A-126 
Buxton-Westerman Co. A-120 
ee Ge MR: eee A-115 
Chicago Normal School of Phys- 

Sas Mutation. 2. ....cccvcces > 12 
Clark Teachers’ Agency. ‘ -12 
Clark University Summer "School x 12 
Columbia School is whl ie A- 123 
Compton & Co., F. £. A-126, C-4 
De Vry Corporation ste Soee eae A-116 
ek ORES So A-115 
Draper Shade Co., Luther O.... A-128 
Education Service 
Emerson College 

Summer Session A-126 

=f re re A-126 
Federal Steel Fixture Co C-3 
Fisk Teachers’ Agency......... A-128 
ee Dee ee A-106 
Ge and Trunk Railway System.. A-121 
Gregg Publishing Co........... A-106 
Harvard University ........... A-124 
Hill-Standard Co. A-110 
Horsford’s Acid Phosphate..... A-126 
Houghton Mifflin Co A-120 
Hunter College of the City of 

IE on <5 wdateihs seamen A-123 
ae . “ene Mercantile Marine 


I 
5 
5 


Judd & Detweiler, 
Kewaunee Mfg. C 
Lippincott Co., 

Loomis, F. A 

Lyceum Arts Conservatory 


Mention THe JournaL when writing our advertisers. 


Macmillan Co. 


Massachusetts "Institute « of Tech- 


nology 
Maxwell & Co., P ee 
McConnell Map Co 
Medart Mfg. Co., Fred 
Medici Society of America 


Minusa Cine Screen Co........ A- 
Pedehe & Wert Geis vieccedecces A- 
Teachers’ 
EE OR ope oe ee A- 
National Business Bourse...... A- 


National Ass’n_ of 


National Kindergarten College. 
National Teachers’ 


New Haven Normal School 


Gymnastics pea Meta daiin.e abi a2 A- 
New York University.......... 
Northwestern Teachers’ Agency. : 

N 


Palmer Co., 


Palmer Photoplay Corporation.. A- 
aia cin ede-6-0.00's A- 


Perry Pictures 
Peterson & Co., sponeare 
Quarrie & Co., W 


Research University 


PE IE Bs 6.6 0.0.60 0 c00 006.0 
School of Elementary and Home 


Education 


Singer we Machine Co..... A- 
ucational Bureau. 
Spencers Fen Co... .0..000050 A 


Specialists’ 


Spencer Lens Co 


Takamine Manufacturing Corp.. 
Teachers’ Casualty Underwriters A- 


Temple University 


Triple Metals Seepetetion i eal A- 

roed Co..%... A- 
University of Minnesota....... A- 
Victor Animatograph Co........ A- 
Victor Talking Machine Co..... A- 
Welch Mfg. Co., W. M........ A- 
Exchange... A- 
ks sd aes A- 


Union Pacific Rai 


Western Teachers’ 
Wilson Corporation, J. 








Luther O. 


of Oratory. 


Col- 


Agency..... A- 
Natural Slate Blackboard Co... A- 


2 DA-a17, Ao’ 
Rand McNally & ce Sy Te A- 


(RN Se 


“Sight. Seeing 
Royal Blue Line. 


Steel and Wooden Doors 
Wilson Corp., J. G. 


Steel Lockers 
Federal Steel Fixture Co, 
Medart Mfg. Co., Fred. 

Summer Employment 
Compton & Co., F. Me 
Quarrie & Co., W. I ° 


Summer Schools 

American College of Physical 
Education, 

Chicago Normal School of 
Physical Education. 

Clark University. 

Emerson College of Oratory, 

Harvard University. 

Hunter College of the City of 
New York. 

Lyceum Arts Conservatory. 

Massachusetts Institute of 
Technology. 

National Kindergarten 
lege. 

New York University. 

Research University. 

School of Elementary and 
Home Education. 

| Temple University. 

University of Minnesota. 


Talking Machines 
Victor Talking Machine 

Co. 

Teachers’ Agencies 
Albert Teachers’ Agency. 
Clark Teachers’ Agency. 
Education Service. 

Fisk Teachers’ Agency. 

National Association of 
‘Tr , ° 
Teachers’ Agencies. 





Col- 











National Jusiness 
Bourse. 
National Teachers’ 
Agency. | 
Northwestern Teachers’ 
Agency. | 
Specialists’ Educational 
Sureau. 
r al ’ 
Western Teachers’ Ex- 
change. 
Teachers’ Insurance 
Teachers’ Casualty Un- 
derwriters. 
Tooth-Brushes 
Takamine Mfg. Corp. 
Travel 
C., B. & Q. Railroad. 
Grand Trunk Railway 
System J 
International Mercantile 
Marine Co. 
Union Pacific Railroad | 


Co. ! 
Window Shades i} 


Draper Shade Co., 
ther O. 
Maxwell & Co., S. A. 


a 


Lu- | 
















Hl 







THe JOURNAL OF THE NATIONAL EpucaTion AssociaATION 

















SPENCER SPENCER SPENCER 
MICROSCOPE 


No. 64 


with side-fine adjust- 
ment lever type, 1s 


An Ideal Instrument 
For High School 
Use 


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will not show lost mo- 
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with the best grade 
Spencer Optics, well 
and favorably known 
for over 75 years, 
since the days of 
Charles A. Spencer, 
the pioneer micro- 
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America, MICROSCOPE No. 64 B 

Catalogue sent on With 10x eyepiece, 16m _/m and 4m ‘m objec- 


tive, double nosepiece, iris diaphragm. Com 
request. plete in cabinet, $64.00. Discount to Schools. 


SPENCER LENS CO. 


