2} VoL. xi NOVEMBER, 1922 No. 9 A A a Fy c 34 oe 4 = \ The JOURNAL of the NATIONAL EDUCATION ASSOCIATION (ee ee The Teacher and the Banker : The Outstanding Issue in American Education The Chicago High School Teachers’ Council Revising the Elementary Curriculum The American's Creed and Flag John Williston Cook . Eyesight as a National Problem The Work-Study-Play Plan Ethics for Teachers International Universities Brazil and Its Capital Editorial ; The National Honor Society Enrolment and Affiliation . Health Material for Teachers American Education Week The National Council at Boston The Elgin Report. , Editorial Council for 1922-23 Guide to Books Books and a Vocation School-Building Progress President Owen's Program Department of Superintendence Notes and Announcements ‘ State Association Meetings 1922-23 In the Field , j Directory of Advertisers (O -_ zi ( 1G — ) 5 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. —s SO THE DAWN OF PEACE BUCKINGHAM PRINTS of HISTORIC WASHINGTON IDELITY to an ideal is best fixed in the mind by a photograph of that ideal. Epochal pictures of our country's landmarks in its progress upward and onward which weave “the tie that binds” into the “home, sweet home” of our individual and national life, are most illu- minating. Thus it is indeed essential in the study of political institutions and the science of government that we illustrate with truly artistic, historic pictures the text of a school lesson or the story of an incident. Q] Washington, D. C., the Capital of the nation, is the very heart of our business, social and political life. Its day by day history is the sum total of our individual and collective achievement: Hence the public build- ings of stone and marble, and the creative instinct find- ing expression in monuments and memorials to our heroes and statesmen, are the visible and permanent evidence of our national ability and patriotism—our flag their symbol. Mr. C. O. Buckingham is acknowledged the pre- eminent artist in out-door photography. His pic- tures of historic Washington need no introduction. VERY school and home should have at least one historic Wash- ington picture—BUCKINGHAM PRINT—so that the boys and girls may remember “‘be an American first, last and always.”’ Many other historic Washington photographic prints—Catalog on request The C. O. BUCKINGHAM CoO. 723 10th Street Northwest “AD” DESIGNED BY GROVER WARREN AYERS WASHINGTON, D. C. IS THERE A BUCKINGHAM PRINT IN YOUR SCHOOL OR HOME? re - THIS VERY UNIQUE PICTURE OF THE CAPITOL AT WASHINGTON WAS taken at night from the steps of the Library of Congress during the Dis- armament Peace Conference when the Capitol was flooded with 2-billion candle-power electric search-lights screened with color prisms. The varied color effects threw a halo over the ma- jestic, sombre, white dome not unlike the aurora borealis. A shaft of light piercing the blue-black of the night sky between the ever-changing prisms, which seems to speak a prophesy of hope fulfilled, is here fortuitously caught by the artist, Mr. Buckingham. Cj The weirdly skeletoned November trees in the foreground, together with the wet pavement reflecting the lights against the deepening shadows in the per- spective, combine in an unusual degree the artistry of nature. Che noble steps of the library with its newel post lamps make an exquisitely symmetrical base for the notable picture com- memorating the historic attempts to bring “on earth, peace, good will toward men.” Beautifully finished photographs direct from original nega- tive in black and white, made by BUCKINGHAM e in sizes: : : A San7 . « « Sam HIS Capitol picture is a com- 8x10 ais: 1.00 panion of Mr. Buckingham’s at : aan other exclusive Capitol picture 16x20 .. 5 taken at midnight on the night we Shipped prepaid, : Parcel Post, on declared war against Germany. receipt of price. COPYRIGHT, 1922, By C. O. BUCKINGHAM THE JouRNAL OF THE NATIONAL EpucaTion AssociATION A United States Commissioner of Education once said: “Good music is a vital element in the education of the people” If you want to teach a child to enjoy flowers you do not get a textbook of botany for him and tell him J all about the anatomy of plants. You take him to the garden and let him look at the flowers and smellf them. You do this over and over again, calling his attention to particularly beautiful or fragrant speci- mens; and presently the child will become a flower lover, if he is not one from the start. It is the same with music. There is only one way to learn how to listen to it and that is to listen to it, to hear it sung or played over and over again—the phonograph is invaluable for this purpose—and to do one’s best to give it one’s full attention. To tell a child or an adult how to “parse’—how musical sen- tences are constructed, and sonatas or symphonies built up—will teach them something about the formal J or intellectual side of music, but will not guide them J to the enjoyment of it. They may be able to pass an ) examination on how minuettes differ from gavottes, scherzos from fugues, and yet be utterly indifferent to music or even horribly by it. In a word, a(singing machinejor a player-piano always “‘on tap” will do more to teach the enjoyment of music than a hundred books. Read above what Henry T. Finck, Are your students getting this vital element? How are they getting it? Does your music work stop at sight-reading and groupsinging? Or are you giving your stu- dents opportunities fo appreciate music,—the music of the opera and concert hall that they will hear in after life? If so, are you confining their musical growth to dry-as-dust reading about music? Orare you giving them oppor- tunities to hear rea/ music, —the world’s greatest music inter- preted by the world’s greatest artists? eminent musical writer and critic, said in ‘“The Literary Review’’ of ‘“The New York Evening Post’’ on the subject of studying about music versus Aearing the real music itself. Teaching music appreciation is fully possible only with the Victrola and Victor Records. For further information, consult any dealer in Victor products, Educational Department Victor Talking Machine Co. Camden, New Jersey cr write Victrola XXV for school use Mention Tue Journat when writing our advertisers. The only ‘‘singing machine”’ manufactured especia// ‘ a ha STS A-168 THE JoURNAL oF THE NaTIONAL EpucaTion ASSOCIATION November, 192% | America’s Educational Leaders Consent to Select Papers for Purchase from N.E. A. Members to Enhance School-room Usefulness of The Book of Knowle (The Children’s Encyclopedia) J. W. SEARSON Professor of English, Uni- versity of Nebraska, Lincoln, WALTER R. SIDERS Chairman of the Board of Trustees of the N. E, 4. ive. Superintendent of Schools " Pocatello, Idaho. : JOHN H. BEVERIDGE PHILANDER P. CLAXTON President Department of Su- Ex-United States Commis- perintendence and Superin- sioner of Education; Provost tendent of Schools, Omaha, of the State University of Nebr. Alabama. Why We Invite Your Articles Payments for Selected Articles : : P ; ‘ Purchase payments will be made as We have set aside Twelve Hundred ($1,200) Dollars with which to purchase follows, upon findings, as to the most in. outright, papers or articles from trained teachers and practical educators showing formative contributions : - a 4 ae Od r “ 4 m ane . . h Mos how to make THE BOOK OF KNOWLEDGE an even more effective aid in se RR ane $100 class-room work with young children and growing boys and girls than is even For the 2d Most $75 For the 3d, Most

wo 2. 2 ee oo Ae ee ee bee oe On ee bee be ee ot Ge oe a Oe OCG e™ oA et = oP Revising the Elementary Curriculum KATHERINE D. BLAKE Principal of Public School No. 6, New York City, Chairman N THE LAST DECADE of the last century the National Education Association published the Report of the Committee of Ten and the Report of the Committee of Fifteen, and these two reports set the standards for the course of study in the elementary and in the high schools of America. Courses of study in most places have not ma- terially wandered from the standards then set. Yet a generation has come to maturity then; the world has learned to use the trolley, the automo- bile, wireless telegraphy, the airplane, the phonograph, moving pictures, the submarine, and poison gas; the World War has destroyed the old map of Europe and changed living conditions all over the world. ‘The child of today faces a new world, and should not be tied to the course of study of the world of 1895. The present elementary-school cur- riculum is determined largely in its con- tent by the simpler conditions of life which prevailed two generations ago. At that time the average child went to school only a few weeks in the year and never expected to make fluent or fre- quent use of the arts which he acquired in school. He lived during the larger part of the year in a simple rural en- since * This is the final report of the Committee of the National Council on Changes Needed in the Elementary School Course as it was presented to the Council by the Chairman at Boston on July 3, 1922. In addition to the chairman, the Committee includes the fol- lowing: Georgia Alexander, District Super- intendent, Indianapolis, Ind.; Abby Louise Day, Professor of Education, State Normal School, Lowell, Mass.; Lida Belle Earhart, Professor of Education, University of Nebraska, Lincoln, Nebr.; Joseph Marr Gwinn, Superintendent of Schools, New Orleans, La.; Florence Holbrook, Principal, Forestville School, Chicago, Ill.; Charles H. Judd, Director, School of Education, Uni- versity of Chicago, Chicago, Ill.; W. A. Lewis, President, State Normal School, Hays, Kansas; Homer H. Seerley (Ex Officio), President, Iowa State Teachers’ College, Cedar Falls, lowa; Jacques Redway, Geog- rapher, Mount Vernon, N. Y.; Elizabeth M. Sherman, Principal, Jefferson School, Oak- land, Calif.; H. L. Smith, Dean of School of Education, University of Indiana, Bloom- ington, Ind.; Richard O. Stoops, Superin- tendent of Schools, Joliet, Ill.; James H. Van Sickle, Superintendent of Schools, Spring- field, Mass.; Kate Van Wagenen, Principal, Public School 53, New York City; Robert H. Wright, President, East Carolina Teachers’ College, Greenville, N. C. vironment where the conditions of life were open to the observation of every- one. ‘The Commissioner of Education has given us a concrete picture of those early days by estimating that in 1800, the average schooling of an American citizen was eighty days; in 1840, two ATHERINE DEVEREUX BLAKE, Chairman of the Com- Changes Needed in the Elementary School Course, believes that school courses should keep pace with the enormous growth in every phase of mod- ern life—that they should prepare chil- dren to face the problems of tomorrow. mittee on hundred and eight; in 1870, five hun- dred and eighty-two; in 1890, seven hundred and seventy; and in 1916, about twelve hundred. During the last thirty or forty years conditions have rapidly changed in the social life of the States, as well as in the amount of schooling received by the average citizen. There has been some effort to enlarge the school program to meet these new conditions. There have been added courses in geography, nature study, history, and the constructive arts. The new courses thus added have, how- ever, by no means kept pace with the needs of the times. We are beginning to be keenly aware of the necessity of a [355] radical reérganization of school work so as to give pupils adequate preparation to take their places in the modern world. No more striking example of the need of the enlargement of the elementary curriculum can be found than that which is brought out by the persistent demand of the times that we teach pupils about the community in which they live. The simple rural community of former times has disappeared. Even in the rural dis- tricts there are appliances of civilization, the telephone, the automobile, and the mail which complicate life beyond the possibilities of direct observation. ‘The modern child never sees the great ma- jority of the people on whom he is de- pendent for the ordinary commodities used in his life. If he is to know any- thing about his personal relationships he must be taught to look beyond his ob- servable environment. The urgent need of expansion of the elementary curriculum becomes so ap- parent in the light of such considerations that it hardly seems necessary to argue further along these lines. It is, how- ever, true that within the schools and in the community there are powerful con- servative forces which make expansion slow. The parent wants his child taught as he was taught. ‘Teachers and school officers are reluctant to abandon practices which long usage has made familiar. It is well, therefore, that organized effort be brought to bear on the problem with a view to bringing the schools a richer program, better suited to modern conditions. English for Tomorrow In most courses of study the literature read and studied in school is “classic.’’ The real difficulty before the school is, that we are training children who face not yesterday, but tomorrow. Some of the best modern writing should be pre- sented to the youth of America. In any event, the literature of the schools should lead away from the superstitions and folk- lore follies of the days when our ances- tors painted themselves with woad and so feared strangers that anyone painted differently was killed as soon as seen. No fairy story should be told to chil- dren unless it has a real ethical value. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HIS I8 the marble memorial amphitheatre in the National cemetery at Arling- ton, Virginia. Here were held on November 11, the ceremonies preceding the burial of America’s “unknown soldier,” killed in the world war. ‘The old-fashioned allegory trains imagi- nation quite as well as does the fairy story, and has a moral value that lasts life. So have the well- known myths which were the religious beliefs of a people, and they have an historical value as well. Any- one with average intelligence and even a low order of imagination can tell fairy stories by the hour. Knowledge of life, reality, or verisimilitude are not required. That is why fairy story telling is so popular. But to invest with life and interest real people, who have moved the through also once world, requires study and a high order of imagination as well as a certain dra- matic ability. Yet such the only stories worth telling to our children. Such are the tales that will kindle their imagination and lead them to higher levels, and will fit them to take up the burden of life, knowing that each must give his share of work and self-sacrifice in order that all may be happier. Most of the Mother Goose rhymes were originally lampoons, political or personal; for instance, London Bridge was a_lampoon of the time of Charles Il. When their history is taught, those which an historic value may be taught to advantage; the others might better be omitted, and simple songs with equal rhythmic value, written by our great authors, be substituted for them. It is absurd to teach to children six or seven vears old the foolish rhymes that we older people learned in the nursery at the age of two or three. The task before us in all English work is to try to make it vivid to the No child should ever be asked are have pupil. to write a composition on a_ subject which is not clear and distinct to him as a personal experience. Vague sub- jects and glittering generalities destroy a child’s interest in the composition lesson. It is better for him to write bad English with a punch to it, than to write correct English that is dull. Technical grammar should be omitted from the first six years in school. The grammar studied in the seventh and eighth years should be simple in character. History for Progress America thus far has been the greatest experiment in democracy that the world has seen. ‘The children of toda; a new world and must learn history in the light of present-day developments. While world conditions of today must not be neglected, the best training for the child is a study of the laws and government of his own community, the things which he can readily understand. History, as taught in the past, has focussed the pupils’ attention upon mili- tary greatness. Democracy demands that the pupils of today shall study the progress of nations and races rather than the story of kings and generals. To this end periods of history should be chosen and the life of the people during these periods made real by means of research and project teaching, culminating in pageants. The life of the mass of the people in each period should be studied and the causes for their advancement or retardation discussed and the far-reach- ing effect of new discoveries, new inven- tions, and new ideas should be shown. Each period studied should be vividly face November, 192) contrasted with the every-day conditions of the present time. ‘This will rende; interesting research into our own life and community conditions, and these should be carefully studied, defects noted, and the pupils taught that it jg their duty to make the world better, ang to bring nearer the brotherhood of men and the peace of the world. Teachers should be leaders in their community, not Sir Auck- land Geddes, British Ambassador to the United States, in his last November, before the Annual Convyep- tion of the Minnesota Education Asso. tollowers. address ciation, stated that improved education would make future wars impossible and that the schoolroom is the hope of peace, He said “An ambassador’s duty is to promote the How infinitely more it is the duty of the teacher! Continuing, cause of peace.” “I have partici- pated in two wars, and | have no desire to see another, nor for my children to You your com- panions in the teaching profession have an almost control over the mental bias of the citizens of the future. That knowledge emboldens me to say that faithful to your trust there will be new hope for mankind and for the peace of the world,” see one. and absolute if you are understanding] Common-sense Arithmetic At the conference of the National Council of Education on July 5, 1920, after a participated in by grade teachers, princ:pals, normal-school discussion instructors and pres‘dents, and college professors and presidents, it was unan- imously voted to omit entirely from the elementary course all the so-called higher arithmetic — all drums, and to arithmetic to thos: fundamental in character and are needed by the ninety per cent of the people in America who do not go to high school. Twenty-five years ago the N. EL A urged the elimination of arithmetical conundrums, yet they are still present in most elementary school arithmetics. arithmetical the conun- work in processes which are contine Elementary school arithmetic (the first six years) should be confined to those processes with whole numbers, fractions, and decimals used in the every- day life of the great mass of our popula tion outside of technical or _ special The substantial mastery of a certain number of often used abilities is better than half knowledge of twiee that number. The application of these processes should be confined to the problems that vocations. -_ o> om . 1S = nal 20, by ool ege an- the her un- are ded in pol. A, ical t in the ers, ary: ula- cial ot ties vice ‘hat Vol. 11, No. 9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION wae wn ~~ aera ET ee arise in the lives of the children and in the homes and communities of the aver- age family. “The work should be con- fined largely to the class period in which the teacher can see that proper habits of computation are formed, as well as that proper methods of attack in the study of a problem are developed. There is little value in out-of-class assignments before the fifth or sixth year. All mathematical puzzles and conun- drums should be eliminated; and all problems, where in the real world the data of the problem are obtained from the answer, and all business, economic, and industrial problems (studied for social instead of vocaticnal needs) should be left for the Junior High School. This would eliminate the addition and subtraction of all fractions except those arising in the expression of units of one denomination in terms of a higher in our ordinary tables of measure. Such an elimination would render unnecessary methods of finding the least. common multiple and the common divisor. It would also greatly reduce the amount of complex work in multi- plying fraction by fraction and dividing greatest fraction by fraction. Such a tionize the teaching of decimals. In- course would also revolu- stead of teaching the -pupils to express the remainders in long division as mean- ingless fractions with large terms, the division would be carried to tenths or hundredths as the nature of the problem required. ‘Lhese could be added or subtracted as easily as dollars and cents. would be confined to decimal in the division of whole num- bers; to the addition and subtraction of deeimals; and to multiplying or dividing a decimal by a whole number, all of which is paralleled in what he does in United States money when written with the decimal point and the dollar sign. * Multiplying and dividing decimals by decimals should be left until the latter part of the sixth year, and then lightly stressed. Percentage should be taught as notation for hundredths and but the two problems of everyday life should be given—namely, finding the relation of two numbers and expressing it in per cent and finding the per cent of a number. The reduction of compound denomi- nate numbers as a_ separate topic independent of the usual work of multi- plication and division should be elimi- nated, as well as the four fundamental processes in denominate numbers. Men- suration should be confined to the simple quotients Thus the work in decimals such us2 of a HIS TOMB of the “unknown soldier” in the Arlington National Cemetery has come to be a sacred spot, visited by many thousands annually. In the distance across the Potomac may be seen the city of Washington with the tall and graceful Washington Monument in the center. needs of areas and volumes of the house. This will not result, however, in a very great curtailment of time, but in giving a knowledge that will function in the uses to which the pupil will need arithmetic in later life rather than in the great inefficiency of today due to the awful waste in studying the non-essentials. Live Geography The airplane, wireless, telegraph, and telephone link the ends of the world in such close connection today that the people in the antipodes have become our neighbors. It therefore becomes im- perative for us to know them intimately. As Dr. Wallace Walter Atwood, Presi- dent of Clark University, has said: “We have reached the stage in devel- opment when our further growth, per- haps our peaceful existence, depends upon our judgment in dealing w'th the other peoples of the world.”” ‘That is to say, the peaceful existence of nations lies in the hands of the geography teacher, who therefore must become the foremost factor in training humanity to knowledge which will bring about a peaceful brotherhood and solidarity of nations—their friendly characteristics rather than their objec- tionable differences. Geography is fundamental to the history of the human race, for geograph- ical features have controlled the develop- ment of nations. Physical and climatic conditions dominate human_ industries, and a study of geography, to be effective, must how and why human in- dustries are located as they are and why the conscious show humanity is concentrated in specific regions which are either topographical or climatic. The physical map of the continent should be the one continuously used, so that the geographical features may be firmly fixed in the mind of the pupil, who will thus learn to know why popu- lation is sparse in certain regions while others are crowded. The should be located approximately, in con- nection with their geographical features, rather than with accuracy, according to the calico-colored political maps which havé hitherto been regarded as the more important. These last have their specific uses, and may be employed when necessary, particularly in the older classes. The regions of production should be placed clearly before the children—the great and iron possible structural countries coal regions, making steel and intensive manufacturing; the grain areas of the world; the cotton districts; the fruit and timber regions; the roadways of com- merce, tying cities together with water- ways and railways, and ere long, with airways. Somewhere or other in the course, both the history and the geog- raphy of such trade routes as the Erie Canal and Mohawk Valley, the Santa Fe Trail, the Overland Mail, the Danube, the Khaibur Pass, the Suez Canal, the Panama Canal, the Berlin to Bagdad Railway, and other historic highways should be studied in detail. These are instances of the intense geographic control of human history. Pictures on paper and screen, still and moving, cannot be too strongly em- The Changed Education HE THING that impresses me as most significant in our educational development of the last few years is the change in our objectives from one of individual gain to that of serv- ice. Ten years ago we believed in education for the help it gave to the individual; it enabled him to get ahead, to make money, to become financially successful. It was talked by the parents to the child, by the teacher to the student. Now we do not say that nearly so much. The whole philosophy of the schools has been transformed. It has become socialized. Now we say, “If you get an educa- tion it will enable you to under- stand other people, to get the other person’s point of view; it makes you compassionate; you will be more helpful; you can serve better and work better with others in this service.”— Payson Smith, State Commis- sioner of Education, Boston, Massachusetts. phasized ; they naturally fall under these heads: physiographic scenery, social and industrial life, and transportation. Through pictures the child learns to know people on the other side of the world; their homes; _ igloos, tents, thatched dwellings, stone and wooden houses, palaces; their occupations; hunt- ing, planting and harvesting, mining, manufacturing, and transportation. The teacher should be the selector of her own pictures. Various side excur- sions may be taken through the use of pictures; for instance, the garb of the Bedouin nomad shows that cotton grown in Texas and woven into cloth in New England may be marketed in_ the Arabian desert. As a rule, motion pictures are less useful than still life scenes. For illus- tration of plant and animal life develop- ment by the use of retarded motion, motion pictures are highly educative. They also illustrate manufacturing processes more interestingly than any other form of picture. The chief ad- vantage in the use of lantern slides is the fact that the whole class can see them simultaneously and discuss them. And then there is the wonderful story of the world, round and whirling, going no one THE JourNAL OF THE NATIONAL EpucATION ASSOCIATION ee eee knows whither, through the starry uni- verse that surrounds us. The geography period should be the joy period of the day’s work. 1000 Words for Spelling The National Education Association should issue an authoritative list of the one thousand words which form the vocabulary of the average human being who has not had the benefit of a high- school education. This list should be made by a study of all the present lists of scientifically-chosen words, as well as those taught in good business schools. It could be published either by the National Education Association or the United States Bureau of Education. With this could be arranged a simple compendium of the rules required for punctuation in proof-reading. Training for Parenthood By scientific research and patient study we have learned the best methods of feeding and environment for plants and animals. The flowers infinitely more beautiful, the fruits larger and more perfect, the farm animals more productive, than those of half a century ago. But during this half century we have done little to improve the human animal. ‘The training and environment of children have been forgotten while human beings struggled for a livelihood. As a rule, the most wasted years of life are those from birth to school Nevertheless, the schools as a whole are not yet awake to their duty in preparing boys and girls for parenthood. This does not mean sex hygiene, but a con- tinuous training in the ideals and joys of parenthood, and a knowledge of the self-sacrifice needed in order to win the crown of loving devotion that children give to wise and affectionate parents. Such training must not be left to the high schools but should be taught in the first six years of school life, for a ma- jority of the school population leave school at the end of the elementary school course or earlier. Humane education, care of babies, training for health of children of pre- school age, and the training of their pow- ers of observation, and games that will help to develop either the body or the brain of the younger brother or sister, or the child that may come to their arms later in life—all these should be taught in the schools, to both boys and girls. In our factory-built world of today thousands of children are acting as little mothers or little fathers to younger are — age. November, 1929 brothers and sisters. Untutored in the care of children and in the joy of traip. ing them aright, their little charges are merely heavy burdens borne in silence, or with grumbling, and sometimes with the abuse taught them by their illiterate parents. Such training as this would come to these little foster-parents as q revelation and a delight. It would help toward bringing to the schools in a short time better-trained kindergarten chil. dren, and, for the future, would mean an infinitely better generation. Science and Manual Training The world is calling for people who think, because the life of today is de. pendent on scientific research. Science, more than any other study, demands thought; it is therefore imperative that our children should study at an early age the both organic and inorganic. The child of today faces a world that is dominated by machines. Life is made easier for him by machines, and a great majority of the children will earn their living by caring for machines. It js well, therefore, that their training in the use of machines should begin early, There is a toy typewriter that is not ex- pensive that would train for accuracy in spelling as no amount of written work will do, and there are simple arithmetical beginnings of science, News HE word “news” is said to have been originally taken from the points of the com- pass— N s reports of interest from the four corners of the earth. Neither gossip, conjec- ture, nor exaggeration consti- tute “news,” and conclusions or acts based upon such reports are ultimately seen to be mis- takes, while conclusions or acts based upon truthful and un- prejudiced reports, the only real news, are constructive, bringing progress in the march of human endeavor.