—_ REECE — ETT EE TT TN ati emma POLL, GS OT RL *. ARI Pie Fc FEBRUARY, 1923 en a en The JOURNAL of the NATIONAL EDUCATION ASSOCIATION nan hen Se ei 4 Educational Achievements—1922 Boys Who are Boy Scouts Your House of Happiness (poem) The American University Union ; Salary Schedules—Harrisburg, Pennsylvania Exterminating Tuberculosis ‘ Teacher Councils Fifty Years Ago Intelligent Leadership by Professional Organization Know America—The Capitol Dormitories for Secondary Schools Thomas Nelson Page Editorial Cleveland Enrolment and Affiliation Guide to Books The Philadelphia School Survey Department of Superintendence—Program Notes and Announcements In the Field ; ; Directory of Cleveland Exhibitors 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. ee eee in, ee ‘i : : Not a high-school text cut down, nor a grade-school text built up, BUT A book prepared especially for junior high schools by authors familiar with the peculiar problems of the junior high school FIVE LITTLE FRIENDS By SHERRED WiILLcox ADAMS With illustrations in color by Maup and Miska PETERSHAM Junior High School English BRIGGS-McKINNEY-SKEFFINGTON BOOK | BOOK II For the Seventh Grade For the Eighth Grade PRICE, 80 CENTS The adventures of The Five Little Friends at School The Five Little Friends in Vacation These books apply the best findings of educa- tional pedagogy and psychology to the problems of the junior high-school classroom. ‘They rec- ognize the fact that the student must feel the need of improvement before improvement can take place; that the student will learn principles only through the application of problems; that problem material must be vital and real, such as the editing of a school paper or the telling of a personal experience. GINN AND COMPANY Boston New York Chicago London Atlanta Dallas Columbus San Francisco as told in this delightful little book provide sup- plementary reading of unusual freshness and in- terest for second-grade use. THE MACMILLAN COMPANY NEW YORK ATLANTA DALLAS CHICAGO BOSTON SAN FRANCISCO POWER-SPEED! Power to think clearly and speed in reading with better comprehension are the known results of teaching silent reading. More power and more speed are obtained by pupils using The Silent Readers (Lewis and Rowland). THE SILENT READERS A series of six readers for grades three to eight, inclusive By Lewis anD RowLanpD Teach pupils to read rapidly Teach pupils to read understandingly Teach pupils to analyze and make outlines Test pupils for speed and comprehension Solve the problem of thought getting TEACH PUPILS HOW TO STUDY Comparative tests for power, speed, and comprehension in reading have been given in thousands of schools using The Silent Readers. The results establish conclusively the claims for these books and we can prove them. LEADERS FROM OUR LIST The Silent Readers 6 Books The Winston Readers Books The Winston Compan- ion Readers. 4Books The Young American Readers. 3 Books Hero Tales from His- tory Our Beginnings in Eu- rope and America The Making of Our Country Our Community Our Neighborhood Better English for Speaking and Writ- ing. 3 Books The Winston Simpli- fied Dictionaries The Spell - to - Write Spelling Books Human Geography Book I. Peoples and Countries Book Il. Regions and Trade Tests made at Salt Lake City, Berkeley, Cal., Saginaw, Mich., and Allentown, Pa., are indisputable. We shall be pleased to give you further particulars. THE JOHN C. WINSTON COMPANY meena PHILADELPHIA —— SAN FRANCISCO eT ed ae ATO Oe February, 1923 Educational Achievements—192? HE BEST CURE for pessimism about educational progress is a sur- vey of what is actually being done. Early in December THe JouRNAL sent letters to three people in each of the various States asking for a brief state- ment describing the one educational achievement in the State which they thought most significant. Letters were sent to State superintendents, to State directors of the National Education As- sociation, and to secretaries of State education associations—all persons who are on the firing line and who are in a position to observe the sweep of the educational advance. In spite of the pressure of work which precedes the holiday season, replies were received from nearly all of the States. In most made strikes at the very heart of educational needs. Such topics as increased civic interest, improved teacher training, stronger professional organizations, con- solidation, and equalization of educa- tional opportunity emphatic emphasis. Alabama—The organization of a citi- zens’ conference paralleling in organiza- tion the Alabama Education Associa- tion, with six hundred members present at the first meeting and with the ex- pressed determination of seeing the job through until Alabama stands educa- tionally at least up to the United States average—H. G. Dowling, secretary- treasurer, Alabama Education Associa- tion, Cullman. Children are remaining in school. In- crease in high-school attendance this year over last, 18 per cent, though school population increased only 2 per cent.— C. B. Glenn, superintendent of schools, Birmingham, and N. E. A. State di- rector. Arizona—The adoption of new certi- fication regulations requiring continued self-improvement of the teacher in serv- ice and aiming at complete elimination of the untrained teacher by 1927.—Elsie Toles, State superintendent of public in- struction, Phoenix. The application of more scientific and effective methods, not only in teaching, but in administration, demanded by the cases the progress receive economic conditions in the State-—H. E. Hendrix, N. E. A. State director for Arizona, superintendent of Mesa. Arkansas—Deep and popular movement for more school revenue. Results depend on coming legislature—A. B. Hill, State superin- tendent of public Little Rock. Arousing public interest in schools and the school problems. ‘The establish- schools, widespread instruction, CHOOL AND SOUND CITIZENSHIP — The school must save democracy and civilization for progress by nurturing the constructive im- pulses of the common man. The greatest safeguard against future wars will be found in the intellectual perception by de- mocracy of the unity of civili- zation, and the active participa- tion of the common man in the social and political questions of the day. The school must give the knowledge upon which sound citizenship is founded, and the moral fiber which act- ive citizenship demands.— W. G. Cove, president, National Union of Teachers, England and Wales, Rhondda, Wales. ing of opportunity schools in fifty-nine of the seventy-five counties in the State of Arkansas.—Annie G. Griffey, N. E. A. State director for Arkansas, Little Rock. California — The improvement of rural education through the employment by the counties of more than a hundred rural supervisors and the establishment in rural districts of a salary scale based, in all but a few instances, upon a twelve- hundred-dollar minimum.— Will C. Wood, superintendent of public instruc- tion, Sacramento. School bonds carried: in Los Angeles, $17,500,000; in San Francisco, $12,- 500,000.—Mary F. Mooney, N. E. A, [41] State director for California, San Francisco. Colorado—Growing professional sol- idarity evidenced by greatly increased memberships in educational organiza- tions—local, State, and National.—H. B. Smith, secretary of the Colorado Edu- cation Association, and N. E. A, State director. Colorado won both first and second place in the classification of the ten best consolidated schools in the United States. —Katherine L. Craig, State superintend- ent of public instruction, Denver. Connecticut—(1) The establishment of a department of standards; (2) the compulsory education law which required that two and one half hours be devoted to physical education each week for every child; and (3) a teachers’ certification law which is sure to promote professional training.—L. T. Garrison, N. E. A. State director for Connecticut, regional supervisor, State Board of Education, Willimantic. A State system of certification of teachers became operative July 1, 1922. A new normal school plant at New Britain cost $750,000.—A. B. Mere- dith, commissioner of education, Hart- ford. Delaware—We now finance our schools so that it costs a local district no more to run a good school than to run a poor one.—H. V. Holloway, State super- intendent of public instruction, Dover. Adoption of the State unit as a basis for school support. Thus the handicap of dependence upon local support has been removed and equality of educa- tional opportunity assured. — Agnes . Snyder, secretary of the Delaware State Education Association. District of Columbia—The passage of the new salary bill for the District of Columbia public schools by the United States Senate without debate. Similar action by the House will make it a law.— Harry English, N. E. A. State director for the District of Columbia, head of Department of Mathematics, High Schools, Washington, D. C. The awakening of public interest and civic activity in the support of an ade- quate constructive school program. — 42 Tue JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION Frank W. Ballou, superintendent of pub- lic schools, Washington, D. C. Florida—In the general election in November, 1922, an amendment to our State constitution was passed raising the maximum special tax school district levy from three to ten mills—W. S. Caw- thon, State superintendent of public instruction, Tallahassee. Georgia—The determination of the people shown by compulsory county- wide local taxation, by consolidated rural schools, and by the demand for better trained teachers, to give the boys and girls of the State every educational ad- vantage—Kyle T. Alfriend, N. E. A. State director, Bessie Tift College, For- syth. The realization on the part of teachers of the need for better preparation. The enrolment in the summer schools showed an increase of about 50 per cent.—Wal- ter P. Jones, secretary of the Georgia Education Association, Lanier High School, Macon. Hawaii—The investigations and rec- ommendations of a joint committee of Americans and Japanese concerning the curriculum and textbooks of Hawaii’s two hundred foreign language schools (Japanese, Chinese, and _ Korean), culminating in further regulation of these alien schools—Vaughan Mac- Caughey, superintendent of public in- struction, Honolulu. Illinois—The report of the educa- tional committee, authorized by the gov- ernor, on the reorganization of all school laws, prepared for the legislature at its biennial session, January, 1923.—Mrs. Sarah L. Thomas, N. E. A. State direc- tor for Illinois, 401 Kishwaukee St., Rockford. Indiana—Completion of State-wide school survey, followed by a constructive legislative school program.—Benjamin J. Burris, State superintendent of public in- struction, Indianapolis, and H. L. Smith, N. E. A. State director for Indiana, Indiana University, Bloomington. Iowa—Raised $15,006 among teach- ers for annuities campaign. lowa com- mittee wrote code for teaching morals to children, which took $20,000 prize.— L. H. Minkel, N. E. A. State director for lowa, superintendent of schools, Fort Dodge. Something over $10,000,000 was ex- pended in erecting temples of learning.— Charles F. Pye, secretary of the lowa State Teachers’ Association, Des Moines. 10,000 children in mining-camp schools had an opportunity for an education; 439 consolidated schools; 34,743 chil- dren transported.—P. E. McClenahan, superintendent/of public instruction, Des Moines. Kansas—The solidifying of the edu- cational forces of the State for the sup- port of the report of the Kansas School Code Commission.—F. L. Pinet, secre- tary, Kansas State Teachers Association, Topeka. Kentucky—(1) An appropriation of $45,000 for professional staff for the State educational department, and (2) the establishment of county summer training schools under State control. More than 8000 of the 14,000 teachers attended these schools.—J. W. Carr, high school supervisor, State Department of Education, Frankfort. Louisiana—The growth of the Louisiana Teachers’ Association, which will hereafter employ a full-time secre- tary and publish an educational journal. —W. S. Lafargue, N. E. A. State di- rector for Louisiana, superintendent of schools, Thibodaux. For the past few years Louisiana has emphasized instructional supervision. During 1922 the demonstration lesson has been given the place of prime im- portance in this field. “The demonstra- tion lesson has been extensively used in supervisors’ conferences and teachers’ in- stitutes; it has been an important activity in State and local supervision ; it has been used to emphasize the value of supervised study and has been the outstanding means used to improve instruction in the classroom.—T. H. Harris, State super- intendent of education, Baton Rouge. Maine—The new school fund law which provides a three and one third mill tax on State valuation. Out of it is de- ducted $100,000 to be distributed among towns having tax rates which exceed the average tax rates of the State; then de- ducted the cost of free tuition of non- resident pupils in high schools. The fund is distributed (1) on teaching posi- tions, (2) on schoe! census, (3) on aggregate daily attendance.—A. O. Thomas, State superintendent of public schools, Augusta, and H. A. Allan, N. E. A. State director for Maine, State agent for rural education, Augusta. Maryland—The passage of an act appropriating $235,000 to be used as an equalization fund in fifteen of the twenty-three counties unable to carry out the State program for higher salaries and better trained teachers on a sixty- seven cent county tax rate—Hugh W. Caldwell, secretary of the Maryland State Teachers’ Association, Elkton. Massachusetts—The response of the February, 1923 teachers to President McSkimmon’s ap- peal for membership in the National Education Association. Within the year the number of members was increased from 1200 to 9000.—Ernest Makechnie, secretary of the Massachusetts Teach- ers Federation, Boston. Continuing generous financial support. Successful inauguration of State-wide continuation schools. Rapid growth in adult education, particularly in the field of immigrant education. Establishment of State-wide physical education on recreational basis—Payson Smith, com- missioner of education, Boston. Michigan—The development of the State Teachers’ Association by means of sectional meetings to a membership of well over twenty thousand.—T. E. John- son, State superintendent of public in- struction, Lansing. The enrolment of 19,000 teachers over ninety-five per cent of all em- ployed, in our re-organized association, and the successful development of our district and representative assembly meet- ings.—E. T. Cameron, secretary of the Michigan State Teachers’ Association, Lansing. Minnesota—The decided increase in enrolment in the teachers’ colleges and in the State university and the decided in- crease in membership in the State and National associations—J. C. Brown, N. E. A. State director for Minnesota, president of the State Normal School, St. Cloud. The qualifications of teachers in the schools of Minnesota are as good as be- fore the war. The regular fall term enrolment in the teachers’ colleges is 59 per cent larger than in the corresponding term of 1920.—J. M. McConnell, com- missioner of education, St. Paul. Maintenance of high standards in edu- cation as evidenced by increased enrol- ment in teachers’ professional courses, no lowering of salaries, added school build- ings and equipment facilities, and in- creased membership in the State Asso- ciation.—C, G. Schulz, secretary of the Minnesota Education Association, St. Paul. Mississippi—The rapid elimination of the small, weak schools and the build- ing in their stead of a few strong central We now have 787 consolidated schools that have taken the place of over 2500 smaller schools——W. F. Bond, State superintendent of public education, Jackson. Missouri—While the enumeration of children of school age in the State last year was only 1275 more than the enu- schools. ee \0 Pr kT PE Vol. 12, No.2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 43 a nn cn nn ee EEE ETE SISSIES EInISSInI a nnn UU meration for the previous year, the en- rolment in the schools was 43,265 more than the year previous.—Sam A. Baker, State superintendent of public schools, Jefferson. Montana—Work of State Teachers’ Association in creating public interest in unfair tax burden borne by school dis- trict as compared with small State sup- port.— May Trumper, State superin- tendent of public instruction, Helena. Nebraska—The growing professional consciousness of Nebraska teachers as evidenced by the large enrolment in the State Association, together with the establishment of their own professional journal—E. M. Hosman, secretary Nebraska State Teachers’ Association, Lincoln. ‘The solidification of the educational forces through the reorganization of the Nebraska State Teachers’ Association on a representative basis, with its ac- companying forward-looking program.— C. Ray Gates, N. E. A. State director for Nebraska, superintendent of schools, Grand Island. Nevada—The first junior high-school building in the State of Nevada is now being built in Reno at a cost of $200,000. Reno has a _ population of about 12,000.—Mrs. L. C. Booth, N. E. A. State director for Nevada, Reno. Unanimous endorsement by Nevada teachers of the Towner-Sterling bill and high individual enrolment of Nevada teachers in the National Education As- sociation —K. W. Mitchell, secretary of the Nevada State Education Association, Winnemucca. New Hampshire—Only 315 chil- dren in New Hampshire were enrolled in 1921-22 in schools which were in ses- sion for fewer than thirty-six weeks.— E. W. Butterfield, commissioner of edu- cation, Concord. One fourth of all teachers took sum- mer courses, normal school enrolment increased twenty-five per cent, and enrol- ment in three-year normal school courses increased one hundred per cent.—Clifton A. Towle, N. E. A. State director for New Hampshire, Exeter. New Jersey—To accommodate an increase over the previous year of eighteen per cent in high-school enrol- ment and about six per cent in elemen- tary school enrolment there were ex- pended $18,000,000 for new school buildings and equipment in New Jersey during the year of 1921-22.—John Enright, commissioner of education, Trenton. New Mexico—The establishing of a large number of consolidated schools.— John V. Conway, State superintendent of public instruction, Santa Fe. New York—Raising standard of teaching profession by lengthening courses in State normal schools from two to three years and articulating more closely teacher certification with profes- sional training.—Frank P. Graves, State commissioner of education, Albany. CHOOL A HUMANIZ- ING AGENT—The school in modern society is the social unit for the exercise and devel- opment of all that we term hu- manism. And there is abun- dant evidence that the schools of Europe and America are realizing their high mission and calling in the preservation of the human in this machine age. No longer do we regard the children as passive recip- ients of facts. No longer do we emphasize mere knowledge. We recognize variant individu- alities and unfolding personali- ties. We treat with reverence and wonder unfolding life. The escape for the child from a mechanized society is found in the spontaneous activities of the school.—W. G. Cove, presi- dent, National Union of Teach- ers, England and Wales, Rhondda, Wales. Definite steps were taken to grade New York City children by scientif- ically ascertained mental ages and to adjust the course of study to these facts; also, 10,000 teachers joined the National Education Association—Ambrose Cort, N. E. A. State director for New York, principal of Public School No. 73, Brooklyn. North Carolina—In 1919-20 the number of teachers that had not less than standard high-school education and six weeks of professional training was forty-six per cent of the total number of teachers in the State. But in 1921-22 it was seventy-four of the total. In 1921-22 the total number of teachers employed was 19,540, and 12,500 of these attended summer schools from six to twelve weeks.—E. C. Brooks, State superintendent of public instruction, Raleigh. North Dakota—The best trained teachers in the history of the State in our one-room schools.