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MICROSCOPES, MICROTOMES, 
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SPENCER 


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How The Acme S. V. E. 
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HE “ACME” S. V. E. MOTION PIC- 
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The Balopticon 
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will be found a great aid in intensify- 
ing interest, so necessary in covering 
the amount of work scheduled for so 
short a term. 


BAUSCH & LOMB 
BALOPTICON 


The Perfect Stereopticon 


absolutely first for educational and program pur- 
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The “ACME” S. V. E. is in use in hundreds of 
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will project any opaque subject that the label of the Underwriters’ 


large object holder will accommodate. 
Snap shots, maps, specimens and colored pictures, as well as lantern 
slides can be projected by this efficient machine. Well built and 
free from operating difficulties, the Balopticon with its Mazda Lamp 
is a worth-while investment. 


Laboratories. Mail the cou- 
pon for details. You will 
not be obligated in any way. 


Write for descriptive circular. 


Bausch & Lomb Optical Co. 


411 St. Paul St., Rochester, N. Y. 
New York Chicago Washington San Francisco London 


Acme Motion Picture Projector Co., 
Educational Service Dept. 62, 
806 W. Washington Boulevard, 
Chicago, Illinois. 
Without obligation to me, please send me your s 


ter concerning the “ACME” 5S. V. E. 


Leading American Makers of Photographic Lenses, Microscopes, Projection Apparatus (Bal- 
ne, Ophthalmic Lenses, and Instruments, Photo-Micrographic A »paratus, 

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et | a Ee a es | ERS 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





You Can Earn $100 aWeek _ | 


THIS SUMMER WITH 


THE NEW 


INDEXED BIBLE 


This new Bible is alphabetically arranged and 
is so completely indexed and classified that you 
can find anything in it as easily as you can find 
a word in a dictionary. ‘That is why it sells 
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Our representatives frequently earn from $25 
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Bible salesmen command the respect of the 
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To any man or woman interested in summer 
or permanent employment we will send a 
sample prospectus on request, free of charge. 
State qualifications in first letter. 


BUXTON-WESTERMAN COMPANY 
36 South State Street, Dept. N.E., Chicago, Illinois 

































Every Teacher Should Read 
for 


Professional Advancement 


Selected Volumes 


in 


THE RIVERSIDE TEXTBOOKS IN 
EDUCATION 
Edited by ELtwoop P. CuBBERLEY 
34 Volumes 


THE RIVERSIDE EDUCATIONAL 
MONOGRAPHS 


Edited by Henry SuzzALLo 
55 Volumes 


THE HOUGHTON MIFFLIN 
PROFESSIONAL LIBRARY 


28 Volumes 


These series will help you to meet your educational 
problems and to advance in your profession. 


A complete descriptive catalogue 
will be sent you on application 


Houghton Mifflin Company 


Boston New York Chicago San Francisco 








Teach Children Early 
to Know Great Pictures 


Teach them to understand what the master works 
mean and how to enjoy to the full the inspirational 
and cultural benefits they can bestow. In this series 
for the grades: 


STORIES PICTURES TELL 


By Flora L. Carpenter, Teacher of Art 
in Toledo High School 


teachers find the simple and attractive material they 
have long sought. 


The series consists of eight delightful little books— 
pleasant to see, inside and out. With fifty-seven 
carefully selected masterpieces, stories of the pictures, 
and life sketches of the artists—all graded to the 
interests and understanding of the pupil—Miss Car- 
penter teaches children to know and care for the 
works of the great painters. 


The pictures, which have a strong appeal, range 
from young life by such masters as Raphael and 
Millet through the various stages of child interest 
to the more complex subjects, concluding in the 
eighth book with the best work of American artists. 


For use in the thirty-minute drawing period and 
may be correlated with language, dramatization, liter- 
ature and history. 


Cloth, cover design by Hapgood 


Rand MSNally & Company 


CHICAGO NEW YORK 








Mention THe JournaL when writing our advertisers. 





True Economy 
In Education 


is not depriving the teacher and the pupil of the 
equipment and devices necessary to mastery of 
the various subjects, BUT 


Getting the Greatest Amount 
For the Dollar 


McConneELu’s History Maps represent a com- 
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Write for our catalog; ask to have our repre- 
sentative call. 


“The Users of McConnett Maps Are Our Best 
Advertisers and Our Best Boosters.” 


McCONNELL MAP COMPANY 


; 213 Institute Place 
Chicago Illinois 





June, 1922 
















THE JOURNAL OF THE NATIONAL EpuCATION AssoclATION 


> This } ~ 
oe VACATION 


Bargain 
Yellowstone National Park with 
its hundred dancing geysers, 
where the bears eat out of your 
hand, and the buffaloes, deer and 
elk roam at large; Salt Lake City 
| ' : with its interesting Mormon fea- 
Majestic Mount Robson, Alt, 13,069 feet tures and Great Salt Lake; Ogden 
Canyon, all of scenic Colorado 


: and Denver—a wonderful vaca- 
Jasper Park and Mount Robson Park embrace the scenic tion and all for the price of a 
mountain wonders of the Dominion. Canadian National Rail- ticket to Yellowstone dlone— 
ways cross the Rockies at the lowest altitude, the easiest an advantage offered exclusively 


gradients and in view of Canada’s highest peaks. by the Union Pacific. 


