VOL. XI DECEMBER, 1922 No. 10 


The JOURNAL of the 
1 NATIONAL EDUCATION 
ASSOCIATION 


California's Open-Air Summer School 
Education Through Printing 
Shall School Boards be Independent . 
Ethics for the Teaching Profession 
The Present Status of the Project Method 
University Extension in Massachusetts 
Washington's Fight for Health 

The Zone of the Straits ; 

The ®rooklyn Teachers Association . 
Editorial . 

School Savion it in 1921- 1922 

The Boston Meeting—Abstracts of Acddeeines 
A Billion Dollars Wasted . 

School-Building Progress . 

Guide to Books 

Books for Christmas . 

Enrolment and Affiliation . 

Obtaining Justice in School Riclationaiee: 
Department of Superintendence ; 
Salary Schedules—Fort Smith, Arkansas . 
Notes and Announcements ; . 
In the Field 

Index to Volume XI 

Directory of Advertisers 


Published monthly, except July and August, by the 
NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 
1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 


Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance 
for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. 














A Scientific Balance 


In September there they are in the schoo eo 


Mary who has always detested figures; Bo 


finds them a perfect cinch; Harry who is just | 
Se in the cl: EVERYDAY CLASSICS PRIMARY SERIES 


plainly disinterested. For each pupil in 


brings a different equipment and a different 
mental attitude toward studying arithmetic Primer __ First Reader Second Reader 


] BAKER ind 4LONLeEI H THOR 
une it is plain that somethi 
ioesn t As to method: 
, intelligently, and correctly ; B 
: - ; re ; 7 bop. f+ is the first series of readers in 
have had reliable scientific data fre 





problems to puz: 
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s ian | Note - You are at liberty to use any of the statements on 
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forty other 
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ao 


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The ten copies of WE AND OUR GOVERNMENT recently 
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> 


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rR u ht be interested to know that I 
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i g made a careful examination of every book 
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' 
’ ’ 
of the Sehool of Education 
University of Southern California, 
Cali 2 


‘We and. Gar f 


THE AMERICAN VIEWPOINT SOCIETY 


A Department of Boni & Liveright, Publishers 


Gentlemen: 105 West 40th Street, New York City 


Pam interested im WE AND OUR GOVERNMENT and should be pleased to h 





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A-184 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 192 





SS OSS 


5 HE GROLIER SOCIETY 


GRARD 
PRIZE 


AWARDED 


Grand 


The influence of the One Million sets of 
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> AMD PD MARIE ARR ay, 


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OF 
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: AL p 
eee TEMPLE UNIVERSITY  [SepgEaN . 
H IG H EF ST PR 1 Zz, E PHILADELPHIA y TK Ne 
Office of the President F 

FRANK CODY 

Superintendent Public Schools F 
Detroit, Michigan i 
March 15, 1922. . 
June 24, 19°° B 
The Grolier Society, r 
ssi festa tan To Whom it May Concern: 
Gentlemen: - a 
The Book of a 





: The compilers of the BOOK OF KNOWLEDGE mst have had 
in mind the quotation "The art of education consists in allowing 


worth while things to lie around enticingly." Knowledge is one of the 


DR. JOHN H. FINLEY 


Commissioner of Education of 
the State of New York, says 
in his Introduction to THE 
BOOK OF KNOWLEDGE: 


My children at various agés have simply "devoured" ‘the greatest achievements 


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a generation ago.” 


Retuth Nb anwell 


THE GROLIER SOCIETY 


2 West 45th St. New York, N. Y- 


very truly yours, 


» en a 


Superintendent. of Schools, 








Vol. 11, No. 10 THE JouRNAL OF THE NaTIONAL EpucaTIon AssocIaTION A-185 
ACT NOW—Still Time—Just Write the PLAIN FACTS 
$1200” Cash OU still have until December 15 to sit down and write out the 


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The BOOK of KNOWLEDGE 


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JOHN H. BEVERIDGE PHILANDER P.CLAXTON J. W. SEARSON WALTER R. SIDERS 
Pres. Department of Super- Ex-U. S. Commissioner of Professor of English, Uni- Chm., Board of Trustees, 
he eg and Supt. of Education; Provost of the versity of Nebraska, Lincoln, N. E. A.; Supt. of Schools, 
Schools, Omaha, Nebr. State University of Alabama. Nebr. Pocatello, Idaho. 


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THE GROLIER SOCIETY 
2 West 45th Street New York City 


Name 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 














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December, 1922 


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Practical Law, one semester in high school 
Essentials of Commercial Law, short course 
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Beck’s Letter Writing Made Easy, short course 
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THe JourRNAL OF THE NATIONAL EpucaTion AssociaTION 


Just Off the Press 


EUROPE IN 1922 


A Wall Map 


By PROFESSOR WILLIAM L. WESTERMANN 


Head of History Department, Cornell University 


This map, the climax of the great Westermann Series, gives 
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order. With its important insets, it shows: 

Africa in 1922, and the Disposition of the German 
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The Far East in 1922, and the Disposition of. the 
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Language Distribution in Central Europe 

The Four Great Religions of the World 

New Boundaries of Europe in Relation to Coal and 
Iron 


As for the full series, the 


WESTERMANN CLASSICAL 
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it has already provoked a new interest in the study of history 
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McCONNELL-MADE MAPS 
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 

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h the geographical background necessary for an understanding 
his field of history. 


Outstanding features of the set are: 
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proportional distribution of the maps over the entire 


yhasis placed on the location in time of each map. 
The set of thirty-eight maps includes: 


The Field of Ancient History, Europe. 
Ancient Empires. 

The Persian Empire about 500 B. C. 

The A2gean 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. 


The maps are indispensable in the teaching of 
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They tell a great industrial story 

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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. ‘ 

Europe after the Migrations, 500 A. D. 
Europe in Charlemagne’s Time. 


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History, Geography and Picture note carefully the prices given on this page. 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


SPENCER 





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December, 1929 


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all 
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rene _ 


LITTLE over a hundred years ago, the stagecoach, 
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of transportation. Cities were dependent upon the sur- 
rounding countryside for food, and when they reached 
a certain size they had to stop growing, because food 
could not be found for more. Today every little village 


V MCCM00 


THE JOURNAL OF THE NATIONAL EpucaTION AssOcIATION 


WY) 


Z 


Yj 


S 


N 


VM 






draws upon the entire world for its subsistence. TheX 


people of an Iowan hamlet eat wheat grown in Dakota, § 


fruit from California, Louisiana rice, and Baltimore 
oysters; they wear shoes made in New England, clothing 


‘from Chicago, and use lumber cut in Washington. For\ 


most of this change we can thank the railroad, the great \\ 
agency that has done more than any other single factor \ 


to make modern civilization possible. 





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A-189 





COMPTONS PICTURED ENCYCLOPEDIA 


mneibhes Education 








HE spirit of modern methods of education has found its way into 

every school, and studies have taken on so many interesting phases 

that it has become well nigh impossible for a teacher to collect 
adequate supplementary material from sources at her command Her 
prime need i Asc ymprehensive, carefully selected, well organized material 
illustration—on every school subject and related 
branches. ‘wie all, the material must be in teachable form. So rich 
and varied is the range of a subject in the modern schoolroom that only 


an encyclopedia can cover the field; but it must be an entirely new kind 
of encyclopedia. 


The great educators who planned and built Compton’s Pictured 
Encyclopedia employed the psychological law of interest in all head- 
lines, pictures, captions and text, with the result that these books, for 
the first time in education, offer abundant, vital and interesting material 
for every school need. 

Consider one example from Compton’s: Railroads, a subject almost 
never adequately treated in grade schools. 

The thumbnail reproductions at the left are parts of nine consecutive 
pages dealing with the significant aspects of railroads. All the necessary 
details are presented, but presented in an entirely human and teachable 
fashion. The article begins with a title that crystallizes education 
into an interesting form. Then it maintains the interest on every page. 
A wealth of illustration pictures the development of railroads from 
the first engine to the electric giants of today, and through a specially 
written legend below it, every picture is made to tell its full story. This 
is practical visual education. A class which every day supplements its 
knowledge with this type of fresh information finds education as easy 
and pleasant as it is valuable. 


Gathered together in one comprehensive article and immediately ac- 
cessible is abundant material for problem-projects on many aspects of 
railway transportation. (Here the teacher is aided by a separate section 
prepared by William B. Owen, President of the N. E. A., on the practical 
problem-project.) 

No teacher will overlook or fail to see the value of the tabloid state- 
ment which accompanies the article (reproduced at left in full size) 
This is the character of the text, the essence of the matter, the points 
gathered together which study will develop. But it is nota dry resume; 
it is the brief, attractive statement of the real, vital function of the 
railroad in the complex life of today. Read it to the class, or have the 
class read it; then discuss it as it develops in the article, and the educa- 
tion of the class will develop also, unforced but quickly. 

This tabloid information summarizing every important article in the 
encyclopedia isonly one of the many and varied advances that Compton’s 
Pictured Encyclopedia has made; but they all tend to the one goal—the 
goal that we are all seeking —education that is irresistible. 


96-Page Illustrated Book FREE 


We will send to any teacher, free, on application, a 96-page book con- 
taining sample pages of text with halftone and color illustration which 
will give some idea of the scope and usefulness of Compton’s Pictured 
Encyclopedia. With this we will send a 


Book of Problem-Projects FREE 


as completely worked out by practical educators. 


SPECIAL OFFER 


To any teacher or school executive who desires to purchase or recom- 
mend these books for purchase, we will send the complete set, all charges 
prepaid. This is your opportunity to examine a set of books which cost 
$450,000. If these books fail to meet your fullest expectations, slip them 
into thecontainerin 

which they arrived, z. =a ==] =TEAR HERE] = = = 7] 


and return them to 4 F, E. COMPTON & CO. 





uswithintwoweeks. 38 E. Washington St., Chicago i 
ill out the cou- Gentlemen: 

F clip and mail I Please send me, FREE OF ALL CHARGE, your i 
pon, “ | booklet of Problem- Projects and your Sem ws of 
today. If you wish sample pages from Compton’s Pictured Encyclopedia. 
to order the com- | I understand that I may keep these books and that J 
plete set of eight this request does not obligate me in any way. 
volumes on two | Name... oe te ce, I 
weeks’ trial, indi- \ , 
cate your request a, 5 k's ae 
in the margin of 
this page below the Position . Sy epee ee a 





































THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION December, 192) 





of effort. $3.50 net. 


A NATURALIST EIN THE GREAT LAKES REGION 
By Elliot R. Downing 


A new type of illustrated nature-guide that will help the student 
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How can science be better taught? This volume in attempting 
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If Y 
ou Will Accept It 
HIS little piece of paper, held out so invitingly 
to you today by this great organization of 
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It will pay operation benefits in addition to other 
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A-192 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION December, 1922 
ha te REIT 8 LE Shite 





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PRINTING is conceded to be the most | | 
valuable industrial study in our schools today. nt 
| It also plays an important part in citizenship | de 
training, because it assists the student in a Hea : 
Ea thorough preparation for earning a living. | “ 
It is pretty well admitted that the way to | si 
learn is to do things practically. | , 
| Printing is claimed by educators to be the | 5a b 
eS | best socializer of all school subjects, through | ee ‘ 
Ba | the medium of its school paper. | . 
fe | Not only does it train the student’s mind, | ; 
| but his hand and heart as well. | . 
| It is truly a character builder. | ‘ 
8 | , 
| 63 ‘ 
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Mention Tug Jovrenat when writing our advertisers. } 


December, 1922 


Californias Open-Air Summer School’ 


LASSES out of beneath 
ancient pines, over seven thou- 
sand feet above the sea; study 
combined with boating and Alpine ex- 


doors, seasonal deer hunter. Tucked away 
here between the ridges, with tunnels, 
dams, and lakes, is the stupendous enter- 


prise which supplies a large part of Cali- 


For twelve summers the Sierra Sum- 
mer School, as it was named, has main- 
tained a precarious existence, depending 
upon meager and uncertain resources for 


cursions in the heart 
of the high Sierras— 
such is the alluring 
program that is draw- 
ing attention to Cali- 
fornias open-air 
summer school. 

In 1914 the Fresno 
State Normal School, 
now the State Teach- 
ers College of Fresno, 
determined upon the 
interesting project of 
establishing a summer 
school at Huntington 
Lake. The site is 
sixty-five miles from 
Fresno, upon the 
shores of a beautiful 
body of water eight 
miles in length and 
averaging half a mile 
in width. ‘This lake 
was created artifi- 
cially as a part of one 
of the greatest hydro- 
electric systems in the 
United States, its 
many intricate work- 
ings being located 
throughout a _ large 
adjacent area. 

The artificial char- 
acter of the lake and 
the proximity of man’s 
Herculean 
in no way detract 
from the native 
grandeur and beauty. 
The lake lies amid 
towering mountains, 
cloaked on all sides by 
majestic forests. In 
every direction trails 
extend into the primal ranges, luring the 
hiker with his pack burro as well as the 


activities 





*This article was prepared for THE 
Journat by Mr. P. F. Valentine, principal 
of the Training School, State Teachers 
College of Fresno, California. 





fornia with electricity. None could 
accuse man of marring the natural 
beauty with his work, though he has 


succeeded in erecting a marvel of engi- 
neering which in its way is a course of 
instruction for every observing student. 


[395] 


its income. It 
impossible to 


was 
offer 


tempting remunera- 


3 tion to noted teachers. 
Members of thé nor- 
mal school faculty, 
than 
sufhcient to meet ex- 
penses, gladly 


teered their 


accepting less 


volun- 
services, 
considering the ad 
vantages of so unique 
an outing more than 
compensation. The 
result was a small but 
efficient school 
ing work of equal 
value with that of any 
normal school during 
its regular 


ofter- 


semester. 


During the pioneer- 
ing era the school 


succeeding in erecting 
substantial 
buildings, including a 
social hall, a codper- 


several 


ative store, a laundry 
and bath house, and 
several cabins for the 
faculty. For  class- 
rooms, level spots in 
the virgin forest were 
considered sufficient 
and appropriate. To 
accommodate the stu- 
dents, camping facil- 
rented at a 
nominal rate. 

Each season has 
seen a demand for ad- 
mission that has ex- 
ceeded the resources 
of the school. In the 
summer of 1922, two 
hundred students were enrolled, while 
almost an number had to be 
refused. 


ities are 


equal 


The success of the out-of-doors school 
has been so pronounced and the future 
growth so assured, that State school 








396 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


December, 1922 


nen EE 


authorities and legislators have gotten 
behind the project and have promised a 
substantial subsidy for the near future. 
It is confidently expected that the com- 
ing session of the legislature will take 
action along that line. 

But even failing legislative action, the 
spirit of faculty and student body is such 
that no abandonment is possible. The 


holding of classes in the free out-of- 
doors; the healthfulness of vigorous 
mountain living; the novel pleasures of 
camp sociability; the unconfined intel- 
lectual atmosphere; the heights and 
distances and spaces, have combined to 
make the Sierra Summer School a per- 
manent and indispensable institution of 
which the State may well be proud. 


Education Through Printing 


ARNOLD LEviTaAs 


Instructor of Typography and Printing in the Public 
Schocls of New York City 


HERE IS no industrial subject in 

the curriculum of the public school 
that has been found more useful than 
printing. Not only does it serve to in- 
stil a practical bent into the mind of 
the boy, but it has also been fcund to be 
unusually helpful to him in his general 
academic studies. ‘The values of the 
teaching of printing in the public schools 
may be enumerated as follows: 

1. It should eventually lead to a 
better understanding of printing mat- 
ters, on the part of the general public, 
which will be to the advantage of the 
employing printer, employee, and con- 
sumer. 

2. Inasmuch as the teaching of print- 
ing and typesetting develops knowledge 
of English, mathematics, art, and the 
like, it is in that respect alone a useful 
element in education. 

3. It has been found further that the 
work in the printing classes tends to 
give pupils an opportunity for self-ex- 
pression in the right direction and a 
convenient and happy outlet for their 
energies. 

The educational authorities were at 
first slow to introduce printing in the 
schools; but it has taken hold in spite 
of their timidity. From a_ rather 
meager beginning, we now have about 
two thousand printing .classes in the 
United States and Canada. ‘They are 
found in every grade of school—el- 
ementary, high, vocational—and in the 
college and university. 

A number of typographical unions 
have established printing classes of their 
own, and the results have shown the 
usefulness of these classes. The em- 
ploying printers’ organizations of many 
cities, with the help of the United 
Typothete (the National association), 
have also organized classes for the teach- 
ing of various phases of the printing 


trade. This has been done because it 
has been found that it is not possible to 
train the apprentice and develop the jour- 
neyman or the executive in the shop—as 
was the case many years ago. Modern 
methods of economy in the running of 
the shop have changed conditions, so that 
the shop has ceased to be the educational 
factor of former years. 

The results generally achieved show 
that printing in the schools has come to 
stay and spread. Although the methods 
used in teaching the subject are not the 
same in the various schools, and much 
discretion is still given to the individual 
teacher, yet the accounts are generally 
satisfactory, and they are improving 
with time and experience. 

Several years of experimentation have 
shown that the best results are to be 
achieved through the adoption of the 
practical, or productive, method of 
teaching printing, rather than through 
the purely pedagogical, or non-produc- 
tive, method. For the productive 
method, the classtoom is to be regarded 
as a printing shop with its commercial 
spirit and atmosphere. The work done 
in the class should be put to practical 
use. The pupils then feel that they are 
producing something for a purpose, that 
they are working together for a general 
result, and that everyone’s efforts are 
necessary for this result. 

The class may be arranged to follow 
the administration of a regular printing 
office and in that way teach the students 
the production of work on an economic 
basis and give them some idea of man- 
agement. The courses of study should 
consist of subjects which are directly ap- 
plicable to the running of a printing 
plant. One third of the time should be 
devoted to theory, in the form of class- 
room recitations, and two thirds to 
practical applications. 


We will assume that eighty minutes 
per day is given to each group of sty. 
dents in the printing class. This would 
allow four different sections to occupy 
the classroom during the day (consisting 
of five and one half hours). No more 
than fifteen pupils should be taken care 
of in the class at one time. A greater 
number would be impracticable ang 
detrimental to the best results. It js 
advisable, under these circumstances, to 
allow the class to govern itself so far ag 
possible. The ablest of the pupils should 
be appointed foreman. A sub-foreman 
may be chosen for each department jp 
the shop—composing-room, press-room, 
stone, proofroom, and the like—and be 
held accountable for work and equip- 
ment under his care. 

In order to insure each pupil a pro- 
portionate amount of training in each 
department of the shop, a method of 
rotation should be adopted, and each 
student should go through every branch 
during the term, so that he may become 
conversant with the various processes, 
This method should be followed the 
first two terms of each student’s train- 
ing. During the next two terms some 
of the pupils should be ready to take 
charge of a department—assisting the 
newcomers as the latter acquire their 
initial training. 

If the term consist of twenty weeks, 
it might be arranged to have each stu- 
dent get seven weeks of composition, 
four weeks of presswork, three weeks of 
correcting, two weeks of stone-work, 
two weeks of proofreading, and two 
weeks of distribution. But this system 
of rotation should be reduced to only 
fourteen weeks during the first term— 
allowing the first six weeks for a thor- 
ough drill in the basic elements of the 
trade, such as learning the case, setting 
straight matter, and getting acquainted 
with the equipment. 

The course of study will consist of 
practical typography, proofreading, plan- 
ning and layout, office work, cost-finding 
and estimating, and lectures on paper, 
ink, type, and rollers. It is to be di- 
vided into four courses—one for each 
term—taking the elementary work dur- 
ing the first year and continuing with 
more advanced work the second year. 

The activities of the school print shop 
may well focus on the publication of a 
school paper, to consist of about thirty- 
two pages and to appear once a month. 
Various kinds of commercial work—for 
school use—may also be printed from 
time to time. Proverbs and poetry serve 


(Concluded on page 398) 








Christmas silence reigns where in July students trained for teaching 


we. 7 
me 4 





Soe 


Nature and books here mingle in a glorious companionship’ 








398 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


December, 192? 


een EO EEO OE EEE EOE EO 


(Concluded from page 396) 

well, because they lend themselves to 
artistic treatment, ornamentation, and 
color. The work on the school paper, 
however, proves of greatest advantage 
in the academic culture of the students 
as well as in their technical and com- 
mercial training. 

Literary contributions may come from 
any member of the school, but the edi- 
torial staff and reporters are to be chosen 
from among the students in the printing 
class—those who are mainly responsible 
for its publication. The work of get- 
ting up such a journal stimulates think- 
ing along concrete lines. Students have 
definite objectives in mind and therefore 
do their work with enthusiasm and in- 
terest. They are able to give expression 
to a variety of impulses and have the 
greatest opportunity for all-around in- 
tellectual and practical training. This 
work also brings into play, from the 
technical point of view, every phase of 
typographic work and some insight into 
the journalistic field. 

As an illustration, we may take the 
experiment successfully worked out in 
one of the public schools of New York 
City, where a school journal has been 
printed, bound, and published by the 
students of the printing class for several 
years. 

The paper started with eight pages, 
and within a period of two years grew 
to sixty pages. In its last issue, fifteen 
pages were devoted to advertisements, 
which, together with the revenue from 
subscriptions, was sufficient to pay all 
expenses. The printing class, within 
the last two years, was not only self- 
supporting, but had a surplus in its 
treasury besides. 

The school paper, in a recent issue 
introduced an innovation—linoleum en- 
gravings. The illustrations used have 
been the result of drawings made by 
some of the pupils of the school. These 
drawings were made on linoleum and 
then cut out with a sharp knife. The 
engravings were then mounted on wood 
and inserted for use with the type-matter 
in the pages. 

It may be of interest here to relate 
the methods used in the production of 
the school journal—as the experiment is 
rather unique and has proved a great 
success—educationally and financially. 

The literary matter and illustrations 
are almost entirely the work of the chil- 
dren of the school. Only a few edi- 
torials and some special articles in each 
issue are written by the teachers. 

The paper is divided into several 





departments — Editorials; Happenings; 
Athletics; The Honor Roll; The Music 
Room; Literary Work of the Students; 
Special Articles; Wafted on the Breeze; 
Wisdom of Mount Hope; Read, Think, 
and Grin; The Funny Zoo. 

The editorials are usually written by 
one or two of the teachers who super- 
vise the publication. Those which are 
prepared by pupils are edited by those 
teachers before insertion. 

In.order to get the news of the school 
for publication in the journal, eight boys 
are selected from the printing class to 
act as reporters. Each one of these is 
assigned to cover about eight classes. 
These boys go to the classrooms at reg- 
ular intervals, and in that way manage 
to learn what is going on. They turn 
in written reports to the news editor, 
who is also selected from the printing 
class. 

The Honor Roll, showing the names 
of the best students of the school for the 
month, is made up by the teachers of 
the various classes and sent in for in- 
sertion. 

The athletic news is written up by 
some of the boys and girls who play on 
the various teams. ‘The music news is 
reported by some of the students of the 
music classes, who prepare original 
stories and articles pertinent to the 
subject. 

Students of the higher and lower 
grades write poems, articles, and stories 
for the journal. The best of these are 
accepted and used for the department 
entitled “Literary Work of the Stu- 
dents.” Creditable compositions have 
appeared from time to time in that de- 
partment, and it has grown beyond ex- 
pectations in merit and interest. 

The humor appearing in the ‘““Wafted- 
on-the-Breeze” columns is contributed 
by several teachers of the school, the 
material consisting of the actual hap- 
penings in the classroom. Teachers 
also contribute special articles. 

The contents of the departments en- 
titled “Wisdom of Mount Hope” and 
“Read, Think, and Grin” have usually 


been contributed by outside agencies. 


They have added the necessary “salt and ° 


pepper” to the make-up of the paper. 
All the copy is prepared and edited by 
the editorial staff composed of several 
pupils of the printing class, who act 
under supervision of the printing teacher. 

The advertisements are solicited by 
boys from the printing class, who work 
under the direction of an advertising 
manager (also chosen from among these 
boys). 


After the text-copy of the various de. 
partments has been prepared, it goes to 
the composing room to be put in type, 
When each article, story, or poem js set 
up, it is proved up, read, and corrected. 
Proofs of the corrected matter are used 
for the construction of a dummy, a guide 
for the making up of the pages of the 
paper. These proofs are pasted up in 
accordance with prearranged plans, and 
show the proper place for all matter, 
This dummy is then used for making 
up the pages. 

The advertisements are first Properly 
designed and set; after which they are 
made up into pages in accordance with 
the arrangement on the dummy. Proofs 
of these advertisements are sent to ad- 
vertisers for approval before they are 
inserted in the pages of the journal, 
After pages are made up, they are locked 
up for press—two pages to each form. 
When the sheets are printed, the boys 
fold and insert them in consecutive 
order, and put the covers on. After 
insertion, the journals are stitched, and 
finally trimmed. 

The paper is placed on sale-in the 
inner yard of the school. It does not 
take long to dispose of all copies. The 
circulation is about 1200. The paper 
goes into the homes of the children 
where it is read with much interest and 
enjoyment. 

The various activities connected with 
the publication of the paper keep the 
boys and girls on the alert, and offer 
them many interests. The pupils of the 
school are more than glad to avail them- 
selves of the opportunities for literary, 
mechanical, and commercial expression. 

Some are interested in the local news; 
others, in their literary achievements, 
and those of their schoolmates. 

The school paper has stimulated a 

great deal of rivalry in literary composi- 
tion, poetry, and drawing. It has 
helped the instructors to get better work 
from students, and has aroused greater 
enthusiasm for school life. To the 
teachers the paper opens an opportunity 
to sense the atmosphere of the school, 
and to instil into it the proper spirit. 
It serves as a vehicle that brings teacher 
and student together in a bond of mutual 
advantage. 
HILE A BOY is taking in facts, 
facts not allowed to be twisted by 
any fancy or carelessness, he is all the 
time to be made to feel that these facts 
offer him a field for critical and construc- 
tive action—From George Herbert 
Palmer’s The Ideal Teacher. 


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Vol. ay. No. 10 





Shall School Boards Be 
Independent? 


GeEorGcE W. FRASIER ! 


Recently-elected Dean of the Graduate School, Colorado 
Teachers’ College, Greeley, Colorado 


HERE HAS never been a time in 
the history of the American schools 
when the question of school finance was 
as prominent as it is at the present time. 
Not only is it discussed whenever school 
men get together but it is a common 
topic of conversation among laymen as 
well. The schools need more money 
today than they have needed at any time 
in the past. A widened curriculum, 
more adequate pay for teachers, and 
better physical facilities all cost money. 
The following discussion concerns itself 
with the most vital of all school finance 
questions, the question of control. 
Generally speaking, there are two 
methods of controlling city school 
finances (1) independent control by the 
board of education and (2) control ‘in 
which the municipal government has 
almost complete authority. The former 
is generally known as “fiscal independ- 
ence” and the latter as “fiscal depend- 
ence.” In fiscally independent school 
districts the board of education has 
power to compile and adopt its own 
budget, levy its own tax, or cause some 
other authority to levy under its direc- 
tion, and expend the money as it deems 
right and proper. In fiscally dependent 
city school districts the board of educa- 
tion must submit its budget estimate to 
the municipal authorities, who revise 
and change it as they may desire and 
make it a part of the city tax budget. 
School moneys thus raised are kept in 
the city treasury and paid out through 
the same channels as other city ex- 
penditures. ‘These two types are the 
extremes. “There are many other forms 


Mr. Frasier has been Director of Clas- 
sification and Statistics in the Public Schools 
of Denver, Colorado. He takes up his new 
work at Greeley with the second semester. 


*See: Cubberley, E. P., Public School Ad- 
ministration; Frasier, G. W., The Control 
of City School Finances; Moore, E. C., How 
New York City Administers its Schools; 
Strayer and Engelhardt, The Classroom 
Teacher. 


*See: Goodnow, F. G., Municipal Prob- 
lems; James, H. G., Applied City Govern- 
ment; Munro, W. B., Municipal Adminis- 
tration. 


“Many of these decisions are quoted and 
discussed in Frasier, G. W., The Control of 
City School Finances. 


of control that are somewhere between 
these extremes. 

One group that is almost completely 
independent is made up of those cities 
in which the board of education con- 
trols its own moneys, but is appointed 
by the mayor or some other municipal 
officer. It is evident that such a board 
cannot be as independent as a board that 
is elected by the people and responsible 
only to the people. Chicago is an ex- 
ample of this type of control. 

The cities of California, except San 
Francisco, have school boards that are 
elected by popular vote but they are 
not entirely independent, because their 
budgets must be passed on by the county 
board of supervisors. 

The city school districts of Oklahoma 
are hampered by an excise board made 
up of seven county officers acting in an 
ex officio capacity. 

Rutherford, New Jersey, must refer 
its school budgets to the annual meeting 
of the district and the tax rate is passed 
on by the legally qualified voters. ‘The 
school budgets of most of the cities in 
New Jersey are passed on by a board of 
school estimate which is made up of (1) 
the mayor, (2) two members of the 
school board, and (3) two members of 
the municipal government. 

The cities of Ohio must send their 
school budgets to the county budget com- 
mission for final adjustment and approval. 

Rochester, New York, has a peculiar 
situation in that it has a school board 
that is elected by popular vote but the 
ultimate control of finances is located 
in the city hall. 

Baltimore, Maryland, is an example 
of complete fiscal dependence and the 
city of New York runs it a close second. 

Should school systems be fiscally in- 
dependent or dependent? Professional 
school men are agreed that the schools 
should be entirely free from municipal 
interference in fiscal matters.? City of- 
ficials and authorities on city administra- 
tion are of the unanimous opinion that 
the schools are a part of the:city system 
and hence should be dealt with, finan- 
cially, exactly as police and fire depart- 
ments.® 


THe JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION 399 


The problem will never be solved by 
the opinions of school men or those 
versed in municipal administration. 
We must look for our answer in the 
legal basis of our school system and in 
the results of the different systems of 
control. From a legal standpoint the 
case is clear cut. Those favoring fiscal 
dependence maintain that the schools 
are a department of the municipal gov- 
ernment and should be treated as other 
departments are. This group would 
put the schools completely under the 
control of the municipal government if 
they were allowed to dictate the policy. 

Those favoring fiscal independence 
for city school systems maintain that 
education is a State and not a municipal 
junction. The school system is not a 
branch or department of the city govern- 
ment but a separate and distinct cor- 
porate organization. 

This question has been referred to the 
courts in alnfost every State in the 
Union. A careful study of the decisions 
of these courts shows that “‘fiscal inde- 
pendence” is legally right. The de- 
cisions declare over and over again that 
school districts are creations of the State 
and receive all authority from the State. 
In no case does a school district receive 
any authority from the municipal gov- 
ernment. It may be interesting in this 
connection to note that when the city 
of Buffalo adopted its new charter in 
1916, it provided for a board of educa- 
tion and a superintendent of schools to 
be elected by the city council. These 
provisions were made null and void by 
the general laws of the State, because a 
municipal government cannot assume 
control over schools. 

In Homer, Louisiana, the city gov- 
ernment levied a tax to support a high 
school. 
that a city government could not estab- 
lish a high school for— 

“A system of education is not a part 
of municipal regulation, and the power 
of the corporation to establish a public 
school cannot be inferred from any 
power necessary for municipal existence.” 

If education is a function of -the city 
and if the school system received its au- 
thority from the municipal government, 
then the charter of Buffalo would have 
stood as written and adopted and the 
city council of Homer, Louisiana, could 
have supported a high school. The 
1919 edition of Ruling Case Law reaches 
the following conclusion in the matter: 
“School districts are purely creatures of 
the State and derive their powers by 
delegation from the State,” 


The State supreme court ruled ° 


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From the standpoint of taxation the 
answer is equally plain. There is but 
one source of taxing power outside the 
Federal Government and that is the 
State. No city has a right to levy or 
collect a tax without State authority. 
In fact the charter of a city is granted 
to it by the State. It is true that in 
many States we have so-called ‘“‘home- 
rule” charters, but even these charters 
are granted under the authority of the 
State. The school district is also a 
creation of the State. In the matter of 
taxation the State grants both to a city 
school board and to a municipal govern- 
ment in the same city the right to levy 
and collect taxes under legal limitations. 
Neither is supreme because both receive 
taxing authority from the same source. 

There: is no question but that fiscal 
independence is right and proper from 
the legal point of view. Fiscal depend- 
ence is based on a wrong conception of 
the duties of-a municipal government, a 
wrong conception of tax authority, and 
a wrong conception of the legal basis of 
education in America. 

From the standpoint of school ef- 
ciency it has been discovered that gen- 
erally speaking the school systems that 
are fiscally independent have better 
schools than those that are fiscally de- 
pendent. In a recent study which was 
made of 169 cities it was discovered 
that, when measured by an index num- 
ber, the independent school system 
measured decidedly higher than the de- 
pendent systems." 

The following are the most important 
reasons why a city school system should 
be fiscally independent. 

(1) Fiscal independence is right in 
principle. Education is a function of 
the State. It is so declared in State 
constitutions and laws, and it has been 
so ruled in the supreme courts. No 
municipal government has a “right” to 
control the schools within its city. 

(2) Fiscal independence is not a vio- 


lation of the correct principles of 
taxation. The State creates “munici- 
palities’ and “city school districts.” 


The same authority gives to both the 
right to levy and collect taxes. The 
two corporate organizations are not 
“competing” for the revenues of a city 
but are both, from a legal standpoint, 
collecting taxes for the State for a cer- 
tain definite purpose set forth by the 
State. 

(3) Fiscal independence works better 


‘For details concerning this study see 
Frasier, G. W., The Control of City School 
Finances. 


Tue JourNAL oF THE NATIONAL EpucaTION ASSOCIATION 


in practice. This point is evident to 
those familiar with the school systems 
of America. A system that can plan, 
and be sure of funds with which to 
carry out these plans has a great ad- 
vantage over the one that must beg its 
funds from the city hall. 

(4) Fiscal independence makes for a 
continuity of educational policy. ‘To 
have much money this year, and little 
next; to be uncertain as to what is com- 
ing the next year, makes extensive plans 
impossible. Every big undertaking in 





HERE IS no such thing 

today as individual inde- 
pendence or National independ- 
ence. All men in all nations 
are dependent upon one an- 
other, involved in a vast net- 
work of mutual services and 
obligations. There is nothing 
to which a man, whether a cap- 
italist or a workman, can point 
and say, “This is all mine. I 
created it.” All the men in the 
world who are of any use, be- 
sides a host of the inventors 


and toilers of past ages, stand 
behind every act of creation or 
discovery or manufacture and 


claim their share in it. It is 
idle merely to “say grace” over 
our food. It is necessary to 
give thanks in the only way, 
under God’s laws, by which we 
can render efficient thanks, 
namely, by trying at least, with 
all our might, to do our part to 
keep up the mighty tide of the 
circulation of the life of the. 
world.—Charles F. Dole in 
Youth and the New World. 








a school system should be planned far 
ahead. If junior high schools are to 
be established throughout the city, plans 
should be made for many years in ad- 
vance. A certain definite number of 
buildings should be constructed each 
year, and the whole city system reorgan- 
ized step by step. To begin such a pro- 
gram and find the funds shut off the 
second or third year by the municipal 
government destroys the possibility of 
a continuous educational policy. 

(5) Fiscal independence provides 
adequate financial safeguards for a com- 
munity. Those who favor fiscal de- 
pendence for school systems argue that 
a school board with legal taxing powers 
would bankrupt a city with its excessive 





December, 1922 


expenditures. Such is not the case be. 
cause the State provides adequate finan. 
cial safeguards. The following are 
examples of the different types of limi. 
tations placed on city school boards by 
various States: 

1. “The city school boards in the 


_ State of Washington are not allowed to 


levy more than ten mills school tax un. 
less so authorized by vote of the people,” 

2. “The constitution of Missour; 
prohibits cities which have 100,000 in- 
habitants or more from levying a school 
tax of more than sixty cents on a hun- 
dred dollars unless authorized by vote 
of the people.”’ 

3. “Colorado city school districts 
must not levy more than the amount 
levied the year previous plus five per 
cent. This amount may be exceeded 
only by appeal to the State tax com. 
mission.” 

These three cases will serve as ex. 
amples of the methods used by States in 
safeguarding the people from excessive 
school taxation. 

(6) Fiscal independence tends tp 
keep politics out of the schools. If 
school-board members are appointed by 
the mayor and change with the party in 
power they become political appointees 
and membership on the board becomes 
a political job. If the school board 
must appeal to the city hall for its funds 
the city hall demands in return for 
funds the right to dictate policies. This 
political interference with the schools js 
very common in fiscally dependent 
school systems. When school teachers 
are compelled to court the favor of the 
ward politician in order to get ap- 
pointed; when janitorial jobs are looked 
upon as political plums; when clerical 
positions in the school administration 
are “passed around,” school efficiency 
must suffer. When the school board is 
entirely independent of the city hall; 
when its members are elected on a non- 
partisan, city-wide ticket, then the 
schools are free from politics to a very 
large extent. 

The present tendency .is toward com- 
plete fiscal independence for American 
city school systems. Of the twenty- 
four largest cities in America only seven 
are completely (or nearly so) dependent 
upon the city government in the control 
of school finances. In 1902 Rollins 
found that fourteen of the same twenty- 
four were dependent. The outlook at 
present is favorable, and if the fights 
being waged in many States are victo- 
rious, many more cities will be added to 
the fiscally independent column. 











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Vol. 11, No. 10 


Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 401 





Ethics for the Teaching 
Profession 


GerorGE GAILEY CHAMBERS 


Professor of Mathematics in the University of Pennsylvania and Chairman 
of the Ethics Commission of the Pennsylvania State Education 
Association, Philadelphia, Pennsylvania 


HE PROFESSIONS exist for the 

purpose of rendering service to 
humanity. The service to be rendered 
by the teaching profession is to assist in 
preparing human beings in their younger 
periods of life so that they may be 
equipped mentally, morally and phys- 
ically to live in the most serviceable 
manner possible during the whole of life. 
The rendering of this type of service is 
not to be done exclusively by the teach- 
ing profession. The home is, or should 
be, the most efficient copartner in ren- 
dering this service. The church should 
be a close second to the school and the 
home. Various social organizations and 
activities also assist in this service. 

The teaching profession consists of a 
group of men and women trained and 
organized for the rendering of that 
special service to humanity, and no man 
or woman is worthy of membership in 
this profession unless he is thoroughly 
imbued with a determination to render 
the service for which the profession 
exists, even if, at times, it means personal 
sacrifice. From the ethical point of 
view, the fundamental qualities of the 
worthiness of men or women to be in 
the teaching profession are an unadulter- 
ated feeling of loyalty to the purpose of 
the profession and a thorough determina- 
tion to render the service required. 
This test should apply to all alike, even 
the very beginner in the service who may 
anticipate that her tenure may be short. 
The profession should strongly object to 
the entrance of anyone who is deliber- 
ately using it merely as a stepping-stone 
to some other profession or occupation, 
unless that occupation be motherhood. 
Moreover, when the obligations of 
motherhood have been satisfied, the 
mother who was previously trained as a 
teacher, should be welcomed into active 
service in the profession. She has 
probably been much improved in her 





*Reprinted by courteous permission from 
The Annals of the American Academy of 
Political and Social Science, May, 1922, Vol. 
101, No. 190. This number of The Annals 
includes comprehensive discussions of the 
ethics of the professions and of business by 
forty authors. 


qualifications as a teacher by her ex- 
perience as a mother. Her services are 
needed in the profession. Why should 
she wait until she becomes a widow be- 
fore returning to active service ? 

Entrance standards—The mode of 
entrance into the teaching profession is 
not nearly as uniform as the mode of 
entrance at present into the medical 
profession, which in that regard has the 
most nearly uniform standards of all the 
professions. On this point, however, 
the teaching profession will compare 
very favorably with the other professions 
with the possible ‘exception of law. 
The vast majority of the members of 
the teaching profession, made up of those 
in the several public-school systems, enter 
the profession by meeting definite re- 
quirements laid down by the several 
States. Unfortunately it is still true 
that the minimum requirement for 
entrance is much too low, and one of the 
first duties of the profession is to take 
steps to increase the entrance standards. 
It is encouraging to note that the last 
few years have seen much improvement 
in this regard ; notwithstanding the great 
increase in the demand for teachers. 

One of the most hopeful signs in the 
profession is the increased emphasis upon 
professional training. The tendency, 
as far as public-school service is con- 
cerned, is to make entrance into the pro- 
fession conditional upon the successful 
completion of a course of professional 
training in some professional school. 
There is even some indication that pro- 
fessional training is being considered as 
of value when selections are being made 
for new instructors in some of our 
colleges and universities. 

The lack of uniformity in the modes 
of entering the profession has made it 
dificult to instil into the prospective 
teacher ideals of professional ethics. In 
fact in hundreds of cases in the past no 
sense of professional obligation was 
existent. 

Organizations—When it comes to 
organizations made up of members of 
the profession we find them very numer- 
ous. We have organizations by States, 


by counties, and by local districts; we 
have organizations on the basis of the 
subjects taught; we have organizations 
on the basis of the kind of school or 
college in which the members teach—for 
example, organizations of teachers in 
private preparatory schools, or even of 
teachers in schools of a given religious 
denomination. We have organizations 
made up of teachers in urban universi- 
ties, for instance. Every few months 
we learn of a new organization whose 
members consist of teachers. 

That organization of the teaching pro- 
fession which without doubt should be 
placed first in our country is the Na- 
tional Education Association, and _ it 
séems to me that that is the organization 
which will inevitably be the most in- 
fluential in bringing the profession up to 
the ideal standards of a profession; but 
doubtless many other associations will 
play an important part. In the college 
and university portion of the profession, 
the American Association of University 
Professors seems to bid fair to do much 
toward bringing its members up to ideal 
professional standards. 

Existing codes—At least twelve codes 
of ethics for teachers have been for- 
mulated. There may be others which 
have not come to my notice. Some of 
these have been prepared by local clubs—- 
for example, the code prepared by the 
Barnard Club in Providence, Rhode 
Island. Others have been prepared by 
teacher’s associations which cover certain 
definite geographical districts, not fol- 
lowing State or local municipal lines— 
for example, the code prepared by the 
Monongahela Round Table in the north- 
ern part of West Virginia. Some have 
been prepared by students in graduate 
university courses in education, such as 
the one prepared at the University of 
Utah. Several have been prepared by 
committees of State associations for 
teachers and afterwards approved by 
those associations. The State associa- 
tions in the following States have ap- 
proved codes: California, Michigan,’ 
Mississippi, New Jersey, Pennsylvania,’ 
New York,* and Oregon. Of these 
State codes, that prepared by Michigan 
is the most recent. The one by Pennsyl- 
vania is next. The Michigan code is 
avowedly in a very tentative form. 

The Pennsylvania code was approved 
by the State Education Association in 
December, 1920. Over three years was 


* JOURNAL OF THE NATIONAL EDUCATION 
ASssocIATION 10:140, October, 1921. 

* Ibid. 10:92-93, May, 1921. 

* Ibid. 11:219-20, June, 1922, 


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402 Tue JourNAL oF THE NATIONAL EpucATION ASSOCIATION 


December, 1922 


a 


spent by the committee in preparing it. 
In the process of preparation, the com- 
mittee studied all of the other available 
codes for the profession, as well as the 
codes of other professions, including 
medicine, law, architecture, and engi- 
on, ee, 9S 

There naturally arises the question as 
to the relation of the particular code of 
ethics for a profession to ethical prin- 
ciples in general. That question is 
probably best answered by saying that 
a code of ethics for a profession is merely 
an application of the general principles 
of ethics to the special obligations, rights, 
and privileges of the profession, having 
always in mind the special service for 
which the profession exists. In view of 
the special relationship between the 
teaching profession and the youth of our 
country, it is of the highest importance 
that each member of the profession shall 
have achieved in himself a character 
worthy of daily presentation to those 
being taught. 