—A. C. Berg, N. E. A. State director for North Dakota, State inspector of rural schools, Towner. Ohio—The point reached where no teacher without one year’s normal train- ing need be certificated ; entrance to fifty- six country normal schools refused unpromising applicants—W. B. Bliss, assistant director of education, Co- lumbus. Oklahoma—Over thirteen thousand of the seventeen thousand teachers in this State attended the summer schools for nine weeks during the summer, doing credit work—R. H. Wilson, State superintendent of public instruc- tion, Oklahoma City. Secured passage of the State educa- tional survey law and enrolled 99.8 per cent of teachers of the State as members of the State Association —M. R. Floyd, secretary of the Oklahoma Education Association, Oklahoma City. Oregon—The passage of the com- pulsory education bill which abolishes all private and parochial schools and forces all children of compulsory school age to attend the public schools.—E. H. Whitney, N. E. A. State director for Oregon, assistant superintendent, of schools, Portland. Pennsylvania—The movement inau- gurated to equalize educational oppor- tunity by placing, not later than Septem- ber 1, 1927, in every classroom of the State a teacher who shall possess quali- fications equivalent to graduation from a four-year high-school course and an approved professional course in a State normal school or college of not less than two years—Thomas E. Finegan, State superintendent of public instruc- tion, Harrisburg. The enrolment in the 1922 summer schools of 28,850 of the 45,487 certif- icated teachers of the State, the present enrolment of 5445 students in our fourteen State normal schools, a gain of 2000 over last year, and the attendance of 53,134 students in our accredited colleges and universities, 12,000 of whom are registered in educational courses.— James H. Kelley, N. E. A. State director for Pennsylvania, secretary of the Penn- sylvania State Education Association, Harrisburg. Rhode Island—Sixty per cent of the teachers attended professional School expenditures increased per cent. Legislation effected most significant improvement in State and municipal administration ; minimum sal- classes. twenty ) ON ee ee ee Babes racy 14h lot an 44 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1923 ary $650, average salary over $1400.— Walter E. Ranger, commissioner of edu- cation, Providence. Legislation providing that all private schools and institutions of learning shall bé registered with and make annual re- ports to the State board of education.— William O. Holden, N. E. A. State director for Rhode Island, Pawtucket. South Carolina—Gratifying growth was secured in enrolment, average at- tendance, teaching efficiency, and popular support.—J. E. Swearingen, State su- perintendent of education, Columbia. South Dakota—lIncreased profes- sional spirit shown in larger summer school attendance, elimination of third grade certificates, 33 1-3 per cent in- crease in enrolment in State Education Association.—A. H. Seymour, secretary of the South Dakota Education Associa- tion, Northern Normal and Industrial School, Aberdeen. Laws requiring a minimum eight months’ term of school, compulsory at- tendance, and State truancy officer have increased attendance per rural pupil nearly one month.—Fred L. Shaw, State superintendent of public instruction, Pierre. The advancement of its normal schools to become degree-granting four- year teachers’ colleges, together with the expansion of the old summer schools to fully organized “fourth quarters” of the school year, with an attendance last year of 3800 teachers out of 7200 teachers employed in the State—Harold W. Foght, N. E. A. State director for South Dakota, president of the Northern Normal and Industrial School, Aber- deen. Tennessee—Under the new method of apportioning State elementary school funds as provided for in the Acts of 1921, not a single school in Tennessee will be in session fewer than one hun- dred days this year as against one school with fewer than one hundred days in 1921 and fourteen schools for the pre- ceding year. Apportionment of State elementary school funds on the basis of average daily attendance has resulted in a net attendance increase of more than forty thousand—J. B. Brown, State superintendent of public instruction, Nashville. The rural elementary school term in Tennessee has been increased from 119 to 140 days in two years.—S. L. Smith, N. E. A. State director for Tennessee, general field agent for rural schools, Nashville. Texas—Practically thinker, every leader, editor, teacher, and member of our legislature is studying the problems of education in Texas with an earnest- ness never before noted.—R. T. Ellis, secretary of the Texas State Teachers’ Association, Fort Worth. The report of a committee appointed by the Governor to consider educational matters in Texas, which report recom- mends a comprehensive, impartial survey of the entire educational system of the State—Annie Webb Blanton, State superintendent of public instruction, Austin. Utah—Prevention of the reduction in teachers’ salaries, thereby maintain- ing, if not increasing, the efficiency of the teaching force—C. N. Jensen, State superintendent of public instruc- tion, Salt Lake City. A large decrease in the number of un- certificated teachers and a corresponding marked increase in the professional standard among the teachers employed in the State—L. John Nuttall, secre- tary of the Utah Educational Associa- tion, Salt Lake City. The loyal response from teachers to the call for retrenchment, which made it possible through assigning larger classes and longer hours to maintain salary schedules and to maintain without appre- ciable difference educational standards.— J. M. Adamson, secretary of the Utah Educational Association, Salt Lake City. Vermont—Thorough reérganization of the State system of normal schools and training classes for teachers; com- prehensive program well under way for standardization of all rural schools of the State—C. H. Dempsey, commis- sioner of education, Montpelier. Virginia—Public school fund in- creased from $16,100,000 to $20,800,000. Average daily attendance increased 49,000. Seventy-seven per cent of teachers hold first grade or higher cer- tificates. Sixty per cent of teachers at- tended summer schools.—Harris Hart, State superintendent of public instruc- tion, Richmond; and C. H. Heatwole, secretary of the Virginia State Teachers Association, Richmond. State-wide abolition of district school boards and a substitution of county boards, making the county a unit of administration, and reducing the school- board membership from about fifteen hundred to about five hundred.—Nannie W. Thompson, N. E. A. State director for Virginia, 120 Second Avenue, Rich- mond. Washington — Initiative campaign for increased State support won forty per cent of the voters and educated both profession and public in problems of school finance.—Arthur L. Marsh, sec- retary of the Washington Education Association, Seattle. West Virginia—Enrolled in ap- proved spring and summer schools, 7459 of 10,629 elementary teachers, and ex- tended course in three normal schools, one of which became standard teachers’ college.—W. W. Trent, secretary of the West Virginia State Education Associa- tion, Elkins. (1) Training in service of seventy per cent of all elementary teachers in approved spring and summer schools in 1922. (2) Increase of one million dollars per year, for the past two years, for State aid to elementary schools, (3) Institution of teachers’ salary sched- ule producing large increases in pay of teachers. (4) The production of sys- tems of standardization for rural schools with State aid under State supervision.— George M. Ford, State superintendent of free schools, Charleston. Wisconsin—The decided stand that the “powers that be’ are taking for the four-year teachers’ colleges—M. A, Bussewitz, secretary of the Wisconsin Teachers’ Association, Milwaukee. All of the rural schools of the State have been supplied with legally qualified teachers, having in addition to the mini- mum academic preparation required by law at least one year of professional work devoted to instruction and training preparatory to the work of teaching.— John Callahan, State superintendent of public schools, Madison. The first meeting of the Represent- ative Assembly of the re-organized Wis- consin ‘Teachers’ Association of which E. D. Doudna was chosen full-time sec- retary.—John F. Sims, N. E. A. State director for Wisconsin, Stevens Point. Wyoming—lIncrease in professional consciousness as evidenced by the large enrolment in State and National asso- ciations—C. M. Whitlow, secretary of the Wyoming State Teachers’ Associa- tion, Riverton. The enrolment in the high schools of Wyoming has increased twenty-five per cent during 1922, indicating that the solution of the problem of high-school attendance in this sparsely settled State may be at hand.—Katharine A. Morton, State superintendent of public instruc- tion, Cheyenne. E must have men who are large enough to be international and national at the same time.—Franklin K. Lane. ys- ols ent nt- lis- ich ate nal rge of >ja- of per the ool ate on, uc- rge and K. aw Vol. 12, No.2 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 45 Boys Who Are Boy Scouts James E. West Chief Scout Executive of the Boy Scouts of America, The Fifth Avenue Building, New York City COUTING inthe United States will be of- ficially thirteen years old on the eighth of February next. In those thirteen years the move- ment has spread and grown un- til it is firmly planted and “going strong,” as the boys themselves would say, in every State in the Union, as well as in Hawaii and Alaska, and numbers a membership of 500,000 scouts and over 127,000 scout leaders, a total exceeding the combined scout membership of all the other coun- tries in the world as reported by the International Bureau at London. From the beginning up to today, though the scope of the work has enormously increased with its growing membership, the Boy Scouts of America has remained fundamentally unchanged in its purpose and ideals. It is a move- ment not for any one type or class of boy, but for all boys everywhere. It is non-sectarian, non-partisan, non-mili- tary. It cares not of what creed a boy is. Jew, Catholic, or Protestant—it matters not. It cares not whether he be a country boy or a city boy, a boy with well-filled pockets or a boy who earns every cent of his living. So long as he is at least twelve years old and willing to take and keep the pledge known as the Scout Oath, he is welcome to the movement, privileged to all scouting can give him of fun and fellowship and profit. The Scout Oath runs as follows: “On my honor I will do my best: (1) To do my duty to God and my Country, and to obey the Scout Law; (2) To help other people at all times; (3) To keep myself physically strong, mentally awake, and morally straight. The Scout Law enjoins the boy to honor and loyalty and obedience, to cheerfulness, courage and courtesy, rev- erence and purity. Like the knights of old the scout is pledged to service. He must do his daily good turn, look about always for chances to help somebody JAMES E. WEST who needs his help. This service may be a small one like helping a woman across the street, capturing a stray kite for a weeping kiddie, binding up the paw of an injured dog, or it may be the saving of a life, the putting out of a forest fire, the prevention of a panic. The principle is the same. The scout is pledged to service, trained for service. He has not only the will but also the power to help others, in big emergencies and little needs because he is taught to Be Prepared, which, by the way, is the Scout Motto. The program of scouting is one that is recognized by leading educators the world over as an ideal system of recrea- tion—education. Dean Russell, of Co- lumbia University, has said of it, “I would consider myself a prince among schoolmen if I could devise a school program in which the curriculum should appeal so directly to the boy’s interests and the courses of study apply so service- ably to adult needs,” and a school prin- cipal comments, “Scouting has done what no other scheme of education has been able to do—made the boy want to learn.” That perhaps is one of the great secrets of the popularity of scouting, that it does give the boy not only some- thing which any grown-up would count worth knowing how to do, but also something that a boy thinks worth doing, something he likes to do. Flashing signal messages, following and laying trails, building bridges, tying knots, swimming, hiking, setting up tents, cook- ing camp “eats,” stalking birds and animals in their native haunts with camera instead of gun, learning what to do in case of accident, how to rescue a drowning person, and put out a forest fire. ‘These are things that appeal to every manly boy in and for themselves, aside from the educational value in- volved. Every point in this program, every phase of scout activity has a double purpose, not only to help the boy to achieve technical skill in a given task but also to develop character. Char- acter building—the helping of boys to be manly, clean, thorough, loyal, honest, brave, unselfish—the moulding of plastic youth to desirable, patriotic, serviceable citizenship—these are fundamental in the scout plan. Scouting is coéperative. It seeks not to take the place of existing agencies for the happiness, well-being, and develop- ment of boys, but to supplement and reinforce these at every possible point. Churches and Sunday schools have feund the movement a powerful ally in providing a desirable boys’ work plan, a program of practical Christianity which operates not only on the seventh day but on all seven days of the week. Fathers and mothers find that Tom and Bob are pleasanter, more companion- able, more trustworthy members of the household because they are also mem- The sense of social responsibility, loyal team play, the willingness to be of veloped almost unconsciously in the growing boy. He is being prepared daily to be a desirable member not only of his own family, his own community, but also of that big family of which Uncle Sam is the head. Young America in the making, trained for citizenship! All over the country scouts are partic- ipating in community service of all kinds. Fighting forest fires, spreading public health propaganda, planting trees, caring for public parks, conducting city clean- ups, searching out and reporting fire traps or germ sources, acting with the police in managing traffic, guarding dangerous crossings, protecting trees and flowers, demonstrating safety first, pa- trolling bathing beaches and coasting hills—these are only a few of the hun- dreds of public service tasks which scouts perform gladly, efficiently, cheerfully, because they are scouts and therefore trained for service. \ A volume might be written on the subject of scout coéperation with public schools. From the beginning school men have welcomed the movement and given it their hearty support. Scout- craft is not in any sense a substitute for schooling, but we believe, and the facts seem to justify our faith, that the thoroughness, keenness of wit, loyalty, enthusiasm, zeal for self development, respect for law and order that are en- gendered by scouting are all invaluable impetus to better work in school as well as out of it. bers of a scout troop. service are de- In many schools, scouts are in charge of fire drills, guard crossings where children pass, demonstrate first aid, serve as sanitary squads to see that yards and’° latrines are in proper condition, have responsibility of raising and lowering : { id } } + 4 i 4 + ) - i THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION Your House of Happiness By B. Y. Williams [From The Ladies’ Home Journal] Take what God gives, O heart of mine, And build your house of happiness. Perchance some have been given more; But many have been given less. The treasure lying at your feet, Whose value you but faintly guess, Another builder, looking on, Would barter heaven to possess. Have you found work that you can do? Is there a heart that loves you best? Is there a spot somewhere called home Where, spent and worn, your soul may rest? A friendly tree? A book? A song? A dog that loves your hand’s caress? A store of health to meet life’s needs? Oh, build your house of happiness! ' Trust not tomorrow’s dawn to bring The dreamed-of joy for which you wait; You have enough of pleasant things To house your soul in goodly state; Tomorrow Time’s relentless stream May bear what now you have away; Take what God gives, O heart, and build Your house of happiness today! school flags, and so forth. “We find that when there is work to be done we invariably call upon the scouts,” says one principal. “Scouts are of great assist- ance in promoting school spirit, loyalty, and honest adherence to principles of student government,” writes another. Possibly the most striking example of school and scout codperation is af- forded by the so-called Detroit plan. In this city a field scout executive, serving under the supervision of the scout executive and employed by the Board of Education is the direct link between the local scout council and the Board of Education. Scouts meet in school buildings and have the privilege of the use of swimming pools and other equipment upon application. in turn they hold themselves ready for any and all services to the school for which their training specifically fits them, anc are expected to bring scout spirit to bear on school life, which they do to a not un- appreciable extent according to all 1e- ports. In Fort Worth, Texas, the local scout council is formed of citizens representing the Board of Education, the faculty of schools, and parent and teachers’ associa- tions as well as of the various religious, civic, and professional interests of the town. The local court of honor and examiners for scout tests are practically all experts from among the teaching force of the city. The scout executive is an ex-officio member of the public school faculty. The plan followed en- courages Church and Sunday school at- tendance and considers the scout’s church relations as a part of his school record. This last is in accord with the policy of the organization since at the begin- ning of the history of scouting in this country the twelfth law, which has no counterpart in the English form was added as follows: “‘A scout is reverent. He is reverent toward God. He is faithful in his religious duties and re- spects the convictions of others in mat- ters of custom and religion.” Scouting is not a reformatory move- ment. It exists to form, rather than to reform. Nevertheless it has been used to remarkable effect in several delin- quent homes and reformatories, in many February, 1923 instances giving the unfortunate lads in- volved their first real inkling of stand- ards of honor and decency and reverence for right. Scouting believes and acts on the faith that there are no bad boys, that those who are so called are only misdirected, underprivileged boys, who have never been given the right kind of leadership, the right kind of fun, the right kind of outlet for that terrible and splendid energy which every normal boy of what- ever rank in life possesses. If more boys could be made Boy Scouts, we claim, and we have many famous judges on our side, there would be less need of reform- atories. Let us not blame the boys, but society, that so many go astray and choose the low road instead of the high road for want of a helping, guiding sym- pathetic hand in the developing period. Not long ago the story reached us of a boy who was a typical “gangster,” running wild in the streets, defying the law at every turn. ‘The boy happened to want to become a scout and accord- ingly applied to a scoutmaster whom he knew for admission to his troop. The scoutmaster naturally hesitated. He was responsible to the parents of his boys. He was responsible to scouting. He couldn’t take in any boy who hap- pened to want to come in if his coming would be detrimental to the others or to the movement. But he wanted to help the boy who obviously needed just what scouting could give him, so he ex- plained thoroughly and patiently just