—From the Christian Science Monitor. meaning ' i Vol. 11,No.9 Tue JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION ee calculating machines that are interesting and helpful. There are similar devices which can be used for “busy work,” to save the voice and the nerves of the teacher—and of the child—for the ma- chine, like nature, is quietly inexorable. Science work, in so far as it relates to machines, should be spread through the child’s school life and not left for the last two years of school, as is frequently done in courses of study. In the city and on the farm, in its daily life, the child sees machines in use, and its toys frequently contain applications of the lever, pulley, wedge, and the like. A seven-year old child can learn some- thing of the force of gravitation when illustrated by its own bumps, and of adhesion, when it glues a picture to a piece of cardboard. school the child should learn to watch for examples of the power of gravita- tion, cohesion, capillary attraction, light, heat, combustion, electricity, magnetism, the lifting power of the screw, inclined planes, and other mechanical devices. Our great inventors did not postpone their work until they were ready for high school or college, but tinkered in their childhood, trying to find new ways of doing the things their parents did more slowly. Just as inorganic science should be studied through the grades, so As it progresses in also Whither Goest Thou? CHOOL OBJECTIVES — In connection with each school exercise, every teacher should ask herself the question “Whither goest thou?” She may be going toward the end of the period or she may be trying to reach the close of the day, or Friday afternoon, or the end of the term. That’s exactly what many a day laborer is striving to do. He has sight but lacks vision and hence does not see beyond pay day. No big pur- pose far ahead lures him on. He is listening for the whistle or the gong that signals him to lay down his tools. He works eight hours a day for so much pay and nothing beyond that concerns him. So it is with the teacher who has no worthy objectives ——Ohio Educational Monthly. should simple organic science. The fundamental difference between living organisms and inorganic matter should be taught with special emphasis on feed- ing, breeding, and growth. In large cities this study must perforce focus on plant life and human life, for dusty, dead specimens from a museum do not train a child in true nature study. Only in rural or semi-rural communities can the great panorama of nature really be studied. Nevertheless, school gardens, parks, and herbariums can do much for the city child, while corn clubs, calf clubs, and farm culture generally, will open the eyes of the rural child to the wonders possible of achievement in the plant and animal world through right feeding and environment. In all study of growth, the needs of plants and animals should be compared with those of growing children, and likenesses and differences studied to the end that the next generation may be better equipped for the struggle of life than the present one. Shop work and cooking should not be confined to the seventh and eighth years, as at present because of expense, but should be taught throughout the school life of the child, the younger children taking the place of helpers to the older girls and boys. All manual training, science, and art work should follow taste and ability lines, rather than sex lines. Boys should be free to learn cooking or sewing, and girls to do shop work; for in the industrial world today thousands of men are cooking and sew- ing, while in thousands of homes women are doing and work, upholstery carpentry In ancient times education was trans- mitted from father to son by word of mouth. ‘Today visual instruction is far more important than oral instruction. We appeal to the eye of the child through books and pictures, and the appeal to the eye is more powerful than that which is addressed to the ear. We all know the old saying, “In at one ear and out at the other,” but no one has ever said, “In at one eye and out at the other,” because things seen are best re- membered. For this reason it is im- perative for the up-to-date school to introduce visual instruction in all branches as far as possible. Stereoscopes are excellent, and moving pictures are still better. No town should be with- out the means of teaching its children through the medium of moving pictures. History, literature, and science can all three be illuminated in this way. What of the Schools? LLITERACY and crime are closely related. It is more economical to educate children than to prosecute criminals, and maintain jails, eleemosynary, and penal institutions. In fact, the right kind of education is exceptionally fine insurance. It insures against crime and against poverty. It gives se- curity to life and property. Illiteracy among the negroes in Oklahoma is six times as great as among the whites. There are six times as many negroes in the Oklahoma peni- tentiary per 10,000 of their pop- ulation as there are whites per 10,000 of their population. It is the boast of Tuskegee Institute, the greatest negro school in the South, that not one of the graduates has ever been convicted of crime.—An Editorial in The Oklahoma Teacher. Unless our normal schools can teach the inspiration of the new century which lies before us, the course of study sug- gested in this report cannot be properly carried out. ‘The normal schools of this country should be leaders of school thought and method, not followers of the course of study as already laid out. No student should be permitted to receive a diploma from a normal school who has not specialized along some one line of study as well as accomplished the general course. Only a person who is too dull to make a competent teacher is unable to become a specialist in one or more of the subjects required in the elementary schools. In closing, the Chairman desires to thank the entire committee for their willing helpfulness, and especially the secretary, Dr. H. L. Smith, for his continuous assistance. Mr. Charles H. Judd, Superintendent Joseph M. Gwinn, and Dr. Jacques Redway have earned the gratitude of the Chairman by their prompt and efficient aid. This final report has the unanimous approval of the committee and was adopted as a whole by the National Council of Edu- cation on July 3, 1922, during the Bos- ton meeting of the National Education Association, VERY TRUE AMERICAN kK wishes to understand his country and to respect its flag. The marks of respect which are due the flag may well be taught in preparation for American Education Week, December 3-9. The rules to be observed, which are an important part of the training of every soldier, have been stated as follows: Rules of Respect for the Flag—The flag should never be festooned. It should always be hung flat or open. The flag should not be raised before sunrise, and should be lowered at sunset. It should not be displayed upon stormy days or left out over night. On Memorial Day, it should be displayed at half-staff from sunrise until noon, when it should be raised to full staff where it should remain until sunset. Before the flag is half-staffed or hauled down, it should always be run to the top of the staff. No other flag should be hoisted above the American flag, except the white triangle and blue cross of the church pennant, which is al- lowed to fly at the masthead above the Stars and Stripes when religious services are in progress in a military chapel or aboard a ship of the Navy. When the flag is carried with other flags in a parade, it should claim the place of honor at the right of the other It is never dipped in salute. When the flag is passing in parade or in a review, a spectator should halt, if walking, and if sitting should arise un- When the American flag is raped with that of another country or the banner of an organization, it should always be at the onlooker’s right. When the flag is hung in a horizontal position the starry field is placed in the upper left as one faces the flag. When it is hung in a vertical position or used as an altar covering, the starry field should be on the right. The man who is in uniform salutes in military style when the flag goes by. The man in civilian clothes takes off his hat with his right hand and places it against the left shoulder, standing at attention. Women stand at attention. What not to do with the Flag—The flag should not be sewed into a sofa pillow or used as a silk handkerchief. It should not appear in any form of flags. covered. advertising or be worn as a costume or in any comical way. It should not be The American's Creed and Flag used in fantastic design or as bunting. It should not be allowed to touch the ground—even at unveilings. It should not be used as a table cloth. Nothing but the Bible should rest upon it. It should not be draped below a platform The American’s Creed N PREPARATION for American Education Week, which will be held throughout the country December 3-9, every child should memorize the following creed which was compiled by William Tyler Page and which was officially adopted by the United States Congress, April 13, 1918: BELIEVE in the United States of America as a gov- ernment of the people, by the people, for the people; whose just powers are derived from the consent of the governed; a democracy in a republic; a sovereign Nation of many sov- ereign States; a perfect Union, one and inseparable; established upon those principles of free- dom, equality, justice, and hu- manity, for which American patriots sacrificed their lives and fortunes. I therefore be- lieve it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag, and to defend it against all enemies. or below a person sitting. Remember that the Stars and Stripes always claim the place of honor, the forefront, the highest elevation. When The Spangled Banner is played, face the music or the flag and stand at attention. Pledge of Allegiance and Salute of the Flag—The pledge and salute are given frequently. In some schools they are required once each week. ‘They are especially fitting for American Education Week. The Pledge—‘l pledge alle- giance to my flag and to the Republic for which it stands: one Nation indi- visible, with liberty and justice for all.” This pledge of allegiance was given Star- [360] under the leadership of The Companion by more than Youth’; 12,000,000 public school pupils during the National Public-School Celebration of October 21, 1892. It was so patriotic and ap. propriate that it has been perpetuated and is now the official pledge in public schools throughout the Nation. How to Give the Salute to the Flag— Stand with right hand extended, palm downward, to a line with the forehead and close to it. Repeat the pledge slowly. At the words “to my flag” the right hand is extended gracefully, palm upward, toward the flag and remains jn this position till the end of the affirma- tion, whereupon hands immediately drop to the side. The American’s Creed—This creed. which appears in the box on this page, vas compiled by William Tyler Page, chief clerk of the House of Representa- tives. In 1916 when it daily grew more evident that America must be drawn into the great war, the idea was conceived of promoting a contest for a National creed which should be the briefest possible summary of the fundamental things in American history and tradition. Early in 1917 the proposed contest was announced at a large gathering of American artists, and editors. The American press and a number of the leading magazines took up the challenge and on behalf of the city of Baltimore, in the name of Francis Scott Key and the Star Spangled Banner, Mayor James H. Preston offered an award of $1000 for the winning creed. authors, Committees were appointed to pass upon the several thousand creeds sub- mitted, and April 3, 1918, The American’s Creed by Mr. Page was pub- licly announced by the United States Commissioner of Education and the late Speaker Champ Clark. The American’s Creed has twelve his- torical phrases or parts and the whole of it is expressed in just one hundred words. Its purpose is to stimulate re- search into the historical documents which constitute the American’s political Bible. The creed sums up the things for which America stands and which have made America great. It brings together in composite form those principles for which Americans have always stood but which were never before expressed concretely. on HE NEW INDIVIDUALISM will usher in the time when the finest sentiments of our best moments will become urgent and strenu- ous guides in the commonplace duties of ordinary living.” With these words Dr. John Williston Cook closed his president:al address before the National Education Association .at St. Missouri, in 1904. “They were char- acteristic of the man who uttered them, who, until three years ago, when he retired from active educational work, had devoted practically his entire life to the teaching profession—fifty-four years of professional leadership. ' Dr. Cook was fundamentally a nor- Louis, mal-school man, having been associated with normal schools almost continuously since his graduation from the institution at Normal, Illinois, in 1865. He was more than a teacher of methods; he was a philosopher and educator. He led his students to search for underlying truths, impressing upon them the value of definite aims and definite knowledge. Dr. Cook was born in Oneida County, New York, April 20, 1844. At the age of seven he came with his parents to Illinois, where they settled on a farm in McLean County. the family moved to the village of Kappa, where the boy attended the vil- lage school, clerked in a store and assisted Two years later his father, who was station agent for the railroad company. For two years he worked on a farm but gave this up to complete his education. At the age of eighteen he entered the university at Normal as a student. Dr. Cook began his teaching career as principal of schools at Brimfield, in Peoria County. He later took charge ot the tra‘ning school at Normal which had just been established in connection with the Normal. In 1868 he was ap- pointed to the Normal-school faculty where he served continuously for thirty- one years. In 1890 he was made presi- dent. In 1899 he resigned to accept the presidency of the new Northern Illinois State Normal School at DeKalb, now known as the DeKalb State Teachers’ College. Always a man of vision, Dr. Cook left the presidency of one of the best normal schools in the United States to become the administrator of the new in- stitution at DeKalb because he saw in John Williston Cook the school an opportunity to build an institution according to his own ideals, untrammeled by tradition. Williston Hall, an attractive dormitory at DeKalb, stands as a monument to his memory. Dr. Cook was a graduate of Knox College, where he received his master’s degree in 1891. In 1904 he was honored yom WILLISTON COOK, pres- ident of the National Education Association 1903-04, who died at his home in Chicago, Illinois, July 15, 1922. with the degree of LL. D. by the Uni- versity of Illinois. At an early age he trained himself in public speaking and was in demand as a speaker throughout the State. He was editor and publisher of the Illinois School Master and of the Illinois School Journal for a number of vears, -lso author of the Educational History of Illinois. His devotion to the profession of teaching was exemplified by the fact that he often spent his summers teaching in institutes and helping to recruit students for the normal schools. He was a familiar figure in the legislative halls at Springtield, where he appeared many times before the committee on appropria- tions to emphasize the needs of teacher training. Dr. Cook’s interests were not confined to the profession to which he devoted his life. He was always closely as- sociated with the business life—as well [361] as with the church and social life—of the community in which he lived. Dr. Cook’s professional brought him many honors. He served as president of the Illinois State ‘each ers’ Association in 1880. He become a member of the National Education As- sociation in 1890 and was president of the Department of Normal Schools in leadership 1896. He served on various committees and at Boston, in 1903, at the largest meeting in point of numbers the Associa- tion has ever held, he was elected its President. Upon retirement from the presidency he became a life director and took an active interest in the growth and progress of the Association until his death. his name appears often as the leader in In the volumes of Proceedings discussions on the training of teachers and on the work of training institutions. He also took a leading part in the work of the National Council of Education and in 1921 was made an_ honorary active member of that body. Dr. Cook is survived by his wife, a daughter—Mrs. Henry Gale, wife of one of the professors of Chicago Uni- versity—and a son, John Lorring Cook. The high regard in which Dr. Cook was held by his associates is typified in the following statement pepared espe- cially for Tiuuz JouRNAL by his successor, President J. Stanley Brown, of the Northern Illinois State Teachers Col- lege, De Kalb, Lllinois: “The State of New York contributed one of the great souls of America to thie cause of education when it ushered into being John Williston Cook, April, 1844. A man of rare natural ability he was, who continued throughout his entire career to study human kind, and inter- pret human life, and to make his con- tributions to the characters of the young men and young women who in hundreds and thousands came before him during his fifty-four years of active service in public education in Illinois. “After graduating from the oldest normal school in the west, at the close of the most critical period of our coun- try’s history, 1865, he applied his vigor and energy, his keenness of perception, and his breadth of vision to the instruction of the young men and young women of Illinois. Men and women who came in contact with him in the classroom, and members of the faculty who knew him 362 intimately for years, are unanimously agreed that he possessed rare qualities as an instructor, and that he left an impres- sion on the lives of the people with whom he came in contact such as few men ever make. He had a natural gift as an administrator, whether leading and directing the forces of public education through the State Teachers’ Association of Illinois, or presiding over the great Department of Superintendence, or as president of the National Education THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Association at a time when groups of men and women assembled here from all the nations of the world. He exhibited that same ease and confidence, that same masterly ability, which seemed to be the natural possession of a man of his bend, his genius, and his devotion. “But passing from the field of educa- tion of John Williston Cook, after such a service had been rendered, leaves him with few equals, thousands of admirers, and a place in education imperishable.” Eyesight as a National Problem Guy A. HENRY 2 General Director, Eyesight Conservation Council of America, t, Pp YESIGHT is an insistent social and economic problem. It is a problem which particularly and vitally affects both education and _ industry. Organized research in eye conservation has revealed an alarming situation among the children in the schools, students in the colleges, and workers in the factories. Surveys now going on confirm previous findings and make clearer the necessity for codperation among all elements in every community—from the humblest parent to the great industrial leader— in checking tremendous losses in physical and economic wealth. It has been shown that a majority of the population of the United States is suffering from defective vision, most of which is remedial. It is estimated that of the 42,000,000 persons engaged in gainful occupations in this country more than 25,000,000 labor under the dis- advantage of defective vision or eyestrain. Tests of thousands of school children in one of our large cities proved that sixty- six per cent had defective vision. Dis- closures not unlike these have been made in industry, especially through the efforts of the Federated American Engineering Societies, whose Committee on the Elim- ination of Waste in Industry, appointed by Herbert Hoover, exposed glaring losses through failure to meet a situation that is constantly calling for scientific treatment. These conditions give rise to suffering and inefficiency in the business world and ‘in school life. They interpose a barrier to industrial and educational progress. Educators and industrialists are grad- ually coming to appreciate the real facts, but a greater and a more rapid advance Times Building, New York City must be made if we are to overcome the lead which our own negligence has given to the evils to be combatted. A big gap must be bridged before we have the sit- uation under control and years of effort must be spent in arriving at the same solution which is to be found in educa- tion and publicity. The Eyesight Conservation Council of America has been formed to conduct a Nation-wide campaign for better vision. Guided by leading educators, economists, and civic leaders, it is carry- ing its work into every State. This campaign is purely educational. Its purpose is to arouse public interest in the factors involved in eye hygiene and the care of the eyes so far as these relate to defective vision. Consideration of the problem of sub- normal vision embraces not only the question of the quantitative capacity of the human eye for receiving impressions but also the vital problem of the accuracy of the information which the mind re- ceives through the eye. Inaccurate in- formation is more serious than decreas- ing quantity. Educators are now keenly aware of the necessity of accurate vision, for many hold that eighty-seven per cent of the knowledge acquired by a child is transmitted through the eyes. The eyes of not a single school child in the United States should be neglected. No child’s eyes should be subjected to the demands of school work unless it has been previously established that this delicate organ is in fit condition to with- stand the strain. Less than one third of the 25,000,000 school children of Amer- ica undergo tests of vision that may be called reasonably accurate. Of 100,000 November, 192? a school children of New York City who failed to pass their examinations, 50,000 were found to be suffering from de. fective vision. Authorities everywhere have pointed out how vitally necessary it is to have children’s eyes examined before and dur- ing school life. They have explained further, how easily the delicate organ of sight may be permanently injured by overstraining during the time when the eyeball is undergoing changes in accord- ance with the growth of the child’s body, One specialist declares that only one out of every ten children have perfect eyes at school age. Yet how pathetically few communities have made provision for competent eye examinations in order to remove the handicap of poor sight. Since it is in the classroom that the greatest strain is put upon the eyes, so obvious that the teacher js frequently the first to notice lurking de- fects of vision. Perhaps the child that is called “lazy” or “stupid” may be suffering from eyestrain. Teachers will find it helpful to test the eyes of pupils by using for preliminary examination a Vision Chart for Schools, which will be supplied’ upon application to the Eye- sight Conservation Council of America, Times Building, New York City. Preliminary examination like this will aid the detection of the most serious cases of defective vision; but it should always be borne in mind that perfect vision does not mean perfect eyes, and that normal vision does not necessarily indicate a normal eye. Many children with perfect vision may have red eyes or may complain of headaches or be backward in their classes as a result of latent errors of refraction not indicated by vision less than normal. Such visual defects can be detected only by one trained to measure the refraction of the eye. The most desirable solution is an ar- rangement by which each pupil receives a thorough eye examination by a compe- tent refractionist. This is the aim that eventually should be attained, but until the goal is reached with all that it implies of needed service the preliminary acuity test made by the school teacher will serve as a half measure of value in identifying the most grievous cases. also it is T IS a good and safe rule to sojourn in every place as if you meant to spend your life there, never omitting an opportunity of doing a_ kindness, or speaking a true word, or making a friend. —Ruskin. eS aS, Om Vol. 11, No.9 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION The Work-Study-Play Plan BertTHa Y. HEBB U. S. Bureau of Education, Washington, D. C. HAT is to be done for the ac- commodation of our vast and grow- ing school population? In 1910, accord- ing to statistics collected by the U. S. Bureau of Education, there’ were 24,239,948 children in the United States of educable age. Now there are upward of three millions more—and, sad to re- late, with this increase in school popula- tion the cost of building schoolhouses has likewise increased, building material and labor having more than doubled in price—hence the problem, what is to be done for the accommodation of these children ? With this same problem facing some of our city school systems a few years ago, some of our leading school officials began questioning among themselves in search of a satisfactory solution: “Why,” asked these officials, “should our large and costly school buildings, for which our citizens are taxed, be used so few hours during the day and eve- ning; our school auditoriums, upon which thousands of dollars have been spent open but fifteen minutes a day; our commodious playgrounds, empty of children until three o’clock in the after- noon; our shop and science laboratories, upon which large amounts have been expended, practically closed to the school child until he is in the seventh grade and half of our children never reaching the seventh grade? “Why,” continued these school off- cials, “should the principle that is perti- nent to many other public institutions, that is, the multiple use of their facilities, not be extended to the public schools? Is there any valid reason why all the children should be in the classroom at the same time, that all should be in the auditorium at the same time, and that all should play at the same time? The solution to the problem pointed to but one conclusion: Some means must be devised whereby a multiple use could be made of school facilities. Accordingly, a plan was devised called the “duplicate” or the “platoon” plan, and the “work-study-play” plan, because of the fact that the school load was to be balanced normally among these three activities. The following brief outline will throw some light upon the work- ings of the plan: “For example, a school having the work-study-play plan is divided into two parts, each having the same number of classes and each containing all the eight or nine grades. ‘The first part, which we will call the ‘d school,’ comes to school in the morning, say, at 8:30, and goes to classrooms for academic work. While this school is in the classrooms it obviously cannot use any of the special facilities, therefore the other school—B school’—goes to the special activities: one third to the auditorium, one third to the playground, and one third is di- vided among such activities as the shops, laboratories, drawing and music studios. At the end of one or two periods—that is, when the first group of children has remained, according to the judgment of the school authorities, in school seats as long as is good for them at one time— the ‘d school’ goes to the playground, auditorium, and other special facilities, while the ‘B school’ goes to the class- rooms.” ? The economy of the work-study-play plan, owing to its duplicate use of rooms, is apparent. For instance, in the one item of classrooms: In a fifty-class school under the “all-study” plan—which the traditional plan may be called by way of distinction—fifty classrooms are needed. Under the work-study-play plan only twenty-five are needed, thus eliminating the cost of twenty-five classrooms. The average cost of a classroom at the present time is about $12,000; therefore, the price of twenty-five classrooms at $12,000, or a total of $300,000, is saved for other educational facilities. Another important feature is the adap- tation of the work-study-play plan to individual needs. A _ child might be backward in a subject, and there might be danger of his being held back in his grade. Under this plan there is oppor- tunity for doubling up in a subject for a number of weeks by appropriating the time, say, from the auditorium period, for the subject. Thus the child may be en- abled to catch up and go on with his grade. The most important point, however, about the work-study-play plan is not *U. S. Bureau of Education Bulletin, 1921, No. 25, A School-building program for Athens, Georgia, by Alice Barrows Fer- nandez. alone its practicability, its economy, and its adaptation to individual needs. It is rather the fact that it makes possible an enriched education for children. The name itself, work, study, and play, sug- gests its threefold value to the child— and without which trinity of purpose the life of no child can be complete. For instance, instead of shop-work be- ing practically closed to the child until he is in the seventh grade, as in the all- study plan, he may have thirty to sixty minutes of shop-work every day for a third of the year, thereby giving him at an early age an opportunity to prepare for, and to develop some choice as to, a vocation; instead of the bare few minutes a day for the auditorium, music, and drawing, these periods have all been extended ; and lastly instead of the ten- minute recess, the child has the oppor- tunity of thirty to sixty minutes upon the playground. The value to the child of a wholesome intermission upon the playground is inestimable: physically, owing to change of posture and exercise in the open air; mentally, because it refreshes him and makes him more alert. But of equal value is the moral effect upon the child of associating with, and being one of, his own world. It is here that the child is himself—if he has any mean traits they will manifest themselves, and the supervisor of play can correct them. Upon the playground the child begins to learn the greatest lessons of life. He learns to respect the rights of others, to be unselfish, and to appreciate the meaning of the word coodperate—with- out which appreciation he will soon find that he is indeed Robinson Crusoe upon a desert island. Lastly, the child learns to know that a good player is little less: than one of our own good soldiers— observant of all the rules of fair play, game in defeat, and magnanimous in victory. In other words, through this normally balanced plan of work, of study, and of play, the child is actually living his life now, and it is not all a storing-up for some future use as is too often found under the all-study plan. In order to have the school program enriched by the work-study-play plan, the school day, of course, must be lengthened. But what more _ whole- some for the modern city child than that some of his idle street time be taken over? In what other way can the child’s time be so wholesomely spent as in the sixty-minute additional play period each day; or in the additional oe ee 364 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION November, 192? —————— periods for shop-work, science, music, drawing, and auditorium for which the plan provides? Forty-one cities have reorganized one or more of their schools upon the work- study-play plan within the past few years. Complete data are not available as to the exact number of such schools in each of these cities. It is known, however, that in the city of Detroit there are forty-four schools organized upon the plan; that there are nineteen in Ethics for EGARDING OUR PUPILS—As teachers, we first of all acknowl- edge our obligation to our pupils. It is our duty to give them what we our- selves have received and to make them what we ought to be. We are paid to help them; they give us the inspiration of trusting confidence and growing powers; and if our lives are to be im- mortal here and count in the great con- tests of the future, it must be so, it can be so, only through our pupils. Regarding our employers—1. Gen- erally, our employers are the parents and guardians of our pupils; specifically, they are the local boards of trustees, the superintendents, principals, and other school officials—all servants of the people—whose business it is to put us into our places, to keep us at our work, to provide proper equipment, and to see that our salaries are paid. 2. To our patrons, the parents and guardians of our pupils, we owe courtesy, consideration, and impartial justice. On the other hand, from them we rightly expect sympathy, reasonableness, coéper- ation, and financial as well as moral support. 