First principle of the teacher's code— 
The highest obligation of every member 
of the profession is due to those who 
are being taught, either by him di- 
rectly or by the school system in which 
he holds a place. This is the funda- 
mental ethical principle of the profession. 
Putting it negatively, this principle 
states that the teacher’s highest obliga- 
tion is not to the board of school di- 
rectors, or to the superintendent of the 
school, or to the principal, or to himself, 
or to the parents of his pupils. Every 
disputed or doubtful point in connection 
with any other ethical principle should 
be settled by determining which mode 
of settlement best meets the obligation 
asserted in this first principle. This 
principle should be considered equally 
applicable to teachers in the colleges and 
universities. 

Compensation—In every profession 
some of the most troublesome ethical 
problems arise in connection with the 
subject of compensation and the related 
subject of appointments, promotions, and 
contracts. It is unquestionably the 
urgent duty of the profession to demand 
adequate compensation, since only when 
there is adequate compensation can the 
profession meet its obligation to those 
being taught. Individuals may, it is 
true, render the highest type of service 
with inadequate compensation, but in 
order that the profession as a whole may 
render a high type of service, men and 
women of high ability must be attracted 
to it. Moreover, when in the profes- 
sion, they must be financially able to do 


the various things necessary for efficient 
service. For example, they must be able 
to purchase books and periodicals, to 
travel and, especially, to attend meetings 
of the various societies in the profession. 
Furthermore, they must be able to live 
in their respective communities in such 
a way as to command respect and recog- 
nition by the community. The Mich- 
igan Code says, “It is unprofessional for 
a teacher to sign a yearly contract to 
teach for a wage that is not sufficient to 
cover living expenses for twelve months.” 
Promotions and contracts—Many a 
teacher, principal, or superintendent is 
tempted to use an unethical procedure 
when the question of an appointment or 
promotion is involved, because then his 
personal comfort and inconvenience are 
most prominently before him. Personal 
comfort is a secondary matter in the 
mind of any real altruist. ‘This remark 
applies with equal if not greater force to 
the superintendent who is tempted to 
stand in the way of a desired advance- 
ment so as to avoid the inconveniences 
incident to the replacement of teachers. 
It is a short-sighted policy to argue that 
the best interests of the children will be 
served by preserving the status quo. 
Another point of temptation arises 
when the acceptance of an opportunity 
for advancement involves the breaking 
of a contract. No teacher, or anyone 
else, should ever violate a contract. 
Unless the consent of the employing 
body is obtained, thereby releasing the 
obligation, the contract should be ful- 
filled. The principle just stated should 
suggest to the wise teacher that care 
should be exercised as to the terms in a 
contract before the contract is signed. 
In particular, he should see that the con- 
tract contains a reasonable provision for 





its termination upon giving proper 
notice. 
Criticism of associates—Under the 


head of criticisms of associates, the teach- 
ing profession might well take note of 
the corresponding principle in the code 
of the medical profession. In the med- 
ical code we find the following: ““When 
a physician does succeed another physi- 
cian in charge of a case, he should not 
make comment on, or insinuations re- 
garding, the practice of the one who 
preceded him.”” In the medical profes- 
sion, the situation where one physician 
succeeds another in charge of a case is 
the unusual situation, whereas, in the 
teaching profession, it is the regular 
procedure. The only way in which a 
teacher with a class above the first grade 
can obtain new pupils is by receiving the 


pupils previously taught by someone else. 
The practice of condemning the previous 
teachers of one’s pupils is very common, 
It is probable that most of the def. 
ciencies in the pupils are due to the great 
individual innate differences found in 
any considerable group of human beings, 
and that the differences which a teacher 
finds in a new group of students are al. 
most certainly not due to any failure on 
the part of the preceding teacher. 

Teachers who are aroused by the 
presence of deficient pupils in their 
classes seem to forget that much more 
skill is necessary to teach such pupils 
successfully than to teach the ordinary 
pupils. How much better it would be 
to recognize the presence of deficient 
pupils as a challenge to one’s teaching 
ability. 
many a freshman in college? This does 
not imply that there should be in the 
same classroom for instruction purposes, 
a group varying widely in ability to take 
up the work in hand. Whenever pupils 
are classified on the basis of ability, the 
real teacher will feel it a compliment 
to be asked to take the weaker section. 
The demand upon teaching ability will 
be greater. 

Principles peculiar to the Pennsyl- 
code—The Pennsylvania code 
contains two sets of principles covering 
problems apparently untouched by the 
other codes which the writer has seen. 
I refer to the paragraph concerning 
democracy in the development of school 
plans and the paragraph referring to 
the ethical factors entering into the 
supervision of classroom work. 

The question as to the extent of the 
participation of teachers in the develop- 
ment and execution of school plans and 
policies is a live one. In this connec- 
tion, it should be remembered that 
neither the teacher nor the superin- 
tendent has any professional rights ex- 
cept those which grow out of the obliga- 
tions of the profession to those being 
taught. The positive ethical principle 
here is that the superintendent, prin- 
cipals, and teachers should collaborate 
and coéperate so as to make the schools 
as efficient for the good of the child as 
possible. This carries with it the right 
to teachers, even by collective action, to 
demand the privilege of such collabora- 
tion and coéperation, if it is not volun- 
tarily granted. Such a democratic 
process of determining school policies 
will often lead to conclusions which are 
not considered wise by some members 
of the school system. In such cases, 
however, the obligation rests strongly 


vania 


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Vol. 11, No. 10 


Tue JourNAL OF THE NATIONAL EpucaTion AssocIATION 403 





upon all in the school system to support 
the school’s policies so long as they con- 
That is, 
when a policy is finally determined it 
should be loyally supported by all. This 
princ’ple of democratic coéperation and 
collaboration should also be applied to in- 
struction in our colleges and universities. 


tinue to hold their positions. 


Supervisory officers and teachers— 
In considering the relations between 
supervisory officers and teachers, it must 
be kept in mind that the first function 
of the supervisory officer, whether the 
superintendent or someone under him, is 
to he!p the teachers to become more suc- 
cessful teachers. ‘The determination of 
the best methods of supervision is very 
important to every person in the school 
system. 
which the teachers have a right to col- 
laborate, remembering that the purpose 
Cannot 
a plan be devised and operated whereb, 
kindly constructive criticisms of the 
superintendent, supervisors, and prin- 
cipals might be formulated by the super- 
vised group? ‘There need not be 
anything in such a procedure to hurt 


Is this not a problem upon 


of supervision is helpfulness? 


either the dignity or usefulness of the 
superintendent, supervisor, or principal. 
The superintendent is not an autocrat, 
but merely one member of the profession 
who for the time being is given partic- 
ular duties and responsibilities? Why 
should not the collective wisdom of the 
people in the school system be used to 
help him meet those special duties and 
responsibilities ? 

Relation to publishers and supply 
houses—There is one type of situation 
which leads to difficult ethical problems ; 
namely, the relation of superintendents, 
principals and teachers to publishers and 
supply houses. ‘The question arises in 
connection with superintendents or other 
members of the profession who have 
textbooks on the market or who have 
teaching devices of one kind or another 
for sale through supply houses. The 
statement of the Pennsylvania Code on 
this subject is as follows: 

“No member of the profession should 
act as an agent, or receive a commission 
or royalty or anything else of value, for 
any books or supplies in the selection of 
which he exercises official decision.” 

This is a rather moderate statement 
and may not go far enough. Some stu- 
dents of this question would impose 
much narrower restraints. In at least 
one State every member of any of the 
school systems of the’ whole State is for- 
bidden by law to accept royalties from 
textbooks used anywhere in that State. 





Of course, it is very important that 
there should be a sufficient incentive to 
induce the best schoo!men to write the 
best possible textbooks and evidently 
such drastic legislation would greatly re- 


UCH interest is being 

manifested in ethical 

codes for teachers. The foliow- 

ing items are suggested for such 

a code: To think of the business 
of teaching as a life work. 

To affiliate with professional 
organizations—local, State, and 
National. 

To be loyal to superiors. 

To become familiar with 
school law. 

To avoid professional jeal- 
ousies. 

To take a personal interest in 
the progress of each pupil. 

To leave the child with a de- 
sire to know more. 

To discipline through good 
comradeship. 

To avoid misunderstanding 
through cooperation with the 
parents. 

To give the best service pos- 
sible without the stimulus of 
the dollar. 

Not to criticize co-workers or 
predecessors in the presence of 
pupils or patrons. 

Not to “talk shop” in the 
presence of strangers. 

To seek new _ educational 
theories and adopt those of 
proved value. 

To be willing to give to 
others the benefits of investiga- 
tions and experiences. 

Not to resign without the 
consent of the board, unless the 
contract provides for release 
upon proper notice. 

To organize and leave for the 
incoming teacher such informa- 
tion, data, and facts as are 
needed for the opening of the 
school year without loss or 
delay.—The Tennessee Educa- 
tional Bulletin. 











duce one important incentive. How- 
ever, the writer of a textbook in any 
particular field is probably not an un- 
biased judge in passing upon the relative 
merits of the textbooks in that field, and 
it seems that merely the waiving of the 


royalty, as required in the Pennsylvania 
code, does not go quite tar enough. 
Would it not be wise for him to refe1 
the decision to someone who would un- 
doubtedly be recognized as an unbiased 
judge, even though he may himself feel 
entirely unbiased in the matter and may 
have waived all rights to royalty? The 
full confidence of others in his integrity 
is worth much. 

Commission on professional ethics— 
The Pennsylvania code, as far as the 
writer is aware, is the only one which 
carries with it the establishment of a 
permanent commission on_ professional 
ethics. Such a commission is now in 
existence in the State of Pennsylvania 
and is functioning. The duty of this 
commission is to study the 
problems of professional ethics arising 


various 


from time to time, to give the inquiring 
members of the profession its interpreta- 
tion of the meaning of the various 
principles in the code, to arrange for in 
vestigations rendered advisable in con 
nection with ethical problems, and to 
recommend amendments and additions 
to the code. If similar commissions 
could be established in other States, and 
if there could be established a National 
commission to which appeals from the 
State commissions might be made, a 
National code of ethics, with an ac- 
companying body of decisions and 
interpretations would gradually be es- 
tablished. The National Education 
Association would seem to be the proper 
organization to take the first steps in this 
direction. 
go farther toward the securing of proper 
recognition of the teaching profession 
than the approval by the National Edu- 
cation Association of a National code of 
ethics and the establishment under the 
auspices of that association of a National 


Probably no one thing would 


commission on, professional ethics. 

Of course, the mere formulation of 
codes of ethics will not accomplish much 
unless there is in some way implanted 
in every new teacher a sense of individual 
responsibility for maintaining good pro- 
fessional standards. ‘This is the task of 
State departments of education, ot super- 
intendents of schools, and especially of 
the faculties of teachers’ training schools. 
There is need of a short course, possibly 
two or three weeks in length, in every 
teachers’ training school, bringing indi- 
vidually to each student the ethical 
obligations about to be assumed when 
the student enters the teaching profes- 
sion, and warning against the special 
temptations to unethical conduct that so 
frequently present themselves. 


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404 





Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


The Present Status of the 
_ Project Method 


James F. Hosic 


Associate Professor of Education in Charge of Extramural Courses, 
Teachers College, Columbia University, New York City 


HE TERM “PROJECT” has be- 
come so popular that the educational 
periodicals which cater to the rank and 
file of the teachers display it on almost 
every page. What meaning should be 
attached to it, however, is a subject of 
controversy. ‘Project method” is an ex- 
pression less widely current and even 
more in need of clarification. ‘The issues 
involved in the situation are of sufficient 
importance to justify more than a pass- 
ing notice. A modest attempt to state 
these issues and present some of the 
considerations upon which a decision 
may be based appears to be justified. 
Educational writers who have at- 
tempted to define, discuss, or defend the 
project idea fall for the most part into 
two fairly distinct classes, those who 
interpret the term in a narrow or limited 
sense and those who apply it more 
broadly, as a relatively inclusive con- 
cept of learning and teaching. All 
would probably agree that the practices 
implied in the broader view are in the 
main worthy, but many think it confus- 
ing or harmful to designate so wide a 
range of activities as projects. Such 
. persons would, to put it baldly, prefer to 
apply the term project only to the mak- 
ing of some thing, as in a shop or kitchen, 
a seeking of some tangible outcome, that 
is, as opposed to mere intellectual work. 
Some exponents of the “limited” view 
would, therefore, use side by side as 
mutually exclusive terms project, prob- 
lem, motivated lesson, socialized recita- 
tion, and perhaps others. They would 
regard these as referring more or less 
definitely to procedures, ways of acting ; 
from the teacher’s standpoint, ways of 
conducting recitations. ‘They oppose the 
“subjective view” of the project, deplore 
the “loose thinking” which has led to 
it, and plead for the setting up of criteria 
which can be applied easily and certainly 
because they are objective in character. 
This narrower view is sometimes 
stated in very technical terms, terms 
which must. certainly be “caviar to the 
general.” For example,- one writer 
adopts the definition, “A project is a 
problematic act carried to its completion 
in a natural setting.” Without stopping 


to inquire whether “problematic act’’ is 
not in fact the very thing we are to 
define, we may glance at the expression 
“natural setting.” When is a setting 
“natural”? The writer in question 
seems to imply in his discussion that it is 
always to be found outside of the school. 
In that view the school is wholly 
artificial, in no sense an integral part of 
the life of the pupils, but merely a 
preparation for something real to come. 

Such a conception of the school is 
common but exceedingly harmful. Far 
better to consider the school, as it more 
and more becomes, the child’s club and 
his workshop, his place to work and play 
in the company of his fellows; his home 
for a part of the day, with its civic and 
moral privileges and responsibilities. 

The opposing or more inclusive view 
of the project idea is that we have here 
the possibility of a philosophy of method, 
a concept which synthesizes and unifies 
our scattered notions about learning and 
teaching, and supplies the sine qua non of 
progress, a sound theory to guide and 
stimulate practice. 

Just now we are much in need of 
such aconcept. “Discipline” has lost its 
hold. The Herbartian formula is.pass- 
ing. Fads spring up apace and need to 
be criticised in terms of principles. 
Above all, there is need to recognize the 
far-reaching significance of method, of 
the character of the activities in which 
teachers and pupils actually engage. 
Project method gives promise of supply- 
ing these needs. 

The name, contrary to common belief, 
was not a deliberate coinage but really 
accidental, used b*cause no other oc- 
curred and without apologetic quotation 
marks merely through a_ proof-reader’s 
error. It does, however, seem to stick. 
Its meaning is to be grasped in the light 
of history. As Stockton has pointed out, 
the beginnings of the theory for which it 
stands may be traced through Dewey, 
Herbart, Froebel, and Pestalozzi to 
Rousseau himself. Yet it is something 
more than all of this, for the contribu- 
tions of the Thorndike psychology are 
perhaps most important of all. 

Project method, then, in the broader 


Decem ber, 1922 


sense, means a view of the educative 
process, a body of principles in accord. 
ance with which teachers may determine 
their efforts to call out from children 
the most educative responses and to 
make these satisfying. Children are to 
learn through purposeful  activities— 
through projects. Their experiences are 
to be complete, to include planning ang 
judging results as well as executing, and 
they are to practice codperation, team. 
play, working together. In a word they 
are to learn to do things they should be 
doing and will do in the future by doing 
those things now, not by doing some. 
thing else or by letting another provide 
the thinking necessary for them. In the 
psychology of active or dynamic experi- 
ence and the principles of democratic 
group cooperation are to be found all the 
essential tenets of the doctrine. Of 
course the elements or factors are mainly 
old; it is the synthesis and the applica- 
tion, the definite educational organiza- 
tion, program, and technique that are 
new. The laying down of a more or 
less inclusive and fundamental policy for 
guiding the educative process—this js 
what is new. 

The sympathies of the writer are 
strongly on the side of endeavors which 
seek to develop a more satisfying concept 
of method. Granting that much human 
growth takes place through activities 
that are mainly passive, receptive, yield- 
ing, we may still contend that by far the 
greater portion of .school learning does 
and should result from the conscious 
pursuit of ends. In large measure the 
learning itself should be the end. Why 
by some curious perversion of ideas we 
should debar ourselves from using the 
term project to designate such enter- 
prises it is hard to see. What one may 
purpose, he may project. 

In the broader view the term “project” 
may be applied to such diverse activities 
as making a speech, studying spelling, 
making a portfolio, finding out why the 
Colonies revolted, and putting oneself 
in the way of enjoying a_ picture. 
Whether it is properly so applied or not 
depends upon the state of mind, the 
attitude and activity, of the person con- 
cerned, not merely upon the external 
characteristics of the enterprise. The 
essential thing is that the activity should 
be in the true sense an enterprise to the 
one engaged in it. “That the most far- 
reaching educational results depend upon 
this are evident. 

That the teacher may set the stage 
for such purposing seems too clear to 
call for demonstration. That she will 


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Vol. 11, No. 10 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





405 


foi 


often fail of complete and satisfactory 
accomplishment is to be expected. But 
then she often falls short of her hopes. 
This is not the most grievous fault. As 
Browning says, “Not failure but low aim 
i; crime.” The Project method does 
inspire to the highest aims. 

The Project method is to be advocated, 
then, because it promises to give children 
and young people the best possible op- 
portunity to learn. It reacts favorably 
on the course of study, tending to elimi- 
nate the merely formal and that which 
can not in some true sense, actually or 
vicariously, become a part of the learn- 
ers experience. It tends toward a better 
equipment because it provides for a 
wider range of activities. At the same 
time it makes the best use of whatever 
equipment there is. The the 
situation the more need of positive co- 
operation and resourcefulness on the part 
of the pupils. It makes the most of 
the so-called extra-curricular activities, 
in which it finds free play. Happily 
these activities are often the most fruit- 
ful which the pupils enjoy. It unites 
the home with the school. It counter- 
acts the selfish individualism which 
much of our traditional school practice 
has tended to foster. It provides 
naturally for individual differences and 
renders extreme measures of segregation 
unnecessary. Above all it makes for a 
broader and more effective education. 
Pupils have more chances to use what 
they know; they are more largely in- 
fluenced in the direction of permanent 
ideals and attitudes because motives are 
more certainly brought into play; the 
children learn more because they have a 
fuller participation in all that is go- 
ing on. 

Of the dangers and difficulties in- 
herent in the project idea its advocates 
seem to be clearly aware, for they have 
repeatedly pointed them out. “To avow 
oneself a practitioner of the new school 
is no assurance that there will not be 
quackery. Some teachers have undoubt- 
edly interpreted the doctrine as mere 
laissez faire. Some have wasted time 
on useless “projects.” Others have 
failed to help their pupils to ‘follow 
through” and organize for permanent 
retention the results of their study and 
practice. But no theory is a substitute 
for common sense. The Project method 
will not take the place of brains, or of 
professional training, or of wise super- 
vision, though it may be a powerful in- 
Strument for all three. Whether it is 
or not depends upon the extent to which 
the practitioner has grasped the funda- 


worse 





mental philosophy of life and of educa- 
tion upon which it is based and the 
psychology which underlies its technique. 
The autocrat who would arrogantly 
pound in learning, as Latin was so long 
pounded in, will of course not get the 
point, and the easy-going sentimentalist 
who would let the children do exactly 
as they please will fail also. The project 
idea calls for freedom regulated by wise 
and respected laws. 
American. 

The question is not, Does the Project 
method get perfect results? but instead, 
What conception of learning and teach- 
ing holds the greatest possibilities for 
good at the present time? Is it social- 
ized recitation? Hardly, if that means 
substituting a child who can’t teach for 
a teacher who can. Is it supervised 
study? Certainly great advance has 
been made in showing pupils how to 
work. Does this mean, however, stand- 
ing over them at a stated hour each day? 
When, then, will they become able to go 


It is, in a word, 


it alone? And as for problem-solving, 
if the problem really is your problem, 
you set about solving it, don’t you, and 
purposeful activity begins. As a matter 
of fact, Thorndike has 
pointed out, a sense of great difficulty 
may be the very means of inhibiting any 
activity at all. There is no magic in a 
problem merely as a problem. It must 
suggest a desirable and attainable end to 
be effective in leading to action. Then 
there is motivation. Clearly the project 
idea takes care of that and much besides. 

That a unifying concept of method 
would further the cause of teaching most 
will agree. Project method is capable 
of providing—or naming—such a con- 
ception. Until a better term presents 
itself, there is ample justification for 


however, as 


using it. The need of the hour is, first, 
to carry forward, as The Journal of 
Educational Method, for example, is 


seeking to do, the process of interpreta- 
tion, and, second, to build up an ap- 
propriate technique. 


University Extension in 
Massachusetts 


James A. Moyer 


Director of the Division of University Extension, State Department 
of Education, Boston, Massachusetts 


ATE IN 1915, the Division of Uni- 
versity Extension, of the Massa- 
chusetts Department of Education, cre- 
ated by legislative act earlier in the same 
year, took up quarters in the State House 
at Boston and entered upon its work. 
By no means first in the field of State- 
controlled university extension, it was 
yet unique in one respect: that it was 
responsible, not, as in other States, to 
a State university, but directly to the 
State board of education. That fact, 
combined with the rather broad terms 
in which its functions were defined by 
the Legislature, gave it the opportunity 
to develop not only along the lines and 
within the limits traditional to universi- 
ties, but in any direction from which 
came a genuine demand for public adult 
education. 

The act from which the present Di- 
vision of University Extension took its 
origin, provided, in part, that it was 
“authorized to codperate with existing 
institutions of learning in the establish- 
ment and conduct of university exten- 
sion and correspondence courses; to 


supervise the administration of all exten- 
sion and correspondence courses which 
are supported in whole or in part by 
State revenues; and also, where that is 
deemed advisable, to establish and con- 
duct university extension and correspond- 
ence courses for the benefit of residents 
of Massachusetts.” Administration was’ 
placed in the hands of a director, assisted 
by a staff of agents, with authority to 
appoint all necessary instructors. 

In 1919 there was additionally de- 
puted to the Division the duty of pro- 
moting the education of persons over 
twenty-one years of age who could not 
speak, read, and write the English lan- 
guage. For this work, which in many 
respects is unlike the more general ac- 
tivities of university extension, there has 
since been established within the Division 
a special section of Americanization, the 
duty of which is to coéperate with local 
town and city-school departments. Ac- 
cording to this arrangement each com- 
munity in which foreign groups require 
teaching, provides school space and ap- 
priates money for organization and 








+06 


Tue JourNAL oF THE NATIONAL EpucaTIoNn AssocIATION 


December, 1922 


OO 


instruction. The Americanization sec- 
tion, having acted meanwhile as an ad- 
visory board, then makes a survey of 
the instruction, and by recording its 
approval, secures to the community re- 
imbursement for one half of its expendi- 
ture. This section also exercises a con- 
trol over Americanization education 
within the State by outlining the type of 
instruction to. be given and by training 
teachers through correspondence and 
class courses. 

The more typical work of university 
extension consists in giving a general 
program of courses, by class and by cor- 
respondence, for men and women living 
in Massachusetts. These courses, rang- 
ing ordinarily in price from one to five 
dollars, according to the cost of text- 
books furnished, are based with a few 
exceptions on lesson pamphlets prepared 
and published by the Division itself. 
Each pamphlet includes from one or two 
to as many as twenty-five pages of ex- 
planatory material, one or more pages 
of questions which the student is to 
answer and submit for correction, and 
whatever directions the student may need 
as to the way in which lessons are to be 
prepared. Usually each course is so 
arranged that it may be used with equal 
facility either for class or for cor- 
respondence instruction. 

The rapid expansion of this work has 
been favored from the first by the type 
and range of subjects in which courses 
are offered. For the demand in Massa- 
chusetts for education is concerned not 
with particular, closely-defined groups, 
but with the whole adult population. 
To be sure, in some quarters the demand 
is more pressing as the lack of essential 
education is greater; but everywhere, 
among men and women of every class 
and occupation, there is evident the de- 
sire for further opportunities to study. 
The Division has prepared the program 
accordingly. Its bulletin, which now 
contains upward of one hundred fifty 
courses, includes as section headings 
English; languages; mathematics; com- 
merce and management; history ; govern- 
ment; economics; drawing; methods of 
teaching; steam engineering; electricity ; 
structural engineering; civil-service-pre- 
paratory subjects ; textiles ; homemaking ; 
and natural science. And within each 
group are comprised, so far as possible, 
courses ranging from the most elemen- 
tary to those of college grade. 

The breadth of this program has re- 
sulted in making every man and woman 
in the State a prospective university ex- 


tension student. The State is offering 
something for everybody; and _ conse- 
quently the university extension idea has 
penetrated into every part of the social 
structure in Massachusetts. The clerk, 
the mechanic, the housewife, the business 
man, the policeman and the fireman, the 
teacher, and the engineer—from the un- 
lettered immigrant on the one extreme to 
the college graduate on the other, all 
are represented in the Division’s records. 

The problem of making these courses 
widely available to classes is one of 
reaching fairly compact, well-centralized 
groups, and the method cf approach is 
accordingly direct. Agents of the Di- 
vision consult with industrial executives, 
the representatives of business and social 
organizations, and school superintend- 
ents, and through them discover for 
what subjects each community has a 
genuine need. Instructors are then ap- 
pointed, according to the nature of the 
courses, from college faculties or from 
among commercial and industrial spe- 
cialists. And it is significant of the whole 
university-extension scheme that an in- 
structor’s formal corrections and afflia- 
tions count less toward his appointment 
than his ability to give vital, effective 
instruction. 

Usually study rooms and lecture halls 
in local school buildings, provided by the 
courtesy of the school departments, serve 
as class-meeting places; and in some in- 
stances as many as half a dozen uni- 
versity-extension classes meet in a build- 
ing on a single evening. When a class 
is of special interest to the employees of 
a certain industrial plant, it is frequently 
arranged to meet in the plant itself. 
Public-library halls and clubrooms are 
also used on occasion, but always with 
the understanding that every university 
extension class, whether held in a public 
or a private building, is open to any resi- 
dent of the State. The chief considera- 
tion in the choice of meeting place is 
this: That it enables the Division to 
reach the people where they are. 

As a tangible evidence of achievement, 
each student who successfully finishes a 
course either by class or by mail is 
awarded a certificate giving the name 
and grade of the course and the number 
of lessons completed. On certificates for 
all college grade courses, the work done 
is also stated in terms of equivalent 
semester hours, according to a plan of 
evaluation recently made by the Division 
and approved by the Massachusetts As- 
sociation of School Superintendents. 
Teachers wishing to present university- 


extension courses for professional-im. 
provement credit form the most numer. 
ous group of students to gain from this 
evaluation. A result of university-ey. 
tension classes, less easy to estimate in 
formal values, is the unexpected spirit of 
democracy to which it has given rise. 
Social groups which ordinarily acknowl]- 
edge no common interests have been 
brought together in classes, have profited 
by the same instruction, and have been 
led through class discussion to compare 
their views with the utmost cordiality 
and freedom. A non-technical course in 
the care and operation of gasoline auto- 
mobiles, for example, has provided 
common ground of interest for men and 
women ot every occupation and walk of 
life. A like diversity in class personne] 
has developed in the music appreciation 
course. But perhaps the most effectively 
democratic of all classes are those in oral 
English, for in these particularly the stu- 
dents not only meet together but talk and 
argue together. There is something 
peculiarly personal and cordial about 
these classes, where each member at some 
time during the course addresses his 
fellow students on a subject of his own 
And the method as well as 
the membership of these classes is demo- 
cratic, for the students both recite and 
criticise recitations, while the instructor, 
acting as a sort.of moderator, takes the 
platform only for brief intervals, to 
make suggestions. 


choosing. 


From these recita- 
tions all the restraint of formal address 
is lacking; if other members of the class 
disagree with the speaker’s opinions, they 
are at liberty to offer their own in op- 
position. Incidental debates are fre- 
quent; and in the interest of discussion, 


every shadow of social distinction 
vanishes. 
The correspondence courses, while 


affording no such opportunity for con- 
tact between students, are no less large 
in their appeal. As may be supposed, 
there was at first among persons familiar 
only with the methods of high schools 
and colleges, some little tendency to re- 
gard correspondence instruction as a 
second-rate substitute for class work. 
But seldom did that tendency amount to 
prejudice. When class instruction in a 
desired subject was clearly not available 
in a community, even the skeptical pre- 
ferred to give the correspondence method 
a trial rather than to forego the chance 
of any instruction whatever. And the 
first experiment was usually convincing. 

The student quickly came to recog- 
nize that correspondence study has its 


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Vol. 11, No. 10 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


407 


ha alt nit cnet oe SS 


own peculiar advantages—that it is 
available to him at any place and at any 
time; that each paper he submits gets 
the individual and undivided attention 
of an instructor; that he must prepare 
himself on every part of the lesson; and 
finally that he may set his own pace, un- 
hurried by more brilliant students and 
unhampered by sluggards. 

By artisans and mechanics and some 
of the younger men and women in the 
commercial field, correspondence courses, 
even from the first, were accepted with- 
out question. Perhaps because the ad- 
vertising of correspondence schools has 
long been directed chiefly at them and 
because many of them have already had 
experience in the learn-by-mail method, 
they have evidently had the start of their 
neighbors in appreciating its advantages. 
Most of them willingly accept it as a 
substitute for class instruction, and not 
a few actually prefer it. 

Recognizing that the common fault 
found with correspondence is that it 
lacks “personal contact,” the Division 
has set before itself the ideal of making 
and maintaining between instructor and 
student a genuinely personal relation. 
That ideal is freely expressed ; and every 
instructor in the Division is trained to 
respect it. With the first assignment of 
each course, the student is asked to sub- 
mit an information sheet on which he 
has recorded his name, address, age, oc- 
cupation, and the extent of his previous 
schooling. This information the in- 
structor copies on his personal records 
and reviews from time to time, so that 
he keeps in mind a rough mental sketch 
of the student with whom he is dealing. 
Some instructors who handle the papers 
of from one hundred to one hundred and 
fifty students yet maintain so intimate an 
acquaintance with each as to recognize 
his handwriting and to remember what 
have been individual difficulties. 
This system has proved to have the 
double advantage of keeping the in- 
structor constantly in touch with the 
student’s progress so that he may more 
effectively prescribe and advise, and of 
making the student realize that his in- 
structor knows him personally and is in 
a position to understand his peculiar dif- 
ficulties. 

But the ideal of personal helpfulness 
does not stop with the instructor; it is 
Written into every course. On what- 
ever subject, the material of the lesson 
pamphlets must be human, wholesome, 
and practical. Hypothetical problems, 
$0 far as possible, are avoided, and their 


his 


places taken by problems based on fact. 
A certain course in textile mathematics, 
for example, says not, “Suppose that 
there are 580 looms in the mill at 
Lawrence,” but, ‘““There are 580 looms 
in the mill.” And there are. The 
student gets not only a problem in mathe- 
matics, but along with it reliable facts 
about the textile industry. 

So it is with the other courses: the 
instruction is concrete and _ tangible. 
The aim of the Division is that the 
language of each assignment shall be 
unmistakably clear; and the lesson re- 
quirements are such that the student 
shall be capable, under ordinary circum- 
stances, of carrying them out. If, in 
spite of careful editing and supervision, 
faults appear after a course has been 
put into circulation, the instructor is on 
the watch for them. When his experi- 
ence with students leads him to believe 
that a course might be improved, he 
makes a detailed report, in which he 
states both what is wrong, and how, in 
his judgment, the fault may be cor- 
rected. If his criticism is found to be 
just, the course is revised. 

The personal touch with students is 
also maintained in another way. Each 
month a newsletter, so-called, is sent out 
to every person enrolled in the corre- 
spondence list.. Sometimes the letter is 
editorial in nature, touching, perhaps, 
upon the qualities of good citizenship. 
Sometimes it is a page of suggestions as 
to methods of study. Sometimes it is 
merely a friendly letter of encourage- 
ment. Intrinsically, the news letter is 
a small affair, hardly to be counted in 
comparison with the actual work of in- 
struction, but it seems to remind many 
students that in the Division’s staff, 
whom they may never see, there is a 
cordial personal interest for their suc- 
cess; in short, that they are not dealing 
with a “soulless” organization. 

The results to which these methods 








have led are encouraging. We have 
mentioned already how general has been 


the appeal of the courses and how demo- 
cratic has been their influence. Numer- 
ically, enrolment has advanced in almost 
geometric progression. At the end of 
the first year, the Division had only a 
few more than 3000 students; today the 
total is well above 100,000, and it is 
significant of growth that more than a 
third of that number represents enrol- 
ments for the past year alone. 

But numbers by themselves are less 
important than the geographical distri- 
bution of students and classes. It would 


have been comparatively simple to secure 
heavy enrolment by concentrating effort 
in fewer than a dozen large cities and 
towns, neglecting meanwhile the more 
remote corners of the State. This, how- 
ever, has been done. Each 
active effort is directed toward filling in 
the gaps—toward carrying instruction 


not year 


into towns where university extensior 
has not before been well represented. 
In consequence, there is hardly a town in 
the State where classes have not been 
held. 

Not only among students, but as well 
among many organizations and many 
individuals generally interested in edu- 
cation, the university-extension idea has 
spread. In certain cases these have been 
reached by special services performed by 
the Division such as the distribution of 
visual-instruction material and ‘the pub- 
lishing annually of a list of university- 
extension lectures for the use of women’s 
clubs, parent-teachers’ associations, and 
like organizations. But of even greater 
importance is the contact which has been 
established with the employers of men 
and women studying under the Division. 
Whenever a student completes a course, 
unless he objects, the Division notifies his 
employer and asks that if possible the 
student be given a word of commenda- 
tion. The response has been admirable. 
Every mail brings letters from employ- 
ers in which they express their apprecia- 
tion for the Division’s work, and, fre- 
quently, report that they have personally 
talked with the student and have ar- 
ranged for his advancement at the first 
opportunity. And in almost equal vol- 
ume come letters in which the students 
themselves tell of promotion made pos- 
sible through university-extension study. 
The student thus is encouraged to con- 
tinue the work of self-improvement, 
which he sees has won for him favorable 
notice from his employer; and the em- 
ployer himself is often led to ask that 
university-extension classes be established 
in his city or town for the training of his 
other employees. 

And so, at the conclusion of its seventh 
year, the Division can look back with 
some satisfaction on the training of more 
than a hundred thousand students, and 
forward to new opportunities for serv- 
ices that are daily opening before it. The 
work of the past, by establishing con- 
tacts, has blazed a trail for the work of 
the future; and the time seems not far 
distant when every community in Massa- 
chusetts shall make its annual demand 
upon university extension. 





q 


q 
{] 


— 


A 





Washington's Fight for Health 


Mrs. Ernest R. GRANT 


Director Children’s Health Crusade, Washington, D. C. 


The most impor- 
tant factor in the 
fight against tuber- 
culosis is the educa- 
tion of the people. 
The most effective 
educational meas- 
ures are those which 
may be taken in the public schools. 

Statistics show that children are par- 
ticularly susceptible to tuberculous in- 
fection. Among the 120,000 persons 
who died last year of tuberculosis in the 
United States more than 7000 were 
little children of pre-school age. Over 
fifty per cent of all children are infected 
before the age of ten years and the per- 
centage increases until at eighteen years 
it reaches a maximum of from sixty to 
ninety per cent. When the germs of 
tuberculosis enter the body of a child 
the tissues build a all of resistance 
around them. So long as the wall 
holds, the child is comparatively safe, 
but when the resistance is lowered this 
protecting wall breaks, releasing the im- 
prisoned germs and setting up active 
tuberculosis. Resistance is broken by 
two sets of causes—environmental and 
personal. The environmental causes in- 
clude bad housing and living conditions ; 
bad working conditions, including long 
hours and insanitary surroundings; lack 
of recreational facilities and lack of 
medical and hospital facilities. Among 
the personal causes may be mentioned 
lack of enough or proper food, insuf- 
ficient sleep; overwork to the extent of 
burning the candle of life at both ends, 
faulty habits of hygiene and diet, and 
stress and strain of any kind. Briefly, 
if one is taught to follow closely the 
fundamental principles of proper living 
and good hygiene, he need have little 
fear of this great white plague. 

“I feel confident,” says Dr. Joseph A. 
Murphy, chief medical inspector of the 
public schools of the District of Colum- 
bia, “that there will be a marked de- 
cline in the present annual tuberculosis 
death rate if the public schools through- 
out the land will adopt a well rounded 
health program as a part of their cur- 
riculum.” 

The general measures in operation to 
prevent the development of tuberculosis 


FOR HEALTH 








among the school children of Washing- 
ten, D. C., are those which promote 
health, and may be summed up as fol- 
lows: Sanitation of school buildings and 
environment; Modern Health Crusade 


habit formation: nutrition classes; 


weighing and measuring; mid-morning 
milk lunches; instruction in hygiene and 
dietetics ; medical and dental inspection ; 


dental clinics ; supervised physical culture ; 
and tuberculosis and open-air schools. 
Four years ago the Modern Health 
Crusade was introduced in every public 
school in the District by the Tuber- 
culosis Association. This method of 
health-habit formation proved so ef- 
fective that a regular place is now pro- 
vided in the curriculum of every graded 
school, and the pupils receive a hygiene 
rating upon their school report for the 
observance of these habits. Three years 
ago nutrition clinics were established 
by the Tuberculosis Association under 
the supervision of the Chief Medical In- 
spector. These clinics were conducted 
each succeeding year and are rapidly ex- 
panding. ‘They are for the purpose of 
studying and correcting malnutrition in 
children. It is from this group that 
tuberculosis usually develops. For the 
pupils of the two open-air schools and 


[408 ] 


the two tuberculosis schools equipment 
and service is furnished by the Tuber. 
culosis Association. Several thousand 
weight cards, charts, diet books, health 
rules, and other literature are furnished 
annually to the teachers of public and 
private schools for use in the promotion 
of this health education program. 

During the summer vacation a Health 
Day Camp is conducted by the Associa- 
tion for children from the special schools 
who are not eligible to attend other sum- 
mer-outings camps because of tuber- 
culous infection; and nutrition classes 
are held weekly at Camp Good Will and 
the Children’s Country Home. This 
combined program of child health work 
has doubtless contributed to some extent 
in the reduction of the tuberculosis death 
rate in the District of Columbia as jl- 
lustrated in the diagram. ‘To support 
this work Christmas seals are sold an- 
nually. During the last three years the 
teachers and pupils of the public and 
private schools of the District of Colum- 
bia have sold these little health stamps 
to the amount of $21,439.68, making 
possible a campaign of health education 
in the schools which if continued and 
broadened will result not only in a con- 
tinual reduction in the great economic 
loss from tuberculosis, but will build for 
higher efficiency mentally, morally and 
physically. America is, and will be, 
just as strong as her children. 


DEATH RATE PER 100,000. 
FROM PULMONARY TUBERCULOSIS 


| piSTRICT OF COLUMBIA 
FROM THE YEAR 190070 1921 


Colored Death Rate 


White Death Rate 


PROPORTIONATE SAVING LAST 
YEAR 714 LIVES OVER THE 
YEAR 1900. 








LT A A TT LT nn em 


The Zone of the Straits 


SKY-POINTED IRON FIN- 

GER at Fort Myer projects the 

spoken word to human ears in 
Paris and Honolulu. Steel rails cut 
across continents in lieu of ships that 
used to make their tortuous coastwise 
way around them. Communication lines 
pierce the air, span land and sea, and 
burrow beneath earth and water. Yet 
a jig-saw cleft, a sort of missing plank 
in the southern land-bridge between 
Europe and Asia, is a waterway that 
still warrants wars. 

Call this tripartite channel the Bos- 
porus, the Marmora, and the Darda- 
nelles and you conjure the memory of 
Alexander, Xerxes, and Darius; call it 
the Straits of Constantinople, Propontis, 
and the Hellespont, and you touch the 
magic romance of Leander and exploit 
of Lord Byron; call it the Zone of the 
Straits, and you encounter history in 
the making with Kemal Pasha as its out- 
standing figure. 

History’s most famous repetition, per- 
haps, is the way a fanatic Moslem horde 
crashes here, with the fast-growing 
momentum of a rolling snowball against 
a solid embankment of a western civili- 
zation “Thou shalt not 
pass’—an embankment that reaches 
back through Europe and—some would 
have it—now stretches across the At- 
lantic to America. ‘This Zone of the 
Straits on 1922 maps includes not only 
the triple-named water route from the 
Black Sea to the A%gean, but two his- 
toric strips of land on either side. The 
northern slope binds the peninsula of 
Gallipoli to the peninsula of Constanti- 
nople. The southern strip links the 
regions of Chanak, Mudania, and Ismid. 

Bulging out from the center of the 
northern strip into territory of recent 
Greek acquisition is that pear-shaped 
part of Thrace which Mustapha Kemal 
claims for Turkey—the Turkey of his 
administration from Angora, famed for 
its temples and popularly known for its 
long-haired goats. Within this disputed 
triangle lies Adrianople. The oft-men- 
tioned River Maritza is its western 
boundary and Constantinople lies at its 
eastern base, symbolic, it would seem, of 
the Stamboul that is the foundation 
stone of Near-Eastern problems. 

South of the Chanak region of the 
Zone of the Straits is cindered Smyrna, 


which | says 





"Prepared for Tue Journat by the Na- 
tional Geographic Society. 


and about the charred port of tobacco 
and figs is the former area of Greek ad- 
ministration, whence the Greeks sought 
to push eastward into historic Anatolia, 
and upon which, in terrible revenge, the 
incensed Turks descended and literally 
pushed the Greeks into the sea. Here 
then, is a mind’s-eye picture of the locale 
of the world’s newest 
places so familiar, by 


with its 
name or 


war, 
one 





Copyright by Underwood and Underwood, New York 


TAMBOUL, 


Horn, 


Golden 
town of 
elevated platform 
where this picture was taken, a careful 
watch is kept for fires among the highly 
inflammable buildings which line the 
narrow streets of Pera and Galata, the 
newer and largely Christian sections of 
Constantinople. 


across the 
from the 
Galata—From the 


seen 





another, that one need hardly consult a 
map to identify their positions. 
Translation often spoils romance. 
Chanak, the strategic point on the 
Asiatic side of the Dardanelles, which 
figured in the headlines for weeks after 
the fall of Smyrna as a sort of threatened 


British Thermopylae, means “pots’”— 
scullery ware. Though it has a hum- 
drum name, Chanak—or ‘Tchanak- 


Kalessi—and_ its neighborhood have 
more than once been the stage for acts 
which molded the world’s history and 


even the world’s literature. Barely 
twenty miles to the south rose Troy. 
Within a stone’s throw of Chanak, 


Xerxes piloted his thousands of Persians 
across the Dardanelles on a bridge of 


[409] 


boats in the first formidable expedition 
of Asiatics into Europe. At the same 
spot a century and a half later Alex- 
ander led his smaller but more highly- 
trained army into Asia on his triumphal 
conquest of the world. 

From Chanak, in 1353, the Turks 
crossed to their first foothold in 
Europe—a crossing that gave Europe a 
problem that has bred wars and massa- 
cres and broken treaties for more than 
five hundred years. 

The Sea of Marmora, into which the 
Dardanelles and the 
forms a_ barrier 
Europe. 


Bosporus widen, 
between Asia and 
The roads between the two 
continents lie across the two straits at 
its ends. Constantinople, at the nar- 
rowest point of the Bosporus, is the 
front door; Chanak, where the Darda- 
nelles is most constricted, is the back 
door. It is natural enough, perhaps, 
that almost all of the historic invasions 
of Europe from the East should have 
been by the back way, and that there 
again Great Britain should have made 
an important stand. 

Castle after castle, each fortified, 
comes into view on both the Asiatic and 
the European sides of the Dardanelles 
as one steams from the A‘igean toward 
Constantinople. But the narrows op- 
posite Chanak are reserved for the 
castles of castles: the Castle of Asia on 
the right, the Castle of Europe on the 
left. The Chanak fortifications were 
first constructed in 1470 not long after 
Constantinople fell to the Turks. Ever 
since Chanak has been a place of im- 
portance. In recent decades it has been 
the point of administration for all the 
Dardanelles’ defenses—the solar plexus 
of the outer straits. German artillery 
experts resided there during the World 
War and modernized the fortifications. 

