SEPTEMBER, 1922 The JOURNAL of the *«,. NATIONAL EDUCATION ASSOCIATION Aims in American Education The New Education . The Democratic Awakening ead Picseesines al Otsierix ation Resolutions of Boston Meeting The Boston Meeting—Abstracts of Ac iiesers School-Building Progress National Education Association Officers 1922- 19 How Los Angeles Voted $17,400,000 Equal Rights and Equal Opportunities Alexander Graham Bell Notes on the Boston Meeting Mobilizing Educational Facts | The Teachers’ Tenure Lorenzo Dow Harvey Editorial The Teacher's Prayer (coon) Enrolment and Affiliation y ; . Minutes of the Boston Meeting The Second Representative Assembly £Deleguien ‘Tis This to Teach (poem) Guide to New Books Notes and Announcements The Educational Bill In the Field Directory of Advertisers Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second class matter October 28. 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921, rc B75; 7 SY Se BLY) r O43 . YT? | te Cn en eo Fe Just from the Press Dean Russell’s New Book “Closed books.” That was the old way of THE TREND OF AMERICAN EDUCATION tat . A ? ee a reciting geography. Boundaries, capitals, rivers, ink cme Mobis ie reer aneirasénte Aton sens and products were committed by rote and recited by rule. Once the books were closed nothing was By James Ear RussE__, Columbia University, Dean of Teacher’s College Open Books and Open Minds. added, nothing taken away from the sum of what had been learned. As memory training it was HE wisdom and foresight which Dean Russell doubtless good, but as geography teaching it left has displayed in the development of ‘Teachers much to be desired. College during the past twenty-five years have won for him the great respect and lasting admiration of But nowadays John and Jane, coming to class, the teaching profession. The publication of a new open their books. Problems are formulated and book by him is therefore a significant event. solved. Maps are made and studied, and whole- To the wide range of topics discussed he brings practical knowledge, ripe judgment, and clarity of vision. No member of the teaching profession can afford to miss this book. some and lively discussion gives real training in accurate observation, clear thinking and reason- ing, and in interpretation of geographical facts. ; . d rae Sent to any address on receipt of the list price, $1.28 Open books mean open minds if the books opened are the Other volumes in the American Education Series Strayer and Engelhardt: The Classroom Teacher at Frye-Atwood New Geographies Work in American Schools. La Rue: Psychology for Teachers. GINN AND COMPANY Boston NewYork Chicago London AMERICAN BOOK COMPANY Atlanta Dallas Columbus San Francisco New York Cincinnati Chicago Boston Atlanta Pittman: Successful Teaching in Rural Schools. PRINCIPAL TEACHER SUPERINTENDENT HAVE YOU THE TECHNIQUE OF SUPERVISION By the ELEMENTARY SCHOOL PRINCIPAL? One of the Most Valuable Publications of the Year Being the First Yearbook of the Department of Elementary School Principals TABLE OF CONTENTS Chapter Chapter I. The Art of Visitation. V. Provision for the Gifted Child. I]. The Measurement of Efficiency. Vl. Diagnosis by Means of the Informal or III. Following Up the Intelligence Test. Unstandardized Test. IV. The Problem of the Individual Case. VII. The Follow-Up Work of the Principal. VIII. Members of the Department. PRICE, ONLY $1.25. Write at once—Only a limited supply on hand NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH ST., WASHINGTON, D. C. Vol. 11, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A school without a Victrola REG U S PAT OFF is an educational tragedy Victrola XXV The Standard School Instrument For further information and helpful material consult any dealer in Victor products or write i+ ; Educational Department h Victor Talking Machine Co. Camden, New Jersey "HIS MASTER'S VOICE" este THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Intellectual Provincialism— How to Abolish It? By giving the rising generation a live, up-to-date knowl- edge of geography, the basis for later study of world problems. ‘This The McMurry and Parkins Geographies ELEMENTARY ADVANCED are designed to do, for they encourage independent thinking on the part of the pupil and combine marked excellence in: 1. Organisation—a series of problems: each unit of text the answer to a question which might naturally have been asked by a child in the class; emphasis on regional characteristics. 2. Illustrations—many beautiful cuts give effective emphasis to the text by stimulating the pupil's imagi- nation at the same time that they reinforce his memory as to significant facts. 3. Maps—varied in type: political, physiographic, eco- nomic, climatic—every one a model of clarity and fitness for its use. THE MACMILLAN COMPANY NEW YORK BOSTON DALLAS CHICAGO ATLANTA SAN FRANCISCO ; Lippincott’s Text Books ARITHMETIC—Lennes-Jenkins’ Applied Arithmetic A three-book series full of problems which are really applied to and based on life experiences. Plenty of drill and review work. Special teacher’s editions with answers. , SPELLING—Horn-Ashbaugh Spelling Book The scientific speller which has attracted more atten- tion than any other book in the spelling field. HISTORY—Leffert’s American Leaders History through biography, written in a style easily comprehended by children, and with the details of greatest interest to them. PHYSIOLOGY—Haviland’s Modern Physiology, Hygiene and Health Just the right combination of hygiene and physiology —all from the most modern point of view. PROFESSIONAL READING—Lippincott’s School Project Series Watkins’ “How to Teach Silent Reading to Begin- ners”; Leonard’s “Essential Principles of Teaching Reading and Literature.” HOME ECONOMICS AND AGRICULTURE Complete lines—write for descriptive catalogues. J. B. LIPPINCOTT COMPANY Complete Lines of Elementary and High School Texts INQUIRIES SOLICITED PHILADELPHIA, PA. East Washington Square CHICAGO, ILL. 2126 Prairie Ave. September, 197) COMMERCIAL TEXTBOOKS You Should Know Some of These Books: Office Dictation. Expert D.-ctation. The Vocabulary Method of Training Touch Typists, Practical law. Essentials of Commercial Law. The New Model Arithmetic. ‘llis Rapid Calculation. Effective English and Letter Writing. A New English System for New American Citizens, Letter Writing for the Business Builder. Ellis Business Correspondence. Ellis Rational Speller. Marshall’s Method of Thrift Training. The Ellis Method of Home Accounting. The Ellis Method of Farm Accounting. Eniis INpustrIAL BoOKKEEPING. THe TasLetT Metuop or TEACHING BooKKEEPING, Modern Banking. Special Bookkeeping Sets. Office Equipment. Stationery and Supplies. Several of these texts are recent publications. Our Bookkeeping Courses have lately been revised. I;xamination implies no obligation to adopt. Write for Price List and Samples ELLIS PUBLISHING COMPANY Educational Publishers BATTLE CREEK, MICHIGAN The Technique of Thomas Hardy By JosEpH W. Beacu A new study of Hardy’s novels for all lovers of Eng- lish literature. This book discusses the structural style of the author in each of his novels and shows the grad- ual subordination of artifice to art in Hardy's successive writings. The reader who is interested in noting the various methods of novel-writing employed by one great author will enjoy this volume on literary craftsmanship. Mr. Beach’s work is an aid to the better appreciation of good books. $2.50; postpaid, $2.60. Education for Busi By Leveretr S. Lyon _ A comprehensive examination of the existing types of institutions employed in educating for business fields. An answer to the questions: What should education for business strive to do? And how should the work of educating for business be divided? $3.50; postpaid, $3.60. General Psychology By WALTER S. HUNTER * A manual especially de- All teachers will find this signed to train young stu- volume a_ splendid refer- dents in the art of debating. ence book for their use. $1.25; postpaid, $1.35. $2.00; postpaid, $2.10. Elements of Debating 3y Leverett S. Lyon SEND IN YOUR ORDER TODAY THE UNIVERSITY OF CHICAGO PRESS 5864 Ellis Avenue Chicago, Illinois Mention Tue Journat when writing our advertisers. Vo THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION iii sib PRIN NTING The Modern Educational Tool PRINTING IS AN INDUSTRIAL ART THAT COMBINES CULTURAL AND MANUAL EDUCATIONAL ADVANTAGES Lang uaGgd e—The raw material of Print- ing is language—any language. Through the art of Printing the pupil is brought into close contact with the best literature and a desire is aroused for greater knowledge of the mechan- ics of language. Spe lling-creater appreciation of accu- racy is aroused by means of printing. The sight-sense pupils are most readily taught spelling through type composition. Gr amma Y—Abstract methods of teach- ing this important subject are uninteresting. Motivate grammar by means of Printing. Ar t—The principles of design are always taught in connection with Printing—“The Art Preservative of all Arts.” . P unctuation—coia Type” demands a proper use of punctuation marks. Commas, periods, colons, semicolons, quotations, excla- mation and question marks mean something to the pupil who is taking printing instruction. Mathematics-—tne mathematical problems in Printing are interesting and can be used in any grade from the sixth to the high school. Drawing-—rreehand and Geometrical drawings are used freely in Printing. Science-rhe theory of light, heat and electricity should always be correlated with Printing. The laboratory problems should be the making of paper, ink and printers’ rollers. Superintendents of schools and principals are urged to request further information about Printing—the Modern Educational Tool. Write to F. K. Pui.uips, Manager of Education Department American Type Founders Company 300 Communipaw Avenue, Jersey City, N. J. Selling Houses in most of the Principal Cities. Let Us Tell You of the Nearest One Mention THe Journat when writing our advertisers, THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION September, 192) Vo — Give every child an equal chance OO many children are struggling, in their school work, with the unfair handicap of physical ills. The child may not know that it is malnutrition, not stupidity, that puts him be- hind his schoolmates. But the teacher can easily discover if this is the case. And every child deserves the equal chance, which proper nourishment, and proper physical condition, would give him. Fairbanks School Scales should be in every school, and every child in that school should have the benefit of the infor- mation which periodic and accurate weighings will give. Fairbanks Scales are models of weighing accuracy, and the School Scale is especially planned for convenience in weigh- ing a large number of children. Its dark coloring keeps it looking attractive, in spite of constant handling. Its correctly-placed beam makes it possible for the person who is recording weights to either sit or stand. There is a convenient measuring rod for recording heights as well as weights. Scale is light and easily moved about; will not get out of order. Write for further information about Fair- banks School, Baby, Clinic, Health or Portable Health Scales. FAIRBANKS SCALES CHICAGO NEW YORK 900 South Wabash Avenue Brooms and Lafayette Avenue and forty other principal cities in the United States Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Read what Superintendent Cody of the Detroit Public Schools writes— FRANK CODY Superintendent Public Schools Detroit, Michigan June 24, 1922 The Grolier Society, New York, Ne Ye Gentlemen:- The compilers of the BOOK OF KNOVLEDGE mst have had in mind the quotation "The art of education consists in allowing worth while things to lie around enticingly." My children at various agés have simply "devoured" ‘the books ---when too young to read, they were learning from the splendid pictures; very early they could read and understand thé fascinatingly written stories of the wonders of nature, and the history, literature and art of the ages; and later, the exhaustive index allows them to use the set as a work of reference It is unique in that the arrangement of varied subjects in each volume mst have been planned by educators who had in mind a well balanced school progrem. This intimate personal knowledge of the value of the book in my own home as well as its acknowledged place in school libraries makes me very gled to recomeend it to parents, teachers, and librariens as occupying a plece quite its own in the educational world. Very truly yours, Se Superintendent of Scheols. HIS OWN CHILDREN “DEVOUR” IT Teachers and Schools can Get this Book Recommended after a personal inti- ABSOLUTELY FREE ECAUSE we have nearly a million sets of THE BOOK OF KNOWLEDGE in the homes of several million school children, The Grolier Society wishes to co-operate with teachers and schools in making the fullest use of these books. 4 CULTIVATE CONSTRUCTIVE CURIOSITY We wish, therefore, to send to every teacher a free complimentary copy of our THEN SATISFY IT Teachers’ Guide to Reading Courses a This is a carefully prepared menual based. on the TOPICAL This is the purpose and method of METHOD of study, vering the following subjects: istory, Liter- ature, Nature Study, Natural ‘Science, Biography, Physiology, Art, and THE PROBLEM PROJECT METHOD Current Events. It will prove of wonderful value in every Classroom, and the Society is glad to be able to supply this teachers’ aid without OF EDUCATION cost or obligation to those who write for it. Any teacher can be a successful teacher who can AROUSE INTER- Note These Subjects Chosen at Random From EST and DIRECT it toward PURPOSEFUL ACTIVITIES. The Book of Knowledge G. Stanley Hall says: : h ks. “The active mind of the child can ask enough questions Anolis ae ar __ ened havens pr ge nation. which are wholly — > field of his own interests to Splendor in the grasses. Is there a man in the moon? furnish the basis of a liberal education. ow shoes are made. Can a sound be felt? . Horace Mann, the friend of chil- Modern heroes of ockonce. The Child Who Wants to Know Why Already Is On the dren. Making the desert bloom. ‘ The story of Ben Hur. How Peary found ths North Pole. Way to Being Educated merican trees in summer. riters of the orld. , Life's great mysteries. How the nation’s strength de cre, BOOK OF KNOWLEDGE. cocourages the child to de ff “ — ie _ fly bg - ponds upon the life of these interested. It creates and stimulates that most valuable asset 4 rom a oon three miles high. children. wines ia gpm o can ore, the initiative Bw de- 4 ; velops hi amliutions to succeed. t makes scientific fact Read These Endorsements from Eminent Educators . as readable as fiction by employing psychology of learn- The _ John H. Pisiey. dog is loved by all who know him because of his ing and knowied e of the child mind. age: Grolier inspirational talks—he writes: H K OF is full of interest Societ “UTHE BOOK OF KNOWLEDGE gives-the child or youth posses- —arousing ideas that compel attention and that satisfy 7 2W. asth St sion of the whole cycle of existence and circle of truth to which he ts the thirst for information. It is written in a free New York City, entitled by birth. This little library nourishes and protects the normal and easy style, profusely illustrated, a veritable New York child's eager mind—the mind that knocks inquiringly at all doors and serial textbook that should be in every school- drinks at all fountains.” room and library. Nearly_a million owners : Kindly 2¢ nd me, ree, Without any obligation, Teachers’ Guide to Reading Teachers’ Association: mag ok nope uide sg | od iefocmneten. “THE BOOK OF KNOWLEDGE ‘supfliecs accurate information Send for our free copy of the leachers : upon practically every assignable topic in a way that not only arouses Guide to Reading ourses without , A _ Courses—and_ full informa- the interest of children but also inspires them to continue reading and ae _~— ead aeons oh ne than BOOK OF . pee j “f 4 , —, . sto cal dented hella ectn sh te place this educational series in 7 school in A ; THE GROLIER SOCIETY Cup’ this coupon and let us tell you, without obliga- 2 West 45th Street New York City, N. Y. tion, how it can be done. A Teacher, Louise Haeseler, formerly President of the Philadelphia can testify to the merit of this mation. ff Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION What About Your Map and Globe Equipment? SCHOOL MAPS From every angle we can meet your needs with maps and globes of the highest standard. The Goode Series of Political and Physical Maps and the Westermann Classical and Historical Maps are strictly a merit propo- sition—in content, color work, size—but when it comes to different grades of maps, we are also in a position to meet your requirements. Quality and size will govern price. SCHOOL GLOBES With globes there is an equal range of subject at your command; in fact, everything from cclestial to deep sea subjects is available for the schools, and in a great variety of sizes and styles. We invite inquiry Rand M¢fNally & Company 536 S. Clark Street, Chicago 42 E. 22nd Street, New York City eAfter tests, what next? HE answer is in INTELLIGENCE TESTS AND SCHOOL REORGANIZA- TION, the subcommittee report of the N. E. A. Commission on Revision of Elementary Education. It is a book showing what has been done in readjust- ing school methods and organization on the basis of mental test results and its accounts afford suggestions for making practical administrative adjustments in different schools. Price 96 cents World Book Company Yonkers-on-Hudson, New York 2126 Prairie Avenue, Chicago SAN J ~~ —— ' te alll Pea a\\ / ye y | WATCH! McCONNELL MAP COMPANY CHICAGO, ILL. should have THE NEW INDEXED BIBLE on her desk in the schoolroom The New Indexed Bible is so completely indexed and classified that you can find in a moment’s time anything you want as easily as a word in the dictionary. The TEACHER’S EDITION of the NEW INDEXED BIBLE is prepared especially for teachers. More than 100,000 copies of this edition have been sold. To any member of the N. E. A. we will gladly send a Teacher’s New Indexed Bible on five days’ approval. Write today for descriptive literature and prices. BUXTON-WESTERMAN COMPANY 36 South State Street, Dept.N.E., Chicago, Illinois N. B.—Salesmen and saleswomen wanted. Best records made by teachers. Mention THe JournaL when writing our advertisers. September, 192) DANGER! \ | EVERY TEACHER | Vol. 11, No.7 Sold to New get all the facts before them regarding pianos for ERE again is evidence that when school officials school use, the choice invariably goes to the Monogram, W. Otto Miessner’s latest and perfected school piano. On June 17, the Orleans Parish School Board, New Orleans, mailed its order for 24 Monograms, requesting immediate delivery. Before making their decision, every eligible piano was considered and all features studied-— tone quality, materials, durability, individual construction features and finally price. No point was overlooked, so that the board would never be open to THE MIESSNER PIANO CO. 228 Third Street, Milwaukee, Wisconsin THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION of Mono¢: Orle Mention THe Journat when writing our advertisers. ans Schools a Fea 0 | Boxed, ‘Ready for | Shipment the charge that through oversight or partiality an un- warranted choice was made. The Orleans Parish School Board will ever be proud to uphold its decision in favor of the Monogram. Schools all over America have demonstrated to their entire satis- faction that the Monogram merits its leadership in the school field. It is, indeed, the “Baby Upright Supreme.” For catalog, special price to schools and full details of 10-day trial offer, mail the coupon. We advise quick action to avoid the usual fall rush of orders. Unless orders are placed ahead of time for fall delivery it is impossible for us to avoid disappointing some on delivery dates. So mail the coupon TODAY and let us have your fall order as early as possible. MIESSNER PIANO COMPANY, 228 Third Street, Milwaukee, Wisconsin. Gentlemen: Please send me the new Monogram catalog, your special price to schools, and details of your 10-day Trial Offer. aie ee rin eda nade aeaaeainimes aie tose i Baa ia cis savin ie asada ch as alg ch ophthacare RBBCOEE << sniicngicnncnwccconsecmndie me omnmmiie es J} N.E.A.9-22 A-135 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION September 192) , SS DS SLES LS=_—_—EE—_——e— ee ES $ ——_— ee re ne ee ewe ee The lessons taught by TYPE—the actual making of the words by hand—are never forgotten, Boys and girls may tire of books, i i ED ; t —t—}—}-4- SSE) LEESPEN UR CREE eSaETEN EOE re but type-setting is ever interesting. Printing is a practical educator. It trains in spelling, punctuation, word-division, grammar, neat~ ness,accuracy. Those of talentin designing, or of aliking for mechanics, find real delight in the processes of printing Gj Many schools are using PRINTING as a regular part of the curriculum—and every school should have a Printing Outfit. When books fail to enthuse the boy or girl—let a type be tried. Type will surely awaken the Learn desire to learn. An interesting type design, such as the Parsons type series used in this by advertisement, will inspire the young de- . " signer to show his skill and good taste in Doing planning effective arrangements Benjamin Franklin, Printer learned much from Type For expert advice and estimates on the cost of an outfit adapted to the needs of your school write to our Educational Department Monroe and Throop Streets, Chicago Barnhart Brothers & . mel re | : | | | H : | | : f Suppliers of Complete Printing Ouifits Chicago Washington, D. C. Dallas Saint Louis Kansas City Omaha Saint Paul Seattle Canadian Branch: Dancouver, B. C. SUUEEED GIUEENEND GIEEEEES Giumnmenn Gummenees Guakeene crete ns catanatia) CoiaR ety Cade Mention Tue Journat when writing our advertisers, September, 1922 Aims in American Education tressed by some of the tendencies of our time to indulge the notion that there will be a diminution of popular control or increase of respect for mere tradition or authority. The will of the people will be expressed and slight hin- drances will be interposed to the satisfac- tion of their desires. As the restraints we believe to be important to our secu- rity and progress must be self-imposed, there is no reason why we should enter- tain the delusion that democracy will confer blessings except in so far as it represents the rule of an intelligent and cultured people. We cannot fail to be gratified by the evidence on every hand of an increased demand for educational opportunity, and it is most encouraging to observe the extraordinary efforts that are being made, especially in the field of higher education, to provide new facilities. Public funds are available to an un- precedented extent, while the outpour- ings of private benevolence have gone beyond anything that we have hitherto deemed to be possible. But it is also apparent that there is much confusion with respect to standards and aims and that there will be little gain in consider- ing the mechanism of education until we have reéxamined the more