3. To trustees, superintendents, and principals we owe all frankness and hon- esty, as well as due respect, through the rules and regulations they have made. 4. In applying for a position, a teacher should urge only the claims of profes- sional fitness. Character, personal power, scholarship, and teaching skill shall be regarded as our only legitimate claims to consideration. The use of any religious, political, or fraternal influence 1 This professional Code of Ethics for Teachers, written by Dr. John W. Way- land, of the State Normal Schoo! of Harrison- burg, Virginia, was adopted by the Virginia State Teachers’ Association at its meeting in November, 1913. Other codes may be found in previous issues of THE JourNAL. Dallas, Texas; twelve each in Gary, Indiana, and Newark, New Jersey; eleven each in St. Paul, Minnesota, and Warren, Ohio; in the city of East Chicago, Indiana, all of the schools are organized upon the work-study-play plan ; and, according to the latest reports, the cities of Pittsburgh, Pennsylvania; Birmingham, Alabama, and Wilming- ton, Delaware, have voted to organize all their schools upon the plan—but this, of course, will be done gradually. ‘Teachers shall be regarded as distinctly unprofes- sional. 5. In giving references for scholarship and teaching skill, we should expect con- sideration to be given only to the opinions of educational experts. In giving refer- ences for character and personal power, we have a right to expect that the judg- ment of any intelligent person, in or out of the profession, who has had adequate opportunity for acquaintance and ob- servation, shall be credited at full value. 6. Teachers signing contracts to teach should regard these contracts as sacred and as binding as any other contracts and should endeavor to carry them out to the full letter and spirit. 7. A teacher should not give up a posi- tion in which she is expected to work without first giving the school authorities concerned definite notice. This notice should be given as long in as may be necessary to fill the vacated place without serious loss. 8. School boards, on their part, should always give a teacher definite notice in due time, if they expect to award the position to another. 9. When a teacher is elected to a position, whether in town or country, she should look upon herself as the perma- advance nent incumbent, and should be so re- garded by others. If she change her place of work, from year to vear, she should give notice in advance; and if the board desire to supplant her desire to at the end of a session it should give her definite notice in due time. Regarding the general public—The teacher is a public servant, and should regard her service in promoting the gen- eral welfare of her community as her supreme office. Her work in the school- room is only a part of her work; the homes of the people, their churches, their fields and workshops, and their places of social entertainment are al] within the proper sphere of her activities and influence. Regarding the profession—1. No teacher has a right to lower the dignity of the profession by poor scholarship or unbecoming habits, or to bring reproach upen herself or any other individual by improper word or act. It is the duty of the teacher to honor her profession with noble service and to raise its power by doing her full share in the promotion of trustworthiness and efficiency. 2. The profession has a right to de- mand adequate salaries, but must never trim the limits of service en account of small pay. Every profession is expected to give more than it receives, otherwise it can lay no just c‘aim to professional character ; it is merely a business. 3. The profession has a right to social pleasure and to social recognition, but must never allow mere social functions to absorb the energies that of right be- locg to classes and school organizations. +. The profession has a right to expect a provision «n the part of school authori- ties that wilt enable teachers to attend summer schools and educational conter- ences without financial loss. The teacher should have an income every month ia the year. But when such provision is the teacher must nt prove recreant to the trust by wasting her vaca- tion in frivolity, or by diverting her a:- made tention to interests not contemplated ii the generous provisions accorded her. Regarding ourselves—The _ teacher, like the worthy member of every profes- sion, must constantly act upon the principle, ‘‘Love thyself last.” But this does not that dare not enjoy her work or find great pleasure in life. Her chief aim is to give rather than to get; but he who gives, like him who forgives, is twice blest ; and the true teacher receives her greatest rewards in the honor and love of those whom she faithfully serves. She has a reward that the world knows not of. The efficiency of her pupils is her own life made long; but for this glory she must give her life— not all her life, perhaps, but all her life while she is in the service. For such a service the teacher must look upon her hands and heart, upon her voice, her beauty, her manner, her dress, her speech, all as having ethical values, as well as her mind and spirit. In using her powers best for the welfare of others she finds most happiness for herself. Her great lesson for the world is that the best things come to us while we seek other things. mean she ok ce, er ell ers at gs a er a 1. 11, No.9 i 0 International Universities RALPH H. BEVAN 475 Hope Street, Providence, Rhode Island CCORDING TO THE RADI- CALS, the poor have too little be- cause the wealthy have too much. This popular fallacy, however, is exploded by Professor Henry B. Gardner, of Brown University, in his presidential address to the American Economic Association." Dr. Gardner there marshals the most reliable statistics available. He shows that if the riches of the few were divided among the masses, the difference to the latter would be trivial. The great cause of poverty is that there is not enough to go around. The world-wide H. C. L. is due to the inconceivable wastes of National and class struggles. The remedy is world codperation for the greatest production of wealth. Necessarily included in this remedy, as its very first step, is an end of war. The tested surgery, then, both for high living costs and war, is the formation, among nations and classes, of strong Under the crucial test of actual trial friendship has for ages proved the matchless motive to effectual team-work. criminals may display unlimited devotion ‘to friends. Youthful intimacy years is required to form firm attach- ments. Peoples and classes, then, can become steadfast friends solely through their future leaders chumming in inter- At least if there is another means to the liveliest feasible world coéperation, the writer has vet to hear it suggested though he has dis- cussed the problem for vears. friendships. Even the worst extending over national universities. Cosmo- politan universities for the fraternizing of prospective statesmen are the scientific key to progress hitherto unapproached. The cosmopolitan universities advo cated must be backed by governments. Classes and peoples can develop potent friendships through _ their leaders alone. prospective The proposed universi- ties, then, should be such as to draw probable statesmen. They should present the highest honor. None but institu- tions established or authorized by peoples to train their future representatives can involve supreme distinction. To attract future leaders, professional schools of statesmanship ought also to offer the most 1 . . ° ° American Economic Review, March, 1920. tempting opportunities. Only selected universities whose alumni will prima facie be preferred for public office by the governments and peoples who endow them can hold forth the most alluring chances for service. Government-sanc- tioned universities are indispensable to arouse the liveliest competition—to render election to an international uni- versity the supreme honor open to grad- uates of other institutions—to appeal to probable statesmen. Space forbids outlining even one of the possible methods of inaugurating cosmopolitan education. They are many and the practical difficulties insignificant by contrast with the horrors of war to be abolished and the benefits of world team-work to be earned. In international universities leaders will see the defects of their own peoples contrasted with the virtues of the others. They will, therefore, strive to replace National faults with foreign virtues. Thus while international and intra-na- tional codperation are promoted, National characters will be rapidly perfected. The war and subsequent events have forcibly shown professional training to be incomparably more necessary in the case of statesmen than of lawyers and doctors. Hence international scholars should ordinarily be preferred for im- portant public offices, especially by the governments and peoples who had been at the expense of specially educating them for wise leadership. And even when not elected to official position, such be men of great influence for international team-work. scholars must The danger of political interference could be obviated by putting appoint- ments and management in the hands of commissions of college presidents and professors, National education associa tions, and agencies such as the Institute of International Education. At least international universities, for just given, will gradually give great- hearted statesmen a secure supremacy reasons over self-seeking short-sighted politicians. The institution urged must thus prove self-curative even if at first involving some risk of politics not entirely remov- able by immediate safeguards. As professional schools of statesman- ship, the proposed institutions would THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 365- probably be postgraduate. They could not draw the best material from the col- leges until graduated. Nor need govern- ment-backed international universities for the fraternizing of prospective world statesmen be National institutions. “They might be private institutions endowed with government scholarships for prob- able leaders. The various nations unit- ing in the plan, instead of each founding an international university, might each choose from five to twenty-five existing institutions to educate government schol- ars. Suppose that half a dozen countries had everyone selected twenty representa- tive institutions within its territories as Then the government-endowed cosmopolitan universities. 12,000 interna- tional scholars of the six peoples thus participating in the scheme, instead of attending half a dozen National institu- tions, would be distributed among 120 cosmopolitan universities, twenty in each country joining. Each of these approved international training 2000, would universities, instead of fraternize one hundred prospective world statesmen. Half would be from its own nation and half foreigners, ten from each of the other five powers participating. To sense the triviality of objections and merge all doubts in enthusiasm, thoroughly vision the conception in its final possibilities and flexibility of appli- cation. to the dictates of practical experience. Details are unimportant. The vital thing is to fit leaders for their awful responsibilities—is to provide that states- men may usually, if not always, have formed many affectionate friendships with leaders in the other influential powers. Those familiar with the progress of cosmopolitan culture in its infancy, do not need to be told that the project pro- posed was suggested by the Rhodes Indebtedness to the far- sighted Cecil Rhodes is gratefully ac- knowledged. scholarships. Cosmopolitan universities have been successfully tried, not only in friendly communion, but in the Rhodes scholar- ships. Prospective leaders have been attracted and elected to these scholar- ships despite the handicaps which have hampered them. It is to be well borne in mind that even their initial efficacy as an ever-increasing force for world cooperation cannot appear until some twenty-five years hence when hundreds of Rhodes scholars shall have passed the age of fifty. Those scholars (the oldest of whom are only forty) have been un- It is quite adaptable according : ; i 366 derrated by the many fragmentary im- pressions published. To what extent has been exposed by Professor R. W. Bur- gess, of Brown University, and President Frank Aydelotte, of Swarthmore Col- lege. - Their statistical studies and sum- maries are the sole existing scientific analyses of thorough knowledge of the Rhodes scholars’ record. As opportu- nity comes with the necessary age and maturity, these scholars, despite numer- ous premature and ill-founded deprecia- tions, promise to reach a National in- fluence for world team-work that will win over their critics. Already seven- teen Rhodes scholars are in “Who's Who,” nine are college presidents or deans, about one hundred are authors of books or articles, and one is United States Commissioner of Education. Only, moreover, when the significance of the Rhodes scholarships is realized, can they be sought after in every case by those future American cabinet ofh- cers, senators, or foremost leaders in whom alone the United States can culti- vate the most effectual friendship with the British Empire. Hence the ultimate power of those scholarships cannot begin to be felt until some twenty-five to forty years after their opportunities become generally known. International scholarships, on the other hand, enjoying the prestige and opportunities of government backing, would from the first interest probable national leaders in all cases. Interna- tional universities, furthermore, instead of a one-sided arrangement between two peoples only, would be a two-sided sys- tem applying to at least six of the great powers. The scheme as contemplated would have an application twenty-fold wider than the Rhodes scholarships in each nation. Cosmopolitan scholars should be, not only perhaps several times as influential, but over one hundred times as numerous, as Rhodes scholars of the past. Even the initial success of the Rhodes scholarships, then, cannot be visioned within twenty years at the least. And the international scholarships advocated will be much more than a hundredfold, if not several hundredfold, as powerful as the Rhodes scholarships then begin to reveal themselves. All interested in the rapid attainment of human happiness hitherto unap- proached may indeed reasonably cham- pion cosmopolitan universities as the means te that ideal. For the project has been enthusiastically approved by practically ll authorities consulted. THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION OOOO OE These include, besides many university leaders, both professors and presidents, other American and English educational are Dr. experts. Among the latter Stephen P. Duggan, director of the Institute of International Education, who pronounced the scheme admirable, Sir George R. Parkin, retired organiz- ing secretary of the Rhodes Trust and contributor to the Atlantic on the Rhodes scholarships, Dr. S. P. Capen, director of the American Council of Education, and Dr. P. P. Claxton, former United States Commissioner of Education. ‘The last believes that the “. central idea at least will probably come about “6 And the present, forward-looking United States Commissioner of Educa- tion awaits only sufficient support to give humanity the incalculable benefits of in- ternational universities with all reason- able promptness. For Dr. John J. Tigert has endorsed the notion in terms visioning its ultimate possibilities, ™ the central idea is calculated to bring the great nations and classes under the influence of over 100,000 specially trained statesmen who shall be former college chums or at least brothers in a cosmopolitan fraternity consecrated to world team-work. It may, then, reason- ably be relied on, at a negligible cost, not only to end war, but, though peace be soon facilitated by disarmament, to bring the additional immeasurable ad- vantages of the liveliest attainable world codperation. It should, moreover, sup- plant self-seeking politicians with pro- fessionally trained statesmen, public- spirited and far-sighted.” While international universities are most clearly foreshadowed in the Rhodes scholarships, the latter are only one of a number of movements all rapidly tend- ing toward the same goal. The Insti- tute of International Education in New York City, the British Committee on Anglo-American Academic Relations backed by the British Government, and the Committee on Friendly Relations among Foreign Students—these all have cosmopolitan universities as their logical culmination. And some governments are already far-sightedly assisting stu- dents abroad, according to one of the possible plans for launching international universities. The Japanese government is educating about 200 of her future statesmen in American universities and South American nations have some 750 prospective leaders in universities of the United States on government scholar- ships. November, 1922 According to expert estimate,’ $450. 000,000 is only one one-thousandth of that mere economic calamity of the last war alone which multiplied the cost of living all over the world. And even the many-times-worse evil, which this appalling waste but aggravated, was rivalled or exceeded by side and after tragedies. For instance, there was the death in India of 32,000,000 in a year (90,000 a day!),? a succession of minor wars and Bolshevism with its starving millions, general demoralization, and hundreds of millions irretrievably in. jured. And any next war, by improved airplanes and gas bombs, may worse than exterminate whole peoples. Are not, then, cosmopolitan universities, compe- tently endorsed not only to prevent future wars, but to accomplish the com- mensurate positive benefits of the live- liest practicable world codperation, many times over worth the paltry three to fifteen million dollars they might cost each nation annually? For half a dozen National universities endowed each with 2000 international scholarships of $2500 apiece could be easily managed by each country with $15,000,000 a year. And 12,000 inter- national scholars could be endowed with $1500 apiece to be fraternized at 120 authorized institutions at an expense of $3,000,000 a year to each of six peoples, A billion is soon sunk in armaments, $35,000,000 each is the price of battle- ships. These raise the cost of living and may presently be rendered worthless by improved bombing planes. Would it not be intelligent to divert a few trifling millions to international universities? Their graduates will not be self-seeking politicians. They will be professionally trained statesmen, public-spirited and far-seeing. International scholars, more- over, will be former college chums or at least brothers in a cosmopolitan fra- ternity dedicated to world team-work. In forty-five to fifty years, distributed over the world as cabinet officers or other leaders, official or unofficial, over one hundred thousand strong, they would work mightily together, both among and within the great nations, to lower the cost of living—an irresistible force for world coéperation and progress. Tested in family communion and the Rhodes scholarships, international uni- versities must prove as beneficent as economical. Can intelligent governments invest only in suicidal armaments? 1 American Review of Reviews, October, 1919, p. 411. “American Review of Reviews, July, 1919, p. 84. 27 ERE ST Pree we - i ie a I BR Be ee Bd — wee Brazil and Its Capital’ OONER OR LATER, in discuss- ing Brazil, the superlatives will out. This biggest of the South Amer- ican republics is larger than the United States if Alaska be disregarded. It has the longest river in the world, the oldest post-Columbian civilization, and one of the most beautifully situated of all capital cities. Were it as densely peopled as Massachusetts, its population, now about one fourth that of the United States, would equal that of all Asia, Europe, Africa, and North America together. Truly, Brazil is a land of magnificent distances. Our Mississippi and its tributaries have 17,000 miles of navigable waters. “The Amazon and its tributaries have twice as many miles, and several times as many miles on which ocean-going steamers may ride. Such steamers may ascend 2300 miles to Iquitos; vessels of fourteen feet draft can continue five hundred miles farther. It is as if one could go by ship from New York to Salt Lake City by way of Chicago and Cheyenne. Brazil’s superlatives are not alone those of quantity. Consider the quality of her capital’s exquisite beauty, a beauty now adorned with all the brilliant trap- pings and jewels of its International Centennial Exposition. The imag- inative Brazilian, this time with as much truth as poetry, already has discarded the formidable title for the apt appella- tion “Our Fairyland Exposition.” The late Viscount Bryce considered three capitals, for their natural settings, to be incomparable. ‘These capitals were Washington, Constantinople, and Rio de Janeiro. Perhaps the best mind- picture of Rio’s location was given by Harriet Chalmers Adams who said recently in The National Geographic Magazine: “Place your hands on the table, fingers spread, wrists upraised. Each finger represents one of Rio’s hills; each space between, a canyon up which the city climbs. “As multicolored and varied in beauty as the butterflies of the tropics is the metropolis of Brazil. When autumn leaves are falling in the ‘States’ it is springtime in Rio de Janeiro. Then the tree-tops on the hills are all abloom in pink and purple, scarlet and gold. “Prepared for THe Journat by the National Geographic Society, Washing- ton, D. C. Pictures furnished through the courtesy of the Pan American Union. “In splendor of hue and setting, this great city of the South is unrivaled the world Here granite peak and turquoise sea, tropic forest and rainbow- tinted town, meet and harmonize. over. HERE IS a New Brazil, and in these two decades of the Twentieth Century it has moved farther in the direction of a larger and finer life for the average man than in the four hundred years that went be- fore. If certain basic problems of a democracy—like public ed- ucation—have been neglected, charge it to the Republic’s youth. She has solved one great problem of a modern democracy which the United States has found well-nigh in- soluble; with a population where all colors from white to black freely intermingle, Brazil knows no color problem and is torn by no race hatred. She enjoys peace within a land em- pire which one day will support two hundred millions as easily as it now supports thirty. She is at peace with the ten sov- ereignties which touch her vast boundaries, and all boundary disputes have been settled in the days of her youth by the peaceful processes of diplo- macy.—Roy Nash in Brazil and its Centenary, The American Review of Reviews, September, 1922. “This city of lure terraces up from a glorious bay—the Bay of Guanabara, mountain-encircled, isle-bejeweled. From the shore, where parks and boule- vards are fast crowding out the old Rio of narrow streets, rise the forested hills on whose slopes the lovelier portion of the city lies.” Man’s major contribution to Rio’s beauty lies in the gardens that seem a part of every home. Here tower fruit- laden jaqueira trees, great palms, wide- spreading mangos and Parana pines— all transplanted to adorn Rio’s majestic hills. The visitor is prepared to realize [367] that many a cottage in this hill city will be a cliff-dwelling; yet he may not be prepared to enter many of them by the roof. One fair American relates, how, for a time, upon making a round of calls, she could not overcome the guilty feel- ing of being what the detective-story writers designate as a ‘“‘second-story worker.” And this sensation was ac- centuated almost to the running-away point one afternoon when she heard a clapping of hands. She was reassured, upon turning sharply around, to meet the laughing eyes of the street-vender. For clapping of hands in Rio is not a form of polite applause, but the urgent advertising device of the perambulating salesmen, whose number sometimes seems legion and whose clamorous demands for attention recall the shooting gallery at your home-county fair. Theodore Roosevelt left his name on the map of Brazil—the River of Doubt now being officially designated the River Roosevelt—but when he returned to the United States he first impressed the name Rondon upon the consciousness of his fellow North Americans. General Rondon’s name also now has a place on the map of Brazil. It long has been on the lips of Brazilians. The name Rondonia has been given to a region some fifteen per cent larger than California, which region lies in the State of Matto Grosso. This State, eleven times as large as our State of New York, is the wild west of Brazil; a region not “wild” in the sense of being wholly made up of jungles and aborigines and primeval fastnesses. In potential wealth Brazil’s ‘“west’’ is comparable to our own “wild west” of a generation ago. Yet in the nature of its resources the Brazilian west is strikingly different from ours. ‘The equator crosses north- ern Brazil. More than nine tenths of the giant country lies within the tropics. Its west consists, therefore, of a dense tropical forest—a veritable ocean of verdure—rich in hardwoods and rubber trees. Into this largely undeveloped’ country the broad Amazon stretches and up its tributaries are “sea ports” a thou- sand miles inland. These waterways greatly cheapen transportation. For his “peaceful penetration” of the hitherto practically unknown Matto Grosso wilderness, General Candido Mariano da Silva Rondon has been THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION November, 1922 hn ANORAMA of Rio de Janeiro from Corcovado (Hunchback) Peak. of Rio de Janeiro, which is the marvelous setting of Brazil's capital, has been called the theater of a thousand hills. The Bay From many points one inay count scores of pinnacles, hills, and projections, while this inland sea bathes a hundred islands. called the William Penn of Brazil. To have found a way to the “black gold” of this rich rubber region would have distinguished Rondon, but to have con- served the native life while tapping the resources has placed this contemporary Brazilian among the great Americans whom both the North and South conti- nents will remember. Often in the days of the Americas, industrial penetration meant earlier the expulsion, the decline, sometimes the extermination of the aborigines. Rondon pursued a policy of kindness and non- retaliation, which resulted in savages helping him string telegraph wires through their native wilderness, and culminated in Brazil’s engaging in what has been called “the greatest govern- ment conservation of aborigines in the New World today.” General Rondon accompanied Colonel Roosevelt on a portion of his Brazilian trip. Roosevelt made his first report of his Brazilian explorations before the National Geographic Society upon his return to the United States. Only a months National Geo- graphic Society elected General Rondon few ago the to honorary membership, he being the ninth man to be so honored by the Roosevelt was one of the other eight. To the average American Brazil spells, or rather smells, coffee. That statement is no pun if one visualizes the society. incense aroma steaming from tens of thousands of America’s breakfast table coffee cups every morning. On the gently sloping hillsides of the northern portion of another great State of Brazil, the State of Sao Paulo, grow hundred Seven coffee trees for every American! Here on the famous under extraordinarily fa- seven million coftee trees. rich, red soil (terra rossa), vorable climatic conditions, the State of Sao Paulo nearly three quarters of the world’s total coffee Dotting the lower slopes of the hills or on the lowlands, standing out in with the trees, are the white buildings of the annually produces crop. marked contrast green cottee fazendas—great, substantial stone and stucco manor-houses—with wide verap. das and large windows, surrounded by gardens. At a