YOUR IDEAL VACATION . 
is realized in the “Highlands of Ontario” —Algonquin Park— Fares Lowest in Years 


(Alt., 2,000 ft.) — Muskoka Lakes — Great Lakes — 30,000 
Islands Georgian Bay — Lake of Bays — Kawartha Lakes — 
‘Timagami— Nipigon—Quetico— Minaki. Fishing, Boating, 
Bathing,Golf, Camping,and finest Hotels. Hay fever unknown. nah a cea 8 edn ag Ce 
Lower St. Lawrence and Maritime Provinces. Sietisans Susie: Ceilierein wad 


FISHING, HUNTING AND CAMPING the Pacific Northwest— practi- 
Real fishing and hunting in virgin streams and unspoiled big game cally all the western resort 

country in NOVA SCOTTA, NEW BRUNSWICK, QUEBEC, ON- regions. 
TARIO, ALBERTA and BRITISH COLUMBIA. 


_ ; aheeae mane 3 , . Write for Free Booklets 
| Canadian National orGrand Trunk Railways Invaluable aids to vacation planning, 


at any of the following addresses. Ask for Book- Indicate those you wish. 
let J, mentioning districts that interest you. D “Yellowstone National Park” 
“ ° . 
Boston, 294 Washington Street Kansas City, 334 Railway Ex- Portland, Me., Grand Trunk ; 0D ‘Rocky Mountain National (Estes) 
Buffalo, 1019 Chamber of Com- change Building Station Park”’ 
reles. 32 J v9 5 . ; . 
merce Building Los Angeles, 325 Van Nuys Bldg. San Francisco, 689 Market St. D “Colorado’s Mountain Playgrounds” 

ng 108 West Ad a 7th and Spring Streets Seattle, 902 Second Avenue “ . po 
Chicago, 10 wat Acame Strect Minneapolis, 518 Second Ave., St. Louis, 305 Merchants Laclede D “Pacific Northwest and Alaska 


Cincinnati, 406 Traction Bldg. South Building D “California Calls You”’ 

Detroit, 527 Majestic Building New York, 1270 Broadway St. Paul, 4th and “Id ° - 
: . mf aho-Utah Outin 

Duluth, 430 West Superior Street Pittsburgh, 505 Park Building Jackson Sts. J Oo gs 


H. H. MELANSON G. T. BELL . ‘ For full information and booklets, 


Passenger Traffic Manager Passenger Traffic Manage: 7 write to 
Canadian National Railways Grand Trunk Railway 


Toronto, Can. Montreal, Can. NY ja. A. L. Craig, G. P. A. 
S es Room 111 Union Pacific Bidg., Omaha, Neb. 


UNION PACIFIC SYSTEM 
SCAMMER 










































+P mege OE) ~ 


Round trip but little more than 
fare one way; no War Tax. 


The Union Pacific in addition to 





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 
The Lyceum Arts Conservatory — GYMNASTICS AND DANCING — ARE 
ncorporated and Accredited ACCEPTED BY SCHOOL BOARDS FOR 
ELIAS DAY PROMOTION CREDIT. 


| Study Kindergarten Teaching 


There is an unlimited demand for teachers 
in Kindergarten and Elementary courses. 


RF ee 


° = n ‘ - 

_ Summer session offers splendid oppor- Pres. and Dir. of Dramatic Dept., announces SCHOOL IS ACCREDITED BY STATE DE- 
tunities to receive credits in these subjects PARTMENTS OF PUBLIC INSTRUCTION : 
gy gy eller Ne ae ce A SUMMER MASTER SCHOOL AND CHICAGO BOARD OF EDUCATION. i 
ses rames an *olk ancing, ‘ ‘ ‘ ‘ : a ‘ if 
N , Fs TEM Wer in which Elias Day will conduct twoclasses of special Experts in all Departments. Exceptional Danc- { 

See dn ieteratere = knead and interest to teachers, June 19th to July Sethe ing Courses with M ADELINE PRURTNER 
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Formerly Chicago Kindergarten Institute ee orth ihe bat One a ee Established 1903 5 


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Chicago Normal School of Physical Education 
Dept. A. E, 1160 N. Dearborn Street, Chicago Dept. J.N., 5026 Greenwood Ave., Chicago, Ill. 





Mention THe Journat when writing our advertisers. 






THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








Will Improve Arithmetic and Spelling One Hundred Per Cent 


LENNES-JENKINS APPLIED ARITHMETICS 
Children are as anxious to get hold of these books and do 
examples as they are to get hold of a story book! 


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A practical application of the every-day problems of life. 

The result of more than ten years’ investigation of current 
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The material is excellently adapted to the child using each 
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Affiliated with the child’s activities—hence his spontaneous 
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Gives many valuable suggestions for motivating work in 
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The Teachers’ Editions are special features and relieve the 
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Are attractively illustrated and substantially bound. 


Book I for grades 2, 3, and 4 
II for grades 5 and 6 


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LIPPINCOTT’S HORN-ASHBAUGH SPELLING BOOK 


Unquestionably the most scientifically prepared speller ever 
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Representing an amount of research and money investment 
not heretofore paralleled in the study of a text-book subject, 

The first real plan to overcome poor spelling. 

No other Speller enables the teacher or pupil to distinguish 
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Will help weak teachers to succeed and successful teachers 
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THREE-BOOK EDITION 


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Pe anes: GD 3. 00s sce 
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This combination meets the needs of the Primary and Ele- 
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Book IT grades 6-7-8 | 
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Supplementary material follows all 8th and oth grade 
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The Lippincott Horn-Ashbaugh Spelling Book has been 
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J. B. LIPPINCOTT COMPANY 
COMPLETE LINE OF ELEMENTARY AND HIGH SCHOOL TEXTS 


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The Prime Essential 
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DOMESTIC ART 


The art of sewing and the construction of garments con- 
stitute the most important parts of the Domestic Art cur- 
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fore, the first consideration. 