funda- mental needs. It is not likely that there will be lack of opportunity for vocational education, for the sort of training which will fit men and women to earn a living. The exigencies of our complex life are too apparent and the rewards too obvious to admit of neglect; and we shall have whatever vocational or technical schools are required. But democracy cannot live on bread alone. It is not enough that one shall be able to earn a living, or a good living. This is the founda- | IS IDLE for those who are dis- *This’ message from Secretary Hughes, who was unable to be present, was read to the Association at its meeting on Tuesday evening, July 4, 1922, by Andrew F. West, Dean of the Graduate School, Princeton Uni- versity, Princeton, N. J. CuHarLes Evans HuGuHes Secretary of State, Washington, D. C. tion but not the structure. What is needed is to have life more abundantly. From the standpoint of the individual the exclusively materialistic view is inad- missible, for the individual life should be enriched with the ampler resources of HARLES EVANS HUGHES, who maintains that education must prepare for life more abundantly as well as for earning a living. Both are essential to the high quality of citizen- ship required in modern democracy. Mr. Hughes believes that education should develop intellectual vigor and endurance. a wider culture. What is most impor- tant, however, in view of our social and civic needs, is that the door of hope should be_kept open by maintaining the opportunities and standards of general education, thus giving to those who start amid the direst necessities and with the most slender advantages the chance to rise. This is of especial importance to our working people, who are not to be viewed as mere economic units but as [257] our co-laborers in the great enterprise of human progress. The American ideal—and it must be maintained if we are to mitigate disappointment and un- rest—is the ideal of equal educational opportunity, not merely for the purpose of enabling one to know how to earn a living, and to fit into an economic status more or less fixed, but of giving play to talent and aspiration and to the develop- ment of mental and spiritual powers. It is impossible to provide a system of general education and ignore the need of discipline. The sentimentalists are just as dangerous as the materialists. No one will dispute the importance of making study interesting, of recognizing the individual bent or special gifts. But the primary lesson for the citizens of democracy is self-control, and this is achieved only through self-discipline. As I look back upon my own experience I find that the best lessons of life were the hardest. Even along the line of special aptitude it is the severe mental exercise, the overcoming of real obstacles that counts. My mother’s insistence on the daily exercises in mental arithmetic has been worth more to me than all the delightful dallyings with intellectual pleasures I have ever had. Life is not a pastime and democracy is not a holiday excursion. It needs men trained to think, whose mental muscles are hard with toil, who know how to analyze and discriminate, who stand on” the firm foundation of conviction which is made possible only by training in the processes of reason. The sentimentalists must not be allowed to ruin us by dissipating the energy that should be harnessed for our varied needs. When we consider the true object of education, to give the training which will enable one to make the most—that is the best—of oneself, we must realize that the foundation should be laid in a few studies of the highest value, in sel f- discipline, and that there should be sup- plied every incentive to attain that men- tal and spiritual culture which connotes. Re 1 iene we nes om om OLE COLL ET CA TT IE EE AR EE EE IY 25S nana 258 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION not merely knowledge and skill, but character. This means self-denial, hard work, the inspiration of teachers with vision, and an appreciation of the privi- leges and obligations of citizenship in democracy. In the elementary schools, it means that sort of training which insists, at whatever cost, on the mastery by the student of the subject before him, on accuracy—the lack of which, I regret to say, is now conspicuous in students of all grades—the correct use of our lan- guage, and the acquisition of that modi- cum of information which everyone should possess. In the secondary schools (our high schogls and academies) it means that we s d stop scattering. There is at épresent a bewildering and unsuccessful attempt at comprehensiveness. It fails of its purpose in giving neither adequate information nor discipline. It asks too much of the student, and too little. I believe that we need to have a few fundamental, substantial studies which are thoroughly mastered. I am one of those who believe in the classical and mathematical training, and I do not think that we have found any satisfac- tory substitute for it. But the impor- tant point is the insistence oncen- tration and thoroughness, The function of the secondary school is not to teach everything but really to teach something, to lay the basis for the subsequent, and more definitely specialized, intellectual endeavor. I think, also, that we have done too much to encourage intellectual vagrancy in college. Of course there should be opportunity to select courses having in view definite scholastic aims, but we have gone so far that a “college educa- tion,” outside of technical schools, may mean little or nothing. It is a time for reconstruction and for the establishment of definite requirements by which there will be secured better mental discipline, more accurate information, and appro- priate attention to the things of deepest value which make for the enrichment of the whole life of the student. We have given too scant attention to the demands of training for citizenship. This implies adequate knowledge of our institutions, of their development and actual working. It means more than this in a world of new intimacies and complexities. It means adequate knowl- edge of other peoples, and for this pur- pose there is nothing to take the place of the humanities, of the study of litera- ture and history. When I speak of the study of history I do not mean a super- ficial review, but the earnest endeavor to understand the life of peoples, their problems and aspirations. And at this time it is not simply or chiefly the his- tory of a distant past that it is most im- portant to know; it is recent history, with sufficient acquaintance with the past. to understand the extraordinary happenings and developments which have taken place in our own time, so that through a just and clear discernment our young men and women may properly relate themselves to the duties and op- portunities of their generation. September, 192? —————_— We must not forget the many schools of experience, in one or more of which every American must take his course, but what we have regarded as the Amer- ican character, that which we delight to praise as the dominant American opinion because of its clear, practical, and intel]j- gent view of affairs, has resulted from the inter-action of the influences of the colleges and universities on the one hand and of these schools of experience on the other. We cannot afford to do without either. And the most pressing need of our day is attention to the organization of American education. The New Education’ W. G. Cove President of the National Union of Teachers of England and W ales, Rhondda, Wales N SPITE OF GRAVE DIFFICUL- TIES immediately confronting the teaching profession in Britain, the kind invitation extended to me by your President to be present at this confer- ence was readily accepted by me, and enthusiastically agreed to by the Execu- tive of the National Union of Teachers. It was felt, and I believe rightly felt, that the organized bodies of teachers in the various lands have too long been strangers, and that nothing but good would accrue to the profession, educa- tion, and international understanding, from a coming together of those who are engaged in the=work of cducation throughout the civilized world. It is my belief, extravagant though it may seem in the present state of national sus- picions and antagonisms, that the edu- cators of childhood and youth can be, if they have the vision and the desire, ’ the strongest force for peace and good- will amongst the democracies. If in our collective and individual capacities we rise to a concept of our world-wide humanist mission, we cannot but be a force greater than any that kings or statesmen can mobilize. There can be no doubt that the school is an international factor of potent force, and it is within the power of its teachers to use it for the destruction or the heal- ing of the nations. It is a sacred trust, a dynamic concept, and if we are to be faithful to it, we must realize ourselves as world citizens whose task it is to lAddress before the National Education Association at Boston, July 2, 1922. integrate its moral and spiritual forces, We must banish from the schools a na- tionalism that does not find its highest* expression in service to humanity. We must eradicate national jealousies, prej- udices, and hatreds and let the spirit of common childhood, common parenthood permeate and brood over the schools, To us is given the privilege of seeing a common humanity sanctified and made pure in the child we educate. To us is given the honor of placing at the dis- posal of growing life the best of the inheritance of the past and the duty of nurturing the promise of things that are to be. The teachers of Britain wel- come, therefore, in the spirit of common purpose and high endeavor, your kindly invitation: to their President. I would, Madam President, that I could bring with me a message of hope and recorded progress from my native land. I would, too, that I could con- fidently state that the war had changed the heart of musty and cynical old Europe. But truth to observation and conviction compels me to state that Europe is still riven with economic an- tagonisms and national suspicions. The war has not cleared the path to a realiza- tion of a brotherhood of the nations. Our Prime Minister stated that an old man greeted him on his return from Genoa, calling it Gehenna. “And,” said Mr. Lloyd George, “it was not far from it after all, for I felt there was but a slight partition intervening be- tween us and that evil place. At times I could smell the very fumes arising Vol. 11, No.7 therefrom.” And I want to say that I do not believe lasting peace will come to us on the plane of material conces- sions, political adjustments, and economic hegemony. Many of the chancellories of Europe are still drunk with materialism, and the democracies crushed by pessi- mism. The integration that is sought is material and economic, and therefore unstable and transitory. The abiding integration must be sought on a higher plane—the plane of intellectual, moral, and spiritual well-being. It is here that the school can play its great part. It must transform the materialist habit of mind of statesmen and of peoples. It must preserve, in the cross currents of materialism, the kingdom of the ideal. | know that European cynical old age will laugh and mock, but as educators we have faith in childhood and youth, and we draw our inspiration from the future. Through the emotional appeal of the child we must bring about the triumph of reason. As educators we know our dependence upon world cul- ture, and we must not let the dominance of finance capital prevent the children entering into their rightful heritage. As we look round at the effect of modern industrialism we note that one _of its baleful effects has been the me- chanizing of life. ‘Mechanism domi- nates life and not life mechanism.” We have seen human personality dwarfed, stunted, and twisted into ugly shapes by the dominance of a mechanized industry and a mechanized society. Life has be- come, for millions of men and women, purposeless, stale, and flat. We have thought in terms of material values and not in terms of human values. It is the purpose of the school to restore to us the correct content of value. It is our task to make society see the truest economy in happy childhood, growing life, and creative play and work. I do not be- moan the fact that modern civilization is based upon machine production. I have no regrets about the application of science to the provision of man’s ma- terial needs. What I do object to is the mechanizing of human life and the material appraisement of human person- ality. And there is no inevitable need that this should be so, for the school, rightly conceived by society and given its proper place and function in society, is capable of performing the task of pre- serving and conserving the intellectual, moral, and spiritual legacies of the ages. The school in modern society is the social unit for the exercise and develop- ment of all that we term humanism. THE JoURNAL OF THE NATIONAL Epucation AssociaTION Pol ee And there is abundant evidence that the schools of Europe and America are real- izing their high mission and calling in the preservation of the human in this machine age. No longer do we regard the children as passive recipients of facts. No longer do we emphasize mere know!l- edge. We recognize variant individu- alities and unfolding personalities. We treat with reverence and wonder unfold- ing life. The escape for the child from RESIDENT COVE, who in many informal conferences during the Bos- ton meetings, as well as in the address here printed, revealed his clear insight basic educational needs and his ready adaptability to all kinds of situa- tions. into a mechanized society is found in the spontaneous activities of the school. Not only is this true of our infant and junior schools, but it is increasingly becoming true of our senior departments. Further, if we are to preserve our adolescents from the banal mechanizing of a ma- chine age, we shall have to provide them with creative and recreative purpose in our schools. The logic of the machine is to negate skill for thousands of youths, and it is abundantly clear that the school must provide the educative purpose that industry can no longer provide. I would point out too that moral derelicts are made in the leisure time of youths, in the reaction from the monotony of ma- chinefacture.. It is here that the school can provide the stimulus to creative ac- tivities, and thus give meaning and purpose to youth. 259 There can be no doubt that the war ushered in a new era, and it did so by accelerating and intensifying the social tendencies that had already an incipient existence in industry and society since the industrial revolution. We have, the world over, industry integrated and or ganized upon a vaster scale than ever before; we have combinations of indus- trial and financial groups unprecedented - in their industrial, financial, social, and political power. The world, as never before, is economically one. Yet in spite of the economic unity of the nations, there is no corresponding intellectual, moral, or spiritual appreciation of its implications for human conduct. Intel- lectually the vast mass of mankind, the democracies of the world, have not per- ceived the delicate and complex relation- ships of the modern society, much less have they any appreciation of its moral and spiritual significance. The vastness and complexity of modern society, with its subtle economic reactions, have left them dumb and passive. The material progress of men seems to have outrun the intellectual, moral, and_ spiritual capacity of democracy. It is the school that must give democracy the power of adjustment to the new conditions. It is the school that must save personality from intellectual, moral, and spiritual passivity. There is nothing more tragic, nothing more dangerous to civilization than the mental stupor and moral inert- ness of masses of men. ‘The passivity that gives its brains to the sensational press, the intoxication of gambling, and that allows its mental and moral fibre to be weakened by picture shows is a bar to all true progress. The school must save democracy and civilization for progress, by nurturing the constructive impulses of the common man. The greatest safeguard against future wars will be found in the intellectual percep- tion by democracy of the unity of civili- zation, and the active participation of the common man in the social and politi- cal questions of the day. The schoo! must give the knowledge upon which sound citizenship is founded, and the moral fibre which demands. I know that we have in the West political systems which we are pleased to term democracies, whether monarch- ical or republican. But has the part played by the people in them been an active one? Have not decisions of life and death been taken without reference to them—yes, and even without reference being demanded by them? The dumb- active citizenship = rasa —= . POLE I ELE LORD TSE TRE SST TTT A UT Sn RT A AN. SAS HR. A a ROE 1 / J, ‘ me = ——— — te, - . - =e PL EY AT ER se Se TL La A ASeRAAS , 2 anprverynecrs co eater a gcearae=emeeY -_ 25 Ge awe but ths’ the our- cent Tade dred ‘hool eS is pre- ols, las a 00ls, yunty sé in nN on tions. \osen. 's in- r the ls is cation tisfat- untry velous ntury $, uni- rraded school facili- about 'y ago. | ne de- plishes ze the ountry radical | e must | und re- | juipped | ealized | en are hildren , there pen re- »f these e must dren at er than p carry ry as in for any Alexander Graham Bell R. BELL simply will insist upon running away from the grown- ups to talk and play with the children,” once remarked a hostess who was finding that leading a genius to guests was far from making him talk. This casual remark furnishes a key to a chief characteristic of the late Dr. Alex- ander Graham Bell, who died at Bad- deck, Nova Scotia, August 2, 1922—a key that also explains his life-long inter- est in education. He loved children. Dr. Bell himself was a teacher—a teacher of speech to the deaf, as were his father and his grandfather. It is of peculiar interest to teachers that the in- vention of the telephone was a direct outgrowth of Dr. Bell’s teaching experi- ence and experiments. In searching for ways to correct the deafness of individ- uals he finally overcame the deafness of space. His outstanding service to mankind in the invention of the telephone has almost overshadowed Dr. Bell’s other remark- able achievements. In Chicago stands a large, modern school building, in the rock of which is cut the name Alexander Graham Bell School. In 1884 Dr. Bell laid before the Chicago Board of Edu- cation the principle that every effort should be made in the training of deaf children to have them associate with the hearing children. He furthermore suggested that a feasible plan would be to provide a separate room and special teachers for the deaf children in the same building with hearing children. “Too visionary” was the verdict of 1884; in 1916 the school was built and has since served as a model for the idea it em- bodies. The practice of international exchange of professors originated in an invitation to the president of. Boston University to allow its Professor, Alexander Graham Bell, to deliver at Oxford a series of lec- tures on the mechanism of speech. Honored by universities, learned so- cieties, and even by governments all over the world, Dr. Bell was also often asked to speak before assemblages of scientists and upon notable public occasions. He declined most of these on the plea of be- ing “too busy,” but at every opportunity he accepted invitations to speak to boys and girls. An evening in February, 1917, found this great and kindly sci- entist telling a group of graduates of the McKinley Manual Training School, in Washington, D. C.