respectful distance from the manor-house are the extensive out- buildings for stables, machinery, laborers, and superintendents. All these Brazilian fazendas have a peculiar charm, as they lie there, sur. rounded by panoramas of coffee trees, with cattle grazing in neighboring fields, and with the gay, and picturesque Italian laborers caring for the precious crop whose market prices are quoted daily throughout the civilized world. In addition to its northern forests and its southern coffee plantations Brazil has a ever-busy, prairie country in its “middle west’’—the south central por- tion of the country lying north of Par. aguay and extending northeastward into the hill country. On these prairies large herds of cattle are grazed. The southeastern portion of Brazil. paradoxically, is the heart of the country, The white population of this region, some nine or ten millions, is concentrated largely in the zone of temperate climate in the southern coastal highlands which extend inland two or three hundred miles. Northward along the coast is Brazil’s “black belt’? where negro ex- slaves and their descendants are more numerous than elsewhere in the country. Inland are the Indians, many of them uncivilized. Brazil is far from backward in railroad construction, having more than twenty thousand miles of track. So vast is the country, however, that railway Brazil barely begun. building seems & iN ARSHAL F municipal theater. x 6 ise ig 5 Yea a Se Oe LORIANO PLACE in Rio de Janeiro. To the right of the statue is the Fine Arts Building and a corner of the Brazilian National Library projects into the far right of the picture. The statue and name of the square memorialize General Floriano Peixoto, second president of Brazil, To the left is the Ane EERIE A 3 ergata < | a — ee oa I id n d e 0 y ee a ERER NE er Vol. 11, No.9 THe JouURNAL OF THE NATIONAL EDUCATION ASSOCIATION eee nee ee EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE has vet to build its transcontinental lines. With a single exception the rail- roads are confined to a belt along the coast from three hundred and fifty to four hundred and fifty miles deep. A comparable situation would exist in North America if all the railway lines but one lay east of a line through Cleve- land and Cincinnati and along the Ohio and Mississippi rivers. The single ex- ceptional line, to approximate the Brazilian situation, would extend a little Louis. Imagine Arkansas, Missouri, Illinois, and Mich- igan as constituting a “frontier region,” all the remaining country to the west being practically a terra incognita, and you have a mental railroad map for the Brazil of today. One of the most fascinating stories in royal records is that of Dom Pedro the Second, last of the Emperors of Brazil. His father left him, at the age of five, to be the ward of the Brazilian people. Tutors and regents reared the future emperor in an atmosphere of re- publicanism. During his reign of half a century Dom Pedro possessed the title and trappings of an emperor and the spirit of a liberal. His reign furnished an easy transition to the republic es- tablished without bloodshed in 1889. The evolution of the Brazilian re- public has not been disturbed by revolts or important civil wars. Its constitu- tion is modeled after ours. Some passages have been taken over, word for word, and its plan of government has many similarities. way west of St. There is even pro- vision for a capital which some day is [4G DA CARIOCA, one of the many squares at Rio’s street intersections. “The quaintest tram service the city provides” remarks one visitor of the line Starting from this “opening of Carioca street” which terminates at Silvestre, 800 feet above the sea, where gorgeous butterflies and orchids abound. IEW of Avenida Beira Mar, Rio’s beautiful shore drive. This boulevard. the Michigan Avenue or Riverside Drive of Rio, winds along the water front for more than four miles. in Washington, lie along reclaimed land. Parts of it, like portions of the Potomac Park Speedway, to be built for the purpose, as Washing- ton was, but is to be located in a central inland district, as Washington was not. There are no parties in Brazil, as we know them. The Latin American prefers personal leadership to platform abstractions. ‘Thus, there is a fascinat- ing field for the student who would ob- serve what fruit two racial branches will bear after being grafted on the same constitutional tree. Other beside coffee and rubber that have been “rolling down to Rio” and making up the mighty indus- trial snowballs of Brazil’s foreign trade, products include diamonds, dye woods, gold, and cotton. Rio’s charms captivate as does the belle of the ball, but there are other Brazilian cities which by no means are municipal wallflowers. Busy, modern Sao Paulo, capital of the coffee country, has half a people. Its port Santos, has a harbor second only to that of Rio, and takes first world place in coffee exportation. Coffee is where—on the streets, in the ware- houses, on the train. The Santos docks are lined with steamers, often lying two abreast, waiting to load coffee. of every important harbor. In the bulging warehouses, lighted from above, coffee dealers care- fully blend and berries. million every- Flags repack the precious Another State capital, Manaos, though a thousand miles inland, is a regular port of call for many going ocean- vessels. Brazil’s boom city is Bello Horizonte, capital of the State of Minas Geraes, with 50,000 people living on a site where the first sod was turned only twenty years ago. To sense Brazil in three printed pages one must put on seven-league boots. At best one may correct the too-common impression of a land of jungles and Indians with a strip of coastal settle- ments and imagine instead a spacious, prosperous, resource-laden nation, touch- ing every other South American country excepting Chile, sending its argosies of rubber and diamonds, coffee and hides to every other continent, and shopping extensively throughout Europe and the United States. nation fly in its‘ —— 370 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 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 Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- artments, to vote for delegates to the Representative Assem- ly. to hold office, and to receive the Journal monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privil of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal. E Subseription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at poe rate of postage pro- vided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff R. S. Erlandson Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C, Life Enlistments HE ANNOUNCEMENT that a campaign is to be made for active memberships for life will be welcomed by members of the Association generally. Even before the plans for such member- ships were completed telegrams began coming to Headquarters asking for the privilege of a life connection with the Association. That a thousand such memberships will be taken out this year seems reasonable. Life memberships have vantages both to the Association and to the individual. For the Association they provide an increasing permanent fund. This fund gives stability and permanence to the Association and is a rock of safety in times when receipts from memberships are low. Life memberships relieve the Association of the expense of sending out bills and collecting and banking the membership fee annually. They insure a wide distribution of the publications of the Association. They provide a means of registering the men and women who have substantial life interest in the pro- fession of education. For the member the life connection is a most fruitful one. It insures him the privilege of receiving throughout life the Association’s volume of proceedings, its JouRNAL, and other important publica- tions. ‘These are the foundation of one’s professional library and of his profes- sional growth. Four years spent in a teachers’ college cost about $4000 and many ad- the amount is indeed well spent, but the greatest rewards cannot be_ realized therefrom except as these years are made the beginning of continuing professional growth. For one fortieth of what the original preparation cost, the teacher may have assurance of continued growth through the literature of his professional organization. The life member also has the satisfac- tion of not having to give thought to the annual payment of dues and of hav- ing a certificate which testifies to his professional interest. More than that the life member has the deep satisfaction of knowing that he has made a substantial and permanent contribution to the improvement of his profession. ‘Through his investment in educational progress he will enjoy im- mortality of influence. There are great battles still to be fought on behalf of education for democracy. Teachers’ salaries, tenure, pensions, ard working conditions are far from what they should be. Hundreds of thousands of children are not getting a square deal. ‘The pro- fessional army that must lead in the fight for better conditions will be greatly strengthened by a large number of life enlistments. Lend a hand! The Counsel of Despair HE MOST SERIOUS OPPOSI- TION to the Towner-Sterling bill at the present writing comes from the moneyed interests that are against in- creased taxation. As a consequence the provisions of the bill that look toward further Federal participation in the sup- port of education are the chief objects of attack. Typical of the propaganda reflecting these interests is a virulent article in the Saturday Evening Post of September 23, written by Mr. Kenneth L. Roberts, the Washington correspondent of that esti- mable and widely-read journal. After indiscriminately identifying all so-called “welfare” legislation with the “pater- nalistic schemes of the old German Gov- ernment, the offensive and worm-eaten theories of Marx, Engels, and Proudhon, and the undesirable and communistic doctrines of Lenine and Lenkharsky,” Mr. Roberts assails in particular the “fifty-fifty” laws which appropriate Fed- eral funds to the States on the condition that the latter provide a like amount. Then comes his tirade against the Towner-Sterling bill. “These socialistic, paternalistic, bu- reaucratic, constitution-busting __ ten- Novem ber, 192? dencies may be found in the Towner. Sterling bill which . . starts with an initial appropriation of one hun. dred million dollars of the taxpayer's money to extend education at a moment when education in the various States js staggering along in a highly satisfactory meter. The dire results of this shocking pro. posal to help the Nation’s children and safeguard the Nation’s future are de. picted with lachrymose eloquence: “No matter how much the advocates of this bill may deny it, its ultimate effect must be to standardize education ag jt Prussia. It must result in the loss of individualism, in the pulling down of genius to the level of the mass mind, and in the destruction of individual creation. was standardized in This is the Purpose and the result of the proletarian culture, ONORABLE GEORGE SUTHERLAND, of Utah, re- cently appointed by President Harding to the Supreme Court of the United States to succeed John H. Clarke, of Ohio, resigned. Mr. Sutherland has served one term in the House and two in the Senate. He was president of the American Bar Association, 1916-17, The other justices of the Supreme Court in the order of their appointment are: Joseph McKenna, of California, 1898; Oliver W. Holmes, of Massachusetts, 1902; William R. Day, of Ohio, 1903; Willis Vandevanter, of Wyoming, 1910; Mahlon Pitney, of New Jersey, 1912; James C. McReynolds, of Tennessee, 1914; Louis D. Brandeis, of Massachu- setts, 1916; and William H. Taft, of Connecticut (Chief Justice), 1921. as oe’ et Om as — —- - -«- «Ss #3fH — Vol. 11, No.9 or Prolet-Kult, which is the basis of the educational system of soviet Russia.” Mr. Roberts quotes from an unnamed congressman in support of his con- tention : “Those who are behind this socialistic program of legislation now crowding the calendars of both Houses frankly use the argument that a rich State should be taxed for the benefit of the poor States, provided the object of taxation is some good purpose. Of course this means the rankest communism. This means, when applied to the individual, that the man who hath shall be deprived of a part of what he hath for the man who hath not; that wealth must be held for the common benefit, regardless of the elements that enter into human produc- tivity and activity—of thrift, intelli- gence, industry, and ambition. How long would the individual work, how active would he be, what impulse to thrift would he have, what ambition in any calling, if the fruit of his labor was taken away from him by compulsion of law and given to the thriftless and worthless, even though they needy ?” It will be noted that Mr. Roberts like the proponents of Federal aid is perfectly frank. He cannot attack the Towner-Sterling bill without also at- tacking and condemning the basic theory of tax-supported education. If it be the “rankest communism”’ for the Nation to aid the States in the support of educa- tion, it is of course equally rank com- munism for the States to aid the local communities and for the local communi- ties to provide free schooling for the children of their ‘“‘thriftless and the worthless” families. We commend this quasi-editorial pro- nouncement of the Saturday Evening Post to the attention of those among our fellow-citizens who have believed the free public school to be a fundamental American institution. We call their attention to this attack which so frankly characterizes the theory and practice of tax-supported education as the “rankest communism’; which so_ unhesitatingly asserts that the principle of National aid and encouragement for public education is both unconstitutional and directly de- rived from alien sources; and which in so doing inescapably links with the names of Bismarck, Lenine, and Marx, the names of the American statesmen whose efforts over a period longer than the life of our Constitution have estab- lished in favor of this principle a series were THE JOURNAL OF THE NATIONAL EpucaTion AssoclATION J. O. ENGLEMAN CHARL ORMOND WILLIAMS T= EXECUTIVE COMMITTEE at its meeting on September 25 elected two field secretaries to the Headquarters Staff of the National Education Association. They were elected to continue and further develop, under the general direction of the Secretary, the activities carried on during the past four years by Mr. Hugh S. Magill, whose resignation and new work were noted in the September JOURNAL. Miss Williams has a notable record as teacher in the rural schools of Tennessee, as high school teacher and principal, and as county superin- tendent. Her leadership in the development of the rural schools of Shelby County, which have an annual budget of over a million dollars, is well known in educational circles throughout the country. Her work in women’s organizations has won her wide recognition outside the teaching profession. It was she who led the fight in the Tennessee legislature which secured the final ratification of the nineteenth amendment to the Federal Constitution. As president of the National Education Association, last year, she addressed scores of meetings in every section of the United States, prepared a program of unusual strength and significance, and presided over the sessions at Boston with great charm and effectiveness. Mr. Engleman has been superintendent of schools at Joliet, Illinois, since July, 1921. His previous connections include eight years as superintendent of schools, Decatur, Illinois; four years as head of the Department of Edu- cation in the State Normal School at La Crosse, Wisconsin; two years as principal of the Training School of the Indiana State Normal School, and thirteen years in the public schools of Indiana, where he began his profes- sional service as a teacher in the rural schools. Mr. Engleman has long been active in professional and legislative work. He is now president of the Illinois State Teachers’ Association, and as chairman of its legislative committee, has helped to obtain the passage of important educational measures in Illinois. of legislative precedents unbroken by a single adverse court decision. It is one thing to stigmatize as “‘so- cialists,”’ “communists,” and ‘“‘constitu- tion-busters” the 116,000 teachers whose certified delegates at Boston last July indorsed, with but two dissenting votes, the Towner-Sterling bill. “Teacher- baiting” is a favorite indoor-amusement of some magazine writers. It is one thing, also, to bring into the same category the great organizations that are allied with the National Educa- tion Association in support of this meas- ure. These organizations expect that violent opposition will emanate from the interests that are unsympathetic toward public education. It is one thing even to apply the same stigma to notable Americans now in Congress—Mr. Roberts mentions spe- cifically Messrs. Towner, Sterling, Fess, Ladd, Owen, Capper, Kenyon, and Mc- Cormick. Contemporary statesmen ex- pect mud-slinging—and the teachers here may well be proud of the company in which they are found. But it will appeal to the American citizen as quite another thing to have these insulting epithets directed, even by implication, to such men as Rufus Put- nam, Manasseh Cutler, Abraham Lin- coln, Charles Sumner, James A. Gar- field, George F. Hoar, and Justin S. Morrill, each of whom supported one or the other or both of the two great pro- posals that the Towner-Sterling bill em- bodies. The National Education Association has repeatedly urged the public discus- sion of its program as embodied in this bill. It has offered, and still offers, 372 whatever facilities it may command to give publicity to any rival program that will promise to correct in a better way the deficiencies and defects against which its own program is aimed. We point again to the bankruptcy of constructive ideas in the opposition to the far-reach- ing proposals of the Towner-Sterling bill. Unable to pit reason against rea- son, panic-stricken by the widespread support that the educational program has enlisted, the opposition finds itself driven to the wall. Instinctively it seeks refuge in personal vituperation, gross misrepresentation, and the basest appeals to prejudice. This is clearly the coun- sel of despair. The National Honor Society ERHAPS no effort to improve the quality of education in the high schools holds greater promise than the organization of the National Honor Society of Secondary Schools, which was described in the JourRNAL for February, 1922. The Constitution of the Society as revised in March, 1922, is printed herewith. Applications for charters should be addressed to Mr. H. V. Church, Principal of the J. Sterling Morton High School, Cicero, Illinois. Article I. Name and Purpose. SECTION 1. The name of this organization shall be the National Honor Society of Secondary Schools. Secrion 2. The purpose of this organiza- tion shall be to create an enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, and to de- velop character in the students of the Amer- ican secondary schools. Article I]. General Control. Secrion 1. The general control of this organization shall be vested in a National! Council. SecTION 2. The National Council shall consist of nine members elected by the Na- uonal Association of Secondary-School Prin- cipals. The secretary of the National Association of Secondary-School Principals shali be a member, ex-officio. SecTion 3. The nine elective members shall be chosen for a term of three years, three being chosen annually. Immediately after the first election they shall be divided into three classes for the one, two, and three- year terms. SEcTION 4. Five members shall constitute a quorum of the National Council. SecTiON 5. The National Council shall each year nominate three members to be elected by the National Association of Sec- ondary-School Principals to succeed those whose terms expire. Article III. National Organization. SEc- TION 1. This organization shall consist of chapters in the secondary schools of the United States, supported by public taxation or endowment, with standards equal to those accredited by such agencies as the North THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION cee 0 6k i Ne et 5 Et Att Central Association of Colleges and Sec- ondary Schools, the New England Associa- tion of Colleges and Secondary Schools, the Association of Colleges and Preparatory Schools of the Middle States and Maryland, and the Southern Association of Colleges and Secondary Schools, etcetera. Secrion 2. Each chapter, before its ad- mission to the National Honor Society, shall have its organization approved by the Na- tional Council. SecTioxn 3. Each chapter shall, for con- tinued membership, conform to all rules of the National Council. Article IV. Emblem. Section 1. This organization shall have an _ appropriate emblem, selected by the National Council, and this emblem shall be uniform through- out the United States. SecTiox 2. This emblem shall be copy- righted. SECTION 3. ‘Fhe distribution of the emblem shall be under the exclusive control of the National Council. Article 1’. Dues. Secrion 1. Each chap- ter of this organization shall contribute whatever amount may be assessed by the National Council, not to exceed five dollars ($5.00) annually. Article VI. Members of chapters active and graduate. SECTION 1. be known as Membership. shall SecTion: 2. Membership in any chapter shall be based on scholarship, service, leader- ship, and character. SecTion 3. Candidates eligible to mem- bership in a chapter of this organization shall have a scholarship rank in the first fourth of their respective graduating classes. SecTION 4. To be eligible for membership the student must have spent at least one year in the secondary school electing such student. SecTion 5. Not more than fifteen per cent of any senior, or graduating, class shall be elected to membership in a chapter. SecTion 6. The election of not more than ten per cent may take place during any semester after the beginning of the seventh semester of secondary-school work in which the standards for election have been attained. The remainder may be chosen during the last semester before graduation. Article VII. Electors. Secrion 1. The election of members in each chapter shall be by the faculty, or by the principal and a committee of four or more members of the faculty whom he may select. Article Vill. Officers. SecTion 1. The officers of each chapter shall be a president, vice-president, secretary, and treasurer. SecTion 2. The secretary shall certify to the National Council the number graduated in each class and the names of those elected to membership in the chapter. Article IX. Faculty Supervision. Skrc- TION 1. All meetings shall be open meet- ings and shall be held under the direction of the principal or of some member of the faculty selected by him. SECTION 2. shall be principal, The activities of the chapter subject to the approval of the November, 1922 Article X. Executive Committee. Spc. TION 1. The executive committee shall con- sist of the ofhcers of the chapter and the faculty sponsor. Section 2. The executive committee shall have general charge of the meetings and business affairs of the chapter, but any action on tae part of the executive committee shall] be subject to review by the chapter. Article XI. Amendments. Section 1, This constitution may be amended at any meeting of the National Council, or by mail by an afhrmative vote of seven members, f ee Enrolment ax Affiliation HE following schools have com- pleted their reports for one hundred per cent membership enrolment in the National Education Association since the list was published in = the October JOURNAL: Cuicaco, ILL., Pullman School, Daniel R, Martin, Principal. Detroir, Micu., Greenfield Park School. W. H. Allmendinger, Principal. GLENDALE, CALIF., Central Avenue School, Annie L. MelIntyre, Principal; Columbus Avenue School, Lorraine Mitchell, Prin- cipal; Magnolia Avenue School, Emma Saxton, Principal; Pacific 4venue School, Fannie Stone, Principal. Juniata, Pa., Juniata Public Schools, M. B. Wineland, Superintendent. MERIDEN, Conn., Hanover School, Nellie E. Simons, Principal. Mount VERNON, N. Y., William Penn School, Oscar E. Coburn, Principal. OAKLAND, CALIF., Campbell School, Mary M. Campbell, Principal. Quincy, “‘Mass., Willard School, Fisk, Master. RepLANps, CAuir., Lincoln School, M. Frieda Marti, Principal. St. Pau, Nesr., St. Paul City Schools, H. G. Stout, Principal. Henry F. San Francisco, Cauir., Lincoln School, Martha A. Watson, Principal. Scitico, CONN., Scitico School, Jennie E. Whiton, Principal. STATEN IsLAND, N. Y., Public School Eleven, Alfred De B. Mason, Principal. O PROFESSIONAL MAN, then, thinks of giving accerding to meas- ure. Once engaged, he gives his best, gives his personal interest, himselt. His heart is in his work, and for this no equivalent is possible ; what is accepted is in the nature of a fee, gratuity, or con- sideration, which enables him who e- ceives it to maintain a certain expected mode of life. The real payment is the work itself, this and the chance to join with other members of the profession in ruiding and enlarging the sphere of its activities. -From George Herbert Pal- mer’s The Ideal Teacher. ' ea ia a i an > eon 2d — << 29 —-<— —_— a i) lie | Vol. 11, No.9 THe JoUuRNAL OF THE NATIONAL EpuCATION AssOcIATION Health Material for leachers James A. ‘Tospey National Health Council, Washington, D. C. EALTHLAND FLYER, says the cover of the pamphlet, ‘Tours ar- ranged to all Points of Interest in Healthland.”’ And inside we read that some of these points of interest are Milky Way, Bathtub- ville, East “Toothbrush, Orange Valley, Spinach Green, Hot Soup Springs, Baked Potato Hills, Play Meadows, Bookland, and Long Sleep Mountain. is a time table of the Red Cheek Local and other health trains, and information that the Coffee Express, Tea Accom- modation, and Midnight Ow! have been eliminated in favor of the Cow’s Milk Limited. The tolder states that mo cucumbers, fried radishes, or other explosives are allowed in the baggage car. It says that the Child Health Railroad needs conductors, engineers, and telegraph operators and that Experienced Mothers, Fathers, Nurses, and Teachers are preferred. “Where can | get pamphlets as this?” is a question which often arises in the of teachers. Instruction in health habits is one of the essential features of our modern scholas- Drinkwater, ‘Then there trains potatoes, such excellent minds tic system. ‘The problem is where to get authoritative material to use for this purpose. ‘There is much valuable mat- ter, which can be obtained if one knows where to look. ‘The attractive little pamphlet outlined in the first paragraph, for instance, is issued free by the Child Health Organization of America, the headquarters of which are at 370 Seventh Avenue, New York City. This same organization has prepared ten excellent pamphlets for the United States Bureau of Education. known as the Health Education Series and include the following: No.. 1. Wanted! Teachers to Enlist for Health Service; No. 2. Diet for the School Child; No. 3. Summer Health and Play School; No. 4. Teaching Health; No. 5. Child Health Teacher They are Program for Parent- and Women’s Clubs; No. 6. Further Steps in Teaching Health; No. 7. The Lunch Hour at School; No. 8. Health Training for Teachers; No. 9. Your Opportunity in the Schools; No. 10. Suggestions for a Program for Health Teaching in the Elementary Schools. Associations Single copies of any or all of these publications will be sent free of charge upon request, by the United States Bureau of Washington, D. C. Material in quan- tity may be purchased from the Superin- tendent of Documents, Government Printing Office, Washington, D. C., who also has a catalog of all the govern- Education, ment health pamphlets. The charge for each is five cents for single copies and from one to six cents for each additional copy, according to the particular pamphlet. The price of each is given in a little catalog of the Health Educa- Besides pamphlets there are also right height and weight tion Series. these posters for boys or girls, and a classroom weight record, which are issued by the U.S. Bureau of Education. For those interested in the general work of the Division of School Hygiene of the United States Bureau of Education the National Health Council (17th and [DD Streets N. W., Washington, D. C.) has prepared a outlining its history, scope, and organization. O pen the Doors to Child Health is one of the slogans of the Child Health Organization of America. They proceeded to do it, too, with other book- lets, posters, and real, live clowns. The Child Health Alphabet, Cho Cho and the Health Fairy, Rhymes of Cho Cho’s Grandma, and Rosy Cheeks and Strong Heart are some of the titles of pamphlets for children. report have There are more serious ones for the teachers, as Stand- ards of Nutrition and Growth, and How Class. There are likewise several pamphlets contain- ing health playlets. this material can be obtained from the office of the conducted for profit. to Conduct a Nutrition Prices of any of association, which is not Other Government bureaus’ which issue pamphlets - applicable to school health are the U. S. Public Health Service and the Department of Agricul- ture. ‘Lhe former has published a bul- letin on rural school sanitation (Public Health Bulletin No. 77) and a booklet teeth (Reprint 622). They also have a malaria textbook (Sup- plement No. 18), a pamphlet on menta! hygiene for the teacher (Reprint 518), and much on children’s valuable material on sex The Public Health has many pamphlets on disease control and general health, any of which will be furnished on charge. hygiene. Service application without A list of publications is avail- able from the Service. Since the de- mand for these booklets is great and the number allowed to be printed somewhat limited, it sometimes happens that copies cannot be immediately supplied. The Department of Agriculture issues pamphlets on lood for Young Children (Farmers’ Bulletin 717) and on School (Farmers’ Bulletin 712). They also have bulletins on pure milk. Lunches Any of these publications may be ob- tained directly from the department, as may a list of all their pamphlets. ‘The Children’s Bureau of the United States Department of Labor has put out many excellent leaflets, a list of which will While most of the material refers to the health be sent by the Bureau on request. of mothers and infants, frequently the teacher is called upon to advise where authoritative data on this subject can be The National Health Council, Washington, D. C., has prepared a re- port on the Children’s Bureau, describ- secured. ing its history, scope, organization, and activities. Not only has the Government con- tributed much to the literature on school hygiene and health education, but many National voluntary agencies have pro- noteworthy guides to health. The activities of the Junior Red Cross are well known to all teachers, but few are familiar with the fact that the Amer- ican Red Cross has published for the American School Hygiene Association an excellent pamphlet entitled The School Child's Health. This is distributed through the Haskin Agency, Washing- ton, D. C. The Red Cross is well known for its activities in first aid and duced has issued a standard textbook on this subject which is sold for forty cents. A textbook on Home Hygiene and Care of the Sick is sold by the American Red Cross for seventy cents. Putting school hygiene is accomplished by the Modern Health Crusade.’ ment is familiar to most teachers, and play into the practice of This move- more than six million children have been enrolled in it since 1917. Children of not less than six years of age are eligible to become Crusaders by performing seventy- two health chores a week. There are “See The Children’s Crusade for Health, by C. M. De Forest, p. 103 of THe JourNAL for March, 1922. 374 Tue JourNAL oF THE NaTIONAL EpucaTIon ASSOCIATION wu ten chores which must be done daily and a bath, the eleventh chore, must be taken twice a week. By continued effort the pupil may become a knight and finally a knight banneret. A manual for teach- ers, superintendents and health workers, describing the Modern Health Crusade is issued by the National Tuberculosis Association, 370 Seventh Avenue, New York City. The association also issues pamphlets on tuberculosis for adults, and a number of health plays. Of the several methods of health edu- cation, the health play or pageant is one of the best. It is a combination of lecture and exhibit. The National Tuberculosis Association has issued a leaflet entitled Plays and Pageantry, which describes twenty-five health plays put out in pamphlet form by various health organizations. Some of the titles include David and the Good Health Elves, The Narrow Door, Theft of Thistledown, and The Jewels of Cornelia. The Child Health Organiza- tion of America, 370 Seventh Avenue, New York City, has published some charming plays, including The Magic Oat Field, The Little Vegetable Men, and a booklet called Health Plays for School Children. There are a number of other National voluntary societies, the publications of which deserve honorable mention. Not the least of these is the American Social Hygiene Association, 370 Seventh Ave- nue, New York City, which has printed some valuable material on sex hygiene. Such pamphlets as Child Questions and Their Answers should be in the hands of every teacher. A complete list of social hygiene publications can be ob- tained from this association. Nervous Children and Their Training is the title of a pamphlet of the National Committee for Mental Hygiene, 370 Seventh Avenue, New York City. This organi- zation issues other pamphlets relating to mental hygiene. Other agencies having worthwhile material are the American Child Hygiene Association, Washington, D. C.; the American Society for the Control of Cancer, 370 Seventh Avenue, New York City; the National Com- mittee for the Prevention of Blindness, 130 East 22d Street, New York City; the American Posture League, 1 Mad- ison Avenue, New York City; the Play- ground and Recreation Association of America, 1 Madison Avenue, New York, and the Metropolitan Life In- surance Company, New York City. In this brief outline an attempt has been made to set forth the sources of the best material available for health educa- tion. The whole field is such an im- portant one that a committee of sani- tarians and educators is now engaged under the auspices of the National Child Health Council, Washington, D. C., in preparing a report on standards of health education and other phases of school health work. The report will suggest methods in health education which will November, 1922 apply from the kindergarten through the high school. It will be a great guide post on the high road to school health, This highway is one deserving of much travel and those who point the way wil] have had no small share in the welfare of the Nation. For, as Phillips Brooks said, ‘He who helps a child helps human- ity. with a distinctness, with an jm. mediateness, which no other help given to human creatures in any stage of their human life can give.” American Education Week HE FOLLOWING PROGRAM for American Education Week has been prepared by the American Legion with the advice and codperation of the National Education Association and the United States Bureau of Education. It has been made general in character so that it may fit easily into the plans of hundreds of different organizations which are preparing to observe the week. It is a suggestive program which may be modified and adapted to meet the re- quirements of various localities and organizations. The following are the general slogans for the week. Children today, citizens tomorrow A man of knowledge increaseth might No illiteracy by 1927 A sick body makes a sick mind Sunday, December 3, 1922 For God and Country 1. Education in the home 2. Education in the school 3. Education in the church Slogan—A Godly nation cannot fail Ministers of all denominations are urged to preach a sermon on education, either morning or evening. All communities are urged to hold mass meetings. Requests for speakers should be made to the American Legion Posts throughout the country for meetings during this week. Monday, December 4, 1922 American Citizenship Day . Children today, citizens tomorrow Naturalization for all men and women . Help the immigrants to become Americans . The duties of citizenship Pen Slogans—A merican all by 1927 Visit the schools today Tuesday, December 5, 1922 Patriotism Day 1. The flag—the emblem of freedom 2. Music as a nation builder 3. Universal use of the English language in the United States 4. The citizens’ duty to vote Slogans—V'isit the schools today Patriotism is the basis of a happy Nation Wednesday, December 6, 1922 School and Teacher Day 1. The necessity of schools 2. The teacher as a nation builder 3. The schools’ influence on the coming generation 4. America as an educated nation Slogans—Visii the schools today Better trained and better paid teachers, more adequate buildings Suggestions for Churches, Chambers of Commerce, Wom- | en’s Organizations, Fraternal Bodies, Labor Organizations, Luncheon Clubs, and Other Co-operating Agencies. . Urge ministers of all denominations to | eer upon the subject of education, unday, December 3, 1922. . Urge the Mayor to issue a proclamation | setting aside this week as American | Education Week and asking the people | to co-operate. . Urge the newspapers to give all space possible to educational matters, ar- ticles, editorials, and news material. . Urge the merchants to use window dis- | gw appropriate for the occasion. | rge them to devote as much space | as possible to matters of education in their newspaper advertisements. . Ask the moving-picture theaters to flash slides on the screén urging the people to visit the schools and study educa- tional questions. . Have speakers at all public meetings held that week talk a few minutes on | the necessity of education. | . Co-operate with the educational officials | and other patriotic, civic, and fra- ternal organizations. . Advertise American Education Week on letterheads and envelopes. The American Legion’s local Post is | working with you. he country looks to | The American Legion to pave the way to | patriotism and education—service to Na- tion, State, and community. No permission is required to reprint this program. All persons interested are au- thorized to make the widest use thereof. -~ who cel ca Vol. 11, No.9 Thursday, December 7, 1922 Illiteracy Day 1. Illiteracy as a blot on our nation 9 No illiteracy in 1927 3. A citizen's duty toward the uneducated 4, No immigration until illiteracy among "native and foreign-born is removed Slogans—Let every citizen adopt and teach an illiterate to read and write Visit the schools today Friday, December 8, 1922 Equality of Opportunity 1. Equality of opportunity in education for every American boy and girl 9. Rural schools—city schools 2 3. High schools—colleges 4. American institutions Slogans—Visit the schools today Let all have an equal opportunity for education A square deal for the country boy and girl Saturday, December g, 1922 Physical Education Day 1. Playgrounds 2. Physical education and hygiene 3. The great out of doors 4. The country’s need in conservation and development of forests, soil, roads, and other resources Slogans—A sick body makes a sick mind Playgrounds in every community Athletes all af 2y er . —— — Preparing for American Education Week. HEN we assumed the soldier we did not lay the These words, chiseled in classic marble over the stage of the Memorial Amphi- theater at Arlington National Cemetery, typify the spirit of those who having fought in the Nation’s service are dedi- cating themselves to the continued re- sponsibility of citizenship. The American Legion in_ initiating American Education Week has justified the words on the Arlington Amphi- theater—for what greater task could any organization undertake than that of making the American public school a better instrument in the production of good Americans? ‘The American Le- gion has no more sincere desire than that of dedicating itself to the welfare of the teacher, the student, and the school,” says Mr. Henry J. Ryan, of the Legion’s Americanism Commission. This desire the Legion is realizing in its fostering of what seems destined to become one of the great constructive forces for Na- tional betterment—American Education Week. When American Education Week was first initiated in December, 1921, it re- ceived Nation-wide observance. dent Harding issued calling for observance of the week, in which he stated that ‘“‘public education is the basis of citizenship and is of pri- mary importance to the welfare of the Nation.” aside citizen.” Presi- a proclamation, He urged citizens of every "Prepared for THe Journat by the Re- search Division of the National Education Association. State to “give special and thoughtful attention to the needs and aims of the public scheols.’’ Governors of twenty States issued similar statements and called upon the people to visit their schools and to inform themselves as to educational needs. Some eight thou- sand mayors codperated in the observ- ance of the Week. Fifteen thousand newspapers and magazines carried special articles and editorials setting forth its advantages. Hundreds of commercial, religious, and educational institutions joined in the campaign. The work of the Legion during this week resulted in the codperation of over 200,000 mer- chants, 20,000 moving picture theaters, 9000 Legion Posts, 15,000 newspapers, as well as many other similar organiza- tions and agencies. Here is an unusual opportunity to make known to the people of the country the strengths as well as the weaknesses of our public schools. No surer founda- tion could be laid upon which to build better American schools. The program for the coming American Education Week, which appears else- where in this number of THE JOURNAL, has been worked out jointly by the Amer- ican Legion, the National Education As- sociation, and the United States Bureau of Education. It provides for the consid- eration and study by the American people of most pressing school problems. I]- literacy, Americanization of the foreign- born, the rural school—these and many other outstanding educational problems are listed for consideration. A _ well- Tue JourRNAL OF THE NATIONAL EpucaTION AssocIATION 375 Se organized campaign—the plans for which have already been completed— guarantees that Nationally portant questions are to have a hearing before the American people. The teachers of the Nation are pre paring to do their part in forwarding the success of the week. these im- real Special school programs are being prepared in many places, and thousands will visit the schools who have not been inside a school building since childhood. Each local community will have its own special school needs that will claim first atten- tion. Some cities are issuing pamphlets dealing with their local conditions—em- phasizing the strength and pointing out the weaknesses and needs of their school systems. American Education Week also offers an opportunity to bring clearly into view educational questions that are of Na- tional concern. ‘This may be done most effectively only if definite facts are avail- able for use in the pulpit and newspaper and on the platform and screen. The outstanding facts should be known to the teachers of the Nation, and it is to be their task to see that these facts are made generally available for use before December 3d arrives. Below are given some of the subjects listed in the program that has been pre- pared for American Education Week accompanied by facts bearing upon them: Help the Immigrants to Become Americans * 1. The number of foreign-born resi- dents in our population is increasing. As shown by the Federal Census the facts are as follows: Sj Se Pe. 6,700,000 ey ass eC ae 10,300,000 Peeeee.G'ss cheek 13,900,000 2. In 1920 the number of foreign- born who had had no schooling what- soever in any language, and who totally lacked the ability to read was 1,763,740. 3. In 1920 the number of foreign- born who could not speak English was 1,488,988. 4+. In 1920, 36,398,958, or 34 per cent, of our population were either foreign- born or were the offspring of parents one or both of whom were foreign-born. What is your State and community doing to help our immigrants to become Americans? *This and the subsequent headings are taken from the American Education Week Program on opposite page. 376 eee eee LL The Nation’s Physical Incompetence 1. During the World War 4,650,500 men served in the United States Army, and 1,340,623 were rejected from gen- eral military service because of physical disability. 2. Twenty-nine per cent of our young men physically unfit to fight for their country! More than one man in every five between the ages of twenty and thirty, when a man is supposed to be at his best, physically incapable of meeting his country’s call! 3. The annual National loss from pre- ventable diseases in our working popu- lation is $1,800,000,000. ‘There is ex- perimental basis for the statement that this loss could be materially reduced and leave a balance above the cost of pre- vention of at least $1,000,000,000 a year. 4. “Gross ignorance of the simple rules of health and hygiene” costs the Nation each year a sum nearly twice that spent for public elementary and second- dary schools. Is your State guaranteeing to every American child a strong body ready to answer the call of peace as well as of war? The Teacher as a Nation Builder 1. A recent estimate shows that onl one fifth of the teachers of the Nation have an education equal to the standard of preparation recognized in all civilized countries as constituting the barest minimum for elementary school teaching. 2. Our teacher-training institutions prepare but a fraction of the number of new teachers needed every year. 3. A sufficient number of teachers can be obtained each year only after the bars are let down and thousands of mature, untrained transients are granted “temporary’’ certificates to teach. 4+. There were forty thousand teach- im- ers who during the school year just ended received a salary of less than $500; 8,000 teachers received less than $300. What is your community doing to in- sure its most precious natural resource— its children—well-trained and competent teachers? Illiteracy as a Blot on Our Nation 1. In 1920, 5,000,000 persons fessed that they had had no schooling whatever and could not read in any con- language. 2. One fourth of the men sponded to the draft call could not read who re- Tue JourNat or THE NATIONAL EpucaTION ASSOCIATION an American newspaper or write a letter home. 3. Of our illiterates, sixty-two per cent are native born. Over 1,100,000 of our illiterates are white and the off- spring of white native-born parents. 4. The number of illiterates increased between 1910 and 1920 in twelve States. Every State in the Union numbers its HIS IS the dome of the National Capitol, showing a marvelous reflec- tion in the pool of the Botanical Gardens. The House of Representatives meets in the right wing and the Senate in the left wing of the Capitol. held in a Supreme Court sessions are room near the center. illiterates by the thousands—North as well as South. Number of Illiterates, 1920 Northern States Southern States New York..... 425,022 Georgia ..... 328,838 Pennsylvania... 312,699 Alabama .... 278,08 Illinois 173,987 Mississippi .. 229,734 ROG cece Ge Total . 836,654 W hat is your State doing to stamp out this blot on our Nation? Equality of Opportunity in Education for Every American Boy and Girl 1. The mere chance of place of birth often determines whether a child shall have an opportunity to acquire that most November, 192? elemental educational opportunity, the ability to read and write. 2. If a boy or girl is born in a country community he has four times the chance of reaching adulthood lacking the abilig, to read and write that he would haye had it born in a city. 3. ‘The 1920 Federal Census shows that there were nearly 2,000,000 natipe. born illiterates in our country that were the direct product of inadequate rural schools. +. In State, in 1921, sevens, school districts levied no school tax with the result that “many schools were nor opened at all.” Another State surye shows that, on the average, country chil- dren receive “less than two thirds as much elementary education as city chil- one dren.” That is your State doing to guarantee to all the “unfettered start and a jair chance in the race of life’? The problems given above are illys- trative of those that American Education Week will bring betore the Nation, and the tacts are such as should be known to all. Additional information that may be used in connection with American Edvu- cation Week will be found in previous issues of THE JOURNAL as well as in this and the December numbers. Local public libraries and State libraries will be glad to codperate with teachers and others in collecting books and material for the use of schools, churches, local posts of the Legion, and other agencies, Material is being prepared by the United States Bureau of Education and may be had by addressing the Bureau at Wash- ington, D. C. A bulletin— acts For American Education Week— may be had free on request from the National Education Association, 1201 Sixteenth Street Northwest, Washing- ton, D. C. special Are you prepared for American Edu- W eek? cation N order to justify their work with the public it is necessary for teachers to understand its importance to social wel- fare and consciously strive to interest the people of the community in their school and its problems, and interest them in such a way that they will insist upon having the best for their children and be willing to support the schools in such a way that this best may be secured.—E. 8. Evenden, of Columbia University, m Teachers’ Salaries and Salary Schedules. a m te ar or th th Ca — QO Se Ss le a wf DH ? & or — oo EN ES aaa ee — HE NATIONAL COUNCIL OF EDUCATION had its in- ception forty-one years ago at a meeting of the Department of Superin- tendence held in Washington, D. C., and the year following the Council was organized with ‘Thomas W. Bicknell as the first president. It has for its object the consideration and discussion of edu- cational questions of general interest and public importance, and the presentation, through printed. reports, of the substance of the discussion and the conclusions formulated. “he membership may not exceed 120, all of whom must be active members of the National Education Association. ‘The Council holds two meecngs cach year; one, with the De- partment of Superintendence in the winter and the other at the time of the annual meeting of the Association in the summer. At Boston the Council held four sessions on July 1, 3, and 5, with Homer H. Seerley, retiring president, as the presiding officer. At the opening ses- sion on Saturday morn-ng at Wentworth Institute, Miss Adelaide Steele Baylor, who has served as secretary since 1916, presented a report on the present mem- bership of the Council, its distribution throughout the country, during the past five years. The following is taken from Miss Baylor's report: “Of the 120 members constituting the National Council of Education at the close of the last annual meeting, fifty-three he:d administrative positions in including superintendents, twenty-seven city superintendents, seven and changes public school education, fourteen assistant superintendents or supervising principa's, one county super ntendent of schools and four princ:pals of elementary schools. heads of universities, colleges, normal schools and technical schoo!s, including sixteen State normal schools, three universities, Twenty-nine were three colleges, one junior college, two city normal and four technical schools; fifteen were cn the staffs of uni- versities or colleges, seven of these being deans in the institutions they represent. One is a member of a high-school staff, while the remaining twenty-two may be schools listed as a miscellaneous or an unclassi- fied group, largely because each one is 1 - . _ Prepared for THE JourNAL by the Di- vision of Elementary School Service of the National Education Association. The National Council at Boston’ in a class by himself doing an important piece of educational work. “Since the last annual meeting of the Council three members’ have _ been called by death: Mr. John H. Phillips, Superintendent of Schools, Birmingham, Alabama; Dr. Calvin N. Kendall, Com- missioner of Education, New Jersey, and Dr. Lorenzo D. Harvey, President of OSEPH M. GWINN, who was elected president of the National Council of Education at its Boston meet- ing. Mr. Gwinn has been superintend- ent of the city schools of New Orleans, Louisiana, since November 16, 1910. Stout Institute, Menomonie, Wisconsin. All were outstanding figures in the edu- cational world and able members of the Council. Forty-one States are repre- sented in the present membership of 118; eighteen States with one member each, eight States with two members each, two with three members each, three with four members each, three with five members each, three with six members each, two with seven each, one with eight, and one with ten.” President Seerley gave a brief address on The Outstanding Issue in American Education. The outstanding issue ac- cording to Dr. Seerley is not to be found in the professicnal schools, in the uni- versities, in the colleges or high schools, [377] but in the elementary schools—the centers for training the masses. (Dr. Seerley’s speech is printed in full in this number of THE JOURNAL.) Dr. John J. Tigert, United States Commissioner of Education, gave 2 comprehensive survey of the Activities of the U. S. Bureau of Education during the year, Miss Charl Williams, president of the Education Association, addressed the Council on the Actual Results of the Dr. Tigert stated that the plan of organization under which the activi- ties of the Bureau are now carried on, Ormond National and Year. has been effective even beyond expecta- tions. Before outlining the work of each department he said: “The correla- tion of effort in the under a unified plan has worked well in each of the divisions established and has, in my opinion, significantly increased the gen- eral efficiency of the Bureau as a whole. The plan of bringing the various di- visions together from time to time in conference and particularly the technical staff has been especially helpful and has brought about a better understanding of the mutual efforts of those working in the Bureau and a in morale.” The work of the departments may be summarized as follows: Rural division—(1) field work; (2) research and investigation; (3) dissemination of information through bulletins, leaflets, circulars, Bureau consequent increase sch ool and general correspondence. the belief that rural education had _ been greatly stimulated during the past year by the new policy of getting fresh in- formation of the latest and most superior practices to those working in rural com- munities, in addition to the many leaflets and bulletins which sent out. Dr. Tigert expressed progress in are issued and Division of city school systems—The work of this division is similar in plan to the division of rural schools, the most im- portant phase of field work being the sur- The have been surveyed; Sparta, Wisconsin ; Trenton, New Jersey ; Shreveport, Louisiana; Washington, D. C.; Washington, North Carolina; Parkersburg, West Virginia; Greenfield, Ohio; and Wilmington, Delaware. Division of higher education—The work carried on by this division is of veys made of city school systems. following cities I RE PH THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION JOHN J. TIGERT United States Commissioner of Education, who described the organization of the Bu- reau of Education for the National Council. the Child. JOHN H. BEVERIDGE superintendent Omaha, Nebraska, and pres- sity ident of the Department of Superintendence, who spoke vice, who on The Physical Welfare of WALTER S. ATHEARN dean of the Boston Univer- School of Religious Education and Social Ser- addressed the Council on Protestantism. of schools, three general types similar to those described. The division has made sur- veys of thirty-one institutions and has endeavored to promote the cause of higher education through addresses and educational conferences such as_ the conference on education in Negro Land- grant colleges held at Nashville, Ten- nessee, at which every college of this type in America was represented. Service division—The organization of the technical staff includes, in addition to the divisions mentioned, a number of miscellaneous specialists. The service division includes specialists in health education, industrial education, home economics, commercial education, educa- tional legislation, and foreign education, each one of whom has conducted in- vestigations and held conferences relating to his particular field of work. Non-technical divisions of the Bu- reau—Aside from the technical staff there are a number of important di- visions, among which are the statistical division, the Alaska division, the edi- torial division, and the library division. The Alaska service of the Bureau of Education falls into three general types—school service, medical service, and reindeer service. The library of the Bureau of Edu- cation is the largest library in the United States composed exclusively of educa- tional and pedagogical books and papers. It contains about 200,000 volumes. During the year just closed the edi- torial division published books and docu- ments to the number of 101, including the annual report of the Commissioner of Education for 1921. The Statistical Division gets out an- nually statistical bulletins covering the varied fields of education, such as State systems, city systems, school school universities, colleges, and professional schools. Miss Charl Ormond Williams in her address declared that even though there is still a lamentable shortage of teachers to meet the actual needs of the Nation, reports from almost every State in the Union showed clear and unmistakable signs of progress. She emphasized the fact that from now on the question of salary will largely determine the number of desirable young people who decide to enter the teaching profes- sion. The following, according to Miss Williams, are hopeful signs of edu- cational progress: an increasing desire on the part of teachers for professional improvement while in service; a marked increase in a professional consciousness among teachers; the awakening of boards of education and the public to the necessity of stabilizing the profession through pensions, tenure, and adequate salaries; the reorganization of normal schools into teachers’ colleges; the growth and progress of local and State teachers’ organizations; the rapid change from the old district idea in the rural schools of the country to the county unit; the elevation of the office of county superintendent; a speeding-up of build- ing programs to relieve overcrowded conditions; the appointment of a com- mission composed of recognized spe- cialists by the American Council on Education to conduct an investigation into the needs and costs of the schools; the growth of the National Education Association from 60,000 to 116,000 in one year. In conclusion Miss Williams said: “All of these things show that vital forces are at work and that the cause of education in the United States is in a state of healthy growth. This edu- November, 192) cational awakening is not confined to our own country but it is world-wide. Edu. cational leaders in many parts of the world are awaiting an opportunity to come together for discussion of problems and interchange of ideas. “The outlook for education for the coming year is most promising. While many thousands of teachers who left the profession have not returned, we are en. couraged by the homecoming of mam others, who show by their spirit and determination that they have reconse. crated themselves to the great task training the Nation’s children. “Business conditions throughout the country are on the up-grade; the period of deflation is about over; the financial atmosphere is less charged with doubt and uncertainty, and the country js settling down to a period of hard a structive work in which education js bound to play a conspicuous part, | believe that the American people want education as never before and that our chief task is to crystallize this desire into concrete actioh, and to organize against and rout the forces of pessimism and reaction wherever they may happen to be in authority.” The president appointed a committee to meet with Mr. John K. Norton, di- rector of the Research Division of the National Education Association, to de- termine plans for codperation between the Council and the department. The final report of the Committee on Educational Surveys was presented by the Chairman, Dr. A. E. Winship. of Second Session The session on Saturday afternoon was given over to committee reports, including the report of the Membership Committee in which the members paid high tribute to the work of President Seerley and expressed deep regret that he felt it necessary to decline nomination for another term. The final report of the Committee on Rural Education was presented with Mr. John F. Sims, chairman of the com- mittee, presiding. Several members of the committee and a number of the co-~ operating rural experts