what scouting was and how high a standard it demanded of those who fol- lowed it, asked the applicant if he thought he could make the complete right about face, practically make him- self over inside and out. The boy con- sidered it. He knew it was a big job he was tackling but more than anything else he wanted to be a scout, wanted vaguely too perhaps to live up to that fine ideal which the man he admired greatly set before him. He promised to have a try at it, was taken in on probation, made good, became a scout that the movement may well be proud of, doubly proud in that he had over- come so much in attaining true scoutdom. I like to tell this story for two reasons, first because it shows what scouting can do for a boy if he meets it half way and really accepts its obligations as well as its privileges, and second, because it shows what manner of men our scout- masters are. I wish I could shout it from the housetops so that all the people in the United States could hear and Vol. 12, No.2 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 47 ee _,S YS rovmlc_:2* know what these volunteer leaders in scouting are doing, serving year after year in the cause of better boyhood, giv- ing of their time, their thought, their energy, themselves, without pay. Con- serving boyhood, leading boys “over the top” to manhood, “physically strong, mentally awake, morally straight’’—this is the task of the scoutmaster and blessed is he who undertakes it wholeheartedly. As for boys who are boy scouts, just get acquainted with a few of them and see if you don’t want your son to be one of them. Find out what they are doing in your town and see if you don’t agree with President Harding when he said, “IT am with the boy scout movement heart and soul.” The American University Union T 50 RUS- SELL SQUARE, a few steps from the huge pile of the British Museum and facing one of the largest of those enclosed green quad- rangles which are a peculiar feature of London topog- raphy is an old brick-front house which might have been the home of the Sedleys or the Osborns in Vanity Fair. In the early nineteenth century this quarter of London, known as Bloomsbury, was occupied by the families of the rich merchants whose business houses were eastward in the city, but long ago the city began to push its bastions into the West End, and Bloomsbury, resisting the invasion of the world of affairs, has become a district of learned societies and students’ lodging houses. Here stands University College, one of the institutions which make up the widely scattered University of London. Here it is hoped will one day rise the building of a united University of London. Number 50 in the meantime houses on its ground floor the Universities Bureau of the British Empire, which was founded in 1912 to unite the institu- tions of higher education in the British Isles, Canada, Australia, New Zealand, South Africa, and India for the formula- tion of common educational policies. On the floor above is the British Di- vision of the American University Union GEORGE E. MACLEAN and growing *This article, which was prepared for Tue Journat by Mr. R. H. Simpson, execu- tive secretary of the British Division of the American University in Europe, 50 Russell Square, London, W. C. L., deals primarily with that division of the Union. The Continental Division has headquarters at One Rue de Fleurus, Paris. The representa- tive in Italy is Mr. H. Blakiston Wilkins, Porta San Pan Crazio, Rome 29. in Europe. Still higher are the Office National des Universités et Ecoles Frangaises and the Anglo-Danish Stu- dents’ Bureau. The American University Union in Europe was founded in Paris in 1917 as a war organization, and its activities soon spread to London and Rome. Throughout the American participation in the war its work was largely to pro- mote the physical and moral welfare of thousands of young university men on their way to or from the front. After the armistice it undertook and carried through the task of helping to organize the educational opportunities offered by British and French universities to mem- bers of the American Expeditionary Force during the interval between the cessation of hostilities and return to the United States. During this period the office near Trafalgar Square, in London, was under the direction of Professor John W. Cunliffe, of Columbia Uni- versity, the present secretary to the board of trustees in New York City. His organizing ability and practical knowl- edge of the British educational world ensured the prosperity of this phase of the work, which was brought to a suc- cessful conclusion under the administra- tion of Professor Carl Russell Fish, of Wisconsin University, the second Di- rector. After the repatriation of the American army and the return of the European universities to more or less normal conditions the function of the British Division of the Union under- went a definite change. Aside from the shift in the centre of operations the scope of the work was somewhat ex- tended. It became evident that the business of the Union in London was to encourage the development of connec- tions between the universities of Amer- ica and Great Britain especially in the region of graduate studies. “This could be accomplished in two ways—by bringing the graduate student into a new environment by ex- and _ professional change of students, or by bringing the professor into a new environment by ex- change of teachers. The Union in London now exists for these two pur- poses and also to serve as a centralizing office for all enquiries originating on either side of the Atlantic with regard to educational conditions on the other side. The British Division is fortunate in having as its present director, Dr. George Edwin MacLean, formerly chancellor of the University of Nebraska and later president of the State Uni- versity of lowa. Dr. MacLean is thoroughly familiar with the organiza- tion of education in both countries, hav- ing made in particular several studies of British universities for the Bureau of Education of the United States Gov- ernment. The American University Union is supported by the contributions of some seventy-five universities and colleges in the United States. It is under the patronage of the President of the United States, the President of the French Republic, the President of the Board of Education in Great Britain, and the Ministers of Education and Ambas- sadors of Great Britain, France, Italy, and Belgium. ‘The Board of Trustees includes, as institutional trustees, the presidents of Chicago, Cornell, Harvard, Illinois, Minnesota, and Princeton, be- sides representatives of the Association of American Colleges and the American Association of University Professors. The director of the American Council on Education and the director of the Institute of International Education are ex-officio trustees. Everything possible has been done to make the Union in its two divisions at Paris and in London a_ kind of educational clearing-house or, to change the analogy, an educational diplomatic or consular office in which individuals and their credentials can be certified so that they will be readily ac- cepted by foreign university officials. All American teachers and students who find themselves in London are urged to register immediately at the offices of the Union. ‘The staff there are prepared and willing to offer, free of charge, any kind of advice needed, not only in connection with university work, but on all questions affecting the comfort of the American visitors. The director and the secretary undertake to put teachers and students in personal touch with officials or private persons whom they desire to meet in connection with their work or observa- tions in the British Isles. executive THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1923 Population 75,917 Education and } experience } | Classification of teachers year Holders of cates normal certifi- $1,000 Elementary and ‘ween ———— | intermediate | Holders of permanent cer- tificates and normal di- plomas SALARY ScHEDULES—Harrisburg, Pennsylvania Effective September, 1922 First | Second Third Fourth | 1,100 | 1,200 | 1,300 | 1,400 | Additional annual increments Max- | imum | sal- | ary year year year | Number | Amourt | | $1,100 |$1,200 |$1,300 $100 ($1,800 | College graduate 2 years experience 1,400 | 1,500 | 1,600 | e | | College graduate, degree masters | 4 years experience 1,400 | 1,500 | 1,600 | College graduate, doctors degree 4 years experience 1,800 | 1,900 4 years high school or equiv- | alent 4 years trade training 2 years experience | 1,500 4 years high school or equiv- | alent 4 years trade training 1,400 - | 2 years experience | . = | 1 year professional training | 1,500 | 4 years high school or equiv- | alent 4 years trade training 2 years experience | 2 years professional training 1,500 4 years high school | 2 years training | 2 years experience 1,400 | 1,500 | 100 2,200 | Other special certificates 4 years high school | 3 years training | 2 years experience 1,400 | 1,500 | 1,600 | 1,700 100 2,300 | | 4 years high school | 4 years training | 4 years experience 1,400 1,500 | 1,600 | 1,700 Normal diploma or college | graduates plus course in | supervision and experi- | ence in grades supervised Elementary principals 1,500 1,600 | 1,700 | 1,800 | 100 2,500 | The salaries of principals of the intermediate schools range from a minimum of $3,000 to a maximum of $4,000, with an annual increment of $200. The salaries of principals of the high schools range from a minimum of $3,000 to a maximum of $4,500, with an annual increment of $200. The salaries of supervisors range from a minimum of $2,000 to a maximum of $3,500, with an annual increment of $200. The salaries of head teachers, teachers in the open air schools, schools for backward pupils, de- tention schools and other special schools not requiring special State certification, are $100 more than the teachers in the regular schools. All teachers and elementary principals may be granted an immediate additional increase of $50 in salary and the maximum for each teacher may be increased $50 for each eight semester units of college credit provided that such increase in salary and maximum shall not exceed $300. A” UNJUST DISCRIMINATION— There seems to be a growing belief that the difference that exists between the salaries of teachers in the elementary schools and of teachers in the high schools is alto- gether too great. This disparity of salary is without any valid reason and it is a good sign that school administrators are coming to see that this marked difference in salary in favor of the high-school teacher is not justified. It happens that the transfer of a teacher from the grammar school to the high school generally means increase of salary fo doing work probably burdensome than that for which the salary was received. This is all wrong, and it is time that this injustice should be corrected. The theory on which the policy of paying high-school teachers more than is paid to teachers in the elementary schools rests on the belief that the high-school teacher’s preparation has been more extensive than that of the elementary teacher. In the majority of cases this is true but with the raising of the standard of preparation in the normal schools to three and four years, the differ- ence in either the time or money spent in getting ready to teach not sufficient to justify the present discrimination in favor of high-school teachers. The larger number of high-school teachers. seldom spend more than four years in preparation for their work. In some of the Western States the course in the normal schools now covers four years and before long this is likely to be required in most States. For the same preparation in point of time and energy teachers should receive the same salary, provided, of course, that their teaching ability is equal. The quality and usefulness of a teacher’s service, whether in the high school or elementary school, should determine the salary, not the particular grade in which a teacher happens to be placed. It is still the practice, even in some of the elementary schools, to make a dis- tinction in salary between the primary and grammar grades. Such a _ practice’ has nothing in its favor, and should give way to the rational plan of paying teachers what their services are worth. College-trained teachers can hardly be expected to be con- tent to work in the elementary schools for considerably less than they would receive in the high schools are poorer teachers than have the broader preparation that would come from a college course should be found in the schools below the high school. But aside from the preparation of teach- ers the present discrimination aganist the teachers in the elementary schools cannot be defended. Teaching in the elementary schools makes a heavier demand upon the time and energy of teachers than does teach- ing in the high school. This fact should be taken into account in fixing the salary of teachers. Then, too, as a rule teachers in the high school are poorer teachers than in the elementary schools. They have less of the pedagogic spirit, and spend less time and money in improving themselves after beginning teaching than teachers in the ele- mentary schools. It is not common for hig®- school teachers to buy or even read the newer books on education. Records show that they subscribe to few educational journals. Their classroom methods are more or less academic. There are of course exceptions to this apathetic attitude toward the pedagogic aspect of their work, but it is entirely within the truth to say that the interest of high-school teachers in pro- fessional improvement is far less than that of teachers in the lower schools. Because of these differences it is entirely wrong to keep up the present discrimination in favor of high-school teachers as a class. Common fairness demands the abolition of a custom that has nothing to recommend it.— Editorial in American Education, an less lower is as re Ae Se — FF RF wr RK = SS OS al re se ut at 9- at Vol. 12, No.2 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 49 Exterminating [Tuberculosis HE GREATEST ASSET of any nation is the good health of its people. Since its first existence upon the earth, the human family has been in combat with disease. Until com- paratively recent times the cause of disease was not known. Man was en- gaged in the greatest war that has ever been waged and the enemy had never been seen. ‘This unseen enemy was constantly at work and was making frequent drives that were successful in the extreme. “Black death” in one epi- demic killed approximately one fourth of the population of Europe. For cen- turies smallpox claimed its victims as poison claims flies. Some in this very audience have sad memories of the days when diphtheria would take all but the last few children in a community. One recalls how the burials were made at night and how the few remaining chil- dren in the community would gather in the fields by the roadside and there in the moonlight would pay their last respects to their little friends who were being borne to the cemetery. For centuries typhoid fever took a terrific toll in human lives. During the Civil War more soldiers died from typhoid fever than from the direct causes of war. Yellow fever at one time threatened the population of our South- ern States and certain tropical lands. In one epidemic there were 4031 deaths in Philadelphia. Many of you will recall the alarming headlines in the daily papers a few years ago about epidemics of the bubonic plague which occurred in San Francisco and New Orleans. Mala- ria and hookworm disease for decade after decade not only claimed victims, but debilitated large parts of the popula- tion of Southern States so as to render them almost useless as citizens. It is stated that in India alone 1,300,000 people die of malaria every year. Syphilis at certain times has threatened to depopulate nations, and today it plays no uncertain role in the low birth rate and the high infant mortality rate among the negroes of America. * This paper was read by Mr. J. A. Myers, Ph. D., M. D., medical director of the Lymanhurst School for Tuberculous Chil- dren, Minneapolis, and assistant professor of medicine in the University of Minnesota, before the section on open-air classes of the Fifty-ninth Annual Convention of the Min- nesota Education Association, St. Paul, October 26, 1922, under the subject The Role of School Teachers and School Nurses in the Extermination of Disease, with Par- ticular Reference to Tuberculosis. While these diseases were raging— partly because of them and certainly in spite of them—man was trying to de- velop scientifically. The human eye is not constructed for seeing close objects or minute objects, but with increasing mental powers, man developed a method of communication through written and printed matter. The eyes not being constructed for this close work were injured, and vision actually became im- paired. Some of the scientific minds of the world set to work to prevent injury to the eves resulting from close work. The result was eye lenses which, when properly fitted, gave such aid as to make it safe to use the eyes fdr nearly any kind of work. Moreover, it was found possible to correct most cases of defective vision by their use. While working with various kinds of lenses, man learned that objects could be greatly magnified by their use. ‘This led to the microscope. When this in- strument was reasonably well perfected and man looked through it, a hitherto unseen world lay before his eyes. In- vestigation in this previously unseen world revealed many of the enemies with which man had been in war since his very existence upon the earth. ‘There- fore, for the first time in history, he was able to enter the battlefield with enlightenment as to the nature, strength, and position of the enemy. Most of this enlightenment came after 1870, and since that recent date many diseases have been conquered and the death rate from disease has been reduced materially. It was learned that “black death” and bubonic plague were caused by the pest germ. It was learned further that this germ often lived in the bodies of rats and ground squirrels, and that fleas which bit these animals transmitted the germ to man by biting him. ‘The extermination of the rat and the introduction of proper sanitary measures in communities where the pest existed led to a rapid abatement of the plague. Diphtheria was found to be caused always by one kind of germ. Scientific studies of this germ and its products resulted in antitoxin which has been the Today science has carried us one step further. We are able to go through a school or a community and with a simple test point out the individuals who would take diphtheria if exposed to it. Moreover, means of saving many lives. we are able to administer to the suscep- tible individuals in such a way as to render diphtheria harmless to them. Typhoid fever today is preventable. There is no real excuse for anyone hav- ing this disease except through ignorance or procrastination. Malaria was found to be caused by parasites which spend one phase of their life cycle in the bodies of mosquitoes and the other phase in the blood of man. When this information was secured, it appeared that this disease could be com- pletely exterminated by the destruction of the species of mosquitoes which transmit it. The proper education of the public is necessary for this accom- plishment. It was learned that yellow fever al- ways was due to the bite of a certain species of mosquito. This information was obtained for the world at the ex- pense of the lives of a few physicians. But when it was given to the world, the control of yellow fever was made pos- sible by the extermination of. this par- ticular species of mosquito. Today it is gratifying to be able to state that vellow fever in all probability will soon be banished from the earth forever. We have now a satisfactory treat- ment for hookworm so there is no scientific reason why this disease should continue to be a menace to more than one half of the world’s population. In the control of all the mentioned diseases, the education of the public has been, and now is, of utmost importance. There is no avenue of approach which will so thoroughly