The SINGER should, as a matter of course, be preferred 
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The five distinct types of SINGER machines, either elec- 
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SINGER SERVICE 

SINGER SHOPS are located in every city, and in nearly 
every town; thus local SINGER employes are near at hand 
and easy of communication, always ready to supply needles 
and oil or to make such machine adjustments as may be 
required. This service is unique, and is appreciated by 
all teachers. 

We furnish schools, WITHOUT CHARGE, large wall 
charts illustrating stitch formation, also text books for 
sewing Classes. 

We also furnish, without charge, to teachers only, cards 
useful in nature and geography study and for kindergarten 
work, 

Samples distributed at our exhibit space, No. 153 of Com- 
mercial Exhibits at the N. E. A. Annual Convention of 1922. 

We make specially low prices and liberal terms of pay- 
ment to enable use of our machines in schools. 


SINGER SEWING MACHINE CoO., Inc. 


Space 153, Commercial Exhibits, 
at the N. E. A. Annual Convention of 1922 


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June, 1922 


SS 















































































Vol. 11, No. 6 


HUNTER COLLEGE OF THE 
CITY OF NEW YORK 


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SUMMER SESSION 
July 5th to August 16th 


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June 12th to July 5th 


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THE JOURNAL OF THE NATIONAL EpucATION AssocIATION 








HE first prize of $10,000 in the Chi- 


cago Daily News scenario contest was 
awarded to Miss Winifred Kimball, of 


Apalachicola, Florida. It is the 


biggest 
prize ever offered for a scenario, 


The contest was open to everybody. 
Nearly 30,000 entered, many professional 
scenarists competing. Miss Kimball, an 


amateur heretofore unknown to the screen, 
wrote “Broken Chains,” the scenario ad- 
judged best. « 

Miss Kimball is an enthusiastic 
of the Palmer Course and Service. 
Palmer Plan she writes: 

“There is something unique in the kindly 
interest that the Palmer institution evinces 
toward its students. I feel that much of my 
success is due to its a mong instructions. I 
have advantaged greatly from the fundamental 
wisdom of its criticisms and teachings. 

A second prize of $1,000 was won by Mrs. 
Anna Mezquida, of San Francisco, also a 
Palmer student. Seven other students of 
the Palmer Plan won $500 prizes. 

Until the Palmer Photoplay Corporation 
discovered and developed their gifts in its 
Nation-wide search for screen imagination, 
these prize winners were unknown to the 
motion-picture industry. 


That search goes on and on. Through a 
questionnaire test which reveals creative 
imagination if it exists, more hidden talent 
will yet be uncovered. The test is offered 
free to you in this page. 

x ok x 


This is the kind of story that needs little 
elaboration. The awards speak for them- 
selves. The Chicago Daily News put its 
great influence and resources behind the 
motion-picture industry, which desperately 
needs’ fresh imagination for scenarios. 
Thirty-one cash prizes amounting to $30,- 
000 were offered. Thirty thousand profes- 
sional and amateur writers competed. Their 
manuscripts were identified to the judges 
not by author’s name, but by number. 


The judges—among whom were David 
Wark Griffith, the famous producer ; Samuel 
Goldwyn, whose studios will produce the 
first-prize scenario; Norma Talmadge and 
Charles Chaplin, screen stars, and Rupert 
Hughes, celebrated author and scenarist— 
selected “Broken Chains” as the best of the 
30,000 scenarios entered. 


student 
Of the 





MISS WIN 
won first prize of $10,000 over 30,000 
contestants in the Chicago Daily News 


A-123 





NIFRED KIMBALL who 


scenario contest. 


$10.000 reward for 


a Palmer student’s imagination 


To a southern girl who lives in a little 
village of 3,000 population, that selection 
meant a check for $10,000 and a career. 

To the Palmer Photoplay Corporation, 
the incident is just one more gratifying rec- 
ord of a Palmer student’s brilliant success. 
A public that makes its own scenarios 
In its issue of April 1, announcing the prize win 


ners, the Daily News quoted the judges as agree- 
ing that 
“—it proves beyond all doubt that the Ameri- 
can pul lic can supply its own art industry, 
‘the movies,’ with plenty of impressive plots 


drawn fro m real life 


That is the message which the Palmer Photoplay 
Corporation emphasizes in its Nation-wide search 
for creative imagination. As the accredited agent 
of the industry for getting the sto 


motion-pictpre 
ries without which 
cannot go on, the 


production of 


motion picture 
bahner 


organization seeks to en 


list the country’s imagination for the fascinating 
and well-paid profession of scenario writing. Here, 
in the inspiring story told on this page, is proof 


that imagination exists in unexpected places; evi- 
dence that it can be inspired to produce, and trained 
in the screen technique, by the Palmer Home 
Course and Service in photoplay writing, 


A free test of your imagination 


Imagination is the indispensable gift of the sce- 
narist. It exists in men and women who never sus- 
pect its presence. The problem of the motion-pic- 
ture industry is to discover it and train it to serve 
the screen. 

By a remarkable questionnaire the Palmer Photo- 
play Corporation is enabled to test the imaginative 
faculties of any person who will send for it and 
answer its questions. The test is free. The results 
of careful analysis by our Examining Board will 
be given you. We shall be frank. If your ques- 
tionnaire indicates that you do not possess the gifts 
required for screen writing, we shall advise you to 
think no more of writing or the screen; but if you 
have those gifts we shall accept you, should you 
so elect, for enrollment in the Palmer Course and 
Service. 

The opportunity is immense, 
limitless. Will you take this free 
in your own home and 
worth your while to try 
Miss Kimball did? 

The questionnaire will be sent to you promptly 
and without obligation, if you clip the coupon be- 
low. Do it now, before you yi at 


the rewards are 
confidential test 
determine whether it is 
for the big things—as 


PALMER PHOTOPLAY Corporation 


Dept. of Education 124 W. 4th St., Los Angeles, Cal. 