were heard, in- cluding the following: Mr. L. N. Hines, Mr. George S. Dick, Miss Adelaide S. Baylor, Mr. John C. Muer- man, and Mr. Fred D. Cram. Third Session At the session on Monday afternoon, July 3, Dr. A. Duncan Yocum, chair rif > ow ee li- he en on by on Lip iid ‘nt lat on on, Vol. 11, No.4 THE JoURNAL OF THE NATIONAL EpucaTION AssocIATION — ee k— man, presented the report of the Com- mittee on The Teaching of Democracy. Before introducing the speakers of the afternoon he briefly discussed this topic, saving: “Since it was in Boston that al- most a century ago the first reluctant steps were taken for a separation be- tween education of the Church and the education of the State it is significant and even dramatic that it is at Boston that the representatives of great historic creeds should meet together to discuss the contributions of religion to democ- racy, on the invitation of a Council which peculiarly represents public education in America. And it is not only dramatic but prophetic and epoch-making that the outcome planned for the discussion is to make the separation of church educa- tion and State education more complete by bringing about a completer correla- tion between the religious instruction of church schools and such academic work in secular schools as can be given re- ligious bearing in church schools, and between the training in morality and democracy given by secular schools, and such church-school work as can be made contributory to it.” Dr. Louis L. Mann, Rabbi of Con- gregation Mishkan Israel, New Haven, Connecticut, spoke on the Relation of Judaism to Democracy. He opened his address with the statement: ‘‘Catholic, Protestant, and Jew are united in their faith in democracy. The program of the afternoon is symbolic not only of the contributions that each of the historic faiths has made, and is making, but also and more especially of their codperative efforts without which democracy becomes an empty word, void of significance.” Mr. Walter S. Athearn, Dean Boston University School of Religious Educa- tion and Social Service, Boston, Massa- chusetts, Protestantism and Democracy said: ‘““There are certain significant tenets of Protestantism which have had a profound influence upon the political ideals of Protestant adherents. Chief among these tenets is the doctrine of the right of private judgment in all religious matters. A movement which places so great emphasis on private judg- ment, individual liberty of thought, would of necessity profoundly affect the political ideals of its followers. The right of private judgment in religion carried over easily into a belief in the right of private judgment in politics. It thus came about that Protestantism aided in liberalizing politics and subjecting tyrants to laws made by the people.” Reverend Father Augustine F. Hickey, who discussed THOMAS W. BICKNELL organizer and first president of the National Council of Education; president of the National Education Associa- tion in 1884, and leader in many educational move- ments. He is now living at Providence, Rhode Island, and is eighty-eight years old. Teachers’ > Director of Diocesan Catholic Parochial Schools, Boston, Massachusetts, surveyed the contributions of Catholicism to Democracy. Father Hickey said in part: “In every democracy each citizen must bring to his citizenship certain definite well-fixed qualities of mind and heart. If | dare to enumerate I shall consider briefly at least five. The citizen must have faith in his country, must hope in his country, must love his country, must be prepared to make sacrifice for the common good, and he must be ready to obey the laws under which his relations with _ his men are regulated. Faith, hope, and love for country, self- denial and obedience—these are the things which the individual must bring if any democracy is to endure. The children of the Catholic church down through the centuries have maintained their enduring faith, hope and love of God. On this definite basis rests their faith, hope, and love of native land. The spirit of self-sacrifice and the spirit of obedience to law are born of their love of God and their respect for His law.” At this session the Committee on Par- ticipation of Teachers in School Manage- ment held an open forum in an adjoining room with Miss Cornelia Adair, of Richmond, Virginia, presiding. fellow Fourth Session At the final session of the Council on Wednesday afternoon, July 5, the report of the Committee on Teachers’ Colleges was given with Charles McKenny, presi- dent of Michigan State Normal College, presiding. Dr. David B. Felmley, presi- dent of Illinois'‘State Normal University, reported for the Sub-Committee on the Course of Study in Teachers’ Colleges. Dr. Felmley discussed in detail the HOMER H. SEERLEY president of College, Falls, Iowa, who completed his third term as president of the National Council with the Boston meeting, having served from 1919-1922. ADELAIDE STEELE BAYLOR State Cedar Iowa secretary of the National Council since 1916, is now serving her seventh term in that capacity. She is Fed- eral Agent for Home Eco- nomics, Washington, D. C. program that the teachers’ college should provide expressing the belief that three factors contribute to the accomplished teacher—natural aptitude, training, and experience. He said: “We still hear much of the born teacher, but in teach- ing, as in all other callings, native talent is developed by studies and perfected by experience. We commonly use the phrase teacher-training because we recog- nize that teaching is an art in which skill is to be acquired rather than a science in which knowledge is to be gained.” A committee to study problems of Vocational Education was designated at the Des Moines meeting of the Council, July 1921. It was decided at the meet- ing of the Department of Superintend- ence in Chicago, February, 1922, to take up first the study of part-time education. Miss Adelaide S. Baylor, of the Federal Board for Vocational Education, general chairman, reported that the subject of part-time education had been investigated from several angles by means of sub- committees and by enlisting the codpera- tion of experts in the study of problems. Mrs. Susan M. Dorsey, superintendent of schools, Los Angeles, California; Miss Anna A. Kloss, State superintendent of home economics, Boston, Massachusetts, and Miss Agnes Doherty, of the Central High School, St. Paul, Minnesota, spoke on different phases of the work. Other committees reporting were: Racial Well-being, Miss Helen C. Put- nam, Providence, Rhode Island, chair- man; Status of the American Women Teachers, Miss Anna Laura Force, Denver, Colorado, chairman; Teacher Welfare, Mr. John W. Carr, Frankfort, Kentucky, chairman. Miss Katherine D. Blake, chairman of the Committee on Changes Needed in the ee ee Tenet wR aie di éoe ay a asl TS ne tare. eM ety of Gs 380 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION November, 1929 TT nn ee ee EE EE EE EEE Elementary School Courses, presided when the report of her committee was given. Miss Theda Gildemeister spoke on Arithmetic; Mr. Howard R. Driggs on Science; Miss Elizabeth A. Wood- ward on Training for Parenthood; and Miss Mary McSkimmon on History. (Miss Blake’s report appears on p. 355.) Superintendent John H. Beveridge, Omaha, Nebraska, president of the De- partment of Superintendence, addressed the Council on The Physical Welfare of the Child. Mr. Charles H. Keyes, acting chairman of the joint committee on Health Problems in Education, pre- sided during the presentation of the re- port of that Committee. A letter from Dr. T. W. Bicknell, first president of the National Council of Education, which was read by the Secretary, extended greetings to the Council and explained the reason for his absence from the meeting, which he was scheduled to address on Saturday. ‘The Secretary was authorized to extend to him the felicitations of the Council. The Elgin Report ECIDED PROGRESS in the movement to insure justice to all teachers was made at the meeting of the Executive Committee of the Association on September 25. In view of the emergency which had arisen in Elgin, Illinois, the Representative Assembly at Boston voted that the Field Secretary and the Director of the Division of Re- search make an investigation of the Elgin situation. ‘The committee, after making a careful investigation, prepared a report to the Executive Committee clearly set- ting forth the facts involved. In addition to the report of the com- mittee, Secretary Crabtree submitted a statement to the Executive Committee suggesting a careful definition of the reiations between local, State, and Na- tional associations in dealing with cases of injustice and calling for the creation of simple machinery whereby every teacher who believes she has been un- justly treated may have an impartial in- vestigation and presentation of the facts. The Executive Committee adopted the report on the Elgin situation and in- structed the President to appoint a com- mittee to work out a plan of procedure for the investigation of cases of alleged injustice. The report of the investigation at Elgin is as follows: The undersigned, by virtue of our re- spective positions, were appointed as a com- mittee to investigate the dismissal of certain teachers by the board of education of the Elgin (Illinois) public schools, in accordance with a resolution adopted by the Repre- sentative Assembly of the National Educa- tion Association at the Boston meeting on July 7, 1922. The resolution set forth that it was currently reported that certain Elgin teachers had been dismissed, and that one of the causes given for such dismissal was the fact that these teachers were members of the National Education Association, and that the local teachers’ organization to which they belonged was affiliated with the Na- tional Association. The resolution directed that we should make a careful investigation of the whole matter, ascertain the facts in the case, and report thereon to the Executive Committee. Accordingly, we met at the Hotel in Chicago on Thursday August 10th. After making a careful study of all available information that had been received, including statements and published at the time in the Elgin newspapers, we proceeded to Elgin and be- gan a personal investigation and study of the facts and circumstances involved. We spent two days in Elgin interviewing mem- bers of the board of education, teachers. editors, bankers, lawyers, ministers, business men, and a number of prominent women. We were well received by all upon whom we called, and each person interviewed seemed willing to answer our questions frankly and candidly, and to give us his opinion of the whole situation. At the con- clusion of our investigation we felt well satisied that we had obtained from both sides in the controversy practically all the essential facts involved, and also statements of facts and expressions of opinions from many who were unprejudiced in their at- titude. On the question of whether or not member- ship in the National Education Association, Congress morning, reports daily and the afhliation of the local teachers’ organization with the National Education Association, were important or even con- tributing causes of the dropping of certain teachers, we found that members of the board of education positively deny that either of these facts had anything whatever to do with the refusal of the board to renew the contract of any teacher. On the con- trary, it was stated to us by members of the board, and announced by them in the daily press of the city while we were making the investigation, that the board had never ob- jected to any teacher in Elgin becoming a member of the National Education Associa- tion, but on the contrary the board favored and encouraged such membership, and that with the approval of the board the superin- tendent had sent out a circular letter to the teachers advising them to become members of the National Education Association. In- quiry on this point from citizens of Elgin did not reveal that there was any impression in the city that membership in the National Education Association had anything to do with the dropping of any teachers. The only evidence given in support of this Contention was given by certain teachers interviewed who called attention to the fact that when those teachers who had been placed On a month to month contract were called before the board and questioned for the purpose of determining whether or not they should be given annual contracts, each of them Was asked, among other questions, whether he or she belonged to the National Education Ag. sociation. However, the fact that Prac- tically all the teachers so examined reported that they were members of the National Edy. cation Association, and were nevertheless q' reinstated on regular annual contraets would seem to confirm the position of the board that membership in the National Edy. cation Association was in no wise prejudicial to any teacher employed in the Elgin schools The essential facts in the case are these— Elgin is a city of between twenty-five and thirty thousand inhabitants. The public schools of the city are conducted under the general school law of Illinois. The boar of education is composed of twelve members beside the president, four members electe; each vear by popular vote for a term of three years, and the president elected each year by popular vote for a term of one year. The members of the board of education are conceded to be honorable men and women, highly respected in the community. A ma- jority of the teachers in the public schools live in Elgin, and many of them were born and raised there. The superintendent of schools had held his position for about fifteen vears. For some reason it appears that a feeling of dissatisfaction had developed among many of the teachers with respect to the superintendent. They felt that his influence with the board of education was not conducive to the highest interests of the schools or of the teachers generally. This resulted in a growing feeling of unrest among the teachers. In February, 1920, the teachers met and formed a local teachers’ organization, which has continued to the present time, and which is afhliated with the National Education Association. The officers of the teachers organization and those who have been prom inent in its affairs claim that it was intended from the beginning that it should be purely | professional in its ideals and purposes, and Ys IS universally conceded that if the public schools are to render the largest possible service to the communities which they serve, the teaching profession must be ele- | vated and strengthened. To ac- complish this purpose the profession must be made attractive to persons of the highest ability and character, not only in the salaries paid, but in the recognition and respect ac- | corded teachers by boards of edu- cation and communities. It is | apparent that those best qualified by nature to become successful | teachers will not spend years in | preparation for teaching as a life work if they are to be treated as mere hirelings with no security of | position. f ' cl; le to wi of the the me an cot ten ers By en cial ols, ols born . of teen at a oped spect his was r the This nrest and hich vhich ation hers’ rom nded urels and nied — EE ~> SS HTH WO OAs sree et | $ _ felt P the auditorium. The building is unique in that its rooms are arranged by depart- ments with private office and storerooms for each department. and a basement and is designed to house twelve hundred pupils. Provision made for a radio receiving room, so that broadcasted concerts may be provided in HIS is a photograph of the archi- tect’s drawing for the new Deering High School, Portland, Maine. The is building will be composed of two stories Bond issues, architects, contracts let, and other essential information. SCHOOL-BUILDING PROGRESS School officers are requested to send reports on all new buildings to the Managing Editor, National Education Association, 1201 Sixteenth Street Northwest, Washington, D. C. A special list of books on school building and school architecture will be sent free on request. this month, 15,318; reported during 1922 to date, 243,650. to date, $93,475,965. Cost reported this month, $5,649,636; Name of State ana County 1 Alabama Jefferson... . | Towa Winnebago... Kansas Edwards..... Kentucky Harrison Michigan Wayne Minnesota Hennepin Hennepin Hennepin Hennepin Hennepin..... Renville Mi ississt Pp Grenada. . Muskingum. . Peansyivania Allegheny . . Armstrong. . Armstrong. . Armstrong. . Name of Town or District 2 Birmingham Buffalo Center. . .| Centerview Connorsville Covington Hamtramck.....| Minneapolis Minneapolis. .... | Minneapolis Minneapolis Minneapolis... .. Olivia... . Virginia Grenada......... Batesville Brooklyn Dresden McKeesport Ford City Leechburg Parker City Monaca | | Name and Kind of Building . 3 Norwood Grade... Consolidated . ee Grade 11th Dist. .| Dickinson Anx... | Robert Fulton... Eugene Field... Southeast High. Junior High. Louis Agassiz.... High. .| Lincoln Grade.... g * Sa Jr. and Sr. Girls’ Jefferson High... | Tech.High Addn.. | Grade and High.. Cost of | Building | or Amount | of Appro- | priation No. Of Pupils Provided Fe or 4 5 400 500 | 250 150 300 8,514 90, 000 720 205 ,565 .| 640 ./1500 Emerson Whittier 11200 Commercial 3500 | 200 960 | | 128 960 115,000 600 , 000 600 , 000 165,000 185,000 150,000 560 600 380 | 200 | 350 100, 000 35,000 2,000,000 300 , 000 85 , 000 250,000 29,557 115,000 60, 000 160 900 450 150 160 [387] 96,000 $100,000 | 125,000) 30,000 | | 125,000 80, -_ Date Author- ized 6 8/16/22 ‘31/22 /18/21 | /21/22 13/22 / 1/22 | —/—f23 —/—/22 —j—f24 —/—/22 —/—/22 2/23/20 2/25/22 tf—/2 4/—/2 10/—/21 5/ 6/22 11/28/21 | 2/15/22 | 4/ 9/22 7/ 1/22 5/24/22 5/16/22 5/16/22 Date let or to be let 7 10/ 1/22 5/11/22 3/23/ 7/21/ 9/13 10/—/22 6/—/22 8/25/22 | 4/ 1/22 7/ 6/22 7/19/22 | —/—/22 9/22/22 6/22/22 Contract | | James Medley... | Name of School Officer in Charge 8 ©. ae ees ik cs J. W. Woodcock. . | | R. W. Wood W. | Board of Edn W. F. Webster... .| | W. F. of: | W. F. Webster.... Webster. . W. F. Webster. W. F. Webster.... James Empey | Board of Edn.. 4/10/22 J. B. Betty....... R. N t. W. Allan.... . R. Virtue . F. Bower P. D. Welch 3. M. Seating capacity reported reported during 1922 A. Shore.i.... Neagley.... Name of Architect 9 Warren, Knight & Davis G. L. Lockhart Smith & English A. J. Kendall Richards, McCar- thy & Bulford | J. Ivan Dise Bureau of Bldg. Bureau of Bldg. Bureau of Bldg. | Bureau of Bldg. Bureau of Bldg. William Alban Kelley & Shefchik R. A. Heavener W. Overstreet | C. B. J. Snyder F. J. Porter T. B. & L. Wolf W. G. Eckels W. G. Eckels W. G. Eckels J. H. Phillips Harry Maurer Ed. Scholl oe wie lds’ Cie 388 THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 192? President Owen's Program T HAS BECOME the custom in planning programs for the annual meetings of the National Education As- sociation to select some central theme which will give unity to the various ad- dresses and sessions. ‘The outline of his plans, which President Owen stated at the recent meeting of the Executive Com- mittee, indicates a conception of theme that is fundamental and far-reaching, which he has tentatively described as The American School Program. For the purpose of defining the theme of his program Dr. Owen divides various activ- ities in education into two great classes: (1) those that deal with the external conditions of education and (2) those that concern themselves with the unity and content of the materials of educa- tion, which acting upon the mind of the learner produce the common fund of ideals and knowledge that must always be the bulwark of democracy. The ex- ternal conditions of education include salaries, tenure, pensions, housing, and other elements necessary to insure that the setting for education shall be right. These the Association has analyzed and studied for many years. ‘These studies are to be pursued further and made the basis of continuing campaigns for im- proved conditions. However, President Owen promises at the next meeting to focus attention primarily upon the con- tent and purpose of education in a de- mocracy in an effort to obtain unified objectives that shall be recognized from the kindergarten through the university. On its administrative side education is coming more and more to be recognized as a single comprehensive effort of the State to insure basic and continuing preparation of all its members for the responsible tasks of citizenship. Dr. Owen has envisioned a time when both in conception and practice education shall have essential unity on the side of content and ideals—a time when all of the various levels and phases of education will have values and purposes carefully defined in relation to the entire educa- tional effort. Dr. Owen pointed out that for many vears secondary education aimed chiefly to prepare for higher education and con- tinued to do so long after the secondary school became in fact the finishing school for the most of its graduates. He in- dicated how the purposes of the sec- ondary school had been transformed by the work of the Association’s Commis- sion on the Reorganization of Secondary Education and called attention to the need for setting up a continuing agency to do for education from the kinder- garten through the professional school what this commission has done in a lim- ited field. This attempt to define and contin- uously to redefine the purpose and content of education in a democracy on a comprehensive scale will not only shape the pregram which President Owen is preparing, but will tend to bring into new unity the work of the Association’s committees and Depart- ments. It may even reach further. Already organizations working in special fields of education have indicated a desire to codperate in every way possible. Several organizations have expressed a desire to become an organic part of the Association, as was done by the National Association of Elementary School Prin- cipals when it became the Department of Elementary School Principals in 1921. Dr. Owen’s proposal is an excellent illustration of the way unity is obtained under American conditions of State and local control of education as opposed to Federal control. In certain foreign gov- ernments the content of education would be determined and laid down from above. In our American scheme defini- tions and statements of aims and content can have force only as they merit consid- eration and adoption. There could be no better protection against stagnation and misapplied effort. The original impetus which Dr. Owen’s conception receives at Oakland-San Francisco and its continued service as an organized force in education will depend not on decrees from above, but upon the ob- vious soundness and value of the state- ments laid down by those in charge of the matter. For the World Conference on Educa- tion, which occurs in connection with this meeting, there could be no more appropriate setting than Dr. Owen’s For American education he will seek to do through his program what educational leaders in every democratic country would wish to do for their re- Indeed the program which President Owen sets up will make a large contribution to the world conception of educational responsi- bility just because the citizens of the America of tomorrow must be trained for their part in a society which is proposals. spective educational activities. inevitably world-wide in a score of ways, By the racial backgrounds of existing peoples, by the cementing forces of jp. ternational travel and friendship, by the thousands of interwoven lines of com. munication and transportation, by com. mercial and economic interdependence by growing unity of political ideals = concerns—by all these the world jg bound into an essential unity which q comprehensive program of education in any country must face as a funda. mental fact. Department of Superintendence' HE NEXT MEETING of the Department of Superintendence of the National Education Association of the United States is to be held in Cleve. land, Ohio. A vesper service at four o'clock Sunday afternoon, February 25, 1923, will open the sessions of the con- vention. ‘The last meeting will be held Friday morning, March 2. At the meeting of the officers and executive committee in Boston, July 4th, the choice of the convention city was narrowed down to Chicago and Cleve. land. ‘The officers of the Department then carefully canvassed the facilities in these cities. An effort was made to se- cure the same arrangements in Chicago as were made for the last convention, At first this plan seemed possible. How- ever, before arrangements could be com- pleted, the space in the Leiter Building, where our school-building and _ other exhibits were located, was leased for permanent stores. No other suitable space being available near the down- town hotels, it was necessary to recon- sider the plans. The general sessions of the Depart- ment are to be held in the Convention Hall of the magnificent new Cleveland Auditorium. This building, which cost $6,500,000, is conveniently located in the down-town hotel district. It has ample facilities to accommodate all activities of the convention except meetings of allied groups. These will be held in hotels as usual. The president of the Department, Superintendent John H. Beveridge, of Omaha, is making rapid progress on his plans for the meeting. The program will afford constructive help for every member who attends. ‘Prepared for THe JouRNAL by the Secre tary of the Department. and +th, Was eve- rent $ in | §e- ‘ago ion. ow- om- ing, ther for able wn- con- yart- tion land cost the | nple °s of llied otels rent, », of 1 his ram very ecre- Vol. 11, No. 9 THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 389 i cm i i ii cu Au ancl mea a i a nN Ln In order better to care for visitors, the reservation of rooms in hotels will be in charge of a committee to be organized for that purpose. Specially attractive rates can be quoted to groups of two or more guests who reserve rooms together. A list of Cleveland hotels, with rates, will appear in the next issue of THE JouRNAL. All requests for reserva- tions should be directed to Mr. A. C. Eldridge, assistant superintendent of schools, Room 403, Chamber of Com- merce Building, Cleveland, Ohio, who is chairman of the local hotel committee. Reservations should be made early. In addition to the meetings of the De- partment of Superintendence and its sections the following groups will hold meetings in Cleveland during convention week: National Council of Education, Association of Kindergarten Supervisors, Department of Elementary-School Prin- cipals, Department of Rural Education, Department of Vocational Education, City Training-School Section, National Association of Deans of Women, Na- tional Association of Directors of Edu- cational Research, National Association of High-School Inspectors and Super- visors, National Association of Sec- ondary-School Principals, National Council of Primary Education, National Council of State Departments of Educa- tion, National Society for the Study of Education, National Society of College Teachers of Education. NOTES and ANNOUNCEMENTS Tue 1923 MEETING of the National Education Association will be held in Oakland-San Francisco, July 1-7, ac- cording to a decision reached by the Executive Committee at its meeting in Washington, September 25. AMERICAN EpucaTion WEEK is just two months off as this number of THE JourRNAL goes to press. Already the idea has gained enormous impetus. Scores of organizations are making elab- orate plans for its observance. As the plans go forward it is well to keep in mind the central idea of the week—the one thing that distinguishes it from all other “weeks” in its importance to the entire Nation. The central idea of Education Week is to fix the attention of the people in every community upon the basic needs of education in an effort to remedy those needs and make education as the organized instrument of democracy as nearly one hundred per cent effective as possible. If through visits to schools and other means Education Week can make an increasing number of citizens feel their ownership of the schools and their responsibility for their improve- ment it will be accomplishing its great mission. ACTIVE MEMBERS FOR LIFE taken out before November 25 will be listed in Tue Journat for January. Even be- fore the plans were complete a number of requests for such memberships came in by telegram and there is every indica- tion that the first published list will be a ‘most representative one and that a thousand life members will enrol before the end of the school year. Who will be in the first hundred? Full informa- tion about these memberships, including the quota for each State and Territory, may be had on application to the various State Directors. PROFESSIONAL SeERvICE Lisprary— During the recent meeting of the Exec- utive Committee, President Owen out- lined his plan for a professional service library at Association Headquarters and appointed a committee, consisting of the Director of the Division of Publications, the Director of the Research Division, and the Secretary of the Department of Superintendence to work out the details of the plan. Already beginnings have been made and as funds are available the work will be expanded so that the Association may have the advantages of a thoroughly organized library which will serve its special needs as the library of the National Geographic Society serves that organization. It is not pro- posed to duplicate the work of the Li- brary of Congress or of the United States Bureau of Education, but to col- lect and organize material which has a special bearing on the problems with which the Association is dealing. UNITs IN THE HEADQUARTERS Or- GANIZATION of the National Education Association, which have hitherto been described as departments, will hereafter be called divisions. The change is made to distinguish these units from the groups recognized in the Charter as depart- mental The with the years in which they were estab- lished and their are (1) Division of Records and Accounts, estab- lished in 1917, Mrs. Helen T. Hixson, director; (2) Division of Field Work, established in 1918, Miss Charl O. Williams and Mr. J. O. Engleman, directors; (3) Business Division, estab- lished in 1922, Mr. Ray S. Erlandson, director; (4) Division of Publications, established in 1920, Mr. Joy Elmer Morgan, director; (5) Research Di- vision, established in 1922, Mr. John K. Norton, director; and Division of Elementary School Service, established in 1922, Miss Agnes S. Winn, director. The secretary of the Department of Superintendence (position created 1922), while not the formal head of the di- vision, carries a similar responsibility. Mr. S. D. Shankland, who holds this position, is also rendering special aid to groups including those which