Chanak, too, has been the gateway to 
Constantinople for shipping. There 
each of the 12,000 ships that passed 
through the Dardanelles before the war 
was held until its papers were found to 
be satisfactory; and none could pass 
after nightfall. Nearby was anchored 
an important unit of the Turkish fleet. 

To the Western observer steaming up 
the Dardanelles the roles of Asia and 
Europe seem reversed. All the scenic 
beauty is on the Asiatic side where the 
steep slopes are clad with beautiful 
forests. ‘The European side is rugged 
and largely barren. 





ene BOS Z, a 
OE RNR ge RI a A A Net a OO, 


“ 


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mowauves Sebeeaeansor anaes sae 


— 


5 
j 


Taree 


rise Soe 
FS SS SSRN S Se 





410 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1922 








a 
dep 


Ns bas oS ae Ped tes > ie 


Copyright by Underwood and Underwood, New York. 





a, aS 


3S 





SQeTr RN 4. like New Orleans, is a crescent city—Here Kemel Pasha’s boast that 


his army fought fairly across Asia Minor and massacred no Christians reached 


a tragic anticlimax when the conquerors expended their long-pent rage against 


people and property. 





Of the beauty spots on the Asiatic 
shore few surpass those about Chanak 
where the constricted stream suddenly 
widens out to form the Dardanelles’ 
most striking cape and bay. Barely five 
miles to the south are the ruins of the 
ancient city of Dardanus which gives 
the strait its name. A few miles farther 
to the southeast rises Mt. Ida where 
gods communed and whence flowed the 
famous Scamander to water the plains 
of Troy. 

Smyrna, to the south of Chanak, is 
one of the world’s graybeards among 
cities. The four and a quarter centuries 
that look down on Santo Domingo, first 
new-world community, seem long to 
new Texas and Oklahoma oil towns, 
where cornstalks still grow on main 
streets. But even London with its 1990 
years of existence, or Rome with twenty- 
six centuries behind it, are comparatively 
young beside Smyrna, whose beginnings 
are lost in the haze of history’s dawning. 

The original builders at Smyrna chose 
their site happily. Miletus and Ephesus 
were formidable rivals for many cen- 
turies, but their rivers finally choked 
their harbors with silt and the cities 
died. Smyrna had no stream of any 
consequence, and its excellent harbor— 
the best in Asia Minor—has continued 
to bear its heavy burden of commerce 
through the ages. 

Smyrna had a population close to that 
of New Orleans, and like the latter it is 





a “Crescent City,” extending in a semi- 
circle about its bay. But while the 
American Crescent City is wholly flat, 
Smyrna has its rim of hills which, under 
the magic of Mediterranean skies and 
sunsets, invested the city with a beauty 
which detailed inspection did not verify. 
Its terraced outskirts were picturesque, 





NCE Smyrna meant figs, tobacco, rugs—Camels brought in figs and grain 


but they lacked the striking quality of 
the terraces of Algiers, Hongkong, and 
Valparaiso. 

The basis for Greek claims to the 
Smyrna district 1n Asia Minor was put 
pithily in a statement which Venizelos, 
of Greece, made to the supreme council 
of the Allies, “We seek no mandate, we 
seek to enter our home.” 

The name of the town of Ismid, 
where retreat of Greek forces made pos- 
sible an attack on Constantinople by the 
Turkish Nationalists and raised the first 
grave threat of drawing other European 
powers into the fray, would have 
appeared many t:mes in heavy black 
headiines if tie modern newspaper 
had existed throughout historic times. 
Ismid’s once important harbor is now 
silted and its population is barely 20,000, 
But betore Constantinop!e was enlarged 
by Constantine the Great, Ismid—then 
Nicomedia—was for a time the capital 
of the Roman Empire and the metropolis 
of the Near East. 

Situated at the head of the Gulf of 
Ismid, which forms the sharp Asiatic 
end of the Sea of Marmora, and with 
high ground behind it, the town lay in 
the route of the natural highway from 
Syria, Persia, Mesopotamia, and the en- 
tire Near East to the Bosporus and 
Europe. In the old days camel ca:avans 
innumerable, carrying the riches ot the 
East, plodded around the end of the gulf, 
paused to pay commercial tribute to the 


H 


Copyright by Underwood and Underwood, New Yor'. 


to be shipped to all parts of the world, 





n 


meen 


EEO 


Vol. 11, No. 10 
ce chacciiecchrretapen 


strategically situated city, and continued 
west along the low coast of the gulf for 
the fifty miles that separated Nicomedia 
from Byzantium and separate 
Ismid from Constantinople. And when 
the steel highway and iron horse that 
were to Berlin and Bagdad 
came to replace the more picturesque 
but less efficient camel and his dusty 
road, the same natural path was utilized 
and Ismid became a railway station. 
Darius and his hosts swarmed over 
the site of the present Ismid five hun- 
dred years before Christ, to bridge the 
and Thrace and 
Macedonia. Xenophon and his ten 
thousand Greeks through the 
place in their memorable retreat from 
Persia to their homes. Near there the 
defeated Hannibal, a refugee from the 
Romans, committed suicide; and in a 
villa close by Constantine the Great 
died. Force after force of Crusaders 
held the town during the Middle Ages, 
From Nicomedia, Diocletian directed 
his implacable campaign of persecution 
against the Christians and later the first 
Christian emperor, Constantine, gov- 
erned from its palaces. Barely twenty 
miles to the south at Nicea, the Church 
council sat which framed the Nicene 
Creed; and only a short distance to 
the west on the Ismid peninsula in 


now 


connect 


Bosporus conquer 


passed 


THe JoURNAL OF THE NATIONAL EpucATION AssoclATION 








Copyright by Underwood and Underwood, New York. 


SIA to the right, Europe to the left—Galata Bridge, to the left, is the Brook- 
lyn Bridge of Constantinople and, to the visitor, also is a veritable museum of 


peoples and costumes. 


This photograph is taken from the heights of Stamboul, 


with that oldest and native quarter in the foreground, and with the piers of Galata 


beyond the bridge. 








+51 a. pv. was held the ecclesiastical as- 
sembly from which the Armenians 
bolted to form the separate Armenian 
Church. 


The Ismid of today has little to re- 





Copyright by Underwood and Underwood, New York. 


HE DARDANELLES: a waterway of alternate romance and bloodshed— 


Your historian will dwell on the passages of Alexander and Xerxes; the clas- 
sical scholar will relate the episodes of Leander and Byron. 


This channel ran 


with blood when Briton met Turk during the World War. 


mind the observer of its glorious history. 
An old Greek acropolis flanked by 
Roman and Byzantine towers is about 
the only remaining link with its opulent 
past. The iron and wood caravans of 
the Bagdad railway do not need to pause 
in Ismid as did the camel trains, as its 
toll from commerce has dwindled away. 
To it the world no longer looks either 
for creeds or the treasures of Araby— 
only for a modest supply of silk cocoons, 
tobacco, and ferest products. 

Abutting midway upon the northern 
the Zone of the Straits is 
Thrace, which has expanded and con- 
tracted down the ages like a desert pool 
To the 
Thrace was a_ huge 
“the home of the North Wind”— 
comprising all of the eastern half of the 
Turkey of pre-Balkan-War days and 
practically the whole of 
well. 


strip of 


in seasons of rain and drowth. 
ancient Greeks, 
area 





Bulgaria as 
To the Romans of the west it 
was only the portion south of the 
Balkans; and to the Byzantines it was 
once as extensive as Greece and later 
a small, intimate region stretching west- 
ward from the capital. 

Replacing of Eastern Thrace under 
Turk control recalls the happenings of 
‘nearly six hundred years ago. The 
first Turks to live on the European side 
of the straits were brought over by one 
of the decadent rulers of the Eastern 
Empire before 1350 as mercenary sol- 































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hale 23 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


December, 1922 


i 


diers to fight against his Bulgarian and 
Serbian enemies in Thrace. These 
Asiatics, through their military opera- 
tions, became thoroughly familiar with 
‘Thrace and even Macedonia. In order 
that he might have his hired soldiers 
easily at hand, Emperor John VI com- 
mitted the final folly of bringing their 
families over and establishing a military 
colony in Thrace. They never re- 
turned to Asia. 

Eastern ‘Thrace—the same _ region 
which it is now proposed to return to 
‘Turkey—was the “inch” which, in the 
next few hundred years, the Turks built 
into the “ell” of their great European 
empire, at one time extending over the 
whole Balkan Peninsula and almost to 
the gates of Vienna. The Maritza River, 
the boundary of the European territory 
which the victorious Turks demanded 
as soon as they drove the Greeks from 
Asia Minor, is, like the Rhine, between 
France and Germany, a symbol and a 


bone of contention among Bulgar, 
Greek, and Turk. 
Each of these three peoples has 


claimed the Maritza Valley as belong- 
ing to it on ethnic grounds, and such is 
the racial mix-up in Thrace and the 
portion of Macedonia which adjoins it, 
that each has at least some excuse for 
its claims. Thrace—and indeed all of 
Rumelia or Rumili, as the Turks called 
the portions of Europe which their 
swords conquered—has for five hundred 
vears been in the anomalous condition 
of being Turkish territory, and yet more 
Christian than Mohammedan, more 
alien than Turk. Moreover, the non- 
Turks-non-Mohammedans were more 
intelligent and more industrious than 
the Moslems} a fact which has height- 
ened the non-Turkish aspect of the 
country in spite of the burden of heavy 
taxation, persecution, and massacre 
which the non-Turks have had placed on 
their shoulders. 

Eastern Thrace between the Straits 
and the Maritza River is of little value 
agriculturally. It is an unattractive, 
dreary, monotonous plain with here and 
there swampy depressions. Large areas 
of the territory are untilled and in sum- 
mer they give the country the aspect of 
a desert. 

Formerly Adrianople was a thriving 
center of trade with the far-flung regions 
of Rumili. But as the European por- 
tion of the Ottoman Empire dwindled, 
and Bucharest, Athens, Belgrade, and 
Sofia—released from Turkish contral— 
grew from dingy mud villages to 
bustling towns, Adrianople lost ground. 


. 


The city now contains about 150,000 
inhabitants, however, with the Greeks, 


‘Bulgars, Jews, and other non-Moslem 


peoples greatly outnumbering the Mos- 
lems. ; 

Any study of the shore fringes along 
the Zone of the Straits leads back to the 
chain of waters which extend from the 
mouth of the Dardanelles to the point 
nearly two hundred miles northeastward 
where the narrower Bosporus sucks its 
mighty stream from the Black Sea. 

The Dardanelles is the longer of the 
two great salt-water rivers that separate 
Europe from Asia Minor. It winds its 
way from the A®gean Sea, with two 
sharp turns and numerous _ gentler 
curves, for forty miles before it expands 
into the Sea of Marmora. The strait 
varies in width from a little over three 
fourths of a mile to five miles. On the 
European side rises the steep ridge of 
Gallipoli where large numbers of Aus- 
tralians and New Zealanders perished 
while seeking to seize the Dardanelles. 
On the Asiatic side lies the plain in 
which stood old Troy. 

The Sea of Marmora, from which 
the Hellespont leads, is about one hun- 
dred and forty miles in length and forty 
miles wide at its greatest width. It is 
thus somewhat smaller than Lake On- 
tario, the smallest of our Great Lakes. 
But though relatively small, the Mar- 
mora in its time has been the center of 
the world. It is a sea of many cities. 
Of these, Constantinople alone is im- 
portant today; but living and dead 
cities cover the shores of practically 


every harbor and headland of the 
little sea. 
Typical of the ancient Marmora 


cities was Cyzicus on the peninsula of 
that name on the southern shore of the 
sea. It was founded earlier than Rome 
or Byzantium and had a long life, pos- 
sessed at various times by Athens, 
Sparta, Persia, Macedon, Pergamus, 
and Rome. It was one of the finest of 
ancient cities in its prime and its gold 
coins were the standard of their day -as 
the florine of Florence became the 
standard in Renaissance times. 

Though it is both narrower and 
shorter than the Dardanelles, the Bos- 
porus, third link in this chain of historic 
waters, is perhaps most important; for 
it is the immediate gate to and from the 
great Black Sea which reaches toward 
the heart of Europe. To command this 
strait is to command one of the great 
trade routes of the world, a fact which 
has been written deeply into history 
from the forenoon days of the Greeks 


to those of the waning Turks. The 
Strait is about twenty miles long and 
varies in width from a third of a mile 
to two miles. Darius, Persian king, who 
invaded Europe, took his army over a 
bridge of boats which he flung across 
the Bosporus. 

At its northern end the Bosporus ex. 
pands suddenly into the Black Seg. 
This is no small sea comparable to one 
of our Great Lakes, but a great body 
of water seven hundred and fifty miles 
long and from two hundred to foyr 
hundred miles wide. If located in the 
northeastern portion of the United 
States it would cover all of the New 
England States as well as New York 
and Pennsylvania. 

More nations were grouped around 
the Black Sea just after the World War 
than perhaps at any other time jn 
history. On the European side of the 
mouth of the Bosporus was the tiny 
patch that remains of ‘Turkey-in- 
Europe. Next came the new northern 
extension of Greece. Bulgaria and 
Rumania share the western end of the 
sea, Rumania holding the lion’s share, 
Across the north stretched the old Rus- 
sian territory which may contribute one 
or many nations to the Black Sea family, 
To the east, their status equally ques- 
tionable, the republics of Georgia and 
Armenia had a Black Sea shore line, at 
least on paper. The whole of the rocky 
southern shore was allotted by the peace 
conference to Turkey. But it is not 
only the countries which have a Black- 
Sea frontage that are interested in that 
sea and its outlets to the south. The 
broad, navigable Danube, carrying the 
commerce of inland Austria, Czecho- 
slovakia, Hungary, and Jugo-Slavia to 
the Black Sea, makes the final settle- 
ments in regard to this broad expanse 
of water a matter of vital interest to 
a large part of Europe. 

How mixed a situation it all is was 
evident from the campus of Robert Col- 
lege, an American non-denominational 
mission college, which from the battle- 
mented heights of Rumeli Hissar, over- 
looks the Asiatic bank of the Bosporus 
at its narrowest spot. A short boat ride 
takes one to Asia, whence come many of 
the Christian students of the American 
college. A much longer ride is needed 
to reach Stamboul, whence come many 
Turkish students. At this point, the 
Bosporus is narrower than a part of the 
Maritza. Were it not for the Black 
Sea and the historic. route thither, Asia 
might have as indeterminate a frontier 
in Thrace as it now has in the Urals. 





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The Brooklyn Teachers Association 


R. GEORGE FORBES in his 

excellent report to the State 

Association on dn Ethics Code 
for Teachers, lists three cardinal obliga- 
tions for the profession—namely, eternal 
growth, unselfish service, and whole- 
hearted cooperation. ‘These obligations, 
so tersely stated, have been the platform 
on which the Brooklyn Teachers Asso- 
ciation has builded for nearly half a 
century. 

In 1874, about three hundred teach- 
ers organized under the presidency of 
Mr. Edward Bush that they might grow 
professionally and get acquainted. ‘Their 
program was modest, and members, in 
return for the annual fee of one dollar, 
were offered “four entertainments, two 
or more first-class lectures, and one or 
more social affairs.” 

The Association’s leaders soon found 
that opportunities either for study or 
recreation were not available to most 
teachers. University-extension work was 
not then organized and facilities for 
developing the social or physical side 
among healthful with 
good companionship, were almost wholly 
lacking. From those days to the present 
the Brooklyn Teachers Association has 
been a great teachers’ college, giving 
desired courses not given elsewhere and 
offering fee reduction ‘to its members 
enrolling in any extension course offered 
by an affliated institution. At present 
it works with the City College, Hunter, 
Adelphi, Brooklyn Institute, and the 
Botanic Garden. | 

In 1921, twelve hundred thirteen 
teachers enrolled either for professional 
improvement or the recreational courses 
offered in swimming, horse-back riding, 
tennis and dancing, golf instruction, and 
courses in automobile mechanics and 
driving are among the recent additions. 

So well were their professional 
courses given and administered that in 
1898 the Regents of the University of 
the State granted our Association a 
charter and it now reports annually to 
the State as one of its educational insti- 
tutions. The Board of Examiners of 
New York City also testifies to the qual- 
ity of the Association’s work by giving 
credit toward a higher license for many 
of our courses as equivalent to college 





surroundings, 


FRANK J. ARNOLD 
Public School 118, Brooklyn, New York 


work covering the same number of term- 
hours and maintaining like standards. 
The work of this, the largest local 
the 
standing com- 
mittees of which the more important 
are: coOperation, entertainment, _ lec- 
tures and studies, legal advisory, legis- 


group of teachers in country, is 


carried on by thirteen 





RANK J. ARNOLD, president of 

the Brooklyn Teachers Association, 
describes in this article the extensive and 
useful activities of that organization. 
The Brooklyn Association has been so 
successful in encouraging its members to 
improve their professional status through 
advance study that it has been granted a 
and reports annually to the 


regents of The University of the State 
of New York. 


charter 





lative, membership, school problems, 
and teachers’ interests. The governing 
bodies are a board of trustees which, 
with the officers and chairmen, constitute 
the Executive Committee; and _ the 
Board of Representatives composed of 
members elected by the schools on the 
basis of number of members. The 
former body of approximately fifty, con- 
ducts much of the work of the Associa- 
tion at its monthly meetings but all 
questions involving changes of policy, 
amendments, and elections are referred 


[413] 


to the larger body, about five hundred, 
which meets every three months. ‘This 
dual control not only assures a govern- 
ment truly democratic but gives each 
school unit a knowledge of the acts of 
its officers and trustees. “The committee 
chairmen communicate with the schools 
through a local director who as chief 
representative collects data, distributes 
literature, and conducts the necessary 
correspondence. 

During the present administration, a 
monthly paper, The Brooklyn Teacher, 
has given the members news of the 
schools, committee announcements, and 
condensed notes on items of professional 
value. 

The membership tickets, costing one 
dollar, carry two coupons by the use of 
which may 
of one dollar and of fifty cents respec- 
tively on courses offered either directly 
or by affiliated institutions. Through 
the use of these, by the reductions made 
to members by the entertainment and 
excursion committees, and by the savings 
possible through codperative buying— 
over four thousand five hundred dollars 
last year—members often receive a di- 
rect financial return several times the 
cost of membership. 

By offering these many opportunities 
for culture, recreation, and saving, the 
Association has gained a reputation well 
expressed by the superintendent of 
schools last year when he said, “I know . 
of nto Association that has succeeded so 
admirably as yours.” ‘The teachers too 
are recognizing in increasing numbers 


members secure reductions 


the value of the association’s work. 
Several hundred new members were 


gained last year and the present member- 
ship of 5668 represents a gain of 1600 
over the number enrolled up to Novem- 
ber 1 of last year. 

The Association’s plans for the future 
are based upon the successes of the past, 
modified and enlarged to meet modern 
needs and demands. 

Education in America is _ passing 
through a period of transformation. In 
that transformation professional organ- 
The 
Brooklyn Association is endeavoring to 
do its share. Efficient service to and by 
teachers is its aim. 


ization is playing a major part. 























































aad ae 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





December, 192 





The Journal of the 
National Education Association 





Published monthly except July and August by the 
National Education Association of tugl 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- 
partments, to vote for delegates to the Representative Assem- 
bly, to hold office, and to receive the Journal monthly. 

The payment of $5.00 instead of $2.00 entitles an active 
member, in addition to the privileges of the $2.00 member- 
snip, 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 Jowrnal. 


Subscription to non-members is $2.00 per year; single 
sopies, 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 Washin, , D. C., ander the act of August 24, 

i912. Acceptance for mailing at special rate of post 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, 








Dr. Finley's Proposal 
RAUGHT with enormous con- 
sequences for the future of the world 

is the proposal of Dr. John H. Finley, 
editor of The New York Times, that 
the international debt arising from the 
world war be converted into a perpetual 
trust fund for the education of the chil- 
dren of the world. The proposal recalls 
the use which was made of the Boxer 
Indemnity Fund. The many Chinese 
students who have studied in American 
universities with their expenses paid 
from this fund have done more than 
any one thing to bring about understand- 
ing and codperation between China and 
the United States. They have brought 
to Amer:cans a broader outlook and to 
the Chinese people an appreciation of 
American ideals. 

Perhaps this experience accounts for 
the increasing favor with which Dr. 
Finley’s proposal is being received by 
leaders in every phase of American life. 
This proposal is worthy the serious con- 
sideration of educators everywhere. Let 
those who believe that it should be car- 
ried out call the project to the attention 
of civic organizations generally. The 
project as embodied in an address de- 
livered by Dr. Finley at Andover, 
Massachusetts, on July 4, is as follows: 

“And the beginning of international 
morality is to be found in advice similar 
to the Master’s advice to the rich young 
man—not that we wish to sell all we 
have, but that we shall let what is owing 


us be used for the benefit of the children 
who have suffered most from the great 
war. We have had a world war for 
freedom. We should have a world plan 
for giving the children an elementary 
chance to enjoy the freeing of the soul, 
which is, with the unity of mankind, 
the ideal state. <A plan that I proposed 
some time ago, and as to which I have 
now been encouraged by its support by 
men of large financial experience, is that 
the Allied debts be made a permanent 
trust fund to be administered for the 
education of the children of all peoples, 
so far as they can be so applied. ‘This 
proposal has been characterized as good 
business—not to demand the full pay- 
ment of these debts with interest. “The 
fundamental thought on which I based 
the proposal is that the world as a whole 
owes something to the children who 
have had no fair chance yet, because of 
what those upon whom they are _ nat- 
urally dependent have sacrificed for the 
good of the world as a whole. 

“My original proposal was that the 
principal should be cancelled as it was 
thus spent, but a very prominent man 
has proposed the application of merely 
the interest at the rate of five per cent 
annually for this purpose—that is, when 
it can be paid—a ten-billion-dollar war 
debt converted into a perpetual trust 
fund for the children of the world, 
especially for those who have come 
trailing from the clouds of glory into the 
midst of the world’s war, for they have 
not a ghost of a chance to come into the 
heritage of their generation. Five hun- 
dred million dollars a year, assuming 
that this could be paid—an incredible 
number of Austrian crowns and Rus- 
sian rubles and Polish marks—which 
would give an elementary training to all 
the children! Ten million children a 
vear taught the best that has been de- 
livered unto men or invented by man- 
kind, and led, in that tuition, toward 
the conscious unity of the race, toward 
planetary consciousness! Has a more 
stirring opportunity been offered to any 
people than is ours, in the refunding of 
this great war debt in such way as to 
make it a blessing, when it can be paid, 
to the next generation or generations, 
instead of a crushing burden to the tax- 
paying generation of the present? If 
we were to demand our pound of flesh 
we should deserve the future fate of 
those in the Inferno, an eternity swathed 
about with cloaks of lead covered by a 
veneer of gold. It would be the great- 
est fund ever established on the earth 
for the salvation of civilization.” 


Federal Aid without 
Federal Control 


HERE ARE a few sincere oppo. 
nents ef the Towner-Sterling bil] 
who believe that Federal control of edy- 
cation, even though specifically inhibited 
by the terms of the bill, must eventually 
result from Federal aid to education, 
There are a few others who are opposed 
to the bill on quite opposite grounds— 
namely, that Federal aid with out Fed- 
eral control is an ‘‘absurd”’ theory. 
Those who assert dogmatically that 
Federal aid must inevitably result in 
Federal control make an assumption that 
is not only gratuitous but in defiance of 
every relevant precedent in our history, 
Federal aid for education began with 
the famous provision of the Land Ordi- 
nance of 1785, which set aside for the 
support of schools the sixteenth section 
of every township in the territory af- 
fected by the act. In various forms, the 
principle has appeared in subsequent 
legislation, but never with the slightest 
effort on the part of Congress to exer- 
cise, assert, assume, or even imply any 
authority to control the schools in aid 
of which the grants have been made. 
Thus a record of Federal aid extending 
over a period of 137 years has shown 
not the slightest tendency toward. the 





IR JAMES YOXALL, general sec- 

retary of the National Union of 
Teachers of England and Wales. It is 
this organization that has fought to pro- 
tect education in Britain from an after- 
war reaction much more severe than has 
been felt in the United States. 





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Vol. 11, No. 10 


THE JOURNAL OF THE NATIONAL EpucatTion AssociAT!I0N 





aa ae 


centralization which some opponents of 
the Towner-Sterling bill fear. 

In making a land-grant to the Ohio 
Company in 1787, Congress (then op- 
erating under the Articles of Confedera- 
tion) donated two townships for the 
endowment of a university. A similar 
but smaller donation was made on the 
occasion of the Symmes Purchase in 
1794. ‘These two grants not only led 
to the establishment of two important 
institutions—Ohio University (Athens) 
and Miami University; they served also 
as a precedent for the land-grants that 
have since been made to newly admitted 
States in the interest of higher education. 
Practically every State university of the 
West had its origin in this generous 
policy of the National Government. 
Congress, however, exerted no control 
over the affairs of Ohio University or 
Miami University; it exerts no control 
over the university of the latest State 
admitted to the Union. Here the record 
of aid without interference covers 135 
years. 

The present Constitution less 
than thirty years old when Congress 
established the precedent of making 
money-grants to the new States “for the 
encouragement of learning.” Illinois in 
1818 was granted five per cent of the 
net proceeds from the sale of National 
lands within its borders, with the 
proviso that a certain proportion of the 
allotment should be spent. for schools. 
In all, twenty-seven States have had the 
advantage of these “five per-cent”’ funds. 
New Mexico and Arizona are the latest 
to receive this subsidy. The schools of 
New Mexico and Ar:zona are no more 
controlled by Congress than are the 
schools of Illinois. Here is a policy of 
Federal aid that has been in operation 
more than a century without entailing 
the dire consequences of Federal control. 

In 1862, President Lincoln signed the 
first Morrill act. From the grants of 
public lands provided for by this act the 
State agricultural and mechanical col- 
leges have developed until they constitute 
today the most extensive system of 
higher technical education in the world. 
No provision for National control went 
with the first Morrill act. In 1875 the 
question was raised in Congress whether 
the proceeds of the land-sales were being 
properly used by the States. Mr. James 
Monroe, of Ohio, moved to “investigate 
the colleges established under the grants” 
of 1862. ‘The investigation was com- 
pleted in 1875, and Mr. Monroe himself 
made the report—one entirely favorable 
to the colleges.’ In 1887, the first 


was 


Hatch act was passed providing annual 
cash appropriations for experiment sta- 
tions in connection with the State agri- 
cultural colleges; these stations were en- 
tirely under State control. In 1890, the 
second Morrill act extended the prin- 
ciple of money-grants to the 
colleges themselves, again without insti- 
tuting any form of centralized control. 
In 1906 and 1907, the Adams and 
Nelson acts increased the annual money- 
grants—but still without the 
suspicion of control. 


annual 


faintest 
Here a far-reach- 
ing policy of Federal aid with complete 
State 
operation for sixty years. 

The only law through which the Na- 
tional Government seeks even to supe:- 


control has been in successful 


vise the expenditure of the funds that it 
appropriates to the States for education 
in public institutions is the Smith- 
Hughes act of 1917. ‘This law requires 
that each State’s plan for vocational edu- 
cation shall be approved by the Federal 
Board for Vocational Education before 
an allotment is granted from the Federa! 
treasury, and further stipulates that the 
work done by the States after accepting 
the provisions of the act shall be open 
to inspection by agents of the Federal 
Board. 

While these provisions do not by any 
means constitute Federal control of voca- 
tional education in the several States 
(for they affect only those phases of the 
work for which Federal funds are ex- 
pended), they have introduced an el- 
ement of oversight and inspection the 


need for which, if it ever existed, has long - 


since passed. “The Towner-Sterling bill 
quite properly returns to the established 
precedent based upon good faith between 
the States and the Nation—an assump- 
tion that was sacrificed in the Smith- 
Hughes act at the insistence of certain 
interests, some of which now condemn 
the Towner-Sterling bill on the ground 
that it “threatens” the educational au- 
tonomy of the States! It is worthy of 
note, too, that the National Education 
Association by resolution has urged an 
amendment of the Smith-Hughes act 
that will make its administration con- 
sistent with the principles embodied in 
the ‘Towner-Sterling  bill—principles 
that not only are in clear harmony with 
the historic precedent but also have justi- 
fied their existence and _ perpetuation 
through the unquestioned success of their 
application. 

So much for the contention that Fed- 
eral aid must inevitably bring with it 
Federal There still remains 
the contention that Federal aid without 


control. 








OHN H. FINLEY, editor of the 
New York Times, proposes 
that the Allied debts be made a per 
manent trust fund to be administered for 


children 0 f all 


who 


the education of the 


peoples. 


“absurd” doctrine. 
that this ‘“‘absurd”’ 
has achieved most desirable re- 
sults—results which, in our country and 
under our Constitution, could have been 
achieved in no other conceivable way. 


Federal control is an 
‘Lhe 
theory 


answer is 


Loss and wastage, it is true, were inci- 
dent to the early administration of the 
land-grants, but the stimulus that these 
grants gave both to the common schools 
and to the State universities far overbal- 
ances the waste, unfortunate as that was. 
Nor should it be forgotten that these 
losses were limited to the States that 
were admitted while the policy was still. 
in an experimental stage of its develop- 
ment. Far better the early losses than 
either the lack of the stimulus or the 
imposition of a Federal domination that 
might have accomplished the same results 
more quickly but at a 
principle. 

“Absurd” as the doctrine may appear 
to be in theory, then, it has worked ulti- 
mately to an otherwise unattainable 
practical result of unquestioned value. 
And in doing this it has been refined to 
a point where the waste and inefficiency 
that it once may have involved no longer 
characterize its application. it is 
through just such twistings and turnings 
and writhings that democracy sets its 
precedents and gives birth to its effective 
institutions. And American democracy 


sacrifice of 











416 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION December, 1922 
is and always has been essentially jealousy, it is reasonable to assume that latter are in the flivver class. Moving- 
pragmatic. What it asks of a theory is_ it also foments class envy among our own picture art, we concede, may be either 


not whether it is “absurd” but whether 
it works. 


Another Charge Against 
the Movies 


HILE public attention is fre- 

quently drawn to immoral tend- 
encies in the moving-picture drama, it 
is usually the grosser forms of im- 
morality that the critic has in mind. Of 
equal significance and much more subtle 
in their influence are the misinterpreta- 
tions of life that the typical movie play 
presents. Writing in the New York 
Times, Mr. P. W. Wilson, a former 
member of the British Parliament, 
charges against the American films 
shown in England much of the ill-feeling 
of the English masses toward the United 
States, and for a reason that Americans 
may well ponder as giving a possible 
clue to some of our own social unrest: 

“The important factor in the movies, 
when exhibited abroad, is not their ethics, 
as applied to morals. Nor is it the use 
ot the pistol. The thing that matters 
to international friendship is_ their 
presentation of unbounded wealth in 
these United States. Everyone in the 
movies can afford a telephone. At the 
disposal of everyone in the movies is an 
expensive automobile. The movie Cin- 
derella may commence her career in 
some small town, but it is only to con- 
tinue it in mansions which, by their 
number, variety, and size, Would tax the 
modest purse of a Vanderbilt or a 
Morgan. A dinner party is set in a 
style that impels one to regret the 
simplicities of Louis XIV. And the 
costurnes—well, even an average dance 
is as extravagantly gowned as a Drawing 
Room at Buckingham Palace. The 
more real the picture, the more definite 
is the conviction that it carries of a 
lavish luxury, unparalleled in the 
history of civilization. . . . The 
theme is usually a triumph—it may be 
of brains, it may be of muscle, it may 
be of beauty; but anyway it is success. 
Hero and heroine must, as it were, put 
it over, escape from the crowd, and enter 
the charmed circle that has time and 
money to pose on the terrace in the 
moonlight. . . .” 

If, as Mr. Wilson charges, this con- 
stant depiction of vast wealth, lavish 
luxury, and oriental splendor, easily 
acquired and selfishly exploited by callow 
youth, is a potent cause of international 





people. Collectively we may be a very 
rich people, but as individuals most of 
us have to struggle fairly hard for what- 
ever luxuries we enjoy. Internationally 
speaking, we may be “long” on tele- 
phones and automobiles; but a goodly 
share of the former are on “party lines,” 
and an overwhelming majority of the 


realistic or idealistic; but its realism 
should be true to life, and when it 
ventures to idealize, it should portray 
something that is worth striving toward, 
The typical pictured drama does neither, 
and herein lies its bad art and, we 
venture to say, its most dangerous im- 
moral influence. 


School Savings in 1921-1922 


Leo Day WoopwortH 


Deputy Manager, American Bankers Association, Savings Bank Division, 
Five Nassau Street, New York City 


VER 1,200,000 PUPILS deposited 

a total of over $5,700,000 through 
the savings banking systems in schools of 
the United States during the school year 
of 1921-1922 according to the annual 
compilation of the Savings Bank Di- 
vision of the American Bankers Associa- 
tion. ‘These figures have been received 
from 382 jurisdictions and a total of 
4700 school buildings in which the sys- 
tems are operating. A pamphlet copy 
of the detailed report may be obtained 
by member banks or educators upon ap- 
plication to the Association’s office in 
New York. 

The most effective systems are sum- 
marized in the Honor Roll reproduced 
herewith, although we note that as in- 
dividual bank accounts are of equal if 
not superior importance to systematic 
saving it may be desired in the future 
to limit this honor roll to those cities 
officially reporting eighty or even eighty- 
five per cent of the enrolment as owners 
of pass-book accounts. 

Lines of advance—A substantial in- 
crease in interest has been noted. Su- 
perficial inquiry has been received from 
hundreds of bankers and educators and 
those engaged in the work begin to see 
their responsibility in a new light. A 
weeding out process in both ideas and in 
methods was inevitable. ‘The process 
is now progressing. Both sentimental 
interest and makeshift methods have 
been found inadequate for maintaining 
the enthusiasm with which pupils will 
receive almost any savings system that 
has been offered. The lines of develop- 
ment seem to be as follows: 

Educational purpose—First, realiza- 
tion that the purpose of school savings 
banking is and must be strictly educa- 
tional. Schools must not be used as 
mere agencies for collecting deposits. 


Savings banking must be correlated with 
the school management and curriculum. 
Experience has shown indisputably that 
any system which is not so correlated 
will be a failure. 

The educational purposes include in- 
dividual understanding of the economic 
function of banking. No pupil should 
leave the higher grades until he has some 
practical insight as to practices and 
principles of finance. Every child can 
become informed on the function of 
banks in general in safeguarding savings 
(capital) and in making the aggregate 
of small deposits, available for commu- 
nity advancement without restricting 
each depositor’s privilege to spend and 
invest. Each pupil needs to become 
familiar with ordinary banking methods 
and the valuable services whiich the bank 
stands ready to supply. 

Evidence accumulates as to the value 
of this work in reaching illiterate for- 
eigners who either are ignorant of the 
American banking system or fear to 
enter its imposing buildings. Real 
Americanization is being accomplished. 

Practical methods—Second, the meth- 


ods tend: to standardize along two 
lines—teacher convenience and _ pupil 
protection. 


Teachers should not be burdened with 
either interruption of schedules or re- 
sponsibility for property and_ records, 
although the teacher should have super- 





SAVINGS OF PUPILS 
(A. B. A. Reports) 


Number 
partici- 


Amount 
of savings 
deposited 
$5,775,122 | 

4,158,050 | 

2,800,301 


pating 





1921-1922 
1920-1921 
1919-1920 


1,295,607 
802,906 
462,651 




















ee oe ok 








yision and control that the project may 
be correlated with all school work and 
be made attractive and effective for 
every pupil. Therefore the plan of 
definite banking periods has been quite 
generally accepted, usually confined to 
a few minutes on one day each week. 
Teachers are being relieved of book- 
keeping operations and especially of the 
reports which were incident to many 
early systems and required her attention 
after the banking period. It is now 
customary for all accounting to be 
handled in the bank unless pupils are 
systematically organized for that work 
through the commercial departments or 
otherwise. 

Pupils are receiving practical demon- 
stration as to the protection assured for 
their funds by the bank from the time 
of deposit. Not only is organized visita- 
tion of banks being encouraged, but the 
protection by a pass-book and the bank’s 
care in safeguarding money are being 
demonstrated. In one city, the bank 
uses a specially constructed vault that 
fits the taxi which makes the collection 
from principals’ offices. 

Bankers recommend method—The 
pass-book method of conducting school 
savings banking systems has been en- 
dorsed by the Savings Bank Division of 
the American Bankers Association, in 
accordance with the report of a special 
committee which gave long and careful 
study to existing plans with the view 
to developing a standardized method. 
It is worthy of note that a majority of 
the members of the committee were 
using stamp systems at the time of their 
appointment. 

The committee’s report, as adopted by 
the Executive Committee of the Division 
and then formally approved by the 
recent general convention, states the fol- 
lowing principles: 


1. A pass-book system which will be 
operated by actual collections of money in 
the schools on certain days of the week, the 
amounts to be entered in a school folder, or 
scheol pass-book. 


2. The transfer of these school funds to 
be made to individual accounts opened at 
the bank, after an acceptable amount has 
been accumulated on the school folder. 


3. The active coéperation of teachers, with 
an optional feature whereby high standing 
pupils may act as tellers and cashiers within 
the respective grades, in order to relieve the 
teacher of the detail duties required. 

4. No recommendation is made for any 
particular pass-book system, but if the Secre- 
(tary of the Savings Bank Division is re- 
quested to furnish a complete system with 
forms prepared, he can recommend any plan 
that complies with the above requirements 
and that meets with the approval of the 





Honor Roll 


School Savings Banking Projec:s — 1921-1922 


Rank City and State 


*Rochester, 


ee ee 





Wilkes-Barre, 


Minneapolis, 


ee 


COON A MNSwnNe 


_ 


Youngstown, 







Springfield, 


NN 


*Does not operate below Grade 4. 


Huntington, 


wmbwhb 





CoN CO 





Morristown, 
Cannonsburg, 


Pe Ricliietiaetannie sitotoaaraiaadl 


Mbwh eo 


font 


| ae 


CoN 


Mechanicsville, 


© 


ee ee 


ee ee 


_ eeWeTe tate eee 








Middletown, Ohio........... 
Poughkeepsie, ’ c 





Connellsville, P; - ‘ ; j : : 7 : : " 


Jamaica Plains, Mass....... 


Rutherford, 


COON A UNSWNH 


I 








Vol. 11, No. 10 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


Total Numbe 
Enrolment 
in Schools Partic- 
Operating ipating 


Enrolment over 1Ic,cco 


2 ‘ 
*) + 


27,717 27,252 
11,408 10,682 
22,000 * 20,460 
17,061 15,408 
18,834 15,602 
55,246 47,248 
23,500 19,992 
12,310 10,404 
85,099 71,657 
21,029 17,053 


30,717 25,000 
10,044 8,036 
12,861 10,145 
21,478 16,701 
10,088 7,751 


23,387 17,492 
38,204 28,529 


Class B—Enrolment 5000 to 10,000 
2 Te ee Pee 


8,512 8,151 
5,143 4,712 
7,017 6,126 
8,626 6,956 
5,274 4,110 


5,916 4,690 
9,003 7,00 
6,286 4,728 





Class C—-Enrolment 2000 to 5000 


2,355 2,342 
2,334 2,849 
4,507 4,442 
2,575 2,509 
4,729 4,600 
2,330 2,264 
2,500 2,000 
4,749 4,390 
2,211 2,041 
4,479 4,000 


3,591 3,184 
2,723 2,396 
2,059 2,335 
2,659 2,322 
4,502 3,399 





4,007 3,467 
2,855 2,437 
,000 1,700 
2,737 2,362 
2,798 2,462 





2,032 1,691 
3,188 2,626 
35449 2,551 
3,505 2,879 
2,170 1,772 





2,582 2,300 
4,330 35493 
4,156 3.322 
2,799 2,225 
2,175 1,700 


2,200 1,724 
3,058 2,357 
2,836 2,178 
3,216 2,452 
2,237 1,713 


Class D—Enxrolment Under 2000 


1,225 1,223 
372 370 
979 964 

I,110 1,086 

1,002 1.532 
32 3I1 

1,795 1,600 
822 769 

1,437 1,334 

1,331 1,219 





on page 418) 














of Pupils 


80,862.7 


51,604. 
102,023.42 
14,040.97 


7>234-3 
3,667.0 
4,933-59 


13,3384. 





2,841. 
12,254. 
13,959.81 
10,890. 

3,263. 


7+312. 
23,341. 
15,254.72 
1,935- 
1,320. 


12,296. 
9,729. 
12,404. 
14,338. 
6,7 20. 


95- 
8o. 
98. 
3-90 
2.41 


wre dud 


1,140. 
5,831.51 
2,943. 
2,679.90 
1,419.60 







\mount 
Collectcd 


$76,236.57 
31,555.02 
56,988.31 
795503-37 
117,690.81 


+-33 
1.16 
40,025.07 
2.60 


104,051.70 








81,603.54 







31,106.78 
»7 13-13 


«O05 


375549-19 
15,259.01 


15,439.72 
17,440.00 
11,423.81 


12,126.18 
16,097. 
13,001.93 
11,399.84 
40,6065. 


04 


00 


4,977-31 
$0.03 
24,490. 

7+133- 
19,087. 


00 
19 
42 





4,124.56 
14,146.61 
5,362. 
5,151.93 
4,001. 


80 


74 


NN 


oo 
86 





90 
58 


84 
47 






04 
60 


oo 


9o 








89 
99 
03 
94 
35 











68 
94 
19 


06 
78 












































































tN 


tf 








Nom wW WN 


wwh 





ee 





mw 








nn 








i 




















~ 





























“web WN 


wut 











Nw 





yw 


N 


















Cnpnun 
Ow np 





Own 
>w 


























wut wb 
Nuun Ore 
NON 

wwtwr 




















vue 














KeNND 


= WN 








Ny 





























ONN 
w wn 











own 











ewe hb 








wn 





Ow 











7 

















N 





wounst 
wenn 














“LUN 
~~ 


1 


ewww 


“es to wb 







THe JoURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


a 











HONOR ROLL—School Savings Banking Projects—1921-1922 


(Continued from page 417) 


Total 
Enrolment of Pupils 
in Schools 
Operating 


Per Cent 
Partici- 
pating 


Average 
Individual 
Total Deposit 
Amount ne emcee, 
Collectcd Gross Net 


Number 


Partic- 
ipating 


Class D—Enrolment Under 2000 





I 


3 








Clearfield, 
Seymour, 
Mt. Sterling, 
Follansbee, W. 
Atlanta, Ga 


N. Plainfield, N. 
Warwood, W. 
Mt. Joy, 
Toronto, Ohio 
Sterling, Ill 


McMechen, W. 
Schuylkill Haven, Pa 
Port Jervis, N. Y 
McDonald, 

White Bear Lake, 


Conn 
Ohio 
Mei diaee.s0.2 


Minn... 


S. Charleston, W. Va 


i. ee 
Wis ear 


Sistersville, 
Marshfield, 
Stroudsburg, 
Logan, Ohio 


St. Albans, W. 

ae. Aree errr re 
Rae. ROWS. od cast ncceass 
Te eS ee 
Carnegie, 





Appleton, 

New Martinsville, 
Warsaw, 
Waverly, N. 
Niles, Mich 


Ramsey, N. 
3ogalusa, 





Executive Committee of the Savings Bank 
Division. 

5. It is recognized that any complete and 
detailed system with all official forms pre- 
pared would be impractical at this time, and 
that it is better to reach an agreement on 
the general principles of school savings as, 
viewed from information and statistics al- 
ready collected, leaving some room for im- 
provement. 