PLEASE send me, without cost or obli 
gation on my part, your questionnaire 
I will answer the questions in it and 
return it to you for analysis. If I pass 
the test, I am to receive further infor 
mation about your Course and Service. 
ae Ba scaled ate * = 
Indicate Mr., Mrs. or Miss 
Address - i 
J. N. E. A. ¢ 





Copyright, 1922, Pa 


Mention THe JournaLt when writing our 


Imer Photoplay 


advertisers. 


Corporation 








A-124 


HARVARD UNIVERSITY 
SUMMER SCHOOL 


July 10—August 19, 1922 


COURSES OF INSTRUCTION 


French 
Geology 
German 
Government 
Greek 
History 


Mathematics 
Medical Sciences 
Music 

Philosophy 
Physical Education 
Physics 
Psychology 

Public Speaking 
Social Ethics 
Spanish 


Anthropology 
Architecture 
Astronomy 
Botany 
Chemistry 
Economics 
Education Horticulture 
Engineering Sciences Italian 
English Latin 
Fine Arts 

DEGREES 


Credit can be obtained towards the degrees of Bachelor of Arts, Associate 
in Arts, Bachelor of Science, Master of Arts, Master of Education, and 
Doctor of Education. 


DORMITORY ACCOMMODATIONS 


The Freshman Dormitories—Gore, Standish, and Smith Halls—will be re- 
served for Summer School students. Rooms and board will be offered at 
moderate rates. 


The detailed announcement of the Summer School, giving full informa- 
tion regarding courses, fees, academic credit, dormitories, historical and 
industrial excursions, public readings and lectures, etc., will be mailed 
upon application to 


The Director of the Summer School 
19 University Hall, Cambridge 38, Mass. 








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. 














THE JOURNAL OF THE NATIONAL EpucaTiIon AssociATION 


June, 1922 








New York University 


Summer School 
In New York City 














July Tenth to August Nineteenth, 1922 


(Just following the N. E. A. Convention in Boston) 





——__... 


OVER 250 courses in educational, collegiate, and commercial 
subjects. 


FACULTY of 125 members, selected largely from the regular 
staff of New York University, supported by specialists of 
national reputation in the field of education. 


STATE CERTIFICATION—Courses are offered which will 
meet state requirements for certification of elementary and 
high school teachers, and of supervisors and administrators, 


TEACHERS who have completed two years of college or normal 
school may have Summer School courses credited toward 
the degree of Bachelor of Science or Bachelor of Arts in 
Education in the Undergraduate Division of the School of 
Education. 

TEACHERS who have completed a four year college course may 
have Summer School courses credited toward the degrees of 
Master of Arts and Doctor of Philosophy in the Graduate 
Division of the School of Education. 

CREDIT for all University degrees will be granted to properly 
qualified students. 

ALL courses (except graduate courses) are open to all students 
who can benefit from the instruction. 


NEW YORK CITY presents a variety of attractions to teachers 
and endless opportunities for improvement and amusement. 
The summer climate is pleasant, and the University’s 
campus, high above the Harlem and Hudson rivers, gives all 
the advantages of a summer resort. 


For information write: DR. JOHN W. WITHERS, 


Dean ofthe School of Education and Direc- 
tor of the Summer School 





32 Waverly Place, New York City 





SUMMER SESSION 


OF THE 


UNIVERSITY OF MINNESOTA 


1922 


FIRST TERM: June 19 to July 29 
SECOND TERM: July 31 to Septemkter 2 


Four hundred undergraduate and graduate courses 
offered in the following schools and colleges: 


College of Science, Literature, and the Arts. 

College of Engineering and Architecture. 

College of Agriculture, Forestry, and Home Economics. 
College of Education. 

College of Dentistry. 

School of Business. 

School of Chemistry. 

Law School. 

Graduate School. 

Medical School. 


Excellent recreational facilities — parks, lakes, tennis 
courts, gymnasiums, athletic fields, public lectures and con- 
certs, personally conducted tours, art galleries and libraries. 

For further information address the Director of the Sum- 
mer Séssion or the Registrar, University of Minnesota, 
Minneapolis, Minnesota. 


Mention THe JournaL when writing our advertisers. 











BALT 
11l0E. Ls 
COLI] 
FERR' 


















VISIT YOUR CAPITAL 


SUMMER SESSION FOR TEACHERS 
June 5 to August 26, 1922. 
Two terms of 6 weeks each: June 5 to July 15, 
and July 17 to August 26. 


Research Universit 
| U 
Washington, D. C. 

Every teacher owes it to himself to visit the Nation’s 
capital and gain a first-hand acquaintance with the seat 
of government. A thousand historical and other ob- 
jects of national interest and educational value are here 
for your study. How can one teach in America’s 
schools without having spent some time at “The Heart 
of America”? 

CLASSES IN THE COOL OF THE EVENING 

Research University offers you the opportunity to 
study in either day or evening classes and to give time 
to the education of sightseeing and recreation in the 
District of Columbia. 

100 Subjects of Study 

A large range of subjects is provided for teachers, 
supervisors, and administrators and for the 70,000 local 
Federal employees. Leading Federal experts are in- 
structors. Tuition is nominal and on a non-profit, 
cooperative basis. 

Free Scholarships 

Many free scholarships are offered, and 100 full-time 
scholarships for the college year of 1922-23 are avail- 
able for graduates of accredited high schools. Funda- 
mental rather than traditional subjects are offered. 


A Free Illustrated Guide to Washington 
will be sent on request, also the catalogs of the summer 
quarter, the evening Classes, and correspondence courses. 