and lastingly educate the public as the schools. The future of disease control rests in no small part with the teachers and nurses of the schools. One disease still remains a world problem. ‘This disease has been with man always. From the very early writ- ings we read descriptions of it. In the Egyptian mummies, we find evidence of its existence. In olden times, this disease was usually described as one which slowly but surely consumed the bodies of its victims. Hence, it was given the name “consumption.” Careful studies of the organs involved with this disease revealed the presence of little masses called tubercles, but not until 1810 was this disease designated tubercu- iosis. Before 1882 its true cause was unknown and a variety of views, some based on superstition, existed as to its cause and treatment. Dr. Robert Koch became greatly interested in tubercu- losis. He set to work to discover its M , 50 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION February, 1923 true cause, and in 1882 announced to the world that a small germ, the tubercle bacillus, was responsible for all cases of tuberculosis. He was able not only to see these germs by the aid of the mi- croscope, but also to reproduce the disease by introducing them into the bodies of certain animals. A little later, it was discovered that there were two strains of tuberculosis germs—one that was very common in lower animals, particularly cattle, and the other that was most commonly found in man. Consequently, these were designated the bovine and human types, respectively. The tuberculosis germ gains entrance to the body in two main ways: first, through contaminated food, and second, through contaminated air. Infection of the human body may occur at any stage of life, but it is by far most com- mon in childhood. Hamburger, of Vienna, studied a large series of children and found that by the time the twelfth year of life was reached, more than ninety per cent had been infected with tuberculosis. In St. Louis sixty-five per cent of all children under twelve years of age are said to have been infected. Dr. David A. Stewart says: “Even in the Western Canadian prairie Province of Saskatchewan a particularly good survey made last year, covering one per cent of the children of the province, showed forty-four per cent infected at six, and sixty-one per cent at sixteen. Of two hundred twenty-six young adults in training as teachers, seventy-six per cent, by reacting to tuberculin, showed latent tuberculosis. Six per cent of the young adults had a history of pleurisy, and of all examined, the children and the young adults, about one per cent were found to have disease that could be called active.” Very similar results have been obtained in many parts of the world. In fact, tuberculosis has been called a disease of childhood. Naturally, the question arises as to how tuberculosis germs are transmitted to the bodies of such large numbers of children. It has been proved beyond doubt that tuberculosis germs of cattle (bovine type) are capable of infecting and producing disease in children. In- asmuch as tuberculosis is so common in cattle, and dairy products constitute such a large part of the diets of children, one can see an outstanding cause for the prevalence of tuberculosis in children. Milk and beef from tuberculous cattle may be teeming with tuberculosis germs. Tuberculous cattle may not be sus- pected of having any disease as they often appear perfectly healthy. There- fore, we are fortunate, indeed, in having a simple test which usually will detect the presence of tuberculosis in cattle. By the use of this test. it is possible to determine with a reasonable degree of accuracy whether the milk from a given animal is,a safe food for children. It is a well established fact that the proper degree of heat kills the germs of tuberculosis. ‘Therefore, milk properly pasteurized, and beef well cooked are safe foods even if obtained from tu- berculous animals. In New York City before pasteurization was _ extensively employed, sixty-four per cent of the cases of glandular and abdominal tu- berculosis were due to germs of the bovine type. At the present time, ninety-eight per cent of New York City’s milk supply is pasteurized, and only sixteen per cent of the cases of glandular and abdominal tuberculosis are due to germs of the bovine type. It is obvious, therefore, that by elimi- nating all tuberculous food-producing animals, and by properly heating and cooking animal foods, one may reduce tremendously the incidence of bovine tuberculosis among the children of any given community. While the bovine type of germ is responsible for much tuberculosis in children, the human type also plays a large part in producing infection and disease. Germs may be found in certain excreta from tuberculous patients where disease is active. It is a well-known fact that the saliva and sputum of tu- berculous patients may be laden with the germs of tuberculosis. It has been shown that in ordinary conversation, droplets of saliva and sputum are emitted from the mouth. ‘These droplets are emitted with such force that they are carried a few feet in the air. If an in- dividual coughs or sneezes, such droplets may be thrown through the air for a distance of ten feet. Therefore, if a healthy individual is located within a few feet of a tuberculous patient who i talking, coughing, or sneezing, the germ laden droplets from the patient’s mouth may be inhaled by the healthy individual. Again, sputum allowed to dry in places where there is little sunshine, may be- come pulverized and carried with dust so as to contaminate the air which healthy individuals breathe. All this may be prevented and many _ healthy bodies saved from infection and disease if tuberculous patients will cover their mouths when talking, coughing, or Dp sneezing and will destroy every particle of sputum expectorated. It is a very common habit in this country to place the hands about the mouth. Patients often cover the mouth with the bare hands when coughing or sneezing. If the sputum and saliva con- tain germs, the hands become contami- nated. The patient may soon shake hands with a healthy person, possibly a child, whose hand, receiving the germs from the patient’s hand, is soon brought to the mouth. The result may be tuberculous infection or even disease of the healthy person. How frequently we see such patients employed in public eating places, or in the gathering and handling of raw fruits and vegetables. The spread of tuberculosis by this method can be prevented if the patient will keep the bare hands from the mouth and will wash the hand frequently in soap and water. The dishes used by a_ tuberculous patient become contaminated, and if not properly sterilized, are a danger. Most of you have seen small children stoop down and place the hands in sputum lying upon the street. If you watched the same children, before many minutes passed, you saw the same hands enter their mouths. Such sputa may be carried by flies to the food on our tables or by the shoes to the floors where our children are playing. Infection by this method may be prevented if tuberculous patients will refrain from spitting upon the ground and streets and will take pains to destroy all of their sputa. Other excreta, particularly the feces of patients suffering from active tu- berculosis, usually contain large num- bers of the germs. The same care should be exercised in the destruction of such excreta as in the case of sputa. When tuberculosis germs gain en- trance to the body of a child, they may start to proliferate, and lead to the early death of the child; but, if the child’s body contains or develops sufficient fight- ing qualities (immunity) the germs may be so overcome that at that time they do not multiply sufficiently to produce disease. Yet, they may lie in a dormant state for many years. Such children are said to have tuberculous infection, but not tuberculous disease. The majority of such individuals go through life with- out tuberculous disease, but there are many who, in later life, because of dis- sipation, worry, malnutri- tion, and poor housing conditions, are not able to keep the germs dormant. source of overwork, SH _ — = -—> rr | i i A dd Oo Ww s- ie t. oe OPT REA Vol. 12, No.2 THE JOURNAL OF THE NATIONAL Epucation ASSOCIATION 51 NN < at ften sion per- arly st in iblic k of The oo Vol. 12, No.2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 55 Know America—The Capitol HE floating population of Washington, if it could be computed, would ek «indicate the in- terest which the “city of magnif- icent distances” holds for Amer- icans, but no in- spection of incoming trains or hotel registers can determine the throngs that daily visit the Nation’s capital. Next to himself and his home town or city, the average citizen is interested in his country, its laws and lawmakers, its seat of government. In April and May when Washington’s parks and drives reflect the lavish mood of nature countless visitors climb the steps lead- ing to the Capitol. Facing east on a forty-six acre plateau almost a hundred feet above the level of the Potomac, which is sea level as well, stands a structure worthy of the largest and wealthiest democracy in the world and of credit to the architects who planned it. The building and grounds are now valued at twenty-six million dollars. Once seen, the build- ing is so stately and majestic it is easily remembered. Its most characteristic feature is the dome, made of cast-iron, weighing nearly four thousand tons, and surmounted by a twenty-foot statue of Freedom. The history of the Capitol is the history of our country. Two years after the city of Washington was laid out in 1791 the erection of the Capitol was begun, President Washington lay- ing the corner-stone. When in 1800 the Senate wing was finished, the founda- tions of the rotunda laid, and the base- ment of the House wing in process of construction, the removal of the seat of government from Philadelphia was ef- fected. In those days the woods were so thick it was difficult to find one’s way from the village of Georgetown to the site of the Capitol, and the housing problem was almost as acute as in 1918. Congressmen who could find no nearer accommodations put up at the Union Tavern in Georgetown, using the mail- coach, christened by John Randolph the “Royal George.” wide ‘ f [| Pee ees oe ee *Prepared for THe JourNAL by the Di- vision of Publications of the National Edu- cation Association. Accustomed as we are today to as- sociating the “noblest building in Amer- ica” with scenes of rivalry and heated controversy, it is yet somewhat difficult to conceive of its ever having been in danger of destruction. And yet it has. In July, 1814, a fleet of 4500 British landed in Chesapeake Bay, and over- powering at Bladensburg the six thou- sand untrained militia sent to meet them advanced on Washington. ‘Tearing down part of the “shed” that connected the wings and adding some valuable books from the Library of Congress, they ignited these combustibles and after shooting a few war rockets through the roof left the building to burn. But a pouring rain intervened and though the House wing was badly gutted, the dam- age was soon repaired and work con- tinued on the central portion until its completion thirteen years later. Fire destroyed the western front of the center building in 1851. Twice dur- ing the Civil War was Washington in peril—in 1862 when General Lee crossed the Potomac and proceeded to Frederick, hoping to advance from there, and again in 1864 when General Early making a like manceuver defeated Gen- eral Lew Wallace at Monocacy River and advanced as far as Fort Stevens, one of the defenses of Washington. An ex- plosion occurred in the Senate wing in 1902, and during the World War, it will be remembered, a time-bomb was set in the Senate reception room, which damaged it to a slight extent. Few buildings in Europe present as imposing a front as the grand central or rotunda portico, where the inaugural ceremonies are held. ‘Twenty-four col- umns support a pediment eighty feet wide containing an allegorical group. On the southern side of this portico is a huge statue of Columbus; on the north- ern side, a group emblematic of pioneer days when the lives of women and chil- dren were often at the mercy of the Indians. Another marble group repre- senting American progress adorns the facade of the northern wing. Passing from the central portico into the rotunda through the famous bronze door, we pause to note the marvelous beauty of its panels, which portray events in the life of Columbus and the discovery of America. The rotunda occupies the width of the central portion of the building and stretches unbroken to the top of the dome. Here General Lafayette was officially greeted by the mayor of the city; here Lincoln’s body lay in state; here multitudes passed be- fore the flower-laden catafalque of the unknown soldier prior to interment at Arlington. ‘The marble panels over the four doors and the large historical paint- ings attract much attention. The early historical paintings, somewhat imag- inative in handling, depict the landing of Columbus, the discovery of the Mississippi, the baptism of Pocahontas, and the departure of the “Speedwell” for America. The revolutionary paint- ings, true to the times they represent, are the work of Colonel John Trumbull. They show the signing of the Declara- tion of Independence, the surrender of Burgoyne and that of Cornwallis, and the resignation of Washington. Statues in marble or bronze of Lincoln, Ham- - ilton, Tefferson, Grant, Washington, and Lafayette may be seen in the rotunda. The paintings of the frieze under the gallery were begun in 1878 by Con- stantino Brumidi, who died two years later from an injury received by falling - from the scaffold while at work. His masterpiece, painted on the dome of the Capitol, is called The Apotheosis of Washington. Freedom stands at Wash- ington’s right, Victory at his left, and completing the circle are female figures representing the thirteen original States. Brumidi, realizing the permanent char- acter of the Capitol, decided that real fresco decoration should prevail as in the palaces of Augustus and Nere and the baths of Titus at Rome. Other examples of his work are to be seen in the corridors, the president’s room, and a few committee rooms. Through the northern door we turn to the right to visit the most august body of judges in the land—the Supreme Court. Until 1859 this room was the Senate Chamber. Here Webster de- livered his celebrated peroration of the Second Reply to Hayne. The visitor is frivolous-minded indeed who does not find himself impressed when the Chief Justice and the Associate Justices in voluminous black silk gowns file in to their respective seats. Continuing our tour of the northern wing we enter the Senate Chamber, where once the voices of Webster, Cal- houn, Benton, Preston, and Pinckney vibrated with passionate patriotism and where now the speeches of twentieth- century lawmakers reflect the sime strong personal ambitions, the fiery tempers, the resentment to criticism, and the same obstinate adherence to pre- i TS a ea initia Bins saciash aii Sg a ca 5 2 — ~ — ats es ee ee ee Se Me TR SL OT. A TT EN STS RNS TIS att Kah oi meee see soe 56 THE JOURNAL OF HE ROTUNDA of the Capitol is probably associated with no more solemn ceremony involving the great mass of Americans than the one paid our un- known dead when thousands hourly passed the remains of the unknown soldier as it lay in state. mature opinion of the bewigged senators of early days. The room is over one hundred feet long with galleries to ac- commodate a thousand persons. - The Senate is not in session and we are at liberty to wander down the aisles noting the silver plates on each desk with the occupant’s name. On leaving we find much of interest in the corridors of this wing—notably, the portrait head of Washington by Gilbert Stuart, Power’s statue of Benja- min Franklin, the eastern staircase of Tennessee marble, and the Senate bronze doors. We pause for a glance at the Vice-President’s room, the President’s room, and the Senate reception-room, all splendidly furnished and __ brilliantly decorated. The magnificence here dis- played has occasionally been criticized as far too grand for a young republic, but considering that every town in Europe boasts a town hall replete with carved wood work, antique hangings, and price- less paintings we feel the expenditure is not ill-advised. The southern door of the rotunda leads to a semi-circular room known as Statuary Hall, as it is occupied with memorial statuary of great men from many of the States. Its ceiling is a half dome sixty feet high, beneath which is a spacious gallery housing the library of the House of Representatives. Over the northern door stands Franzoni’s his- torical clock. The acoustic properties of this Hall may well be mentioned. From Statuary Hall a corridor leads to the southern wing occupied largely by the Hall of Representatives and its committee rooms. The Hall is some- what larger than the Senate room with a similar seat arrangement. Back of the Speaker’s desk hangs a large silk flag, the gift of the Daughters of the American Revolution; at the right on a marble pedestal stands the mace, the Speaker’s symbol of authority and car- ried by the Sergeant-at-arms when ex- THE NATIONAL EDUCATION ASSOCIATION February, 1923 ecuting the commands of the Speaker, The galleries are crowded whenever the House is in session with visitors eager to listen for an hour or two to that flow of oratory which Charles Dickens de- scribed as “‘the constant repetition of the same idea, or shadow of an idea, in fresh words.” No wonder some sigh for the good old days when those “‘fomentors of Randolph and John Quincy Adams, discussed in heroic terms the state of the Nation. Three committee rooms are much discord,” John visited—namely, Appropriations, Ways and Means, and Military Affairs. The basement of this wing contains the House postoffice, committee and clerks’ rooms, a public restaurant, and_ bath- rooms for the use of Representatives. A visit to the Capitol is incomplete with- out a ride in the little subway car that connects the Senate with the Senate Office Building. On leaving the Capitol the visitor is generally filled with a mass of bewilder- ing ideas and detached facts, such as the height of this column or the cost of that painting, but out of this bewilder- ment there emerges one emotion, latent perhaps till now, the feeling of pride in being an American. Whether native New Yorker or resident of “Zenith” or “Main Street,” he is thrilled by the building’s stateliness and beauty, while its historic import holds for him new significance, the inspiration to better citizenship, for this building as no other in America is the embodiment of Amer- ican ideals. ?, & Or Ine Tor 2 7 HE HOUSE Chamber is here the scene of a joint session of the Senate an House of Representatives, August 18, 1922, at which President Harding de- livered an address on the industrial situation throughout the country. — Vol. 12, No.2 a ‘THE JOURNAL OF THE NATIONAL Epucarion AssoviA7.0:: 57 Dormitories for Secondary Schools Epirn A. LATHROP Specialist in Rural Education, U. S. Bureau of Education Washington, D. C. N 1914 the school board of the Flat- head County high school in Montana was aroused to action over the fact that the county high school was not serving a large majority of the people of the county who were paying taxes for its number of Most of the lived too far support. ‘There were a reasons why it was not. rural children away to drive forth from Kalispell, where the county high school is located. back and Many parents shrank from the moral risk involved in boarding their children in town. Others could not aftord to board them. Again it was difficult to find places in town where children could board and _ room. these reasons the county school board leased Because of a commodious residence and transformed it into a girls’ dormitory. The follow- ing year the board remodeled a building, which had been occupied by a business college, for a boys’ dormitory. Since that time the development of dormitories with county high schools and districts, with a large rural ter- ritory, has been popular in