With reference to this decision it may 
be well to note that (1) the official 
blanks now being prepared are not the 
only ones which will comply with the 
principles now adopted, and (2) the 
amount required for the opening and 
subsequent deposit on regular bank ac- 
count are to be determined locally, but 
it may be regarded as established that 
(3) the child is entitled to the protec- 
tion afforded to adults by the pass-book 
method which includes a signature card, 
(4) the bank should be able to identify 
the owner of each and every penny re- 
ceived on deposit and (5) every trans- 


action in the school banking system 


should be so conducted as to inspire con- 
fidence in our American banking system, 
promote accumulation for future use, 
and avoid temptation to criminal instinct 


1.403 
I,t1s 

317 254 
1,044 
1,326 


1,423 
767 
454 
811 697 
1,573 


721 612 
1,028 
1,772 
1,696 
1,180 


833 
1,090 
1,909 
I,rt1i9g 
1,545 


735 593 
846 
975 784 
1,483 
1,560 


1,673 
860 
1,009 
1,050 


1,783 


1,280 
466 





18,318.65 
1,310.41 
727-11 
2,500.00 
4,000.00 


1,320 
995 


930 
1,176 


1,260 
660 
393 


2,180.44 
4,170.09 

832.26 
2,007.08 
1,338 3,368.67 
3,378.57 
5,083.74 
14,872.65 
9,653.54 

2406.20 


870 
1,485 
1,419 

984 


683 
goo 
1,556 
905 
1,250 


327-51 
3,166.02 
1,173.00 
2,798.43 
1,194.78 


1,649.71 
2,651.42 
2,832.17 
4,522.07 


12,848.57 


682 


1,187 
1,250 


1,328 
680 
790 
820 

1,395 


2,058.51 
35730-13 
3,915.12 
4125-77 
2,832.07 


1,331.34 
1,203.84 


965 
353 


which exists wherever money or nego- 
tiable equivalents are left unguarded. 

We must again note that neither 
school people nor bankers can be relieved 
of the more important phases of school 
savings banking by the use of any ma- 
terial device which has been or can be 
conceived. Neither is it desirable to 
defer the installation of a school-savings 
banking system until a_ satisfactory 
course of instruction in “thrift” has been 
devised. 

Thrift being a virtue and therefore an 
element of individual character, it is 
perhaps more attractive in the abstract 
than in the concrete. The saving of 
money is merely a phase of thrift which 
needs to be urged in order to counteract 
the generally abundant opportunities for 
spending which range from the lollipop 
cart to the wiles of the securities 
salesmen. The reasonable saving of 
money for future enjoyment should be 
taught in every school by means of 
school-savings banking. 

Future  progress—Indications war- 
rant the expectation that the next school 
year will see even more important 
progress in both the theory and the 
practice of school-savings banking than 








December, 1922 


are here recorded. 





For instance, 


we 
note the recent resolutions of the 
Georgia Bankers Association: “Re: 


solved, that the association endorses Most 
heartily the efforts made by the Amer- 
ican Bankers Association to encourage 
thrift among the children of our coun. 
try with particular reference to the 
establishment of savings systems in the 
schools. We urge that this matter be 
given thoughtful cons:deration and we 
recommend that the children of our 
schools be encouraged in habits of thrift, 
that they be made familiar with the 
fundamentals of sound business proce- 
dure, and that every effort possible be 
made to impress on them the necessity 
for preparing themselves for the re- 
sponsibilities that will soon develop upon 
them. In this work we urge that no 
artificial stimulus be used—no incentive 
that is not in keeping with sound busi- 
ness practice. We feel that a great in- 
justice would be done them should 
children be induced to save by offering 
payment of interest at rates higher than 
those usually paid adult depositors, or if 
any steps be taken that would create an 
unsound impression in the minds of our 
future citizens.” 

The thrift committees of the parent 
teachers’ associations in several States 
are expected to foster school savings 
banking because of its practical and per- 
manent value. The work of such com- 
mittees will be greatly facilitated as soon 
as the official suggestions of the Amer- 
ican Bankers Association are available. 

All teachers and others who are in- 
terested in this subject shall forward any 
inquiries to the American Bankers Asso- 
ciation through the banks which are 
members of that Association. 























O INFINITE patience add 

a little wisdom, carcfully 
strained through profitable ex- 
perience, pour in a brimming 
measure of the milk of human 
kindness, and season well with 
the salt of common sense. Boil 
gently over a friendly fire made 
of fine enthusiasm, stirring con- 
stantly with just discipline. 
When it has boiled long enough 
to be thoroughly blended, trans- 
fuse it by wise teaching to the 
eager mind of a restless boy 
and set away to cool. Tomor- 
row he will greet you an edu- 
cated man.— Edwin Osgood 
Grover. 








nn nee 
ee 













~ 


—_ en 


inte 


SE nr PST URE 








Vol. 11, No. 10 






THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


The Boston Meeting’ 


Abstracts of Addresses Before the Department of Elementary Education, the 
Library Department, and the Department of Rural Education 


HE mental health of young chil- 

dren—The spirit of good sports- 
manship needs to be encouraged. 
Admiration for the good player should 
be stimulated. ‘The loser should be in- 
spired to profit from his mistakes and 
the victory of others. To teach children 
to lose gracefully without ill-will should 
be the aim of every good teacher. 

Success is one of the necessities of 
healthful living. It takes the sting out 
of worry and makes life happy and ef- 
ficient. Habitual failure leads to de- 
pression and a morbid state of mind with 
accompanying nervous disorder. In the 
more perfect school system of the future 
we may hope that failures will be so 
uncommon that they will be reduced to 
a vanishing point. 

In dealing with little children we 
should try to realize that their problems 
are often as acute as, if not more so, than 
our own and that it is very important 
that they should be taught to solve them 
in a satisfactory way. Training chil- 
dren to make clear-cut decisions and to 
act in difficult situations eliminates the 
feeling of helplessness, reduces fear, and 
repels worry. Encouraging children to 
do their best and to abide cheerfully by 
the consequences is of tremendous worth 
in furthering a happy childhood and in 
the prevention of nervous breakdown in 
later life—J. Mace Andress, Head ci 
the Department of Psychology, Boston 
Normal School, Boston, Massachusetts, 
before Department of Elementary Edu- 
cation, July 5. 


RESENT day tendencies in educa- 

tion—Perhaps the greatest tendency 
in modern education and one that should 
be exploited to the utmost degree is to 
use the children’s coéperation and abil- 
ity to serve. We now turn men and 
women into full citizenship, allow them 
to vote, ignorant when they are twenty, 
no better prepared they 
twenty-one, and expect to have good 
government. We do not get it, and 
will not get it until you and I, and 
every teacher, are working for citizen- 
ship from the first day the child is con- 
fided to us. If in place of our deciding 
everything we let the children have a 


when are 





*Prepared for THe JourNaL by The Di- 
vision of Elementary School Service 





chance, ask from each as much as pos- 
sible, g:ve them increas:ng opportunities, 
lead them on day by day to greater de- 
velopment, then, just as surely as we 
do that, the time will come when they 
can shoulder the responsibilities we are 
carrying today far better than we are 
doing it. In building up this social and 
moral responsibility, precept has some 
part, but examp!e and participation, and 
being responsibility, have the 
greatest influence—Eugene R. Smith, 
Headmaster of the Park School, Balti- 
more, and the Beaver Country Day 
School, Boston, before Department of 
Elementary Education, on July 5. 


given 


HE adjustment of elementary edu- 

cation to the Project Method—The 
normal school student who has studied 
geography by the project method will 
understand what is meant and will have 
relatively little difficulty in adjusting her 
activities when she comes into the prac- 
tice her hand. Mere 
theory, by itself, however, will not ac- 
complish, as it never has accomplished, 
an effective making-over of the student 
The ad- 
justment of elementary education to the 
project method has been going on for a 
long time. We have reached the point 
where the various. conceptions it em- 
bodies may be eftectively combined and 
focused in a single fundamental point of 
view. ‘The time is right for the wide- 
spread application of a philosophy of 
method. For more than a generation 
we have had mainly a somewhat formal 
scheme for the conduct of the recitation. 
The concept of method is much 
more far-reaching and much more flex- 
ible. It affects, as we have seen, many 
of the more important aspects of educa- 
tional organization and endeavor. Be- 
cause it is found in life we can go to life 
for its meaning and interpretation, and 
because it is as far-reaching as life, it 
is also inexhaustible in its possibilities. 
The most effective lessons in method are 
the examples set by the teachers them- 
selves.—James F. Hosic, Associate Pro- 
fessor of Education in Charge of 
Extramural Courses, Teachers College, 
Columbia University, New York City, 
before Department of Elementary Edu- 
cation, on July 5. 


school to try 


teacher’s notion of teaching. 


new 








419 





HE education of young children in 
mistortune 
can be greater than that country chil- 
dren should grow up with the conviction 


rural communities—No 


that life on a farm is necessarily one oi 
uninspiring drudgery. Yet this is the 
attitude we are implanting in them by 
the shortsighted system through which 
we have crushed out joy and beauty and 
inspiration from education of country 
children and substituted a little formal 
knowledge designed to increase produc- 
tion and thereby save the Nation from 
rearing a peasant class or from added 
increase in the cost of living. 

It is not safe to leave the child to the 
chance of being educated by his environ- 
ment unassisted. All country children 
are not Lincolns in ability. “The funda- 
mental principles of sound education for 
rural ‘as for city children recognize the 
importance of bending the twig as the 
tree should grow. - The opportunities 
and materials of education, varied and 
abundant as they are in the country, 
must be and used. Only 
those with special adaptability and train- 
ing can do this best.—Katherine R. 
Cook, Specialist in Rural Education, 
U. S$. Bureau of Education, Washing- 
ton, D. C., before Department of El- 
ementary Education, July 5. 


organized 


[ibaa Riss and librarians—It is im- 

portant that the relations between 
and libraries be clearl, 
understood, not merely by librarians and 
library trustees, but by the general pub- 
lic as well. 


school public 


Until those relations are 
understood there will be more or less 
working at cross purposes and more or 
less confusion in the mind of the general 
public. ‘The school and public libraries 
are the two parts of a whole, and while 
each may help the other, and should do 
so, neither can do the work of the other. 
The school library deals chiefly with 
children, while the public library should 
be most concerned with adults or pupils 
who are approaching adult age. 

What is the work of the school li- 
brary? Primarily to act as a feeder for 
the public library, so that children will 
make use of the public library both for 
pleasure and for instruction as long as 
they live. It should train the pupils to 
use the public library intelligently. In- 
cidentally it should train the children 
to use a library to supplement the study 
of geography, history, English, science, 
and other subjects taught in school.— 
Sherman Williams, State Department of 
Education, Albany, New York, before 
Library Denartment, July 5. 


J. MACE ANDRESS 


head of department of psy- 
chology and child study, 
Boston Normal school, Bos- 
ton, Mass., who spoke on 
mental health of children. 


professor 


University, 
City. 


HE rural school library—A _ well- 

equipped and well-selected library 
plays an active and an important part 
in the life of the rural school. The 
time is approaching when each State 
will consider such a department an in- 
dispensable feature of every consolidated 
school. The librarian in charge, trained 
in educational as well as library methods, 
will be employed for full-time and 
possess a status equal to that maintained 
by the head of any other recognized 
school department. She will portray 
not only a love for and understanding 
of childhood, but a genuine interest in 
rural life and an eagerness to share in 
the solving of its problems. 

Since the consolidated school is, in 
many instances, the center of the com- 
munity, the library has an unusual op- 
portunity to exert its influence. While 
it is not advisable, especially in localities 
which support public libraries, to allow 
the public to use the school library, it is 
possible to reach the community through 
the children. The school library should 
be a stepping-stone to the public library, 
and members of the younger generation, 
if properly trained to know and ap- 
preciate books, will, in the future, de- 
mand adequate library service for their 
communities. “Through the influence of 
the library, National community honor 
and loyalty are fostered and deepened, 
and through.the inspiration of books it 
is possible to create a living faith in 
country life—Ruth B. Drake, Libra- 
rian, Chazy Central Rural School, 
Chazy, New York, before Library De- 
partment, July 5. 


HE spirit of library service—The 
method of library service is essen- 
tially that of codperation. The best 
barometer of the library is the desire 
and ability of its staff to coéperate with 





JAMES F. HOSIC 


of education, in 
charge of extramural courses, 
Teachers College, Columbia 
New 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


SPEAKERS AND OFFICERS AT BOSTON 


KATHERINE M. COOK 


specialist in rural education, 





SHERMAN WILLIAMS 


chief of school libraries di- 





December, 1922 





MRS. EDWARD S. CARTER 


librarian of the Port Arthur 


United States Bureau of Edu- vision, State department of Memorial Library, Port 
cation, Washington, D. C. education, Albany, N. A Arthur, Texas, who was 

York and director of rural educa- president of the Library De- elected vice-president of the 
tion division. partment, 1921-22. Library Department. 





individuals, institutions, and organiza- 
The librarian should go to her 
service as to sacrament because her tools 
give to her more than to any other work- 
man the truest perspective of the past. 

The reader is continuously seeking 
the solution to some problem. Books 
point to the efficiency short-cut in every 
problem—mental, physical, or spiritual. 
The library outranks the moving-picture 
show, the vaudeville, and the city na- 
tatorium in the quality of its recreational 
service. ‘The library is the custodian of 
the traditions of justice, equality, liberty, 
and democracy. ‘The library gives the 
reader vision. He realizes that history 
repeats itself, that to look backward 
carefully and studiously is to look for- 
ward successfully, that through a knowl- 
edge of what has been one may grow a 
prophetic sense of what is to be. 

Aside from service to the individual, 
the library coéperates with institutions 
and organizations in the dissemination 
of knowledge. ‘These twain, the libra- 
rian and the book, serve as an open 
sesame for problems educational, social, 
and civic. Both the school and the 
library are an integral part of education. 
The difference is one of scope and in- 
tensity—Mrs. Edward §S. Carter, Li- 
brarian, High School, Port Arthur, 
Texas, before Library Department, on 


July 6. 


tions. 


OOKS for boys—By “boys” I mean 

normal young Americans of high 
school age—the home-grown supply, to 
whom the English language is natural 
and who have at least some ideas and 
traditions growing out of books written 
in that language. By “books” I mean 
the fiction or miscellaneous material that 
such boys may be influenced to read out- 
side the regular school hours. The 
problem is how to turn boys toward 


sound books for amusement and recrea- 
tion—even for help. 

By all means, I should say to my boys, 
cultivate a ‘love of good books—make 
yourselves book-lovers. You will gain 
much besides mere amusement. You 
will gain mental strength and moral 
tone. Your daily work in after life 
will draw upon reserve stores which you 
are laying up unconsciously by your con- 
tact with great personalities. Hours of 
loneliness will be to you unknown, so 
long as you are within reach of books; 
you will have congenial companion- 
ship—and the better the books the better 
the company. 

The book of travel will open up new 
realms for you, in your own country or 
in the uttermost parts of the sea; in the 
heavens above or in*the waters under 
the earth. The biography will intro- 
duce you to good men and true-brave 
soldiers and far-wandering navigators— 
great hearts that you are the better for 
knowing; the novel and the drama will 
stir your imagination and your emotions 
deeper than ever plummet sounded.— 
A. B. de Mille, Winthrop Highlands, 
Massachusetts, before the Library De- 
partment, July 7. 


HE helping teacher in New 
Jersey—The helping teacher is New 
Jersey's answer to the need of a plan for 
the supervision of rural schools. She is 
appointed by the commissioner, her ap- 
pointment is approved by the State 
Board of Education, and she is assigned 
to acounty. Entire charge of the class- 
room work and the pupil activity of the 
schools in her territory is in her hands. 
She must not only have professional 
training, but she must have had a wide 
experience as a teacher. She must know 


from first-hand experience the actual 
schoolroom situations that arise in each 






. 





— 



















Vol. 11, No. 10 








THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 421 


SPEAKERS AND OFFICERS AT BOSTON 





A. B. DE MILLE 


secretary of the New Eng- executive 
land Association of Teachers 
of English, Winthrop High- 
lands, Massachusetts, who 
spoke on Books for Boys. 


ciation of 


munity Leagues. 


———_——— 


type of school. She must have faced 
and solved the and amazing 
variety of problems that are the common 
lot of the rural teacher. She must work 
continuously for thorough scholarship. 
She must be consistent in demanding 
good citizenship on the part of the teach- 
ers and the children in that they shall 
perform thoroughly the work that is 
theirs to do. She must be an expert in 
handling specific subject matter. Her 
experience and her training must have 


infinite 


made her proficient in analysis, in reme- 
dial work, in applying her methods ac- 
cording to psychological principles. All 
of the work of the first helping teachers, 
if it has contributed, and is contributing, 
to the rousing.of rural America from its 
educational somnolence has been and is, 
sound policy—Rachel Anne _ Fuller, 
Helping ‘Teacher, Morris County, 
Dover, New Jersey, before Department 
of Rural Education, July 3. 


YOMMUNITY Leagues—The dis- 
tinctive thing about the educational 
revival is the activity of citizens. ‘There 
is just as much patriotism in giving 
one’s time to the betterment of civic con- 
ditions by getting good people into office 
as‘in baring one’s breast to the bullets of 
the enemy in the time of war. In every 
sphere of life the right, the true, the law, 
education must always be fought for; 
the wrong, the lawless, ignorance must 
always be fought against. It is not 
enough merely to be against wrong; one 
must be actively against it for his in- 
fluence to count. ‘The farmer must not 
only sow the useful grain but he must 
care for it and mature it. ‘The briars 


and thistles sown by accident and cared 
for by chance will flourish anywhere. 
A field neglected will not grow up in 
useful grain, but in briars and thistles. 
Avichild neglected will not become a 


GEORGE W. GUY 


secretary of the 
coéperative education asso- 
Virginia, 
mond, who spoke on Com- 


WILLIAM M. ROBINSON 


principal of the  junior- 
senior high school, Orleans, 
Vermont, who advocated 
secondary education for 
rural children. 


Rich- 


good citizen of his own accord. To 
make that child good and to educate him 
takes the activity, the energy, and the 
best thought of the community.—George 
W. Guy, Executive Secretary, Codper- 
ative Education Association of Virginia, 
Richmond, Virginia, before Department 
of Rural Education, July 3. 


H'c# school opportunity for coun- 

try children—How may we meet 
the urgent need of high school opportu- 
nity for country children? The solution 
lies first, in arousing the rural folk to a 
recognition of their need of educational 
equality; second, in providing school 
organizations and courses of study suited 
to their needs; third, in securing rural- 
minded teachers, professionally trained 
for these schools. 

Sentiment must be aroused by press 
editerials, school notes, dem- 
onstrations and exhibits of work, com- 
munity meetings and parent-teacher 
associations, and the enthusiasm of the 
teachers. The people must be aroused 
from their inferior educational facilities 
to an appreciation of the adequate rural 
school. They must become acquainted 
with the new demands made on the 
school and its changes to meet these de- 
mands. ‘They must be helped to see 
that a high-school education is an in- 
vestment, fitting pupils to their places 
in society and paying dividends to the 
community, the State, and the Nation. 
School trustees must be led to see that 
their primary function is not to super- 
vise nor administer the work of the 
school, but to employ one for that pur- 
pose who is specially trained in these 
lines and to hold him strictly account- 
able for results—William McKinley 
Robinson, Principal Junior-Senior High 
School, Orleans, Vermont, before De- 
partment of Rural Education, July 7. 


school 


Cc. G. SARGENT 


rofessor of rural education, 
he State Agricultural Col- of 
lege, Fort Collins, Colorado, 
president of the Department 
of Rural Education, 1922-23. 





MYRA L. SNOW 
president of the Department 
Elementary Education 
1922-23, and ex-president of 
the Seattle Grade Teachers’ 
Club, Seattle, Washington. 


URAL child labor—The 


tion of the evils of child 


elimina- 
labor is 
not the job of a single agency, but of 
every agency and every person interested 
life. 
knowledge of country people and their 
problems. 


est factor in 


in country The first requisite is 
‘The school can be the great- 
child-labor 
problems in general farming areas. It 


solving the 


is the greatest socializing agency at work 
in the country today. It has back of it 
vast resources of money, personnel, and 
equipment. Yet, until very recently, it 
has but dimly recognized its obligation. 
There has been no real leadership in the 
field of rural education. The kind of 
training was, and, in many localities is 
still poor. ‘The teachers are underpaid 
and inadequately trained, the equipment 
poor, and the curriculum ill adapted. 
Country «children have not been taught 
in terms of their own lives, and have had 
practically no vocational training. I do 
not want to be unduly critical. Prog- 
ress has been made and I am not un- 
mindful of the almost insurmountable 
difficulties to be overcome, but we must 
solve these problems—we must search 
deeper and understand more fully the 
why of the organizations we represent. 
We must write anew the aims and 
purposes; we must understand more in- 
telligently the needs. In doing this, we 
may be compelled to scrap a lot of our 
pet theories. If necessary let us do it 
and do it fearlessly. Child labor must 
be remedied by legislation. A strict en- 
forcement of the compulsory education 
laws will greatly help, but more is 
needed. The protection of health and 
opportunity for wholesome play must be 
given consideration, thereby safeguard- 


ing the unalienable rights of child- 
hood.—Charles E. Gibbons, Special 
Agent, National Child Labor Com- 


mittee, July 7. 









Tue JourNAL OF THE NATIONAL EpucaATION ASSOCIATION 


A Billion Dollars Wasted’ 


OULD YOU LIKE to have your 

salary doubled next year? Every 
public school teacher’s salary in the 
United States could be doubled and 
there would be four hundred millions 
of dollars to spare if the Nation would 
cease talking about it and really stop the 
waste that occurs each year from pre- 
ventable disease and death. ‘This waste 
strikes at the Nation’s_ effectiveness, 
whether it be engaged in the pursuits of 
peace or of war. 


The War’s Unrecorded Casual- 
ties—The damage done to our armed 
forces in the World War by the enemy’s 
shells and poison gas was a mere inci- 
dent to the havoc wrought by a foe of 
our own creation. For every man put 
out of action by the enemy, five never 
got into action. They were rejected for 
general military service on account of 
physical disabilities. Some of those re- 
jected for ‘general military service” 
could be used in the army in a “limited”’ 
capacity, but the majority were rejected 
outright, since they “possessed physical 
defects of such degree as to prevent their 
rendering military service of any kind.” 


In the Prime of Life—What a com- 
mentary on our National intelligence! 
One in every four of our young men 
between the ages of twenty-one and 
thirty-one unfit for general military 
service—unfit at the period in life when 
a man is supposed to be at his best. One 
in every six of our young men unfit for 
any type of military service—so far be- 
low par physically as to be a liability 
rather than an asset to our military ef- 
fectiveness, even if used in a “limited” 
capacity. 


Physical Standards Lowered — 
Was this high percentage of unfitness 
due to the use of unreasonably high 
standards in the physical examinations 
by the draft boards? The opposite was 
the case. During the war the standards 
used by examining boards were lowered 
by official action. What happened is 


‘Prepared for THe JourNAL by the Re- 
search Division of The National Education 
Association. 

*Some Lessons From the Draft Examina- 
tion, Eugene Lyman Fisk, M. D., in Journal 
of the American Medical Association, Febru- 
ary 2, 1918. 

* Dr. C. H. Keene, Director Health Bureau, 
Pennsylvania State Department of Public 
Instruction, referring to the rejections in 
connection with the Army draft examina- 
tions. 


tersely stated in the Second Report of 
the Provost Marsnal General: 

The physical standards adopted at first 
for the selective service were based on those 
used by the Army under the volunteer 
system . . . It was soon found that 
these standards were too severe. In time 
of peace, when the supply of volunteers 
ordinarily exceeds the demand, a_ high 
physical standard may be exacted. When a 
necessity exists for great numbers, many 
minor physical defects must perforce be 
waived in order to secure the requisite man 
power. 

On request of the Provost Marshal Gen- 
eral, a committee was therefore appointed 
by the Surgeon General of the Army to 
formulate a new set of physical standards. 
This was completed and promulgated to 
draft boards in June, 1918. 


The rejections, therefore, were not 
due to the use of high physical standards 
by the examining physicians. At the 
beginning of the draft high standards 
were used, that is, standards that mil- 
itary men had agreed upon in time of 
peace as necessary in recruiting an ef- 
fective Army. Our young men could 
not meet these standards. Their phys- 
ical defects were such that a high stand- 
ard could not “be exacted” and men 
with minor defects had to be accepted. 
There was a necessity for reat numbers! 

What would the figures have been if 
the war had continued to the point re- 
quiring that we place our full effective 
man power in the field? Then we 
would have called upon the men between 
thirty and forty-five. How many of 
the men of these ages would have been 
rejected for physical disability? . We 
can be certain that the percentage would 
have been much higher than for the 
younger men. The records show that 
among the men who were called, all of 
whom were under thirty-one, those 
nearest thirty in age yielded the highest 
percentage of rejections. Probably half 
of the men over thirty would have been 
rejected for general military service. 
One authority referring to this point 
states: 

Sixty per cent of unfitness between 31 and 
45 would be a conservative estimate if 
reasonable standards are maintained, stand- 
ards that aim to exclude men who would 


almost certainly be injured and broken by 
war service, even though unwounded.’ 


Why Were the Men Rejected?— 
The accompanying tabulation of the 
principal causes of rejection reveals the 
nature of the disabilities. Heart disease, 
responsible for more deaths in our gen- 





December, 1922 


eral population than any other one cause, 
is listed as the first cause for rejection, 
Tuberculosis also stands high. These 
are not minor defects! They are the 
same diseases that are striking deepest 
at the peace-time efficiency of the 
Nation. 

Do the tabulated causes of rejection 
indicate that the Nation is physically 
decadent? Are there forces in civilized 
life that are tearing down man’s physical 
resources—forces over which we have no 
control? The weight of authoritative 
opinion is to the contrary. Dr. Fiske 
in the article already quoted states: 


An analysis in detail of the causes of rejec- 
tion clearly indicates the preventable nature 
of these impairments, and also clearly points 
the way to remedial and preventive work. 


Another authority * referring to the 
causes of physical rejections states: 


1. Heart disease could be prevented by 
proper strengthening of the heart through 
physical activities, by proper removal of 
physical defects such as bad tonsils and in- 
fected teeth. 

2. Malformation of the limbs may be pre- 
vented to some extent by proper physical 
activities. 

3. Defective vision oftentimes would be 
prevented to some extent by proper physical 
activities. 

4. Under size may be prevented by proper 
physical activities, by proper instruction in 








I. Rejections for Physical Dis- 
abilities and Casualties 


United States Army—World War 





Army recruits Number Per cent 





I 


Total number of 
men _ accepted 


for service.... 4,650,500 


Number of men 
rejected for 
physical disa- 
bilities 


1,340,623 





Total men ac- 
cepted and re- 
jected 





5,991,123 


100.00 





for 
disa- 


Rejected 
physical 
bilities 1,340,623 

Casualties— 
killed, died of 
wounds, and 
wounded 


248,170 


Total — casual- 
ties and re- 


jected 1,588,793 100.00 





These figures furnished by the Adjutant 
General, September, 1922, are described 
as “the most reliable yet compiled.” 
They have not yet been issued in any 
official publication. 
















b 
b 
0 
a 


os tf. 











Vol. 11, No. 10 


ee 


regard to nutrition . . . and _ prepara- 


tion of food and the like. 

5. Hernia undoubtedly in the majority of 
cases would be prevented by the develop- 
ment of abdominal This would 
be accomplished through physical education. 

6. Proper physical education and _ instruc- 
tion in the care of the feet and selection of 
shoes wil prevent a large proportion of the 
flat foot. 

It is plain that the diseases that are 
undermining the physical efficiency of 
the Nation are controllable. The de- 
fects that resulted in the rejection of our 
young men for military service can be 
prevented. We are not decadent but 
ignorant—ignorant of the simple rules 
of health and hygiene that a carefully 
worked out program of physical educa- 
tion would make a part of our National 
life. 

Draft Figures are Reliable—Are 
the figures concerning the physical in- 
competence of the Nation’s young man- 
hood reliable? ‘They may be accepted 
as the best survey of the general physical 
condition of our adult population that 
has ever been made. The Provost 
Marshal General in his Second Report 
in referring to these figures states: 


muscles. 


Not only do they represent the broadest 
basis ever avaiiable for such an inquiry, 
but they were made under such conditions 
of fair uniformity, both as to time, as to 
area, and as to physical standards employed, 
that their scientific worth is unequaled by 
any statistics hitherto accessible.’ 


Even though we accept this evaluation 
of the army figures, they are an under- 


II. Defects Resulting in Disqual- 
ification for Military Service 


Per cent 
rejected for 
Cause of rejection cause given 
Heart and Blood Vessels.... 13.07 
memes end Joints............ 12.35 
hyes 10.65 
Tuberculosis (Respiratory).. 8.67 
Developmental Defects 

(Height, Weight, Chest, 

Muscles ) 8.37 
liernia i 6.04 
Mental deficiency 5.24 
Nervous disorders 5.07 
Ears 4.38 
Flatfoot 3.87 
3.16 


Other defects and 


Total 


100.00 








This tabulation of the principal causes 
for rejection is based on the records for 
476,694 men who were disqualified for mil- 
itary service. They “are on a large enough 
scale to justify generalization,”’ according 
to the Second Report of the Provost 
Marshal General. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


statement of the physical disabilities pos- 
sessed by the men examined. When a 
man was rejected because of some phys- 
ical disability it does not mean that the 
defect recorded was the only one pos- 
A man might be rejected for 
flat-foot who at the same time possessed 


sessed. 


some other more serious weakness such 
as heart disease. No record would be 
made of the latter, however. The ex- 
amination of a man continued only to 
the place where some prominent defect 
This was recorded as 
the cause of rejection and the examina- 
tion ended here. ‘Thus, as one authority 
states: “Millions of defects, perhaps of 
more importance than the prominent de- 


was discovered. 


fect, were submerged in the records.” ® 

The Cost of Physical Incompe- 
tency—The physical disabilities of our 
young men seriously threatened our mil- 
itary effectiveness in the World War. 
Had the war continued we would have 
felt the full effect of these disabilities. 
They would either have cut down our 
man power or we would have enlisted 
men below par physically. Either would 
have meant a great loss in our military 
efficiency. 

But the real lesson of the war’s phys- 
ical examinations has yet to be learned. 
Men unfit for “general military service” 
are also unfit for general peace-time 
service and in the long run ineffective- 
ness in peace is more likely to retard 
National progress 


than ineffectiveness 


in war. 

Wasting a Billion Dollars—The 
tremendous cost in peace time of pre- 
ventable sickness and premature death 
has recently been pointed out by a com- 
mittee appointed by Mr. Herbert 
Hoover to investigate “/Vaste in In- 


dustry.””® 
This report estimates that: 


The economic loss from preventable 
disease and death is $1,800,000,000 among 
these classed as gainfully employed 
there is experimental basis for the state- 
ment that this loss could be materially re- 
duced and leave an economic balance in the 


working population alone over and above 
the cost of prevention of at _ least 
$1,000,000,000 a year. 

At least a billion dollars a year 


wasted! Here alone is enough to pay the 





*Second Report of the Provost Marshal 
General, p.165. 


*Preventable Diseases of Adult Life, 
Eugene Lyman Fisk, M. D., New York State 
Journal of Medicine, December, 1921. 


° Waste in Industry, Committee on Elim- 
ination of Waste in Industry of the Fed- 
erated American’ Engineering Societies, 
appointed by Herbert Hoover. McGraw- 
Hill, 1921, p.20. 








References 


PROVOST MARSHAL GEN- 
ERAL, Second Report. Supt. of 
Documents, Government Printing 
Office, Washington, D. C. 1921. 
607p. 25c.; Addenda 5c. 


A carefully compiled document covering 
the operation of the draft to 
December, 1918. Contains a great mass of 
statistical data concerning the results of 
the physical examinations. of the draft. 





selective 


FEDERATED AMERICAN 
ENGINEERING SOCIETIES, 
Committee on Elimination of Waste 
in Industry. Waste 


in Industry. 
McGraw-Hiil Book Co., 370 Sev- 
enth Avenue, New York City. 1921. 


40op. $4. 


U. S. BUREAU OF EDUCA- 
TION. Recent State Legislation 
for Physical Education. U. 5%. 
Bureau of Education, Bulletin 1922, 
No. 1. Supt. of Documents, Gov- 
ernmert Printing Office, Washing- 
ton, D. C. gop. Sc. 


NATIONAL EDUCATION AS- 
SOCIATION. Research Division, 
Bulletin No. 2, Facts for American 
Education Week. Washington, D.C. 
1922. 40p. 25¢. 





Nation’s yearly bill for public education. 
Yet nearly four years after the war, but 
a fraction of our States have taken the 
first serious step toward improving our 
National physique 





the enactment of an 
adequate State-wide physical education 
law. 

loss is the least of the 
losses resulting from ill-health and pre- 
mature death. We also lose vast div- 
idends of happiness and improved Na- 
tional morale, that would come 
eliminating this preventable waste. 


The money 


from 


Physical Education Not Provided. 
For—Are the States taking the steps 
calculated to improve the Nation’s phys- 
ical condition? Bulletin 1922, Num- 
ber One of the United States Bureau 
of Education shows that twenty States 
have not as yet enacted physical-educa- 
tion laws. Many of the twenty-eight 
State laws that have been passed are in- 


adequate. Only twelve of the twenty- 
eight State laws emphasize hygiene 
instruction. Only nine provide for 


supervised play and emphasize athletics. 
Only eleven provide for a State director 
of physical education and appropriate 
State money for the support of physical 
education. In short, but few of the 
laws contain provisions that guarantee 
any substantial improvement in the 
physical condition of the next generation. 








D.C. A special list of books on school building and school architecture will be sent free on request. 


SCHOOL-BUILDING PROGRESS 


Bond issues, architects, contracts let, and other essential information. Scool officers are requested to send reports on all new 
buildings to the Editorial Department, National Education Association, 1201 Sixteenth Street, Northwest, Washington 


reported this month, 25,811; reported during 1922 to date, 269,461. 


during 1922 to date, $101 ,938,382. 








Seating capacity 


Cost reported this month, $8,462,417; reported 








Name of State 


and County 


— —— | 


1 
Alabama 


Jefferson..... 


Jcfferson...... 
Jefferson...... 


Colorado 
Denver...... 
Delaware 


New Castle... 


Kansas 
Cherokee... . 


Cherokee..... 
Cherokee. .... 


Decatur. . 


McPherson. .. .! 


Pdwnee...... 
Pawnee.... 


Massachusetts 


Hampshire. . . 
Minnesota 


Koochiching. . . 
Koochiching.. . 
Koochiching.. . | 
Koochiching.. . | 
Koochiching.. . | 


Yellow 
Medicine... 
New Jersey 


Cumberland... .| 
Cumberland. . .| 
Cumberland... 
Cumberland. . .| 


Morris..... 


New Y ork y 


Bronx 
New York... 
Schenectady... 


| 


VOR Ste... 


Name of Town 
or District 


| 
| 


District 
District 
District ee 
District 8-A..... 
District 9-A..... 


Denver..........| 
Claymont....... 


| Rural Dist. 79... 
Rural Dist. 3... . 
Rural Dist. 5.... 
| Jennings........ 
Ts 2 





ty 
) 
3 
@ 
jon 


Intern’l Falls. ... 
Little Fork 
Northome 
Silverdale. ...... 


ee) 
° 
5 
Q. 
@ 
4 





Clarke... :. 


Bridgeton....... 
Deerfield........ 
eee 
Upper Deerfield. . 


Rockaway....... 
Public School 64. . 


Julia Richmond. .| 
Delanson........ 


North Carolina! | 


Buncombe.... 


Ohio 
Auglaize..... 
Crawford 
Pickaway.... 


Portage... ....: 


Oklahoma 
Cleveland.... 
Cleveland.... 


Pennsylvania 
ee 


Lancaster... . 
Lawrence 
Lebanon..... 
Susquehanna. 

Washington 


West Virginia 
Vo ie eae 


Dame... 
Mingo....... 
Wisconsin 


Douglas...... 


Douglas..... 


Lincoln...... 


Lincoln. ....... 


Marathon.... 


Walworth..... 


Ashville.........| 
| ateys.... 24 
MII Si ait 0 
| Muhlenburg Twp. 


Suffield Twp..... 


< 
@ 
=] 
na 
° 
Fh 


Wickhiifie. ....... 
Willoughby...... 
Willoughby...... 


INGRAM. ... . ..0!s.-.01 
| Norman.:....... 


West Reading.... 
West Lampeter.. .| 
New Castle...... 





Name and Kind 
of Building 


3 


Corner High..... 
McDonald Ele... 
Lipscomb Ele.... 
Tarrant City Ele. 
Trussville Ele... . 


Myrtle Hill Add.. 
High and Grade. . 


Martin Grade.... 
Lowell Grade. ... 
Riverton Grade. . 
oar 
Rural High...... 
See 








Junior High 


| Center Grade.... 


High Addn...... 
Rosenhayn Grade 
Fairton Grade... 
Seabrook Grade. . 


Lincoln Addn... .| 


al a nw 6 
High and Grade. . 


Stevens-Lee H.. .| 


ME cabot s ss co 6-0 
High 6 Yre...... 
Centralized...... 


Centralized...... 


| Elementary...... 


SS ae 


Andrews Inst... . 
Roosevelt Gr... . 


Lincoln Grade... . 
McKinley Grade. 


Vocational High. .| 


B. Franklin Jr. H. 











Lebanon........| Garfield Annex... 
Brooklyn........ High and Grade.. 
| Clarkston....... ORE series 
| 

Williamson. ..... | DuBois (negro)... 
Williamson...... | High Addn...... | 
Williamson...... Grade Addn..... 
Superior......... gO ey ye 
Superer. 5. .s... | Webster Mem’l1... 
Ps wis Fe ie REG oP 
| 

jp Tees | Lincoln Grade... ., 
Schofield. ....... it =e 
DJOTAVAR. 6 sce ces | Junior High.... .| 





| Cost of | Date 
| Seat- Ppp Author- 
‘ Building or : 
ms | Amount of! ized 
Ca- | A . (If by Pop- 
pacity) as al ular Vote 
sees mark ‘‘V’’) 
4 5 6 
200 | $10,710 | 1/12/22 
250 19,842 | 5/26/22 
300 25,250 | 1/13/21 
150 7,785 | 6/24/22 
200} 12,940] 7/20/22 
250 | 75,000} 3/ 8/22 
800 | 275,000} 7/22/22 
30! 2,500} 4/—/22 
100! 15,000} 6/—/22 
100} 20,000} 7/—/22 
380 50,000 | 7/27/20 
250 32,000 | 6/13/22 
125 22,000 | 12/ 5/21 
430 90,000 | 12/ 5/21 
60 6,500 | 2/—/22 
125 30,000 | 3/ 6/22 | 
750 | 250,000 | 10/15/21 
140 60,000 | 6/ 5/22 
150 45,000 | 7/17/20 
120 25,000 | 5/ 7/19 
175 | 100,000 | 4/—/22 
800 | 200,000} 6/—/22 
160 25,000 | 8/29/22 
200 40,000 | 3/13/22 
350 | 100,000 | 5/18/22 
320 75,000 | 4/29/22 
2000 | 905,000 | 12/—/21 
4500 |1,864,000 | 11/—/21 
200 65,000 | 8/ 4/22 
850 | 116,890 | 12/—/21 
600 | 200,000} 8/ 8/22 
1200 | 700,000 | 11/ 4/19 
250 65,000 | 8/10/21 
275 85,000 | 7/12/22 
160 | 55,000 | —/—/22 
200 | 135,000 | 6/—/22 
350 | 135,000 | —/—-/22 
250 | 200,000 | 6/10/22 
240 60,000 | 2/—/22 
450 55,000 | 3/—/22 
450 55,000 | 3/—/22 
200 90,000 | —/—/21 
gi Poe 65,000 | 5/15/22 
1600 | 800,000 | 12/—/19 
500 | 110,000] 4/ 7/22 
260 30,000 | 5/16/22 
300 60,000 | 10/ 6/21 
350 45,000 | 12/ 9/22 
200 72,000 | 12/ 9/20 
200 40,000 | 12/ 9/20 
500 | 250,000 | 12/12/21 
300 | 175,000 | 12/12/21 
1200 | 200,000| 5/ 1/22 
350 | 80,000 | 5/ 1/22 | 
400 | 55,000| 3/23/22 
250 | 80,000 | 3/ 6/22 | 




















Date 
Contract 
let or to 

be let 


7 


7/21/22 
7/20/22 
6/13/22 
7/20/22 
7/20/22 


nf {42 
—/—/22 


4/—/22 
6/—/22 
7/—/22 
8/23/22 
8/ 7/22 
5/—/22 
2/20/22 


9 IO de 


3/ 6/22 
7/10/22 
6/ 5/22 
3/30/22 
5/ 1/22 


4/20/22 


6/—/22 
—/—/22 
5/ 4/22 

6/23/22 


7/18/22 


10/ 7/22 
8/—/22 
—/—/22 


12/—/21 


11/30/22 
6/15/20 
4/24/22 


12/ 1/22 


$/—/22 
8/—/22 
7/—/22 
9/13/22 
7/—/22 


$/—/22 
5/—/22 


—/—/22 
6/15/22 
—/—/22 
9/ 8/22 
—/—/22 


5$/—/22 
5/18/22 


7/ 1/21 
7/ 1/21 


—/—/22 
§/11/22 
S/ 1/22 


5/ 1/22 | 


7/10/22 
6/22/22 





[424] 














| 


Name of School 
Officer in Charge 


oS 
. 3 
= 5 
ms 


ZLZLZZZ 


Architect......... 


W. G. Robelen.... 





| D. 





Name of 
Architect 


ne! a 
9 


. O. Whilldin 
D. O. Whilldin 
D. O. Whilldin 
O. Whilldin 
D. O. Whilldin 

Marean & Norton 


Coffin & Coffin 


SS REE IR ie 
RS RRR Om 


R. E. Hodgkins... 
W. P. Noone...... 
R. Maning....... 
H. S. Rogers...... 
fh. S. mowers......! 


M. C. 


ts; Bo tiee....... 
Bldg. Supt........ 
Cs, A ee. ....... 
C. P. Ellingson.... 
G. A. Olson....... 


C. Friberg 
H 


O. 

J. 

J. L. Fralinger.... 
W. K. Pierce..... 


H. H. Ware.......| 


C. L. Curtis 


W. L. Ettinger... | 


W. L. Ettinger.... 
E: B; Buling...... 


W. L. Brooker.... 
W. V. Young 


J. R. Patterson.... 
D. W. Macklin.... 


, meoore. > ....! 


Smith & English 
Smith & English 

R. O. Beattie & Co, 
R. O. Beattie & Co, 


W. P. Allred 
Tyrie & Chapman 
E. F. Broomhall 
E. F. Broomhall 
E. F. Broomhall 


Prins & Foss 


H. R. Shay 

Stearns & Woodnut 

H. A. Fig. 

Dreher, Churchman 
& Paul 

J. J. Vreeland 


C. B. J. Snyder 
Frymier & Hanna 
E. G. Atkinson 


R. Greene 
Walker & Norwick 


T. B. McLaughlin 
Riebel & Sons & 





F.. A; Stratton... . 


C. Ohlman 
Oe oO eee 
W. McGuire...... 
M. W. Seelye..... 
5, Bh Wee. 6.0.45. 


A. S. Faulkner.... 
A. S. Faulkner.... 


W. 5S. Delp 
David Kraybill.... 
Peas burton....... 
Bd. of Directors... 
Coe, OmeeR....... 


< 
— 


. Kennedy.... 


ae ae 
JAY eae 


oo 


B. Stratton.... 
B. Stratton.... 
W. Bruse...... 


QM >>> 


O 


E. S. Matheny 

Fulton, Taylor & 
Cahill 

J. M. Crabbs 

Miller & Son 

John Elliott 

F. C. Warner 

Hopkins 


Monnott & Reid 
Monnott & Reid 


E. Z. Scholl 
Henry Shaub 
W. G. Eckles 
Ritcher & Eiler 
Mr. Lacey 


Mr. Loring 


mz, 
R. 
R, 


E. S. Radcliffe 

E. S. Radcliffe 

Parkinson & Dock- 
endorft 

Parkinson & Dock- 
endorft 

Oppenhamer & Obei 


M. Bates 
M. Bates 
M. Bates 


| Edward Tongh 








=a Ss 


Pol. 11, No. 10 


THe JoURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


425 





GUIDE TO BOOKS 





Select List 


ITLES and notes in this list are taken 
from the October Booklist of the Amer- 
ican Library Association. 