—not platitudes and the usual pleasant and stimulating gener- alities—but how he set about being an inventor; telling it so plainly that they were held fascinated and telling it so profoundly that his address was reprinted under the title Prizes for the Inventor and has been called one of the great ex- amples of inductive reasoning. Dr. Bell’s story of his own efforts to condense the water vapor in the human iandteancin A LEXANDER GRAHAM BELL and three of his grandchildren. Dr. Bell was a great and genuine lover of children as well as a famous inventor. breath and how he went from that to condensing drinking water from the fog; of how he defied a warm Washington summer by evolving a system of keeping his Connecticut Avenue home cool, which system later was installed in the White House during President Taft’s adminis- tration; and of how he and his brother made a dog talk during their studies of vocal apparatus—all these and many more such stories seem especially interest- ing in a day when the problem and proj- ect method is being widely discussed, and especially so when it is recalled that in his own school days Dr. Bell had to fol- low his natural bent for nature study and scientific experimentation outside school hours. “The subjects in which I really [275] excelled, such as music, botany, and natu- ral history, formed no part of the school curriculum,” he remarks in his last pub- lished article. “l am inclined to think that my early passion for music had a good deal to do in preparing me for the scientific study of sound,” he continues. “As a child, I took a great deal of in- terest in flowers and plants and formed a large herbarium, arranged according to the Linnean system of botany. “My father encouraged me in making collections of all sorts and in arranging the — in accordance with my own ideas rather than in conformity with the ideas of others. I am inclined to think that the making of these collections formed an important part of my educa- tion.” Twice, in three paragraphs, Dr. Bell employs the phrase “I am inclined to think,” which points to a second personal charadteristic as notable as his love for children; that is, his modesty, his intense dislike of dogmatism. Files of leading scientific publications of the seventies contain many erudite reasons why it would never be possible to “speak over a wire,” and a little later many authorities explained why the telephone could never be more than a mere toy. From Dr. Bell’s keen interest in the sort of education in realities which he had to seize in off-hand hours, and out of his firm belief that scientific facts are explicable in non-technical terms, was born what he regarded as his greatest single contribution to popular education —the National Geographic Society. The Society was founded originally as a body with membership limited strictly to tech- nical geographers, most of whom lived in Washington. At Dr. Bell’s sugges- tion the Society was made truly Na- tional, and at the same time truly Ameri- can, by recognizing the eligibility to membership of all persons, anywhere, with an interest in geographic study. To reach the membership under the new con- ditions an official organ was founded, The National Geographic Magazine. Today Dr. Bell’s vision of communi- cation lines of that most inclusive of sci- ences, geography, reaching to all persons having an intelligent interest in the sub- ject, is realized in 700,000 homes to which The National Geographic Maga- zine goes. No group of a hundred or 276 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION September, 1922 more persons in the United States does not contain at least one member of The Society; and its official organ carries a message of world knowledge, under- standing, and permanent peace into every nation where there is,a postal sys- tem and to places where that greatest of all ties that bind-men together, the tele- phone of Dr. Bell’s invention, has not yet penetrated. Dr. Bell’s curiosity about every sort of phenonienon and his constant experi- mentation continued until the time of his death. He held that this sort of activity was the se¢ret of keeping young mentally. He said he had worked out a simple “‘Rule of Three” for his own, self-education. His rule was: “Observe! Remember! Compare!” achievements is amazing. He devised a telephone probe to detect the position of bullets in the body. More than forty years ago, in Washington, he transmitted speech by “wireless,” employing a beam of sunlight as the medium. In 1882 he demonstrated, on the Potomac River, the practicability of communication between | vessels at sea, using the water as a medium to transmit electric signals. He aided in the invention of the grapho- phone and the improved form of phono- graph. He encouraged the art of avi- ation in its inception and again he was remonstrated with for holding “the silly belief” that men could fly. He was the first to suggest the use of X-rays and radium in the treatment of cancer. He made many improvements in the life- boats, which ideas were utilized during the World War. One of his more recent interests was his high-speed boat of the submerged hydroplane type which made seventy miles an hour, and practi- cally until the time of his death he might be seen among the hills of Nova Scotia with his tetrahedral kites. Brilliant editors: of big city dailies wrote editorials about. Dr. Bell when he passed away. The country newspaper is the little red schoolhouse of journalism. From a country editor came this brief sentence of compact wisdom— The A lex- ander Bells are greater than the Alex- anders and Napoleons of conquest and war. For one thing, the Alexander Bells never have to sigh for more worlds “What a glorious thing it is to be young and have a future before you,” Dr. Bell remarked not long before his death, because, he said, so many new fields are opening up to the young in which there is so much fascinating work to do. to conquer. ont) mae The extent of Dr. Bell’s interests and, , Notes on the Boston Meeting OU HAVE here a remarkable in- terest in fundamental educational problems as distinct from the things that concern only teachers,” commented Presi- dent W. G. Cove, of:the British Associa- tion, who had crossed the Atlantic to be present at the Boston meeting. This, interest has it foundation in the Associa-,, tion’s definition-ofats place in theNation and in its method of promoting the catise of education to which it‘is committed by a special charter from-Congress: What might be ‘called ‘the personal’ interests of teachers as‘distinguished from their pro- fessional concerns have always been sub- ordinated to the task of improving edu- eation and of helping the public to realize its basic significance in democracy in:full confidence that when education is given its proper place justice to teachers will have been won. Educgtion and the Democratic Awakening, which was the central theme of the main program, gave to the general meetings and even to the meetings of departments and allied organizations a remarkable: unity. ‘here was stirging emphasis on Pig: necessity of educating the masses of. . people in preparafjon for their part in.democratic citizenship. Attention was centered on definite prob- lems involved in uniiversa education and equalized educational opportunities. The importance, of professionally trained teachers wag Sully presented. The part which early American ideals have played in the development of education was out- lined. The past neglect of -rural éduca- tion and its. primary. importance to National welfare were discussed by able leaders. Citizenship as the purpose of education and the importance of trained leadership received consideration in sev- eral careful addresses. , ; Throughout the general ‘sessions’ ’in- terest focused upon. the Towner-Steriing bill as embodying the program ofthe National Education Association and upofi international. education as the_ basis’ of” world goodwill and coéperation. The presence of President W.. G. Cove, of the British Association, and the °* hearings of the Committee on Foreign Relations in preparation for the World - Conference on Education in 1923 cen- tered a large measure of interest in the international aspects of education. The program was carried out ‘essen- tially.as printed in the June number of THe JourNnat. This number, with its reports and abstracts of addresses, lists of officers elected, minutes, and the list of members of the Representative Assembly, serves as a report of the general meet. ings. The Journal of Education (Bos. ton) for July 20 contains observations on the meeting by Dr. A. E. Winship, who attended his first meetinig of the Association fifty-three years ago.’ Schoo] and Society for July 15 contains an ac- «count of the meeting by Dr. W. Carsiiy Ryan, ‘Jr., a‘newspaper writer of. broad experience as well as a teacher of .educa- tion. Accounts-of the meeting also ap- pear in many other educational journals, Meetings of the National Education Association have come. to be congresses of education which represent in addition to the interests of the Association the activities of numerous departments and allied programs are printed in the Official Program—a docu- ment which at Boston required eighty well-filled pages to present the many ac- tivities centered there during the week . of July 2-8. There were nearly 500 formal and many _ informal gnes. There were meetings of twenty departments of the National Education Association and of twenty allied associa- tions, including the American Classical League, The American School Citizen- ship League, The American Home Economics Association, The National Vocational Guidance Association, and the School Garden Association of Amer- ica. Informal meetings and breakfasts, luncheons,:.and dinners were held by the score. : Referring to its wealth of activities and competing attractions, a newspaper man characterized the series of meetings thicty-ring circus. From the standpoint of hospitality and local arrangements, the meeting was all that could be desired. | Provision had been made for housing an attémlance of thirty thousand, which might easily have come to Boston had not the railway strike in- ‘fluenced thousands to remain at home. ~ Careful estimates of attendance place the * figure at 12,000, and persons who have ‘been at many meetings described the at- ‘tendance at Boston as being unusually |: representative of all educational groups and of. all sections of the country. At the time of registration each dele- gate was given an envelope containing the official program and Bacon’s Guide Book to Boston, which was generously provided by Messrs. Ginn and Company. The local hospitality and entertainment committees arranged for ample activities associations whose addresses as a > of oly, eet- BOs. ons hip, the 100l ac- “sOitr oad uca- ap- als, tion sses tion the and are ocu- zhty r ace veek , 500 rmal enty ition ocia- sical zen- [ome onal and mer- fasts, 1 by h of 1S, a series rcus. and s all been hirty come e in- jome. e the have e at- ually roups dele- ining 7 uide ‘ously pany. yment ivities Vol. 11, No.7 ‘THE JOURNAL OF THE NATIONAL EpucaATION AssoOclATION 277 avi fi to interest visitors who had time for them. Highly satisfactéry arrangements were made for meeting places for the exceptionally large number of gather- ings.” “The music was of an unusually high order. ‘The commercial exhibits,» being located near the meetings in Me- chanics crowds. Hall, were attended by large Educatiofial exhibits revealed careful planning. Newspaper accounts of meetings were unusually satisfactory. ‘The Christian Science Monitor gave re- ports of the numerous activities with rematkable accuracy and completeness. Mobilizing Educational Facts HE BATTLE for better schools and working conditions for children and teachers will be continued during 1922-23 by professional organizations, local, State, and National. Scores of research workers will’ be engaged in the mobilization of educatiGnal facts in this great battle for democracy. The Research Department of the National Education Association will lead in this work and will aim to bring about a better codrdination of the educational research agencies of the country so as to avoid unnecessary duplication of effort in collecting educational facts. Second, it will supply information to members of the Association when it is needed by them in meeting practical problems in the field. Two types of information will be in greatest demand. First, that relating to public school finance. Problems deal- ing with the ‘distribution of school funds and sources of school revenues are of chief importance in this field. There will be a great need of facts for the ‘use of those interested in the dévelopment of a better qualified and better compensated teaching profession. ‘The information available through the Research Depart- ment will be focused on the three out- standing opportunities of the year. The first of these is American Educa- tion Week. War gave the friends of public education a new ally. Millions of patriotic young men, through the American Legion, have taken up the task of acquainting the laymen of the country with what is going on in the schools as a step toward making the schools the producers of better American citizens. The Legion has devoted itself to Ameri- can Education Week with this specific purpose in mind. ‘The aim of the Legion was well stated by Mr. Henry J. Ryan, Director of that organization’s Americanism Commission when he said, “The American Legion has no more sincere desire than that of dedicating itself to the welfare of the teacher, student, and school. The school is the foundation of the Nation. If the Amer- can school fails, America will fail.” The success of the first American Education Week, observed in December, 1921, is well known to all school people. President Harding in issuing a procla- mation for the observance of this week stated that “public education is the basis of citizenship and is of primary im- portance to the welfare of the Nation,” and he urged the citizens in every State “to give special and thoughtful attention to the needs and aims of the public schools.” The Governors of twenty States issued proclamations calling upon their people to visit the schools and to study the question of education with the hope of better informing themselves as to educational needs. Some 8000 May- ors also joined in issuing similar state- ments. Fifteen thousand newspapers and magazines carried special articles and editorials setting forth the ad- vantage of American Education Week. Hundreds of commercial, religious, and educational institutions joined in the campaign. It is estimated that the work of the Legion during this week resulted in the codperation of over 200,- 000 merchants, 20,000 moving picture theaters, 9000 Legion Posts, 15,000 newspapers, as well as many other similar organizations and agencies These results were accomplished in spite of the fact that the time of preparation for the campaign was brief and, therefore, hurried. Plans are al- ready being formulated by the Legion, in cooperation with the National Edu- cation Association and the United States Bureau of Education, whereby the second American Education Week will The first week of December has been set aside for this purpose. be observed even more widely. Here is an unusual opportunity to place before the people of the Nation the strength as well as the weakness The Association through its Research Department will issue data setting forth some of the facts that the citizens of the Nation should know about our of our public schools. educational system. Many cities and local communities are planning to issue documents dealing with their local educational conditions. Another offered the teaching profession in the legislatures of opportunity is forty-three States which will meet in regular session before July, 1923. In most of these States the legislatures will 1925. Com- mittees are already at work preparing not again convene until measures to be proposed for adoption by 1923 ‘legislatures. The National Edu! cation Association hopes to make facts” available for the use of these committees. It also plans to keep the various State committees informed of the progress of educational legislation in other States. With this objective in mind the Associa- tion asks all such committees to keep. it informed of the progress of their legis- lative programs. Encouragement is given to those in charge of legislative programs by the successful legislation that was obtained in several States during the past year. A comparatively small number of the legislatures met during 1922. Several of these sessions resulted in the enact- ment of progressive educational legisla- tion. Maryland may be quoted as an example. In 1922 the following legis- lative gains were made in Maryland: (1) An equalization fund was estab- lished whereby the fifteen counties poorest. in wealth are given special financial assistance. (2) A new mini- mum salary schedule was _ established guaranteeing substantial increases to the poorer paid teachers of the State, and also guaranteeing increases for the trained teaching and supervisory staff. (3) There was an increase of fifty per cent in State aid provided for public high schools. (4+) The minimum num- ber of days required for colored schools was increased from 140 to 160. (5) The State guarantees provision of a County Attendance officer for the en- forcement of the compulsory attendance law by providing $1200 toward the salary of such an officer in each county. The third opportunity for educational advance will be offered in the spring when the local educational authorities fix their school and employ Problems of educational finance with their local bearings, and questions of salary, tenure, and the professional status of teachers will then occupy the center of the stage. Committees of the Association, in co- operation with the Research Department, budgets teachers for the coming year. will collect data for use in these local situations. a ARE) eR oe PET PS } ee = be oe ee Be TT, ERT OF ATR RP aL RPS pe 278 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION September, 1922 The Teachers’ Tenure’ S SPRING comes near and nearer with its balmy breezes and its touch of the spring beauty, it usually brings a chill to the average teacher whenever she thinks of her position for the coming year. She may realize that she has been on the whole satisfactory, that the chil- dren like her, that the community wants to retain her services for the next school year, yet she realizes that the contract is not in her hand, and she is never sure until it is. This condition will continue to dominate school affairs until sound principles of tenure are developed. The rapid growth for tenure had its foundation in the growing appreciation and the successful application of the principle of civil service. This senti- ment has been moulding and growing until it is one of the great questions be- fore educators today. A report was presented to the Repre- sentative Assembly of the National Edu- cation Association at Des Moines in July, 1921, based on a rapid and, of course, imperfect investigation carried on in 528 cities ranging from 5000 to 30,000 in population. In these cities it was found that 4.5 per cent of the teachers who applied were not elected. This does not include the large number who did not apply because of some in- direct suggestion that they would be de- feated. In other words, 4.5 per cent were dropped without warning and possibly with no cause other than the calm re- mark, “The board did not reélect you.” Stability is the basis of any profession. A permanent contract with a “dismissed- only-for-cause” clause will do away with minor matters and local prejudice that react against the success of any teacher. Minor and insignificant gos- sip, possibly unknown to the teacher her- self, has caused many a board to say, “Well, it may be as well to change at the end of the year.”” Whereas, these in- significant things, if they had to be pre- sented in writing and before a public hearing would lapse into silence. No one would care to try to prove anything on “John-told-her-brother-who-told-me- that’ evidence. It should be a principle of teaching as in other professions that when a teacher has finished her apprenticeship, the bur- den of her removal rests with the em- *By E. J. Klemme, of the State Normal School, Bellingham, Washington, in the Washington Education Journal. ployer. Under a single tenure law the teaching profession rests upon a secure foundation because the teacher is able to demand rights and assist in doing things that have been always accredited to other professions. She becomes a social and economic power in any com- munity and not a parasite to be tolerated for a time. The probationary period—The period during which the teacher is being tested should be sufficiently long to justify an efficient test, but no longer. It must bring out not only the preparation of the candidate, but also ‘his natural aptitude for the work. Skill in classroom man- agement, codperation, forcefulness, en- thusiasm, initiative, industry, health, and morals—all these must be carefully con- sidered during the probationary period. Cities that have a tenure law do not agree on the length of time of the trial period. Some say one year; others, two; and others, as long as six years. Massa- chusetts, New York, and New Jersey have a three-year requirement. ‘This is surely not too long to determine the many things necessary for the successful career. If one shortens the period, it would in all probability lessen the pro- tection afforded the teacher in question. It would be better to lengthen the pro- bation period and make the protection for the teacher greater. The teacher's protection—The protec- tion afforded, of course, is the inability of the school board to dismiss a teacher without cause. The causes that should be specifically stated are: immorality, in- efficiency, neglect of duty, unprofessional conduct, insubordination, professional stagnation, and ill health. In short, the things that revoke a certificate will also revoke a contract. The law might read that a teacher may hold her contract “during good behavior and competent service.” Since the board employs, the board must also dismiss. However, the right to dismiss should not carry with it the curtailment of the right of any teacher to be heard. To do this would be to ignore the fundamental principle of American democracy. The disinterested body before whom this appeal may be made should be engaged in educational work, yet disinterested in the particular case. The State superintendent might do this, or a small committee from his office might have as one of its duties the hearing of such cases. The district’s protection—One of the gravest difficulties in any tenure law is to protect the district from professional “dead wood” that may accumulate if the teachers employed feel their security, “How can we secure codperation, pre- vent insubordination, produce profes- sional progress, and prevent stagnation if we remove the ‘big stick’ that boards and superintendents hold over the heads of the teachers at least once a year?” js a question that should be considered seriously. Is it not possible that a teacher may play to the pupils or the public in such a way that no board or superintendent could prove anything ir- regular, and still she might be a liability to any community ? As a partial answer to these questions it may be said that no law should make tenure permanent; that any teacher may be removed for cause at any time during the school year; and that force or power is never the correct method of dealing with teachers. We have long discarded this method with the pupils. Why re- tain it with the teachers? It may be said that many teachers are now teaching whom the superintendents do not care to take the trouble or incur the displeasure of dismissing. The ten- ure law will not change human nature or completely right the wrong done by incompetency, but it will make the spirit of helpfulness and co6dperation prevail in any school system rather than the spirit of force and submission. Humanity rebels at arrogance and refuses to see virtue in abject submission. A gzod tenure law will call into sery- ice real leaders as superintendents, those who can stimulate growth and progress in a school system. Such men and women will see merit and reward it, will guide sympathetically and wisely the weaker and inexperienced teacher. The grosser defects—Such defects as incompetence, immorality, and _ indiffer- ence should not be tolerated in any school. The schools are for the children. Any law that would not dismiss a teacher charged with these grosser de- fects should never be considered. Standards required—It would appear that in case an adequate tenure law be passed, it would be necessary to require a more adequate preparation on the part of those benefited thereby. For instance, no teacher in the elementary school should be affected by the tenure law un- less she is a graduate of a two-year nor- mal school; no teacher ,in the secondary schools should be affected who is not a graduate of an accredited college or uni- versity. It seems only right and just that with the security of position, there should come elevation of standards. ee al 7 wo Fe = eRe ss = OO DW Lorenzo Dow Harvey IFTY-SIX YEARS of educa- tional service to locality, State, and Nation is the record of Dr. Lorenzo Dow Harvey, President of the National Education Association 1908-09, who died at his home in Menomonie, Wisconsin, on June 1, 1922. Dr. Harvey’s long life of service was char- acterized by hard work, broad interests, and large capacity for friendship and leadership. He was born in Dover, New Hampshire, on November 23, 1848. His parents moved to Wisconsin when he was only two years of age and settled on a farm in Rock County, where he lived and attended district schools during boyhood. He later taught in district schools as a means of earning money for additional schooling, and in 1872 was graduated from Milton College, which at later periods honored him with the degrees of master of arts and doctor of philosophy. Immediately after graduating from Milton College Dr. Harvey became principal of the Mazomanie High School, a position which he held until he became superintendent of schools in Sheboygan, where, in connection with his duties as superintendent, he engaged in the prac- tice of law from 1875-85. His success as superintendent of schools led to his selection as professor of political