Montana. In 1920, the State Department of Edu- cation reported twenty-five high schools rate: HE COMMERCIAL CLUB of Lewiston, Montana, built this Girls’ Dor- mitory for the Fergus County High School at a cost of $73,000. with dormitories. Detailed reports were State Department of Education from fifteen of the twenty- received by the attend high school had it not been for dormitory Distances from which the pupils came ranged from three to rinety-five miles. In eight of the average privileges. do. mitories the distance twenty-two and one half miles. The dormitory venture in Montana has demonstrated the fact that in local- ities Was where distances are great and where, because of mountain ranges and other geographical conditions, consolida- tion is impracticable. Boarding depart- ments in connection with high schools HIS is the dining hall in the Students’ Dormitory of the Fifth Agricultural “ High School at Monroe, Georgia. These fifteen dor- mitories housed 365 boys and girls, most of whom would have been five dormitories. unable to For the use of the building the county pays annually seven per cent interest, and five per cent on the principal, if rural children are to high-school advantages. Dor- mitories with county high schools located in sparsely settled areas make it possible for the great majority of rural people who pay taxes for the support of the school to receive service from the school. Other States, with sparsely settled sec- tions, that are trying out dormitories in connection with high schools are Cali- fornia, Colorado, Nevada, Nebraska, Utah, and West Virginia. Other types of high schools with which dormitories are found are high schools that have evolved from early private academies. are necessary have There are a num- ber of instances, particularly in the East- ern and Southern States, in which these academies are the recognized institutions for secondary education and as such receive some public support. Such academies are: reported from Maine, Maryland, and Vermont. Delaware Academy, at Delhi, New York, has been entirely assimilated by the public school at Delhi, and the dormitory, which was formerly a part of the acad- 58 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION February, 1923 emy, is continued as a home for teachers and non-resident students. By far the greater number of high schools with which dormitories are con- nected are those high schools located on farms and known as independent agri- cultural high schools. In these schools the care of crops and live stock and the details of household management form a part of the school curriculum. Since this is the case, the students must reside on the premises during the entire school year. This condition makes dormitories a necessity. Agricultural high schools of this type are found in Alabama, Arkansas, California, Georgia, Mich- igan, Mississippi, New York, North Carolina, North Dakota, Oklahoma, Vermont, Virginia; and Wisconsin. They are under either State, or con- gressional district, or county control. In Alabama, Arkansas, California, New York, North Dakota, Oklahoma, and Vermont, they are under the con- trol of various types of State boards, such as the State board of education, the State board of agriculture, and inde- pendent State boards. In Georgia they are known as con- gressional district high schools, and are under the control of a board of trustees made up of representatives from each county in the congressional district in which the school is located. In Virginia, schools similar to these were provided for under a legislative act passed in 1910. But when this State accepted the grants of the Smith-Hughes vocation act it withdrew its appropriations from the congressional district high schools and permitted them to organize their depart- ments of agriculture and home economics in accordance with the regulations of the State board for vocational education. By this act the schools lost their status as congressional district high schools and assumed that of local high schools main- taining departments of vocational agri- culture. The dormitories, formerly in connection with the schools, still func- tion in providing homes for students living long distances from high schools. County agricultural high schools with dormitories are found in Michigan, Mississippi, North Carolina, and Wis- consin. Mississippi has fifty-one such schools—far more than any other State. The State Department of Education re- ports that they are among the best high schools of the State. The county-farm- life schools of North Carolina are rather distinct types of county agricul- tural schools. ‘The legislative act cre- ating these schools specifically states that there shall be provided with the schools a farm of fifty acres, and dormitory ac- commodations for not less than twenty boys and twenty-five girls. These schools have never functioned as _ real farm life schools, but the dormitories have filled a great need in providing a way whereby rural boys and girls may have high-school advantages. Specific legislation concerning dor- mitories with public high schools has HOMAS NELSON PAGE, whose literary interpretation of Southern life has helped the people of the North to understand the problems of the South. Mr. Page was formerly an American ambassador to Italy. been enacted in a number of States. The law is mandatory for certain types of high schools in Alabama, Mississippi, and North Carolina. It is permissive under certain conditions in Nebraska, Nevada, and West Virginia. When the legal authority for the erection of dor- mitories is not specific it is usually im- plied by a broad interpretation of the law. Such a phrase as “to erect the necessary buildings” may be construed to include dormitories. The statements made in the following paragraphs relative to the cost of living, supervision, and social and religious activities in high-school dormitories are based upon the results of personal visits made by a member of the Bureau of Education staff and by reports furnished by the dormitory high schools during the year 1921. The dormitories are maintained at cost. Usually no charge is made for rooms. The expense of light, heat, and water is generally included with the cost of meals. The monthly cost of meals ranges from eight to twenty-five dollars. The median is fifteen dollars, In the congressional district and county agricultural high schools the cost is usually below fifteen dollars. This is possible because much of the food js produced on the school farms and the students perform a large part of the labor. The woman in charge of the girls’ dormitory is usually designated as ‘‘ma- tron.” She is not one of the teachers. Her duties are varied and depend upon the size and organization of the dor- mitory. At Stantord, Montana, she is buyer, cook, bookkeeper, disciplinarian, and friend. It is customary to furnish rooms in the girls’ dormitories for the women teachers without homes. ‘These women are expected to assist the matron in the enforcement of dormitory rules and in the inspection of rooms. In the boys’ dormitories it is the rule to furnish living quarters for two or more men teachers. These men are supposed to act as general advisers to the boys and to enforce the rules and _ regulations. Student coéperation is usually sought with respect to the discipline and general welfare of the dormitories through such organizations as_ student and ethical clubs. Nearly all the schools assume some responsibility for the social and religious welfare of dormitory students. If danc- ing is permitted it is usually chaperoned by members of the faculty. Lecture courses, school parties, literary societies, and athletic clubs in all courts are common schools. In a few schools students are required to attend churches of their choice on Sunday mornings. Others urge that it be done but do not make it compulsory. Y. M. C. A. and Y. W. C. A. organizations are found in some high schools. The investigation proves that dor- mitories with certain types of high schools are a necessity. This means ad- ditional responsibility for school officials. For if dormitories are to be included as a part of the high school plant it is es- sential that their management should form a part of the educational program of the school. A dormitory is pro tempore a home for the students. As such, its management should be in keep- ing with the highest conception of home life. A dormitory affords unusual op- portunities for the development of char- acter. ns. rht ral ich ind me Jus ~ Vol. 12, No.Z THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION 59 Thomas Nelson Page’ ITH the death of Thomas Nelson Page on November 2, 1922, closed the career of one of the best loved and most picturesque of contemporary au- thors. His body lies today in Rock Creek Cemetery, Washington, D. C., where it was taken from Oakland, his ancestral home in Hanover County, Vir- ginia, to rest beside that of his second wife, Florence Lathrop Field. ‘Thomas Nelson Page was born April 23, 1853, on the very plantation to which he had come for a visit when he was suddenly stricken with heart failure. Although he was still living in Washington, he was at the time of his death making ar- rangements to return to Oakland. Whether at his summer home on the coast of Maine, or in his mansion in Washington, or among the peoples of England and France, or in the embassy at Rome, he was always a man with a genius for goodfellowship, to whom generosity of impulse and kindness of heart were as natural as were the direct- ness of his manner and the simplicity of his speech. That he was everywhere sought as a member for clubs which open their doors to only the conspicuous and the rich, and that he was the constant companion of the rulers of nations lessened in no wise his regard for the simple farmers, black and white, among whom he had spent his youth in the poverty which after the Civil War all Virginians shared in common. Born of the best blood of the South and reared in a generation which laid more than usual stress upon the importance of being allied to the first families, in his sympathies he remained, nevertheless, throughout life essentially democratic, so that, when the hour came for his final removal from all who had known him, there was around his coffin no separate- ness of state or condition. Each man present mourned him as friend. In 1868, young Page entered Wash- ington College, now known as Washing- ton and Lee University. ‘The oppor- tunity for a college education was one afforded but few boys of his day, yet one which his family so coveted for him that no sacrifice which his father could make was accounted too great if thereby the young man could be kept under the influence of General Robert E. Lee, then president of the institution. After a *Prepared for THe JourNnaL by Dr. Cary F. Jacob, of the Department of English, Col- lege of William and Mary, Wi-_..amsburg, Virginia. year’s experience as a teacher in Jeffer- son County, Kentucky, Page entered the law school of the University of Virginia. One session in residence brought him in 1874 graduation and the degree of bachelor of laws. In 1888, Washington and Lee bestowed upon him the title of doctor of laws. In this year his beauti- ful young wife, Anne Seddon Bruce, died after an illness of but a few hours. In 1889, Page and his brother went on their first trip to Europe, where they were received with great cordiality. In 1893, he married a second time. He now moved from Richmond, which he had made his home as long as he had been engaged in the practice of law. The wide reputation he had acquired as author and lecturer began to bring him at this period so large an income that he was able to spend much time in travel. During his first administration Pres- ident Wilson appointed Thomas Nelson Page ambassador to Italy, in which capacity he remained in Rome for six years, taking an active part in interna- tional politics during the World War. Convinced that a League of Nations was the only solution for the chaos which the old system of secret treaties had brought upon civilization, he exerted himself to the utmost in support of President Wilson, whom he admired extravagantly and with whom he remained in friendly correspondence to the hour of his death. Upon the return of Ambassador Page to America in 1919, his first public ap- pearance was before an audience which assembled in the State Capitol in Rich- mond to hear him tell of his loyalty to the ideal of international comity and justice. He had found the Italians, he said, a nation stirred by the same love of freedom and the same indomitable spirit as had actuated the South during the struggle both preceding and follow- ing the Civil War. ‘Therefore, he loved them and trusted their leaders. As an author, Thomas Nelson Page was slow in finding his way into print. In 1877, he published in Scribner's his first dialect poems. Not until 1884, however, did his first story appear. This was “Marse Chan,” which came out in the Century Magazine after three years of waiting, not because the editors doubted its worth, but because they felt that the Civil War had ended too re- cently for the fidelity of a slave to his master to be an acceptable theme for their Northern subscribers. ““Unc’ Edin- burg’s Drowndin,” “Meh Lady,” and the other sturies now contained in the volume known as “In Ole Virginia” followed “Marse Chan’; but they at- tracted lictle attention until they ap- peared in book form. Like Cable and Craddock and Harte, he was creating a new type of dialect literature. Hence it took time for the public to realize the full import of his message. No one has surpassed him in the interpretation of the chivalric relation which developed be- tween slave and master or in presenting in its most idealized form the life of the Southern planter in the days before the War. That Joel Chandler Harris equaled him in the mastery of negro dialect cannot detract from the achieve- ment of Page, because the two stand alone’ as the faithful recorders of all that is best in darky sentiment and speech, the former stressing its quaintly humorous side, the latter its pathos and its tenderness. Although as a novelist Thomas Nelson Page did not attain the distinction which he won for himself as a writer of stories, “Red Rock” stands out as the best American novel dealing with the terrible years of reconstruction through which Page and his contemporaries as South- erners were forced to pass. Except for the exquisite workmanship of “Two Little Confederates,” however, the novels are lacking in careful plot con- struction and in the faithful delineation of character for which his shorter works are celebrated. Nevertheless, these very novels did result in placing before the people of the North the struggles and the sufferings of the South in such a light as to arouse sympathy and to lead to a more generous attitude toward the South ou the part of many who until then had had no conception of the poverty and the misrule which had over- whelmed the South after the surrender at Appomattox. Just as his stories and his novels came out of the environment of his youth, so his lectures were as much the product of his middle years as his ‘““Dante’’ was of his official sojourn in Italy. As both a lecturer and a biographer, he is en- titled to serious consideration, because to whatever form of literary expression direct his attention he brought the good taste of an artist who was likewise a gentleman. all has been said, his fame will rest chiefly upon the originality and the marvelous sympathy with which he drew the six miniatures now bound within the golden circlet of “In Ole Virginia.” he chose to Yet, when 60 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION The Journal of the National Education Association Published monthly except July and August by the National Education Association of the United 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- Fagg gy to vote for delegates to the Representative Assem- ly, to hold office, and to receive the Journal monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal. Subscription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage pro- vided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Editor-in-Chief, William C. Bagley Pablication Staff Harold A. Allan Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C,. The Film Problem HE WAR had its Lusitania, the movement for better films has had its Arbuckle scandal. Aside from the immediate issues involved both have served a broader purpose. They have furnished the dramatic setting upon which public sentiment could crystallize in support of a great movement. The Arbuckle case is a mere symbol of the larger problem. The primary question is not,” Shall Arbuckle films be again shown?” With the public awakened on the issue, they cannot be shown on any widespread scale. The question is not even, “Shall good people generally boy- cott motion-picture houses and dis- tributors and producers who traffic in Arbuckle films?” Without any general movement, enough people will refuse patronage to such enterprises to make their influence definitely felt. The question is not whether the Mo- tion Picture Producers and Distributors of America, of which Mr. Hays is presi- dent, will be able to serve the purpose for which that organization was created. Mr. Hays may return to his original decision and save the situation or he may abdicate the responsibility for which he was employed. The primary ques- tion is, “How can the American people translate their demand for wholesome and constructive films, both for their children and for themselves, into terms that producers and distributors will understand?’ ‘The public loves censor- ship no better than the picture interests themselves, but if some intelligent solu- tion of the problem is not found, censor- ship by localities and States is certain to increase and movements for National censorship will develop in many quarters. Perhaps some agency can be developed which will do for films what the Amer- ican Library Association does for books. The people of America will fight the Arbuckle case to the finish because it presents a tangible issue and enables the public to express in concrete terms its demand for cleaner pictures and decency in motion picture colonies, but let us not forget that this incident is merely a symbol of the larger problem of avoid- ing the evils of unwholesome films and conserving the benefits of films that are constructive and worthwhile. Shall Child Labor Be Abolished? HIS QUESTION directly con- cerns the teachers as well as the mothers and fathers of the Nation. Secretary of Labor Davis reports that 1,500,000 children are employed in mines, factories, cotton mills, and similar places. These are children who ought to be at school, who ought to be at play, who ought to be building health and strength into their lives. For forty years the battle of child labor has been waged. ‘The friends of childhood seemed to have won a great victory when the child labor tax law was passed. But the Supreme Court ruled that measure unconstitutional leav- ing the great battle for Federal regula- tion still to be fought. However, no righteous movement with such a vast tide of public sentiment behind it can long be thwarted. President Harding in his address to Congress on December 8, 1922, stated: “Closely related to this problem of education is the abolition of child labor. Twice Congress has attempted the cor- rection of the evils incident to child em- ployment. The decision of the Supreme Court has put this problem outside the proper domain of Federal regulation until the Constitution is so amended as to give the Congress undubitable author- ity. I recommend the submission of such an amendment.” A joint resolution embodying such an amendment has been introduced into the Senate by Senator Medill McCormack, of Illinois, and into the House by Repre- sentative Israel M. Foster, of Ohio. This resolution reads: February, 1923 “Resolved by the Senate and House of Representatives of the United States of America in Congress assembled (two- thirds of each House concurring therein), that the following article is proposed as an amendment to the Constitution of the United States, which, when ratified by the legislatures of three-fourths of the several States, shall be valid to all in- tents and purposes as a part of the Con- stitution: “Ihe Congress shall have power to limit or prohibit the labor of persons under eighteen years of age, and power reserved to the several States to limit or prohibit such labor in any way which does not lessen any limi- tation of such labor or the extent of any prohibition thereof by Congress. The power vested in the Congress by this article shall be additional to and not a limitation on the elsewhere vested in the Congress by the Constitu- tion with respect to such labor.’ ”’ This resolution is sound. If passed by Congress, it would certainly be rati- fied by the legislatures of the required thirty-six States. It should be passed immediately by Congress in order that the legislatures, most of which meet in 1923, may have an opportunity to ratify it promptly. If the proposal to submit the amendment to the States is not adopted by the present short session of the sixty-seventh Congress, considerable delay is almost inevitable. Many of the State legislatures will not again meet in regular session until 1925. Mean- while over a million children will be wearing away their lives at factory ma- is also powers | E CANNOT repeat this statement too often—edu- cation, in the true sense of the word, is the key to the solution of the world’s problems. Ig- norance, and darkness, and gloom—nothing can thrive or live in their murky atmosphere. Education—intelligence—light : we must have them if we wouid reach the true goal of our des- tiny. If we would conquer and achieve success in either the material or the mental realm, we must be educated. Says Napoleon Hill: “An ‘educated’ man is a man who knows how to get everything he needs when he needs it, without violating the rights of his fellowmen.”— Albert Sidney Lehr, Editor of The Missouri School Journal, Jefferson City, Missouri. ARENA, MENON AY 8 — (noe ee ee > ES ORE Ra De mm Vol. 12, No.2 chines or in darkened mines. The time for action is now. Let individual teach- ers and organizations of teachers take the matter up with their representatives in Congress and urge immediate con- sideration of the child labor amendment. Since many such amendments have been proposed, specific reference should be made to the one upon which the forces opposing child labor are agreed. It is Senate Joint Resolution 232, and House Joint Resolution 407. Teachers’ clubs wishing to devote a meeting to this sub- ject may get full information from National Child Labor Committee, 105 East 22d Street, New York City. Fallacies of Management a and careful business manage- \ ment of public schools is a funda- mental necessity. Large sums of public money are spent for education and the people have a right to know that expendi- tures are made prudently. The grow- ing practice of employing expert business managers for school systems indicates that business principles are being applied in the purchase of material and supplies. Small leaks are being eliminated and in some cases larger leaks have been found and corrected. Economies have been effected by the wider use of the school plant. Those who accomplish these economies are doing most important work which is not to be confused with so-called economies of an entirely dif- ferent sort. Two of the most dangerous of these fallacies in management are (1) the em- ployment of poorly qualified teachers and (2) the assignment of more children to each teacher than can be handled ef- fectively. The former type of “econ- omy” is widely practised in the United States. In England it is a_ positive menace to the success of education. There it is masquerading at present under the notion that any “motherly per- son’”’ is qualified to teach children under six. This is diametrically opposed to the growing conviction of students of education that the younger children should have the best teachers if any dis- crimination is to be made. The single salary schedule which is increasing in favor in American cities is based upon the principle that well-trained and tal- ented teachers should be encouraged to enter all levels of the school service by a schedule which rewards service equally regardless of the age of pupils taught. The practice of overcrowding class- rooms and giving teachers more pupils than can be properly taught by one per- THE JoURNAL OF THE NATIONAL Epucation ASSOCIATION HAROLD A. ALLAN RAY S. ERLANDSON R. RAY S. ERLANDSON, who has been on the staff of the National Education Association since November 11, 1919, severed his official connection with the Association on January 1, 1923, to become associated with Mr. Hugh §S. Magill, general secretary of the newly-formed Inter- national Sunday School Council of Religious Education. Mr. Erlandson came to the Association as assistant secretary before the headquarters staff was organized into divisions. Working under the Secretary, he has been in charge of the development of the Association’s business activitics, includ- ing the Commercial Exhibits and JOURNAL advertising, during the period of its greatest development, and has established a National reputation as a business man and educator. Mr. Erlandson has long been eager to work in the religious field. His many friends recognize the great opportunities that await him in the new field, but they deeply regret the loss to the Association of one who has so faithfully devoted himself to its problems. The members of the Associa- tion wish Mr. Erlandson the fullest success in his new connection and con- gratulate the new organization to whose service he has been called. O SUCCEED Mr. Erlandson the Association sought a man whose train- ing and experience would peculiarly fit him to develop and make per- manent the business organization which has been built up. After the field had been thoroughly canvassed the Executive Committee selected and was able to employ, Mr. Harold A. Allan, of Maine, who took up this new work in January. Mr. Allan is a graduate of Bates College and a student of the Graduate School of Education of Harvard University. Since graduation he has successfully held the following positions: Circulation manager of the Lewiston [Maine] Journal; chief clerk of the Maine State Department of Education, 1908-1910; deputy State superintendent and State agent for rural education in Maine, 1910-1923. Mr. Allan’s work on behalf of professional organization includes five years as secretary of the Maine Teachers’ Association; seven years as director of County Teachers’ Association; a term as president of the Department of Rural Education and three years as State director of the National Edu- cation Association. He has served as a member of the Board of Trustees of Bates College and two terms as president of its alumni association. This broad training and experience, combined with many activities as a citizen and community leader, well fit Mr. Allan to become director of the - Business Division of the headquarters staff. The Association is fortunate in obtaining a man who will bring to his work the point of view of both the business man and the educator. contact between teacher and pupil which son is especially insidious and dangerous. American cities have grown so rapidly that schools have been unable to keep up with their growth. A simple “solution,” usually entered into under the guise of a temporary arrangement, is to assign more pup‘!s to each teacher. For the teacher this frequently means permanent injury to health and for pupils inad- equate intellectual opportunity. The work of the school is thus greatly re- duced in effectiveness. “Thorough teach- ing becomes more difficult. Personal in the shaping of ideals and purposes is often more valuable even than the work of instruction is limited as classes are increased beyond the normal size. Emergency situations must be taken care of and economies there must be, but for the sake of the children let the emergency be corrected as soon as pos- sible and let citizens have the facts which will enable them to face willingly the problem of maintaining adequate schools in charge of competent, well-trained, and well-paid teachers. 62 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1923 Cleveland. LEV E- LAN D,” said a seasoned traveler, whose judgment was clearer than his enunciation, “‘is the great aboutto city of the & United States.” ee ~ “Don’t know any foreign language,” his friend re- torted. “What do you mean, aboutto? Sanskrit or Choctaw?” “A-b-o-u-t t-o. About to. Cleveland is always building. Mention any railroad station, public building, or factory to a Clevelander. It’s a ten-to-one shot he will admit its being pretty good, or big, or fine and inevitably will add ‘But it is about to be enlarged, rebuilt, or improved.’ ” Consider, for example, the amazing tabular romance about Cleveland which comes to hand the very day this is writ- ten, soberly entitled, Fourteenth Census of the United States: Manufactures: 1919. Wage earners in manufacturing establishments in 1909, 84,728; in 1919, 157,730. Wages paid in these estab- lishments in 1909, $48,053,000; in 1919, $211,206,000. Value of products in 1909, $271,000,000; in 1919, $1,091,577,000. For one thing, then, Cleveland is a giant factory, doing a billion dollar business. Truth does overtax the imagination at times. One’s mind can go along with Aladdin, Lucius Apuleius, or Harry Kemp. Romance *Prepared for THe JourNAL from material furnished by the National Geographic Society. The initial picture shows the statue of Tom L. Johnson, eight years mayor of Cleveland. It is located on the public square. The panoramic view shows Cleve- land’s spacious public square from which radiate streets and car lines. Surrounding this five-acre tract are many public build- ings including the postoffice, which is shown in the center of the picture. knows no time nor generation. But a billion dollars! That is too bumptious a mental bedfellow for many of us. To the mind’s eye a billion dollars is a purple cow. Suppose you were developing a farm and ten years ago you employed eight hands and now had fifteen; that you then had four horses and now required twenty-one. For the primary horse- power used in Cleveland establishments was 199,898 in 1909 and now is 460,108. Or, suppose you had a factory wherein the payroll was $48,053 in 1909 and now was $211,206; and the product value was $271,000 in 1909 and now had jumped well over a million dollars. Cleveland not only is always “about® to”; it also does. The man who “re- members Cleveland well because I was there ten years ago” has knowledge which, like that of the 1910 census, is historic, but scarcely contemporary in any particular. Do not gather that Cleveland is a “boom town.” Far from that. General Moses Cleaveland, a sturdy Connecticut surveyor, picked the site where the Cuyahoga flirtatiously hesitates, retreats, turns into devious by- paths, and all but flees before it pours into Lake Erie. He chose that spot for a village because the mouth of a river has attracted settlers since the Pharaohs reared their pyramids along the Nile and because the spot offered a good chance of defense from the Indians. Cleveland first struck its industrial stride when in 1832 the Ohio Canal linked Lake Erie and the Ohio River. Today steel rail and steamship line are carriers for products welded from the blending of the coal and oil fields of Ohio and the iron mines of Lake Superior. Only a few places, in all the world, are blessed with this triple combinat‘on—proximity of coal and iron, and water to move their products. It is as if some great Titan god of industry stood shoveling the coal into furnaces, and pouring molten metal into crucibles, while all the lightning carriers of a modern Mercury came to whisk away the multifarious product of the fusion. When you note the name ‘“Cleave- land” above, and on the statute con- spicuous in Cleveland’s Monumental Park, do not suspect a_ typographical error. Newspaper exigency dictated the dropping of the “a.” Recall that only a few years ago the Thomas Jefferson of Czechoslovakia, ensconced in a Wash- ington hotel, ruthlessly “cut down” the Declaration of Independence he had written for his country so it might fit two columns of a Boston newspaper. Then you will sense Cleveland’s early modernism when you learn that the name ‘“Cleaveland’” would not fit a Cleveland newspaper’s headlines. So much the worse for the “a.” Neither is it to be concluded because Cleveland constantly is in the making; it has no background. It has been only a century and a quarter since General Cleaveland picked the Cuyahoga’s east bank for a village, and John Wana- maker, who died recently, was born one vear after it was chartered as a city. Therefore it has not the ancient land- marks of Boston. Nor are there tan- gible evidences, such as the old missions of the San Francisco Bay Region, that impart the mellow charm of a dead and gone civilization. Yet Cleveland has one aspect, which seems to have escaped notice of com- mentators, that suggests old world cities. Like London and Paris, Budapest and Belgrade, it has a river meandering through its middle; a habit American rivers seem not to have contracted as have almost all streams of Europe. And the bridges, spanning the Cuyahoga at every angle, give a European flavor to one of the least European of all Amer- ican cities. This indecisive direction of the Cuyahoga has been seized upon by ee 1's, \e? ‘ TT Vol. 12, No.2 THE JOURNAL OF THE NATIONAL Epucation AssociATION 63 — ange bet is CM staan 2 HIS is Cleveland’s new auditorium where the general sessions of the Depart- ment of Superintendence will be held. It has one of the largest pipe organs in the world. the canny Clevelander to make himself some five miles of docks along the river front in addition to the more than fourteen miles along the lake. “Canny” is just the word. It sug- gests Connecticut and recalls that fasci- nating chapter in American history associated with the Western Reserve, held by Connecticut out of the North- west Territory, which Reserve General Cleaveland went out to survey. A famous painter averred that he mixed his paint with brains, and one cannot stay in Cleveland long without realizing that the Clevelander mixed his incom- parable geographical location with brains of the highest order. Cleveland equals geography plus a genius for city building. And when you go into that most interesting romance of the region which now is northeast Ohio, where the Indians, the French, and the British all struggled for suprem- acy, you will see how all these influences faded before the Connecticut Yankee set up his claim there. It is not wholly fanciful to believe that the genius for fabrication (in the manufacturing and not the wooden-nutmeg sense) which marks Connecticut finds its expression in the present manufacturing supremacy of a city bounded on the north by a lake and on all other sides by Ohio’s 90-acre (an average of course) farms. Especially interesting to educators was the impress left on the schooling of this wilderness colony by New England settlers—an impress reflected for many years far west of the seaboard State where Elihu Yale, philanthropist, and Elihu Burritt, blacksmith, gave direction to both collegiate and elementary edu- cation. Cleveland’s advanced form of city government, born in the stormy period of Tom Johnson and the three-cent street-car fare, includes such provisions as elimination of party designation and symbols on municipal ballots, abolition of primaries and substitution of peti- tions, a common council limited in powers to legislation, and a “govern- ment by experts,” often caviled at, but found most satisfactory in Cleveland’s civic experience. In the field of public education Cleve- land has blazed significant paths. Long ago corporal punishment was prohibited, effort made to individualize instruction, manual training and domestic science were introduced in grades, and written examinations virtually done away wit) in elementary classes. Cleveland is proud that she had the first free high school west of the Alleghanies; estab- lished July 13, 1846. Under the lead- ership of the National Mouth Hygiene Association, her schools were among the first experiment stations to demonstrate the benefits of oral hygiene. The ideal and the practical go hand in hand in Cleveland, inheritor of Yankee virtues, and one other important landmark is a market reputed to be among the best equipped in the country. Her Art Museum contains a noteworthy collection, enthroning the Colonial along with the Oriental. Socially-minded teachers (the expres- sion should be tautological) will find two distinctive Cleveland institutions worthy of close study. One is the Cleveland Federation for Charity and Philanthropy, which serves as a clear- ing-house and general advisory agency for all charitable and_ philanthropic activities. Other cities, recently the National Capital, have adopted similar plans to avoid overlapping, wastefulness, and misdirected altruistic energy. The LEVELAND’S new Museum of Art was opened in 1916. Located on Euclid Avenue near Western Reserve University, it will be visited by many superin- tendents during the meeting. 64+ THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION H. G. DOWLING who began service as the first full-time secretary of the Alabama Education As- sociation, May 1, 1922. other institution is the famous Cleveland Foundation, literally a “community trust” which controls millions of dollars set aside for educational and charitable activities. For those whose interests tend toward economics the street-car system, perhaps, will be the most interesting and unusual single utility of the city. The era of three-cent fares is past; though three- cent rides, even two-cent rides, are theoretically possible under a system by which the city administers the car lines, and a barometer reserve fund is main- tained by which, as it passes a certain point downward, the fare is raised, and as it climbs beyond certain stipulated points the fare is automatically reduced. The present fare is five cents. Cleveland’s progressive mood in the matter of charities, education, and utili- ties is not visionary, and extends to in- dividual citizens themselves. The city knows no sweat shops nor tenements, though its women’s clothing output is second only to that of New York. The garment trades, however, are far behind Cleveland’s principal business in iron and steel, while automobile manufacture ranks second. It has been said of at least one western city that it has more automobiles than bathtubs. Cleveland warrants its nickname, “The City of Homes,” because the detached dwelling has persisted in the face of the pressure which elsewhere has tended toward erec- tion of tenements and ‘“‘row houses.” One human factor about Cleveland makes the city especially formidable. In population she is within trailing distance of a million; yet she has a Civic Center around a public square, reminis- cent of the inevitable “square” in a New England town. She has jumped from Cc. J. HEATWOLE who succeeded as full-time secretary of the Virginia State Teachers’ As- sociation, September 1, 1922. E. G. DOUDNA Mr. Sanger who began service as the first full-time secretary of the Wisconsin Teachers’ As- sociation, January 1, 1923. the position of forty-third place in 1850 to the top half dozen American cities today; yet she has not outgrown the intense, possessive pride of her citizens. For this she has been subject to some good-natured raillery. Sinclair Lewis was anticipated by Julian Street when the latter wrote: “She can raise more bushels of statistics to the acre than other cities can quarts. And the more Cleve- land statistics you hear, the more you become amazed that you do not live there. It seems reckless not to do so. The Cleveland Chamber of Commerce can prove this to you not merely with figures, but also with figures of speech.” Read that to a Clevelander and he will grin merrily, remark that “every such knock is a boost” and reel off some further details, with the facility of a mail-order catalogue. For example: “Cleveland now leads all other com- munities in the manufacture of nuts, bolts, wire goods, gray iron castings, paints, varnishes, electric batteries, twist drills, steel forgings, plumbers’ fixtures, vacuum sweepers, hardware, job print- ers’ presses, astronomical