ALEXANDER, CARTER. Publicity campaigns 
for better school support, by Carter Alex- 


ander and W. W. Theisen (School 
eficiency monographs). Yonkers-on-Hud- 
son, N. Y., World bk. co., 1921. 164p. 


ilius. paper, $1.35. 

A valuable handbook for the assistance of 
administrative othcers and _ teachers in- 
terested in campaigning for funds for sup- 
port of schools. Describes in detail the 
technique of organizing, directing, and con- 
ducting school publicity campaigns with 
concrete examples and illustrations. Parts 
published in several educational journals. 


DraKe, DurANT. America faces the future. 
N. Y., Macmillan, 1922. 339p. $2.50. 
A restatement of American ideals in the 

spirit of our forefathers for the purpose of 
renewing our understanding of them and 
evoking a true loyalty. Divided into five 
parts, each of which “describes one of our 
fundamental National ideals and discusses 
its application to various contemporary 
problems.” Chapter bibliographies carefully 
selected. 


Fox, FLoRENCE CorNELIA. Major projects 
in elementary schoois (Education bureau, 
bulletin 1921, no. 36). Wash., Supt. of 
Docs., 1922. 43p. iilus. paper, 10c. 

A most useful manual in the teaching of 
project methods. Contents: The organiza- 
tion of subject matter in terms of projects— 
A series of projects in civics, history and 
literature. 

Jakway, Bernarp C. The principles of in- 
terior decoration. N. Y., Macmilan, 
1922. 289p. illus. $2.50. 

A discussion of interior decoration with 
emphasis upon its underlying artistic prin- 
ciples. For the student and teacher and the 
reader interested in the subject. Less 
popular presentation than Parsons, Jnterior 
decoration (Booklist, 12:122, D 15) and 
more restricted in scope. Little considera- 
tion of period decoration, which forms an 
interesting part of Parsons. Line drawings 
and photographs used to illustrate special 
points. Author is extension lecturer, Uni- 
versity of California. 


Lewis, SincLair. Babbitt. N. 

1922. <0lp. $2. 

This is a most human and entertaining 
story about the everyday life of an average 
prosperous business man in an average 
prosperous American city—direct and ir- 
resistible in its appeal but with subtle im- 
plications that make it an epitome of 
American city life, just what it is and just 
what it is not. Better than Main street, 
more amusing, more sure in its detail and 
it cuts deeper. Good to read aloud. 


Y., Harcourt, 


NATIONAL EDUCATION ASSOCIATION OF THE 
Unireo Srares. Library Dept. Com- 
mittee on elementary-school libraries. 
Graded list of books for children. Chic., 


A. L. A., 1922. 235p. $1.25. 


Approximately eight hundred and _ fifty 
books listed, giving author, title, publisher, 


+ 


price, descriptive note, and grade for which 
book is suited. Includes title and subject 
indexes, a list of sixty reference books 
(grades one to nine) a directory of publish- 
ers and suggested book order form. 


PirtTMAN, MArvIN- SUMMERS. Successful 
teaching in rural schools (American edu- 
cation series). N. Y., American bk. co., 
1922. 294p. illus. $1.40. 

The application of modern methods of 
education, such as the project method and 
standardization tests, to the problems of 
rural school teaching. Result of the super- 
vision of fifteen one-room rural schools in 
South Dakota. In the form of letters from 
one enthusiastic teacher to another. Ques- 
tions provoked by the day’s work have 
answering bibliographic notes. 


ed. The outline 
Y., Putnam, 1922. 
jem:  ¥.. 2. Zire: ¥.-. 3: 


THOMSON, JOHN ARTHUR, 
of science. v. 2-3. N. 
illus. maps. 
$4.75. 
Contents, wv. 2: The wonders of mi- 

croscopy—The body-machine and its work— 

How Darwinism stands today—Natural 

history: 1, Birds—2, Mammals—3, The in- 


sect world—The science of the mind: the 
new psychology; psycho-analysis. 
Contents, v. 3: Psychic science, by Sir 


Oliver Lodge—Natural history: 4, Botany— 
Inter-relations of living creatures—Biology, 
by Julian S. Huxley—The characteristics of 
living creatures—The romance of chem- 
istry—The chemist as creator—Meteorol- 
ogy—Applied science: 1, The marvels of 
electricity—2, Wireless telegraphy and tele- 
phony—3, Flying. 


U. S. AMERICAN NATIONAL RED CROSS. Teach- 
ers’ handbook of first aid instruction; a 
handbook designed to assist teachers in 
adapting first aid instruction to groups 
of girls and boys of junior and senior high 
school age. Phil., Blakiston. 54p. 25c. 


U. S. EpucaTION BUREAU. Educational di- 
rectory, 1921-1922 (Bulletin 1921, No. 48). 
Wash., Supt. of Docs., 1922. 142p. paper, 
10c. 

Statistics of all colleges, universities, pro- 
fessional and normal schools, educational 
boards, societies, parochial schools, learned 
and civic organizations, national congress 
of mothers and parent and teachers associa- 
tions, including a list of educational period- 
icals in the U. S. 


—— Liprary. List of references on voca- 
tional education (Library leaflet 15). 
Wash., Author, 1922. 20p. paper, free. 
A bibliography of books, pamphlets, and 

periodicals on vocational education. 


U. S. NATIONAL PARK SERVICE. 
regulations. Wash., Author, 
illus. maps. paper, free. 
Handbooks for travelers. Contain history, 

description, literature, flora, fauna and de- 

tailed information including charges for 

hotel, guides and equipment. ‘Titles follow: 
Grand canyon national park, Arizona. 
Yosemite national park, California. 
Mesa verde national park, Colorado. 
Rocky mountain national park, Colorado. 
Glacier national park, Montana. 
Sequoia and General Grant 

parks. 


Rules and 
1922. 10v. 


national 


Crater lake national park, Oregon. 

Wild cave national park, South Dakota. 
Mount Rainier national park, Washington. 
Yellowstone national park, Wyoming. 


U. S. PupLic HEALTH SERVICE. High schools 
and sex education. Wash., Supt. of Docs., 
1922. 98p. cloth, 50c; free to high school 
principals, teachers of biology, hygiene, 
domestic science and other courses dealing 
with health and hygiene, and Englis. 
teachers. 

An authoritative handbook based upen 
work actually done by high school teachers 
and questions most frequentiy raised at 
forty or more conferences on sex education. 
An attempt has been. made to show the bear- 
ing of the whole problem of sex enlighten- 
ment and adjustment to other tasks of the 
school with a variety of practical sugges- 
tions. Chapter bibliographies. Appendixes 
contain: Emergency devices—Suggested out- 
line of a summer school! course for teachers 
on sex instruction and guidance for high 
school pupils—Outline of topics on personal 
hygiene—Outline of topics on domestic sani- 


tation, home nursing and sex education— 
Physical examination record—A _ carefully 
prepared bibliography of selected reading 


fcr parents and teachers. 


Wipe, Percivat. Eight comedies for little 
theatres. Bost., Little, 1922. 178p. $1.50. 
Show clever handling and possess some 

charm and humor. Easily acted by amateurs. 
Contents: The sequel—The previous en- 

gagement—The dyspeptic ogre—In the net— 

A wonderful woman—Catesby—His  re- 

turn—Embryo. 


Comprehensive List 


HIS LIST aims to mention all important 

new educational books published in the 
United States. It is based on books received 
at THE JOURNAL office, supplemented by in- 
formation from Publishers’ Weekly from 
September 23 to October 21, inclusive. 


ADAMS, CHARLES KENDALL, and ‘TRENT, 
Wituiam P. A history of the United 
States. Bost., Allyn & Bacon, 1922. 
596p. $2. 


AbDAMS, ELIZABETH STARBUCK. Junior type- 
writing. N. Y., Gregg Pub. Co. 55p. $1. 
AMERICAN Lecion. The legion annual; a 
compendium of general information re- 
garding the various and diversified ac- 
tivities of New York State Dept., 
American Legion; the official yearbook. 
140 W. 42d St., N. Y., New York State 
Dept., American Legion, 1922. 5p. 
AMERICAN Liprary As3’N. Children’s books 
for Christmas presents. Chic., American 
Library Ass’n, 1922. 16p. Free. 
ANDREWS, JOHN BeErtTRAM. Labor problems 
and labor legislation. 2d ed. N. Y., 


American Ass’n for Labor Legislation, 
1922. 135p. 30c. 
ARNETT, Trevor. College and university 


finance. 61 Broadway, N. Y., General 


Education Board. 223p. 
ATHEARN, WALTER Scott. An introduction 


to the study of the mind. (Sec. 3 of 
Teaching the Teacher.) Phila. The 
Westminster Press, 1922. 


BACHELLER, IRviING AppIsON. A man for the 

ages: a story of the builders of democracy. 

N. Y., Grosset & Dunlap, 1919. 4i6p. 
7 5c. 

BALDWIN, Birp T., and STRECHER, Lore I. 
Mental growth curve of normal and 
superior children; studied by means of 
consecutive intelligence examinations. 
lowa City, lowa, Univ. of lowa, 1922. 
61p. Paper. 75c. (Corrected from Octo- 
ber JOURNAL). 

BARNEY, WINFIELD. Loti’s Pecheur d’Islande. 
N. Y., Allyn & Bacon, 1922. 190p. 80c. 








426 


Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


December, 1922 


EEE LL EE OO 


BeacH, JosepH Warren. The technique of 


Thomas Hardy. Chic., University of 
Chicago Press, 1922. 264p. $2.50, postage 
extra. 


Betpinc, A. G. Business correspondence 
and procedure. N. Y., Ronald Press, 1922. 
383p. $1.40. 

Benson, CHARLES E. The output of profes- 
sional schools for teachrs. Balt., Warwick 
& York, 1922. 98p. 

Bowker, R. R. Co., comps. American book 
trade manual, 1922; including*lists of pub- 
lishers, booksellers, periodicals, and organ- 
izations. N. Y., R. R. Bowker Co. 
180p. $5. 

Brooks, ELBRIDGE STREETER. The true story 
of the U. S. of America; told for young 


people. rev. ed. Bost., Lothrop, L. & §S., 
1922. 305p. $2. 

Brooks, SAMUEL S. Improving schools by 
standardized tests. Boston, Houghton 
Mifflin, 1922. 295p. $1.75. 

BryANT, Mrs. Lorinpa Munson. The chil- 


dren’s book of celebrated pictures. N. Y.., 
Century. 1064p. $2.50. 
BryaNT, RacpH CLEMENT. Lumber; its 


manufacture and _ distribution. N. Y., 
Wiley, 1922. $4.50. 

Burke, E. J. Political economy; designed 
for use in Catholic colleges, high schools, 
and academies. N. Y., American Book 
Co. 496p. $1.40. 

BurRTON, WILLIAM HENRY. 
the improvement of teaching. 
pleton, 1922. 530p. $2.25. 

Capy, FRANK WILLIAM. Synopsis of a course 
in English composition. Middlebury col- 


Supervision and 
N. Y., Ap- 


lege bull. v. 26, no. 7. Middlebury, Vt. 
Author, 1922. 56p. 

CANFIELD, Dororny, and others. What shall 
we do mow? Over 500 games and 
pastimes. N. Y., Stokes, 1922. 426p. $2. 

CaNNON, Fanny. Do’s and don’ts for the 
playwright. Chic., T. S. Denison & Co., 
1922. 65p 


Carey, M. C. ed. The girl guide’s book; 
a book for girls of all sizes and all ages. 


N. Y., Stokes, 1922. 192p. $2.50. 

CARPENTER, Nives. Guild socialism: an 
historical and critical analysis. N. Y., 
Appleton. 365p. $2.50. 

Cuapin, Henry Dwicut, M. D. Heredity 
and child culture. N. Y., Dutton, 1922. 
232p. $2.50. 

CLARKE, CHARLES RAMSEY, AND SMALL, 
Sipney Ayiemer. The boys’ book of 


physics: a simple explanation of modern 
science, with easly made apparatus and 


many simple experiments. N. Y., Dutton, 
1922. 316p. $2. 

Coisy, Captain E vsripce. Education and 
the Army. Boston, Palmer Co., 1922. 
66p. $1. (Corrected from November 
JOURNAL.) 

Counts, GeEorGE SyLvesTer. The _ selective 


character of American secondary educa- 


tion. Chic., Univ. of Chicago Press, 1922. 
175p. Paper. $1.50. (Corrected from 
the October JOURNAL.) 

CRAMPTON, CHARLES Warp, M. D. The 


pedagogy of physical training, with special 
reference to formal exercises. N. Y., Mac- 
millan. 272p. $2. 

CRONINGER, Frep H. Problems in arithmetic. 
Fort Wayne, Ind., Singmaster Printing 
Co., 1922. - 82p. 

Cross, E. A. The little grammar: for junior 


high schools. Boston, Atlantic Monthly 
Press, 1922. 164p. 90c. 

DeFFENDALL, P. H. Actual business Eng- 
lish (Read’s system of commercial texts 
ser.) N. Y., Macmillan. 212p. $1.20. 

Da Crunz, DanieL, and J. W. KuHNE. 
Cervantes’ Don Quijote. N. Y., Allyn & 
Bacon, 1922. 254p. $1. 

De Lawrence, Georce. Impromptu magic 


Chic., T. S. Denison & Co., 


with patter. 
1922. 


80p. 


DeMiING, NorMa. H., AND BEMIS, KATHERINE 


I. Pieces for every day the schools 
celebrate. N. Y., Noble & Noble, 1922. 
349p. 


The Argentine Republic; its 
Scrib- 


DENIS, PIERRE. 
development and progress. N. Y., 
ner, 1922. 308p. $6. 

Dewey, Davis R., and 
Banking and credit. 
1922. 506p. $3. 

Dickson, Virci. E. The use of mental tests 
in school administration. Monograph No. 
4. Berkeley, Calif., Board of Education, 


SHUGRUE, MARrTIN. 
N. Y., Ronald Press, 


1922. 44p. 

Dopp, WaALTerR FaAIRLeEIGH. State govern- 
ment; (political science ser.) N. Y., 
Century. 591p. $3.75. 


Downey, JUNE E. Group will-temperament 
test. Yonkers, N. Y., World Book Co., 
1922. 12p. Paper. 20c. (Corrected 


from the October JOURNAL). 


Drever, JAMES. An introduction to the 
psychology of education. N. Y., Long- 
mans, Green, 1922. 235p. $2. 

DRINKWATER, JOHN. The way of poetry: 


an anthology for younger readers. Boston, 
Houghton Mifflin. 270p. $2. ' 
Drury, SAMUEL S. The thoughts of youth: 


papers for young people. N. Y., Mac- 
millan, 1922. 186p. 
ENCYCLOPADIA BRITANNICA: 3 new vols. 


342 Madison Ave., N. Y., Encyclopedia 
Britannica Corp., 1922. 3381p. $31.50; 
lea. $49.50. 

Fretp, WaLTeR Tayior, and FARMER, NELL 
R. A teachers’ manual for the first year 
of school to accompany the Field primer 
and the Field first reader. (Field readers 
ser.) Bost., Ginn, 1922. 256p. 96c. 

FLEMING, A. P. M., and BrockLeHurst, H. J. 
An introduction to the principles of in- 
dustrial administration. N. Y., Pitman, 
1922. 147p. $1.25. 

FRANZEN, R. H. and Knicut,F.B. Textbook 
selection. Balt., Warwick & York, 1922. 
94p. 

Fueter, Epuarp. World history, 1815-1920. 
N. Y., Harcourt, Brace, 1922. 495p. $3.75. 

FuLK, JosepH RicHarp. The municipaliza- 
tion of play and recreation. University 


Place, Nebr., Claflin Printing Co., 1922. 
105p. 

Gavit, Joun Patmer. Americans by choice; 
Americanization studies. N. Y., Harper. 
472p. $2.50 

GeNeESTOUX, M. pve. La France en guerre: 
a French reader for elementary classes. 


Boston, Allyn & Bacon, 1922. 311p. 
GETMAN, FrepericK H. Outlines of theoreti- 


cal chemistry. (3d ed.) N. Y., Wiley, 
1922. 635p. $3.75. 
GILLETTE, JOHN Morris. Rural sociology. 
N. Y., Macmillan. 583p. $3. 


Gover, WiLuiaAM. Brief history of modern 


Europe: from 1814 to the Great War. 
Yonkers-on-Hudson, N. Y., World Book 
Ce, 1932,: 2382p... $1.20. 


GRAHAM, STEPHEN. Tramping with a poet 
in the Rockies. N. Y., D. Appleton, 1922. 
2389p. 

GRANT, JAMES R. Acquiring skill in teach- 
ing. N. Y., Silver, Burdett, 1922. 240p. 
$1.60. 

Gray, CLARENCE TRUMAN. Deficiencies in 
reading ability. N. Y., Heath, 1922. 420p. 
$1.80. 

GREEVER, GARLAND, AND BACHELOR, JOSEPH M. 
The century vocabulary builder. N. Y., 
Century Co., 1922. 331p. $1.25. 

Haccerty, M. E. Rural school survey of 
New York State: educational achievement. 
Ithaca, N. Y., Author, 1922. 223p. 

HAmmonp, C. S., AND Co. Hammond’s busi- 
ness atlas of economic geography. N. Y., 
Author, 1921. 9%6p. $2. 

Haney, JOHN Louis. Good English. Phila., 
Peter Reilly, 1922. 255p. 





Hanna, O. M., AND Tay_or, JOsePuH §. 
drill exercises in corrective English. Ny 
Noble & Noble, 1922. 79p. 38c. for classe. 

Hart, HELIN. Americanization in Dela. 
ware, 1920-21; v. 3, no. 2. Wilmington 
Del., Service Citizens of Delaware, 921 
59p. ; 

HATFIELD, WALTER WILBUR, AND McGrecog, 


1600 


‘A. Laura. English in service, complete 
Garden City, N. Y., Doubleday, Pane 
222p. $1.60. ; 
Hosic, JAMES FLEMING. Sample projects 
(Second ser.). 525 W. 120 St, N. ¥ 
1921. 3p. 25¢. 4 


HowartH, O. J. R. The world about us: 
a study in geographical environment. 
N. Y., Oxford Univ. Press, 1922. 94p, $1, 

HUNTINGTON, ELLsworTH, AND WILLIAMs, 
FRANK E. Business geography. N. Y. 
Wiley, 1922. 492p. $2.75. 

HUNTINGTON, ELLSWORTH, AND VISHER 
STEPHEN SARGENT. Climatic changes; their 
nature and causes. New Haven, Conn, 
Yale Univ. Press, 1922. 329p. $3.50, 

JENKS, JEREMIAH WHIPPLE, AND Smit, 
Rurus DanieL. /i’e and our government. 
Published in coéperation with Federal Ed- 
ucational Activities. N. Y., Am. Viewpoint 


Society, Boni & Liveright, 1922. 223p, 
$2. 
JUVENILE Protective A’ssN OF CHICAGO, 


Illinois manual of laws affecting women 


and children. comp. and rev. by Harry 
E. Smoot. Chic., G. H. Seery & Co., 1922 
189p. 

KenprREW, W. G. The climates of the con- 
tinents. N. Y., Oxford Univ. Press, 1922. 
413p. $7. 


KEYES, ROWENA KEITH. Recommended Eng- 
lish readings for high schools. N. Y.,, 
Noble & Noble, 1922. 64p. 

KOBAYASHI, USHISABURO. War and arma- 
ment loans of Japan. N. Y., Oxford Uni- 
versity Press, 1922. 246p. $2.25. 

LAKE Mouonk, N. Y. Conference on health 
education and the preparation of teachers. 
Report. 370 7th Ave., N. Y., Child Health 
Organization, 1922. 183p. 

Larcom, Lucy. dA New England girlhood. 
N. Y., Houghton Mifflin Co., 1922. 274p. 

LAWRENCE, F. W. PETHICK. Unemployment; 
(world of today ser.) ; no. 25. N. Y., Ox- 
ford Univ. Press, 1922. 64p. 85e. 


Lee, Maset Pinc-Hua. The economic his- 
tory of China. N. Y., Longmans, Green. 
1922. 187p. $7.75. 

LetHasy, W. R. Form in civilization; col- 
lected papers on art and labor. N. Y,, 
Oxford Univ. Press, 1922. 250p. $1.20. 

Linc, Georce Herpert. Elements of pro- 


jective geometry (Wentworth-Smith mathe- 
matical ser.). Bost., Ginn, 1922. 192p. 
$2.80. 

Lonpon Board oF Epucation. The teaching 
of English in England: report of the de- 
partmental committee appointed by the 
President of the Board of Education to 
inquire into the position of English in the 
educational system of England. N. Y., 
Harcourt, Brace, 1922. 408p. $1. 

Luce, Rosert. Legislative procedure; par- 
liamentary practices and the course of 
business in the framing of statutes; in 
+ v. 1. Bost., Houghton Mifflin. 628p. 
5; 

Lyon, Leveretr S. Education for business. 
Chic., University of Chicago, 1922. 632p. 
$3.50, postage extra. 

Maine. Laws of Maine relating to agri- 


culture. Augusta, Maine, Dept. of Agri- 
culture. Bull. v. 21, No. 1, March, 1922. 
111p. 


MANcHESTER, RAYMOND EarL. 
methods in arithmetic. Oil 
Derrick Pub. Co., 1922. 
75¢. 


Outlines for 
City, Pa., 
Paper. 150p. 









————— us 


———— eee 











Vol. 11, No. 10 


MASSACHUSETTS DEPARTMENT OF EDUCATION ; 
DivistON OF UNIVERSITY EXTENSION. 
Courses offered for correspondence and 


class instruction. (Bull. No. 7, No. 5.) 
Boston, State Department of Education, 
1922. 37p. Paper. 


MASSACHUSETTS DEPARTMENT OF EDUCATION. 
Thirty lessons in naturalization and citi- 
zenship: an outline for teachers of adult 


immigrants. Div. of Univ. Ex., Vol. 7, 
No. 6a. State House, Boston, Division of 
University Extension, 1922. 115p. 
MASTEN, VINCENT Myron. Criminal types. 
Bost., Badger, 1922. 240p. $2. 
MATTHEWS, BRANDER, ed. Poems of Ameri- 
can patriotism. N. Y., Scribner. 240p. 


3.50. 

a, James HuFF, AND AFFLECK, G. B. 
Classification for physical training library, 
with complete index. Springfield, Mass., 
Am. Physical Educ. Ass’n, 1922. 15p. 
Paper. $1. 


McMurry, F. M. A school in action: data 


on children, artists, and teachers: sym- 
posium. N. Y., E. P. Dutton, 1922. 356p. 
$2.50. 


MEEKER, Ezra. Ox-team days on the Ore- 
gon trail. Rev. and ed. by Howard R. 
Driggs. (In Pioneer life series.) Yonk- 


ers-on-Hudson, N. Y., World Book Co. 
235p. $1.20. 

Morison, S. E. A prologue to American 
history: N. Y., Oxford Univ. Press, 1922. 
32p. 50c. 

Morris, WILLIAM. Factory work as it is 


and might be. N. Y., N. Y. Labor News 
Co., 1922. 30p. Paper. 15c. 

Morrison, JOHN Cayce. The legal status 
of the city school superintendent. Balt., 
Warwick & York, 1922. 174p. 

Mupce, E. Leicu. The psychology of early 
adolescence; a text-book in teacher train- 
ing, conforming to the standard outlined 
and approved by the Sunday School Coun- 


cil of Evangelical Denominations (third 
year specialization ser.) N. Y., Caxton 
Press, 1922. 114p. 60c. 

Myers, Harry J., comp. Educational aid 


society college and private school directory 
of the U. S.; v. 13, 1922. 110 N. Wabash 


Ave., Chic., Educational Aid Soc., 1922. 
480p. 
NATIONAL CHILD Laspor Committee. The 
American child: text of proposed child 


labor amendment, 17th National conference 


on child labor. N. Y., National Child 
Labor Committee, 1922. 152p. 
NATIONAL INDUSTRIAL CONFERENCE BOARD: 


The cost of living among wage earners. 
10 East 39th St. N. Y., Author, 1922. 
49p. 75c. 

NewsBecin, Marion ‘I. 
a general survey of the land forms, 
climates, and vegetation of Western 
Europe, considered in their relation to the 
life of man; including a detailed study of 
some typical regions. Bost., Houghton 
Mifflin, 1922. 332p. $3.50. 

New Hupson SHAKESPEARE. King Henry the 
Fourth: Part 1. N. Y., Ginn & Co., 1922. 
220p. 56c. 

NEWMAN, J. B. Beginner’s ancient history: 
from earliest times. Yonkers-on-Hudson, 
World Book Co., 1922. 174p. 96c. 

— Beginner’s modern history: from about 
A. D. 1000. Yonkers-on-Hudson, N. Y., 
World Book Co., 1922. 160p. 9%6c. 

New York State LecisLature, Joint Com- 
mittee on the affairs of the city of New 
York. Report and recommendations of 
the Joint Legislative Com. to investigate 
the affairs of the city of N. Y. of the Bd. 
of Education. Albany, N. Y., J. B. Lyon 
Co., 1922. 9p. 

Niver, HARMON BAy, AND FARRELL, EpwWarpD 

D. A brief geography of Asia, Africa, 


Frequented ways; 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 27 


mama aaa ca ia a aati i i 


and Australia. 11 Union Sq, N. Y., 
Hinds, Hayden & Eldredge, 1922. 219p. 
$1. 

NORTHWESTERN UNIVERSITY SCHOOL OF COM- 
MERCE, BUREAU OF BUSINESS RESEARCH. 
Selling expenses and their control; in co- 
operation with Natl. Ass’n of Retail Cloth- 


iers. N. Y., Prentice-Hall, 1922. 407p. 
$4.25. 

O’BriEN, THOMAS DILLon. The great ex- 
periment. N. Y., Encyclopedia Press, 1922. 
122p. $1.25. 


Opitz, RusseLL Burton. Elementary manual 


of physiology. Phila., Saunders, 1922. 
411p. $2.50. 
Orecon Laws. Child welfare laws of the 


State of Oregon; rev. ed. to include amend- 
ments and laws of 1922 by the State Child 
Welfare Committee of Oregon. Salem, 
Ore., Author, 1922. 100p. 

Ostrocorsk1, M. Democracy and the organi- 
zation of political parties ; in 2 vols.: tr. 
from the French by Frederick Clarke; with 
a preface by the Rt. Hon. James Bryce, 
M. P. N. Y., Macmillan. 685p. and 836p. 
set $8. 

PARKHURST, HELEN. 
ton Plan. N. Y., 
296p. $2. 

Puevps, EpitrH M., ed. University debaters’ 
annual: constructive and rebuttal speeches 
delivered in debates of American colleges 
and universities during the college year, 
1921-22. N. Y., H. W. Wilson, 1922. 
456p. $2.25. 

Pierson, CHARLES W. Our changing consti- 
tution. Garden City, N. Y., Doubleday, 
Page. 194p. $1.50. 

Porter, Kirk HArotp. County and township 
government in the United States. N. Y, 
Macmillan. 375p. $2.25. 

Rapio: the principles underlying radio com- 
munication; from data prepared by the 
Bureau of Standards. 96 Warren St., 
N. Y., World Radio Co. 346p. $1. 


(Rest of list will appear next month.) 


Education on the Dal- 
E. P. Dutton, 1922. 


Books for Christmas 


OTHING can take the place of the 

child’s personal library through which 
the books of his choice become a part of his 
life. Books as Christmas presents are grow- 
ing in popularity and one of the privileges 
of teachers at Christmas is to advise with 
parents in this most important matter. The 
following list of books, which was prepared 
for THe JouRNAL by Miss Louise P. Latimer, 
director of Children’s Work in the Public 
Library of the District of Columbia, is based 
on lists used in many libraries which ar- 
range special exhibits of books to aid parents 
in their Christmas buying. 

A pamphlet list of Gifts for Children’s 
Bookshelves, prepared by the Children’s Li- 
brarians’ Section of the American Library 
Association, may be had in quantity for 
distribution to parents at $2 per hundred 
copies. Address Mr. Carl H. Milam, secre- 
tary, 78 East Washington Street, Chicago, 
Illinois. 


For the kindergarten—Brooxe, L. L. 
rhyme book. N. Y., 
parts, 60 cents each. 


Nursery 
Warne. $2. In _ three 


Leslie Brooke’s illustrations, with their broad 
lines, delightful humor and action, fascinate all 
children. 

. 


Cavtpecott, RanpotpH. Picture book. N. Y., 
Warne. In four volumes, $2 each; in sixteen 
parts, 75 cents each, 

It is safe, perhaps, to say that Randolph 

Caldecott knew Petter what would appeal to chil- 

dren than anyone before or since his day. 








For first-grade children—MortTuHer Govsi I 
lustrated by Kate Greenaway. N. Y., Warne 


For fifty years Katie Greenaway’s children have 
been the joy of little people. 


Brooke, LL. L. Golden goose book. N \ 
Warne. $3. In four parts, 75 cents eacl 


No one else has seen the three little pigs and 
the three bears as delightfully as Leslie Brooke 


For second-grade children—Carrick VALERY 
More Russian picture tales. N. Y., Stokes 
$1.25. 

Simple folk tales with whimsical illustratior 
that appeal to children. 


Lerevre, Féricitt. Cock, the mouse and the little 
red hen. Phila., Jacobs $i. 
The old favorite delightfully dressed up in color 


by Tony Sarg. 


For third-grade children—Co 1 C. Pinoccnn 
Bost., Ginn. o4Cc. 

Tells of the pranks and amusing adventures of a 
wooden marionette. 

Linpsay, M. M. Bobby and the big. road Bost 
Lothrop. $1.50. 

The story of Bobby who lived on the main road 
and of the friends he made as they passed by. 

ez . > 

Perkins, L. F. Dutch twins. (School ed, Bost.., 
Houghton Mifflin. 88c. 

The author’s delightful illustrations, as well as 
the text, show the interesting life of Kit and Kat, 
a Dutch boy and girl. 

For fourth-grade children—Carro_t, Lewis. 
\lice’s adventures in W onderland. Phila., 
Jacobs. $1.50. 

Tells of Alice who followed the White Rabbit 
right into Wonderland and how she met the 


Duchess, the Mad flatter, the Mock Turtle and all 
the rest of that strange but much beloved company. 


GRIMM, BROTHERS, 
pincott. $2. 


It would be hard to think of a child growing 
up without these inimitable tales. 


Fairy tales. Phila., Lip- 


ARABIAN 
Andrew 


$1.50. 


For fifth-grade children 
lected and edited by 
Longmans, Green. 


NIGHTS, pe- 


Lang ae 


“These splendors of the opulent East are the 
heritage of every child.” 


KIPLING, RUDYARD. 
day. D>1.90. 


Jungle book. N. Y., Double- 


Tells of Mowgli, the jungle child, whom all the 
beasts befriended. 
Spyri, JOHANNA, 


Heidi. Phillips. 

This edition is a good translation of this vivid 
story of a little Swiss girl who lived up on the 
mountain side with her grandfather. 


LeRoy $1.50. 


For sixth-grade children 
women. Bost., Little. 

_ The joys and griefs, the frolics, deprivations, and 

friendships of a delightful American family. 


Atcott, L. M. 


$1.50. 


Little 


CoL_um, Papraic. 


Adventures of Odysseus. N. Y., 
Macmillan. $2. 


A retelling of the classic done with simplicity 


and much charm. 
Pye, Howarpv. Men of iron. N. Y., Harper. $: 
A manly, stirring tale of the making of a 


knight. 


For seventh-grade children—Hawes, C. B. The 
mutineers, Bost., Atlantic Monthly Press. $2. 
An absorbing story of the sea full of the wild 

doings of early days. 


SEAMAN, A. H. 
me Ka 
\ moving story of the heroism of a Dutch boy 

and girl, who with the aid of their carrier pigeons 

helped to save their home-city, Leyden, from the 

Spanish invaders. 


Jacqueline of the carrier pigeons. 
Macmillan. $1.50. 


For eighth-grade children—Dix, B. M. 
bide-at-home. N. Y Holt. $1.50. 
A good story of a girl who gave up her college 
career for her family’s sake and what came of it. 


Betty 


Snepeker, C. D. Double- 
day. $1.75. 

The stirring tale of a delicately fibred Athenian 
boy who was exposed to the stern life and training 
of the Spartans. One of the best pictures of a 
historic period available for young people. 


The Spartan, N. Y., 





428 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1922 





Encyclopedia of Education 


Watson, Proressor Foster. The Encyclo- 
pedia and Dictionary of Education. A 
comprehensive, practical and authoritative 
guide on all matters connected with edu- 
cation, including educational principles 
and practice, various types of teaching 


institutions, and educational systems 
throughout the world. 4 vols. London, 
Sir Isaac Pitman & Sons. 1921-1922. 


Both title-page and preface promise a 
comprehensive cyclopedia of education, the 
former promising this for the world. The 
book does not keep these promises. It is 
chiefly British and can scarcely be called 
comprehensive even for English education. 
Within its subject, it is strongest in biog- 
raphy, from one fifth to one third of all 
articles being personal items. It contains an 
unusual proportion of articles in psychology, 
philosophy, metaphysics. The articles on 
American subjects are few, the selection of 
these few erratic and odd; they might as 
well have been entirely omitted. 

In typographic and bibliographic details 
the work is poor. For example, the paging 
is consecutive for the four volumes, an ar- 
rangement distinctly inconvenient when one 
attempts to use the classified index at the 
end of volume 4. Bibliography is promised 
and stressed in the preface, but there is no 
general article on the bibllography of edu- 
cation and the lists of references appended 
to articles are relatively few and seem to 
be carelessly chosen. There are many 
poor headings, under which no one would 
be likely to look, such as “Aims and ideals 
of education,” “Anomalies in the administra- 
tion of education,” “Teacher, unattached,” 
“Tenure of teachers,’ “Talent.” There are 
many other articles which scarcely seem 
pertinent. Some of these are “Chronograph,” 
“Athens in her prime,’ “Atomic theory,” 
“Bridewell,” “Cyclists’ touring club,” 
“Cutaneous sensations” and a group of ar- 
ticles on British learned or charitable soci- 
eties, many of which have nothing to do 
with education, such as the Society for Pro- 
tection of Ancient Buildings, Society of 
Antiquaries, and the like. 

To get several thousand articles on edu- 
cational topics, remote as well as near, from 
nine hundred representative educators; to 
throw these articles into an alphabetical ar- 
rangement under the first letters of the 
topics as they happen to be assigned to the 
articles; to distribute a few pictures through 
the alphabet; to bind them in four volumes; 
all this does not make a first-rate cyclopedia 
of education. There is much more than this 
to such a task. It needs kinds and degrees 
of editing which are not in evidence in these 
volumes: (1) An _ editing for subject 
matter, that it shall be authoritative, in 
good form, properly apportioned among the 
different subjects and comprehensive enough 
to include all topics which come within the 
definite plan of the work. This assumes 
that every work of this sort should have 
such a definite plan, which should be plainly 
set down in the introduction. This work, 
however, does not. 

(2) A technical editing is also imperative, 
one which shall choose the titles of the ar- 
ticles with the same care that the good 
cataloger selects subject headings; an 
editing that shall join these subjects together 


by necessary and appropriate cross-refer- 
ences, that shall check up and revise the 
bibliographies which should be appended to 
each article, that shall prepare (if necessary) 
a good clear subject-index in a _ single 
alphabet instead of the-clumsy and scrappy 
classified index appended to the present 
work. 

This encyclopedia will scarcely be worth 


ponepeniemmemaly 


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 November 
JOURNAL: 


Batavia, ILL., Grace McWayne Building, 
Grace McWayne, Principal. 

BeprorbD, Ou10, Bedford Public Schools A. E. 
Moody, Superintendent. 

BELLEFONTAINE, OHIO, Central School, Nellie 
Huston, Principal; High School, S. J. Bon- 
ham, Principal; Hubbard School, Fred 
Emery, Principal; Lincoln School, Anna 
Aikin, Principal; McBeth School, Georgia 
Coulter, Principal; North School, Susie 
Parker, Principal; South School, Mary 
Fulton, Principal. _ 

BERKELEY, CALIF., Longfellow School, Annie 
Woodall, Principal. 

Brockton, Mass., Shaw School, Arlina F. 
Russell, Principal. 

CaLorapo SprinGcs, CoLo., Curtis School. 

CotumBus, Ga., Waverly Terrace School, 
O. B. Tramell, Principal. 

CoLuMBus, On10, Fulton School, Belle Torrey 
Scott, Principal. 

CripPLeE Creek, Coo., Cripple Creek High 
School, R. B. Hollingshead, Principal. 
DANBURY, CONN., State Normal Training 
School, J. R. Perkins, Principal. 
DEDHAM, Mass., Dexter School, 

Keelan, Principal. 

Devpuos, Ox10, Delphos High School, Samuel 
C. Warner, Principal. 

East Mo.uine, ILL., United Township High 
School, John W. Casto, Superintendent. 
GREELEY, CoLo., North Ward School, Jessie 

A. Fink, Principal. 

HAverForD Dustrict, Pa., Preston School, 
Elizabeth Booth, Principal. 

Kansas City, Mo., Jefferson School, Attie 
Moorman, Principal; Mark Twain School, 
Elizabeth Dolan, Principal; Presbyterian 
Home School, Bess McDaniel, Head. 

Keokuk, lowa, Elementary Teachers Club, 
Edith Jack, Secretary. 

Macoms, ILt., Macomb Public Schools, Ernest 
Iler, Superintendent; Grade Supervisors 
Department, Rachel Grifith, Head; Grant 
School, Estella Payne, Principal; High 
School, E. B. Freshwater, Principal; Lin- 
coln School, Helen Holliday, Principal; 
Logan School, Ruth Churchill, Principal. 

Marenisco, Micu., Marenisco Public Schools, 
E. O. Arnold, Superintendent; Dunham 
School; Marenisco Grade School, Mrs. 
Mabel Hawkins, Principal; Marenisco 
High School, Mary M. Dolline, Principal. 

Maywoop, ILi., Garfield School, Grace La 
Forge, Principal; Lincoln School, Florence 


Alice J. 


ENROLMENT aad AFFILIATION 


essence oF as 3 2A Ren aT 


its cost save in the largest American lj- 
braries. For all but British subjects relating 
to the administration of public education 
and the biographies of British educators, jt 
is far inferior to Monroe, in proportion, in 
scholarship, in competent editing and ip 
bibliographic perfection—James I. Wyer, 
Director of the New York State Library, 
Albany, N. Y. / 










IL —— o—— 


M. Woodbury, Principal; Washington 
School, Lawrence L. Huffman, Principal. 

MiBank, S. Dak., Milbank Public Schools, 
H. C. Souder, Superintendent; Advanced 
Department, Sidney Barricklow, Principal; 
Elementary School, Laura Douglas, Prin- 
cipal; Intermediate School, Francis Thorn- 
ton, Principal; Milbank High School, Mor- 
ris Jerlow, Principal; Special Teachers 
Department, Cecelia Schuermeyer, Head. 

Munisinc, Muicu., Munising Township 
Schools, A. W. Wadsworth, Superintend- 
ent. 

NAPERVILLE, ILL., Ellsworth School, Margaret 
Lindsay, Principal; Napier School, Jennie 
Woolcex, Principal. 

NEWBURYPORT, Mass., Newburyport 
School, Dana C. Wells, Principal. 

New Orveans, LA., McDonogh Number 10 
School, Hazel Drysdale, Principal. 

OMAHA, Nepr., Florence School, 
Thoelecke, Principal; Wéindsor 
Mrs. Cora S. Anderson, Principal. 

PorTLAND, MAINe, West School, Alice L. 
Custis, Principal; Willard School, Alice 
L. Custis, Principal. 

RocuesTer, N. H., Rochester High School, 
Bernard Ross, Headmaster. 

St. Louis, Mo., Pope School, Marjorie M. 
Griffin, Principal. 

SALEM, W. Va., Salem High School, Fred 
M. Cotterill, Principal. 

SAN Francicco, CALir., Rochambeau School, 
Mrs. T. F. Spencer, Principal. 

SMITH CENTER, KANs., Smith Center Puilic 
Schools, Charles H. Nettles, Superintend- 
ent; High School, Belva Shores, Principal. 

SouTH BeENp, INpb., Muessel School, Ella H. 
Rieman, Principal. 

SPOKANE, WASH., Lowell School, Lila Smith, 
Principal. 

SPRINGFIELD, Mass., Acushnet Avenue School, 
Alice E. Ramsdell, Principal; Carew 
Street School, Margaret C. Bickett, Prin- 
cipal. 

SPRINGVALE, MAINE, Hamlin School, Ethel 
Savery, Principal. 

Stockton, Cauir., North School, 
Russell, Principal. 

TirFin, On10, Monroe Street School, Wilbert 
W. Martin, Principal. 

We ts River, Vrt., Wells River High and 
Graded Schools, Seward F. French, Prin- 
cipal. 

Wuite Buiurrs, WasH., White Bluffs Public 
Schools, William Gellermann, Sup2:rin- 
tendent; White Bluffs Grade School, Mar- 
garet B. Hering, Principal; White Bluffs 
High School, Mildred Prescott Geller- 
mann, Principal. 

Wi.tuiAMson, W. Va., Williamson Public 
Schools, A. C. Davis, Superintendent. 
WoonsviL_e, N. H., Woodsville High School, 

G. Hampton McGaw, Headmaster, 


High 


Bertha 
School, 


N. Ella 


dre 


she 
th 
cn 


bo 


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pr 
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wi 
sq) 
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Vol. 11, No. 10 


THE JOURNAL OF THE NATIONAL Epucarion AssociATION 





429 





Obtaining Justice in School 
Relationships 


HE THOUGHTFUL TEACH- 

ER is as eager for justice to chil- 
dren, principals, superintendents, and 
members of school boards as she is that 
she have justice for herself. She realizes 
that the school relationship is a multiple 
cne and that the interests of all are 
bound inseparably together. 

Every member of a school board, 
every school superintendent, and every 
principal who has the interests of the 
children at heart wants the teachers 
with whom he is concerned to have a 
square deal and to feel that security and 
permanent interest in their task which 
is the basis of good work. 

No teacher can do her best when 
working under a cloud of fear. Justice 
to children demands justice to teachers. 
The National Education Association has 
spent much time and energy to relieve 
members of the profession from the 
fears that spring from low salaries, in- 
secure tenure, and failure to make pro- 
vision for the years when active service 
is over. ‘The work of the Association 
in that direction—great as it has been— 
is only well begun. The fact that 
tenure is now so uncertain in many 
places and that salaries are so low in- 
creases the importance of a just and con- 
structive management of school affairs. 