econ- omy and institute instructor in the State Normal School at Oshkosh, Wisconsin. He continued in this work until 1892 when he became principal of the State Normal School at Milwaukee to remain until 1898. In 1898 he was nominated and elected State superintendent of schools, which position he held until 1902. While State superintendent he was made a member of a Legislative Committee on Rural Schools, and de- veloped the idea of county training schools for teachers and county agricul- tural schools. In 1903 Dr. Harvey was placed in charge of the Menomonie Pub- lic School System and in 1908 became president of Stout Institute, which had been the outgrowth of Senator Stout's interest in manual training and which in 1911, shortly after the death of Senator Stout, was taken over by the State. To Dr. Harvey’s wonderful power of organization, coupled with his profound knowledge of modern educational needs and the great influence of his rare per- sonality, is due in great degree the prog- ress that has been made by the institute. Dr. Harvey’s interest in industrial education found expression not only in legislative activities during his term as State superintendent and in efficient ad- ministration as the president of a pioneer school but also as a leader in the move- ment for industrial education through- out the Nation. His address as Presi- dent of the National Education Associa- tion at its Denver meeting in 1910 dealt comprehensively with the need, scope, ORENZO DOW HARVEY, Presi- dent of the National Education Association 1908-09, who died at his home in Menomonie, Wisconsin, on June 1, 1922. and character of industrial education in the public-school system. In this ad- dress, after outlining what he conceived to be the scope and character of indus- trial education, Dr. Harvey closed with the statement: “It will be many years before this scheme in its entirety can be realized, but I believe the American people will be satisfied with nothing less.” The rapid growth of the move- ment for vocational education since Dr. Harvey’s presidency indicates that his vision was well founded. In the National Education Association Dr. Harvey held several positions of responsibility to which he gave his great talents freely. He became a member in 1884; was president of the Library De- partment in 1897-98, and of the Depart- [279] ment of Superintendence in 1900-01. He was chairman of the Committee of the National Council of Education which reported on Industrial Education in Rural Communities in 1905 and in 1907. The file of the Association’s Pro- ceedings contains addresses and reports which are a monument to Dr. Harvey's pioneer spirit and far-seeing leadership. Through his assistance. there .was formed during the war a Local Service Council, one of the first.county counctls of defense formed in Wisconsin. His services as a speaker were in great de- mand throughout Dunn and neighboring counties, and he led one of the most successful Red Cross drives conducted in the State. A capacity for friendship and sympa- thetic understanding of the interests and problems of others became apparent early in Dr. Harvey’s career. His rare gift of companionship made a friend of almost every acquaintance. His con- structive help was a powerful factor in the lives of thousands of students and associates who came to know him inti- mately. Dr. Harvey is survived by his widow and two daughters, Mrs. Lynn A. Williams, of Evanston, Illinois, and Miss Gladys, of Menomonie, who has been associated with her father in his work as chairman of the Publicity Com- mittee of the Wisconsin State Teachers’ Association, which for more than two years has been conducting a campaign for better educational conditions in Wis- consin. It was the vision, the resource- fulness, the energy shown in this last undertaking that won for him such re- markable success throughout his profes- sional career. In every position which he filled he revealed his constructive ability, a quality entitling him to the admiration of all educators. E THANK Thee for this place in which we dwell; for the love that unites us; for the peace accorded us this day; for the hope with which we expect the morrow ; for the health, the work, the food, and the bright skies that make our lives delightful; for our friends in all parts of the earth, and our friendly help- ers in this foreign isle. Give us courage and gaiety and the quiet mind. Spare to us our friends, soften to us our enemies. Bless’ us, if it may be, in all our innocent endeavors.—Robert Louis Stevenson. I j =) T bed ~ 280 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION September, 1922 The Journal of the National Education Association Published monthly except July and August by the National Education Association of the U nited States. President, William Bishop Owen SONY, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- artments, to vote for 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 privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedin: s. all committee reports, and other regular publications of t Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal. Subscription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Entered as second-class matter October 28, 1920, at.the post- office at Washington, D. C., under the act of ~~ yl J 1912. Acceptance for ‘mailing’ at special rate of pos putege & vided for in section 1103, Act of October 3, 1917, aut ovlsed January 26, 1921 Editor-in-Chief, William C. Bagley Publication Staff R. S. Erlandson Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C, The Boston Meeting HE BOSTON MEETING will long be memorable in the annals of the National Education Association. The sessions of the Representative As- sembly fully justified the recent reorgani- zation of the Association on the delegate basis; the general program was one of unusual merit; and Miss Williams pre- sided over both the general and the business sessions with a charm, a dignity, and an effectiveness that won the highest praise of the delegates and the visitors. It would be futile to deny that no small factor in the success of the meeting was the pronounced and bitter antago- nism of two of the Boston newspapers toward the Towner-Sterling bill. This antagonism was interpreted at once as a challenge, and the Association lost no time in picking up the gauntlet. The Boston Herald in its issue of July 27, printed an editorial containing the fol- lowing. warning: “Should the National Education As- sociation for any reason either adopt resolutions favoring the Towner-Sterling educational bill, or send out from Boston its members poisoned with the virus of socialism and bureaucracy emanating from that bill, it will have done a wrong to the cause of real education from which perhaps there will never be a recovery. More than that, it will have stirred into virulent activity the sectarian animosities which follow invariably upon attempts to control by government the character of teaching in American schools.” On the evening of July 3, an address of ‘““welcome”’ by a representative of the Mayor of Boston was made the vehicle of a bitter attack upon the Association’s National program. The Boston Herald continued its editorial attacks through- out the week, and on the closing day of the convention the 7'ranscript, the news reports in which had been most com- mendable, printed a long editorial en- titled ‘““A Bill to Europeanize Our Pub- lic Schools,” of which the following excerpts are typical: “What is the Towner-Sterling bill ? It is a bill to Europeanize the educa- tional system of the United States, to scrap the free school system of the sev- eral States, and substitute in its place a Federal system of education, subsidized from Washington, regulated from Wash- ington, and all in imitation of the im- perialistic methods of the Old World. “. . . Already steps have been taken looking to the ‘internationalizing’ of the Association. If that is accom- plished and this organization gains con- trol of a-Federal department of educa- tion, we shall soon see Federal control of our public-school system give way to international meddling with a_super- department of education as an adjunct of the super- government provided for in the covenant of the League of Na- tions. Every teacher i in, the land could then be mobilized in support of a drive to force the United States into full membership in ‘the evil thing with a holy name,’ as the late Senator Knox rightly called the League of Nations.” The Association’s answer to the chal- lenge will be found in the report of the Legislative Commission, which included an unqualified reindorsement of the Towner-Sterling bill and which was adopted by the Representative Assembly with an outburst of enthusiasm unprece- dented in the Association’s history. “The resolutions adopted by an overwhelming vote on the closing day of the convention reiterated this endorsement. If the Boston Herald, the Mayor’s representa- tive, and the Transcript had set out deliberately to inspire the members of the Association with a new faith in the great cause to which the friends of the public schools are so thoroughly com- mitted, they could not have succeeded better than by putting forth this gro- tesque propaganda. Standing in sharp contrast with the gross misrepresentations indulged in by the Boston Herald and the Transcript was the generous treatment accorded to the meeting and the loyal support given to the Association's far-reaching pro- posals by the Christian Science Monitor. Never in the past have the daily pro- ceedings been covered so thoroughly and so accurately by a daily paper. Gratify- ing, too, were the reports of the sessions printed in the other Boston papers. Nor should it be inferred that the hostile at- titude mentioned above was character- istic of the Boston people as a whole. The delegates were most hospitably en- tertained, and if they returned to their homes with the conviction that certain elements in the leadership of New Eng- land had departed radically from the great principles of their predecessors, there was a compensating conviction that these elements are after all in the minor- ity, and that the ideals of Horace Mann, Charles Sumner, and George F. Hoar still have more than a fighting chance on Beacon Hill. Hugh 8. Magill R. MAGILL, who has been Field 4 Secretary of the National Educa- tion Association since January, 1919, severed his official connection with the Association on September 1, 1922, become General Secretary of the newly- formed International Sunday School Council of Religious Education. The new organization is a merger of the International Sunday School Association and the Sunday School Council of Evan- gelical Denominations. It represents the combined forces of practically all the Protestant Christian churches of North America in support of an enlarged, co- operative program of religious education. While Mr. Magill’s host of friends recognize the vast opportunities for serv- ice which await him as recognized leader in this new field, nevertheless they deeply regret his loss to the Association, to which he has rendered such distinguished service. This thought was_ repeatedly expressed at the Boston meeting, and was incorporated in a resolution adopted unanimously by a rising vote of the Representative Assembly. Those who have been intimately asso- ciated with Mr. Magill at the head- quarters appreciate him most, but it is impossible to express that appreciation in words. He has written his own eulogy in the record of his service to the cause of education, and to the teachers of the Nation. His whole-hearted belief in the free public school, and his enthusiasm for the elevation and advancement of the Do Vol. 11,No.7 teaching profession, are an inseparable part of his thought and life. Wherever he goes and whatever his work, he will continue to be an earnest champion of the principles for which our Association stands. The teachers of the country wish for Mr. Magill the highest success in his new field of service, and they congratu- late the members of the new organiza- tion who have called him to be their leader. Teaching as a Career OULD YOU advise your best friend to follow teaching as a career?” Many members of the Asso- ciation have asked themselves this ques- tion. Some of them undoubtedly have had it put to them by their pupils and students. A young man casting about for a profession has sent us the following letter : “Dear Sir: I am looking for facts and I believe that you can be of help to me, which will be sincerely appreciated. My sister receives your JOURNAL, and this is the reason I took it upon myself to ask you these few questions: “Would you advise your best friend to follow teaching . . .. if one has the ability? In your opinion are students in normal schools and other schools of higher branches turning to the teaching profession? Does not the choice of professions in our universities give us more convincing evidence of this overstrained materialistic age? Are there hopes that the teaching profession will receive more recognition in the future throughout the United States? If teach- ers receive more due recognition will this mean increased remuneration ? “I am intending entering school next fall, and | am undecided just what to choose for preparing myself for some profession. I am _ sincerely, H E——..” Our “overstrained materialistic age,” it is true, gives its most sought-for sanc- tions to material success. ‘This would not be so unfortunate were it not for the correlative fact that low material re- wards tend inevitably to brand an indi- vidual as a “failure” and an occupation as unworthy of serious pursuit. We agree with those who deny that money is the sole measure of worth in American life. It is not. It is only the basic standard—which is just as bad, if not worse. The American people have a real affec- tion, we believe, for Henry Ford. This THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 281 ee ee eee eee ee ee affection is based in part upon the clear evidences of his public spirit, his hon- esty of purpose, and his simple democ- racy; but there is a background of sub- stantial respect for the fact that he has done something that nearly all of our fellow-citizens would like to do: he has accumulated a huge fortune. A large segment of our population holds Charlie Chaplin as one of its great heroes. Undoubtedly Mr. Chaplin is an artist of outstanding ability; but the adulation of the public is more than UGH 8S. MAGILL, who on Sep- tember 1, closed four years of effective service as Field Secretary of the National Education Association to be- come General Secretary of the newly- School formed International Sunday Council of Religious Education. tinged by a profound respect for the suc- cess with which he _ transmutes his artistry into enviable measures of cold cash. Marked success in medicine, engineer- ing, law, authorship, journalism, inven- tion, and other occupations brings not only distinction but a relatively large share of material prosperity. This is something relatively new in human his- tory. The time was, and not so very long ago, when highly successful writers, artists, and musicians were likely to be penniless, when keen lawyers wore shabby clothes, and when good physicians had about the same social and financial status as flunkeys. But all this has been changed. Even successful preach- ing may now make a man a millionaire, as Mr. Sunday’s career so spectacularly proves. It would be idle to deny that, among all of the so-called professions, teaching is now least well adjusted to a situation which its own efforts have been largely With- out a public that had been laboriously taught to read, authors would still ad- dress a very limited audience; news- papers and magazines would not appeal to the advertiser who furnishes the money with which editors and writers are paid; communities and corporations would not have the stimulus to under- take the vast enterprises that require the services of the engineer; the demand for inventions would be about as keen as it was in the Dark Ages; the highly trained physician would have to compete with magic and the black arts; the fame of the movie stars would no longer penetrate to the remotest hamlets; and Mr. Sun- day’s financial rewards would very likely be equivalent to those of Peter the Her- mit. instrumental in bringing about. Nor is universal training in the art of reading the only achievement that stands to the credit of the teaching pro- fession. The schools have not only actually created demands that have made many men rich, they have also trained most of these men to meet these new demands. Education, both going and: coming, then, has contributed to that significant asset of modern civilization, material prosperity. How seriously the teaching profession has been handicapped by its failure to participate in the prosperity that it has brought about is clearly evidenced by the questions which our young correspond- ent asks. What is the answer? Is it not clear that a professional duty is here involved ? Is it not clear that teachers as a group not only are justified in seeking to estab- lish a higher !evel of financial compen- sation for their services, but are further charged with a distinct obligation to work steadfastly and aggressively toward this end? Is it not the duty of every professional group which serves a great cause to battle valiantly for recognitions and rewards which will attract to its ranks the type of young manhood and young womanhood that is best qualified to do its important work? The National Education Association is openly and frankly committed to this policy. It urges young men and young women to make for the work of teach- ing as thoroughgoing a preparation as they would make if they were to enter ! | | | 282 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION September, 1922 LR i, any other profession. It cannot as yet promise rewards and recognitions com- parable with those attainable in many other fields. It can, however, offer to ambitious youth the opportunity to join with the teachers who are now taking their profession seriously in the effort to place the work of teaching on the plane of public recognition that its past achievements have so clearly earned— on the plane that its far-reaching sig- nificance not only justifies but demands. It should be said, too, that the situa- tion is far better today than it has ever been in the past. Those who have gone before have not toiled and suffered in vain. Unsatisfactory though it still may be, the status of the teacher is com- manding a respect and a recognition that is most hopeful and encouraging. It is now chiefly a question of organizing the supreme effort that will carry the pro- fession “‘over the top.” The Basis of International Friendship HE EXCHANGE of greetings be- tween the National Education Asso- ciation and the associations of other countries, which took place at Boston, serves to emphasize the importance of such courtesies in the movement to unite the teachers of the world by common bonds of fellowship and service. If the atmosphere with which teachers sur- round children in the schools can breathe the spirit of universal brotherhood the time when the world will be able to regulate its affairs on the basis of mutual helpfulness will be brought much nearer. Through President Cove of the Brit- ish Association greetings were exchanged with the teachers of Belgium. The following message of greeting from Mr. Harry Charlesworth, Presi- dent of the Canadian Teachers Federa- tion, Victoria, British Columbia, was read at the general session on the eve- ning of July 4: “On this, your National birthday, I beg to extend fraternal greetings to the National Education Association from the Canadian ‘Teachers Association, with best wishes for a successful gathering. May we hope for closest mutual coéper- ation to the end that educators in both countries may do all possible to make education safe as a means of promoting and fostering international goedwill, that the present friendly relations existing between the United States of America and Canada may be preserved for all time. This is doubtless the earnest hope of all teachers in our respective coun- tries, and it is within the powers of our schools to maintain such a desired con- summation. By our teaching, we can inculcate the highest patriotism and loyalty to our land and still make pos- sible a more sympathetic and kindly un- derstanding of the peoples of other lands. Canadian teachers will readily join with you in any movement for preservation of international peace and goodwill.” By unanimous vote of the Representa- tive Assembly the following message of greeting was sent the Canadian teachers: “It is with the keenest pleasure and gratification that the National Education Association of the United States has re- ceived the greetings and the good wishes so cordially extended by the teachers of Canada. It is a privilege and an honor for us to send to the Canadian Teachers Federation a like message. It is good to know that the bonds which unite us all in the service of a great cause are not broken at our international boundaries. It is our conviction that in the future far more than in the past the educational forces of all the democratic nations must work together for the preservation of our common heritage and the progressive development of our common civilization, We know that you share this conviction, For a hundred years the line between our two countries has been essentially an unfortified frontier. This is the type and pattern of the mutual trust, the mutual respect, and the mutual goodwill that some day will characterize the re. lationships one to another of all truly civilized nations. May we not make this the symbol of that educational ¢o- operation which will do more than any- thing else to speed that day? “Fraternal greetings and _heartiest good wishes to our fellow-workers of the great Dominion.” THE TEACHER’S PRAYER (Tune—Drink to Me Only with Thine Eyes] Julia H. Doyle Public School 11, Manhattan, New York Give me but childhood’s steps to guide Along the paths of Truth; Let me but place her shining torch Within the hands of youth; Go, Fame and Fortune, where you will, I'll hold you ever kind, If to my lot it fall to train Sweet childhood’s heart and mind. Give me to make my daily task A song of love and praise; Let me inspire the soul of youth To follow Wisdom’s ways; Be mine a strong and cheerful heart, A purpose undefiled, That I may ever worthy be To teach a little child. Give me to sow the seeds of peace, That fruitful years may grow; Let me enkindle hearts of fire, To face and quell the foe; I shall not ask my way to be The paths that heroes trod, If daily I can youth prepare For country and for God. 922 ture onal nust our sive tion, tion. veen y an type the Iwill 2 re- truly nake | co- any- rtiest f the Vol. 11, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 283 ENROLMENT and AFFILIATION Completed Enrolments HE following schools have com- pleted their reports for one hundred per cent enrolment in the National Edu- cation Association since the list was pub- lished in the June JOURNAL: AcusHNET, Mass., Parting Ways