appliances.” Several months have gone by, so the list may be incomplete. As you stand along Cleveland’s lake shore-line, gazing at the multitudinous activities along one of the world’s busiest inland water fronts, it will help to understand this very natural pride if you read the story, printed in a Detroit news- paper August 26, 1818, of the first steam- boat to enter Lake Erie: Yesterday between the hours of 10 and 11 a. M.,” said the correspondent, with old- time reportorial precision, “the elegant steamboat, Walk-in-the-W ater, Captain Job Fish, arrived. As she passed the public wharf and that owned by Mr. J. S. Roby, she was cheered by hundreds of the inhab- February, 1923 itants who had collected to witness (in these waters) a truly novel and grand spectacle. She came to at Wing’s wharf. She left Buffalo at half-past one o'clock on the twenty-third, and arrived off Dunkirk at thirty-five minutes »past six o’clock on the same day. On the next morning she arrived at Erie, Captain Fish having reduced. her speed during the night in order not to pass that place, where she took on a supply of wood. At half-past seven a. M. she left Erie and came to off Cleveland at about eleven o’clock. At twenty minutes past six in the evening of the same day, she steamed from off Cleveland, and arrived off Sandusky Bay at one o'clock in the morning, where she anchored until daybreak, when she pro- ceeded up the bay to Venice to wood. She left Venice at three Pp. M., arriving at the mouth of Detroit River, where she anchored during the night, the whole time employed in sailing on this first voyage from Buffalo to this town being forty-four hours and ten minutes, the wind being ahead during the whole passage. .Not the slightest happened during the voyage, machinery worked admirably. accident and all the Nothing could exceed the surprise of the sons of the forest on seeing the Walk-in-the-W ater and rapidly against a current, without assistance of Sails or oars. They lined the banks near Malden, and ex- their astonishment by *Tai-yoh-nichee. A_ report been circulated among them that a big canoe would soon come from the ‘noisy waters,’ which, by order of the Great Father of the Cho-mo-ko-mous, would be drawn through the lakes by sturgeon. Of the truth of this report they are now perfectly satis- fied. The cabins of this boat are fitted up in a neat, convenient, and elegant style; and the manner in which she is found honor to the proprietors and her commander. A passage between this place and Buffalo is not now merely tolerable, but truly pleasant. moving majestically strong pressed repeated shouts of had does No two scenes in Cleveland so capture the imagination, perhaps, as her water front and her Civic Center: tribute to the relentless, crude, industrial struggle, the other an exemplar of Cleve- land’s determination to be beautiful as well as busy. For the Civic Center is a great “about to” project—it, too, still is in the making. the one a HE PROBLEM of education is twofold: first to know and then to utter. Everyone who lives any sem- blance of an inner life thinks more nobly and profoundly than he speaks; and the best teachers can impart only _ broken images of the truth they perceive. Speech which goes from one to another, between two natures, and what is worse, between two experiences, is doubly relative. The speaker buries his meaning; it is for the hearer to dig it up again and all speech, written or spoken, is in a dead language until it finds a willing and prepared hearer.—Stevenson’s Lay Morals. Vol. 12, No.2 THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION 65 tendent; South Euclid Village School, O. J. Korb, Superintendent; Sirongsville Rural School, F. C. Gilmour, Superin- tendent; Warrensville Rural William A. Myers, Principal. DAVENPORT, Iowa, Filmore School, W. J. Stanley, Principal; Pierce School, Thomas J. Cowan, Principal. % Detroit, Micu., Everett School, Augustus A. Schrader, Principal; Hancock School, Mathilda Weidemann, Principal. DuLUTH, MINN., Washburn School, Gladys Greenman, Principal. DunpeEE, ILL., Dundee Community High School, Ada M. Andrews, Principal. | East CLEVELAND, On10, Mayfair School, J. E. Pettit, Principal. Eau Craire, Wis., Eau Claire County Train- ing School, F. E. Jaastad, Principal. Emporia, Fia., Emporia School, Margaret Anderson, Principal. ENGLEWoop, N. J., Cleveland School, Sue S¢ hooi, ENROLMENT and AFFILIATION Affiliated Local Associations BAKERSFIELD, CALIF., William Penn Elemen- tary School, Arthur H. Maloy, Principal. BERKELEY, CALIF., Hawthorne Elementary HE FOLLOWING ASSOCIA- een Mtge singe “ pam nek TELS ws . afhli- School, Mrs. Beatrice Wilmans, Principal. PIONS are in addition to the afhlia- BLUE IsLAND, ILL., Greenwood School, Dolly tions which have been reported in I. Dean, Principal. : previous issues of “HE JOURNAL: Botton, Mass., Houghton Junior High School, Susan L. Dow, Principal. Bripceton, N. J., Bank Street School, Chester Robbins, Principal; South Avenue School, Norman A. Wright, Principal. BROOKLINE, Mass., Lawrence School, J. Hard- BETHLEHEM, PA., Bethlehem Teachers’ Asso- ciation, James N. Muir, President. CoNEMAUGH, PA., East Conemaugh Branch of the Pennsylvania Education Associa- tion, Elmira “Martin, Secretary. ing Armstrong, Principal; Runkle School, H. C, Kerr, Principal ; Liberty School, inetems Cota, Bualoused val er oe Edith E. Wright, Principal. Bertha M. Saurman, Principal ; Lincoln ciation, Ruby Pearl McKamey, Secretary. BURBANK, Catir., Burbank School, C. H. School, Florence B. Dodge, Principal. Harvarp, Mass., Northwest Middlesex Teach- ers’ Association, Mrs. Abby W. Greene, Secretary. KENOSHA, Wis., National Council of Admin- istrative Women in Education, Edna E. Hood, Secretary. Mananoy City, Pa., Mahanoy City Educa- tion Association, Kathryn M. Spencer, Secretary. MEADVILLE, Pa., Crawford County Teachers’ Institute, C. F. Adamson, Secretary. QUEENSTOWN, Mb., Queen Anne’s County Teachers’ Association, Mrs. Benjamin Atkins, Principal. Erie, Pa., Edison School, Nina E. Crowl, Campripce, Mass., Gannett School, Mary A. _ Principal. Rody, Principal. FAIRHAVEN, Mass., Job C. Tripp School, CAMPBELL, CALIF., Campbell Union Grammar Pearl E. Levangie, Principal. School, Ernest J. Cuthbertson, Supervising GLENWoOOn, FLA., Clifton School, Mrs. Har- Principal. riett Foster, Principal; Glenwood School, Cananpaicua, N. Y., Adelaide School, Anna Mrs. Ida M. Patterson, Principal. ; L. Atwater, Principal; Saltonstall School, Granp Rapips, Micu., Palmer School, Jessie Grace P. Boyd, Principal. M. Fink, Principal. CapaLena, Hawan, Capalena Schools, Hattie GREENVILLE, N. C., East Carolina Teachers Saffrey, Principal. College, Robert H. Wright, President CENTERVILLE, Iowa, Central School, Carrie HAGERSTOWN, MbD., Antietam Street School, Treon, Principal; Garfield School, Laura Kleora A. Sands, Principal. Veach, Principal; Grammar School, J. W. ‘ rs HammMonpD, Inp., Hammond City Schools, , Comey, Secretary. ' ' Howar, Principal ; Lincoln School, E. L. L. Caldwell, Superintendent; Central SouTH BEND, IND., North Central Indiana Lucile Spooner, Principal; McKinley School, W. E. Lewis, Principal; Columbia Teachers’ Association, W. W. Borden, School, Sara Ritchel, Principal. School, Kate Hamilton, Principal; Edison Secretary. CHENEY, Wasu., Cheney Normal School, W. E. Haeseler, Secretary-Treasurer. CHEYENNE, Wyo., Central School, Lulu Mc- Cormick, Principal; Churchill School, Jessie C. Liston, Principal; Clark School, Irene School, Frances Frye, Principal; Franklin School, Stanford Conant, Principal; Ham- mond City Teachers’ Association, Herbert F. Cortright, Secretary; Hammond High School, A. L. Spohn, Principal; Hessville Hinkston, Principal; Corlett School, Grace School, Orville B. Hayward, Principal ; E. McCormick, Principal; Gibson-Clark Irving School, Herbert Cortright, Prin- School, Irene Hinkston, Principal; Park cipal; Kenwood School, Jennie Mabbs, Addition School, Ruth Chaplin, Principal. Principal ; Lafayette School, Rena Ames, Cuicaco, ILx., Prescott School, Margaret S. Principal ; Lincoln School, Lulu S. Symmes, Fitch, Principal. Principal; Maywood School, Susie Shaffer, Cicero, Itt., Drexel School, Adelaide Hol- Principal ; Riverside School, DeEtta Curry, loway, Principal. Principal; Supervisors & Special Teach- CLEVELAND, On10, Gordon School, Edith C. ers, Irene Trenberth, Principal; Voca- Peters, Principal. tional School, Fred S. Barrows, Director; CLevELAND Heicuts, Ono, Fairfax School, Wallace School, Blanche M. Nixon, Prin- Completed Enrolments HE FOLLOWING SCHOOLS have completed their reports for one hundred per cent membership enrolment in the National Education Association since the list was published in the Jan- uary JOURNAL: Americus, Ga., Americus High School, Charles M. Hale, Principal; East Americus School, Susie Taylor, Principal; Furlow Grammar School, Elizabeth McClenden, ( i a ae ’ ipal; Washington School, Nina Pettet Secretary; Furlow High School, Sarah P. Lillian Cleland, Principal; Severance cipal, orem oe a ’ Cobb ‘Friaceal: Prochect Heights School School, Anna Gage, Principal; Superior Principal ; West Park School, Ethel M. Elizabeth Belcher, Principal. ' School, Josephine Armstrong, Principal. Deon, . Prmagans |. Seednes,. Wiese School, J. J. Owen, Principal. HarrisBurG, Pa., Foose Building, Helen CROMWELL, Conn., Plain School, Louise M. Vaughn, Principal. CuyaHoca County, On10, Bay Village Krall, Principal. School, H. J. Wilfong, Principal; Beech- Wrawarua, Kawns., Hiawatha High School, wood Village School, Mary A. Henderson, W. C. Fowler, Principal. j Principal; Berea Village School, S. S. iorranp, Micu., Holland Public Schools, ANDERSON, INpD., Anderson Public Schools, W. A. Denny, Superintendent; Central Avenue School, Mary Spice, Principal; Child Garden Supervisors; Helen Wesp; Columbia School, Estella M. Farney, Principal; Hazelwood School, Anna M. Dickey, Superintendent; Bratenahl Village ee Conway, Principal; Junior High School, E. H. Fishback, Principal; Lincoln School, Helen Huffman, Principal; Main Street School, Mattie B. Fry, Principal; Park Place School, Josephine Wait, Principal; Riley School, Reba Arbogast, Principal; Senior High School, R. R. Cromwell, Principal; Seventh Street School, Anna M. Ellis, Principal; Shadeland School, Kath- erine Hersberger, Principal; Washing- ton School, H. M. Gullette, Principal. ASHEVILLE, N. C., Park Avenue School, Miss Q. M. Carlson, Principal. AuBurN, Neer., Auburn Public Schools, A. M. Nelson, Superintendent; Antioch Ward School, Bessie Leper, Principal; Athens Ward School, Dillie Webber, Prin- cipal; Auburn High School, H. L. Cass- well, Principal. School, Sara Bair, Principal; Brecksville Village School, F. A. Dusthimer, Superin- tendent; Brook Park Village School, F. S. Blair, Principal; Brooklyn Heights Vil- lage School, Barton R. Griffith, Principal; Chagrin Falls Village School, W. E. Stoneburner, Superintendent; Dover Vil- lage School, L. E. Hayes, Superintendent ; Garfield Heights Village School, Glenn D. King, Principal; Glenwillow Village School, R. C. Richards, Principal; IJnde- pendence Rural School, Mrs. Edith O. Larrick, Principal; Lyndhurst Village School, A. E. Hadfield, Principal; Orange Rural School, B. E. Stevens, Principal; Parma Rural School, R. C. Kaufman, Superintendent; Rocky River Village School, C. C. , Pierce, Superintendent; Solon Rural School, J. J. Deetz, Superin- E. E. Fell, Superintendent; Board of Edu- cation, Dr. A. ‘Teenhouts, President: Froebel School, Clara McClellan, Prin- cipal; Holland High School, J. ; Riemersma, Principal; Junior High School, Minnie K. Smith, Principal; Lin- coln School, Anna _ Brown, Principal; Longfellow School, Dora Strowenjans, Principal; Special Teachers and Super- visors, Myrtle A. Karr, Principal; Yan Raalte School, Hermine Ihrman, Prin- cipal; Washington School, Etta Whitman, Principal. Hotty, Micu., Holly Public Schools, T. F. Davis, Superintendent; Grade School, Edith Waterman, Principal; High School, R. A. Bock, Principal. Honokaa, Hawau, Honokaa Schools, Frank- lin Skinner, Principal. 66 THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION February, 1923 HuNTINGTON, IND., Huntington Public Schools, J. M. Scudder, Superintendent; Central School, H. J. Scheiber, Principal; High School, C. E. Byers, Principal; Riley School, Helen A. Tyner, Principal; State Street School, Mrs. Nellie W. Hollis, Principal; Tipton Street School, Belle Miltonberger, Principal; William Street School, D. H. Paul, Principal. INDIANA, Pa., State Normal School, Inez Buchanan, Secretary. INGRAM, Pa., Ingram Public School, M. A. Steiner, Principal. KEARNEY, NesrR., Local Unit of the N. E. A., J. Howard Stoutemyer, President. Kearny, N. J., Franklin School, Edna Schulemann, - Principal; Nathan Haile School, Edith M. Leadley, Principal. KekaHA, Kauat, Hawau, Kekaha School, Clyde C. Conwill, Principal. KENILWORTH, ILL., Joseph Sears School, Alice Wessa, Superintendent. LincoLtn, Nepr., Bancroft School, J. Belle Corbin, Principal; Belmont School, Ger- trude Robey, Principal; Bryant School, Agnes O. Mortimer, Principal; Capitol School, Clare McPhee, Principal; Clinton School, Mabel Jackson, Principal; Elliott School, Sadie Baird, Principal; Everett School, Mrs. Emma Goodrich, Principal; Hartley School, Mrs. Martha Hutton, Principal; Hawthorne School, Mrs. Sadie McCrystal, Principal; Hayward School, Annie M. T. Cogil, Principal; Longfellow School, Anna C. Batman, Principal; McKinley School, Mrs. Frances Rein, Prin- cipal; Normal School, Katherine Follmer, Principal; Park School, Mary O’Connor, Principal; Prescott School, Mrs. May Morley, Principal; Randolph School; Saratoga School, Lena Merrill, Principal ; Supervisors Department, M. C. Lefler, Su- perintendent; Whittier School, C. L. Culler, Principal; Willard School, Annette Abbott, Principal; 26th and O Street School, C. L. Culler, Principal. Lockport, N. Y., Lockport City Schools, Frances B. Sipson, Secretary; Arnold School, Maud M._ Sipson, Principal; Chestnut Street School, Fannie M. Wright, Principal; Clinton Street School, Margaret M. Moran, Principal; Hawley Street School, E. Ellen Holbrook, Principal; High School, Edmund M. Evans, Principal; High Street School, Hannah J. McCarthy, Principal; Intermediate School, Earl Rickard, Principal; Part Time Contin- uation School, Edward A. Johnson, Di- rector; Walnut Street School, Fannie L. Shearston, Principal; West Avenue School, Jessie C. Gardner, Principal; William Street School, M. Elizabeth Samson, Prin- cipal. Lone Beacu, Cauir., Horace Mann School, S. F. Holland, Principal. Los ANGELES, CaLir., El Retiro Parental School, Mrs. Florence D. Mount, Prin- cipal; Wadsworth Street Development School, Bertha T. Crawford, Principal. LyncuBurG, VA., Floyd School, Miss Marce T. Jones, Principal. Marietta, On1o, Harmar School; Marion School; Norwood School, Belle Adamson, Principal; Putnam School; Terberg School. Maytown, Fra., Maytown School, Bessie Allen, Principal. Montciair, N. J., Rand School, Sara G. Johnson, Principal. Mount Peasant, UTAH, North Sanpete High School, Lewis A. Petersen, Principal. Nives, Micu., Niles Public Schools, Otto W. Haisley Superintendent; Grade School, Ella Champion, Principal; High School, C. R. Macdonnell, Principal; Junior High School, Walter Zabel, Principal. Oak Hutt, Fia., Ariel School, Clara King, Principal. OAKLAND, CA.LiF., Beulah School, Abbie Valley, Acting Principal; Campbell School, Mary M. Campbell, Principal; Cleveland School, Kate C. Morris, Principal; Dewey School, E. F. Dyer, Principal; Durant School, E. W. Kottinger, Principal; Jeffer- son School, Elizabeth Sherman, Principal; Santa Fe School, Anna M. Richardson, Principal; Tompkins School, Susan Mc- Feely, Principal. OMAHA, NEsR., Madison School, Stella Holmes, Principal; Saratoga School, Besse Howard, Principal; Saunders School, Lulla. B. Mathews, Principal. PaauiLo, Hawau, Paauilo Schools, Mrs. Sara Cliffe, Principal. PHILADELPHIA, Pa., Simon Muhr_ Public School, Mary W. Reisse, Principal. PHOENIX, Ariz., Adams School, Grace Court, Principal; Capitol School, Bertha E. Lyall, Principal; Douglas School, P. Landry, Principal; Emerson School, Harry Eagan, Principal; Fillmore School, Dollie C. Oglesby, Principal; Garfield School, Martha Garnett, Principal; Grand Avenue School, Grace Connolly, Principal; Grant School, Marguerite K. Williams, Principal ; Jackson School, Alta E. Holmes, Principal; Jefferson School, Mrs. Laura E. Wells, Principal; Lincoln School, Lou Marlar, Principal; Longfellow School, William Hirschy, Principal; Monroe School, A. H. Rummel, Principal; Ninth Avenue School, Mrs. Cora M. Jones, Principal; Washing- ton School, Marie La Chance, Principal. Pierson, Fria., McGlonn School, Laura Baker, Principal. PitrsBuRGH, Pa., Knoxville Union High School, C. B. Critchfield, Principal; Morningside School, Katherine C. Kernan, Principal; Pittsburgh Continuation School, Anthony M. Goldberger, Principal. PLAINFIELD, N. J., Bryant School, Flora I. Griffin, Principal; Irving School, Genevieve Petrie, Principal; Jefferson School, Genevieve Petrie, Principal; Lin- coln School, F. W. Cook, Principal. Pontiac, ILL., Pontiac Teachers’ Association, Odette Boyer, Corresponding Secretary. PorTLAND, Maine, Bethel Kindergarten, Ruth W. Newhall, Principal; Butler School, W. W. Andrews, Principal; Chaf- man School, Helen M. King, Principal; Emerson School, Marada F. Adams, Prin- cipal; Heseltine School, Will O. Hersey, Principal; Monument Street School, Clara L. Soule, Principal; Nathan Clifford School, Helen M. King, Principal; Park Street School, Amy N. Furlong, Principal; Portland High School, Arthur W. Lowe, Principal; Roosevelt School, Helen M. King, Principal; Saunders Street School, Susan J. Sawyer, Principal; Sherman Street Kindergarten, Millicent G. Walker, Principal; Woodfords Kindergarten, Anna C. Bullard, Principal. PorTLAND, Orecon, Rose City Park School, Elmer Brown, Principal. Quincy, ILi., Special School, Anna M. - Kordsiemon, Supervisor; W ashington School, Edith E. Hall, Principal. RepLANnps, Cauir., McKinley School, Emma Lucina Jackson, Principal. RicHmMonp, CAaAuir., Kindergarten Depart- ment, Mrs. Aldah Cusack, Principal; Lin- coln School, J. E. Zumwalt, Principal; Nystrom School, Mary Utter, Principal; Pullman School, Mollie Vaughn, Principal ; Richmond Union High School, B. X. Tucker, Principal; Roosevelt Junior High School, F. C. Shallenberger, Principal; Stege School, Gertrude Engle, Principal; Washington School, Mrs. Alice Tomlin, Principal; Winehaven School, Vera Dallas, Principal. Rock IsLanp, ILt., Audubon School, Jane L. Wilcox, Principal; Center Station School, Mrs. Ella Criswell, Principal; Edison School, Mabel Levey, Principal; Eugene Field School, Ellen S. Freed, Principal; Frances Willard School, Lizzie Crawford, Principal; Grant School, Dora Newton, Principal; Irving School, Leonora With- erspoon, Principal; Kemble School, Nina Wheeler, Principal; Longfellow School, Mrs. Ida W. Lundy, Principal; Lowelf School, Viola Scannell, Principal. Rock Sprincs, Wyo., Senior High School, E. M. Thompson, Principal. St. Crain, Micu., St. Clair Public Schools, Oral M. Misaner, Superintendent; St. Clair High School, Howard H. Beecher, Principal. San Dteco, Cauir., Brooklyn School, Ruth MacClenathan, Principal. SANDWICH, ILL., Sandwich Public Schools, John R. Cranor, Superintendent; North Side School, Mrs. Wilhelmina F. McCord, Principal; Sandwich High School, Grace M. Hennis, Assistant Principal; South Side School, Signa Lindholm, Principal. San Francisco, Cauir., Buena Vista School, Lucy Cotrel, Principal; Commodore Sloat School, Elvira L. Berard, Principal; Douglas School, Winifred L. Tarpy, Prin- cipal; Lafayette School, Ida Kervan, Prin- cipal; Le Conte School, Mrs. Elizabeth Scott, Principal; Pacific Heights School, M. Lily Love, Principal; Patrick Henry School, Frances R. Lewis, Principal; Portola School, Mrs. Ida E. Mills, Prin- cipal; Roosevelt School, Anna T. Crough- well, Principal; Winfield Scott School, Mary E. Thomas, Principal. SAN Jose, CALIF., Grant School, J. E. Han- cock, Principal; Horace Mann School, A. L. Donberger, Principal; Washington School, Nell O’Brien, Principal. SANTA ANA, Ca.ir., Franklin School, Lottie Sweet, Principal; John Muir School, Marie H. Siebert, Principal; Roosevelt School, Verna E. Wells, Principal. SANTA CLARA, CALIF., Primary School, Frances Gallimore, Vice-Principal. SanTA Monica, Cauir., Washington School, Jennie W. Rice, Principal. SAuLT STE. Marie, Micu., Sault Ste. Marie Public Schools, G. G. Malcom, Superin- tendent; Garfield School, Beatrice Van Lieren, Principal; High School, C. W. Bemer, Principal; Jefferson School, Evelyn Wilson, Principal; Junior High School, E. D. Pierce, Principal; Lincoln School, Georgia Andrews, Principal; McKinley School, H. J. Loper, Principal; Park School, Mertie Welch, Principal; Wash- ington School, Myrtle A. Elliott, Principal. SepaLiA, Mo., Sedalia High School, Martha Letts, Principal. Sioux City, Iowa, Bancroft School, Mary E. McCarty, Principal; Bryant School, Meta Grandy, Principal; Crescent Park School, Edna _ Harrington, Principal; Dwight School, Janie Shanley, Principal; Emerson School, Susanna Avery, Principal; Everett School, H. H. Foster, Principal; Floyd School, Ragna A. Wold, Principal; Frank- lin School, Bertha O. Finch, Principal; Hawthorne School, R. L. Kitch, Principal; Hopkins School, James E. Fitzgerald, Principal; Irving School, June Conner, Principal; Joy School, Georgia Lyon, Prin- cipal; Longfellow School, H. J. Ludgate, Principal; Lowell School, E. E. Briggs, Principal; McKinley School, Florence Morse, Principal; North Junior High School, S. O. Roren, Principal; Roosevelt School, Susanna Avery, Principal; Smith School, Bertha Dahl, Principal; Webster School, D. D. Zinn, Principal. SPANISH Fork, UTAH, Nebo Teachers’ Asso- ciation, J. R. Wilkins, President. STAMFORD, Conn., Wall Street School, Alice M. Weaver, Principal. (Rest of list will appear next month.) Je. ie Oe ~~ Vol. 12, No.2 Select List ITLES and notes in this list are taken from the December Booklist of the American Library Association. Basson, RoGeR Warp. New tasks for old churches. Fleming H. Revell Co., 158 Fifth Ave., N. Y., 1922. 