meet at the same time and place as the Depa:t- ment of Superintendence. THE JouRNAL of the National Edu- cation Association, which has _ been printed since September, 1921, by Judd and Detweiler, is this year being mailed also by that organization, using the same equipment that mails the National Geo- graphic Magazine. The large editions of THE JoURNAL now go directly from the binding and trimming machinery into the mail bags at the rate of several tons daily during the mailing period. THE HEADQUARTERS of the National Education Association is surrounded by building activities. Many large apart- ment buildings are under construction in its neighborhood. One is immediately north of it, another just across Sixteenth Street, and a third in the same block on M Street. The large Racket Club building, which is a few doors below on Sixteenth Street, was completed last year, and excavation is going on for the great Walker Hotel which will be two blocks away on Connecticut Avenue. THE BOARD OF EDUCATION of Sand Springs, Oklahoma, includes as a part of each teacher’s contract the following: “It is further agreed that the party of the second part will become a member of the Oklahoma Education Association and of the National Education Associa- tion not later than the second month of the current school year.” ARMISTICE Day this year occurs on Saturday, November 11. Many teach- ers will take occasion to call attention to its meaning either on the Friday pre- ceding or the Monday following. In organizations. divisions di rectors Sa AS SEO TEN SSO TIN Pe \ 3 tac Bina =~ ie Lay = ay rhe: SSE ioe ede Loti 390 Tue JourNAL oF THE NATIONAL EpucaTION ASSOCIATION addition to the armistice, the day has been made significant by the burial of the unknown soldier with impressive ceremonies at the Arlington National Cemetery in November, 1921, followed by the opening of the Conference on the Limitation of Armaments. Tue AssociaTion’s AcTING STATE Director for West Virginia is Mr. W. W. Trent, superintendent of schools at Elkins. Miss Lituran M. S veeper, 101 Pleasant Street, Manchester, New Hampshire, represented the State asso- ciation in the Assembly at Boston. Her name was accidentally omitted from the list which appeared in the September JOURNAL. OUTSIDE DEMANDS made on school time by special weeks, special days, campaigns and clubs, calls for contribu- tions, essay contests, and other activities not organically a part of the course of study are discussed by State Commis- sioner Clarence H. Dempsey, of Ver- mont, in an article in the Journal of Education for September 28, 1922. Tue AMERICAN BANKERS AsSOCIA- TION publishes a monthly journal of a hundred pages, more or less similar in size and style to THE JouRNAL of the Na- tional Education Association. The 1923 meeting of the Bankers Association was held in New York City, October 2-6. State Association Meetings 1922-23 ALABAMA Education Association. Date to be announced later. ARIZONA State Teachers’ Association at Phenix, Thanksgiving week, 1922. ARKANSAS Educational Association at Little Rock, November 9, 10, and 11. CaALiFoRNIA Council of Education. By law second Saturday in April. Also sectional meetings. Dates to be announced later. Cotorapo Education Association, November 7, 8, 9, 10, and 11, 1922. CONNECTICUT State Teachers’ Association at Hartford, February 9 and 10, 1923. Sectional meetings at WHartford, New Haven, Bridgeport, .and New London, October 27, 1922. DELAWARE State Teachers’ Association, November 9 and 10 (Tentatively). District oF CoLuMBIA Education Association. Date to be announced later. FroripaA Educational Association at St. Petersburg, December 27, 28, and 29, 1922. GeorciA Educational Association. Date to be announced later. IpAHO State Teachers’ Association at Boise, November 30 and December 1 and 2, 1922. Ituinois State Teachers’ Association at Springfield, December 27, 28, and 29, 1922. INDIANA State Teachers’ Association at Indianapolis, October 19, 20, and 21, 1922. Iowa State Teachers’ Association at Des Moines, November 2, 3, and 4, 1922. Kansas State Teachers’ Association at Topeka, Pittsburg, Hutchinson, and Hays, October 19, 20, and 21, 1922. KENTUCKY Education Association at Louis- ville, April 19, 20, and 21, 1923. LouisiANA Public School Teachers’ Associa- tion at Lake Charles, Thursday, Friday, and Saturday of Thanksgiving week, 1923. Maine Teachers’ Association at Bangor, October 26 and 27. MARYLAND State Teachers’ Association at Baltimore, December 1 and 2. MASSACHUSETTS Teachers’ Federation, Octo- ber 21, 1922. MICHIGAN State Teachers’ Association at Lansing, probably December 28 and 239, 1922. Minnesora Educational Association at St. Paul, October 25, 26, 27, and 28. MisstcsipP1 Education Association at Jackson, May 3, 4, and 5, 1923. Missourt State Teachers’ Association at Kansas City, November 15, 16, 17, and 18, 1922. MonTANA State Teachers’ Association at Helena, November 27, 28, and 29. NEBRASKA State Teachers’ Association at Omaha, latter part of March 1923 (Tenta- tive Date) NEVADA State Teachers’ Association. Bien- nially in even number years during week preceding Christmas. New HampsuireE State Teachers’ Association at Manchester, October 21 and 22. New Jersey State Teachers’ Association at Trenton, December 27, 28, and 29. New Mexico Educational Association at Albuquerque, November 27, 28, and 29. New York State Teachers’ Association at Syracuse, November 20, 21, and 22, 1922. NortH CAROLINA Teachers’ Assembly at Raleigh, November 30 to December 1, 1922. NortH Dakota State Teachers’ Association at Fargo, November 22, 23, and 24. Oun1o State Teachers’ Association. Date to be announced later. OKLAHOMA State Teachers’ Association at Oklahoma City, February 8, 9, and 10, 1923. Orrcon State Teachers’ Association at Port- land, December 26, 27, 28, 29, and 30, 1922. PENNSYLVANIA State Education Association at Bethlehem, December 27, 28, and 29. Ruopve IstAnp Institute of Instruction at Providence, October 26, 27, and 28. SouTH CAROLINA State Teachers’ Association, March 8, 9, and 10, 1923. SoutH Dakota Education Association at Pierre, November 27, 28, and 29. TENNESSEE State Association of Teachers, March 29, 30, and 31, 1923. Texas State Teachers’ Association at Hous- ton, November 30 and December 1 and 2. Utau Educational Association, October 19, 20, and 21, 1922. VERMONT State Teachers’ Association at St. Johnsbury, October 11, 12, and 13. VirciniA State Teachers’ Association at Rich- mond, Thanksgiving week. WASHINGTON Educational Association at Spokane, September 27, 28, and 29, 1922. West VirciniA Educational Association at Charleston, November 16, 17, and 18, 1922. Wisconsin Teachers’ Association, November 9, 10, and 11, 1922. WyominGc State Teachers’ Association at Cheyenne, October 11, 12, and 13. November, 1922 Too Many Men in College OO MANY MEN are going t college,” said President Ernest M. Hopkins, of Dartmouth, on Septembe; 21 in a statement to the students of hj, institution that has been widely quoted and commented upon. President Hop. kins said: The opportunities for securing an educa. tion by way of the college course are def. initely a privilege and not at all a universaj right. The funds available for approprig. tion to the uses of institutions of higher learning are not limitless and can not be made so, whether their origin be sought jp the resources of public taxtion or in the securable benefactions for the enhancing of private endowments. It consequently pe. comes essential that a working theory be sought that will operate with some degree of accuracy to define the individuals who shall make up the group to whom, in justice to the public good, the privilege shall be ex. tended, and to specify those from whom the privilege should be withheld. This is a twofold necessity; on the one hand that men incapable of profiting by the advantages which the college offers, or jp- disposed, shall not be withdrawn from useful work to spend their time profitlessly, jp idleness acquiring false standards of living; and on the other hand that the contribution which the college is capable of making to the lives of competent men and _ through them to society shall not be too largely lessened by the slackening of pace due to the presence of men indifferent or wanting in capacity. We hear much of men seeking an educa- tion, but too often they are only seeking mem- bership in a social organiation which has reputation for affording an education, from which reputation they expect to benefit, if they can avoid being detached from the association. The assumption would be hv- morous if it were not so serious, that enrol- ment with a college requires that the college shall either force education upon the indi- vidual man or surreptitiously bait him to it, rather than that he should crave and at the cost of any effort possess himself of the utmost which the college can give. It would be incompatible with all of the conceptions of democracy to assume that the privilege of higher education should be restricted to any class defined by the acci dent of birth or by the fortuitous circum stances of possession of wealth, but there is such a thing as an aristocracy of brains, made up of men intellectually alert and im tellectually eager, to whom increasingly the opportunities of higher education ought to be restricted, if democracy is to become 4 quality product rather than simply a quantity one, and if excellence and effectiveness are to displace the mediocrity towards which democracy has such a tendency to skid. Other college heads have taken issue with President Hopkins. Chancellor E. E. Brown, of New York University, the one the in- ful in ng; ion to ugh ely to ing ICa- hich Hor sity, Vol. 11,Ne.9 believes that the “‘point of saturation” in American colleges is still a long way off. He says: There are too many college students only if their mere numbers prevent us from giv- ing a fit training to the destined leaders of men within the next generation, but we can not admit this without confessing a certain bankruptcy of inventive resourcefulness, a limitation which, as thinking men, we can not accept. We may at least estimate that eventually something more than ten per cent of our adult population will be equipped with edu- cation, in some one or other of its forms, above the high school grade, and that our industries and professions will require and absorb this output of highly trained men and women; or that at any given time not less than one per cent of our total population will be enrolled as students in higher insti- tutions of learning. It seems not unlikely that this proportion may be realized within the next twenty to thirty years, if the ten- IN THE ScHooL Lire—the official monthly organ of the United States Bureau of Education— has resumed publication, with the September, 1922, number, having suspended with the number for December, 1921, until authoriza- tion could be had from Congress to continue. Under the new arrangement a small sub- scription charge of thirty cents is necessary. This should be sent to the Superintendent of Documents, Government Printing Office, Washington, D. C. Rapio cLuss are being formed among the high-school students of Buffalo, New York. JupiciaL Decisions RELATING TO Epuca- TION are discussed with citations in an article by I. N. Edwards, of the University of Chicago, which appears in The Elemen- tary School Journal for September, 1922. A survey of the schools of New York City is to be made by committees of the supervisory and teaching staff under the direction of Superintendent William L. Ettinger, according to a recent announce- ment in the New York Evening Mail. St. PauL, MINNESOTA, is beginning a cam- paign for school bonds, according to recent letter..from Superintendent Hartwell. A SURVEY OF EDUCATION IN OKLAHOMA be- gan on October 16 and will be concluded with a final meeting of the survey staff on November 11. The staff, which represents leaders from every section of the United States, will work under the direction of Dr. William T. Bawden, of the United States Bureau of Education. Among the special subjects to be considered are educational legislation, school revenue, rural education, and the education of negroes. THE Wisconsin NorMat Boarp or Re- GENTS recently selected Mr. J. A. Merrill as THe JouRNAL OF THE NATIONAL EpucATION AssocIATION ——~SCSC—S.C#$'.”S~S”*“‘S”!T®6)DLDUmumuml<__«eeeeeeeeee dencies already well established shall con- tinue their sweep, undisturbed by new world currents or by National disaster. President Sidney Mezes, of the Col- lege of the City of New York, says: If President Hopkins means to say that the country is getting too many college- trained men, I must disagree with him. The country can not have too many men who are well-trained. But I think he was talk- ing of those persons who are actually in colleges who ought not to be there. We are getting too many of one kind of students and too few of another. Many persons of great capacity and industry are not going to college, and others, who have neither capacity nor industry, are going. I suppose one reason that those of capacity and industry do not go is that they do not have the money or the opportunity at the right time. It is true that the colleges have some students who ought not to be there.— School and Society. president of the Superior Normal School to succeed the late B. E. McCaskill. Mr. Merrill has been associated with the insti- tution in other connections for twenty-two . years. Dr. Epwarp Jewitt WHEELER, editor of Current Opinion, died July 15 at the Lake Placid Club, in the Adirondacks, after an illness of several months. He was 63 years old. TREASURY SAVINGS CERTIFICATES which may now be purchased at any post office in de- nominations as low as twenty dollars are a first-class investment for teachers. THE NATIONAL EpucaTION ASSOCIATION has become a real power in American edu- cation. Professionally minded and _ loyal teachers everywhere should give it their support.—Minnesota Teacher. Miss ApA VAN STONE Harris, Vice-Presi- dent of the National Council of Education, is director of Primary Education, City Training School for Teachers, Pittsburgh, Pennsylvania. This corrects the informa- tion given in the list of officers in the September JOURNAL. $30,000,000,000 tax-exempt securities are reported to be outstanding in the United States. The wisdom of the policy of mak- ing Federal, State, county, and municipal bonds nontaxable is now being questioned. Mr. H. A. L. Fisher, president of the English Board of Education, has issued a new code of rules which gives official recog- nition to the “motherly person,” who is sup- posed to be capable of replacing the qual- ified teacher for children under six. This rule is being opposed by the British Asso- ciation. 391 A TEXTBOOK entitled War on War may be had for ten cents from the National Council for the Reduction of Armaments, 532 Seven- teenth Street Northwest, Washington, D. C. A NEW MAGAZINE of unusual interest to teachers of debating and citizenship entered upon its second year in October. This magazine, known as The Congressional Di- gest, gives in each number a _ thorough analysis with pros and cons of some im- portant public question. Among the num- bers and special subjects covered are December, 1921, the Towner-Sterling bill; April, 1922, Citizenship; May, 1922, The Tariff Question; June, 1922, The Soldier Bonus; August, 1922, special political num- ber; and October, 1922, The Mussel Shoals Project. A sample copy of any of these numbers may be had free on request from the Congressional Digest, Munsey Building, Washington, D. C. AN INTERNATIONAL ECONOMIC CONFERENCE following the fall elections is demanded by many leaders in the movement to improve world conditions. AN ANNUAL PRIZE OF $25,000 for the greatest contribution to chemistry has been announced by the Allied Chemical and Dye Corporation whose offices are at 61 Broad- way, New York City. RURAL SCHOOL CONSOLIDATION in practice meets with overwhelming approval by schoo! patrons, according to an investigation conducted by the Kansas State Normal School at Emporia. Replies received repre- sent consolidated schools in every section of Kansas and show intelligent appreciation of the advantages of the new type of school. THE BUSINESS MAN demands that edtca- tion should supply him with efficient work- ers in factory and counting house; but the educationist, while admitting that this ob- ject is a legitimate part of the purpose of the school, will not allow that it should be the dominating factor. If he» were com- pelled to choose, he would say that the school should educate for leisure rather than for vocation. Education for livelihood is important, but education for life is essential. And it is in the right use of leisure that the results of a sound education become ap- parent. In leisure the real self is set free; it is master of its own activities, and it is these unrestrained activities which afford the true index to the personality which early education has built up. The test of a man’s education is what he chooses to do when he is not obliged to do anything.—Christian Science Monitor. EpucaTion 1n Moscow.—The Moscow De- partment for Public Instruction has been hindered in its work by the abnormal financial position of the whole country. The lack of money makes it impossible to provide sufficient material for the schools, and also makes it difficult to support the teaching staff. During the present year the schools under the control of the department will contain 25,000 children from the towr and 49,000 from the province. In the town 14,000 children will not be provided for, and in the province 36,000. Children of the workers, under these conditions, are given a preference over those of other classes, and the latter are not admitted until the workers’ children have been accommodated. «ee fe ES y > CST SS Se ol ew ee abt ok lal lh i ibs A sancti md al ag hI LE 392 Tite JourNAL oF THE NATIONAL EpUCATION ASSOCIATION rm A resolution of the Moscow Soviet, recently passed, laid down the principle that educa- tion should everywhere continue to be free and supported by the State and local au- thorities; educational centres can be formed by factories, institutions, and other groups of citizens, but the main work must be done by the State and the municipality. Private schoo!s making a charge for admission will not at present be tolerated. A small local tax on incomes devoted purely to educa- tional purposes will be instituted as soon as possible—Russian Information and Review. Joun Herpert Puiwuips, for 38 years superintendent of schools of the City of Birmingham, Alabama, one of the foremost educators of the South, died July 21, 1921. Born of Welsh parentage in Covington, Kentucky, in 1853, he later moved to Ohio, receiving his college training at Marietta College. In 1883 he came to Birmingham as superintendent of schools and has since served there continuously. He was the father of the Birmingham public school system and during his long and uninter- rupted period of service built up a system of schools which ranks among the best in the country. Dr. Phillips served as President of the Southern Education Association and as President of the Council of the National Education Association. As an author Dr. Phillips wrote “The Negro and Education,” “History and Literature in the Grammar Schools,” and “Old Tales and Modern Ideals,” the last a compilation of his Monday morning talks to high-school students. He was a man of ideals, firm and full of fervor, a devout Christian as well as an educator of exceptional ability. The Bible class of the First Presbyterian Church, a leading feature of the church activities, was conducted by him for a number of years and his association with the Church and his indefatigable work in its behalf, not only in the welfare of the Bible class, but for the upbuilding of other branches has made the Central Presbyterian one of the strong- est factors in the religious life of Bir- mingham. He was a man of dynamic energy and vitality, ever ready to help in the promotion of any enterprise that would lend itself to the upbuilding of Birmingham. Shortly after he settled in the city he saw _ its wonderful possibilities for educational de- velopment, and he set himself to the task of developing and expanding every branch of the city’s educational institutions with the view of placing Birmingham in the front ranks as an educational center of the South. Nothing seemed to daunt him, he recognized no obstacle and despite the financial handi- caps which often impeded his progress, the results of Dr. Phillips’ energy and ambition were soon seen in the expansion of the city’s educational facilities——Prepared by Brookie Thomas, president of the Birmingham Teachers’ Association, Birmingham, Ala- bama. HE COUNTY UNIT LAW—At the coming November election the voters of Missouri will pass judgment upon the merits of the County Unit Bill, a measure passed by the last Legislature and suspended by the referendum. In passing upon this important subject, the chief questions to be considered are: Shall Missouri, educationally speaking, go forward or backward? Is our present schoo! system what it should be? Is it sufficiently elastic and adaptable to such methods and operations as to insure efficiency and prog- ress? Above all, are our rural schools efhcient or defective, and are our country boys and girls receiving those educational advantages to which they are entitled? The Missouri School Journal believes that the County Unit Law should be endorsed and upheld at the polls. It does not believe nor claim that the law is perfect, or that its operation will speedily bring about an edu- cational millennium in this State. But it believes that it is an honest effort to improve our school system, that it is a progressive movement, and that to defeat the law at this time would be a decidedly backward step. Let the law as enacted be indorsed at the polls, put in operation, and given a fair trial. Whatever defects may appear can be remedied by future legislatures. No law is perfect, nor can a measure of this kind be enacted so as to be entirely satisfac- raantane amewnre 1. They were going to build a school in our “toum. The school board spent two years examining the plans of the architects Ale a ky 7 - 7 & ( 4\ ‘t \ i\ 4. They deoeangeted ninety- c r mT desks 3. They spent two hundred thousand dollars for an athletic field lo _ S. They spent ten thousand dollars trying out different pens and they investigated one hundred and ninety-four different sanitary roller towels ge! Y Max 8. They spent thirty thousand dollars on a house that the janitor might be comfortable and twenty thousand on a house that the assistant janitor might be happy j Te latits. ~ ler ole 4 Panels ee Hendrik Willem Van Loon in The Survey. November, 132) tory to all. It is plain, however, that the most progressive thought of the State js in favor of the law, and there is no doubt that an overwhelming majority of our educators are in favor of it. State—great in area, great in population, and great in natural resources—is it less in. portant that she should be great in educa. tional efhciency and progress? In the hope that the County Unit Law may serve to bring about this desired end, the Missouri Schoo] Journal is in favor of giving it a trial— Missouri School Journal. Missouri is a great Mrs. MarGaret S. McNaAucut, State com- missioner of elementary schools, Sacramento, California, has resigned to take effect Jan- uary 1, 1923, which will mark the end of nine years of service in that position and more than thirty years of service in the public schools of California. Mrs. Me Naught plans to spend several years abroad with her husband. She has been chairman of the Association’s Commission on the Re. vision of Elementary Education. |S) aoe! i 2. They spent a hundred thousand dollars for a picce of land sorts of 7. They hired the highest priced efficiency expert to explain a new system of gradmg fi x 4 oo ete <—> 9 And then they hired people to teach their chisren for eighteen hundred dollars a year Used by courteous permission. ie ee ~- fs «ws So _ Fr mene mdmeemeneeeeeee TT Vol. 11,No0.9 THE JoURNAL OF THE NATIONAL EpuCATION AssociATION 393 LLL Education in Ireland RISH EDUCATION, like other things ior is in the melting-pot. Public opinion, north and south, is agreed that the present conditions are intolerable. The fi- nancial basis of the system has collapsed. In the past salaries were paid by treasury crants. These were administered by a gov- ernment-appointed national board of educa- tion, there being no minister of education, and the national board being in no sense a government department with | responsibility to parliament. The cost of building and the upkeep of existing buildings had to be found ty the religious body to which the school belonged. Remembering recent prices in the building trade, it is cause for wonder that echool buildings are not even more unsatis- factory. The religious bodies struggled hard to cope with a situation rapidly becoming impossible; but even so, school accommoda- tion has become woefully inadequate. In Belfast, for instance, in 1918, one child in every six could not be crowded into school. In Dublin, it was estimated some years ago by a Roman Catholic priest that the number of children absent from school was at least eight thousand. The other expenses—such as lighting, heating, cleaning—had to be met by the denomination owning the school; in some cases, even by the teachers or the parents. Books and stationery were pro- vided by a charge on the parents, who com- plained bitterly of this impost. In the case of clever children, where more books were needed, there was sometimes a -downright refusal to provide them, involving a heavy handicap on the child. Sanitary inspection of school buildings was unknown. Medical inspection of school children was provided for by the Act of 1919, and some beginning will be made in Belfast this winter. As regards school attendance, it may be a shock to Scottish readers to learn that to quote a Fellow of Trinity College, “com- pulsory education does not exist in a large part of Ireland.” The adoption of the com- pulsory clauses of the Education Act was permissive, and they were actually enforced by less than two thirds of the local authori- ties. A recent figure for average attendance in the whole country was seventy-one per cent; the 1918 figure for Belfast was eighty per cent. But these figures are of children on the rolls, and take no cognizance of Father M’Kenna’s eight thousand not in- cluded in those registers. Children could leave school at the age of eleven if they had completed the Fifth Standard; so the more clever children were taken away early to help out the family income, and the more stupid remained. Exemptions were also given for “agricultural or domestic neces- sity,” generously interpreted by a _ wide- minded magistracy who did not believe in oppressing the deserving poor by depriving them of the child’s earnings. As one result, in Belfast 5700 persons engaged in “gainful occupations” are illiterate. A recent esti- mate gives the illiteracy rate in the whole country as ten per cent. This was the situation which confronted the responsible governments, both in northern and southern Ireland, when they assumed office in 1921 and in 1922, respectively. In the former case it is hoped an education bill will actually be introduced during the autumn session of parliament. In southern reland the provisional government has availed itself of the very drastic scheme of educational reconstruction based on an in- quiry carried out by Sinn Fein before and during the truce. It is said this will effect a complete revolution, as its object is to educate the children to be fit citizens of an Irish Ireland. Concentration on Irish his- tory, geography, and, above all, on the Irish language, may be regretted by those who consider subjects, such as handwork and sci- ence, sacrified to this as of greater import- ance. But it is too early to criticise, with half the ministry of education away cam- paigning. The important fact is that at last CHILDREN’S BOOK WEEK NOVEMBERI2® to 18% 1922 public opinion in Ireland is awake. The recent Trade Union Congress passed a strong resolution on the need for real com- pulsory and free education, and the election to the new parliament of the representative of the Central Teachers’ Organization is of great significance. In April last a small private conference held in Dublin, on a non- sectarian and non-party basis, drafted a plan of reform under which the worst of the evils outlined above would disappear. An identical program has been adopted by non- party organizations in Belfast. Everyone has heard of the need to make the world safe for democracy. Too little has been heard of the need to make democ- racy safe for the world. How very unsafe an uneducated democracy can be is writ large in the history of Ireland, north and south, during recent years. It is not safe to rear up a generation of untrained, unedu- cated young men and women, ready to fall a prey to any agitator, or be carried away by any outburst of mob violence. Educa- tional reform must be considered the moment that civil war conditions, north and south, render such consideration possible. In this reform the interests of the child must be paramount. In the past everything else was considered—the safety of the potato crop, or the hay harvest, or the needs of sickness in the home. And now in southern Ireland it is the establishment of an Irish-speaking Ireland which has become the educational ideal. Perhaps in the near future this too will be seen to be a part, not the whole, of the true aim, and the vision, which can “See life steadily, and see it whole,’ will be granted to Irish educationists—Dora Mellone in The Scottish Educational Journal. Organized Promotion of Education HE MORE INTEREST people generally take in education, the better. One of the organizations that has rendered outstanding service in the promotion of public apprecia- tion of the importance of education, is the Cooéperative Education Association of Vir- ginia. This Association is now organizing County Councils of Conference and Codépera- tion. The following plan of organization has been sent throughout Virginia to the persons immediately concerned: 1. Get together all the county-wide agencies including the heads of the depart- ments of education, health, highways, and child welfare; ministerial associations, Com- munity Leagues, Junior Community Leagues, Red Cross, editors, schools and colleges, Y. M. C. A., YY. W. C. A., farm organiza- tions, county and home demonstration agents, bankers, representative citizens, and_ all county-wide agencies that will codperate. 