Degrees and Certificates 

are granted for satisfactory work. Write for full in- 
formation to 

Louis Win Rapeer, Ph. D., President 
20 Jackson Place Facing Lafayette Park and the White House 





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 


Excursions Public Lectures 


Tuition: twenty, thirty, or forty dollars, 
according to number of courses 


Write for Catalogue 


Teachers Agency 





MINNEAPOLIS 
P ne. a 33rd Year GLOBE BLDG. 
KANSAS CITY, MO, 
LDG. LDG 
ec : 


Entertainments 









































110 E. LEXINGTON St. Address the Nearest CALIFORNIA BLDG. 


COLUMBUS, O. 


FERRIS BLDG. Free Registration 


SPOKANE, WASH. 
CHAMBER OF 
CoMMERCE BLpDc. 


Mention Tue Journat when writing our advertisers. 





THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Teachers Casualty 


902 1. 6. U. Bldg, LINCOLN, NEB. 








OW many thousands of times have you seen this headline 
in one form or another? 
Within a single year the automobile has caused 12,000 fatali- 
ties and 1,500,000 injuries that did not result in death. 
“The automobile has superseded every form of disease, as 
the problem of the day. It is the greatest controllable and yet 
uncontrolled menace of this generation.”—Casualty Review. 


Hundreds of cases of automobile injury come to our at- 
tention. Among them we cite a few cases for which benefits 
have been paid: 


Supt. H. F, Aduddell, of Frontier County, Nebraska, with his family, 
was driving for pleasure. His car turned turtle, killing him instantly. 

Mrs. Kellaphene Morrison was driving from Colorado to Omaha. A 
few miles out from Brush, Colo., the car was struck by a bread truck 
and Mrs. Morrison sustained a fractured spine. 

Secretary J. W. Crabtree, of the National Education Association, was 
hurrying to his office and was struck down by a speeding taxi. He 
sustained severe cuts, bruises, and contusions. 

Mr. Vernon G. Mays, former superintendent of schools at St. Joseph, 
Mo., was invited to ride home by a friend. ‘The battery being weak, 
he courteously volunteered to crank the machine. Whiz! Bang! A 
broken right arm. 

Miss Olga Rosenberger, of Woodland, Illinois, was driving with her 
sister in a car with the side curtains. drawn. They failed to see the 
approaching train and the car was utterly demolished. The sister was 
instantly killed, but Miss Olga escaped with injuries which disabled her 
for several months. 

Mrs. Clara Reynolds Cobb was driving with her husband through 
southern California. Something went wrong with the steering gear and 
the car went into the ditch. Mrs, Cobb was lacerated above and below 
the eye and in front of the ear, and also sustained a fracture of the skull. 


Who Will Pay Your Doctor, 
Your Nurse and Your Board Bill 
When You Are Injured ? 


This is one of the most serious questions that confronts every Teacher 
in America. You cannot possibly foresee when you will need T. C. U. 
protection—and you cannot possibly afford to remain unprotected. For 
the sake of your own peace of mind, you should enroll jn this great 
Association of Teachers at once and share its protection. 

Week in and week out, during good times and bad, when other things 
may fail you, or be seriously impaired in value—T. C. U. Protection 
remains constant and unchanging, ready, with a moment’s notice, to 
help bear the burdens that Sickness, Accident, or Loss of Salary because 
of Quarantine may suddenly throw upon you. 


Let the T. C. U. Carry the Burden 


The Teachers Casualty Underwriters will pay you $50.00 a month 
when you are totally disabled 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. 


Send the Coupon (Sages a ee eee rc 
F 


REE INFORMATION COUPON 


Just fill out and mail the 
coupon on the right. We 
shall then mail you full 
particulars of how we pro- 
tect Teachers. Please do it 
today. 


To the T. C. U., 902 T. C.U. Bldg., 
Lincoln, Nebraska 


testimonials. 


Underwriters 


NE ES OP ee " 


A-125 


Struck by Auto! 


I am interested in knowing about 
your Protective Benefits. Send me 
the whole story and booklet of 


(This coupon places the sender under no obligation) 













A-126 


Emerson College of Oratory 
SUMMER SESSION 


Special courses for teachers in 
English Pedagogy 
Expression Story Telling 
Physical Culture Platform Deportment 
Vocal Culture Public Speaking 
Dramatics 


Leading to Degree of Bachelor of Literary 
Interpretation. 
July 8 to August 18. 
Dormitory Accommodations. 
Send for Catalogue. 


HARRY SEYMOUR ROSS, Dean 
30 Huntington Avenue, Boston 


PHYSICAL 
EDUCATION 


ATeachers’ Opportunity This Summer 


A Special Summer Course to meet the 
needs of teachers of Physical Education, 
and also of other teachers who desire in- 
struction for their personal benefit and 
recreation. This course, June 27—August 
5, combines pleasant vacation work with 
health-building. Fundamentals of the sub- 
ject taught. Gymnasium drills and exer- 
cises. Folk dancing, tennis, athletic di- 
versions. Large, well-equipped building. 
Write for catalog of Special Summer and 
Regular Courses. We have a swimming 
pool in our own building and Chicago has 
many excellent bathing beaches along the 
lake frontage. 


AMERICAN COLLEGE OF 
PHYSICAL EDUCATION 
Accredited Co-educational 


Dept. J. N. 4200 Grand Blvd., Chicago, Ill. 


THE NEW HAVEN NORMAL 
SCHOOL OF GYMNASTICS 


1466 Chapel Street, New Haven, Conn. 


Vocational Guidance in High Schools directing 
students into physical education should look up 
this Institution. Superintendents and Princi- 
pals in need of playground, recreation, and phys- 
ical directors write to its Appointment Bureau. 