In its study of the situation at Elgin, 
Illinois, and in the report on that situa- 
tion, which was published in THE 
JourRNAL for November, the Association 
has opened up a new field which is cer- 
tain to increase greatly in importance. 
The statement which Secretary J. W. 
Crabtree presented to the Executive 
Committee along with the Elgin Report 
lays the foundation for the machinery 
through which justice may be assured 
for all who are engaged in educational 
work, This statement by Mr. Crab- 
tree and the report of the committee 
that is to be appointed to work out other 
details of the plan are certain to receive 
much notice from members of local, 
State, and National Associations. The 
use which will be made of the machinery 
for investigation when it is thoroughly 
established will be only a slight index 
of its service. ‘The mere fact that the 


machinery is there ready for action will 
have a wholesome effect in bringing 
about better understanding and a posi- 
than a 


tive rather negative attitude 





toward professional relationships on the 
part of all concerned. Mr. Crabtree’s 
statement follows: 


HIS INVESTIGATION of an 

extremely trying and unfortunate 
situation at Elgin, Illinois, has focused 
the attention of teachers and others 
throughout the country upon the whole 
problem of dealing with alleged injustice 
to members of the profession. The pub- 
lic welfare and the interests of the pro- 
fession itself demand that easy facilities 
be furnished whereby every teacher who 
has been unjustly treated may have the 
opportunity of having an expert and im- 
partial investigation of the facts, which 
when published, will bring the correct- 
ing influences of public sentiment to 
bear upon the case. While this type of 
service has been rendered by _profes- 
sional associations in special fields of 
education with results salutary, both to 
them and to the profession, in the gen- 
eral field of public education it has had 
slight attention. 

It is highly fitting that this first in- 
vestigation conducted by the Association 
should have been placed in the hands of 
its own experts. on the Headquarters 
Staff and men of National standing. 
A standard has been set. A strong, un- 
biased report has been made. The As- 
sociation’s defense of the rights of 
teachers and of reasonable tenure regula- 
tions has been set forth in unmistakable 
terms, and yet with due regard to the 
rights of the superintendent and board 
of education, and with an appreciation 
of the interests of the public. 

This report of an emergency investi- 
gation sets a standard but it is not meant 
to constitute a precedent in every re- 
spect. Its publication will bring scores 
of requests for investigations, some nec- 
essary but many of doubtful necessity. 
Knowing that this investigation had 
been ordered, many requests for investi- 
gational help have recently reached this 
ofice. The present situation, therefore, 
calls for a careful definition of the prin- 
ciples and relationships and a full de- 
scription of the machinery required to 
insure justice to every American teacher 
and a prompt and trustworthy handling 
of all cases of alleged injustice to 
teachers. 

Permit me to present a few points to 


later to 
plan of procedure for your consideration. 


The 


be considered and 


suggest a 
Association is representative in 
character. It is composed of local and 
State The responsibility 
of each of these units and their relations 
to the National 
in the 


associations. 


Association are defined 

The Association is 
clearly pledged to assist local and State 
associations in the solution of their prob- 
lems and difficulties. The By-laws 
state that “Each Affiliated Association, 
both State and local, shall be furnished 
a certificate of membership and shall be 
entitled to the active assistance and sup- 
port of the National Education Associa- 
tion in promoting the interests of such 
afhliated association and its members in 


By-laws. 


so far as such interests come within the 
purpose and object of the National Edu- 
cation as set forth in its 
The Secretary of the National 
Education Association, shall, with the 
advice and approval of the Executive 
Committee, make such arrangements for 
mutual Na- 
tional Education and the 
state and local affiliated associations as 
will promote the welfare of all and ad- 
vance the interests of the teaching pro- 
fession.”” The relationship between the 
local, State, and National associations 
as set forth in the By-laws largely de- 
termines the arrangements which should 
be made for investigational work. 

Since the findings of the committee 
making the investigation can have no 
force except that which is given them 
by their expertness and obvious fairness 
and impartiality, it is important that the 
members of the committee on investiga- 
tion be able, impartial, and unhampered 
in their work. This means that the 
committee should not, as a rule, be com- 
posed of local people, but that it should 
be composed of qualified persons from 
localities 


Association 
charter. 


cooperation between the 


Association 


away from the scene of 
dificulty. The time and energy, par- 


ticularly of the paid officers of the 
Association, should be centered on ad- 
ministrative problems. ‘These officers 
should not often be called upon to as- 
sume the judicial responsibility necessary 
in cases of alleged injustice. In setting 
up machinery for investigational work 
and regulations for operating it, care 
should be taken not to offer undue en- 
couragement to teachers for asking in- 
vestigations of ; 
slight 


grievences of 
importance. Care 
should also be taken to formulate a plan 
in which the public would have the 
fullest confidence, for after all the great 
purpose of the investigation is to protect 


personal 
professional 


























THe JourNAL or THE NATIONAL EpUCATION ASSOCIATION 


ROOM RATES—HOTELS IN CLEVELAND 


Members Cleveland Hotel Association 


Rooms without bath Ror 
1 person 


| Min. | Max. | Min. | Max. | Min. | Max. 


Ansonia Hotel (76 rooms).. 
3848 Prospect Ave. 


Clarendon Hotel (50 rooms)..... $1.25 
Cor. St. Clair & Ontario Sts. } 


Cleveland Hotel (1000 rooms) ‘ tone eee 
Superior Ave. N.W. at Public Sq. 
Hdatrs. Dept. of Supts. 

Colonial Hotel (150 rooms)............| 2.00 | 

Prospect Ave. at Colonial Arcade 


Doanbrooke Hotel (122 rooms)........ | 
1924 E. 105th St., nr. Euclid Ave. 
(Residential Hotel) 


Euclid Hotel (200 rooms)...........-- 
Euclid Ave. at 14th St. 


| 
| 
Gillsy Hotel (350 rooms).............- | 
E. 9th St. at Chester Ave. | 


Hollenden Hotel (800 rooms).......... 
Superior Ave. at E. 6th St. 
Hdatrs. N. E. A. and 
Hdgtrs. Commercial Exhibitors 


Mecca Hotel (120 rooms).............- 
1862 E. 9th St. 


New Amsterdam (350 rooms).......... 
Euclid Ave. at E. 22nd St. 


New Erie Hotel (60 rooms)........... 1.00 
1441 E. 9th St. 


Olmsted Hotel (300 rooms)............-|..... 
Superior Ave. at E. 9th St. | 


Statler Hotel (1000 rooms)... 
Euclid Ave. at_E. 12th St. . | 
Hdatrs. Nat. Council of Education 

| 

Talgarth Hotel (75 rooms)............ .38. 3 
1924 Prospect Ave. 
. } 

Winton Hotel (600 rooms). . 
Prospect Ave. nr. E. 9th St. | 
Hdatrs. National Assn. of Secon- | | 

dary School Principals 





50 $2.00 |$2.50 | 


Rates by the day 


ms with bath 





2 persons 1 person 2 persons 


Min. | Max. 


$2.00 $2.50 $3.50 | $4.50 


| 
Cee Se at | 2.50 | 7.00 | 4.50 | 10.00 


.50 | 3.00 | 3.50 | 2.50 | 3.50 | 4.00 5.00 


, eee) eee 2.50 | 7.50 | 4.00 | 10.00 


.00 | 2.50 | 3.50 | 4.00 | 6.00 
! 


00 | 2.50} 4 
| 2.50 | 3.00 | 2.00 ...| 3.00 | 4.00 
| 
| 
rs Laer, Seer 3.00 | 6.00 | 5.00 | 8.00 














Seen ne 1.50 } 2.00 | 3.00]...... 








rae RG Way 2 | 3.50} 4.00 
| } 
50 | 2.00 | 2.50 | 2.00 eg Sree 
| | | 
a BRben Sey 2.50 | 4.00 | 4.00 | 6.00 
} | | 
Le, Saar 1......| 3.00 | 8.00 | 4.50 | 10.00 
| 
| | 
50 | 1.75 | 2.25 | 1.50 | 2.50|°2.00| 3.50 
| | | 
eo arg Ne Se 3.00 | 5.00 | 5.00 | 8.00 








The hotels in Cleveland have been requested by the Department of Superintendence to 
book each room to its capacity in order that all persons desiring to attend the Convention may 
| be comfortably housed in the downtown district. If members, therefore, will combine 


in groups of two or more, it will facilitate. the assignment of rooms and secure for each 


| a lower rate per capita. Several of Cleveland’s new and large hotels have rooms which 
will comfortably care for four, six, and eight persons each. 

Mr. A. C. Eldridge, Assistant Superintendent of Schools, is Chairman of the Hotel 

Committee. His headquarters are at Room 403, Chamber of Commerce Building, Cleve- 


| land, Ohio. 


the children in the schools fully as much 
as to prevent injustice to teachers. The 
plan should so operate as to correct and 
prevent rather than to develop dif- 
ferences between teachers and superin- 
tendents or between teachers and boards 
of education. This plan should safe- 
guard wise administrative policies as 
well as protect the rights of the teacher. 

Let me suggest that when a case of 
injustice to a member of the profession 
appears to demand the attention of our 
professional organizations, it should first 
be brought to the notice of the local 


affliated association. If the local asso- 
ciation should decide that there is no 
cause for an investigation the matter 
would end there. If the local associa- 
tion should consider an_ investigation 
necessary, it could appoint its committee 
which would be made up of disinterested 
persons and conduct its own investiga- 
tion, or it could call upon the State asso- 
ciation. Preferably the case should go 
to the State association before going to 
the National Association. The local 
association could, however, call upon the 
National Association to assist in com- 





December, 1922 


pliance with provisions in the By-laws 
and this procedure would be necessary 
in cases coming from local associations 
not connected with State associations, 
If referred to the State association and 
its officers should decide it unnecessary 
to conduct the investigation, the case 
would be dropped, or if action was to 
be taken, the State association’ would 
proceed with the investigation. In most 
instances, the State association should 
make the investigation. If, however, the 
State association feels that the interests 
of justice would be best served by hav- 
ing the investigation made under the 
auspices of the National Association, 
then this Association should give careful 
consideration to the case. 

When the case comes to the National 
Association it ought to be possible to 
give immediate attention to it. It 
would not be wise for officers of the 
Association or the members of the Head- 
quarters Staff, except in emergency 
cases, to be called upon to conduct the 
investigation. It would be wiser to 
provide for the appointment of a special 
committee for each case, this committee 
to be chosen by the President of the 
Association. The Executive Committee 
could authorize the President and Sec- 
retary to attend to such cases as they 
arise. “The Executive Committee should 
also adopt general rules and regulations. 
The expenses of committees must be 
met. The rule on ‘this point might 
permit the National Association to pay 
not to exceed one half or one third of 
such expenses. The larger share of the 
financial responsibility should be borne 
by the local unit which is most deeply 
interested in the investigation and derives 
the greater benefit from it. 

I, therefore, recommend that the 
Executive Committee give wide pub- 
licity to this excellent report and that it 
adopt rules and regulations to control 
the investigation of cases of injustice to 
members of the profession along the 
lines which have been suggested. 


UR CHIEF CONCERN is with 

those who are unawakened. In the 
Sistine Chapel Michel Angelo has de- 
picted the Almighty moving in clouds 
over the rugged earth where lies the 
newly created Adam, hardly aware of 
himself. The tips of the fingers touch— 
the Lord’s and Adam’s—and the huge 
frame loses its inertness and rears itself 
into action. Such may be the electrify- 
ing touch of the teacher.—From George 
Herbert Palmer’s The Ideal Teacher. 









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Vol. 11, No. 10 


THE JOURNAL OF THE NATIONAL EpucaTION AssOcIATION 








i 1 

Department of | 
Superintendence 

| 

oF 

LANS FOR THE MEETING— 
You will find elsewhere in this 


Journal an announcement of the meet- 
ing of the Department of Superintend- 
ence to be held in Cleveland, February 
25 to March 2. ‘This organization is 
attempting to render service to its mem- 
bers by issuing monographs from time 
to time, as well as by a constructive 
program for the meeting. 

The general theme of the program 
will be Administering Public Education 
in Behalf of the Welfare of Children. 
It is our desire to make this work as 
concrete as possible. City, county, and 
State superintendents who are sufficiently 
interested will kindly study plans by 
which this type of organization may be 
made concrete by exhibits—the system 
as it is and as it should be. ‘This should 
show growing tendencies in the field of 
school administration. 

Frank discussions of what superin- 
tendents have accomplished in several 
cities will be a part of the Monday 
afternoon program to which only mem- 
bers are admitted. We hope at this 
meeting to be able to distribute to those 
enrolled a monograph on the status of 


ANY LOVERS of Hawthorne's 

delightful story — The 
Stone TFace—spent a few days in the 
White Mountains of New Hampshire 
following the Boston meeting and saw 
this rock formation from which Haw- 
thorne drew his inspiration. It is lo- 
cated in Franconia Notch. 


Great 


















Class 1 
Master’s degree 
(or equivalent) 
from an approved 

institution 

















Class 2 
bachelor’s degree 
(or equivalent) 
from an approved 

institution 










normal diploma 
(or equivalent) | 
from an approved 
institution 


| 


1,000 | 1,100 











or elementary schools. 


training. 
matic. 


professional study is granted. 





SaLary ScHEDULEsS—Fort Smith, Arkansas 


Population 28,870—Effective September 18, 1922 


——— First Second | Third Fourth Annual Increments — 
Year Year Year Year Salary 


$1,600 | $1,700 | $1,800 


1,600 


1,200 


The provisions of this schedule apply to all grades. 
training and experience may receive equal salaries whether teaching in secondary 


A teacher may advance from one class to another through additional approved 
The increments given here are the modal increments and are not auto- 
The actual increments granted may be less or greater than those given 
dependent upon classroom effectiveness and professional progress. 
This schedule is based on a school year of 36 weeks. 
teachers are expected to attend an approved summer school. 





Additional 


Number | Amount 


$1,900 7 $100 § 


Li) 


,600 


1,700 7 100 2,400 


1,300 | 2 100 1,500 


Teachers with equivalent 


At least once in four years 
Leave of absence for 





the superintendent in the United States. 
This will contain valuable material. 

It is also the purpose of the executive 
committee to have an exhibit of budget 
making and spending, which should be 
helpful to those interested in financing 
education. 

We are contemplating a plan by 
which the new Cleveland auditorium, 
seating over 10,000 people, will be filled 
to capacity on the evening of the opening 
day, Monday, February 26. 

Other features of the program will 
be announced later. It is your meet- 
Suggestions will be welcomed at 
the desk of your president.—John H. 


ing. 


Beveridge, Superintendent of Schools, 
Omaha, Nebraska, and President of the 
Department. 


OINING THE _ DEPART- 
MENT—tThe Department of Su- 


perintendence in its constitution adopted 
at Chicago last February defined its 
membership more liberally than before 
so as to include college and normal 
school presidents, heads of departments 
of education, and professors of school 
administration. All persons are eligible 











to become active members who are mem- 
bers of the National Education Associa- 
tion and who are engaged in supervisory 


and 


State, county, and city superintendents; 


administrative positions—namely, 


associate, assistant, and State, 
city superintendents; all 
and National officers of 
administration; the heads of 


teacher-training institutions and of col- 


deputy 
county, and 
State 


tional 


educa- 


leges and universities having depart- 
ments of education; and the heads of 
these departments, and professors of 
school administration or supervision in 
these institutions. 

Other members of the National Edu- 
cation Association who are actively en- 
gaged in any phase of school work may 
become associate members by paying the 
regular fee of the Department. They 
are entitled to all the privileges of the 
Department except the right to vote and 
hold office. 

Provision is also made for honorary 
members to be chesen upon recommenda- 
tion of the executive committee of the 
Department. No honorary members 
have been recommended thus far. The 


dues in the Department are $5 per year 































for both active and associate members. 
Checks should be mailed to the Execu- 
tive Secretary, 1201 Sixteenth Street 
Northwest, Washington, D. C. 


OTES ON THE PROGRAM— 
i The program of the Cleveland 
meetings will furnish concrete and prac- 
tical help in administering American 
schools. Special emphasis will be laid 
upon the problem of adjusting adminis- 
tration to the needs of childhood. 

On Saturday night, February 24, the 
National Society for the Study of Edu- 
cation will discuss its Yearbook. On 
Sunday afternoon a Vesper service will 
be held under the auspices of the De- 
partment of Superintendence. 

The general sessions of the Depart- 
ment of Superintendence begin Monday 
morning, February 26. ‘The last gen- 
eral session will probably be ‘Thursday 
evening, March 1. A strong program 
is in preparation for Monday evening. 
The executive session of the active mem- 
bers is scheduled for Monday afternoon. 

It has been decided to set aside 
Wednesday evening for college and uni- 
versity banquets. —The Tuesday evening 
program will not open until 8:30 in 
order that time may be allowed for 
dinners of State delegations. 

Among the allied groups the National 
Council of Education, of which Superin- 
tendent J. M. Gwinn, of New Orleans, 
is president, will hold meetings on the 
afternoons of Tuesday, Wednesday, and 
Thursday. President Worth McClure, 
of the Department of Elementary School 
Principals, has scheduled meetings for 
the afternoons of Monday, Tuesday, 
Wednesday, and ‘Thursday. Miss 
Florence K. Root, secretary of the Na- 
tional Association of Deans of Women, 
writes that this association will meet 
Monday, ‘Tuesday, and Wednesday 
afternoons at Hotel Statler. The 
Deans will have two luncheons and a 
dinner. 

The Council of Kindergarten Super- 
visors and Training Teachers will hold 
two meetings, one on technical phases of 
the work, and one where topics of more 
general interest will be considered. The 
City Teacher-Training Section has a 
comfortable location for its meetings in 
the building of the Cleveland School of 
Education. This group will meet Mon- 
day and ‘Tuesday afternoons. The 


Department of Rural Education is pre- 
paring an unusually strong program 
which will probably include an exhibit 
showing the condition and outlook of 
rural education. 


432 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


The Department of Vocational Edu- 
cation and Practical Arts is preparing 
for an attendance of five hundred mem- 
bers. ‘The program is in charge of the 
president, Mr. L. H. Dennis, of the 
State Department of Public Instruction, 
Harrisburg, Pennsylvania. Dr. W. W. 
Theisen, president of the Educational 
Research Association, has _ tentatively 
reserved Wednesday afternoon, Thurs- 
day morning, and Thursday afternoon 
for meetings of this association. 

The Secondary School Principals will 
meet in the Winton Hotel and are 


+ 








December, 1922 
scheduling meetings every afternoon 
during the convention. The annual 


dinner will as usual be a feature of the 


week. The National Council of Pri- 
mary Education has_ scheduled a 
luncheon followed by an afternoon 


meeting for Tuesday, February 27. The 
National Society of College ‘Teachers 
of Education will meet every afternoon 
except Thursday. Dr. John W. With- 
ers, of New York University, is presi- 
dent, Dr. Arthur J. Jones, of the 
University of Pennsylvania, is secretary 
of this society. 


a a 


NOTES aud ANNOUNCEMENTS 





+ 


MEMBERS WHO MOVE should notify 
Headquarters of both the old and new 
address in order that they may receive 
THE JOURNAL promptly. 

Tue NationaL Epucation Asso- 
CIATION will meet in Odakland-San 
Francisco, July 1 to 7, 1923. 

AT ITS RECENT meeting, the Rhode 
Island Institute of Instruction voted to 
affiliate with the National Education 
Association, being the last of the States 
to take this step. ‘The next Represen- 
tative Assembly will therefore be com- 
posed of representatives from all State 
associations as well as from hundreds of 
local and territorial associations. Miss 
Ella Louise King is the outgoing pres- 
ident of the Rhode Island Institute. 

LIFE MEMBERSHIP in the National 
Education Association is the gift with 
which the St. Joseph Division of the 
Missouri State ‘Teachers’ Association 
honored its president, Mr. J. W. Thal- 
man, by unanimous vote at its recent 
meeting. It is under the leadership of 
Superintendent Thalman that the St. 
Joseph schools have maintained a 100 
per cent enrolment in the National Edu- 
cation Association during the past two 
years. 

Tue Tutsa, OKLAHOMA, TEACH- 
ERS’ CxiusB, which recently organized 
and affiliated with the National Educa- 
tion Association, has adopted the budget 
system, paying dues in local, State, and 
National associations at the same time. 

Tue AsSOCcIATION’s acting State di- 
rector for Nevada is Mrs. Libby C. 
Booth, of Reno. 

THE oFFIcERS of the Nevada State 
Teachers’ Association for 1922-23 are: 
president, Mr. Joe Scott, principal of 





+ 
the Humboldt County High School, 
Winnemucca, and _ secretary, Karl 


Mitchell, Winnemucca. 

Mr. C. Ray GareEs, superintendent 
of schools, Grand Island, Nebraska, has 
been appointed to act as State director 
for Nebraska in the place of Mr. A. J. 
Stoddard, who resigned because of his 
removal to New York. 

On account of the title page and 
index which appears in this number 
several articles have been held over for 
later issues of THE JOURNAL. 

Mr. N. H. BAtiarp, of Brunswick, 
Georgia, has been elected State superin- 
tendent to succeed Dr. M. M. Parks, 
who was appointed to fill out the term 
when Dr. Brittain became president of 
the Georgia Institute of ‘Technology. 
Mr. Ballard was superintendent of 
schools in Brunswick and of Glynn 
County for eighteen years. 

THE CoLorapo Epucation Asso- 
CIATION held its forty-eighth annual 
meeting November 7 to 11. The slogan 
of the convention was Better Service 
Through Better Teachers. 

LIFE MEMBERSHIPS in the National 
Education Association and in the lowa 
State Association were recently presented 
President. Homer H. Seerley of Cedar 
Falls by the Iowa State Association. 

THE Kansas State ‘TEACHERS 
ASSOCIATION adopted resolutions at its 
meetings in October which call for (1) 
the establishment of a professional State 
commissionership of education for 
Kansas, (2) laws providing for a well- 
trained teacher in every Kansas school, 
(3) The maintenance of adequate sal- 
ary schedules, (4). a satisfactory annuity 
law, (5) a health program in the schools 





ica 


ine 
As 
Ce 
Le 
4) 








Vol. 11, No. tu 





THE JOURNAL OF THE NATIONAL EpucaTION AssoclATION 





433 





of Kansas, (6) fuller recognition of the 
opportunities provided in the Smith- 
Hughes law, (7) greater respect for law 
investment, (8) a simpler type of school 
organization and administration, (9) a 
revision of the system of taxation, (10) 
more adequate representation on the 
State book commission, (11) 
State approval of school-building plans, 
(12) support of the National Educa- 
tion Association, (13) support of the 
Towner-Sterling bill, and (14) appre- 
ciation of the work of State School Code 
Commission. 

A NEW MAGAZINE called Vocational 
Education Magazine, has recently ap- 
peared. ‘The editor-in-chief of this new 
periodical is Dr. David Snedden, of 
Teachers College, Columbia University. 
There are special editors and associate 
editors for various kinds of vocational 
education Mr. George A. 
Works, agricultural education, Cornell 
University, Ithaca, New York; Mr. F. 
G. Nichols, commercial education, 
Harvard University, Cambridge, Massa- 
chusetts; Miss Mildred 
home-making education, 
Minnesota, Minneapolis; Mr. C. A. 
Prosser, industrial education, Dun- 
woody Industrial Institute, Minneapolis, 


Minnesota; Mr. Robert J. 


school 


including 


Weigley, 
University of 


Leonard, 


LVIN M. OWSLEY, of Texas, 


national commander of the Amer- 


Mr. Owsley 
was elected at the Legion’s closing meet- 
ing in New Orleans on October 20. 
As National director of its Americanism 
Commission, Mr. Owsley has led in the 


ican Legion for 1922-23. 


Legion’s plans for the observance of 
American Education Week. 





part-time and continuation education, 
University of California, Berkeley, Cali- 
fornia; Mr. C. R. Allen, training in 
industry, Dunwoody Institute, Min- 
neapolis, Minnesota. These names of 
recognized leaders in the various fields 
of vocational education assure the maga- 
zine a rich and varied content. The 
fact that it is sponsored by the National 
Society for Vocational Education gives 
it a satisfactory professional status and 





—s 





the fact that it is published by one of the 
world’s best known publishers of yoca- 
tional books, J. B. Lippincott Company, 
of Philadelphia, is assurance that the 
periodical will be well printed. 

THE OFFICERS of the Education As- 
sociation of the District of Columbia for 
1922-23 are Dr. E. G. Kimball, super- 
vising principal of the Seventh Division, 
and Miss Adelaide 


secretary-treasurer. 


president ; Davis, 


+ 





+ 


IT Is TOO EARLY as THE JOURNAL goes to 
press to report the outcome of the election 
as it affects education and educators. Re- 
ports will appear in the January number. 
One thing now appears clear regardless of 


how particular educational issues were 
settled. Education has cause for rejoicing 


in the strength of the woman vote through- 
out the country. The women have always 
been the friends of the schools and in pro- 
portion as they make their influence felt at 
election time education is certain to receive 
recognition in legislative halls. 


THE NEW PRESIDENT of the British Board 
of Education is the Honorable E. F. L. 
Woods, who succeeds Lord H. A. L. Fisher 
of Mr. Lloyd George’s cabinet. 


THE NEW PRESIDENT of the University of 
South Carolina is Mr. William D. Melton, 
formerly a practicing lawyer and president 
of the South Carolina Bar Association. Mr. 
Melton is a graduate of the University of 
Virginia, and of the Law School of the Uni- 
versity of South Carolina. 


Dr. JosepH SWAIN, former president of 
Swarthmore College and of Indiana Uni- 
versity, and Mrs. Swain, are spending a 
year in Japan and China. Dr. Swain was 
president of the National Education Asso- 
ciation in 1913-14. 


AT A MEETING of the Trustees of Teachers 
College, Columbia University, held October 
19, 1922, it was decided to increase by two 
years the requirements for admission to its 
School of Practical Arts by discontinuing 
the freshman and sophomore years of in- 
struction, which two years now represent 
an enrolment of 300 students. The School 
of Practical Arts is the division of Teach- 
ers College which trains teachers of home 
economics, fine arts, physical training, 
music, nursing, and allied subjects. 


I HAVE ALWAYS THOUGHT of Christmas 
time—as a good time; a kind, forgiving, 
charitable, pleasant time; the only time— 
when men and women seem by one consent 
to open their shut-up hearts freely—and I 
say, God bless it!—Charles Dickens. 


Dr. SAMUEL WESLEY STRATTON, for twenty- 
one years director of the Federal Bureau of 
Standards, Washington, D. C., has been 





IN THE FIELD 
| 
+ 





elected president of the Massachusetts Insti- 
tute of Technology. He will assume his 
new duties January 1, 1923, taking the place 
of Dr. Richard C. MacLauri, who died in 
January, 1920. Dr. Ernest Fox Nichols, who 
was elected president in 1921, forced 
by ill health to resign a few months later 
without having served. 


was 


THE SINGLE SALARY SCHEDULE and pay for 
attendance at summer school and other 
professional meetings have served to elevate 
the standards of teaching, and to improve 
the schools in Carroll County, Tennessee, 
according to a report recently received from 
Miss Lilly A. Turner, secretary of the Car- 
roll County Association. 


THE DEATH of Thomas Nelson Page, on 


November 1, removes from among us one 
of the oldest and best-known American men 


of letters. 


THE SECOND pisTricT of the Nebraska State 
Teachers’ Association at its recent meeting 
adopted a resolution urging the passage of 
the Towner-Sterling bill and demanding 
school opportunities for rural children equal 
to the advantages offered city children. 
The Nebraska Association this year plans 
to enrol 10,000 teachers. 


Mount VERNON, New York, has 100 per 
cent membership in the city, county, and 
State teachers’ associations. The 304 teach- 
ers, supervisors, and the superintendent of 
Mount Vernon Schools have joined all three 
of these organizations. 


Dr. Fayette L. Cook, president emeritus 
of the South Dakota State Normal School 
at Spearfish, died at his home September 
17, 1922. Dr. Cook served as president of 
the Spearfish Normal from 1885 to 1919. 
He joined the National Education Associa- 
tion in 1875. 


THE TWELFTH ANNUAL CONVENTION of the 
National Council of Teachers in English 
was held in Chattanooga, Tennessee, 
November 30 and December 1 and 2. The 
chief was the discussion of the 
report on essentials of composition, gram- 
mar, spelling, and library. 


business 


SUPERINTENDENT W. L. Ettincer, of New 
York City, plans to establish an exper- 






















































434 


THE JOURNAL OF THE NATIONAL EpucCATION AssOCcIATION 


December, 1922 





imental school in each of the forty-eight 
school districts for the purpose of studying 
changes in the method of promotion, the 
grading of pupils, and the courses of study. 


CHARACTER EpuCATION INSTITUTION TO BE 
ENDOWED—Plans for the endowment of the 
Character Education Institution are matur- 
ing. $10,000 of securities have been de- 
posited by the Donor as the beginning of an 
irrevocable endowment trust. The terms of 
this trust have been so drawn that the 
educationists who are members of the Char- 
acter Education Institution will have abso- 
lute freedom in the use of the annual income 
to carry out the objectives in the institution’s 
charter, but will not have control over the 
endowment funds. The financial trustee is 
the National Savings and Trust Company 
of Washington, D. C. When the endow- 
ment becomes very large, it will be dis- 
tributed to regional trustees, one in each 
section of the Nation. 

The original $10,000 will eventually be 
raised to $1,000,000, which is to run cu- 
mulatively for over a hundred and fifty 
years beyond the death of the Donor. One 
per cent of the income annually will be paid 
the Institution for expenses and the re- 
mainder will be added to the principal. The 
final endowment fund will amount to about 
$300,000,000 producing some twelve to 
fifteen millions annually for the Institution 
to use for character education in schools. 

The membership of the Character Edu- 
cation Institution is restricted to the State 
commissioners and superintendents of edu- 
cation, or deputies—forty-eight in number— 
and nine trustees in the District of Columbia. 
All of the fifty-seven members are ex 
oficio, chosen in some social, public way. 
The trustees are two from the Federal 
Bureau of Education, (the Commissioner and 
an associate appointed by himself), two from 
the District public schools (the superin- 
tendent and an associate appointed’ by 
himself), the secretary of the National Edu- 
cation Association, the secretary of The 
National Congress of Mothers, the dean of 
some school of education in the District of 
Columbia, the chairman of the division of 
psychology and anthropology of the National 
Research Council and the chairman of the 
Character Education Institution, who is also 
chairman of the trustees. The working 
nucleus for thorough research as to materials 
and methods in character education will be 
a group of research secretaries which consti- 
tutes a faculty under the chairman. Their 
work will be chiefly in “applied-science” 
problems, but they will collaborate with uni- 
versity professors, on the basis of special 
appropriations, in working out the “pure 
science” basis on which practical character 
education work in schools ought to be done. 

The Institution is non-commercial, has 
nothing for sale and receives no royalties. 
Its endowment is to set it free to serve the 
best interests of the children and the Nation. 


E ARS THE BIBLE IN SCHOOLS. King 
James’ Version is sectarian, California 
court holds—San Francisco, Nov. 1.—The 
King James version of the Bible “is the ac- 
cepted Protestant version” and _ therefore 
sectarian, the supreme court has decided in 
an opinion made public today reversing a 
judgment of a superior court in Kings 
county which permitted the Selma Union 


High school district to purchase two copies 
of the Bible for the school library. The 
court held the acquisition of the Bibles by 
the school would be in direct violation of 
the school law.—From Washington Post, 
November 2. 


CHOOL TRUSTEES JAILED—Chicago 

Officials Begin Terms Imposed in 1919 
Controversy — Chicago, Oct. 24.— James 
Rezny, former school board trustee; Hart 
Hanson, and Dr. B. Larkowski, present 
trustees, sentenced to jail in the school 
board contempt case, started to serve their 
sentences tonight. Mrs. Frances Thornson 
and Mrs. Lulu M. Snodgrass, former 











Accident prevention, Teaching (E. GEoRGE 
PayNE)— illustrated eo oo ooo 
Achievements of the disarmament conference 
(CHarces A. COULOMB) .ccccoccccceccce 135 
Adjustment of elementary education to the 
project method, The (James F. Hosic).... 419 
Adolescent boys out of school.........++++. 120 
Affiliation and enrolment (see enrolment and 
affiliation). 
Aid for teachers’ salaries, State (James H. 
PERT) iiinc sc vinpatncsaneses Mecemwean eee .o 
Aims in American education (CHARLES EVANS 
HvuGHES) 
American, I can—poem (Ipa FLoop Dopce).. 322 
American citizen, Education of an (Epwarp O 
EGON, avenue 
American education, Aims in (CHARLES Evans 
HUGHES) “yap , 
American education, The hope and result of 
(CHARL O. WILLIAMS) .ccccccccccccccoss 156 
American education, The outstanding issue in 
(Homme H. SRERLBV) 2. occ cece sncwcsccsoss 350 
American education week........--sseeeeeeee 274 
American education week (editorial)......... 326 
American education week, Preparing for...... 375 
American Home Economics Association (pro- 
eS ITT COLT ee ee 73 
American ideals—poem (IpA Fioop DopGE)... 168 
Americanizing illiterates (M. CATHERINE SEx- 
AUER ———dllustrated ike ics dedévenscur sees 233 
American’s creed and flag, The.............+- 360 
Amphitheater at Arlington (picture)..... 19, 356 
Announcements, Notes and (see notes and 
announcements). 
Another charge against the movies (editorial) 416 
Applying for positions (editorial).. 
Arnowtp, F. J. The Brooklyn Teac 








Sl ns np ich veda alle ve ied, Ok in abe CN 
Association meetings 1922-23, State 
Auditors, Complete report of...........ee00. 
Banker, The teacher and the (JoHN H. Pur- 
APPT eee treet ete cree Leyes 347 
BARNES, JoHN K. Building up an estate...... 228 
ae Ws. SeOeel SOOO... <6 «danwes ened os 119 
Basis of international friendship, The (edi- 
NE Fas a avant iy 90.0 & bien es, om wiSHO WR a boeeoe 282 
Batavia (Illinois), Code of ethics........... 148 
Baytork, ADELAIDE STEELE. The National 
Coa Or MemmeetiOm wi... va ceeds cece. <. 113 
Behind the European conference (FREDERICK 
DEED aes. a0 hb0 260 Ch. 0b et.a bbe Caen kaka 133 
BELL, ALEXANDER GRAHAM (biography)... 275 
Bevan, Ratpu H. International universities. 365 
SS OS. ae. ee re eee 422 
BLAKE, KATHERINE D. The new outlook..... 67 
- Report on changes needed in elementary 
NO oo i i weil ie pe trans 157 
— Revising the elementary curriculum..... 355 
BLanton, ANNIE Wess. The county unit 
GOGOL GUTOR. 6 b:c 0 06.5.6:00 90,050,060 00-8h0 oes 185 
Bliss, D. C., The superintendent and stand- 
SNE NOE © agin 5 ca k Osa CaO eR OD mE . eee 
Board of Trustees, Report of..........e2es-. 437 
Book laboratory of the school, The (ADELINE 
TENS Cawdisse bse ebe tad LAbes carves 234 
Booklists: 
=, Beebaen..Car CRTIORMIAS oo «50 5.0 2 bans s onde 427 
~ Boston and New England, Books for 
an ee ea Ser Pe 2 ere ene 205 
— Great question of our time, The (disarma- 
ID ois ihe Dh A Seb eo ERS. DAO ee a9 eded 112 
—= LSOCOry -DUBEMMABES 602 ic sitccccscesceces 175 
a, errr er? eerie eee 385 
— School buildings and school architecture.. 32 
NS ORE IEEE OPO ET LOR TERT ee 164 
eS Ger SE TET, boos acs. cece sb eteces 16 


2 88 8 SL | | | 


trustees, paid fines of $750 and $500, re- 
spectively, while Dr. Sadie B. Adair, 
trustee, paid a $750 fine and escaped jail 
sentences. 

The arrests are the result of the contempt 
action before Judge Kickman Scanlan jp 
1919, when the school board was charged 
with violating an injunction by stripping 
Superintendent of Schools Charles Chadsey 
of his powers and forcing him to resign. 
The arrests followed a recent supreme court 
decision upholding the sentences imposed 
by Judge Scanlan and declaring Governor 
Len Small exceeded his authority in par- 
doning the ten men and women involyed.— 
Washington Post. 


ey 


INDEX TO VOLUME XI 





+ 


Booklists: Washington and Lincoln.......... 52 
See also Guide to Books. 

ee eee Peer 385 

Books for boys Ch CCETHSOS OOS OCOD er esd Ceoeed 420 

ee eS eee ere 42 


. 7 
Books for visitors.. 05 





Boston and New Engla 


Books, Guide to (see guide to books) 
Boston and New England, Books for visitors.. 20s 
ee RO Ee ee 9 
Boston; Laterary shrine’... .. 0 cicsssccesees 75 
rOettn, BARINE DIANE EOL. ..< o0:00.0 ¢.0:0,00060008 127 
NE IE Foo dale bawinldscweecdienewes 280, 419 
Boston meeting, Abstracts of addresses....... 265 
Boston meeting (editorial).................. 280 
Boston meeting (program).............e.08. 17 
Boston meeting, Notes on the............. 76 
Boston meeting, Hotel rates................ 215 
Boston meeting, Minutes of.............-00. 285 
Boston meeting, Resolutions of.............. 263 
Boston meeting, Summaries of reports....... 317 
Boston museum of fine  arts—illustrated 
CARPE TARP OAME): 0 ce te ens c hehe wesside 89 
Boston museum of fine arts, The (picture)... 193 
Boston public garden, The (picture)........ 297 
Boston public library, The (Frank H. CuHase) 
SNES Siesta 6 FG 8 is 6 4re ie ences <a i31 
Bowen, Witsur P. Physical education prob- 
Tn ee Fe 186 
BrRaALEY, Berton. The dreamer back of the 
ea eer rere 126 
Brazil and its capital—illustrated .......... 367 
Brazil, Education in (A. Carnerro Leao).... 207 
British Association (Harriet M. CHaAse)..... 173 
British schools, Notes on (Ropert Forrest 
WERE Fics oe oh thee ek huss xs cee 329 
Brooklyn Teachers’ Association, The (FRANK 
je ee I eee eer 413 
Bruner, H. B. The superintendent and the 
ge eer eer eee 157 
Building program, The plans for a (E. E. 
RR SS oO IN TR 159 
Building up an estate (JoHN K. Barnes)..... 328 
Buildings, School (see school building prog- 
Tress). 
Bunker Hill monument (picture)... €7 


Bussewitz, M. Education in Wisconsin 
NS ka, are ea wae sce 0.9:0:5-5.000-0M 26 
By-laws of the Department of Superintendence 56 


California summer schools (P. F. VALENTINE) 395 
CaRNEY, Maser. National responsibility for 


improvement of rural schools............. 268 
CartER, Mrs. Epwarp §S. Spirit of library 
COE alec ive « 2 wnat anew adend cae 420 
Challenge to certain eminent educators, A (edi- 
cD SS eer rere 197 
CHAMBERS, GeorGE G. Ethics for the teaching 
CS late REI, ae a ad eT - 401 
Changes needed in elementary mathematics, 
EE 6 sc eet et in CONE Fee Oeree 157 
Character education plan, Iowa wins prize for 
6 SS ree are - 165 


Charge against the movies, Another (editorial) 416 
Cuarters, W. W. The limitations of the 


i -- ie eer eee eee ee ee eee eee a 17 
Charts and maps, College graduates who are 
oe See ee eee rere i7o 
— Consolidated schools in Iowa..,........... 20 
Experience of high-school teachers........ 171 
— Government of the United States........ 76 
High-school teachers with different amounts 
Ee WRG a ic Sdiicc ec oscceeucs ctaum 171 
Se OS eer eer ere 182 
> eT MOOR” i's vaicwae doe 6580 b< cst Se 124 
—s' LOW C8 SOM CONBEOL « ..o:0\0:0 s,<\0:08 b> 0.400 125 
—- Oakland, California (school expenditures) 4 


Teachers and salaries in Nebraska, 1871- 
PRE svieccaeseranse ec ebeews oo6ec00e2b eee 14 























































































































Vol. 11, No. 10 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 4. 


——___a__eee ree LLL LLL LLL A 


ae 
Jt 


CuasE, Frank H. The Boston public library 131 Disarmament (pos Sa a , Educati 




































































1e Boston public library 131 Disarmament (poster) ......ceceeeeceeceeees I -d atior rogress New Jersey (D. (4 

Cuase, Harriet M. Teacher organization in Disarmament, Looks I weTTTr ee 112 PorTER) : { 
England and America ...... (Dab sD wen whee 173 Disarmament conference (I [. Laeewii eo... 83 Elementary curricul Revising th KATH 

Chicago High School Teachers’ Council (Hat Disarmament conterence, Achievements of th FRINE I). BLAKE).... ae . : 
SNPEEY (MEAN TEOON Ve culos ics csaneees asses 351 (Cartes A, Coutoms) . ENE ages 35 Elementary school salaries in Massachusetts 

Chicago meeting ........ EEE OE ee ee 156 Dk. FINLEY'S proposa Orsay » ada dadetaD aby +14 (table ) 

Chicago (Illinois) salary schedules (table)... 349 DopceE, Ipa_ FLot Do, American ideals (poem). 168 Elementary teachers, Salaries of 19 

Child labor, Rural (CHartes E. Gippons)... 421 American ideals (poem)... . 768 EKigin ort ...... . . - 3 

Children’s crusade for health (C. M Ds Dome of Capitol (| icture) seen bark 376 Elimination of educat al waste (Homer H 
Forest)—illustrated ........... 3 Dorsry, Susan M. How Los Angeles voted SEERLEY ) . 