2. The aims and purposes are (a) to arouse the people to a sense of community responsibility and to organize for self-help; (b)to promote an intelligent public senti- ment by making known the best that is being done for rural improvement in Virginia and the Nation by putting struggling communities in touch with sources of help and informa- tion; (c) closer and more effective codépera- tion of all existing agencies. 3. The Council of Conference and Co- operation is, as its name implies, merely a committee on codperation and is in no sense a new organization. It coérdinates the ex- isting agencies and acts jointly in investi- gating and promoting needed rural social work, 4. The Council shall have advisory func- tions only. It outlines the policies of the county but its actions are not binding upon participating organizations and agencies; no agency in the council shall be bound to assume any financial obligations. 5. The officers of the Council shall be a president, a vice-president from each co- operating agency, a secretary-treasurer. The president and secretary-treasurer to be elected by the Council. 6. After the Council is organized a county- wide program should be inaugurated. Have as slogans: “Know Your County Better” and “Build Better Communities.” 7. Meetings should be held monthly or at such times as the Council may elect. 8. It is wise to have a definite objective for which to work. The “Ten Tests of a Town,” or a rural-school score card, or standards that have already been worked out by the various departments should form the basis of constructive work. A_ big project like a county fair, community library, ELT EE TT I ee ee hl) ee pe ani Te = Same nto toe SS SS Sar =e +H Ba = 394 Tue JourNAL or THE NATIONAL EpucATION ASSOCIATION consolidated rural schools, county nurse or health officers, dental or medical clinic, play- ground or athletic director, securing county or home demonstration agents will grip the citizens of the entire county. 9. Following are some of the advantages of the County Councils: (a) exchanging ex- periences; () preventing duplication of effort; (c) extending usefulness of agencies; (d) saving time and money by delegating specific tasks to specific agencies of organiza- tions; (¢) promoting progress all along the line instead of emphasizing special needs; (f) enlisting the services of a wider group of leaders; (g) making case studies of par- ticular local communities. Libraries in China -~HE ANNUAL conference of the Na- tional Association for the Promotion ot Education was held at Tsinanfu, Shantung, on July 3-8, 1922. During these days the sessions of the library section formulated the following proposals. Opinions were ex- pressed and ways of carrying them out were suggested. 1. That all schools should have instruc- tion in the use of books. 2. That the normal schools in China should offer courses in library science. 3. That extension of school should be emphasized. 4. That the chief places, such as Shanghai and Hankow, including provincial capitals, should establish libraries. 5. That a national library should be prop- erly established in Peking. 6. That the publishers of new _ books should present one volume to the board of education, and one volume to the national library. 7. That primary schools, within certain regions, should unite to establish circular libraries. 8. That a committee for the study of library science should be organized by the National Association for the Promotion of Education—Y. F. Hung, librarian of the National Southeastern University, Nanking, China. ‘*X'' Goes off to School YR THE FIRST TIME Jim Harrington realized that the parent had also his part to play. So few people seemed to know this; just sent their little unknown quantities off to school, and let the matter drop; left it all to the teachers and were rather surprised and annoyed with the finished product when finally it waited on their doorstep. Yet what did they expect? Facts could be taught, knowledge, but the rarer quality, wisdom—that was another matter. A _ boy might learn to bound a hundred counties, to conjugate a thousand verbs, to repeat word for word the contents of every textbook printed, and still be poorly equipped for life. What of the finer points of character— consideration for others, a passion for justice, a sane and understanding patriotism, a love of beauty? Wouldn't it be slacking to leave all these to the teachers? Had the parent no duty to perform? libraries ET EVERY AMERICAN, every lover of liberty, every well wisher to his posterity, swear never to violate in the least particular the laws of the country, and never to tolerate their violation by others. As the patriots of seventy-six did to the support of the Declara- tion of Independence, so to the support of the Constitution and laws let every American pledge his life, his property, and his sacred honor. Let every man remember that to violate the law is to trample on the blood of his father, and to tear the charter of his own and his children’s liberty. Let rever- ence for the laws be breathed by every American mother to the lisping babe that prattles on her lap; let it be taught in schools, in seminaries, and in colleges; let it be written in primers, spelling books, and almanacs; let it be preached from the pulpit, proclaimed in the legislative halls, and en- forced in courts of justice.— Abraham Lincoln. “It’s up to me,’ Jim Harrington thought. Across the street he saw young Frank Wilcox, his neighbor’s son, stroll lazily down the front walk, light a cigarette, climb into a smart racing car, and drive away. Frank had been through it all, through the schools and college, seventeen years of it. He stood at the end of the path upon which little Jim set out that morning. Only last June Frank and his father had sat on their porch on the young man’s first night at home after college graduation, and the elder Wilcox had been amazed at the unfinished product the schools had given him back. Through all those years he had signed the checks, asked no questions, paid no attention, just drifted along hoping for a miracle. The miracle had failed to come off. Here was his unknown quantity thrown back at him, unknown still, careless, lacking the spark of wisdom, utterly at a loss how to tackle the struggle ahead. “The old man’s fault,” Jim Harrington re- flected, as he watched Frank’s car disappear down the street. “I'll not make that mistake. I'll do my part. I'll go along with Jim— side by side. The teachers can’t do it all, unaided. I'll show him the relation of facts to life. I'll take an interest in the schools. I'll meet the men and women who are teach- ing my boy. I'll help them in transmuting Jim’s knowledge into wisdom.” No easy matter, he realized. Probably most parents made that same high resolve when their children first went off to school— perhaps even Wilcox, the man across the November, 1929 street. And then—the press of work Worry, care, and the high resolve melt. ing—melting. Yes, it would take patience and strength of character. But it would be worth it. Jim Har- rington looked ahead to that far evening when he and his son would sit upon the porch. “Well, Jim?” “Well, dad?” A clear. eyed boy with a purpose in the world, with sense and understanding, with character, His unknown quantity known at last. 4 boy worth having, a boy he could hand op proudly for service to the State. “It’s up to me,” Jim Harrington repeated, “My job and his teachers’ job—then both began today.”—From Collier's, The National W eekly. HY is education in the United States fighting so hard for existence? Why is it that children have too little opportunity? Why is it that so many illiterates are per mitted to grow up to take their ineffective places in society to the detriment of us all]? Why is it that this, the richest and most prosperous of nations, can do so little to aid itself educationally? There can be only one answer; because the Nation, as a Nation, has no education plan, policy, or organization devoted to edu- cation; because, as a people, we regard edu- cational facilities and programs as _ local issues; because we have no Department of Education, as we have a Department of Agriculture or War or Interior. Washington, D. C., is the Nation’s prop- erty; it is generally regarded by us all as our pride, our beauty, our very own. But only from a_ standpoint of architectural beauty; not from a standpoint of leading in civic improvement. Washington’s schools are neglected; many of them run two shifts a day in order to accommodate the children which crowd them. Portable buildings, in- sanitary buildings, buildings so old and out of date they are shamed by the schools of municipalities of twenty-five thousand peo- ple, are pressed into service. Teachers are underpaid; education suffers.—Capitol News Service. UNK!—I own a car. It’s a good ma- Piadie be it was—only I’ve run it too often without enough oil, and I don’t keep it very clean, and I never have it examined. Some expert has advised me to have it ex- amined this spring. He says after the hard winter, every car should be overhauled. But I can’t afford it. I’ve got to use my car every day. Besides, I can’t afford to pay a really good mechanic. Even if I could, hav- ing it examined is a nuisance. I'll just keep on running it until it gives out and then I'll send it to the junk heap. I own a body. It's a good machine—or it was—only I’ve run it too often without any food and I don’t keep it very clean and I never have it examined. Some expert has advised me to have it examined this spring. He says that after the hard winter everybody should be overhauled; but I can’t afford it. I’ve got to keep going every day and I can't afford to pay a really good doctor; even if I could, being examined is a nuisance. I'll just keep on going until I give out and then —The School News (New Jersey). lee Cor al ut rls 100 ep ed. eX- ird ed. car ra Av- ep I'll r it :ny i] has ng. ody it. in't . if I'll and Cantilever Stores Cut ti.is out for reference. n—11 Orpheum Arcade. AKT ona—Bendhelm's, 1302—Il1lth Av. Albany—Hewett’s Silk Shop, 15 N. Pearl St Asheville—Pollock's Atlanta—Carlton Shoe & Clo. Co. Auburn & Geneva, N. Y Dusenbury Co Balt?more—325 No. Charles St. Battle Creek— Bahlman's Bootery Birmingham—219 North 19th St. Boston—Jordgn Marsh Co. Bridgeport—W._K. Mollan Brooklyn—414 Fulton St. Buffalo—639 Main St. Burlington, Vt.—Lewis & Blanchard Butte—Hubert Shoe Co. Cedar Rapids—The Killian Co. Cnarleston—J. F. Condon & Sons Charlotte—221 Piedmont Bldg. Chicago—30 E. Randolph St. (Room 502) Ciacinnati—The MecAlpin Co. Cleveland—Graner-Powers, 1274 Euclid Av Colorado Springs—Wulff Shoe Co. Columbia, S. C.— Watson Shoe Co. Columbus, O.—104 E. Broad St. (at 3rd.) Dallas—Leon Kahn Shoe Co. Davenport—R. M. Neustadt & Sons Dayton—The Rike-Kumiler Co. Denver—224 Foster Bldg. Des Moines—W. L. White Shoe Co. Detroit—41 E. Adams Ave. Easton—-H. Mayer, 427 Northampton St Elizabeth—Gigl's, 1053 Elizabeth Ave Elmira—C. W. O'Shea El Paso—Popular Dry Goods Co. Evanston—North Shore Lootery Fall River—D. F. Sullivan Galveston—Clark W. Thompson Co Grand Rapids —Herpolsheimer Co Harrisburg—26 No. 3rd St. Hartford—85 Pratt St. Holyoke—Thos. 8. Childs, 275 High St. Houston—306 Queen Theatre Bidg Huntiagton, W. Va.—McMahon-Diehl ladianapolis—L. 8S. Ayres & Co. Jackson, Mich.—Palmer Co. Jac«xsonville—Golden’s Bootery Jersey City—Bennett’s, 411 Central Ave. Kansas City, Kan.—Nelson Shoe Co. Kansas City, Mo.—300 Altman Bidg. 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. Little Rock—Poe Shoe Co., 302 Main St. Los Angeles—505 New Partages Bidg. Louisville —Boston_ Shoe Co. Lowell —The Bon Marche Macon—Tne Dannenberg Co McKeesport —Wm. F. Sullivan Memphis—Odd Fellows Bldg. (2nd floor) Milwaukee—Bro uwer Shoe Co Minneapolis—25 Eighth St., South Montgomery—cC ampbell Shoe Co. Morristown—G. W. Melick Mt. Vernon, N. Y.—A. J. Rice & Co Nashville—J. A. Meadors & Sons Newark—897 Broad St. (2ni floor) New Bedford—Oiympia Shoe Shop New Britain—Sloan Bros. New Haven—153 Court St. (2nd floor) New Orleans—109 Baronne St. (Rm 200) New Rochelle—W ares New York-14 W. 40th St. (Opp. Pub. Lib.) Norfolk—Ames & Brownley Oakland—205 Henshaw Bldg. Omaha—1708 Howard St. Paterson —10 Park Av. (at Erie Depot) Pawtucket—Evans & Young Peoria—Lehmann Bldg. (Room 203) m Philadelphia—1300 Walnut St. Pittsburgh—The Rosenbaum Co. Pittsfield —Fahey’s, 234 North St Plainield—M. C. Van Arsdale Portland, Me.—Palmer Shoe Co. Portland, Ore.—353 Alder St. Poughkeepsie—-Louis Schonberger Provideace—The Boston Store Reading—Sig. S. Schweriner Richmond, Va.—-Seymour Sycle ) Rochester—148 East Ave. Ry, Rock Island—Beston Shoe Co es REPRE oss Pia at ® Saginaw—Goeschel-Brater Co. Salt Lake City— Walker Bros. Co San Francisco— Phelan Bidg. Arcade Savannah—Globe Shoe Co St. Louis—516 Arcade Bidg. (Op. P.C.) St. Paul—43 E. 5th St. (Frederic Hotel) Schenectady—Patton & Hall Scranton—Lewis & Reilly Seattle—Baxter & Baxter Shreveport— Pheips Shoe Co Sioux Falls—The Bee Hive South Bend— Ellsworth Store Spokane—The Crescent Springfield, Ill—A. W. Klaholt Springfield, Mass.—Forbes & Wallace Stamford—L. Spelke & Son Syracuse—121 W. Jefferson’St. Tacoma—255 So. 11th St. (Fidelity Bldg.) Terre Haute—Otto C. Hornung Toledo—LaSalle & Koch Co. Topeka—The Pelletier Store Trenton—H. M. Voorhees & Bro Troy—35 Third St. (2nd floor) Tulsa—Lyons’ Shoe Store Utica—Room 104 Foster Bldg. Waltham—Rufus Warren & Sons Washington—1319 F St. Waterbury—Howland-Hughes Co Wheeling—Geo. R. Taylor Co. Wichiita—Rorabaugh's Wilkesbarre—M. F. Murray Worcester—J. C. MacInnes Co. Yonkers—22 Main St. Youngstown—B. McManus Co. Tht Agencies tn 300 other cities CS her cities Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTIon AssoclaATION Why Flexible (Antilever Shoes eCMeke You Feel (Younger The easy flexibility and unconscious grace that are the charm of youth may be had by the older woman also. Cantilever Shoes induce the spontaneity of thought and ac- tion that comes from mental and bodily poise, from glowing health and from feet that are strong, supple and that do not easily fatigue. The snug-fitting, flexible arch allows the muscles to exercise and strengthen. The natural lines give the _ unrestrained freedom that reflects itself in every move you make. Well-dressed women everywhere like Cantilever Shoes for their modish rounded toe and medium or low walk- ing heel, but above all they enjoy the feeling of youthful energy and increased endurance which they supply. Men, too, are wearing Cantilevers, and the demand for the men’s last is constantly increasing. Every pair is trademarked to insure your getting the genuine Cantilever. They are sold by only one store in each town except in New York City. If you cannot find the Cantilever dealer who is near you in the list at the left, write the manufactu- rers, Morse and Burt Company, 10 Carlton Ave., Brooklyn, N. Y., for his address and an_ interesting booklet on feet and shoes. antilever Shoe Endorsed by Women’s Colleges, Women’s Clubs, Public Health Authorities, Physicians, Osteopaths, Directors of Physical Education, Editors, Stage Celebrities and prominent women everywhere. a ee Se a a = In one precious minute 200 price- less lives can be saved by a Dow Spiral Slide Fire Escape—a capacity equal to four ordinary stairways. Send now— today—for details before it happens. The Dow Co. TNCORPORATED 311 N. Buchanan St. Louisville, Ky. silent nnsiien mone edit. te a ee, WOMEN— COMPTON’S PICTURED ENCYCLOPEDIA new work for children so utterly different—so vitally new in style and spirit—that educators, teachers, and parents everywhere are saying, “At last, here’s what we’ve been wait- ing for!” Copyrighted for the first time March 13, it has set a new rec- ord for immediate and _ nationwide success. Produced by an old estab- lished, financially responsible Com- pany noted for its splendid sales or- ganization, and backed by a national advertising campaign, it. offers a high- grade man or woman, with college or normal training, who can meet inter- ested parents, an unusually pleasant and profitable field of work, with splendid opportunity for advancement. Practical sales training and assured income to start. Railroad fare paid. Write fully concerning age, education, and experience in first letter. Ad- dress: DEPARTMENT C. R,, F. E. Compton & Co., Garland Building, Chicago, Illinois. ‘Ghe [ AMERICAN CRAYON ~ COMPANY ~- ESTABLISHED 1835 SANDUSKY-OHIO NEW YORK v The worlds largest makers of Crayons Wiaier Color Painis 6 Allied Producis Vv Upon receipt of request we will send you book- let descriptive of any material in which you may be interested - COSTUMES Sor ISCHOOL PLAYS We furnish costumes, wigs,etc.,for all school sh and operas. hakesperian and his- torical costumes our specialty. 40 years’ ex- perience. For informa- tion address Fritz Schaultz & Co. Box 68 W. Lake Street Chicago, iti. THE JOURNAL OF THE N\TIONAL EpuCATION ASSOCIATION WANTED EDUCATED MEN AND November 1)2) DON’T MISS The EXHIBITS At the Convention of the Department of Superintendence February 26—March 1, | 1923 | CLEVELAND, OHIO in the NEW $6,500,000 AUDITORIUM The General Sessions of the Department of Superinten- dence, the Post Office, the Publicity, the Restaurant, the Educa- tional Exhibits and the Com. mercial Exhibits will be in this splendid building. Registration, the THIS WILL BE THE FINEST SITUATION FOR THE EX- HIBITS IN THE HISTORY OF THE ASSOCIATION. SEE EUROPE, 1923 Private Party organized and conducted by Miss Clara De Vane, College for Women, Montevallo, Alabama. WRITE FOR PARTICULARS en eee nent rere se eee eee eee eee ec re ee eee eeaena ates aeaaaenc ee Ste Tue JouRNAL OF THE NATIONAL Epucation AssociATION Through Your Shop Window Let the advertising pages of your professional magazine, THE JOURNAL, be your shop window. Look them over for the newest and best displays of the things in which you are interested. You can have every confidence in any article you read about—for JOURNAL advertisers are reliable advertisers. And remember—ALWAYS mention THE JOURNAL-—-say a good word for it—when writing ad- yertisers. It helps us build a better and bigger magazine. Acid Phosphates Horsford’s Acid Phosphate | Bells Foote Foundry Co., J. B. Blackboards (Slate) Natural Slate Blackboard Co. Book Publishers Economic Press Ellis Publishing Co. Ginn & Co. Gregg Publishing Co. Lippincott Co., J. B. Macmillan Co. Rand McNally & Co. Translation Publishing Co. Charts McConnell Map Co. Rand McNally & Co. Costumes Schoultz & Co., Fritz Crayons and Art Material American Crayon Co. Prang Company Dentifrices and Toilet Articles Colgate & Company Domestic Science Equipment Kewaunee Mfg. Co. Peterson & Co., Leonard Singer Sewing Machine Co. Drafting Room Furniture Kewaunee Mfg. Co. Employment Compton & Co., F. E. Encyclopedias Book of Knowledge Fire Escapes Dow Company, 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 Spencer Lens Co. Motion Picture Projectors | | Acme Motion Picture Pro- jector Co, DIRECTORY OF Page \eme Motion Picture Projector Co. A-171 \merican Crayon C A-176 American Type Founders Co.. A-170 Barnhart Bros. & Spindler... A-174 Book of Knowledge A-168 Buckingham Co., C. -2 Colgate & C *-4 Columbia School Supply Co.. Commercial Paste Co Compton & Co., F. E De Vane, Clara Dow Company d Draper Shade Co., Luther O.. A- Economic Press Ellis Publishing lairbanks, Morse Federal Steel Fixture Co..... Fisk Teachers’ Agency Foote Foundry Co., J. Ginn and Company Gregg Tublishing Co Hahn Teachers’ Agency, J. Horsford’s Acid Phosphate... Judd & Detweiler, Inc Kewaunee Mfg. Lippincott Co., Mention THe JournaL wh Paste Commercial Paste Co. Periodicals Pathfinder, The Photographs Buckingham, C. O. Pianos Miessner Piano Co. Pictures Perry Pictures Co. Playground Apparatus Medart Mfg. Co., Fred Printers Judd & Detweiler, Inc. Printing Equipment American Type Founders Co. sarnhart Brothers & Spind ler Projection Machines Acme Motion Picture Pro jector Co. Spencer Lens Co. ADVERTISERS McConnell Map Macmillan Co Meda:t Mfg. Co., Miessner Piano Co Modern Literary Morse & Burt Co d Natural Slate Blackboard Co.. New Haven Normal School of Gymnastics New York University Northwestern Teachers Agency A-182 Pathfinder, The Perry Pictures Company Peterson & Co., Leonard..... A- Prang Co. Rand McNally & Co......... A- schoultz & ‘Co., Frit®......¢: A- Singer Sewing Machine Co... A- weer: (e.,: BB... s iookhs Ae Specialists’ Educational Bureau Spencer Lens d Teachers’ Casualty Underwri- ters Temple University Translation Publishing , Victor Talking Machine Co.. Western Teachers’ Exchange. Wilson Corp., J. G ‘n writing our advertisers. Real Estate Smith Co., F. H. Scales Fairbanks, Morse & Co. School Supplies Columbia School Supply Co. Commercial Paste Co. Draper Shade Co., Luther O. Schools, Colleges, and Universities New Haven Normal School of Gymnastics New York University Temple University Scientific Apparatus Kewaunee Mfg. Co. Shoes Morse & Burt Co. Steel and Wooden Doors Wilson Corp., J. G. Steel Lockers Federal Steel Fixture Co. Medart Mfg. Co., Fred Talking Machines Victor Talking Ma- chine Co. Teachers’ Agencies Fisk Teachers’ Agency Hahn, J. M., Teachers’ Agency Northwestern Teachers Agency Specialists’ Educational Bureau Western Teachers’ Ex chang? Teachers’ Insurance Teachers’ Casualty Un derwriters Travel De Vane, Clara Window Shades Draper Shade Co, Luther O Hl TF ‘ I I ee een cee eee ee te ORE nol bk i Rae Ronikee) De gar ar olathe Fete er: Aes NEW YORK UNIVERSITY SUMMER SCHOOL July 2 to August 11, 1923 Ts Summer School of New York University for 1923 will offer a comprehensive group cf courses in educational and academic subjects, planned with special reference to the needs of teachers, supervisors, and school administrators. . In the case of students Credit Toward Degrees with the necessary quali- fications, Summer School courses may te credited by the School of Education of New York University toward the baccalaureate degrees of Bachelor of Arts or Bachelor of Science in Educa- tion, or toward the advanced degrees of Master of Arts or Doctor of Philosophy. Location The Summer School will again be located on the campus at University Heights, where student; have the advantage of country-like surroundings, and are yet in immediate contact with the varied activities of the metro- politan district. Courses will be offered in the history and philoso- Courses phy of education, school administration vd super- vision, elementary education, secondary education (including the junior and senior high school), commercial education, psychology, and the usual collegiate subjects. Special Note to Superintendents and School Administrators: aS The conference course on educational administration, which has become a feature of the Summer School of New York University, will be continued. A special bulletin giving the complete pro- gram of the 1923 conference will be published about January tr. For general information regarding the Summer School, write for the complete bulletin, which will be ready for distribution January 15, 1923. cAddress, DEAN JOHN W. WITHERS, Director too Washington Square East, New York LOOKING TO OUR FOUNDATIONS Is the Significant Title of an Opporiune Book by JAMES F. MCCULLOUGH 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 of Education.” Examples cited. “The Wasteful Dissipation of Public School Funds to Other Than Educational Purposes by Politically Domi- nated State and City School Systems.” “The Unjustifiable and Unconscionable Disparity Be- tween the Salaries Paid to the Few in General Control, and the Scale of Wages Paid to the Many Employed in Instruction.” Examples cited for Illustration. “A Scientific Basis for the Equitable Adjustment of Relative Salaries from Elementary Teacher up to and Including the Superintendent.” “School Teaching as a Profession.” Some potent rea- sons why, “The occupation of teaching is being deserted in the present and shunned for the future!” Cloth, 8vo. 384 pp. Sent postpaid, $3.00 Order direct from the publishers THE ECONOMIC PRESS GENEVA, ILLINOIS Tue JourNAL oF THE NATIONAL EDUCATION ASSOCIATION Mention THe Journat when writing our advertisers. \ ovember, 192) SPENCER SPENCER SPENCER MICROSCOPE No. 64 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 days of Charles A. Spencer, the pioneer microscope lens maker of America. MICROSCOPE No. 64 B ” i. with 10x eyeniece, 16 m / m and 4 m /m objec- C atalogue sent on tive, double nosepiece, iris diaphragm. Com- request. plete in cabinet, $64.00. Discount to Schools, SPENCER LENS CO. MANUFACTURERS SPENCER MICROSCOPES, MICROTOMES, DELINEASCOPES, SCIENTIFIC | [ BUFFALO BUFFALO |] APPARATUS. [eurraca] —u.S.A_ = U.S.A BUFFALO, N. Y. SEND FOR _ MEDART LOCKER CATALOG “L” Many educators, physical directors, school board officials, and architects regard Medart Catalog “L” as a tre- mendous help in locker planning. This 128-page book does more than give complete information on lockers. It contains suggestions concerning the location of locker rooms with relation to other departments—it aids in locker room planning—it is a guide to wise and eco- nomical buying. Write for your copy today—no cost or obligation. FRED MEDART MFG. COMPANY Potomac and De Kalb Streets St. Louis, Mo. New York Chicago 52 Vanderbilt Avenue 326 W. Madison Street San Francisco: Rialto Building This Magazine is from Our Presses JUDD DETWEILER INCORPORATED MASTER PRINTERS Eckington Pl. and Florida Ave. WASHINGTON, D. C. The Prime Essential for Teaching DOMESTIC ART 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 shou'd 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 THE JoURNAL OF THE NATIONAL EpucaTiIONn AssocIATION Mention Tue Journat when writing our advertisers. PETERSON LABORATORY FURNITURE WHEN you buy Peterson Laboratory Furniture, you are purchasing more than so many tables and cases—you are buying Laboratory Furniture backed by thirty years of thorough knowledge of a highly specialized industry—you are benefited by painstaking attention to all details that go to make Laboratory Furniture right in design and quality. Leonard Peterson & Co., Inc. Manufacturers of Guaranteed Laboratory Furniture OFFICE AND FACTORY: 1222-34 Fullerton Ave., Chicago, Ill. New York Sales Office: Knickerbocker Bldg., 42d and Broadway Send for our Catalog No, 11-N Fales Laboratory Desk (Patented) for General Chemistry, Quantitative Analysis, and Organic Chemistry Leonard Peterson & Co., Inc. Sole Manufacturers Send for circular describing this desk Set 4—McConnell’s Ancient History Size, 44x32 inches; 38 maps; price, on adjustable steel stand, $38.00 EDITORS R. M. Tryon, Ph. D., University of Chicago. A. G. Terry, Ph. D., Northwestern University. C. L. Grose, Ph. D., Northwestern University. E. Lauer, M. A., Northwestern University. This series covers the field of Ancient History as outlined by the famous Committee of Seven. The thirty-eight maps in the set furnish the geographical background necessary for an understanding of this field of history. Outstanding features of the set are: (1) The close relation between the name of each map and the topics studied in this field; (2) The two general reference maps; (3) The proportional distribution of the maps over the entire field; and : (4) The emphasis placed on the location in time of each map. The set of thirty-eight maps include: The Field of Ancient History, Europe. Ancient Empires. The Persian Empire about 500 B. C. The A-gean World about B. C. Greek and Phoenician Colonies, 500 B. C. The Greek and Persian Wars, 500-479 B. C. The Athenian Empire at its Height, 450 B. C. The Rise of Macedonia. Campaigns and Empire of Alexander. Divisions of Alexander’s Empire, 301 B. C. General Reference Map of Ancient Greece. The City of Rome. General Reference Map of Ancient Italy. The Early Inhabitants of Italy, 750 B. C. Rome’s Conquest of Italy, 510-264 B. C. The Mediterranean World, in 264 B. C. The Roman World, 218 B. C. General Reference Map of Roman World. The Roman World, 44 B. C. The Roman World, 117 A. D. Palestine, 1025-722 B. C.; also in time of Christ. Rise and Growth of Christianity to 400 A. D. Migrations to 476 A. D. Europe after the Migrations, 500 A. D. Europe in Charlemagne’s Time. McCONNELL MAP COMPANY 213 Institute Place - - - Chicago, Illinois i 4 | q eS a See as 4 4 ) 4 | ) | 1 j | | | . | : / : A-180 Tue JourNAL or THE NATIONAL EpucaTION ASSOCIATION Noi ember, 192) NEWS OF THE BUSINESS WORLD Notes and Comments of Interest to Educators and relating particularly to the sale of School Supplies and School Equipment Advertised in this Magazine Professor J. W. Searson, of the Department of English at the Uni- versity of Nebraska; Doctor P. P. Claxton, former Commissioner of Education in the United States Bu- reau of Education and now Provost of the University of Alabama; John H. Beveridge, Superintendent of Schools at Omaha, Nebraska, and President of the Department of Su- perintendence of the National Edu- cation Association, and Walter R. Siders, Su- perintendentof Schools, Pocatello, Idaho, and Chairman of the Board of Trustees of the Na- tional Education Asso- ciation, have consented to serve as the judges in the selection of the most meritorious arti- cles relating to the use of THE BOOK OF KNOWLEDGE in the classroom. Thean- nouncement of _ this contest is found on page A-168 of this number of THE JourR- NAL. Readers of THE JOURNAL should be sure to notice the beau- tiful advertising of the BUCKINGHAM PRINTS on the inside front cover page of this number. Mr. Buckingham is one of, the best- known photographers and artists of Washington, D. C., and his in- tention to supply the schools with patriotic photographs at low prices is a most meritorious service. The educational campaign of the VICTOR TALKING MaA- CHINE COMPANY in instilling the ideal of good music as a vital element in education is one that has the support of all teachers and educators interested in the welfare of our school children. Attention is called to the Mac- millan Company’s advertisement of Superintendent L. P. Benezet’s book entitled YOUNG PEO- PLE’S HISTORY OF THE WORLD WAR. Mr. Benezet, who is Superintendent of Schools in Evansville, Indiana, has produced a volume which should be in the hands of every student of Modern History in our Public Schools. Some one has said that most of our education comes through the eye. This is the reason for the tre- mendous development of visual i %, sj ey ee This imposing memorial was dedicated to Abraham Lincoln on May 30, 1922. Thousands of people by means of the immense ampli- fiers listened to the inspiring words of the orators who praised the martyred president. education. The Acme Motion Pic- ture Projector Company is offering its machines on an easy-payment plan. Its advertisement on page A-171 calls attention to a booklet which tells how MOTION PIC- TURE PROJECTORS can be se- cured and how the machine can be made to pay for itself. The campaign of Fairbanks, Morse & Company to establish higher health standards and better scholarship by consistently and regularly weighing children to as- certain malnutrition or physical ail- ment, is advertised on page A-173 of this magazine.