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 


Tue JourNAL OF THE NATIONAL EpucATION AssocIATION 





“Just What a Biology Ought To Be” 


ATWOOD’S 


Civic and Economic 
Biology 


This new book, by Wm. H. 
Atwood, Director of the Depart- 
ment of Biology, Milwaukee State 
Normal School, is the result of a 
demand for a text better outlined, 
more logically presented, and 
stronger in unity and coherence 
than any heretofore available. 


New and Attractive Illustrations. 
Cloth, $1.68 


P. BLAKISTON’S SON & CO. 
Publishers PHILADELPHIA 


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 


AT LAST! 
A School Proposition 


Big Enough to Interest 


SUPERINTENDENTS 


And PRINCIPALS 
For Vacation Work 


The world’s leading educators spent $450,- 
000.co making <aeoaten © Pictured Encyclo- 
pedia. It is just off the press—every word 
written since the signing of the Armistice. 
It is well organized, up to date, progressive, 
accurate, complete, intensely interesting, 
and really pictured. 

Every school needs it—and will want it. 
Every school can afford it at the reasonable 
price. 

It offers the wide-awake Superintendent or 
Principal an opportunity to perform a 
worth-while educational service and earn a 
worth-while return. 

Write for sample pages and proposition. 
Address—C. Seymour Jones, Manager 
School Service Dept. 

F. E. Compton & Company 
58 E. Washington St., Chicago, Illinois 





Mention THE JournaL when writing our advertisers, 


June, 1922 


SPENCERIAN 


mame wet ID Gotal!|_A Nemo 
Counting House 
Fine Point—Excellent for book. 
keeping. 


Babesmsnilinte 
Medium Point—Stiff action. 


Samples to superintendents and 
teachers on request. Supplies from 
the trade. 


SPENCERIAN PEN CO. 
349 Broadway New York 


Physicians Know 


that itis bothrefreshing and invigor- 
ating to sip a glass of cool water 
containing a teaspoonful of 


Horsford’s 
Acid Phosphate 


A pleasant efficacious tonic for the 
brain, the nerve cells and the diges- 
tive system. Non-alcoholic, it invig- 
orates without undue stimulation— 
readily assimilated and quickly bene- 
ficial in all ordinary conditions. 


Sold by Druggists 
Rumford Chemical Works, Providence, A. |. 


“FINE WRITING’ 


The Pencil of the Schools 


EBERHARD FABER 


“The Oldest Pencil Factory in America” 
NEW YORK 





rr | “SUS 


Vol. 11, No. 6 





FS the easy and instant subdivision of 
large school rooms Wilson Partitions 
are Standard. They harmonize perfectly with 
interior decorations. Ease of operation, 
simplicity and durability have made them an 
absolute necessity in the modern school: 
Used extensively in schools, gymnasiums 
and club rooms of Y. M.C.A. buildings. 


Write for circulars 


THE J. G. WILSON CORPORATION 
16 EAST 36th ST., N. Y. Offices in the Principal] Cities 


This Magazine 1s from Our Presses 


Judd & Detweiler, Inc. 


Master Printers 


Eckington Place and Florida Avenue 


Washington, D.C. 


THE JOURNAL OF THE NATIONAL EpucaTIon AssociaTION 








an ° 
akamine 


Better Teeth—Better Students 


The majority of schools realize this truth by furnish- 
ing their pupils with Takamine Toothbrushes. 

The Takamine Toothbrush is ideal for children. The 
brush is 1 inch long with bristles 4 inch high. These 
dimensions have won dental endorsement for the 
‘Takamine T oothbrush which allows a thorough clean- 
ing of a// the teeth and a// the surfaces—especially 
the inner surfaces of the molars 

Oral hygiene plays an important part in the educa- 
tional welfare of your students. 

Why not be the frst to start the good work in your 
community. Don’t wait until the Fall. Order 
Takamine Toothbrushes today. $7 a gross. 


In small districts a full gross may not be required. We will, 
in these cases, furnish Takamine Toothbrushes in the re- 
quired quantity at 5 cents each, plus necessary postage, pro- 
vided the brushes are used for oral hygiene for students. 


TAKAMINE MFG. CORP. 


342 MADISON AVENUE,NEW YORK CITY 





Be sure to see 


MAXWELL’S 


AIRANLITE 


(Patented) 
Double Roll Canvas Window Shades at the Boston 


Convention 
(Booth 250, Mechanics Building) 


They are efficient, good look- 
ing, economical, trouble-proof, 
and will last for years; can be 
adjusted instantly for ventila- 
tion requirements and varying 
light conditions. 


They also insure privacy with- 
out shutting out all the light. 


Have many superior features, 
including patented light stop 
that keeps out light between the 
rollers. 


Can be ordered from leading 
school supply houses. 


Can also be made of any regu- 
lar window shade material. 


Write for circular. 
S. A. MAXWELL & CO. 
DEPENDABLE WINDOW SHADES 


3636 IRON ST., CHICAGO, ILL. 


F .ttsburgh New York Kansas City 








Mention Tue JournaL when writing our advertisers. 































CHICAGO 
Steger Building 


EVANSTON 
Security Building 


ERNEST E, OLP 


Director 


Your suggestions will be welcomed. 


Make your education 
count. Get the best posi- 
tion to be had. We place 


teachers and school executives in all parts of the coun- 

try. Not an ordinary agency. A bureau for specialists— 

largest in America. No elementary school subjects. College graduates a 
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dollars to your income or isnothing to pay. Write for details—NOW. 