China, Libraries in..........cseescsececeess 294 po a tt al ; iS ee ee ae 73 2 RapFORD TERRELL, Texas State Teac 

, eager hg “ Massachusetts and her present interest it ers Asso 

Miieneas, Wodks f0F...........5.0000 00006, $27 ee terest in . , ASSOCIATION =. 2s see e ese seaeenceess - 33 

Cincinnati Association of Public School D i ey yg “A rl ‘ Adah elagbs tosh hale deelee” sdiadledegkes=- 6 . yclopedia ication (James I. WyeEr).. 428 
Teachers (EpitH D. Hit1)....... Peewee pas. Aen eee a one See. ee of Kng and W: ules since var, Educa 

(Cine +i) io Drake, RutH 6B. Rural hool library, The ‘ tion in (SiR ae s Yox 

City associations MCURREED , 0.4.0:4-0nn0¥iea eas Dreamer back of the job, The Sear 126 Enrolment a iffiliatior Q ¢ g 

City training s thool section (program)...... 74 ¢ : " 

i om teacl tduc ( a led ‘ P 9 1 53, 330, 3 8 

ee eacher, Education and rhe (AGNES irate Editorial Council for 1921-22................. 34 Equal rights and « portunities (ed 

| ee ce +s fae arg Serge RE 4-6 BES wie awl “mane Council for re 282 torial) 
eveland meeting ote TALES... ee eee nevnes HS8 Editorials: American ed tion week ) tl 1 
Cleveland (Ohio) library bonds............ 46 Another charge a st the vies ae as > Pana ee es 
+ cs ac s 4 re) ‘ 
ht graduates who are high-school teachers ASP TOT POUSWIONE << oo is. is Five cwees 106 Ethics f teachers (FRANK Copy) ‘ ry: 
DOMED isle wceacevese2eese i7O Basis of internatio triendship 82 I } : 
Z ri BA ose vba es 2 thics for teachers (Dr. Jon W. WayLanp) 
Committee on Rural Education, Semi-final re IORI SRDEINUNE. otc. sdk ev adlad cae tdebeweds 280 Ethics f t teaching fess (GEORGI : 
( on 5 aera ent 158 hall te rtain eminen icator 7 ee 
port of (JoHN F. Sim ee ; ‘hallenge » certal inent educators.... 197 G. CHAMBERS) ; ‘ ' 2 BEM se 

Committees of the National Education Asso — Classroom teacher in 19 oo cee secccccees 22 European conference, Behind the ( }. Lipry 
ciation, 1921-1922 .. . 20 Common sens« and educational reform.... 106 E JoHN P Educatior ‘Michigat 

Common sense and educ I reforn - Counsel of despair..... ie Spreetane ee 7 during 19: \ 

_torial) DeLee a akG ee abe tmaknds se 106 Democratic educatior in England.. wee woke 61 Evolution of handwriting in educati« (Ber HA ‘ 

Community leagues (GE j vecsnee 4 Dr. David Kinley « POGerAl OiGs c5ceee ees S A. Conn 

‘omparative studies in salar bs 100 Education and Nati 1 income 197 xecu mimitt ie 

Cy ote report « I id rs 335 Education in tl N vee nite goss. * : ct el oe 

‘omplete [ ‘ COTS... ccces cove 395 <ducath ie ations capital........ { Experience t ghi-sc 1 tea s (chart) 

Conference on limitation armaments (pic Educational journalism ......cc.cessoece rot Evesight as a National probles (Guy \ 
RSS Mee ee 17 Educational journ SM IN 1921. vs sicnvee ss 23 fee PR Mati e 7 Tare 

Conference on one het i ning. mace nearntes 3 11 Equal rights and equal opportunities...... 7h 

Conte ence on. owner-Sterling bill. ....... 9 F he colleges totes tees eseccseserscses 10J Facts, Mobilizing educational... . ie arenes 277 

Connecticut salaries, 1871-192 ( RO) + + s ‘ 94 Federal aid without Federal control...... 414 FAIRBANKS, ARTHU?E The Boston museum of 

Connor, BertHA A. Evolution of handwriting Federal recognition of education.......... fine arts <.... Re 

, in _—— ee menee ety 2% tates: Aaeane = 333 inley's p — bidaban sess ae Fake colleges (editoria rae 1( 
onsolidated SCNOOIS ...... ° Tr rrr e ° I yt 1 and education.... 6 Farm Bureau \ r 
/ iid . . see OL — —— FOOTAIL ANG CAUCATION. 2. eee eeeeeeevnees I F ou au j new To e in i lu iti0Nn 

Consolidated schools are accomp] What Fou GEbEr <SYSIOME «oo s sivb ise s cod sbeneen 354 (Oo. M Se illustrated ec 

yee ot ON ee re ee 160 I of profes ional organization.... 4 Farm Bureau organization (n L P 

solide n, supervision, and admit ot 1 ) ¢ f \ ‘cont 

aot aa poco ' st x f ia | (Ac» | ~ nite pa : Far-re esults of the Washington confc 
of a_ county em oO schools GNES CROUSREMS GEFOMB. 622 ec csacterboe 196 ence, (FRepERiIcK J. Lipsy) 

S 8 leah’ ¥} 1 gray ; . = 

_ SAMUEI ON) - tiie “Depa ebb ecves peeceseece ( Idaho's legislative | OGCRMN ... 02550 caveress’ OM Federal aid, Dr. Davip KINLEY on (editorial) 

Constitution of the Jepartment of Superin International goodwill through education, 5 Federal aid, President Hardir on ‘ 6 
_tendence aaa aha a bp aot a rdedy orders - 155 Keep the schools close to the people. i07 Federal aid without Federal control (editorial) 414 

Constructive , Life ep» sin isd MOREE ee 370 Federal recognition of education (editorial) ( 

_ SEARSON ) . 161 VIAGILL, Hucnu as skin hea eacteewale-s z8o Finance to be investigated, Educational 

Conway, JoHN A in Membership 10 Finances of the Associatio ‘ 
New Mexico ... A Is Movies and ts Financing educatio Problems f fe EF sg 

Cook, pe ooh 61 National High 6: WEBER) .. met Sae bias ". 158 

P RINE Jonc se fxr sine * t 

Cook, NATHERINE R. j Pension for 241 Financing our city school program, Next steps 
children in rural communities......... +. 419 Professional 107 in (Hersert S. WEET)..... ; 
= a *e ‘ ‘ , - q U, ‘. ‘ - x iN . YER seo sr eeseeeeeeeeeeeeeeee 5¢ 

eee. professio al education of Professional organizat eer th: CONE. wih cs 22 Finley’s proposal, Dr. (editorial) 4 

ae . ecw) : “aa ws : ° 2 y ) , ° A). oriecce sa ‘ 

_teachers ( - . Rogt | Ry se ae} 224 Professional progress and the task ahead.. I Football and education (editorial)........ 106 

Cooperative Education Association of Virginia, Recruiting for education. .....<«cesscvesss 60 Foote, JoHn M. Louisiana’s program of ‘in- 

’ The (GEORGE W. GUY) occ cece ee reece eees 19 Salary schedules are to be maintained.... 150 structional supervision.... ithe 12 

Coddination of research agencies........ ren - School ore renaissance, The......... 106 Fort Smith (Arkansas) salary schedules 

Cost of education [1590 tO 1920. ...2c0e00 ea B52 Service, keynote cossues 61 (table) 

: ,educatic i690 to : 5 os sbeceescecscnede ee mi reer ; 

Cost m living, Percentage of increase in Shall aga an children be beggars?...... 326 Four-quarter system (editoria ee. ae 354 
_ (table) aesass he tae mame set tanehe sss ~+ 172 Shall educational opportunities be Fow Ler, W. K. Salaries in Nebr aska... i ee 

cy oben HARI ES . Achievements of the SET. nas th daa ee faa k bi eecees took eta 240 @ FRaAziER, GeorGeE W. Shall school boards be 

oan amar pag os vgs Toe er ee ~- 135 BE ierensed? ie Scie steads 60 PMGCHOMMONET bie sc cc ccesss . eeee 99 
ouncil of ducation, 1e ©=National (Abgr 5 r rintende ney in > ee 23 FULLER, RACHEL ANNI The Iping teacher 
M conte 5. BAYLOR). aes eee ear ssa: Bae ee ee rn or |?! ee 196 in New Jersey I 

: . 113 Summ, es +. 19 ; j tt tc ee ee eset eeeeeeeees 42 

——h ag r E.. J. ORTMAN)... 060.500. 147 Teac Ming aS a Career........00. bie anaig's bs 281 Functions of professional organization (edi 

Counsel of despair (editorial) .. cs eee seers 270 Lowmes-sheriemg® DE 6 ox.. i¢0'ee haus os sce e ca ae «PIED | 5 bos bleak Scien» Sav Lent t et eae 10 

peeetey life, Outstanding needs of (GEoRGE lriumph of professional UME: Ficadinns Ss 150 
A. Wado bs wh nth oe enter shing ] 1 Ye t 2: ildi 

Rion pe <tr aaa me = anne 268 W ishir gton schools sh 10uld be independent 3:7 GAMBLE, G. C. School buildings and school 

. unty uperi we - B problems... .2. sss gH Educating the other half (Homer C. Stuntz) 109 architecture (booklist) a ck a ca 
aunty unit schools system (ANNIE WEBB Education and business in Des Moines....... 222 Gisppons, CHarRLes E Rural child labor I 

N N ) HH: Qn Zs , . . . , a a tet es ’ 

c LA ry ; - baited Sealer ie Sc a vtec ee 185 E re ition and National income (editorial) 197 ~ Gifted Child, The (AGNEs KEerRRIGAN).... 352 
jurse I oO 1T / - . cece 2 
a ot study, reparing the (H. B. Wu Education and the classroom teacher (AGNEs Goop, H. C. Why the history of education?. 423 
BY Sia 4d dcae 2 : 3 i ed east: 
, SON)... oe teen e ees a caesar some 203 - Waswd scar .cvs'bhed tee 127 Goodwill through education, International. 15 

Cove, W. G. The new education........... c8 “J . bi G r 7 J e ia 4 

Creed and flag, Th American’ : . a Education as a world problem (Avcustus O. sovernment of the United States (chart).... 76 

« < ’ ii I 1Cé Sesccsesces gC tT : . . : l 7 

f in rican’: itech ase) ee pee ae So eis Grant, Mrs. Ernest R. Washington's fight 

Creed, The school teacher’s (Epwin Oscoop ‘ + as . * 2 for healt 
Caoves) 109 Education associations, Growth of (table). 58, e or health ... as rrr ety pss eeesasesace s08 
. 3) ee eae eee eees eee 10¢ > i: . oO : ratitud 1 ts te al) ° 62 

eueade for health, The children’s (C. MM E lucation, Cost of, 1890-1920... - atitude of republics _ wong hong Teryire et 2 
ind. sate Riwnetion for of (clett) «occ adk eck nwo dcscs - Great question of our time, The............:. d 

a . Education for leisure (Tl. R. MAHLER)...... 209 tent Gene 5 a os agg PE Bee +31 

Dakin, W. S. Training supervisors. 157 Education in Brazil (A. Carnerro Leao)..... 307 a membership in British Association 

Debating, University extension (RoBER1 oe Education in England and Wales since the war C and N. E. ‘ Cehart)... 00. + se cegeseteass #74 
KERNER) : ‘te (Sem Tanna TOCAKE IT oc occ ee ceee 064 nce ce 321 — in service, Teacher (Ciara G. LANG 

cS. d.biw a eres heen aetacs kas Ae aay sien we ' Ror “3 er WORE nvccucvaeve nie ea 217 

Defects resulting in disqualification for mili- Education in Hawaii (Benyamin O. Wisr). 48 Gr f ion associations | PO dale 

rs eS Steed : srowth of education associations (table).. 58, 128 
SOME VONS SOMMER Ss oo 5 oo .0 65d on's oem ou dle 423 ‘ducation in Towa during 1921 (Cartes F, Growth of the summ hool (Rayy W: 
nagat , | Le . : : ) Si ‘r sc MON 

De Forest, C. M. The children’s crusade for PYE) ...+--. to 00+ ee meeene Sade ted’ 2 allele oes 25 TERS) : sale ieee te I 
oo mh A : : ; TERS) cc ccceccccenccccesssecccceeesscees 

De M rite esas cence seca c ene sece eee eeens 103 Education in Ireland..........ssseeeseses — Guide to books....... 31, 65, 111, 163, 207, 245, 

 } ILLE, A. B. Books for boys......... 420 Education in Michigan during 1921 (Joun P. 299, 339, 383, 425 ; 
ana nin avs 4 . ‘ 7 Pres \onwew - < E . . = 9 Oc » 3°3+ 4-5 
; “ acies and international affairs (ELinvu ; EVERETT)...... sete eeeeeens eeeeeeee seers 24 ~ Guy, Georce W. Community leagues....... 421 

> ROOT) wee se cence eee ce eee tees SSvies ene oe 124 Education in the Nation’s capital (editorial)... 241 —— The Codéperative Education Association 
emocracy in the classroom (EFFIE Mac Education in Wisconsin during 1921 (M. A. of Virginia ‘ 
I eri Sirs Hae wrasse lgndaiacha vs taeda ace 266 MUSSRWITED oaécssce oak mt aha es km anal ace 6s eel Bee te ee CSS ” 

Beeseracy, Che project, work, and..... 181 Education, Mor: al weer eee eee 190 Handwriting in education, Evolution of (BertTHA 
emocracy’s greatest need, Serve........... 2tt Education, National leadership in... ...... 116 A. CONNOR) ........sccesceccessccevseee Sad 

Democratic. awakening and professional organi- Education of an American citizen (Epwarp HARMAN, A. F, lis this to teach (poem)... 298 

non. The (¢ HARL O. WILLIAMS) me Oraihlly p ee 261 2) eer ese ownse'ss . 1g! HARRON , Jutta S. Voting bonds under diffi- 
emocratic education in England (editorial)... 61 Education of young children in rural communi- CUNIES 22. cc eccecesccscseccs teense eeees 46 

DenTLer, CLrara Louis. Why should I teach? ties (KATHERINE R. COOK)........0eeee00: 419 «© Hart, Irvinc H. The teacher’s wage..... vi HF 
RR: és ais ec eeeecceses yee eeeease peccsee 238 Education problems, Physical (Witsur P. HARVEY, LORENZO DOW........00eeeee0- 279 

Department of Elementary School Principals Bowen) baw wink meas + Gan aes aR Eso eee *S6 Have teachers’ salaries been (Joun 

osram) ptt eee teens 9 he fteeeteeeee 73 Education, The new (W. G. Cove bs « 298 K. NORTON) ....0c00scccupecgecé seeeeee 172 
paprement of Immigrant Education, Officers Education through printing (ARNoLp Levitas) 296 Hawaii, Education in (B. O. eye ouel 

Da, ‘ 43 Education week, American.............s2e+. 374 Hawaii, ‘Teachers’ cottages (VAUGHAN 

Departme nt of Rural Education (program). 39, 71 PIN, NE oo. kong o hsciecsh eke 4 wea Be oss 227 @ ACU AUGMEY)  sSSuict cones eadaees seeeers 321 
epartment of Supe rintendence........ 388, 431 Educational bill (Witt1am B. OweEn)....... zor~ Hayes, Aucustus W. Rural community or- 

Department of Superintendence (Chicago pro- Educational facts, Mobilizing............... » R77 BANIZAtiION «+s we eee eee ss evnes 96 

,erem) os eeresscescevescssscessscecsee 3% OD Educational finance to be investigated........ 27 Hays, Duprey Grant. Using visual equip- 
epartment of Superintendence, Constitution ieducational journalism (editorial)........... 196 oslo) Se tte s--2 99 
SE 4s 2 6 Hk sc ic deae ana tina ale ares med . 155 Educational message of 1922 (A. E. WINSHIP) 265 Hays, Witt H. Improvement of moving pic- 

paerement of Superinte ndence, Resolutions of Educational opinion .......... sas Whe 228 DEE. a.cdbad seco nbdeenck aed staanes See 69 
Ps Se ene ee eee, eee ee ISI Educational outlook in New Mexico, The (J. Health crusade, The children’s (C. M. De 

Departme nt of V ‘ocational Education (program) 72 A OO are pete ays ane 15 Forest)—illustrated ......... Sith eine Wass ate 103 
Yepartments and allied organizations, Tenta Educational progress in Mississippi (H. M. Health material for teachers (James A. 


tive programs of (Boston meeting)...... . 248 TveP- ss. ea ns Ge eS Pare ete 189 OORT) . 2 k.cc cvs on bdcoes UOn ee beeen 373 











436 


Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


December, 1922 





Health problems in education......... sebees 
Health, Washington’s fight for (Mrs. — EST 
R. GRANT) cc cscccccvccccsscvccccsness 
Health work in the schools (Tomas BD. 
WOOD) cic cccccccccccccccccvccscccsce ren 


Hess, Bertua Y. The work-study-play plan.. 
Helping teacher in New Jersey (RACHEL ANNE 
FULLER) .cececsescvees TPT TT ETT e ee 
Henry, Guy A. Eyesight as a National prob- 


MN. denanah<s¢eune xeecaws od os ad. 56.0:e 


Hertzoc, WatrTer S. Training the rural 
eis cnak ieee tab Ohs aKeseccceacces 
High- school instruction, Increase in amount of 
89 to 1920 (table)..........ceeeeeeees 

High- -school opportunity for country children 
(Wittiam McKINLEY ROoBINSON)........-- 
High School Teachers’ : The Chicago 
CHarsey H. MATTESON)... cccccccccccccess 
High-school teachers who are ‘colle ge graduates 
ETOAC eee CLT ee 
High-school teachers with different amounts of 
experience, Per cent of (chart)..........+- 
Hitt, Epiru D. The Cincinnati Association 
of Public School Teachers.............++- 
Historic Boston—illustrated .........+...++- 
Historical education of an American citizen 
yO a 5s Pee 


History textbooks under fire (Jacosn Jacow1tz) 
Horrman, J. E. Real supervision for rural 
PED: - 0.66.66 :60 60860500 060M PRESSE CS Oe S sone 
Hotmes, Henry W. The responsibility of the 
college and the university........-+..++++ 
Honor roll (table)........cccceessesccccvece 
Honor society, The National...........-- yess 
Hope and result of American education, rhe 
COwmARL O, WIGSTAMS) .. cc cccccnvccscevce 
Hosic, James F. The adjustment of: elemen- 
tary education to the project method..... 
— — The present status of the project 
MOCHOR oc wets ween swe wesecces sates 


How Los Angeles voted $17,400,000 (SUSAN 
M. Dorsky) ...-..-«- ET Te dee 
Hucues, CuHartes Evans. Aims in American 
ee POCO OTE COL CC CCC ULL 
Hundred thousand strong, "A (editorial)...... 


I am the schoolhouse (American Legion Weekly) 
Idaho's legislative program (editorial)....... 


I keep the public school—poem (VELORUS 
ee her rer ree sre Te SY tee Tr 
Illiteracy in the United States (table)... 
Illiteracy, Menace Of ..ccccccsecseesceeees 
Illiterates, Americanizing (M. CATHERINE 
SEXAUBR) .cccccesee ere re ry 
Immigrant Education, Officers. of the Depart- 
ne GE c.icchebniens a da'ew odes phawds 4 o2> 


Improvement and preparé ation of teachers while 
in service (Peter A. MOoRTENSON)........--+ 
Improvement of moving pictures (Witt H. 
Hays) PPT ee) SO Pee eee ee Lee 
In Flanders Fields—poem (Joun McCrae).. 
ce thee Geld. .... esses 40, 75, 121, 168, 214, 
302, 346, 391, 

INGALLS, JoHN James. Opportunity (poem).. 
Instructional supervision, Louisiana’s program 
of (Joun M. Foore)... 
International friendship, The basis of 
to 
International goodwill through education...... 
International Kindergarten Union (program). 


(edi- 





International Moral Education Congress, Third ; 
International universities (RatpH H. Bevan) 
Investigation of educational finance.......... 
Iowa consolidated schools (chart)........... 
Iowa during 1921, Education in (CHARLES 
Se. eae Tape ee 
Iowa wins prize for character education plan. 
Breland, TRGGGREIOD BBs is ccc cdcsigseocccvcccse 
Irtner, W. B. The school pane and the 
SCHOOl—AAETOMES ov cei cic ciccecesccscsce 
Ivy, H. M. Educational progress in Missis- 
IPP ccccccccscescvsceseneccsceesecsccses 


Jacowitz, Jacos. History textbooks under fire. 
Jounstron, Ross B. Locating the consolidated 


Ce ee ae ee ee eeerreseeeesee 
Joining a State association. ............-... 
Jones, Oxrive M. Professional training for 

eee ee eS eee 
Journalism, Educational (editorial).......... 
) Ee OE A eee 
Justice in school relationships, Obtaining aks ‘ 


KEENE, CHartes H. M. D. The seven ages of 
SO OOF EE FEY cociginen ans 
Keep the schools close to the people (editorial) 


KeitH, Joun A. H. Taxation and education 
Kettey, James H. State aid for teachers’ 
ORIFICE, ois vo 4b wis OSHS VERE 6 00 08444 04d < 00 


KENDALL, CALVIN N.,, “and THOMPSON, " FRANK 


V. (biographies) 


Kerner, Rosert J. University extension de- 

DOOM. inane ents. cde Git a takaehe 38% veaan 
Keraican, Acnes. The gifted child.......... 
Kux, O. M. The Farm Bureae...i¢o. 2.0.00 
Kintey, Dr. Davin, on Federal aid (editorial) 
Kuiemme, E. J. The teachers’ tenure........ 
Knicut, F. B. Qualities connected with suc- 

eee (NED 3a. 5. aves i tiene eo « agiioe se 6 


KNrippRaAtTH, GEORGE F. ‘Omaha school forum 
Lanowick, Ciara G. Teacher growth in service 
Rew a6 @ean play (char€) 6 ccscicselecccesé 
Di ee MG  GORBUED co5.0 6640s 0 46 heweee eke 


Law of self-control (chart).........-ecceeces 5 


408 


177 
363 


é4 


266 


269 
214 


256, 


433 


117 


161 


265 
196 
394 
394 


226 
107 


268 


an 
an 


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tl urw 


to 


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nN ?- 
om UI 
tv 


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NN 
ut Ww 


_ Lwekey, Berroa M. 


Law of self-reliance (calendar)..........6. 
Leadership in education, National....... emeie 
Leao, A. Carneiro. E ducation in Brazil. sie 
Legislativ e€ program, Minnesota’s. cReeese 
Leisure, Education Le CH. R. MAHLER). 
Levitas, ARNOLD. Education through printing 
Lewis, E. E. Plans for a building program. 


Lippy, FreperRicK J. Behind rx European 
Conference ...... bh DOs ee 4A 

—— Far-reaching results of the “Ww ashington 
Rass eras casas Capa bee SS ae 


- The Washington Conference and ‘after.... 


The way to permanent PEACE... +. se eeeeee oe 
a — Ww net cum I do. for pencel....ccecsces 
Libraries and librarians (SHERMAN WittiaMs) 
SURE ON CU. 6 8k. haw wes oem cba err 
Library codperation, School and (J. M. 
EE PE I TP 
Library service, The spirit of (Mrs. Epw ARD 
S. CarTER) NC re Teer ee . 
Library service, Standards of...........-... 
Life enlistments (editorial).............200- 
Limitation of armaments, Books on........ wail 
Limitations of the project (W. W. CHarrTerRs) 
Lincoln, The man of the people—poem 
CHEOWIG DEMOEMASE) 50k s cudns.c cote caaas ‘ 


Lincoln, Washington and (booklist)......... 
Literary pilgrimages—illustrated .......... i 
Locating the consolidated school (Ross B. 


JoHNSTON) 


Los Angeles voted $1 7,400, 000, How (Su SAN 
Te. RON Nicck:0-d dikes ba & nde ha sd ee ‘es 
Louisiana’s program of instructional super- 
vision (JoHN M. Foore).......... wes 


i The psychological clinic. 
Luxuries consumed in 1920 (table).......... 


Luxuries in 1921, Tax paid on.............. 
Luxury taxes—year ended June 30, 1921 
(table) 


because +s 0 elena Gebanne ecg OD, 


MacCauGHey, VAUGHAN. 
eae 
McConnext, ANNABELLE. The 

Teachers’ Association 
McConne.t, J. M. 
operation 


beeen rs’ cottages in 


School and library co- 
McCrazE, Jonn, M. D. In Flanders Fields 
IED" 5. 6:50. 505 Side o- 0:9 & 0 ace baie Ml ee eM a 
MacGrecor, Democracy in the class- 
COIN a ae ate hi 6d aw oR EM DRA oS ee oe 
——— Minneapolis makes good 





McSkimmon, Mary. A _ new type of leader- 

ship to carry out the new policies........ 
MacitL, Hucn S. (editorial)................ 
— Sources of revenue for public edu- 


cation 
Mauter, H,. R. Education for leisure....... 
Main issue, The. The education of an Ameri- 
can citizen (Epwarp O. SISSON) oy re 
Maintenance of teachers in training, State. 
Making plans for Boston................. 
MALONE, WaLTER. Opportunity (poem)...... 
Map of the world of ideas (Sipney Morse)... 


MarkuaM, Epwin. Lincoln, the man of the 
NNN SONOE) dca: wlnsico eae wen isnci 

Martz, VeLorous. I keep the public school 
ng gant ECE CE OP 


Massachusetts and her pe rsonal - interest in edu- 
NON ata a fabs ie Baie Variite 
Massachusetts, peed 
ED 255.503 52a be 
Massachusetts, U niversity. extension in (JAMES 
Me POTER) cick ccce 
Masters, J. G. The 
Honor Society 


school salaries in 


"National 


4 
High- school 


88 
116 
397 

54 
309 

296 
159 
133 
265 

83 

179 


22 
22 


419 
394 


95 


Ps 


we 
ee NI lp 
NN OW O 


- 


w& 
w 
> 


268 
280 


198 
309 
IQt 
zI2 
127 

50 
236 
334 

86 
266 


210 


Material for teachers, "Health * (James A, afi 
oe eee Aieavmc aah Ginna ce aan <ataen wikia . 373 
Mathematics, Reorganization * ERIN Rae 144 
Marreson, Hatsey H. The Chicago High- 
scnool Teachers’ Council. .........o0<s0000 351 
Massachusetts, University extension in (JAMES 
Oe... eRe eet sc cooce 405 
Membership cz ampaigns (editorial)............ 240 
Membership in State associations. DMibtseiae Bae 
Membership N. E. A. 1921-22......... bineém, Se 
Membership year, The.............00. cosne S60 
Menace of illiteracy..............0. ithe acl: ae 
Michigan, Education during 1921 in..... a i 
MILLER, Joaguin. On the firing line (poem) 13 
Minneapolis makes good (Errie MacGrecor). 212 
Minnesota’s legislative program ce” & 
DD Gut ao wet Weuenauckate aaah a kas 54 
Minutes of Ley Boston meeting— illustrated. . » 285 
Mississippi, Educational progress in.......... 189 
Mobilizing educational facts ............... 27 
Mooney, Mary F. The San Francisco Grade 
Deateare AMOGAION o6. iiss ccccsccsce coe 227 
Oe SR errr ne ee 190 
Moral education, Third international congress 316 
Morse, Sipnety. Map of the world of ideas.. 236 
Mortenson, Peter A. Improvement § and 
preparation of teachers while in service.... 266 
Movies, Another charge against the (editorial) 416 
DEUCE Si CRE OUROONES 650.6 bx ecw ins 6s 0% 000 107 
Moving pictures, Improvement of (Witt H. 
0 are seseeese 269 
Mover, James A. University " extension in 
MassOChusetts 2... sccccccscvcccscscccecscs GOS 
National Association, Membership in (table)... 58 
National Association of Deans of Women (pro- 
BOM) op ccccccescvccccsccccssvecccoees 39 
National Association of “Directors of Educa- 
tional Research (program) ............+-. 7 
National Association of High-School Inspec- 
tors and Supervisors (program)......... 39, 72 


National Association of Secondary School Prin- 


cipals (program) ........ Se ere ee 39, 74 
National Council at Boston.................. a>5 
National Council of Education (program).. 38, 79 
National Council of Education (ADELAIDE * 

I EID io aks Sch asa ade arpsaedne a's. 113 
National Council of Education, Members of.. 114 
National Council of Primary Education (pro- 

_ gram) settee Ste ee ee cere ere e ee eeeenes 39, 72 
National Council of State Departments of Edu- 
CRON (program) 2.2.6. .cccveccecceovcses 71 
National Education Association and American 

Legion Cah ie Es 66 e Rad dee ee Dad iee eee eee 318 
National Education Association 1921-22, Com- 
_mittees | a_i aia oh ree 201 
National Education Association, Importance of 44 
National Education Association Officers, 1922- 

RS ES el RE eRe > ae O71 
National High-School Honor Society (editorial) je 
National High-School Honor Society (J. G. 

| Re ae An SI 
National High-School Honor Society (consti- ~ 

ct ce Re Tee TET TET TTT ee 272 
National income, Increase in (table).......... 172 
National leadership ee ee eee 116 
National league of teachers’ associations 

Co eS a rey pee 244 
National organization for educational service, 

The need of a (Georce D. Srrayer)....... 187 
National responsibility for improvement of : 

rural schools (Mapet CaRNEY)............ 268 
National Society for the Study of Education 

. (program ) ree eee eee eee ee ee eS ee ee ee 73 
National Union of Teachers in Great Britain 

(Harrier M. Cwase)......... ee eee 173 
Nebraska, Salaries 1 

vebraska, Sala eee Pe ee 14 
Nebraska, State capital buil« ling (picture) . 232 
Need of a National organization for edu ; 

tional service (Grorce D. Srrayer)........ 187 
New education, The (W. G. Cove).......... 258 
New England and Boston, Books for visitors to 205 
New Jersey, Educational progress in........ {40 
New outlook, The (KatHerine D. BLaKe).. 267 
New type of leadership to carry out the new 

policies (Mary McSkKIMMON) ........... -68 
New York City, View of lower (picture)...... 174 
New York education building (picture)...... 139 
Norton, Joun K. Have teachers’  salari:s 

been increased? ...........00.. Cidona tants 172 
Notable service in education................ 327 
Notes and announcements...... 42, 74, 120, 166, 

213, 254, 301, 345, 380, 432 
Notes on British schools (Ropert Forrest 

a eer Ce by OP re = eae re eee 32 
Notes on the Boston meeting.............. 276 
OseRHOLtzeR, E. E. Thrift in the schools.... 183 
Objectives of American education, Present-day 

ED ie oS rey ie 66 
Obtaining justice in school relationships...... 429 
Officers, National Education Association, 1922 

mh len EEA EE COSTER ET 
Giiebine, Superintendents’ salaries (table).. 230 
Omaha school forum (GEorGE F. KNIPPRATH) 242 
On the firing line—poem (Joaguin MILLER). 13 
Open-air summer school, California’s (P. F. 

fo: ery tee Cie er eee 395 
Opportunity—poem (INGALLS) .............. 50 
Opportunity—poem (MALONE) ..........+6.. 50 
Organization, progress in professional...... + 303 
Organized education (Harry M. Moore)...... 2 
Organized promotion of education......... - 393 
Ortman, E. J. Teacher councils............ 147 
Orvis, Mary Burcuarp. University exten- 

sion—Its aims and achievements......... 93 
Our need of an enlightened electorate to rep 

resent democracy (JAMES E. RusseELL)..... 269 
Outstanding issue in American’ education 

CHomen Fi. -GRRBEV occcccccccccsccsccesss 350 
Outstanding needs of country ‘life today 

COMMON Fi WORBER 6ioncccccvecrcnsesecesic 267 
Owen, Witiiam B. Revenue for education.. 52 
me “ERO QUUCKtIONAl DIT... 0c crcccesecscness 301 
OweEn’s Program, President.............+++: 388 
Owstey, Atvin M. Respect the Flag........ 253 
— The peace-time program of the American 

EGBION 2 ccseee cose mene ree reerry yee ry o. Sg 
Park, Maup Woop. The women of America 

and the democratic awakening.............. 267 
Payne, E. Georce,. Teaching accident preven- 

MeN sp dine ob0 0026600500400 53 
Peace portal at Blaine, Wash. (picture)...... 83 
Peace-time program of the American Legion 

SS CTT eee rere ee. 267 
Peace, What can I do for (Frepericx J. 

BMD. aeSa Wet n chard asetces sc dchaeeneee 221 
Pennsylvania conference on teacher training... 241 
Pennsylvania State Education Association 

SOD, 5055 005 6 Es 45006 ce us se sstas ene 30 
Pension movement, The teacher (Jessice M. 

Se et = eT eee TS 87 
SEE eT eT POL eEEeeE TET TT. 317 
Pensions for teachers (editorial)...........- 240 
Permanent peace, The way to............+++ 179 
Phi Delta Kappa and men for education.... 77 
Physical education problems (Wirsur P. 

BOWE?) sscicias cas eeks baw ae ts sca ehae 186 
Pittsburgh Teachers’ Association, The (ANNA- 

WOGEE RECCGRRELE) cc cericiccccccccccess . 228 
Plans for a building program (E. I Be “Le WIS).. 159 
Platoon system (Bertua Y. aees. cosccteae 363 
Poems: American, I can (IpA FLoop DonGE).. 222 
— American ideals (IpA FLoop Dopce)...... 166 
— Dreamer back on the job, The (Berton _ 

») 


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Vol. 11, No. 10 


ee Ea 


JOURNAL O NATIONAL 


MarKHAM) 
On the firing lin 
Opportunity 
Opportunity 
Prophecy of 
Seven ages of oe 


(WALTER MALONE) 
TENNYSON).... 


(CHARLES H. K.NIPPRATH, 


BuRTON Woopwarp) 
Why should I ioe 3 (CLrarA Louise DENT- 


PAPE P DAY 


Populations of States (1920 census) 


MacGREGor, 


5 Aes ee MacNIDER, 
CorneELia § 


McC ANTS, 
McCarTNeEY, 
McCLENAHAN, 


McConarny, Oszou RNE 


McKerown, 
McSkIMMON 





MINNIE D 


PEt ddd badd 


ALEXANDER GRAHAM 





} 
| 





MORTENSON, 2 
SO ee ee nt eer ee ae KATHERINE 


BICKNELL, 
Francis G 








P1114 


3REWER, C. 





| Ra vrseery 
BuRNHAM, E 
BENJAMIN 


Carrot G.. 


KATHARINE L ‘ 
ANNA Lockwoop 


CapPpER, SENATOR 





MAUMEE, Be Wek attudaneeacsescccsaseoss 4 ee >. er ee ree 


ik biwkheeed Sas 6% whe mae RICHARDSON, MARGARET... pera Se ee 


ROOSEVELT, 


‘THEODORE 
RUEDIGER, 


aes pans. D.. cnovilbectdstosecscs Tie <n oo oe ee 





semis ee Din RW Bees SAMUELSON, She Véctb ect Renna 


EUUTETUPTUOCTCOURTUV20 03 


De Camp, 
De MILLE, 
JOSEPHINE 


Pe WECUOEERs 6 64.00.0600 


eiset arto ttenrensyss+ +: 
Susan M.. 


RapForp TERRELL....... 
Emery, JUNE ..... 
ENGLEMAN, J. O. 
EncuisH, Harry 


x 





FINLEY, JOHN 
Fisuer, H. A. 
Forp, GeorcE M.. 
Fos, G. H.... 
FRANKLIN, 
FRANKLIN, E 
Frazier, C. R 
: JennigE M 


ps 


UMN 





BENJAMIN 


tO 


HONORABLE GEOR 





SUTHERLAND, 





THALMAN, 


AvuGUSTUS 


ANNIE G 





“yng pepeeheaae ag 
NANNIE W. 


GRIFFITH, ‘THOMPSON, 
‘ ‘ eA THOMPSON, 
Guy, Greorce W.... 

GEORGE BuRWELI 
Dwicnur B 








HAMIL7ON, 
HAMILTON, 


KATHERINE 
Lorenzo Dow 
Hatuaway, F. 
Witt H 
HENDERSON, ” 
HENDERSON, 


hk ark ae kaise WHITNEY, 
WILLIAMS, 
WILLIAMS, 


WILLIAMS, 


SHERMAN 





HOLLISTER, 
Hotioway, H. 


a ag 


WINTER, Mrs. THOMAS G 
THomas_D. 


J 


Hoste 


ty 


"Event u 56 eaneee 6s ede kena ee 


Ceeees TAME, «oss sk cn os 


~ 


W ooprurrF, = 


s, Georce A 
Wricnt, R. H 
Yerxcer, W. K 
YOXALL, Sir JAMES.... 
Preparing for 


a gg Meu 
Huyxe, Fy an B 


to 
wu orm'd tw N 


American education week..... 
Preparing the course of study (H. ; 


PEPTTUEEV TEED TATE EE EDT E TET T EET EEE 


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. >" 
EDUCATION ASSOCIATION 43: 
419 
ym, Mas 
y 
1 JAMES I 
{ i A ; 
associat s 
nt (ARNOI LEV 
4 gt 
Prodle1 f fir ne ¢ ation (S. E. Weser 8 
Profess al « ciousness edit al) I 
Professi ed ation ft teacher Coopera 
tior the (G. C. Ropinson 224 
Professior orga atic I ‘ oft (edi 
torial) 24¢ 
bETOC a 
AMS). 2 
ahe Cec 
teachers 
Profess training f eachers of city 
M. Jones 
, Triumph of : ifs 
merican Legion, The peace 
OWSLEY) : 2 
rtments ar ed ¢ niza 
1) 246 
Mississippi nal (H. M 
. IcQ 
Ss i rganiza 
Profeat method (references). suaatatdees 
Project method, The present status of the 
(James F. Host A 104 
Project, The  limitat s of the (W. W 
CHARTERS 2° : 
Project work d democracy (J LEROY 
SToc ON) ececevece 5 
Prophecy of { A—poem (ALFRED TENNY 
SON ee ae ‘4 
Psychological clini 2 ed a, ee 9 
PUELICHE! Joun ii Che teache and tl 
rrr ee ‘ 347 
rv. © J Education lowa 1 1921 ; 5 
Qualities connected with success in teaching 
| Re ree ee eee gecen Oe 
Rating of social qualities Terese tf 
What consolidated schools are ac complishing 
W. EE. RAs ee ; is wane. ee 
Real supervision for rural schools (J. E. 
HOFFMAN) CA Eh He ee 159 
Recruiting for education (editorial)......... 6 
Recruiting men for ed 77 
Reorganization of mat! hemati 5 oh dnirnes eek ed 144 
Representative assembly, Second........... » 291 
Resolutions of Boston meeting............ 263 
Resolutions of the Penecnant of Superin- 
RUN aes os ce ee ks os ae ee ist 


Respect the flag (Ows.ty, A.vin M.)...... 253 
Responsibility of the college and the uni- — 
versity (Henry W. Hotmes) 
Responsibility of the college (James R. An 
GUE “sain spe cteunseanes 35 00ne ee 1 
Revenue for education (WiLL1AM B. Owen)... 3 
Revising the elementary curriculum (KatTHh- 
ERINE D. BLAKE) 


Ricuarpson, Dio. Single-salary schedules.... 225 
Ropsins, Jessigé M. The teacher-pension move- 
MENE oc cccccesercrsecccesesscesssssceseseo 87 
Ropinson, G. C. Codperation in the profes- 
sional education of teachers.............. 224 
Ropinson, Wiitt1aM M._ High-school oppor- 
tunity for country children.............. 421 


Rural child labor (Cartes E. Gippons).... 421 
Rural community organization (A. W. Hayes) 98 


Rural Education, Department of (program). 39 
Rural education, Semi-final report of the coun 
mittee on (J. F. Sims)........ APOE IO 18 
Rural education, The Farm Bureau—A new 
force in (O. M. KILe)....... alate toe aan chil gl 
Rural schoOl committee .oiscigessbsanecccs 317 
Rural school library, The (RutuH B. Drake). 420 
Rural schools, National responsibility for im 
provement Of. 0.00000 0e0s 05.50 eubhssnecs ~» 268 
Rural teacher, Traheee'* the (Water S. Herr- 
ZOG) dn coche Obeh be Sve 06H 00s bb 6404250566 85 


RusseE_t, James E. “Our need of an enlight- 
ened electorate to represent democracy.... 759 


St. Louis appreciates education (PHILO STEVEN- 


GOtt )\—SNiaaTONSE nap ccocseerivesacveees 221 
Salaries, Comparative studies in............ 100 
Saiaries—Form used in Massachusetts........ 4 
Salaries in Connecticut, 1871-1921, Teachers 

ond CHES | figs a cars 60 on beasahe eee ews 04 
Salaries in a, elementary school 

(table) 0.0550 <erctoes i dite tina a oie ew mae z10 
Salaries in Nebraska CW, ‘K. Fow.er)...... 14 
Salaries in Oklahoma, Superintendents’ (table) z30 
Salaries of elementary’ teachers — 1921-22 

COREE «6.000096 055oaPk hes pee Pek h eit aee 216 
Salaries of high-school teachers (map)...... 167 
Salaries of teachers ..cccccccccscvscccceces 172 
Salaries 1921-1922, Superintendents’ (table).e 244 
Salaries, tenure, PeMSIONS «.......+-+eseeees 317 
Salary reduction—Storm Lake’s retrenchment 215 
Salary schedules—Chicago, Illinois.......... 349 

—- Fort Smith, Arkansas..........ssss+:- 431 


Salary schedules are to be maintained (edi- 
COUT ss sicnad'ns 0 vind 0000005 odes eReaeS 150 











y 


438 THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1922 





Samuetson, Acnes. Consolidation, supervi- 
sion, and administration of a county system 





of schools ad eee See CO COE CPOSERO REC ECOLER © 
San Francisco Grade Teachers’ Association 
(Mary F. MOONnEY) ......-secesceeeeeeee 
Savings in 1921-22, School (l.20 Day Woop- 
rn x dha bao ein CP MEN S SEM US GEO 00 © 
School and library coéperation (J. M. Mc- 
eer ee ee ee eee 
School and some trees, A (ARTHUR CHARLES 
Watkins)-—illustrated ........ Tee 
School boards be independent? Shall (GEoRGE 
TVs, . PRAREIER) ccs eer re rt Ee 
School building progress .........--- 35, 68, 
110, 162, 208, 238, 270, 342, 387, 
School-building renaissance (editorial)....... 
School building, Unemployment and......... 


School buildings and school architecture— 

booklist (G. C. GAMBLE) naan 
School forum, Omaha............. 
School library, The rural (RutH B. Drake).. 
School objectives .....cccscsccvecsccssceces 
School plant and the school (W. B. Irrner)— 

DUGUNUONE ccccccerctaratas ses see e cee eeees 
School relationships, Obtaining justice in... 
School savings in 1921-22 (Leo Day Woop- 





oe | re rie Sr aes ee ee 
School teacher’s creed (Epwin Oscoop 
DED nilasls-na bac0 te mir ddlemes Wee's ones.» 
eS ee 2 eee eter a ee 


Schools as wealth producers (CHarLes Mc- 

KENNY) 
School’s share in Nation’s wealth........... 
Scuvutz, C. G. Minnesota’s legislative program 
Searson, J. W. Constructive movements at 


I er a ae 
Second representative assembly.............. 
Seertey, Homer H. Elimination of educa- 

OMOE WOE so. 390s 6 bw some eer osines VESC ei 0 

—— The outstanding issue in American edu- 

GIO. 6 ck cee eka tetsehEGH Ke rereces 
Self-reliance, Law of (calendar)............ 
Serve democracy’s greatest need............ 
Service, The keynote (editorial)............. 
Seven ages of play (CuHartes H. KEen)....... 
SEXAUER, M. CaTHERINE. American:zing 

illiterates 


Shall American children be beggars? (edi- 
NOE Aad < Bi ee sw we eee ewe kaeeess 
Shall educational opportunities be equalized? 
Oe BIB eo RE et re 
Shall salaries be increased? (editorial) ...... 
Shall school boards be independent? (GrorGE 
et eR ee +s RRR 
Sims, Joun F. Semi-final report of the 
committee on rural education............ 
Single-salary schedules (Dio RicHarpson)... 
Sisson, Epwarp O. The historical education 
GE a6 Aapersem CHIME... ws nbc cscs ccc 
— The education of an American citizen 

The main issue 
SKINNER, JesstE A. 
classroom teachers 
SMITH, EvucEeNneE R. 
ee, EES PA ee 
Situ, H Louis. The supreme task.... 
potest: @iiomemey (tADBS) oon cc scccccccecccces 
poems rete (A. S&S. BAR)... cc ecc cc cccse 
Society of College Teachers of 
RUOOIED 6 bogs 00 Se ccawetecoccccsceeres 
Sources of revenue for 
See a Oa eS wince oo 000 400 bin weenie 
Spirit of library service (Mrs. Epwarp S. 
SRD lke ees Gale eae asx a0'<.0.0 cee os 
Stamp out tuberculosis (poster)............. 
Standards for classroom teachers, Professional 
ye ee 
Stan@arda Gf Eibrary GUEWIES.... ccc cccccccece 
State aid for teachers’ salaries (James H. 
KELLEY ) 


Professional standards for 








State association meetings, 1922-23........+- 
State associations, Membership in (table)..... 
State associations, Reasons for joining...... 
state education associations (table).......... 
te associations, Membership in........ ee 
State cducation associations ........ Fe 





State maintenance of teachers in training... 
Srevenson, Puito, St. Louis appreciates edu- 


GBCIOM ccc ccc OOOH ERSES CORSO CEP EDE CSAC Ee 
Srockvon, J. Leroy. The project, work and 
GEMAOCTHEY, oc o's 3s wp rear rsercevios ccs ecce 
Storm Lake’s retrenchment (Marshalltown- 
Times Republican) ..cc..cccsccccecsvecses 
Srrayer, Georce D. The need of a National 
organization for educational service....... 
The Towner-Sterling bill............... 


Sruntz, Homer C. Educating the other half. 
Success in teaching, Qualities connected with 

(CF. B. KwiGHT) .cccscciesses Ale 91840 6-0.8 
Summer schools, California....ceccssseseeee 


161 
291 


158 


350 
88 
211 


399 


158 
225 


55 
I9I 
266 


419 
75 


29 
22 


119 
73 
198 


420 
408 


266 
145 


258 
399 
53 
ror 
2i 
58 
21 
212 


Summer school, The growth of the......... 
Summer schools (editorial) ............... 
Superintendence, Department of (see Depart- 
ment of Superintendence). 
Superintendent and the course of study 
Superintendent and standardized tests........ 
Superintendents’ salaries, 1921-22 (table).... 
Superintendents’ salaries in Oklahoma (table). 
Supervision, Louisiana’s program of instruc- 
ne ee eee pee eee eee 
SET ECONO os oo 5 5: SA vcd acess 00 ne 
Supreme task, The (H. L. SmiTH).......2-. 