School. Amessury, Mass., Bartlett School, M. Eliza- beth Haskell, Principal; Davis School, Gertrude Mansfield, Principal; Horace Mann School, Grace L. Hallier, Principal; Junior High School, Mabel E. Lunt, Prin- cipal; Ordway School, Nellie F. Sargent, Principal; Prospect School, Florence M. George, Principal; Washington Irving School, Pauline Prime, Principal. Artincton, Mass., Parmenter School, Eliza- beth L. Geer, Principal. BIRMINGHAM, ALA., Central Park School, D. Robinson, Principal. Bunz, Mass., Blunt Public Schools, Wendell E. Dunn, Superintendent. Boston, Mass., John A. Andrew School, Edgar L. Raub, Principal; Benjamin Pope School, Josephine A. Powers, Principal ; Boston Clerical School, G. L. Hofftacker, Head Instructor; Boston Grade School, William C. Crawford, Master; Brighten High School, Frederic A. Tupper, Head Master; Girls’ High School, Myron W. Richardson, Head Master; Ulysses S. Grant School, Chester H. Wilbar, Master; Thomas N. Hart School, Robert S. Atkins, Principal; Horace Mann School for the Deaf, Mabel E. Adams, Principal; Jeffer- son School, Henry C. Parker, Master; John Marshall School, Gertrude Dudley, Prin- cipal; O. H. Perry School, John W. Lillis, Principal; Prince Elementary School, F. H. Ripley, Master; Quincy School, Frederick W. Swan, Principal; Trade School for Girls, Florence E. Leadbetter, Master; West Roxbury High School, Maurice J. Lacey, Principal; William Lloyd Garrison School District, Mary E. Keys, Master. BowLper, Co.o., Lincoln School, Mary Rick- etts, Principal; University Hill School, F. A. Boggess, Principal; Washington School, Viola Lichtenwalter. BripGeEwATER, Mass., Blackstone School, Louise H. Buckley, Principal; Bridgewater Grammar School; Bridgewater Primary School; Dyer School, Sarah Keith, Prin- cipal; Flagg School, Margaret McFarlin, Principal; William H. McElwain School, Ella S. Knight, Principal; Pratt School, Mary E. Nottingham, Principal; Prospect School, Mary E. Callahan, Principal; Training School, Martha M. Burnell, Principal. Brockton, Mass., Junior High School, Ruby B. Sampson, Assistant Principal. BrookLink, Mass., Brookline High School, Marjorie L. Henry, Principal; Damon School ; Hemenway School; Henry Grew District, William E. Perry, Principal. BrooK.yn, N. Y., Public School 108, Frederic W. Mar, Principal; Public School 180, Rosa V. Marshall, Teacher in Charge. Brunswick, MAINE, Grammar School, Georgia E. Strout, Principal. CAMBRiDGE, Mass., Felton School, C. Florence Smith, Principal; Gannett School, Mary A. Rady, Principal; Gore School, Mary Eliza- beth Mulloney, Principal; Harvard School, W. L. Macgregor, Principal ; Lowell School, Margaret Kidd, Principal; Merrill School, Louise Harris, Principal; Parker School, Mary A. Knowles, Principal; Shepard School, Anna E. Welch, Principal; Wel- lington School, Mary I. Vinton, Supervisor. CHAPMAN, Maine, Public Schools of Chap- man, Elmer H. Webber, Superintendent. Cuicaco, ILi., Pullman School, Daniel R. Martin, Principal. Danvers, Mass., East Danvers School, Mil- dred F. Williams, Principal. Dicatour, ILu., H. B. Durfee School, G. A. Holmes, Principal; Mary W. French School, Flora B. Smith, Principal; Jasper Street School, Alice Mead, Principal ; Pugh School, Mabel Mythersbaugh, Principal. Denver, CoLo., Denver City Schools, Jesse H. Newlon, Superintendent; Alameda School, Elizabeth Cordingly, Principal; Albion School, Eugene C. Stevens, Prin- cipal; Ashland School, Ralph W. Strong, Principal; Beach Court School, Mary E. Morris, Principal; Broadway Junior High School, Alwyn C. Smith, Principal; Brom- well School, Belle McMichael, Principal ; Bryant School, Louise Klein, Principal; Wm. N. Byers Junior High School, Louise A. Merrill, Principal; Central School, Adelia McClure, Principal; Colfax School, Helen R. Gumlick, Principal; Columbian School; Columbine School, Susanne E. Mor- rison, Principal; Crittenton School; Ebert School, Cornelia S. Miles, Principal; Edi- son School, Maude L. Craig, Principal; Elmwood School, James W. Ellison, Princi- pal; Elyria School, Neil Romick, Principal ; Emerson School, Carlotta G. Abbott, Principal ; Evans Junior High School, Lydia Runyon, Principal; Fairmont School, Rich- ard Parsons, Principal; Fairview School, Clara F. Gard, Principal; Franklin School, James B. Ragan, Principal; Garden Place School, Roscoe K. Stockton, Principal; Garfield School, Flora I. Doble, Principal ; Gilpin School, Mary G. Carson, Principal; Globeville School; Aaron Gove Junior High School, Homer S.-Phillips, Principal; Grant Junior High School, R. H. Palmer, Principal; Hyde Park School, George W. Wyatt, Principal; Jronton School, Lina Wisebart, Principal; Lincoln School, Anna L. Force, Principal; Logan Junior High School, Eliza L. McGrew, Principal; Mil- ton School, J. H. Dodds, Principal; Mont- clair School, Charlotte J. Godsman, Prin- cipal; Morey Junior High School, Jessie M. Hamilton, Principal; Park Hill School; Perry School, Genevieve Simpson, Prin- cipal; Dora E. Reynolds School, Lillie E. Watts, Principal; Sheridan School, L. A. Stueland, Principal; Sherman School, Jose- phine G. Moore, Principal; Smedley School, M. Allien Lander, Principal; Stedman School, Elizabeth Ellis, Principal; Robert W. Steele School, Julia M. White, Prin- cipal; Stevens School; Swansea School, Nell Romick, Principal; Henry M. Teller School, Elizabeth S. Feltner, Principal; Thatcher School; University Park School, Ethlyn Rogers, Principal; Valverde School, A. J. Fynn, Principal; Vassar School Hattie E. Richardson, Principal; Villa Park School, W. H. Eagleton, Principal; Washington School, Monta J. Boyer, Prin- cipal; Webster School, Lillian Noce, Prin- cipal; Whittier School, H. W. Zirkle, Principal; Wyman School, F. M. Mont- gomery, Principal. DorcHESTER CENTER, Mass., John Marshall School, E. Gertrude Dudley, Principal. Drices, Ipano, School District Number 23, F. W. Morgan, Trustee. DuLutH, Minn., The Franklin School, H. G. House, Principal. East Hartrorp, Conn., Hillstown Schoel, Everett C. Richardson, Principal. East Sr. Louis, ILt., Hawthorne School, J. E. Wesley, Supervising Principal; Jefferson School, John E. Miller, Principal; Charles L. Manner School, J. E. Wesley, Super- vising Principal; Rosemont School, J. E. Wesley, Supervising Principal. Evkins, W. Va., Elkins Teachers’ Club, A. J. Gibson, President. Everett, Mass., Adams School, Bessie F. Dodge, Principal; Devens School, Lillian A. Morris, Assistant Principal; Franklin School, Katherine E. Burns, Principal; Glendale School, Melissa E. Elder, Prin- cipal; E. E. Hale School, Melissa E. Elder, Principal; Hamilton School, J. Henry Clagg, Principal; Hancock School, Emma P. Harding, Principal; Lafayette School, Elsie Mason, Principal; Lewis School, Margaret E. Given, Principal; Horace Mann School, Melville A. Arnold, Prin- cipal; Mt. Washington School, J. Henry Clagg, Principal; Nichols School, Mary S. Fellows, Principal; Parlin School, Carl D. Lytle, Principal; Warren School, Kath- erine E. Burns, Principal; Webster School, Edith M. Stewart, Principal; Winslow School, Margaret E. Given, Principal; Winthrop School, Grace Haskell, Prin- cipal. FairFAX, VT., Bellows Free Academy, L. H. Burns, Principal. FAIRHAVEN, Mass., Edmund Anthony School, Katherine B. MacCarron, Principal; Fair- haven. High School, George C. Dickey, Principal; Oxford School, Myra D. Crow- ell, Principal; Rogers School, C. Harold Striley, Principal; J. C. Tutt School, Pearl E. Levangie, Principal; Washington Street School, Mary A. S. Sale, Principal. Fort FairFietp, MAINE, Fessenden School. Fresno, Cauir., Winchell School, Nellie G. Borden, Principal. GLENDALE, CALIF., Central Avenue School, Annie L. McIntyre, Principal; Columbus Avenue School, Lorain Mitchell, Principal ; Magnolia School, Emma Saxton, Principal; Pacific Avenue School, Fannie O. Stone, Principal. Gtoucester, Mass., Point Grammar School, Rhoda A. Montgomery, Principal; Sawyer School, Stanley Burnham, Principal. GREENVILLE, Pa., Columbia Building, Emily A. Couse, Treasurer. Hiro, Hawau, Glenwood School; Haaheg School; Hakalau School; Happy Home School; Hilo High School, Elmer A. Brown, Principal; Kaiwiki School; Kalapana School; Kapehu School; Kapoho School; Kauaea School; Keakealani School; Kur- tistown School; Mountain View School; Ninole School; Ookala School; Pahoa School; Pithonua School; Piopio School; W aiakeakai School ; W aiakeawaena School. Hocsrook, Mass., Franklin School, S. Emma Dean, Principal. Houpen, Mass., Holden City Schools, J. R. Childs, Superintendent. Jamaica, N. Y., Public School 50, Margaret Scott, Principal. Kansas City, Kans., Lewis School, L. W. Robbins, Principal. Kansas City, Mo., Garrison School, R. T. Cole, Principal; Hyde Park School, A. R. Curry, Principal; Sanford B. Ladd Schpol; George B. Longan School, Eurania C. Mil- 284 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION September, 1922 SE legan, Principal; Troost dvenue School, Clara -Younkin, Principal; E. C. White School, Inez L. Mack, Principal; Wood- land School, C. E. Marston, Principal. Ke.ey, W,yo., School District Number 21, L. A. Kafferlin, Trustee. KENNEBUNKPORT, Maine, Kennebunkport High School, Granville A. Prock, Prin- cipal. Kittery, Maine, Shapleigh School. La Crosse, Wisc., Washburn School, William C. Greenwalt, Principal. La Junta, Coto., La Junta Public Schools, Robert M. Tirey, Superintendent. Lockport, N. Y., Arnold School, Maud M. Simpson, Principal; Chestnut Street School, Fannie M. Wright, Principal; Clinton Street School, Margaret M. Moran, Prin- cipal; Hawley Street School, E. Ellen Hol- brook, Principal; High Street School, J. McCarthy, Principal; Intermediate School, Earl Rickard, Principal; Lockport High School, Edmund M. Evans, Principal; Part Time Continuation School, Edward A. ‘Johnson, Director; Walnut Street School, Fannie L. Shearston, Principal ; West Avenue School, Jessie C. Gardner, Principal ; William Street School, M. Eliza- beth Samson, Principal. Los ANGELES, CALIF., Gahuenga School, Janet M. Henderson, Principal; Crafton School, Alice Sterling, Principal ;, Elysian Heights School, Grace B. Colestock, Principal; Frank School, Irene McKenzie, Principal; Ivanhoe School, Mrs. Maude M. Owings, Principal; Latona Avenue School, Mary I. Nagle, Principal; Loreto Street School, Jessie M. Gearhardt,. Principal; Utah Street School, Alice J. Cushing, Principal ; Wadsworth Street Development School, Bertha T. Crawford, Principal. LoursviLLE, Ky., Louisville Girls’ High School, H. B. Moore, Principal. MaALpEN, Mass., Centre School, R. W. Nutter, Principal; Everett Teachers’ Club, Esther F.°Tuckwell, Secretary. MANKATO, MINN., Franklin. School, Minnie Bangerter, Principal. Marion, Mass., Marion City Schools. MARYVILLE, TENN., Blount County Teachers’ Association, Agnes L. Nuchols. Meprorp, Mass., Everett School, 1. L. Harts- horn, Principal; James School, Nellie M. Baker, Principal. MesA, Ariz., Franklin School, O. P. Greer, Principal; Irving School, Vivian Standage, Principal; Lincoln School, Elsa Hillerich, Principal; Mesa Union High School, H. E. Handrix, Principal; Washington School, Helen Vance, Principal; Webster School, Luella Maier, Principal. Mitton, Mass., Milton Public School Teach- ers’ Association, S. R. Ramsdell, President. MiLwauKEE, Wisc., Fifth Street School, S. C. Horton, Principal; Walnut Street School, Lillian G. Thies, Principal. Mouineg, ILL., Central Grammar School, Emma L. Cooper, Principal; Garfield School, Alice H. Wheelock, Principal; Logan School, Mabel E. Tuhrman, Prin- cipal; Washington School, Grace Putnam, Principal; Willard School. NEEDHAM, Mass., Carter School, Thomas H. Peters, Principal. New Beprorp, Mass., Cedar Street School, Carrie W. Bliss, Principal. Newton, Mass., Emerson School, F. R. Hodge, Principal. New York City, N. Y., Junior High School Number 96, Jessie B. Colburn, Principal. OaxkFieLp, Maine, Village School, Mar, A. Callaghan, Principal. OmaHa, Nesr., Bancroft School, Mary N. Austin, Principal; Benson High School, Mary McNamara, Principal; Benson West School, June Slocum, Principal; Brown Park School, Anna M. Bratton, Principal; Gorrigan Schoel, Julia Carney, Principal ; Field School, Jessie S. Flynt, Principal; Florence School, Bertha Thoelecke, Prin- cipal; Hawthorne School, Edna Reap, Principal; Long School, Martha Powell, Principal; Miller Park School, Alice Orr, Principal; Rosehill School, Bess Bedill, Principal; Saunders School, Lulu Mathews, Principal; South Lincoln School, Ida Blackmore, Principal; West Side School, Jessie A. Stitt, Principal. Peaspopy, Mass., Thomas Carroll School, Herbert A. Larrabee, Principal. PocaTELLO, IDAHO, Jefferson School, Martha E. Evans, Supervising Principal; Lincoln School, Martha E. Evans, Supervising Principal; Washington School, Alice S. Corgrove, Principal; Whittier School, Clara M. Rector, Principal. PorTLAND, Maine, Peaks Island School, Ethel M. Frost, Principal. PresQuE Iste, ‘Maine, Gouldville School, Mrs. Dorcas Whitney, Principal. Quincy, Mass., Adams School, Mr. Prairio, Principal; Atherton Hough School, Charles S. Perkins, Principal; Coddington School, Charles S. Perkins, Principal; Gridley Bryant School, Mr. Fiske, Principal; John Hancock School, Leroy Wilson, Principal ; Homemaking School, Miss Douglas, Prin- cipal; Montclair School, James S. Collins, Principal; Quincy School, Charles Samp- son, Principal; Quincy High School, Ernest L. Collins, Principal; Squantum School, Charles Sampson, Principal; Wollaston School, David H. Goodspeed, Principal. REDLANDS, CALiF., Lincoln School, M. Freda Marti, Principal. Roxsury, Mass., Dillaway School, Emma S. Gulliver, Master. SAN BERNARDINO, CALiF., Base Line School, H. A: Wierwille, Principal. SEATTLE, Wasu., Harrison School, Eunice D. Copeland, Principal; Interbay School, L. Maxine Kelly, Principal; University Heights School, Charles Metsker, Prin- cipal. “ Sioux City, Iowa, Hopkins Sthool, Jasper E. Fitzgerald, Principal; Webster School, Gertrude F. Eaton, Principal. SoutH Boston, Mass., Bigelow School Dis- trict, Joseph F. Gould, Master; Gaston School; F. W. Lincoln School, Theobald A. Lynch, Principal. SPRINGFIELD, Mass., 4/den Street School; Charles Street School, Alice E. Childs, Principal; Continuation School, Carroll W. Robinson, Principal; Eastern Ave- nue School, Georgiana , 200 Aspot, ARDELLE, Somerville Teachers’ Clyb 7 me | Craigie Street, Somerville. HosMER, GEoRGE M Somerville Teac , SR, ORGE M., ville Teacher. 233 School Street, Somerville. ¥ Ca, SouLe, Mary B., Somerville Teachers’ ULE, \ . . ré Ss Somerville. Club, MAKECHNIE, Ernst, Massachusetts Teachers’ Fed. eration, Secretary, 238 Elm Street, § : Woopwarp, ANNIE C., Somerville Teachers’ Cre 2 Madison Street, Somerville. wt, GooveLL, ZELMA A, (Alternate), ers’ Economic Association, Springfield. Springfield Teach, 15 Crystal Avenye MacMoran, Grace, West Springfield Teacher Association, 72 Kings’ Highway, West Sort? Jee iation, 7 ings’ Highway, West Spring. DUFFIE, oe V., Springfield Teachers’ Eco nomic Association, 336 Central Stree “aie held: atic 36 entral Street, Spring. Remy, Barrarp D., Springfield Teachers’ Eco o“— Association, 26 Kenward Terrace held. : —. Carrot W., Springfield Teachers’ Eco nomic Association, 88 St. Jame ye Se he aor tation, 88 St. James Avenue, Spring. STEERE, Jutta E., Springfield Teachers’ Economi Association, 187 Pine Street, Springfield, . W HITE, JosEPHINE A., Springfield Teachers’ Ec nomic Association, 178 Baudoin Street Sprien field. : ¢ Emerson, C. J., Stoneham Green Street, Stoneham. DoyLe, BiancHe E., Swampscott Teachers’ Ais ,, clation, 149 Humphrey Street, Swampscott . T'Hompson, LeicHton §. (Alternate), Swampscott Teachers’ Association, 6 Prospect Avenue Swampscott. : O'Connor, Mary E., Massachusetts Teachers’ Fed. rs 158 a ae. Taunton. AvID, Bessie E., Wakefield Teachers’ / iati .. ““— Avenue, Wakefield. a ALL, F. JosepHine, Waltham Teachers’ , ‘ tion, Chester Brook Road, W pm mi comme Jones, KaTHERINE PD. (Alternate), Teachers’ Association, 40 tham. PARKER, Epna F. (Alternate), Newton Grade Teachers’ Club, 185 Adams Street, Waltham. Ricker, Ina A., Watertown Public Schools, Water- Spring. Teachers’ Club, 23 Waltha Harris Street, Wal town, KumMeEr, Lucy, Boston Teachers’ Club, 15 H . , ¢ os J ‘ ° ast- ings Lane, West Medford. . MELLISH, ANNE A., Boston Teachers’ Club, 17 Dickson Street, West Somerville, 44. Copy, Katruerine, High School Women’s Club 325 Commercial Street, Whitman. DykEMAN, Grace, Winchendon Teachers’ Associa tion, 18 Oak Street, Winchendon. BurRNHAM, WituiamM H., Clark University, Clark University, Worcester. : Lyncu, Joun E., Massachusetts Teachers’ Federo- tion, 9 Stoneland Road, Worcester. O'Hara, Apicait L., Massachusetts Teachers’ Fed- eration, 20 Vernon Street, Worcester. Rvucc, Gerorcrt, Massachusetts Teachers’ Federo- tion, 35 Somerset Street, Worcester. Hawes, Marrna E. (Alternate), Weymauth Teach ers’ Association, 21 Fairmont Avenue, Wey- mouth, ? Sueeny, Mary L,, High School Women’s Club, 401 E. Broad Street, E. Weymouth. Wuirte, Dora S., Weymouth Teachers’ Association, 30 High Street Place, E. Weymouth. Michigan Hypes, A. J., Adrian Teachers’ Club, 513 Clinton Street, Adrian. Sprincer, D. W., Michigan State Teachers’ Asso- ciation, 857 Tappan Street, Ann Arbor. Copy, Frank, Michigan State Teachers’ Associa tion, Superintendent of City Schools, Detroit. Eviiort, CuHartes M., Detroit Teachers’ Associa tion, Detroit. Sropparp, Ciara B., Detroit Teachers’ Association, Speech Correction Department, 3779 Maybury Grand Avenue, Detroit. Wo trFscHLacER, Mrs. A, F., Detroit Teachers Association, 5840 Second Avenue, Detroit, Fink, Jessie M., Grand Rapids Teachers’ Club, 125 Union Avenue, N. E., Grand Rapids. Jewett, Carrie B., Grand Rapids Teachers’ Club, 152 Claremont Place, N. E., Grand Rapids. Cook, Marcaret C., Teachers’ Club of Muskegon Heights Public Schools, 419% Asylum Street, Flint. Beck, Cuartes O., Highland Park Teachers’ Club, Highland Park High School, Highland Park. Knapp, T. J., Michigan State Teachers’ Association, Superintendent of City Schools, Highland Park. Quackenrusn, E. J.. Michigan State Teachert Association, 127 Davidson Avenue, Highland Park. Srreator, EMMA B., Michigan State Teachers As sociation, 2900 West Grand Boulevard, High- land Park. By Ts SE 922 ny men, State “nue, rien, » 24 » 100 » 7 Club, Club, Fed. ‘ville, Club, ‘each, enue, hers Ting. Eco. Ting. Eco. Dring. Eco. ring. nomic Eco. Dring. Asso- t. bscott enue, Fed- ation, Socia- Itham Wal. Grade ‘m, V ater- Hast- b, 17 Club, Socia- Clark edera- Fed- rdera- “each- Wey- Club, ation, linton Asso- socia- ptroit. SOC ation, ybury chers’ it. Club, Club, kegon street, Club, irk. jation, Park. chers hland s As High- Vol. 11, No. 7 ee nen aan E. H., Highland Park Teachers’ Club, Net Nyighland Avenue, Highland Park. 1 Corvetia C., Western State Normal School, Wee, of Schools, Charleston. Wyoming Mutpoon, J. D., West Virginia Education Asso- Liston, Jresste C., The Laramie County Teach- ciation, State Supervisor of Rural Schools, or? ‘Assedietion. 018.W. stth St. Cheyenne Charleston H Pele ‘ : ° " n a ~~ . ae : ; AMILTON, May, Wyoming State Teachers’ . ‘ Trent, W. W., West Virginia Education Associa- ciation, Cheyenne. . . ae ae tion, Secretary, Elkins. ; ‘ ry ' rs? Rosier, JosgrpH, West Virginia Education Asso- a agg os pa County Teachers’ dase ciation, Prin. State Normal School, Fairmont. a ‘ NEFFLEN, Myra M., Mineral County Teachers’ Porto Rico Association, Keyser. ParkER, Frorence J. (Ex officio), State Director, Huyxr, Juan B. (Ex officio), Commissioner of Prin. of the High School, New Haven. Education, San Juan. ’T IS THIS TO TEACH A. F. Harman County Superintendent of Education, Montgomery, Alabam2 To take a child in gentle hands And lead him into mystic lands, Where veils no longer shroud the past And each new hope o’erglows the last— *T is this to teach. To light new fires where old have burned, With brave, good hearts, as roads are turned, To find new stars where darkness sways, Whose light one day shall mark the ways— *T is this to teach. To fill the child world brim with joy, To charm and hold some errant boy © With stern ambition, or some song Of right triumphant over wrong— *T is this to teach. To move dread mountains dark with fear, By faith of young hearts drawing near The paths the fathers long have trod, The narrow paths that lead to God— °T is this to teach. brat eee Vol. 11,No.7 GUIDE TO NEW BOOKS a nn 0 a en Select List ITLES and notes in this list are taken from the May Booklist of the American Library Association. BurroucHs, JOHN. My boyhood; with a conclusion by his son, Julian Burroughs. Garden City, N. Y., Doubleday, 1922. 247p. illus. $2.50. The first part of the book is a delightful record of the simple, almost pioneer life of rural New York nearly a century ago, told by the country boy who luckily had an eager curiosity and a gift of expression which differentiated him from his brothers. The second part is an affectionate tribute from his son, giving a pleasant picture of John Burroughs’ later years. Dewey, JoHN. Human nature and conduct. N. Y., Holt, 1922. 336p. $2.25. Interesting and very clearly written; “sets forth a belief that an understanding of habit and of different types of habit is the key to social psychology, while the operation of impulse and intelligence gives the key to individualized mental activity.’—Preface. Expanded from three lectures delivered at Leland Stanford Jr. University in 1918 with an introduction and conclusion added. DoucuTon, IsAAc. Preparing for the world’s work. N. Y., Scribner, 1922. 223p. illus. $1. “Intended as an introduction to the study and choice of vocations.’—Preface. Aims to show the interdependence of society and the dignity of work, describes the different types of occupation, urges the importance of the best possible preparation for work and the danger of “blind alley” jobs. List of topics for discussion at the end of each chapter. Bibliography. Hurt, Huser WILLIAM. Self-help in teach- ing. N. Y., Macmillan, 1921. 98p. $1. “A study of the teacher-learner partner- ship for all who teach in Home, School, Sunday School, Boy Scout, Campfire, Girl Scout and other recreational groups, in Business and in Industry.”—Subtitle. Very useful for untrained workers. Lorp, IsapeL Ey. Getting your money’s worth. N. Y., Harcourt, 1922. 210p. $1.50. Practical advice on the making of a budget and keeping account of expenditures; sensible and easy to understand. The author was, for ten years, Director, School of Household Science and Arts, Pratt Institute. McCaLLt, Wittiam AwnpeRsonN. How to measure in education. N. Y., Macmillan, 1922. 416p. $3.25. “The final aim of this book is to bring together in one convenient volume most of the techniques needed by those engaged in mental measurement.”—Preface. Sums up what has been done, including such a work as outlined in Terman, The measurement of intelligence (Booklist, 13:286, Ap. 17) and Pintner, The mental survey (Booklist, 15:46. N 18) and brings the art of measurement up to date. Charts, tables, bibliographies, and index. Author is professor of educa- tion, Teachers College, New York. MEADOWCROFT, WILLIAM HENRY. life of Edison. N. Y., 366p. illus. $1.75. In a new edition of this much used biography the author has brought the story up to date by adding two chapters which deal especially with Mr. Edison’s war work for the government. The boy’s Harper, 1921. Pounp, ArTHUR. The iron man in industry. Bost. Atl. Monthly Press, 1922. 