SPECIALISTS’ EDUCATIONAL BUREAU, H-F Odeon Bidg., St. Louis, Me, 





The Fisk Teachers’ Agencies 


Founded by Everett O. Fisk, 1884 
Boston, 2a Park Street Chicago, 814 Steger Bld. 
New York, 225 Fifth Ave. Kansas City, 1020 McGee St. 
Syracuse, 402 Dillaye Bldg. Denver, 317 Masonic Bld. 
Philadelphia, 1420 Chestnut St. Portland, 604 Journal Bld. 
Pittsburg, 549 Union Arcade Berkeley, 2161 Shattuck Av. 
Stenting, 809 Title Bidg. Los Angeles, 510 Spring St. 
Send to any address above for agency manual 


Teachers for Schools Schools for Teachers 

We serve teachers and schools everywhere— 
No charge to employers—No fee from teachers 
till appointed. 

CAUTION — Do not confuse us with any 
other National Teachers’ Agency. We are in- 
corporated and have first right to use of name. 

We guarantee personal service. 

NATIONAL TEACHERS’ AGENCY, D. H. Cook, Gen. Mgr. 

Offices: Philadelphia, Pittsburgh, Syracuse 


TEACHERS AND ADMINISTRATORS 
for High Schools,Normal Schools and Universities 
Use our successful business methods in getting 
exactly what you desire. Our procedure differs 
essentially from agency service; is direct and 
confidential, and conforms to the most exacting 
personal and ethical requirements. Inquiries 
invited; no obligation; location no handicap. 
THE NATIONAL BUSINESS BOURSE, Inc. 
H. H. Harrison, President 


19 S. La Salle St. Chicago 





The Draper Sanitary 
Roller Shade 


Patented Jan, 8, "07 
The Draper Line of Adjustable Cotton Duck Shades 
Meets School Requirements 
Manufactured by 
The Luther O. Draper Shade Co. 
Spiceland, Ind. 


THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION 












Our employment work includes departmental and administrative positions in public and private schools, normal schools, colleges and univer. 
sities; also such positions as those of business managers for schools, registrars, secretaries, accountants, matrons, and cafeteria directors, as well] 
as men and women for tests and measurements, and administrative positions of all kinds. 


EDUCATION SERVICE operates the Fisk Teachers Agency of Chicago, the National Teachers Agency of Washington, New York, Boston, 
Chicago, and Evanston, and the American Educational Service Bureau. 


The whole endeavor of EDUCATION SERVICE is service. 
























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June, 1922 


a 






WASHINGTON 
Southern Building 











NEW YORK 
1254 Amsterdam Ave, 






BOSTON 
14 Beacon Street 


















It aims to render the greatest aid to the largest number at the lowest cost, 
















NORTHWESTERN TEACHERS AGENCY 


Salt Lake City, Utah Boise, Idaho 
A REAL WESTERN AGENCY 


Enrot, Now 


Denver, Colorado Berkeley, California 


FOR THE WEST ALONE 


REGISTRATION FREE 1N ALL OFFICES 















Tue Best ror THE WEsT 











25 East Jackson 


Albert Teachers "Ag ency Boulevard, Chicago 


Thirty-seventh year. Promotion? Do you deserve it? Yes? Well, one of our 
thousand and one clients surely wants you. Send for booklet, “Teaching as a 
Business,” and learn how others advance. Be one of them. 


Other Offices: 437 Fifth Ave., New York; Symes Building, Denver; Peyton Building, Spokane 
















WESTERN TEACHERS’ EXCHANGE 


All es | FREE REGISTRATION | 2. you 
Our Methods are MODERN and PROFESSIONAL 


DENVER, COLO. CHICAGO, ILL. MINNEAPOLIS, MINN. BERKELEY, CALIF. 
Gas and Electric Bldg. Peoples Gas Bldg. Plymouth Bldg. Berkeley Bank Bldg. 







in teaching the Mechanics and Pedagogy of Palmer Method Penmanship is still offered 
OUR FREE SERVICE to all teachers whose pupils are provided with individual copies of our manual. 
OTHER TEACHERS may enrol for the complete correspondence course upon payment of the small fee of ten dollars. 


OUR THIRTY VISITING INSTRUCTORS cover the entire United States, and their services are still 


free to all schools having Palmer Penmanship adoptions. 


THE PALMER METHOD PLAN when followed exactly leads to entering Yentustting, which becomes 


a big asset in school, business, and social life. 


PALMER METHOD PENMANSHIP is written at commercial speed and is as plain as print. Thus, 


it conserves the time of the writer and the time of the reader. 
Palmer Method Penmanship compels healthful posture while writing, thus conserving health and vision. 


all in Palmer Method Penmanship are attracting more and more the at- 
PALMER METHOD SPELLERS tention of modern educators. Follow immediatel +. — Method 
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Penmanship lesson with the Palmer Method Spelling lesson, and the results in both subjects will 


PALMER METHOD STANDARDIZED PENMANSHIP SUPPLIES jre selling in a 


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THE A. N. PALMER COMPANY 


30 Irving Place, New York City. 2128 Calumet Avenue,Chicago. Pittock Building, Portland, Oreg. 








EARN $1000 THIS SUMMER! 


This is a final word to superintendents and city teachers who wish to earn money 
in sales work during vacation. 

You should sell an article whose worth has been proved and which sells on its 
merits. Such an article is THE WORLD BOOK in 10 volumes, edited by Prof. 

~ M. V. O’Shea. 

Several representatives earned $1,000 or more each last summer, helped to raise 
educational standards in their communities and returned to their schools 
refreshed and with increased ability and enthusiasm. 
























Educational Salesmanship is a High Calling 


W. F. QUARRIE & COMPANY, 
86 E. Randolgh St., Chicago, Ulinois