Tables—Connecticut, Salaries and teachers in, 
PE ide bn hes oa Sb ane nansuneds vedas 
— Cost of education by decades from 1890 
to 1920, An analysis of the.......... 
Cost of living, Percentage of increase in.. 
Educational product, Increase in....... 
Enrolment of first 50 universities and col- 
NR 5 eae rem RD I oe 
Growth of education associations..... ee 
High-school instruction, Increase in amount 
ot, 1890-1920 
Se ae 
Illiteracy in the United States 
— Inconie, Increase in total National...... 
— Luxury taxes—year ended June 30, 1921.. 
- National Association, Membership in...... 
— National income, Increase in............ 
- Purchasing power of the dollar....... ee 
- Salaries in Massachusetts, Elementary 
school ee ee ee ee ee 
— Salaries in Oklahoma, Superintendents’ 
— Salaries of elementary teachers, 1921-22.. 
— Salary schedules for Chicago............. 
— Salary schedules, Fort Smith Arkansas... 
i MEE... «cc ucasvelncess 6 arada nie 
— Social efficiency 
— Superintendents’ salaries, 1921-22 
— Tax paid on luxuries in 1921..........-. 
— Teachers and salaries in Connecticut, 1871- 
ee 8 PG St ES 
— Teachers and salaries in Nebraska, 1871- 
WORN 6 5 v.61 9.5. 0:60.0.09: 0.0 dd waa AeA be 
Taxation and education (J. A. H. KeirnH).. 
Teacher and the banker, The (J. H. Pve- 
0 Re er ere nak cne wees eee aon. 
Teacher counciis, (E. J. OrrMAN)......... 
Teacher growth in service. (Ciara G. Lanc- 
VICK) «. ib. nibs ble ates baw she ses 6 
Teacher organization in England and America 
re ee era Se 
Teacher-pension movement, The (Jessie M. 
MN no occ. 61d asniostonon sees de wie sheath Ne are oad 
Teacher training, Pennsylvania conference on. 
Teachers and salaries in Connecticut, 1871- 
ear ee paseveacass 
Teachers Association, The Brooklyn. (FRANK 
J. ARNOLD) ererrytT LOE Se ea 
Teachers’ Associations, National league of 
oe (MasBet V. WItson) ....... OP ES) eee 
Teachers’ college movement ....... bes ieee 
Teachers’ cottages in Hawaii. (VAUGHAN Mac- 
gp MAGEE} ——UINSAed. onsen cssenvsvsdess 
Teachers’ council, The Chicago high-school 
(Harsey H. Marreson) 
Teachers, 
Tosey) 
Teachers in training, State maintenance of... 
Teachers’ prayer—poem (Juria H. Doyte).... 
Teachers’ tenure (EK. J. KLEMME)............ 
Teachers’ wage (I. H. Harr) 
Teaching (booklist) 
Teaching accident 
BAUME) —-ORUBUOOOOE io s.cia.scivinnas vatmeséness 
Teaching as a career (editorial) 
Teaching as a career (booklist)........../... 
Teaching profession, Ethics for the (G. G. 
ieee ea ee weve 
Tentative programs of departments of allied 












Health material “for :* “lames A. 


prevention (E. 


I oka wa can rue wddeeebns ee 
NR RCTS, <a ee ee ee © ae ‘ 
Tenure, The teachers’ (EK. J. KLEMME)...... 
Texas State ‘Teachers’ Association (R. T. 
ON rrr rears 8 ee Pi aeed 


Textbooks under fire, History (Jacosp Jaco- 
inn. dys sénacmeas anaes eeeneted 
Third International Moral Education Congress 
Tuomas, Aucustus O. Education as a world 
I 8 diva 3a sie chip ws > ck dadacud ares ie mena 


THOMPSON, FRANK V., and KENDALL, CALVIN 
N. 


es  ABOREED. | 5 és .0:0 csane posed pend aotia daw 
Thrift in the schools (E. E. OpeRHOLTZER)— 

OE GE Ret Se ee ee 
Ticert, Joun J. Present-day objectives of 


ee . IIR og osc nin 8 ase e mk & wake a 
*T is this to teach—poem (A. F. HarMan)... 
Tosey, James A. Health material for teachers 
Tomb of unknown soldier (picture)......+.+. 


i.) 
wpurn 
NN 


_ 
sIionty 
wns 


253 
417 

80 
254 
209 


72 


172 
252 


210 
230 
216 
349 
431 

100 


»2 


244 
218 
94 
14 


347 
147 


206 


317 
278 


“e 


13 


314 


66 


266 
298 
373 
357 


‘Too many men in college (Scliool and Society) 390 


Towner-Sterling bill (editorial)............ .. 158 
Towner-Sterling bill, Present status of....... - & 
ee I HOD ccs aone 52% <0 aieit 04ice'ss o's « a 

National leadership in education........ « tn 


Towner-Sterling bill (Georce D. Strayer)... 311 
Training for teachers of city schools, Pro- 


fessional (OLIVE M. JONES).........+-.0. + 265 
Training the rural teacher (W. S. Herrzoc). 85 
Training supervisors (W. S. DaKIN)......... 157 
ee ea eee soe Sam 
Triumph of professional unity (editorial)... 150 
Two-foot shelf (booklist)....... oa eee 22 
Unemployment and school building............ 33 
United States, Government of the (chart)... 76 
United States, Illiteracy in the (table)..... 80 


Universities, International (RatpH H. BEvAN) 365 
University extension (Mary Burcnarp Orvis) 93 
University extension debating (Roserr J. 


SIRS Seka lance aiols ira a kaa wha asks Rha wee 332 
University extension in Massachusetts (JAMEs 

Sp eee er eee ee eet ee 405 
Using visual equipment (D. G. Hays)....... 99 


VALENTINE, P. F. California’s open-air sum- 
NE ici 2. ain.6 ni has, 4c Nin, chm ele Gael Pe 

Virginia, Co-operative Education Association of 49 

Visitors to Boston and New England, Books 


RS as et en ne en Ry CE ara 205 
Visual equipment, Using (D. G. Hays)..... 99 
VGCRIOM, TOGME O00 Biicc coccsccesccmcenece 385 
Voting bonds under difficulties (Jutia §$ 

Ey Peer PET EP TE ee EP ree 46 
Waters, RayMoNpD. The growth of the sum- 

RS Se arreerre eee 12 
War (2. G.  TMGMRGOLE). . « o00:<0:0:00% ai Sca Sema 84 
ge ie EET rere Fer F 56, 81 
Washington and Lincoln (booklist)......... 52 
Washington conference and after, The (FreEp 

ae a re ere eee 83 
Washington, D. C., school situation....... 241 
Washington monument (picture) ........... 73 
Washington schools should be independent 

OS Oe ree ee eee 327 
Washington's fight for health (Mrs. ERNes1 

NE EO ee ear 408 
Watkins, ArtHuk CuHar.Les. A _ school and 

some trees—illustrated .........ccececees. 141 
Way to permanent peace, The (Freperickx J. 

BER. Gh cath ak hsp aca a RA AS eas a RA 179 


Way Lanp, Dr. Joun W. Ethics for teachers. 364 
Weser, S. E. Problems of financing education 158 
Weet, Hersert §. Financing our city school 


EE, rrr re ere 159 
What can I do for peace? (FRepERicK J 
I ca he es a Kin os eesated Gis Wiki aed ks 221 
Why I teach—poem (Louis Burton Woop- 
a EERE eee ree eee ee 348 
Why should I teach—poem (CLARA Louise 
IND itate 55 bas as 40 sao bhi ee sae 4. 138 
Why the history of education? (H. G. Goon). 323 


WILLIAMS, CHARL OrMoND. The democratic 


awakening and professional organization... 261 
———— The hope and result of American edu- 
SIL. bs dom bra RBlalace aveie ere panteh.s: Noh acace a 156 
WILLIAMS, SHERMAN. Libraries and librarians 419 
Wixson, Ropert Forrest. Notes on British 
EE Sr ee ee ee 329 
Witson, H. B. Preparing the course of 
726.5 i, tk loess a ta a kcal mais coe 223 
Witson, Mapet V. National League of Teach- 
ers’ Associations = cnt aiuisite ee, tid aa Sew aa +4 
Winn, Acnes, S. Education and the class- 
ON ia ia are, 0 OR ck View eed, aie 137 
Winsiip, A. E. Educational message of 1922. 265 
Wisconsin during 1921, Education in....... 26 


Wist, Benjamin QO. Education in Hawaii... 48 
Women of America and the democratic awak 
ening (Mauve Woop Park) 


‘a 
Woop, Tuomas D. Health work in the schools 177 
WoopwortH, Leo Day. School savings in 
BQSIZ2 cccccceeccosseesscrseseeeerescesece 416 
Woopwarp, Louris Burton. Why I teach 
ST. ohh ote A010! wba # ah ae en OAS ae we 348 


Work-Study-Play Plan (Berrua Y. 


Hess)... 363 
Works, GeEorGE A. 


Outstanding needs of 


Coty THO COGN oes ne es een c tenes 6 
Wyer, James I. Encyclopedia of education 

SORTED. ne cb 682d 505 66 os vec eSeownred ester 428 
Oe A “Ob GROG. 5 Siok ce cdascntce A 394 
YOxALL, Sir James. Education in England and 

Oe | rere ree 321 


ZACHERT, B. ADELINE. The book laboratory of 
the school......... eee eees Jeeeessseseceosens 234 
Zone of the Straits, The—illustrated.....,.. 409 





, 





Vol. SS No. 10 








































Cantilever Stores 


(Cut this out for reference) 


Akron—11 Orpheum Arcade i 

Albany— Hewett's Silk Shop, 15 N. Pearl St. 

Al.toona— Bendheim’s, 1302—l11th Ave. 
Asneville—Pollock's 

} ,tlania—Carliton Shoe & Clo. Co. 

| daluimore—325 No. Charles St. 

| Berkeley The Booterie 

1 Birmingham—219 North 19th St. 

Boston—-Jordan Marsh Co. 

Bridgeport—W. K Mollan 

Prooklyn—414 Fulton St. 

Buffalo—639 Main St. 

Burlington, Vt.—Lewis & Blanchard 

Butte— Hubert Shoe Co. 

Canton, O.—-H. M. Horton Co. 

| Cedar Rapids—Tne Killian Co. 

| Charleston—J. F. Condon & Sons 

} Charlotte aa a om 502) 

} Chicago § 90 E. Randolph (Room 50+ 
Chicago } 1059 Leland near Winthrop 

Cincinnati—The McAlpin Co. 

} Cleveland—Graner-Powers, 1274Euclid Av. | 

| Colorado Springs—Wulff Shoe Co. 

| Columbia, 5. C.—Watson Shoe Co. 

Columbus, O.—104 E. Broad St. (at 3rd) 

Dalias—Leon Kahn Shoe Co. 

Dayton—The Rike-Kumler Co. 

| Denver—224 Foster Bldg. 

| Des Moines—W. L. White Shoe Co. 

| Detroit—41 E. Adams Ave. 

Elizapeth—Gigl’s, 1053 Elizabeth Ave, 

| Elmira—cC. W. O'Shea 

Erie—Weschler Co., 910 State St. 

} Evanston— North Shore Bootery 

Fall River—D. F. Sullivan 

Fort W ayne—Mathias App’s Sons . 

Fort W orth— Washer Bros. 

Grand Rapids—Herpolsheimer Co, 

Greenville, 8S. C.—Pollock's 

Harrisburg—26 No. 3rd St. 

Hartford—86 Pratt St. 

Houston—306 Queen Theatre Bldg. 

Huntington, W. Va.—McMahon-Diehl 

Indianapolis—L. 8S. Ayres & Co. 

Ithaca—Rothschild Bros. | 

Jacksonville——Ciolden’s Bootery i 

Jersey City—Bennett’'s, 411 Central Ave. i} 

Kansas City, Mo.—300 Altman Bldg. | 

Knoxville—Spence Shoe Co. i} 

Lancaster, Pa.—Frey’s, 3 E. King St. 

| Lawrence, Mass.—G. H. Woodman 

| Lexington, Ky.—Denton, Ross, Todd Co, 

Lincoln— Mayer Bros. Co. i 

| Los Angeles—505 New Pantages Bldg. 

| Louisville—Boston Shoe Co, | 
Lowell—The Bon Marche l 
Lynchburg—Isbell-Bowman Co. 
Madison—Family Shoe Store | 
Memphis—Odd Fellows’ Bidg. (2d floor) | 

| Milwaukee—Brouwer Shoe Co. | 
Minneapolis—25 Eighth St. South 

| Mt. Vernon, N. Y.—A. J. Rice & Co. 

| Nashville—J. A. Meadors & Sons | 

} Newark—897 Broad St. (2nd floor) 

| New Bedford—Olympia Shoe Shop \ 

| New Castle, Pa.—229 E. Washington St. 
New Haven—153 Court St. (2d floor) 
New Orleans—109 Baronne St. (Room 200) 

\) Newport, R. I.—Sullivan’s, 226 Thames St. 

| New Rochelle—Ware’s 

| New York—14 W. 40th St. (opp. Pub. Lib.) 

| Norfolk—Ames & Brownley 

|; Oakland—205 Henshaw Bidg. 
Omaha—1708 Howard St. 
Paterson—10 Park Ave. (at Erie Depot) 

| Peoria—Lehmann Bldg. (Room 203) 

| Philadelphia—1300 Walnut St. 
Pittsburgh—The Rosenbaum Co. 

| Plainfield - M. C. Van Arsdale 

| Pordand, Me.—Palmer Shoe Co. 
Portland, Ore.—353 Alder St. 

| Poughkeepsie—Louis Schonberger 

| Providence—The Boston Store 

Reading —Sig. 8. Schweriner 

| Richmond, Va.—Seymour Sycle 

Roanoke—I. Bachrach Shoe Co, 

Rochester—148 East. Ave. 

Rockford—D. J. Stewart & Co, 

Saginaw—Goeschel-Brater Co, 

St. Louis—516 Arcade Bidg., opp. P. O. 

St. Paul—43 E. 5th St. (Frederic Hotel) 

Salt Lake City—Walker Bros. Co. 

|} San Diego—The Marston Co. 

San Francisco—Phelan Bldg. (Arcade) 

Santa Barbara—Smith’s Bootery 

Savannah—Globe Shoe Co. 

Schenectady— Patton & Hall 

Scranton— Lewis & Reilly 

Seattle—Baxter & Baxter 

Shreveport—Phelps Shoe Co. 

Sioux City—The Pelletier Co. 

Sioux Falls—The Bee Hive 

South Bend—Elisworth Store 

Spokane—The Crescent 

Springfield, Mass.—Forbes & Wallace 

Stamford—L. Spelke & Son 

Syracuse—121 West Jefferson St. 

Tacoma—255 So. 11th St. (Fidelity Bldg.) 

Toledo—LaSalle & Koch Co. 

Topeka—The Pelletier Store 

Trenton—H. M. Voorhees & Bro. 

Troy—35 Third St. (2d floor) 

Tulsa—Lyon’s Shoe Store 

Utica—Room 104, Foster Bldg. 

Washington—1319 F Street 

Waterbury—Howland-Hughes Co. 

Wheeling—Geo. R. Tay! + Co. 

Wichita—Rorabauzpb 3 

Wilmington, N. C.—\ - mington Shoe Co, 

Worcester—J. C. MacInnes Co. 

Yonkers—22 Main St. 

Youngstown—B. McManus Co. 

Zanesville—J. B. Hunter Co. 






| 








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i} 


| 
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| 
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(Agencies in 303 other cities) 





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THE JOURNAL OF THE NATIONAL EvUCATION ASSOCIATION 





5 —_ oe oe 


salle ides 


























































‘Youthful Gase and _{jalance J 


— She wears (antilevers . 


Over the world, with outspread wings, 
The Spirit of Christmas broods and sings 
Of happy, hopeful, helpful things— 


All for you and me. 
—Bertha E. Jaques. 


When “the Spirit of Christmas broods 
and sings” over the world, and you 
reach up to put the finishing touch to 
the yuletide decorations, Cantilever Shoes 
will help you to do it with youthful ease 
and balance. They are one of the “happy, 
hopeful, helpful things” which all may 
possess, aud which give you that “ease 
of heart” so desirable all the year—not 
only at Christmas time! 


Perhaps there is no more taxing time of year than 
Christmas. Women who walk through the stores 
for hours lovingly selecting gifts to gladden the 
hearts of friends and of dear ones at hcme, as well 
as the women who stand behind counters and sell 
the Christmas goods, find that Cantilever Shoes 
keep their feet rested and young-feeling, that they 
relieve the strain of this’ busy season. 

Cantilever Shoes are made with a flexible arch 
which allows the muscles, ligaments, and joints to 
exercise naturally, carrying the body with ease and 
resilience. The shoe outline follows the contour of 
the foot; the toe is neatly rounded, giving ample 
room, yet is trim and stylish. The medium or low 
heel is correctly placed—slightly raised on the in- 
side, to throw the weight of the body on the outer, 
or stronger, side of the foot, as nature intended it 
should be. These points combine to keep the spine 
straight, the body erect, and the chest up, giving the 
whole physique greater endurance because the body 
assumes a youthful balance. 

Men, too, are wearing Cantilever Shoes and the 
demand for the men’s last is constantly increasing. 
Every pair is trademarked to insure your getting 
genuine Cantilevers. Except in New York City 
they are sold by only one store in each town. If 
you do not find the Cantilever dealer who is near 
you listed at the left of this advertisement, write 
the manufacturers, Morse & Burt Co., 10 Carlton 
Ave., Brooklyn, N. Y., for his name and address 
and for a booklet which tells about 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. 




















SSS 





Mention Tue Journat when writing our advertisers. 





cible 


A 


193 












A-194 


Capacity of four 
ordinary stairways 
plus absolute safety. 


The Dow Spiral Slide 


Fire Escape. 


Ask for details. 


THE DOW CO. 


INCORPORATED 
311 N. Buchanan St. Louisville, Ky. 


, i 


— 


Z - é & 5 “ 
ay : é Por acreesgensye 
; 1 -— eg 4 a 


~ he 


| 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


A New Historical Pageant, ‘‘ The Lighted 


Torch,”’ or ‘‘Columbia Transformed’’ 


deals with American History and the Temper- 
ance question. It can be adapted to any school. 
Teachers hail it as the very thing to use in 
celebrating Eighteenth Amendment Day, Janu- 
ary 16. For further information write to the 


LINCOLN-LEE LEGION, WesrerviIL_e, OHIO. 


THE NEW HAVEN NORMAL 
SCHOOL OF GYMNASTICS 


1466 Chapel Street, New Haven, Conn. 


Vocational Guidance in High Schools directing 
students into physical education should look up 
this Institution. Superintendents and Pringi. 
pals in need of playground, recreation, and phys. 
ical directors write to its Appointment Bureau, 


December, 1922 





et 


a 


Clip 
the Coupon 
Below 


Recent patents have 
given the Acme com- 
bination stereopticon 
and moving picture 
machines distinct ad- 
vantagesover allcom- 
petitive machines. 
May we tell you 
about the vast 
improvements? 





Gentlemen: 


SSRRBR RBBB RB RRR Ree EP 


FESS ESSE SESE STRESSES ESSERE SESS SSE SSS SEEPS eee eee ee 


Please send us a copy of your 
booklet ‘“‘How We Secured 
Our School Projector” and ak Aen ae aN ee emcee as te 
facts about the new Acme 
machines for schools. I un- 
derstand that this request will 
not obligate us in the least. Naa amet 


—T 


bull 
HHT} GO! iff 






Many teachers and educators have long evaded the 
moving picture issue thinking that the expense 
of good equipment would be prohibitive. 


It is interesting to know that this is not the 
case, even in very small schools. 


The Acme Motion Picture Projector Company 
—the largest manufacturers of motion picture 
machines in the world—has recently published 
a limited edition of a booklet entitled “How We 
Purchased Our School Projectors”. It tells you 
about plans that have enabled many schools to 
finance the purchase of movie outfits. And a 
supplement to the booklet tells about a special 
privilege partial payment plan. Your copy awaits 
you. While they last these booklets will be mailed 
free on request. Use the coupon below. 


ACME MOTION PICTURE PROJECTOR CO. 
806 W. Washington’ Blvd., Chicago, III. 


Acme Motion Picture Projector Co. 


Educational Service Dept. No. 11 


806 West Washington Blvd., Chicago, Ill. 





NAME 
Tire 


SCHOOL INTERESTED 





yee 


Mention Tue Journat when writing our advertisers. 


How to get a movie 
outfit for your school 





BERBER ERRERERRERERERRERRERERERRERRERE RRR ER RERRE REE SE EF 


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and 


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Vol. 11, No. 10 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION \ 


195 





NEWS OF THE BUSINESS WORLD 


Notes and Comments of Interest to Educaors and relating particularly to the sale of School Supplies 
and School Equipment Advertised in this Magazine 


WE AND OUR GOVERNMENT is a 
book published by the American Viewpoint 
Society. This book on citizenship and edu- 
cation has been off the press but two months 
and has been adopted in New York City 
and many other places. 


The $1200 cash prize contest being offered 
by the Book of Knowledge should be a great 
incentive to teachers and 
educators to write papers 
on the use of this fine chil- 
dren’s encyclopedia, a mil- 
lion sets of which are 
distributed in homes all over 
the United States. 


An opportunity for teach- 
ing the Christmas story with 
pictures is given by the 
Perry Pictures Company, 
which offers all kinds of fine 
pictures at a very low price. 
Children love pictures an 
nothing impresses truths on 


their minds so much as a 
visual example of what is 
being taught. 

The Teachers’ Casualty 
Underwriters have always 


a fine message for teachers. 
They offer a booklet which 


will tell all that the T. C. U. 
can do. 


No one needs to wear 
comfortable shoes more than 
teachers who are on their 
feet so much during the day. 
The Morse & Burt Company, 
with their timely message 
of the Cantilever Shoe, show 
what comfort and ease one 
feels when wearing these 
shoes which have _ flexible 
arches and which are made 
to follow the contour of the 
foot. 


Fire drills are ever neces- 
sary to prevent panics and 
casualties in time of fire. 
The Spiral Slide Fire Escape 
is presented by the Dow 
Company on page A-194. 


Now more than ever be- 
fore, schools are seeing the 
need of a business course in 
the curriculum. The Inter- 
national Textbook Company, 
on page A197, lists business 
and commercial texts that 
are being used in _ schools 
and colleges throughout the 
country. The Ellis Publish- 
ing Company also lists their 
business and commercial textbooks on 


page 
A-186. 

F. E. Compton & Company present their 
$450,000 Pictured Encyclopedia on page 
A-189. They offer a free booklet which 
contains sample pages of the work. On 
page A-198 they offer an opportunity to 


teachers to sell the encyclopedia which is so 
rapidly gaining endorsements from _ edu- 
cators of the country. 


On page A-191 the J. G. Wilson Corpora- 
tion presents their Hygienic Wardrobes. 


The Wilson Hygienic Wardrobes effect im- 
portant economies in space and construction 
cost, as compared with cloakrooms. The 
economy of space is an item of constantly in- 
creasing importance; the economy in con- 
struction cost more than pays for the ward- 
robes. Their hygienic feature is of equal, if 
not of greater importance. By means of a 
current of air (drawn in through a flue) 





©courtesy of C, O, Buckingham Co. 


The Yuletide Capitol 


which passes through the wardrobes con- 
stantly, clothing hung in them is purified and 
dried, and the air kept sweet and clean. Hot 
water or steam pipes, so placed as to run 
through the wardrobes, assist in drying their 
contents on wet days. 


The stereopticon is still recognized as the 
basic medium for the visual presentation of 
school work. The perfect machine produced 
by Bausch and Lomb has for years been the 
standard in American schools. 


The advertisement of W. M. Welch Man- 
ufacturing Company on the inside front 


cover is a work of art. It is an index of 
the high quality of production and the hig 
standard of service which this rapidly grow- 
ing organization offers to the school buying 
public. 


The Buckingham Prints of historic Wash- 
ington, as advertised on page A-197, are a 
work of art and should be in 

room. 


every schooi 
They are beautifully 
finished photographs from 
original negatives and are 
sold at an unusually low 
price. 

The McConnell Map Com- 
pany, in securing the ser- 
vices of Dr. R. M. Tryon of 
the University of Chicago 


and Drs. A. G. Terry, C. L. 
Grose and E. Lauer of the 
Northwestern University as 
editors of their maps, have 


taken a long stride forward 
in the standardwation of 
their publications, which 
will gain for them a much 
wider production. 

Writing at the _ record- 
breaking speed of 144 net 
words a minute for one hour, 


Mr. Hossfeld retained his 
title as World’s Champion 
Typist and the Underwood 


typewriter scored its seven- 
teenth consecutive victory in 


the seventeenth World’s 
Championship Typewriter 
Contest, held in New York, 
October 23, 1922. A picture 
of Mr. Hossfeld will be 
found on page A-190. 
How to get a movie out- 
fit for your school is ex- 
plained on page A-194 by 
the Acme Motion Picture 


Projector Company, who are 
the largest manufacturers of 
motion-picture machines in 


the world. Every teacher 
interested in procuring a 
machine should write to 


these people. 


Printing, as a modern 
educational tool, for use in 
teaching language, spelling, 
grammar, art, _ science, 
drawing, mathematics, and 
punctuation is explained by 
the American Type Found- 
ers Company, by writing 
to their Educational Depart- 
ment. The advertisement 
of this National organization 
ae Py is found on cover, page 4. 

Learn to do by doing is most aptly dem- 
onstrated in the teaching of printing. At- 
tention is called to the advertisement of 
Barnhart Brothers and Spindler, who supply 
a superior service in outfitting schools for 


printing. Their advertisement appears on 
page A-192. 

The November JourNAL contained a 
beautiful picture of the Lincoln Memorial 
which was photographed by the C. O. 


Buckingham Company of Washington, D. C. 
We neglected to give the usual credit for 
this illustration. 








od 


A-196 





~ = 





THE JOURNAL OF THE NATIONAL EpucaTion AssocIATION 


December, 1922 








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- 
It helps us build a better and bigger magazine. 


vertisers. 





Acid Phosphates 


Horsford’s Acid Phosphate 


Bells 
Foote Foundry Co., J. B. 


Blackboards (Slate) 


Natural Slate Blackboard 
Co. 


Book Publishers 
American View Point Society 
Economic Press 
Ellis Publishing Co. 
Ginn & Co. 
Gregg Publishing Co. 
International Textbook Co. 
Little, Brown & Co. 
Macmillan Co. 

Rand McNally & Co. 
University of Chicago Press 


W orld Be »« »k Cx . 


Folding and Rolling 
Partitions 
Wilson Corp., J. G. 


Gymnasium Equipment 
Medart Mfg. Co., Fred 


Laboratory Furniture 
Kewaunee Mfg. Co. 
Peterson & Co., Leonard 


Maps 
McConnell Map Co. 
Rand McNally & Co. 


Medals 
Klimpl Medal Co. 


Microscopes 





Bausch & Lomb Optical Co. 
Spencer Lens Co. | 


Motion Picture Projectors | 
Acme Motion Picture Pro- 


Charts 


McConnell Map Co. 
Rand McNally & Co. 


Cups 
Klimpl] Medal Co. 


Dictionaries 
Merriam Co., G. & C. 


Domestic Science 
Equipment 
Kewaunee Mfg. Co. 
Peterson & Co., Leonard 


Drafting Room 
Furniture 


Kewaunee Mfg. Co. 
Welch Mfg. Co., W. M. 


Employment 
Compton & Co., F. E. 


Encyclopedias 


Book of Knowledge 
Compton & Co., F. E. 


Fire Escapes 


Dow Company, The 


jector Co. 


Paste 


| Bradley Co., Milton 
| Commercial Paste Co. 


| Pencils 
| Eberhard Faber 





Periodicals 
Pathfinder, The 


Photographs 
Buckingham, C. O. 


Pianos 
Miessner Piano Co. 


Pictures 
Perry Pictures Co. 


Pins 
Klimpl Medal Co. 


Playground Apparatus 
Medart Mfg. Co., Fred 


Printers 
Judd & Detweiler, Inc. 


Printing Equipment 
American Type Founders 
Co. 
3arnhart Brothers & Spind 
ler 


Projection Machines 


Acme Motion Picture Pro- 
jector Co. 


Bausch & Lomb Optical Co. 


Spencer Lens Co. 
Victor Animatograph Co. 


Rings 
Klimpl Medal Co. 





School Supplies 
Bradley Co., Milton 


Columbia School Supply Co. 
Commercial 


Paste Co. 
Draper Shade Co., Luther O. 
Welch Mfg. Co., W. M. 


Schools, Colleges, and 
Universities 


New Haven Normal School 
of Gymnastics 

New York University 

Temple University 


Scientific Apparatus 
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Welch Mfg. Co., W. M. 


Shoes 


Morse & Burt Co. 


Steel and Wooden Doors 
Wilson Corp., 3 G. 


Steel Lockers 


Federal Steel Fixture Co. 
Medart Mfg. Co., Fred 





DIRECTORY OF 
Page 
Acme Motion Picture Projector 
aed kw Wie Da wih 4 H0.% > A-194 
American Type Founders Co.. C-4 
American View Point Society.. A-183 
sarnhart Bros. & Spindler.... A-192 
Bausch & Lomb Optical Co.... A-188 
Book of Knowledge...../ A-184, A-185 
Bradley Co., Milton.......... A-198 
Buckingham Co., C. O........ A-197 
Columbia School Supply Co.... A-198 
Commercial Paste Co.......... A-200 
Compton & Co., F. E... A-189, A-198 
UE SOI, ons noc nstwcned A-194 
Draper Shade Co., Luther O. A-198 
Ne ee A-186 
Ba@ucation Service...........0. A-200 
Ellis Publishing Co........... A-186 
OS CS Pere A-200 
Federal Steel Fixture Co...... C-3 
Fisk Teachers’ Agency........ A-200 
Foote Foundry Co., J. B....... A-200 
IN es. 55-0 d.e.acbene 0 C-2 
Gregg Publishing Co.......... A-186 
Hahn Teachers’ Agency, J. M.. A-200 
Horsford’s Acid Phosphate.... A-200 
International Textbook Co..... A-197 
Judd & Detweiler, Inc......... A-198 
Kewaunee Mfg. Co.........6.. C-3 


ADVERTISERS 

Pag« 
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Lincoln-Lee Legion............ A-194 
Little, Brown @ Co........... A-185 
McConnell Map Co........... A-187 
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Medart Mfg. Co., Fred........ C-3 
peeeviam Ge. 4h, & Cink cee A-200 
Miessner Piano Co........... A-188 
eee A-193 
Natural Slate Blackboard Co.. A-198 
New Haven Normal School of 

ee TT Te A-194 
New York University......... A-197 
Northwestern Teachers’ Agency. A-200 
Pe. Wy MES 2s Sue sesescnd A-200 
Perey Pecteres CO. icc nce es A-187 
Peterson & Co., Leonard...... C-3 
Rand McNally & Co.......... A-187 
Specialists’ Educational Bureau. A-200 
ee ee ee A-188 
Teachers’ Casualty Underwri- 

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Temele Univereity’ . <2... 665 6 A-198 
Underwood Typewriter Co.... A-190 
University of Chicago Press... A-190 
Victor Animatograph Co...... A-198 
Welch Mfg. Co., W. M....... C-2 
Western Teachers’ Exchange... A-200 
oo ee A AR A-191 
a a Oe re A-191 


Mention THe JourRNAL when writing our advertisers. 





Teachers’ Agencies 

Education Service 

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Teachers’ Insurance 


Teachers’ Casualty Un- 
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Temperance Pageants 


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Window Shades 


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= 

















Vol. 11, No. 10 





BUCKINGHAM PRINTS 
of HISTORIC WASHINGTON 


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Tus “Ap” Desicnep By GrovER WARREN AYERS 








NEW YORK UNIVERSITY 
SUMMER SCHOOL 


July 2—August 10, 1923 


Courses in professional, collegiate, and commercial subjects, credited 
toward baccalaureate and graduate degrees in education, arts, science, 
and commerce. 


Listed below are the departments in which courses will be given in the 
Summer School of 1923. Check the subject or subjects in which you 
are interested, together with the degree towards which you desire 
credit, cut out the list, and mail to 


Dean JOHN W. WITHERS, Director 
Summer School, New York University 
Room 501A, Washington Square East, New York City 


Detailed information will be sent you promptly. The complete bulletin of the 
Summer School will be issued before January 15. 


EDUCATION | COLLEGIATE COMMERCIAL 











Administration—General .....[ | SUBJECTS SUBJECTS 
Elementary Schools......../] | Biology ..........[ Accounting ...... CO 
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Philosophy of Education......[] | Mathematics ..... | BL. A.............. oO 

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Educational Sociology.........) | Physics ..........1 | B. A. in Education. 

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THE JouRNAL OF THE NATIONAL EpucaTion AssociATION 





BY ERY school and home should have at least one historic Wash- 


photographs direct ington picture— BUCKINGHAM PRINT — so that the boys 
from original nega- and girls may remember “be an American first, last and always.” 
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Mention THe Journat when writing our advertisers. 


“We have used a number of these pamphlets 
n evening classes, and have found them very 
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James R. Coxen, 
State Director for Vocational Education 
(Wyoming). 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








Why 
Not 
Pass 


A 
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120,000 teachers belong 
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You are one of them 
It means 


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Getting 
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December, 1922 




















Vol. 11, No. 10 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-|¥y 


COME TO CLEVELAND 


Every superintendent, city or county, 
Every principal, elementary or secondary, 
Every college teacher of education, 

Every dean of women and kindergarten supervisor, : 
Every director of educational research, and 
Every educational administrator and executive. 





















The greatest meeting ever held of the 


DEPARTMENT OF SUPERINTENDENCE 


of the National Education Association 
together with other departments 


ALLIED AND AFFILIATED ASSOCIATIONS 


February 26 to March 1, 1923, inclusive 
in the 

NEW $6,500,000 PUBLIC AUDITORIUM 

Cleveland, Ohio 


EXHIBITORS! ARE YOU IN IT? 


If not, write to 1201 Sixteenth St. N. W., Washington, D. C. 









PUBLICATIONS OF NATIONAL EDUCATION ASSOCIATION 


PRICE LIST FOR 1922 
1201 Sixteenth Street Northwest, Washington, D. C. 


A limited number of the reports listed below are on hand and will be sold until the supply is exhausted, at the prices listed. 


Price per Price per 
single copy single copy 
by mail. by mail. 
Report of Committee of Ten on Secondary Schools, 1894. No. 2 Statistical Data on Illiteracy, Teachers, etc.... 14 pages $ .25 
From American Book Co., New York......ccescoccccsce 249 pages $2.00 NO. 3 Brapneation Of Teachers. « vsass cevciecesecseys ees 25 
Report of Committee on College Entrance Requirements, 1899 188 ’ 1.00 No. 4 The Rural School Problem............0..00: tq.6> 25 
Report of Committee on Normal Schools, 1899..........++. — .50 No. 5 A Statement OF Policies. ..0.0k5.ceccecesccce a." .02 
Report of Committee on Salaries, Tenure, and Pensions of No. 6 Teachers’ Salaries and Salary Schedules, 1918- 
TORE Lc Cons 5 ghd deeds sae an wbee been ees 458 ” 2.00 a a Re ee ee 169 6 1.50 
Report of Committee on Taxation as Related to Public Edu- Report of Committee on Superintendents’ Problems, 1919... 69 a .50 
ee ee rr peers lore _ .50 History of the National Education Association of the United 
Report of Committee on Industrial Education in Schools for SOROS: SEGIOS 4.0.0 00.0:5.059b 4006s ERs 5 440 he os 6 ds cbers ee eT 2.00 
ee NO: DON oe. cs ace bie diet sede seense 97 “a .50 Historical chapter of the National Education Association, 
Report of Committee on Instruction in Library Administra- Fiftieth Anniversary Volume, 1857-1906........++..+++- 108 ¥ 2.00 
et SD GUNG. BNO a csc icudtonseseeedavaswes 71 " .50 Report of Committee of Seventeen on Professional Prepara- 
EEE EER, DOSE AE EOE ey ie aC — = .50 _ tion of High School Teachers, 1907..........+eesseeees .s. * 2.00 
Report of Committee on Grammatical Nomenclature, 1918... 65 °4 .25 Full Report of Committee on Uniform Records and Reports, 
Report of Commission on Administrative Legislation, 1918.. 16 » 25 LS ery OPE ee Terre ee ee ee 251 “i 2.00 
Report of Committee on Teachers’ Salaries and Cost of Liv- Full Report of Committee on Vocational Education, 1914... 64 oY .50 
OO SL aT OE Se = ee eee 71 - 1.00 Report of Committee on Proposed Terminology, 1914...... 45 > -50 
Report of Committee on Library Organization and Equip- Report of Committee on Teachers’ Salaries and Cost of Liv- 
0 SR a SE re rae re 30 is .40 Be EGER. 6 dc ap kaeivastetindacc ace bee eeeseee 328 = 2.00 
Commission Series: (A National Program for Education) Final Report of National Committee of Fifteen on Geometry c 
No. 1 General Statement, Emergency in Education... 27 = 125 SOU, BOEB 4 0.0.0.5 00605 5sekseenessh dees eae saeoeaS 54 = .50 
BOUND ‘VOLUMES OF THE PROCEEDINGS OF THE NATIONAL EDUCATION ASSOCIATION 
Price per Price per Price per Price per 
volume. volume. volume. volume. 
*1871 St. Louis (Supply ex- *1883 Saratoga Springs (Sup- SOOG FMMNO fo 60sec ccc sees $5.00 tet TOMES ooo cs cncss sane $3.00 
hausted) ply exhausted) sG07 Milwawlose .....cccs.cs 3.00 eee ee eee 3.00 
*1872 Boston (Supply ex- tGRs BOROR 606s 600g kes $3.00 1898 Washington, D. C...... 5-00 1911 San Francisco.......... 3.00 
hausted) *1885 Saratoga Springs (Sup- 1899 Los Angeles........... 3-00 rote CmsebeO. « cits eset bases 3.00 
ales aoe do & 65 $3.00 ply exhausted) ee ee iia 1913 Salt Lake City........ 3.00 
Sas 3.00 5000 ‘TONNES 55s cuaanisawes 3.00 SG NEES hig os 4-0 we wie erica 3.00 Tree le.” Sees 3-00 
1875 Minneapolis............ 5.00 *1887 Chicago (Supply ex- 1902 Minneapolis............ 3.00 rors Geta sos eccden sca 3.00 
TOFS BAMUMOLS 2002. cccccecs 3.00 hausted) es 3.00 1916 New York City........ 3.00 
*1877 Louisville (Supply  ex- 1888 San Francisco......... 3.00 ee 2 ern 3.00 19t7 DOE atviteaneene nas 3.00 
hausted) BERD TORUUIN. <ccitnccd 2%. cnr 3-00 1905 Asbury Park and Ocean 1913 PROG , wv cccecesnee 3.00 
1878 (No meeting) = Sh eer eree 3.00 DUE °..ct nce atinenue 3.00 1919 Milwaukee ...........- 3.00 
1879 Philadelphia ........... 5.00 ee eee 3.00 1906 Fiftieth Anniversary (No 1920 Salt Lake City......... 3.00 
1880 Chautauqua ........... 3.00 1892 Saratoga Springs....... 3.00 meeting) General In- 1921 Des Moines..........-. 3.00 
et Sree 3.00 LOG8 SON dace es te cbs 3.00 dex (1857-1906)...... 3.00 1922 Boston (On Press)..... 3-00 
*1882 Saratoga Springs (Sup- 1894 Asbury Park........... 3.00 1907 Los Angeles........+-. 3.00 
ply exhausted) SEGS DOE kc cncticteesvesee 3-00 1908 Cleveland ....cccccsesee 3-00 


*The National Education Association will purchase a limited number of copies for the years for which the supply is exhausted at $2.00 a volume. 


Members wishing to dispose of volumes for years 1871, 1872, 1877, 1882, 1883, 1885, 1887, 1898, and 1900 should notify the Secretary. The Association 
cannot at present purchase for other years. 


In cases where the price is $5 a volume the supply is almost exhausted. Some of the volumes are slightly damaged. 


Mention THe JourNAL when writing our advertisers. 








A-200 Tue JouRNAL OF THE Nationat Epucation AssociATION December, 1922 





in/dis-pen/sa-ble 


“Impossible to be dispensed 
with or done without; absolutely 
necessary or requisite’ 


This word best describes 
WEBSTER’S 


NEW INTERNATIONAL 
DICTIONARY 


in the schoolroom and in the 
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Wuen Questions arise in the history 
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state seals, etc., you will find the answer 
in this “Supreme Authority.” There is a 
need in every class every day. 

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The Pathfinder is the great illustrated, current-events paper published at 
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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- 
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FRED MEDART MFG. COMPANY 
Potomac and De Kalb Streets St. Louis, Mo. 


New York San Francisco Chicago 
52 Vanderbilt Avenue Rialto Building 326 W. Madison Street 





















STUDENTS’ 
CHEMISTRY DESK 


A favorite in many laboratories. The gas and water pipes, 
with convenient outlets, are placed under the lower shelf and 
directly over the trough. Accommodates 
working in sections of eight. 

For the teaching of Physics, Chemistry, Biology, Agricu’- 
ture, Electricity, and Domestic Science, c 


sixteen students, 


: 
and for use in | 
Manual Training and Kindergarten Work, there is no 
Laboratory Furniture that equals Kewaunee in service and 
endurance. Ask for a copy of the Kewaunee Book. 

Address all inquiries to the factory at Kewaunee, 


Co- 
LABORATORY FURNITURE EXPERTS. 
C. G. CampseE i, Treas. and Gen. Mgr. 


123 LINCOLN ST., KEWAUNEE, WIS. 
New York Office, 70 Fifth Avenue 
Branch Offices: 


Chicago Minneapolis Kansas City San Francisco 
Houston Little Rock Spokane Oklahoma City 
Denver Columbus Omaha Baton Rouge 
Albuquerque Pheenix Jackson, Miss. Greensboro, N. C. 


Toronto, Canada Salt Lake City 








Ji 


PRINTING 


The Modern Educational Tool 


PRINTING IS AN INDUSTRIAL ART THAT COMBINES CULTURAL AND 
MANUAL EDUCATIONAL ADVANTAGES. . 


JUTE A 


Language-tre raw material of Prine Punctuation—coia type” demands 
ing is language—any language. Through the art a proper use of punctuation marks. Commas, 
of Printing the pupil is brought into close periods, colons, semicolons, quotations, excla- 
contact with the best literature and a desire is mation and question marks mean something 
aroused for greater knowledge of the mechan- to the pupil who is taking printing instruction. 
ics of language. c 
Spellin —— ae f Mathematics-tne mathematical 
g reater appreciation of accu- problems in Printing are interesting and can 


racy is aroused by means of printing. The be used in any grade from the sixth to the 
sight-sense pupils are most readily taught high school 


spelling through type composition. 
Gr aAmMmMar—Abstract methods of teach- D rawing —Freehand and Geometrical 


ing this important subject are uninteresting. drawings are used freely in Printing. 
Motivate grammar by means of Printing. ° 
Science-the theory of light, heat and 
Ar t-The principles of design are always electricity should always be correlated with 
taught in connection with Printing—“The Art Printing. The laboratory problems should be 
Preservative of all Arts.” the making of papef, ink and printers’ rollers. 


4 
géaintendents of schools and principals are urged to request further 

e tion about Printing—the Modern Educational Tool. Write to 
+ 

4° F.K. Paiurs, Manager of Education Department 


‘Adiiertican Type Founders Company 


300 Communipaw Avenue, Jersey City, N. J. 


Selling Houses in most of the Principal Cities. Let Us Tell You of the Nearest One 


a MeN 


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