230p. $1.75. A thoughtful and constructive study of the results in industry and society of the invention of automatic machinery, “the iron man,’ with its consequents of large scale production, demand for increased markets, leading ultimately to. wars, lowered stand- ard of intelligence demanded of the worker, and shortened working day. Stress is laid on the necessity of training the childr@ff, who so soon become workers, to a wise use of their increased wages and_ extended leisure, and a plea is made for re-discovery and application of spiritual values in in- dustry. Partly reprinted from the Atlantic Monthly. Ruopes, CHARLES ELBERT. Effective expres- sion. N. Y., Gregg, 1921. 532p. $1.60. A simple, thorough presentation of ideals in composition. From the points “getting ready to write” and “havirg something to say,” the author motivates the later descrip- tions which range from diction and para- graph structure to the short story and drama. Good illustrations, exercises. An all-around book, worth while as a high-school teach- er’s manual or a student text. Index. STEINER, Epwarp ALFrep. Old trails and new borders. N. Y., Revell, 1921. 208p. $1.50. Describes what he saw and how he felt during a journey through post-war Europe. At all times American, he is peculiarly alive to the conditions of life, ideals, and needs of the people he visited. He pays high tribute to the war and post-war work of the English and American Friends. Comprehensive List HIS LIST aims to mention all important new educational books published in the United States. It is based on books received at THE JOURNAL office, supplemented by in- formation from Publishers’ Weekly and other sources. This number covers Pub- lishers’ Weekly from April 15 to May 13, in- clusive. BARNUM, MADALENE Demarest. School plays for all occasions. Newark, N. J., Barse and Hopkins, 1922. 186p. $1.25. Bocarpus, Emory SrepHen. A history of social thought. Los Angeles, Calif., Univ. of Southern Calif. Press. 510p. $3.50. Book Review Digest; 17th annual cumula- tion with cumulated index 1917-1921; re- view of 1921 books; ed. by Marion A. Knight, and Mertice M. James. N. Y., H. W. Wilson Co., 1922. 736p. $6. Burpce, Howarp G. Our Boys; a study of the 245,000 sixteen, seventeen, and eighteen- year old employed boys in the State of New York. Albany, N. Y., State of New York Military Commission, 1921. 25Ip. Free. THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 299 Burton-Opitz, RUSSELL. An elementary manual of physiology for colleges, schools of nursing, schools of physical education, and of the practical arts. Phila., Saunders, 1922. 41lp. $2.50. CHANCELLOR, WILLIAM ESsTABROOK. History and government of the United States; a brief account of our geographic, historical, political, and economic conditions; for eve- ning school students. N. Y., Am. Book Co., 1921. 121p. 60¢. CRAM, GEORGE F., CoMPANY. Cram’s modern reference atlas of the world. Chic., G. F. Cram Co., 1922. 53ip. $19.50. Curtis, Henry Sropparp. School grounds and play. Bureau of Educ. Bull., 1921, No. 45. Supt. of Doces., Govt. Pr. Off., Wash, D.C. 31p. 5c. DAVIDSON, ISABEL, and CHARLES J. ANDERSON. The Lincoln Readers. Third reader. Chic. Laurel Book Co., 1922. 287p. 80c. Fourth reader. 302p. 88c. DEFFENBAUGH, WALTER SYLVANUS. Salaries of administratice officers and their assis- tants in school systems of cities of 25,000 inhabitants or more. U.S. Bureau of Educ. Bull. No. 30, 1921. Supt. of Docs., Govt. Pr. Off., Wash., D. C. 38p. Se. Devine, Epwarp THOMAS, and Branopt, LiL- IAN. American social work in the twenti- eth century. N. Y., The Frontier Press, 1921. 62p. 50c. Dickey, PHILENA A. Suggestions for the care and use of pamphlets and clippings in libraries; presented originally as a thesis for graduation, library school of the New York public library. 2d rev. ed. N. Y., H. W. Wilson, 1922, 40c. Driccs, Howarp Roscoe. Live language les- sons; teachers’ manual. Lincoln, Nebr., Univ. Pub. Co., 1921. 361p. $1. Epcerson, A. H. Industrial arts and pre- vocational education in intermediate and junior high schools. Milwaukee, Bruce Pub. Co., 1922. 104p. 80c. Federation for Child Study. Children’s literature committee: Supplement to 4 se- lected list of books for children, 1921, by the Children’s literature committee. N. Y., Federation for Child Study. 16p. 10c. Fire, WILLIAM BENJAMIN. College algebra; (with answers) revised. Boston, D. C. Heath, 1921. 325p. $1.96. GiLes, FrReperIc Mayor, and GiLes, Mrs. IMOGENE Kean. Vocational civics; a study of occupations as a background for the consideration of a life-career. N. Y., Mac- millan, 1922. 284p. $1.40. GLeIM, SopHiA CHRISTENA. The _ visiting teacher. U. S. Bureau of Educ. Bul. 10, 1921. Supt. of Docs., Govt. Print. Off., Wash. D.C. Free. Goopripce, G. W. F. R. A_ key to French composition for students and upper forms, with revision of syntax in French. N. Y., Oxford Univ. Press, 1922. 114p. $1.70. HAHN, Henry H. Projects in observation and practice teaching for high schools, normal schools, and teachers’ colleges. Lincoln, Nebr., The University Pub. Co.. 1921. 148p. 96c. Haney, JoHN Louis. Good English; a prac- tical manual of correct speaking and writ- ing; rev. ed. Phila., Peter Reilly, 1922. 244p. $1. ; Horton, ANNA V. Teacher’s manual and study outlines for the art appreciation col- lection. Akron, O., The Art Appreciation Pub. Co., 1921. 87p. $1. Howarp, DANieL, and Brown, Samuet J. The United States; its history, govern- 300 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION September, 1922 EEE Ee ment, and institutions. N. Y., Appleton, 1922. 358p. $1.50. Jamison, A. T. Your boy and girl; papers on the rearing of children. N. Y., Doran, 1922. 179p. $1.25. papers on the rearing of children. N. Y., Doran, 1922. 179p. $1.25. Lapp, Jonn Aucustus. Economics and the community. N. Y., Century Co. 38Ip. $1.75. LincoLn, (THE), School of Teachers College. Some uses of school assemblies. N. Y., The Lincoln School of Teachers College, 1922. 73p. Free. Lippincott, J. B., Company. A complete pronouncing gazeteer or geographical dic- tionary of the world. Phila., Lippincott, 1922. 2114p. $12 to $20. McCartHy, Joun Day. Health and ef- ficiency; (for junior and senior high schools). N. Y., Holt, 1921. 270p. $1.32. McKinney, JAMES, and Simons, A. M. Suc- cess through vocational guidance; occupa- tion analysis. Chic., Am. Technical Soci- ety, 1922. 285p. $2. Marpen, OrisoON SwetT. Round pegs in square holes. N. Y., Crowell, 1922. 294p. $1.75. Monroe, Water Scotr. The Illinois exam- ination. Bureau of Educ. Research Bull., No. 6. Urbana, IIl., Univ., of Ill., 1921. 70p. 50e. NATIONAL EDUCATION MENTARY ScHOoOoL LispRARY. COMMITTEE. Graded List of Books for Children. Chic., Am. Library Assn., 1922. 235p. $1.25. NUTTING, HERBERT course in Latin Allyn and Bacon, 1922. 106p. $1. Ostas, Camito. Barrio life and barrio edu- cation. Chapter bibliographies. Yonkers, N. Y., World Bk. Co., 1921. .175p. $2.25. PARKER, CaroLtINnE H. The children’s bird ASSOCIATION. ELE- Teachers’ Boston, CHESTER. composition. friends. Chic., A. Flanagan Co., 1921. 128p. 65c. PaLMER, GeorGE HERBERT. Self-cultivation in English and the glory of the imperfect. N. Y., T. -Y. Crowell, 1898. 64p. 25c. PARKER, SAMUEL CHESTER. Exercises for methods of teaching in high schools; a problem-solving method in a social science. Boston, Ginn, 1922. 271p. $1.28. Peck, ANNIE SmiTH. Industrial and com- mercial South America. N. Y., Dutton, 1922. 538p. $5. PFisTER, OSKAR. Psycho-analysis in the serv- ice of education being an introduction service of education being an introduction to psycho-analysis; authorized translation. N. Y., Moffat, Yard, 1922. 189p. $2. Pounp, ArTHUR. The iron man in industry; an outline of the social significance of automatic machinery. Boston, Atl. Monthly Press, 1922. 244p. $1.75. RABENORT, WILLIAM Louis. Rabenort’s geog- raphy: North America and the United States. N. Y., Am. Bk. Co., 1921. 190p. 92c. Reep, THomas Harrison. Loyal citizenship. Yonkers, N. Y., World Bk. Co. 341p. $1.40. SanpeRs, THomas E. Will it pay me to go to high school? Racine, Wis., Arthur, 1922. 32p. 50c. SHARP, FRANK CHAPMAN, aud others. Out for character; twenty-six articles written by twenty-six thoughtful and eminent per- sons interested in the vital questions con- cerning the mental and moral well-being of young men and women. Phila., Vir Pub. Co., 1922. 112p. $1. TARBELL, IDA M. Peacemakers—blessed and otherwise; observations, reflections and irritations at an internaticnal conference. N. Y., Macmillan, 1922. 227p. $1.60. U. S. Bureau oF EpucaTion. Present status of music instruction in colleges and high schools, 1919-1920; report of a study made under the direction of the U. S. Bureau of Education by a joint committee of the National Education Association and Music Supervisors’ National Conference. U. S. Bureau of Educ. Bull., 1921, No. 9. Supt. of Docs. Govt. Pr. Off., Wash, D. C. 53p. 10¢. Van Densurc, JosepH K. The junior high school idea. N. Y., Holt. 429p. $1.50. Van Doren, Cart. Contemporary Ameri- can novelists. N. Y., Macmillan, 1920. 185p. $1.50. VERY STUDENT from the elementary school through the university should learn to use and appreciate books and libraries, not only that he may study to advantage in school, but also that he may con- tinue through adult life to benefit from the resources of libraries. To accomplish this there should be a supervisor of school libraries in every State and province, and a school librarian or supervisor for every school system—city, county, township, or district. We therefore recommend as a minimum standard that there be at least one full-time school librarian for an enrolment of 1000 elementary or high-chool pupils. Whether the school library super- visor or librarian shall be employed by school or library authorities, separately or jointly, is a matter to be determined by State or local conditions.—Resolution adopted by American Library Association and Library Department of National Education Association, at annual meetings, 1922. How to teach silent read- Phila., Lippincott, 1922. Warkins, EMMA. ing to beginners. 133p. $1.80. Weaver, Ext Witwer. Building a career. N. Y., Assn. Press, 1922. 262p. $2. Wisscer, CLarK. The American Indian: an introduction to the anthropology of the new world. 2d ed., rev. and enl. N. Y., Oxford Univ. Press, 1922. 495p. $5. Worpswortu, WILLIAM. Poems of Words- worth; with an introductory essay by Matthew Arnold; Ed. by Myron R. Williams. N. Y., Holt, 1922. 289p. 72c. WricuTt, Micnon. Eight hundred theme as- signments; topics, directions, models. Oak Park, Ill., High School, 1922. Sip. $1. Books for Rural Schools A TWO-FOOT SHELF of twenty-five books for rural school children, grades one to eight, was selected by the American Library Association and the National Edu- cation Association at their meetings in July. The numbers opposite the titles in the joint list given below indicate the order of choice, Aesop’s Fables. (9) Alcott, Louisa May. Little Women. (1) Andersen, Hans Christian. Fairy Tales, (8) Arabian Nights. (13) Carroll, Lewis. Alice in Wonderland and through the Looking-Glass. (2) Defoe, Daniel. Robinson Crusoe. (3) Dickens, Charles. Christmas Carol. (18) Dodge, Mary Mapes. Hans Brinker, or The Silver Skates. (21) Hagedorn, Hermann. Boys’ Life of Theo. dore Roosevelt. (22) Hawthorne, Nathaniel. Wonderbook for Boys .and Girls. (23) Irving, Washington. Rip Van Winkle. (19) Kipling, Rudyard. Jungle Book. (7) Lamb, Charles. Tales from Shakespeare, (12) Malory, Sir Thomas. Boys’ King Arthur, (14) Mother Goose. (20) Nicolay, John George. Boys’ Life of Abraham Lincoln. (6) Pyle, Howard. Merry Adventures of Robin Hood. (11) Seton, Ernest Thompson. Have Known. (24) Spyri, Johanna. Heidi: A Story for Girls, (25) Stevenson, Burton E. Home Book of Verse for Young People. (17) Stevenson, Robert Louis. (4) Wild Animals ] Treasure Island, Child’s Garden of Verses. (10) Twain, Mark. Tom Sawyer. (5) Van Loon, Hendrik Willem. Story of Man- kind. (15) Wiggin, Kate Douglas. Rebecca of Sunny- brook Farm. (16) Children’s Book Week “T° HE FOURTH ANNUAL CHILDREN’S BOOK WEEK will be held this year November 12th to 18th. During this week schools, libraries, scout organizations, book stores, women’s clubs, churches, and other organizations combine in an effort to foster the reading of the best books by children. Plans for a simple book case which any boy can build, copies of a larg: Jessie Wilcox Smith poster printed colors, and other useful information may be had by ad- dressing Children’s Book V'eek Committee, 334 Fifth Avenue, New York City. in four Books for Grades 1-9 HERE ARE SOME BOOKS that every teacher wishes to own, mark, and anno- tate for her own special needs. Such a work is the Graded List of Books for Chil- dren, prepared by the Elementary School Library Committee of the National Educa- tion Association and published by the Amer- can Library Association, 78 East Washing- ton Street, Chicago, Illinois. (Price $1.25 in cloth binding.) This list describes about a thousand books for the home reading of pupils in the first nine grades. The grades for which each book has been found most useful are indicated. There are also a select list of sixty reference books, a directory of publishers, an index of titles, and a subject index. ' ' i 1] eek i” lee ie ng- .25 out of des lect of eerie Vol. 11, No. 7 City School Finance SIER, GEORGE W. The control of city school finances. Milwaukee, Bruce, 1922. 132p. $1.25. This book expounds the thesis that school boards should have independent control of school budgets. It discusses problems of financial control—its legal basis, history, and present status—and gives detailed information on the various THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION types of control and discusses the method of arriving at an index number for city school systems and its application to the problem of financial control. Copies of the questionnaires and tables, compiled from the answers, are included. Gives facts to prove that school systems which are independent are more efficient than those where there is municipal control of expenditures. NOTES aad ANNOUNCEMENTS OT aL THe EXECUTIVE COMMITTEE of the Association will meet in Headquarters at Washington on Monday, September 25. The Board of Trustees will hold a meeting at the same time. Among the questions to be decided at this meet- ing of the Executive Committee is the location of the summer meeting in 1923. THe DepARTMENT OF SUPERIN- TENDENCE will meet in Chicago, Febru- ary-March, 1923, according to a decision reached as THE JOURNAL is going to press. Mr. S. D. SHANKLAND, who will divide his time between the secretaryship of the Department of Superintendence and work for the Association, is now established in the Headquarters’ Office. Mr. Shankland was formerly Superin- tendent of the Andrews Institute for Girls, Willoughby, Ohio. THIs NUMBER OF THE JOURNAL contains the largest number of full page advertisements of any issue printed thus far. SAVE YouR JouRNALS. They will answer many questions for you later on. An index for the year will be printed in December. Mr. Joun W. Cook, who was Presi- dent of the National Education Associa- tion in 1903-04, died at his home in Chicago, July 15, 1922. An account of President Cook’s life will appear in a later issue of THE JOURNAL. BEGINNING JANUARY, 1923, THE JournaL of the National Education Association will be indexed in the Read- ers’ Guide to Periodical Literature. This index is the key to the contents of lead- ing periodicals. It is published by The H. W. Wilson Company, New York City. Mr. Cuartes H. Wixtiams, Pro- fessor of Education and Director of University Extension in the University of Missouri, at Columbia, is now in Europe as the representative of the Asso- ciation’s Foreign Relations Committee. He will visit England, France, Belgium, Holland, Germany, Austria, and Czecho- slovakia, in the interest of the World Conference on Education, which is to be held in 1923. THe AMERICAN LEGION NATIONAL Essay Contest, which was to have closed last spring, will be held open until midnight October 6, 1922. The con- test is open to all children between the ages of twelve and eighteen in the United States and its possessions. $1500 in cash prizes will be awarded for the best essay on How the American Legion Can Best Serve the Nation. Further in- formation may be had from County Superintendents or local officers of the American Legion. 4 TEACHERS CONTRACTS in Onaway, Michigan, will in the future require teachers to become members of State and National education associations, accord- ing to a letter received from Superin- tendent R. E. Simms. THE HEADQUARTERS’ OFFICE is now receiving regularly the Schoolmaster, which is the organ of the National Union of Teachers, of England and Wales. IT IS REPORTED in publishing circles that there is considerable misunderstand- ing among teachers, particularly in col- leges, with regard to the meaning of copyright and the importance of it. In the effort to effect economy for students, an effort of course most natural, they have oftentimes multigraphed para- graphs or whole chapters of books to be distributed among the class. This, of course, cannot be done without permis- sion from the owner of the copyright, and too wide a spread of this habit of reproduction would make authorship un- profitable and publishing initiative with- out purpose. Tue American Dietetic Associa- TION will hold its fifth annual meeting in Washington, D. C., October 16-18, with headquarters at the New Willard Hotel. 301 A RECREATION CONGRESS will be held at Atlantic City, October 9-12 under the management of the Playground and Recreation Association of America and Community Service. Information about the Congress may be had from The Rec- reation Congress Committee, One Mad- ison Avenue, New York City. The Educational Bill WILLIAM B. OWEN President of the National Education Association, Chicago, Illinois I have been a participant in the delib- eration of the group that sponsored the Towner-Sterling bill since its inception in 1918. It was the deliberate purpose, from the start, to seek legislation from Congress that should create a Depart- ment of Education and provide Federal aid to the States for specific educational purposes. From the start, it was the conscious purpose to frame a bill that should secure these two main results and at the same time avoid centralized Fed- eral control over the separate and inde- pendent State systems of public schools. The Towner-Sterling bill, in the form now before Congress, clearly and un- mistakably provides for a Department of Education and Federal aid for specific purposes, and as clearly and unmistak- ably prevents centralized bureaucratic Federal control while it safeguards the constitutional and traditional control of the separate States over their own schools. The National Education Asso- ciation has repeatedly endorsed the fun- damental purposes of the bill. The Association is as strongly opposed to Federal organization, administration, and supervision of the public schools, as it is firm in its advocacy of Federal co- operation with the States in securing educational results of clearly National import and concern. The language of the bill is clear and unmistakable; no one can read it and read into it central- ized Federal control. Personally and officially I favor the Towner-Sterling bill for the reasons given above. At no time in private con- versation, interview, or public utterance have I used words that could be con- strued as opposed to this position. No political, sectional, racial, or religious considerations were in the minds of the sponsors of the bill nor can any such con- sideration honestly be found within or behind the bill as it now stands. The bill itself is its own best justification and defense. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION September, 1922 iim i ae IN THE FIELD PUBLIC SCHOOL FINANCE IN MINNESOTA will be thoroughly studied under the auspices of the Minnesota Education Association to pro- vide a basis for legislation in the 1923 ses- sion of the legislature. Professor Harper Swift, of the University of Minnesota, will direct the study. THE BILL FOR INCREASED STATE SUPPORT— known as the “30-10” measure—will be voted on by the State of Washington in November. Under the leadership of the Washington Education Association and the Parent- Teacher Association, the petition to submit the bill to the people received 44,667 valid signatures. The cai..paign is under the di- rection of Mr. Ralph W. Swetman, former president of the Washington Education Asso- ciation. Tue success of Pennsylvania’s State pro- gram of education under the direction of Dr. Thomas E. Finegan, State Superintend- ent of Public Instruction, is well illustrated by the remarkable attendance at summer schools this year. Nearly 23,000 public- school teachers—one half the teaching force of the State—and more than 5000 private- school teachers attended the forty-one normal schools and colleges of the State. A SINGLE SALARY SCHEDULE was adopted by the St. Joseph, Missouri, schools at a meeting of the Board of Directors on May 5, accord- ing to a letter received from Superintendent John W. Thalman who led in the movement. VACATION SCHOOLS in New York City have enabled nearly 15,000 elementary-school pu- pils to save half a school year during the summer just ended. TEACHING WITH TYPE is gaining in favor in the best schools of the country. The pupils of the seventh and eighth grades in the Empire Junior High School of Cleveland, Ohio, have done all the work on an edition of a thousand copies of an attractive Cleve- land Guide Book, including writing, compil- ing, printing, proof reading, and binding. Mrs. Grace STRACHAN ForsyTHE, associate superintendent of schools in New York City, died at the home of her sister in Brooklyn on July 22. Mrs. Forsythe became a member of the Association in 1903 and was a candi- date for the presidency in 1912. PRACTICE IN KEEPING FARM ACCOUNTS will constitute twenty per cent of the eighth grade work in arithmetic in the common schools of South Dakota as a result of changes made in the course of study this summer. Pupils are provided with farm account books pub- lished and sold at cost by the Extension Service of the State College. STATE SUPERINTENDENTS have changed in two States during the summer. Mr. W. S. Cawthon is now State Superintendent of Public Instruction, Tallahassee, Florida, suc- ceeding Mr. W. M. Sheats, whose death oc- curred July 24. Former State Superintendent M. L. Brittain, of Georgia, resigned to be- come President of the Georgia School of Technology at Atlanta. Mr. M. M. Parks assumed the duties of State Superintendent in his place the first of August. Dr. WILLIAM T. SANGER has resigned the secretaryship of the Virginia State Teachers’ Association to accept the secretaryship of the Virginia State Board of Education, Rich- mond, Virginia. Mr. JoHn F. ENRIGHT, Commissioner of Education for New Jersey, has been reap- pointed by the Legislature for a term of five years. The annual salary of the position is $10,000. Miss Otive M. Jones, principal of Public School 120, New York City, is being urged by a committee of prominent women as a candidate to succeed the late Mrs. Grace Strachan Forsythe as assistant superintend- ent of schools. THIRTY-TWO YEARS OF SERVICE as superin- tendent in the Gloversville, New York, schools by Mr. James A. Estee, received sat- isfying reward on June 8 when the citizens of Gloversville gave a reception in honor of the retiring superintendent at which he was presented with a thousand-dollar liberty bord in behalf of the citizens and a gold watch and chain by the teachers. The recep- tion was sponsored by the Gloversville Teachers’ Association. SUPERINTENDENT H. B. Witson, of the Berkeley, California, schools, is beginning a new four-year term of service at a salary of $7500 per year plus $500 for traveling expenses. THE FIRST PRIZE in the recent Nation-Wide Safety contest which was conducted by the United States Chamber of Commerce and the Department of the Interior was awarded to Mrs. Anne Rogers, a teacher in the public schools of Sterling, Colorado. Mr. C. P. Cary, for many years State Su- perintendent of Public Instruction in Wiscon- sin, writes that he is giving his entire time to lecturing and writing on educational subjects. Mr. J. C. McGrane, formerly secretary of the Wyoming State Teachers’ Association, Casper, has been elected superintendent of schools at West Waterloo, Lowa. Dr. SamMueL P. Capen, director of the American Council of Education, Washing- ton, D. C., has been elected chancellor of the University of Buffalo. Dr. Georce A. McFarRLAND, superintend- ent of schools, Williston, North Dakota, has been elected president of the State Normal School, Minot, North Dakota. Dr. ArTHUR GRISWOLD CRANE was recently elected president of the University of Wyo- ming to succeed Dr. Aven Nelson, resigned. Dr. Crane was major in the Sanitary Corps during the war, and since 1920 has been serving as principal of the State Normal School, Edinboro, Pennsylvania. Mr. W. F. Wesster, formerly assistant superintendent of schools in Mirneapolis, js now serving as superintendent. Mr. J. C. Ditn, Assistant District Super. intendent of Schools at Erie, Pennsylvania, has been elected superintendent of the city school system to succeed Mr. Ira B. Bush who has resigned. Dr. Cuar-es S. Foos, superintendent of the Reading, Pennsylvania, schools for oyer twenty years has retired. Dr. E. Grorce Payne, formerly president of the Harris Teachers College, St. Louis, whose article on Teaching Accident Preven. tion appeared in THE JouRNAL for February, has been appointed to the newly established chair of Educational Sociology in the Schoc| of Education of New York University. Dr. Epwarp C. E..iott, former Chancellor of the University of Montana, has been selected as the new president of Purdue University, at Lafayette, Indiana. Dr. Elliott succeeds Dr. W. E. Stone, who lost his life last summer while mountain climbing. Mr. R. L. Jones, of the Middle Tennessee Normal School, has been elected superin- tendent of schools at Memphis, for a four- year term, at a salary of $10,000. A Survey of the cost of education in the State of Pennsylvania is to be made by a committee appointed by Mr. Gifford Pinchot, Republican nominee for governor. The committee consists of Professors Harlan D, Updegraff and LeRoy King, of the Depart- ment of Education of the University of Pennsylvania. WaALLace B. FLEMING, since 1915 president of West Virginia Wesleyan College, has accepted the presidency of Baker University, to succeed Dr. Samuel A. Lough, now professor of sociology in the University of Denver. MAN need not be great ia order to be sincere; that is not the necessity of Nature and all time, but only of cer- tain corrupt unfortunate epochs of time. A man can believe, and make his own, in the most genuine way, what he has re ceived from another—and with bound- less gratitude to that other! The merit of originality is not novelty; it is sim cerity. The believing man is the orig- inal man, whatsoever he believes, he be- lieves it for himself, not for another. Every son of Adam can become a sincere man, an original man, in this sense; no mortal is doomed to be an insincere mam. —Thomas Carlyle. AIT NOT till you are backed by numbers. Wait not until you are sure of an echo from a crowd. The fewer the voices on the side of truth, the more distinct and strong must be your own.—W. E. Channing. aero ' t THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION BS ¥, = a . be 7 Cantilever Stores ‘v5 4 Cut this out for reference kron—11 Orpheum Arcade ‘ falbany-Hewett's Silk Shop-15 N. Peart‘ $,ltoona-Bendheim’s, 1302-1lth Ave. Asbury Park-Best Shoe Co. a eneville--Pollock’s Auanta—Carlton Shoe & Clo. Co. Auburn & Geneva.N. Y.~Dusenbury Co. Austin-Carl H. Mueller. : Baltimore-325 No. Charies St. Battle Creek- Bahlman’s Bootery Birmingham-219 North 19th St. Boston—Jordan Marsh Co. Bridgeport-W. K. Mollan Brooklyn-414 Fulton St. Buffalo—-639 Main St. Burlington, Vt.-Lewis & Blanchard 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 { $750 Sher idan Ra. (Room 214) ; ati-The McA Ipin Co. Gee inna Graner-Powers, 1274 Euclid Av. Columbia, S. C.-W atson Shoe Co. Columbus, Miss.-Simon Loeb & Bro. Columbus, O.-104 E. Broad St. (at 3rd) Dallas-Leon Kahn Shoe Co. Davenport-R. M. Neustadt & Sons Daytov-The Rike- Kumler Co. Denver-—224 Foster Bide. Des Moines-W. L. White Shoe Co. Detroit-T. J. Jackson, 41 E. Adams Ave Easton-H. Mayer, 427 Northampton St 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 Fitehburg-W. C. Goodwin, 342 Main St. Galveston—Clark W. Thompson Co. Grand Rapids- Herpolsheimer Co. Harrisburg-Orner’s, 24 No. 3rd St. Hartford-86 Pratt St. Holyoke -Thos. S. Childs, 275 High St. Houston-306 Queen Theatre Building Huntington, W. Va.~-McMabon-Diehil Indianapolis-L. 8. Ayres & Co. Jackson, Mich.—P almer 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-Spence Shoe Co. Lancaster, Pa.-—Frey's, 3 E. King St. Lansing-F. N. Arbaugh Co. Lawrence, Mass -G. H. Woodman Lexington, Ky.-Denton, Ross, Todd Co. 4 Lincoln-Mayer Bros. Co. Little Rock-Poe Shoe Co., 302 Main St. Los Angeles-505 New Pantages Bidg. Louisville-Boston_ Shoe Co. Lowell-The Bon Marche MecKeesport—-Wm. F. Sullivan Macon-The Dannenberg Co. Milwaukee- Brouwer Shoe Co. Minneapolis-25 Eighth St., South Montgomery—Campbell Shoe Co, Mt. Vernon, N. Y.-—A. J. Rice & Co. Nashvil'e-J. A. Meadors & Sons Newark-897 Broad St. (Opp. City Hall New Britain-Sloan Bros. New Haven-153 Court St, (2nd floor) New Orieans-109 Baronne St. (Room 200 New Rochelle-W are’s New York-22 West 39th St. Norfolk-Ames & Brownley Oakland—205 Henshaw Bldg. Omaha-1708 Howard St. Paterson-10 Park Ave. (at Erie Depot) Pawtucket-Evans & Young Peoris-Lehmann Bldg. (Room 203) Phila lelphia-1300 Walnut St. Pittsburgh-The Rosenbaum Co. Pittsfield-Fahey 's, 234 North St. Plainfeld-M. C. Van Arsdale A Portland, Me.-Palmer Shoe Co. ” ts) i) Portland, Ore.-353 Alder St. Poughkeepsie—-Louis Schonberger Providence-The Boston Store Reading-Sig. S. Schweriner Richmond, Va.-—Seymour Sycle Rochester-148 Kast Ave. M4 Rock Island—Boston Shoe Co. re) , “a oo is > We va St. Louis-516 Arcade Bidg..Opp.P.o. St. Paul-43 E, 5th St.( FredericHotel) Saginuw—Goes chel-Brater Co. Salt Lake City— Waller Bros. Co. San Francisco-Phelan Bidg. Arcade Savannah-Globe Shoe Co. Schenectady-Puatton & Hall Scranton-Lewis & Reilly. Seattie-Baxter & Baxter Shreveport-Phelps Shoe Co, Sioux Falls-The Bee Hive. South Bend-Elisworth Store Spokane-The Crescent Springfeld, 11l.-A. W. Klaholt Springfield, Mass.— Forbes & Wallace Stamford-L. Spelke & Son Syracuse-121 W. Jefferson St Tacoma-255 So. 11th St. ( Fidelity Bdg.) Verre Haute-Otto C Hornung Toledo-LaSalle & Koch Co, Topeka-The Pelletier Store Trenton-H. M. Vcorhees & Bro, Troy-35 Third St. (2nd floor) Tulsa-Lyons Sloe Store Union Hill-Star Shoe Co. Utica-Room 104. Foster Bldg. Fyashington- 1319 F St. aterbury—Howland-Hughes C Wheeling—Geo. R. Taylor Co. ” Wichita—Rorabaugh’s Wilkesbarre-M. k Murray Worcester—-J. C. MacInnes Co. venpae-Kohls Shoe Co. ers-Louis Klein, 22 N York-The Bon Ton. ~ aig Youngstown-B. McManus Co. Zanesville-J. B Hunter Co. Agencies in 275 other cities ‘Veep Your Buoy ancy and ‘Your Glastic Step Your vacation comfort should not end when you board the train for home and routine duties. Cantilever Shoes help you to conserve the vitality and bodily grace you acquired thru relaxation and out-door exercise. The flexible arch of Cantilevers gives elas- ticity to the step because it is made like your own foot arch and flexes with every step. Cantilevers are roomy without being loose; snug-fitting without pinching. The arch of Cantilevers follows the curve of your foot arch, giving it the supple, restful support that nature would give you walking barefoot over soft ground or sand. Cantilevers permit the foot arch to exercise naturally and the blood to circulate normally, which keeps the foot healthy and youthful. Your youthful flexibility depends much upon the shoes you wear. If your shoes are made the Cantilever way, your work in the home or office, your Fall shopping, your social calls, your week-end trips or occasional outings, may be done with the freedom and comfort you enjoyed on your vacation. Cantilever Shoes are good looking. Fash- ionably dressed women everywhere like their neatly rounded toe and low or medium heels. The fine materials in them are joined together by workers skilled in making a flexible arch shoe built on youthful lines. Cantilever Shoes are trade-marked to pro- tect you from substitution. They are sold by intelligent dealers everywhere who understand the foot and how to fit each individual type of foot. Except in New York City there is only one dealer in each town. If no dealer listed at the left is near you, write to the manufacturers, Morse & Burt Co., 10 Carlton Ave., Brooklyn, N. Y., for the name of a nearby dealer and a free booklet that gives many interesting points on shoes, antilever Shoe Endorsed by Women’s Colleges, Women’s Ciubs, Public Health Authorities, Physicians, Osteopaths, Directors of Physical Education, Editors, Stage Celebrities and prominent women everywhere, Mention Tue JournaLt when writing our advertisers. SRP 33> >3*,.0950. 203 °— She did provide in advance for the expenses of Sickness, Accident, or Quarantine, by enrolling in the T. C. U., and now finds herself able to meet the bills that have been accumulating during her enforced vacation. How cheering it is to receive a check from the T. C. U. What a relief, when ill, to be free from Bill-Worries. What a help, when recovered, to start again without the dead weight of debt to carry. The Teachers Casualty Underwriters is an organization of Teachers for Teachers. For the small sum of less than a nickel a day, it engages to render to its members timely assistance in the hour of need. It is the Good Samaritan on a sound economic basis. One in Five Will Be Called It is an actual fact, proven by our records, that every year one out of every five teachers suffers enforced idleness through Sickness, Accident, or Quarantine. You may be the fifth teacher this year. Why take a chance of being compelled to use up your savings or to run into debt, when for only five cents a day you may have complete T. C. U. Protection? What the T. Cx U"Will Do for You You will be paid $50.00 a month when you are disabled by sickness or accident; for injury, for twelve months from date of disability; for sickness that confines you to the house for six months. You will be paid $25.00 a month for a period of illness that does not confine you to the house but keeps you from your work, and requires medical atten- tion at least once a week. Operation Benefits will be paid in addition to other benefits after your policy has been maintained in continuous force for one year. You will be paid $11.67 a week when you are quarantined so that your salary is stopped. No benefits paid unless attended by physician at least once a week. Send for our booklet which explains T. C. U. Protection in detail and shows what hundreds of teachers all over the country think of it. Majil.the coupon today. It places you under no obligation. ~ Teachers Casualty Underwriters 902 T. C. U. Building LINCOLN, NEB. Peer we we eee ee ee ee ee ee ee ee oe eee eee eee ee FREE INFORMATION COUPON To the T. C. U., 902 T. C. U. Building Lincoln, Nebraska I am interested in knowing about your Protective Bene- fits. Send me the whole story and booklet of testimonials. NR a a ae CES ee Se ke cr eran. ae ieee OI aaa nach sicetiean det diiniaadenin fk dda tte ah ab-eelensap wan ebee oo > gy cogs pian ta (This coupon places the sender under no obligation.) J ee ee ee ee ee ee ee THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Mention Tue JournaL when writing our advertisers. September, 192> i Thirteenth Ave. Schook Newark, N. J E. F. Guilbert, Architecg Lincoln School Schenectady, N.Y. “One Room Into Many —Many Into One” WILSON SECTIONFOLD AND ROLLING PARTITIONS Hygienic Wardrobes With noiseless Disappearing Doors. Also with Rolling Fronts. Space economy—health precau- tion. Connect with ventilating system. Built in units four feet wide. Equipped as desired with hooks, shelves and special sec- tions. With or without black, board fronts. Write for Circulars THE J. G. WILSON CORPORATION 16 East 36th St., New York Offfices in Principal Cities For the easy and instant sub- division of large school rooms. Simplicity of construction. Ease of operation. Harmonize with in- teriors. First cost practically the last. Wilson Partitions are stand- ard in more than 39,000 schools, churches and other public insti- tutions. ADVANCE ANNOUNCEMENT JAMES F. McCULLOUGH’S Forthcoming Book In which the author discusses frankly and fearlessly some of the fundamental and timely economic questions involved in the conduct and management of our public schools. Some of these subjects are: “The Menacing Tendency to Centralize the Domination and Control of the Public Schools in Bureaucratic State Departments.” Noteworthy examples cited. “The Wasteful Dissipation of Public School Funds to Other Than Educational Purposes by Politically Domi- nated State and City School Systems.” “The Salary Question. The Unjustifiable and Uncon- scionable Disparity Between the Salaries Paid in City School Systems to the Few in General Control, and the Scale of Wages Paid to the Many Employed in Instruc- tion.” Examples cited for Illustration. “A Scientific Basis for the Equitable Adjustment of Relative Salaries from Elementary Teacher up to and Including the Superintendent, Submitted for the Guidance - of Boards of Education in Fixing Salaries.” “School Teaching as a Profession. The Social, Pro- fessional, and Econemic Status of the School Teacher.” » “Some Pertinent Suggestions for Assuring an Adequate Supply of Professionally Trained Teachers.” In Press WAIT FOR IT! Ready in October _ Vol. 11, No.7 THE JOURNAL OF THE NATIONAL EpucATION AssOCIATION A-139 Pictures Give in Glances What Volumes of Words Fail to Convey ‘The Perry Pictures Aids in teaching Language, Literature, History, Geography, and Picture Study. The smallest size, 3 x 3%, for notebooks, essays, etc., cost One Cent Each for 50 or more. 970 subjects. Postpaid. The next size, 514 x 8, more effective and much better for Picture Study, cost Two Cents Each for 25 or more. 2,250 subjects. Postpaid. The Ten Cent Size, 10x 12, for 5 or more, are excellent for inexpensive class- room decoration and for collections. These four pictures and “The Horse Fair” in the 10x12 Size for 50 cents, or 10 for $1. . Se tae Lae: Sir Galahad Watts BIRD PICTURES IN NATURAL COLORS Henry Wadsworth Longfellow Three Cents Each for 15 or more. Size, 7x9. Plan now for Fall Bird Study. {0nefellow’s portrait in the Arto ’ . . : ° bape type is a different picture o the Send 75 cents for Pictures of 25 Common Birds and a very brief description of each. Poet, but an excellent one.) ANY TWO OF THESE BEAUTIFUL THE FOUR ANY ONE PICTURES, ARTOTYPES, FOR $2.00 FOR $4.00 FOR $1.25 Reduced Prices of ARTOTYPES. Large Pictures for Framing Each picture is on paper 22 x 28, including the white margin. Select four or five of these FOR HOME pictures and frame them for your schoolroom. Among the most popular subjects are: FOR SCHOOL ~ ’ , ys ” ~ . + “Can't You Talk? Spring Saved End of Day and Sir Galahad The Lake The Shepherdess Stratford are especially beautiful Any of these pictures, Hand Colored, same size, at $1.50 each for two or more; $2.00 for one. CATALOGUES Catalogue of 64 Pages, 1,600 miniature illustrations, a ten cent picture, a four cent picture, a bird picture—all in the Catalogue—for 15 cents in coin or stamps. RECOMMENDATIONS The children have a new world opened before them in the Perry Pictures in connection with their daily lessons in Geography, History, and English. Altogether we have had over 7oo pictures from you this year and we are well satisfied with them. The Perry eictures ©. cox u.s. MALDEN,MASS. FOR FOOTBALL BASKET-BALL HOCKEY TRACK AND GYMNASIUM Vital Factors in Education Properly planned playgrounds are vital factors in education because they build the healthy bodies that support active minds. Provide playgrounds at once—if you already have them, extensions may be needed. BRINE SWEATERS ARE SUPERIOR OFFICIAL ATHLETIC OUTFITTERS TO HARVARD and OTHER LEADING COLLEGES AND SCHOOLS JAMES W. BRINE COMPANY 286 DEVONSHIRE. STREET BOSTON(:9), MASS. Built on the results of fifty years’ experience by pioneers in the playground movement. Send today for Catalog “M”—the recognized textbook on playground planning and equipment. FRED MEDART MFG. CO. Potomac & De Kalb Streets St. Louis, Mo. New York, 52 Vanderbilt Ave. San Francisco, Rialto Bldg. Chicago, 336 W. Madison St. Mention Tue JourNnaL when writing our advertisers. A-140 The Melting Bot THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION September, 1929 A most inspiring, instructive picture to | ; Tf ’ hang upon school walls. New subject } In She-Copl ey: - ‘ ' OTe kt ve From the giant steamship at the left comes a procession of the various races of the earth. E : 1 To the right the immigrants pass on, using opportunity to gain prosperity. feet of America, his new motherland. 3elow the pedestal, on which America sits, are the stirring words they contribute their share to the wealth, the government, and the defense of the land. of St. Paul: “AND GOD HATH MADE OF ONE BLOOD ALL NATIONS OF MEN TO DWELL ON THE FACE OF THE EARTH.” story of this picture (gratis). By Vesper George; from a Copley Print copyright by CURTIS & CAMERON, 99 Harcourt St., BOSTON. | | THE TEACHING OF ENGLISHAND | THE FOREIGN-BORN WOMAN By MINNIE M. NEWMAN About this pamphlet Miss Ida Farrar, Public Library, Springfield, Mass., says in a letter to the author: “We are just adding your “Teaching of English and the Foreign-Born Woman.’ I am putting in notices for a number of our aeadeers who will enjoy it. . . Every- thing, as you said, hitherto has been on the side of method, and there is always danger of forgetting to be human wiien we. think too much about method. Consequently I am hoping it may have an appeal and to that end am putting it im a series of re- serves to send hither and yon when it comes back from the bindery. ee Price, 35 cents. FOLK SONGS OF MANY PEOPLES CoMPILED BY FLORENCE H. BotsrorD It was said at the National Education As- sociation Convention in Boston, ““The Music for the First World Congress-of Educators is ready.” ‘That insures “Folk Songs of Many Peoples,” compiled by Florence H. Botsford. The first of the two volumes contains the songs of the Balkan, Baltic, and Slavic peoples, the second volume con- tains the songs of the Near and Far East, Western Europe, and the Americas. The music and the original words of each song, together with the American version, made by leading American poets from authentic trans- lations. Vol. I, Price, $2.75. Vol. II, Price to be announced, IT iS TO LAUGH By Epna GEISTER \ new book of games and stunts. In it there are games for large and small groups; games for the family; for dinner parties; community affairs; for almost any kind of social gathering, with one whole chapter devoted to out-of-doors and picnic programs. Enough of the principles of leadership are given to accomplish its purpose to make recreation, re-creation. Price, $1.25. THE WOMANS PRESS NEW YORK cITY 600 LEXINGTON AVENUE Witham’s Tests Standard Geography The only practical diagnostic tests yet devised in Geography English V ocabulary— Tests | and 2 now available Silent Reading— Test No. |. Mechanical Content Test No. 2. Literary Content All of the above tests put up in sets of 50 of one kind complete, with printed directions for giving and scoring tests, standard scores and key. We also publish BROOKS GRAPH RECORD CARDS and MAXSON’S SELF-KEYED NUMBER WORK CARDS Send 1 Oc in stamps for Complete Sample Sets J. L. HAMMETT COMPANY Cambridge, Massachusetts “DAWN OF AMERICAN LIBERTY” Tue Batre oF Apri 19, 1775, second edition, by Frank W. Coburn. A concise and carefully written account of the BATTLE at LEXINGTON AND AT CONCORD, etc. For schoolroom use, school libraries, hand-book for visual instruction, or for gift purposes. Recommend it to your town or city library. Lists all authorities ; 180 pages, profusely illustrated. Published, at $1.75, By the LEXINGTON HISTORICAL SOCIETY Lexington, Massachusetts Send for free pamphlet ‘‘ What to See in Lexington.’’ Mention Tue JourNnaL when writing our advertisers, Each one brings some gift of art or skill or labor to lay at the i They and their children gain education: Send for ful] in/dis-pen/’sa-ble “Impossible to be dispensed with or done without; absolutely necessary or requisite? This word best describes WEBSTER’S NEW INTERNATIONAL DICTIONARY in the schoolroom and in the library of every teacher, WHEN Questions arise in the history recitation, in language work, in spelling, or about noted people, places, foreign words, synonyms, pronunciation, new words, flags, state seals, etc., you will find the answer in this “Supreme Authority.” There isa need in every class every day. WHY not suggest to your principal or superinten- dent that a copy be supplied for f your school? Write for Specimen Pages, .Terms, etc. OOS Ae ms oe nent The Natural Slate Blackboard Co. Pen Argyl, Pa. LARGEST PRODUCERS OF NATURAL SLATE FOR BLACKBOARDS COMPLETE STOCK ON HAND AT ALL TIMES FOR PROMPT DELIVERY ITERARY HELP 2c to order: outlines research, manuscript fevision, material for addresses, publicity work, etc. Cc dential, individual service guaranteed. Write for terms. An outline of any subject prepared to order for $1.50 MODERN LITERARY BUKEAU 247 William East Orange, New Jersey PELE SPENCER with side fine adjust- ment lever type, 1s An Ideal Instrument For High School Use It is distinctive in that it has a side fine ad- justment which is not only fool-proof, but will not show lost mo- tion because there are 34 threads of the screw engaged at all times, instead of but one, as in other makes. It is equipped with the best grade Spencer Optics, well and favorably known for over 75 years, since the d: ys of Charles A. Spencer, the pioneer micro- scope lens maker of America. Catalogue sent on requesi. tive, doub plete in cabiet, $t4 00. SPENCER LENS CO. MANUFACTURERS MICROSCOPES, MICROTOMES DELINEASCOPES, SCIENTIFIC APPARATUS. BUFFALO, N. Y. Wh This Magazine is from Our Presses INCORPORATED MASTER PRINTERS Eckington Pl. and Florida Ave. WASHINGTON, D. C. HA i i AT | H \j i ANH WAN Hi a HAL HH le THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION SPENCER J MICROSCOPE No. 64 MICROSCOPE No. 64 B with 10x syeateee, 16 m /m and 4m /m objec- e nosepiece, iris diaphragm. Com- Diseount to Schools. SPENCER BUFFALO eas Mention Tue Journat when writing our Seeing is Believing —and Remembering Show the student minute books tell about. Let him actually see these wonders with his own eyes, aided by the powerfu! lenses of a Bausch & Lomb MICROSCOPE First-hand knowledge things that text- is easily retained. These well-constructed and accurate micro- scopes are the result of Bausch & Lomb’s 70 years of scientific lens-making. Un usually complete line contains models especially suited to school purposes. State your needs and let us proper equipment. suggest the The Bausch & Lomb Optical Co. 410 St. Paul Street, Rochestef, N. Y. Leading American Makers of Photographic Lenses, Stereo-Prism Binoculars, Telescopes, Magnifiers, Microscopes, Projection Apparatus (Balopti § cons), Automol Lenses , and Other High-Grade Optical Products. = = that ox ee The Prime Essential Race Sewn r | for Teaching The art of sewing and the construction of garments con- stitute the most important parts of the Domestic Art cur- riculum, and selecting the right sewing machine is, there- fore, the first consideration, The SINGER should, as a matter of course, be preferred because most teachers have become familiar with its use in their college course. The five distinct types of SINGER machines, either elec- tric or treadle as preferred, cover the entire field of sewing machine construction. The superior quality of this con struction is universally conceded. 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 sew- ing classes. Applicants for these should state type of SINGER machine used and number of scholars in sewing class. We also furnish, without charge, to teachers only, cards useful in nature and geography study and for kindergarten work. Apply by letter to appended address, stating number of each required. We make specially low prices and liberal terms of pay- ment to enable use of our machines in schools. For these special prices address— SINGER SEWING MACHINE CO., Inc. Singer Building, New York advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION September, 1922 Peerless | The Draper Sanitary Temple University Kechane acai | Roller Shade Broad Street, Below Berks Movable - Chair Desk PHILADELPHIA, PENNSYLVANIA At little more than Telephone, Diamond 0631 the cost of old style stationary desks. Detroit School Board recently purchased over 4,000 of these. Let us tell you more College of Liberal Arts and Sciences about them. Teachers College COLUMBIA SCHOOL School of Commerce SUPPLY COMPANY Indianapolis, Ind, Professional Schools: Patented Jan. 8, ’07 Te D Line of Adjustable C Duck Shades Theology, Law, Medicine, Pharmacy, Hot he aera Dentistry, Chiropody SPENCERI A N School Pens The Luther O. Draper Shade Co. School of Music Spiceland, Ind. University High School Training School for Nurses College Fine Point—Double Elastic, ie SEND FOR BULLETIN = OPEN Co NY This Famous y Cc . “UNITING > ounting House Song “Book Fine Point—Excellent for book. keeping. School You can furnish Fine Point—Semi-elastic action, your pupils with the best known song book in the world, at a very low price. 101 Best Songs is a splendidly good selection of just the songs that you want, with words and music complete, in easy keys. It is the ? standard song book of America, and will When You Are greatly a to you, when you see it. Feeling Tired Intermediate Medium Point—Stiff action. Samples to superintendents and teachers on request. Supplies from the trade. SPENCERIAN PEN CO. 349 Broadway New York i a 7 Prices: 7¢ ech in 100 lots, F.O.B. J Witrating and. nourishing than a THE NEW HAVEN NORMAL ' Chicago. $1.00 per dozen, teaspoonful of this pleasant tonic in SCHOOL OF GYMNASTICS prepaid. Less than 12 at 1c FREE a glass of water. 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. cri —— Horsford’s CABLE CO., 1226 Cable Bldg., Chicago Acid Phosphate is highly beneficial, containing no alcohol or habit-forming drugs. The wholesome effects of the phosphates upon the brain and nerve cells, also digestion, are of the first eae the thing after a hard day in Great gdp "Sold by Druggists. bed * Price Reductions I Rumford Chemical Works, Providence, R. t. N oe F , “PRANG CATALOG” F uae ¥ GY /12 AMERICAN CRAYON | ~- COMPA | TABLISHED 1835 SANDUSKY-OHIO NEWYORK Fj 4 The worlds largesi makers of Crayons Waier Color Painis 6 Allied Producis Vv Features OF : of Perfection Drawing < “%* ame, MakeGluey the Art and €: ») \ mys Quality Paste Handwork Paste : at the Lowest Supplies Cost Upon receipt of request we will send you book lex descriptive of any material in which you may he interested Y ou Need lt—Send for Tt! Saves time in the class-room.—Fingers and clothing never pone Se ey the value = ais anon Po iy ens smooth, velvety texture to the last drop.— Used rig! rom A nd Save Money! the jar without any mussy mixing with water. SPECIFY “GLUEY” THE PRANG COMPANY Your trial tube will be sent for 10 cents 1922 Calumet Avenue CHICAGO THe COMMERCIAL Paste Co. Columbus, Ohio Dept. 105 mie ; Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION FEDERAL STEEL LOCKERS Save 90% of All Locker Grief When you buy steel lockers be sure that you also buy security, satisfac- tion, strength, and durability, for there are varying values in lockers, just as there are in shoes, autos, and everything else in life. FEDERAL Lockers weigh more and are worth more because the weight and the worth are in the door and the wearing parts of the locker. The next time your locker doors bind, bend, sag or give trouble ask for our catalog ‘‘L’’ lo =jakamine Et oothbrush A Scientific Toothbrush FOR LESS THAN 5c We will supply schools with Takamine Toothbrushes at $7 a gross, provided the brushes are used for oral hygiene purposes. The majority of schools know that sound teeth mean better students and furnish their pupils with Takamine Toothbrushes. The Takamine Toothbrush cleans all the teeth and all the surfaces — particularly the neglected molars and wisdom teeth. It is the most scientific toothbrush made, ‘as_ its brush is one inch jong with one-quarter inch bristles. If your school does not furnish Takamine Tooth- brushes start the good work now. Send in your order today. In small communities a full gross may not be re- quired. In such cases Takamine Toothbrushes will be supplied for 5¢ each if they are used for oral hygiene purposes. 1 Steel Fixture Co. Federa sigs aa TAKAMINE MFG. CORP. 4545 W. Homer Street 342 MADISON AVENUE, NEW YORK CITY Department J Sales Office: ° 611 Wrigley Building Chicago NEW YORK OFFICE: 706 Park Row Building Are You the Man or Woman Who *“Never Reads Advertisements”? Some men, who are neither blind nor illiterate, claim sincerely that they “never read advertise- ments.” formation through others who obtained their knowledge from advertising. But it is a fact that no man can escape the effect of advertising even if he does say he “never reads advertise- Yet, if you could investigate, in each case ments.” you would find that the man who “never reads advertisements” used an advertised tooth paste _ or shaving cream or soap. If he owns an auto- ~ mobile it will be an advertised car. If you ask his opinion of any automobile he will reply in words that might have been lifted bodily from an advertisement of that automobile. Not one of us ever reasoned out entirely from his own mind that the earth is round. If we had not read it or heard it we would never have known it. : In these days of good, truthful, helpful adver- tising, to say “I never read advertisements” merely your way of saying, “I don’t read all advertisements.” Advertising has formed his opinions to a great degree. He may have received his in- Published by The Journal of the N. E. A. in [Pst The American 7 omer eo of Advertising ——— Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION AS PRODUCED BY US eee ert | Established 1889 QUALITY SCENERY Gives Greater Utility and is More Artistic. Write for our STAGE SCENERY—VELOUR CURTAINS—STAGE LIGHTING KANSAS CITY SCENIC CO. New Catalogue and get the facts. Kansas City, Mo, DENVER, COLO. CHICAGO, ILL. Gas and Electric Bldg. Peoples Gas Bidg. 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 p.coseaty Sos agency. A bureau for specialists— taro | in America, No elementary school subjects. College graduates a jalty. More than half of the state universities have selected our candi- ates, We will put you in just the place you want and add hundreds of dollars to your income or there is nothing to pay. Write for details—NOW. SPECIALISTS’ EDUCATIONAL BUREAU, H-F Odeon Bidg., St. Louis, Mo be mer ree: AND ADMINISTRATORS »r 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 Narr BUSINESS BOURSE, Inc. H. Harrison, President 19 S. La na St. Chicago The Pathfinder is the 1 teachers whose because they offer the greatest value. CHICAGO NEW YORK BALTIMORE i el «| lie alae COLUMBUS, O. WESTERN TEACHERS’ Ofices Serve You Our Methods are MODERN and PROFESSIONAL the Nation’s Capital for teachers everywhere. It is the Ford of the school PATHFINDER world. Tells story of world’s news in interesting, understandable way. You will like The Pathfinder. There is no other paper like it for the NATIONAL teacher that wants to keep well informed or for use in class work. Famous Pathfinder Question Box answers your questions and is a mine of informa- $ WEEKLY tion. Regular price of Pathfinder is $1 a year, but you can have it on trial ' 13 weeks for only 15 cents. Ask for special current-events circular and 15 Cents rate for school club subscriptions. Address: THE PATHFINDER, 681 Langdon Station, Washington, D. C. | OUR FREE SERVICE - ting the Mechanics and Pedagogy of Palmer Method Penmanship is still offered a OTHER TEACHERS may enrol for the complete correspondence course upon payment of the small fee of ten dollars. OUR THIRTY VISITING INSTRUCTORS over the entire United States, and their services are still THE PALMER METHOD PLAN wher followed exactly leads to enduring handwriting, which becomes a big asset in school, business, and social life. j : | PALMER METHOD PENMANSHIP ie written at commercial s 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. : PALMER METHOD SPELLERS 2!! in Palmer Method Penmanshi F attracting more and more the at- tention of modern educators. Follow immediately the Palmer Method Penmanship lesson with the Palmer Method Spelling lesson, and the results in both subjects will highly gratifying. ) PALMER METHOD STANDARDIZED PENMANSHIP SUPPLIES ¢r¢ selling in very great- THE A. N. PALMER COMPANY 30Irving Place, New York City. 2128 Calumet Avenue,Chicago. Pittock Building, Portland, Oreg. 33rd Year MINNEAPOLIS STE HALL a Each Office Has the 4NSASCITY.Mo. PLATE EROS. Records of All — 110 E. LEXINGTON ST. Address the Nearest Caroma Buns. Ferris BLDG. Free Registration ComMERCE BLDe. EXCHANGE MINNEAPOLIS, MINN. BERKELEY, CALIF. Plymouth Bidg. Berkeley Bank Bldg. 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, 1221 Pearl St. Philadelphia, 1420 Chestnut St. Portland, 604 Journal Bld. Pittsburg, 549 Union Arcade Berkeley, 2161 Shattuck Av. Birmingham, 809 Title Bldg. Los Angeles, 510 Spring St. Memphis, 1048 Court Ave. Send to any address above for agency manual *MINUSA* Portable Screens FOR MOTION PICTURES Used everywhere for visual education Send for literature and samples Minusa Cine Screen Co., St. Louis, Mo. great illustrated, current-events paper published at pupils are provided with individual copies of our manual. free to all schools having Palmer Penmanship adoptions. ly increased quantities, GLOBE BLbG. LOS ANGELES SPOKANE, WASH. CHAMBER OF What Is Too Much Safety? A furnace is fireproof, but its contents burn. In Chicago’s recent fire, a ‘“‘fireproof” building was completely gutted. Even a “fireproof” school is a terrible menace unless easy escape is_ possible from a fire within the building. The Dow Spiral Slide Fire Escape should go hand in hand with “fireproof” construction. For it provides quick, sure escape from convenient exits on each floor without the necessity for self-con- trol and presence of mind among hys- terical children. Is any precaution too great for the protection of the school children placed in your care? Write for details today. The Dow Co. INCORPORATED 311 N. Buchanan St. Louisville, Ky. September, 1922 — ee ens t 7 ' 5 ee A ee RRO ST OIE LE Vol. 11, No.7 Every Member Can Help! THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION Will Your The best in educational equipment and school supplies is advertised in your magazine, THE JOURNAL. Every reader of the magazine can confidently investigate all advertised articles. The advertisers measure the value of a magazine by the interest readers take in their advertising. this through the number of inquiries made. bigger. Acid Phosphates Horsford’s Acid Phosphate Athletic Equipment Brine Co., James W. Bells Foote Foundry Co., J. B. Blackboards (Slate) Natural Slate Blackboard Co. Book Publishers American Book Co. Buxton-Westerman Co. Ellis Publishing Co. Ginn & Co. Gregg Publishing Co. Hammett Co., J. L. Lexington Historical Soc. Lippincott Co., J. B. McCullough, James F. Macmillan Co. Masterleaf Record Book Company Palmer Co., A. N. Rand McNally & Co. University of Chicago Press Woman’s Press World Book Co. Charts McConnell Map Co. Rand McNally & Co. Crayons and Art Material American Crayon Co. Prang Company Dentifrices and Toilet Articles Colgate & Company Dictionaries Merriam Co., G. & C. Domestic Science Equipment Kewaunee Mfg. Co. Peterson & Co., Leonard Singer Sewing Machine oO, Drafting Room Furniture Kewaunee Mfg. Co. Encyclopedias Book of Knowledge Fire Escapes | Dow Co., The Folding and Rolling Partitions Wilson Corp., J. G. Gymnasium Equipment Medart Mfg. Co., Fred Laboratory Furniture Kewaunee Mfg. Co. Peterson & Co., Leonard Literary Helps Modern Literary Bureau Maps McConnell Map Co. Rand McNally & Co. Microscopes Bausch & Lomb Optical Co. Spencer Lens Co. DIRECTORY OF Page American Book Company C-2 American Crayon Co.......... A-142 American Type Founders Co.. A-131 Barnhart Bros. & Spindler.... A-136 Jausch & Lomb Optical Co.... A-141 Book of Knowledge........... A-133 Brine Co., James W.......... A-139 Suxton-Westerman Co. A-134 Cable Co. A-142 Clark Teachers’ Agency....... A-144 Colgate & Co C-4 Columbia School Supply Co.... A-142 Commercial Paste Co A-142 Curtis &Mameron.......se20. A-140 Dow Co. A-144 Draper Shade Co., Luther O,. A-142 Ellis Publishing i a A-130 Fairbanks, Morse & Co........ A-132 Federal Steel Fixture Co...... A-143 Fisk Teachers’ Agency........ A-144 Foote Foundry Se ee A- Ginn and Gregg dg Co Hahn, J. Teachers’ Hammett .. ey Horsford’s Acid Phosphate.... A- Judd & Detweiler, Inc........ A- Kansas City Scenic Co........ i Kewaunee Mfg. Co 5 Lexington Historical Society. Lippincott Co., 3 Maemillan Co. You can help. Feel free to make inquiries. They discover Will you? We need it to make your magazine better and Motion Picture Screens Minusa Cine Screen Co. Paste Commercial Paste Co. Pens Spencerian Pen Co. Penmanship Palmer Co., A. N. | Periodicals Pathfinder, The Pianos Miessner Piano Co, Pictures Curtis & Cameron Co, Perry Pictures Co. Playground Apparatus Medart Mfg. Co., Fred Printers Judd & Detweiler, Inc. Printing Equipment . American Type Founders Co. Barnhart Brothers & Spind- ler Projection Machines 3ausch & Lomb Optical Co. Spencer Lens Co. ADVERTISERS Masterleaf Record Book Co.... McConnell a RBs acveccthoss McCullou en Peer ee A. Medart Mtg. Ce. Pii@sss inc A- Merriam Co., G. *& Re PE Miessner Piano Co............ A-1; Minusa Cine Screen Co....... A- Modern Literary Bureau...... A- Morse & Burt Co............. A- National Business Bourse, Inc. / Natural Slate Blackboard Co... A- New Haven Normal School of Gymnastics Palmer Co., A. Pathfinder, The Perry .Pictares Co......adeses A-13 Peterson & Co., Leonard Prang Co. A- Rand McNally PGS. »neanee ed A- Singer Sewing Machine Co.... £ Specialists’ Educational Bureau. A- Spencerian Pen Co........0. A- Sommer: teen Coiciici« se anaaee A- Takamine Mfg. Corp.......... A- ¢ AR eae Temple University d University of Chicago Press... A- Victor Talking Machine Co.... A- Western Teachers’ Exchange... A- Wilson Corp., J. G Woman's Press A- i a Se ee A- Scales Fairbanks, Morse & Co. School Supplies | Columbia School Supply Co. Commercial Paste Co. Draper Shade Co., Luther O. Hammett Co., J. L. Schools, Colleges, and Universities New Haven Normal School of Gymnastics Temple University Scientific Apparatus Kewaunee Mfg. Co. Shoes Morse & Burt Co. Song Books Cable Company Stage Equipment Kansas City Scenic Co. Steel and Wooden Doors Wilson Corp., J. G. Steel Lockers Federal Steel Fixture Co. Medart Mfg. Co., Fred Talking Machines Victor Talking Machine Co. Teachers’ Agencies Clark Teachers’ Agency Fisk Teachers’ Agency Hahn, J. M., Teachers’ Agency National Bourse Specialists’ Educational Bureau Western Teachers’ Ex- change Jusiness Teachers’ Insurance Teachers’ Casualty Un- derwriters Tooth-brushes _Takamine Mfg. Corp. Window Shades Draper Shade Co, Luther O. Mention THe Journat when writing our advertisers. ah ia dealin. path nm os re CDE DPS. LRT ANE, Sd ite Finan a pls, a a A i ln ein es GR wane ieee ive A THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION THE BUSINESS OF SELLING Athletics and outdoor sports are par- ticularly prominent during the fall of the year in the schools. Har-ard Uni- versity and many other leading colleges, “prep” schools, and high schools have called upon the James W. Brine Com- pany to supply them with the athletic equipment needed. This organization has been serving educational institutions for many years and we are pleased to welcome them into the advertising pages of THE JournaL. We hope that the readers will make use of their splendid facilities. The Fred Medart Mfg. Co., of St. Louis, manufacturer of playground equipment, has just issued its new cata- log “M.” As is generally known, this concern is a pioneer builder of play- ground equipment and has, over a period of 50 years, contributed much to the development and growth of the play- ground movement. The new catalog is in line with the policy of this manufacturer to do more than merely sell the equipment—it is really a comprehensive treatise on the subject of playground planning and equipment. It is profusely illustrated with views, photographs, and diagrams— contains much valuable data and in- formation, and suggests various layouts which can be had for certain sums of money. We can conscientiously recom- mend that any one interested in the play- ground movement, or in playground planning and equipment, should send to the manufacturer for a copy of this book. It will be a worth-while contribution to the permanent records of those interested in the subject. With nearly one million sets of the BOOK OF KNOWLEDGE in the 93 a a es Fredericktown Bells Have Assembled the Masses for More than 60 Years. WRITE FOR ILLUSTRATED CATALOG Tne LB. Foote Foundry @ Fredericktown.2 56 Front St. Professional Placement for Progressive Teachers Colleges, and Universities. No registration fee J.M. HAHN Blanche HN et Managers THE J. M. HAHN TEACHERS AGENCY Rests on a record of ten years of successful teacher-placement in California. Serves all Educational Institutions— Kindergartens, Elementary and Secondary Schools, Normal! Schools, homes of millions of school children throughout America, teachers and edu- cators will find their TEACHERS’ GUIDE TO READING COURSES of great assistance in home work and for use in supplementary lessons in litera- ture, science, and history. The Book of Knowledge is beginning an _ intensive campaign to interest teachers in the value of making use of the home library. The splendid endorsement of Dr. Cody will create a great deal of interest in the edu- cational activities of the Grolier Society, which publishes this set. “Better teaching through printing”’ is the slogan of the advertising of Barn- hart Brothers and Spindler. It is un- doubtedly true that children “learn to do by doing,” and that printing is gain- ing a great deal in favor among schools because of the splendid opportunity of teaching English, grammar, and other subjects. The increasing importance of health education is the occasion for the splendid advertisement of Fairbanks, Moore & Company, who are calling attention to their health scales. It is undoubtedly true that every school should be equipped with health scales in order that the weight of the children can be kept accu- rately. A new and important method of class- record books is being advertised by the Masterleaf Class Record Book Company. Teachers will be interested in reading their advertisement and getting informa- tion about this. The splendid success of the Miessner Piano Company is being advertised this month. A car load of pianos has been sent to the New Orleans schools. The LB. Foote Foundry G Fredericktowna. 56 Front St. Discriminating Service to School] Officials Correspondence invited Rooms 35-38, 2161 Shattuck Ave, Berkeley, California Mention Tue JournaL when writing our advertisers. September, 19 The Cantilever Shoe gives supreme comfort. It fits like a glove and will flex with the arch of the foot. It jg an ideal shoe especially for the teacher who must stand up and walk around a great deal during the day. Every teacher knows the need of comfortable foot. wear. The Victor Talking Machine Com, i pany shows the need of Victrolas jn the schools ; the way to teach the children ty | dearn to love good music. Oe PU Sate Good pictures are extremely educa. | tional and make a lasting impression op | school children. Curtis & Cameron Inc., who publish the Copley Prints, wai the Perry Pictures Company are supply- | ing the need of good pictures in the | schools. ; American Crayon Company and the | Prang Company are advertising art | products which are so much used in the lower grades. The message of Colgate & Company is always cleanliness, which, of course improves the health conditions and morale of the class-room. The Takamine Mfg. Corp. is per forming a real service to the schools by offering their tooth-brushes at a yey low price to classes in oral hygiene. It is undoubtedly true that every school should be provided with the ut most of safety in the way of fire-escapes, The Dow Company is advertising the simple, quick-slide to safety. Quite a number of book publishers are” advertising the new books that have jus | come off the press. ' The message of the Teachers’ Casualty | Underwriters for teachers to protect themselves against sickness, accident, quarantine, etc., is a very splendid one. Every teacher who has reaped the bene fits knows the comfort of this protection. READ THE ADVERTISEMENTS IT PAYS