190p. $1. Popular presentation of the church’s share in social and industrial reconstruction. CLELAND, Ropert Giass. A history of Cali- fornia: the American period. Macmillan, 66 Fifth Ave., N. Y., 1922. 512p._ illus. maps. $4. Begins with the passing of California from Mexican to American control, thus con- tinuing Chapman, 4 history of California: the Spanish period. Frequent quotations from contemporary records add _ vividness and three of these narratives are printed as appendixes. Some chapters are followed by bibliographies. Crist, RayMonpD F. Federal citizenship text- book; a course of instruction for use in the public schools by the candidate for citizenship. pt. 3. Naturalization Bureau, 1712 G St. Wash. D. C., 1921. 104p. illus. Paper, free. Contains the American creed, pledge to the flag and the Declaration of Independence in simplified form and the original text ar- ranged in six lessons. Pronunciation given for difficult words. School history of Amer- ica to the time the Constitution was adopted, 1492-1789, explanation of each act and amendment. Forp, Henry. My life and work, by Henry Ford in collaboration with Samuel Crow- ther. Doubleday, Garden City, N. Y., 1922. 289p. $3.50. Ford’s theory of business—that service comes before profit—is expounded in easy English and its application illustrated by examples from the Ford industries. Inter- esting summary of his well-known views on money, finance, wages, railroad, and man- ufacturing. Grey, ZANE. Tales of lonely trails. Harper & Bros., Franklin Square, N. Y., 1922. 394p. illus. $3. Interesting personal experiences that re- veal a sincere appreciation of the natural beauty of the wild country described—the Grand canyon, desert and mountains of the great Southwest. It contains lively ac- counts of roping lions and hunting turkeys and bears. Rather carelessly written, but will be eagerly read by men and older boys who either hunt or would like to. II- lustrated by photographs. HauGHTon, Percy Duncan. Football and how to watch it. Marshall Jones Co., 212 Summer St., Boston, 1922. 211p. __ illus. $3. By emphasizing salient points and elimi- nating many details the Harvard mentor enables the average spectator to observe and understand more clearly team _ evolutions, the use of interferers (who are the real heroes) and the cardinal principles of at- tack and defense. The photographs of re- cent games with his descriptive text illumi- GUIDE TO BOOKS + nate typical formations and plays. Recom- mended to the high-school coach as well as the observer of the game. Howe, Mark ANTHONY De WOLFE. Memo- ries of a hostess. Atlantic Monthly, 8 Arlington St., Boston, 1922. 312p. illus. $4. Reminiscences of literary men of mid- nineteenth-century America and of visitors from abroad, largely drawn from the diaries of Mrs. James T. Fields, whose house was a sort of salon in the days when Boston was still the literary center of the country. Delightful personal glimpses of Longfellow, Holmes, Lowell, and other giants of those days. PARKHURST, HELEN Huss. Education on the Dalton plan; contributions by Rosa Bas- sett and John Eades, of England. E. P. Dutton & Co., 681 Fifth Ave., N. Y., 1922. 278p. $2. The author is the originator of the Dal- ton laboratory plan of education, under which the student uses the classroom as a laboratory and the teacher’s work is largely that of supervision. Includes contributions by two British teachers on the working of the plan in their schools. More space is given to sample assignments than in Dewey, The Dalton laboratory plan. Poo_e, Ernest. Millions. Macmillan, 66 Fifth Ave., N. Y., 1922. 279p. $1.75. The effect of a vision of wealth upon a group of people suddenly called to await the very probable death of a rich relative and the test of character it proves to each as the fires of long dormant ideals and de- sires blaze anew in the possibility of ful- fillment. Skillfully handled. Ross, Epwarp ALswortH. The social trend. Century, 353 Fourth Ave., N. Y., 1922. 235p. $1.75. “A series of essays on social problems, some of them reprinted from magazines. Includes several interesting papers on pop- ulation, on the position of women, prohi- bition, etc.”’—W isconsin, SANDBURG, CARL. Rootabaga stories. Har- court, 1 W. 47th St., N. Y., 1922. 230p. illus. $2. Out where the railroad tracks run off into the blue sky and forty ways farther yet the children will follow Gimme-the-Ax to the Rootabaga Country, to see the Potato Face Blind Man, Wing Tip the Spick, Jason Squiff, and a host of others all interesting and different. Their stories give play to extravagant fancy, pure nonsense, delight- ful humor and-philosophy, and rare beauty of thought and expression that insure their place on the narrow shelf of authentic Amer- ican literature for children. Dattas’ Lore. Education in a democracy. Houghton Mifflin Co., 4 Park St., Boston, 1922. i54p. $1.25. An enthusiastic plea for the public school as the training field of democracy, now threatened by the tendency of most wealthy Americans to send their children to private schools. Other chapters deal with home education and the development of individu- ality. Reprinted from periodicals. SHARP, THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 67 SNODGRASS, RHEY T. Radio receiving for beginners, by Rhey T. Snodgrass and Victor F. Camp. Macmillan, 66 Fifth Ave., N. Y., 1922. 99p. illus. $1. Considers only fundamentals. Of use to one who knows nothing about radio, it gives a good foundation to work on. Illustrations simple and easily understood. Van Dyke, Henry. Companionable books. Charles Scribner Sons, 597 Fifth Ave., N. ¥., 1922. 393m. ies. 32. Appreciative essays on _ well-known authors and books that have stood the test of time and are as companionable to us as to earlier generations. 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 the Monthly Catalogue of U. S. Public Documents, No. 334 for October, 1922, and from the various publishing houses represented. The educational Cambridge Uni- N. Y., Macmillan, ADAMSON, JOHN WILLIAM. writings of John Locke. versity Press, Agents. 1922. 272p. $2.50. Apbcer, Fetix. Disarmament: its ideals and possibilities; an address delivered before the New York Society for Ethical Culture, Nov. 6, 1921. N. Y., Am. Ethical Union. 12p. 15¢e. ALDRICH, Frep, and _ others. Elementary French; the essentials of French gram- mar; with exercises; rev. ed. Boston, Ginn, 1922. 539p. $1.56. ALMOND, LINDA STEVENS. Peter Rabbit and Jack-the-Jumper. lllus. Phila., H. Alte- mus Co., 1922. 62p. 50c. AMERICAN PorTABLE House Co. American portable school houses. Seattle, Washing- ton, Author, 1922. 16p. Paper. Apply. AMERICAN SOCIOLOGICAL SociETY. Factors in social evolution; 16th annual meeting held at Pittsburgh, Pa., Dec. 27-30, 1921; vol. 16. Chicago, Univ. of Chic. Press, 1922. 294p. Paper. $2. Arvotp, ALrreo G. The little country theater. N. Y., Macmillan. 220p. $2.50. BARNES, GERALD. Swimming and diving. N. Y., Scribner. 150p. $1.50. BATTEN, SAMUEL ZANE. If America fail!; our national mission and our possible fu- ture. Phila., Judson Press, 1922. 265p. $1.60. BAUDOUIN, CHARLES. Studies in psycho- analysis; tr. from the French. N. Y., Dodd, Mead. 508p. $4.00. BayLey, Mary E. Practical talks on the care of children. With an introduction by Virgil P. Gibney, M. D. Bibliography: Index. N. Y., Dutton, 1922. 344p. $2.50. Beer, Georce Louis. The origins of the British colonial system. N. Y., Macmil- lan. 438p. $3. BesTon, Henry B. Boston, Atlantic 258p. 80c. BLancké, Ceci, Trout. Verses for children. Illus. Phila., Westminster Press. 80p. $1.50. BocArDus, EMory STEPHEN. Introduction to sociology; 3rd rev. ed. Los Angeles, Calif., The firelight fairy book. Monthly Press, 1922. Univ. of Southern Calif. ‘Press, 1922. 454p. $2.50. BoGaRT, Ernest LupLtow. An economic history of the United States; rev. ed. N. Y., Longmans, Green, 1922. 593p. $2. BraApBurY, Ropert H. A first book in chem- istry. N. Y., Appleton, 1922. 687p $1.80. 68 Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1923 BucHan, Joun. A history of the Great Forman, S.E. History of the United States; nati and Hamilton County, 1922. Cin., War; in 4 vols. 552p; 578p; 603p; 536p. Dejepis Spojenych Statu; tr. into the Ohio, 1922. 105p. Paper, 35c. Boston, Houghton, Mifflin, 1922. Set $20. Bohemian language by Ruzena Rosicka. Wipparp, CLARENCE ADDISON. Studies in Butt, P. G. Chemistry of today; the 406 S. 12th St., Omaha, Nebr., National Southern literature (Extension bulletin 12, mysteries of chemistry lucidly explained in Pr. Co. 304p. $2.25. 1 Ap. 22). Sixteen programs for study a popular and interesting manner. Phila., Freeman, Etta M. A home vegetable- clubs. Chapel Hill, N. C., Univ. of N. C, Lippincott, 1923. 311p. $2.75. Burpick, CHARLES KetLtocc. The law of the American Constitution; its origin and de- velopment; with two introductory chapters by Francis M. Burdick. N. Y., G. P. Putnam’s Sons. 705p. $6. Burritt, Maurice CHAsE. The county agent and the farm bureau. N. Y., Harcourt, Brace, 1922. 285p. $1.25. CAMPBELL, Marius R. Guidebook of the western United States. pt. E, The Denver & Rio Grande western route (Geological survey, bulletin 707) Supt. of Docs. Govt. Print. office, Wash. D. C., 1922. 266p. illus. maps. Paper, $1. Cuyase, Lew ALLEN. Rural Michigan. N. Y., Macmillan. 492p. $2.50. CLARKE, JOHN JosePH. Social administra- tion; including the poor laws. N. Y., Pitman, 1922. 387p. $3. CUNLIFFE, JOHN WILLIAM, and Lomer, GER- HARD R., eds. Writing of today; models of journalistic prose; 3rd and rev. ed. N. Y., Century, 1922. 346p. $2. DAVENPORT, EUGENE. An adventure in edu- cation. Univ. of Ill. Bul. No. 44. Univ. of Ill, Urbana, IIl., 1922. 15p. Paper. Davis, WiLLiAM STEARNS. A short history of the Near East; from the founding of Constantinople (330 A. D. to 1922). N. Y., Macmillan, 1922. 408p. $3. Day, Epmunp Ezra, and Davis, JOSEPH STANCLIFFE. Questions on the “Principles of economics ;” rev. ed. N. Y., Macmillan, 1922. 124p. $1.20. : DeFFENBAUGH, W. S. School board in city school survey reports. U. S. Bur. of Educ. City school leaflet 2. U. S. Bur. of Educ., Wash. D. C., 1922. 15p. Free. DerFenDALL, P. H. Exercise book to ac- company actual business English. N. Y., Macmillan Co., 1922. 79p. Paper, 60c. Descour, L. Pasteur and his work. N. Y., Stokes, 1922. 250p. $5. Dewey, Mrs. Jutta M. How to teach man- ners to school children. 76 Fifth Avenue, N. Y., Noble & Noble, 1922. 116p. 80c. Drury, Horace Bookwa.ter. Scientific management; a history and criticism. N. Y., Longmans, Green, 1922. 2711p. $2.75. ts Duntap, Kwnicut. Elements of scientific psychology. St. Louis, C. V. Mosby, 1922. 368p. $3.50. E_more, Emity W. 4 practical handbook of games. N. Y., Maemillan, 1922. 119p. $1. Examination of pre-school age chil- dren; a coéperative demonstration giving the results of the physical and mental ex- aminations. 598 Madison ave., N. Y. New York county chapter, American Red Cross. 26p. Free. Exuine, Frank. Politics; an original in- vestigation into the essential elements and inherent defects common to all present forms of government; together with a proposal for a political system which will automatically produce the best gowvern- ment possible in any given community. N. Y., Dutton, 1922. 226p. $2. Facutty SOUTH PHILADELPHIA HIGH SCHOOL For Giris. Everyday manners for Amer- ican boys and girls. N. Y., Macmillan, 1922. 115p. 80c. school ed.; $1 trade ed. FepeRAL BoarD FOR VOCATIONAL EpDUuCATION. Rehabilitation. Handbook of information for State officials coéperating in adminis- tration of vocational rehabilitation act. Bul. 77, Industr. rehabilitation ser. 6. Supt. of Docs., Govt. Printing Office, Wash. D. C., 1922. Paper. 5c. garden; suggestions of real gardens for home-makers and others. N. Y., Mac- millan. 214p. $1.75. FRENCH, WILLIAM Les.iz. The psychology of handwriting; with many facsimiles of handwriting which illustrate the principles of this useful science. N. Y., Putnam, 240p. $3.50. Fry, C. Luruer. The new and old immi- grant on the land; a study of Americani- zation and the rural church. N. Y., Doran, 1922. 131p. $2.50. GAMBRILL, BessizE Lee. College achievement and vocational efficiency. N. Y., Teachers College, Columbia Univ. 100p. $1.75. Paper, $1.25. GARBER, JOHN A. Study of functions and administration of school janitor service. U. S. Bur. of Educ. Bul. 24, 1922. Supt. of Docs., Govt. Printing Office, Wash., D. C., 1922. 55p. Paper, 10c. GETTELL, RAYMOND GARFIELD. Introduction to political science. rev. ed. Boston, Ginn, 1922. 421p. $2.75. Gisess, W. E. The fishing industry. N. Y., Pitman, 1922. 164p. $1. GiBsoON, CHARLES R. The romance of coal; a popular account of the origin and nature of coal, the forces, qualities, and uses. Phila., Lippincott, 1923. 310p. $2.50. GREENBERG, JAcoB. First French book. Illus. N. Y., C. E. Merrill, 1922. 201p. $1. GRUENBERG, BENJAMIN C. Outlines of child study. N. Y., Macmillan, 1922. 260p. $1.80. GUEDALLA, Puitip. The Second Empire; Bonapartism; the prince; the president; the emperor. N. Y., Putnam. 457p. $5. GuLick, Sipney L. The Christian crusade for a warless world. N. Y., Macmillan, 1922. 21ip. $1. HALLock, Grace T., and Winstow, C. E. A. The land of health. N. Y., C. E. Merrill, 1922. 208p. 72c. HAMILTON, Mary AGNES. Ancient Rome; the lives of great men. N. Y., Oxford Univ. Press, 1922. 160p. 85c. Hammonp, C. S., aNnD Co. Hammond’s New England road map; Mass., Conn., Rhode Island on one side; Maine, Vermont, and New Hampshire on the reverse; shows all through highways and connecting good roads with mileage and description of principal routes. N. Y., Author, 1922. Paper, 50c. Hammonp, C. S., AND Co. Hammond’s United States road map; shows all trans- continental and interstate automobile high- ways. N. Y., Author, 1922. Paper, 50c. Hart, HELEN. Americanization in Dela- ware 1921-22; prepared by director of the Americanization Bureau. Wilmington, Del., Service Citizens of Del. 59p. Paper, Free. Hasse, ADELAIDE R. Index to economic ma- terial in the documents of the states of U. S.; Pennsylvania; pt. 3; rainfall to Z. Wash., D. C., Carnegie Inst. of Wash., 1922. 230p. $4.25. HaucutTon, Percy DuNCAN. and understand football. How to watch Bost., M. Jones, 1922. 47p. 50c. Havitanp, Mary S. Modern physiology, hygiene and health. Book Il. Good neighbors. Phila., Lippincott, 1922. 366p. $1.12. Hess, BertHaA Y. Value of school census. City school leaflet 3. U. S. Bur. of Educ., Wash., D. C., 1922. 3p. Free. HELEN S. TROUNSTINE FOUNDATION. Hand- book of social service resources of Cincin- 40p. 50c. Houuiway, Ropert Cortes, and VAN ReEns- SELAER, ALEXANDER. The business of writing; a practical guide for authors, N. Y., Doran, 1922. 317p. $2. HotmyarbD, E. J. Inorganic chemistry; a textbook for schools. N. Y., Longmans, Green, 1922. 571p. $2. Hoop, WILLIAM R. State laws relating to education enacted in 1920 and 1921. U. S. Bur. of Educ. Bul. 20, 1922. Supt. of Docs., Govt. Printing Office, Wash., D: C. 269p. Paper, 25c. ILLINOIS BoAaRD FOR VOCATIONAL EDUCATION. Laws on vocational education and voca- tional rehabilitation. Springfield, IIL, State Board for Vocational Education. 24p. Free. JoHn, Watton C. Agricultural colleges: statistics of agricultural and mechanical colleges, 1919-20. U. S. Bur. of Educ. Bul. 27. Supt. of Docs., Govt. Printing Office, Wash., D. C., 1922. JOHNSON, CHARLES. The mechanical pro- cesses of the historian. In the series, Helps 29p. Paper, 5c. for Students of History. No. 50. Society for Promoting Christian Knowledge. Agents, N. Y., Macmillan, 1922. 32p. Paper, 20c. Josey, CHARLES Conant. The social philos- ophy of instinct. N. Y., Scribner, 1922. 274p. $2. Jupp, CHARLEs Husparp, and BuswELL, Guy THOMAS. Silent reading; a study of the various types. Chicago, Univ. of Chic., 1922. 160p. $1.50. KaTzorr, Simon Louis. human health. Bridgeport, operative Pub. Co., Inc., 1921. 480p. $3. KeEPHART, Horace. Our Southern highland- ers; a narrative of adventure in ithe Southern Appalachians and a study of life among the mountaineers; new and enl. ed. N. Y., Macmillan, 1922. 469p. $2.50. KinczeTT, C. T. The popular chemical dic- tionary. N. Y., Van Nostrand, 1921. 547p. $4.50. KLINEFELTER, C. F. Part-time codperative courses. Fed. Bd. for Voc. Educ. Bul. 78, Trade and industr. ser. 23. Sup’t of Docs., Govt. Printing Office, Washington, BD ©., 1922. Sip. Faper. Sc. KNIGHT, FREDERICK BUTTERFIELD. Qualities related to success in teaching. N. Y., Teachers College, Columbia Univ. 67p. $1.40. Paper. $1. Kocu, Freperick H. Play production for amateurs. Chapel Hill, N. C., Univ. of North Carolina, 1922. 64p. Paper. 50c. Lea, JOHN W. The Book of books and its wonderful story; a popular handbook for Timely truths on Conn., Co- colleges, Bible classes, Sunday schools, and private students. Phila., The John C. Winston Co., 1922. 368p. $3. Lippy, WALTER. The history of medicine in its salient features. Boston, Houghton, Mifflin. 427p. $3. LorrHouse, THe Ricut Rev. A_ thousand miles from a post office: or, twenty years’ life and travel in the Hudson’s Bay re- gions. Society for Promoting Christian Knowledge, N. Y. Agents, N. Y., Mac- millan, 1922. 184p. $2. Lorp, CnHester S. The and journalism. N. Y., 221p. $2. Liske, WILHELM. Outlines of the history of art. N. Y., Dodd, Mead, 1922. 519p. $7.50. young man Macmillan. Vol. 12,2 fo.2 Education for business. Lyon, Leverett S. Chicago Press, 1922. Chic., Univ. of 618p. $3.50. McBain, Howarp Lee, and Rocers, Linpsay. The new constitutions of Europe. Gar- den City, N. Y., Doubleday, Page. 612p. $3. ; McCarty, RicHARD JUSTIN. An essay in practical philosophy; relations of wisdom and purpose. 3820 Warwick Blvd., Kan- sas City, Mo., Author. 196p. $1.50. McFee, Mrs. Inez NELLIE CANFIELD. The story of Thomas A. Edison. N. Y., Barse & Hopkins, 1922. 182p. $1. —_— The story of Robert Fulton. N. Y., Barse & Hopkins, 1922. 181p. $1. McSPADDEN, JosepH WALKER. The story of Abraham Lincoln. N. Y., Barse & Hop- kins, 1922. 181p. $1. Mackey, Mary STUART, and Mackey, MaryYETTE Goodwin. The pronunciation of 10,000 proper names; giving famous geographical and biographical names, names of books, works of art, characters in fiction, foreign titles, etc.; new ed. with corrections and the addition of important words, making a total of 12,000 proper names. N. Y., Dodd, Mead. 342p. $2.50. Marvin, CLoyp Heck. Commercial educa- tion in secondary schools. N. Y., Holt. 216p. $1.50. Marvin, F. S. Western races and the world; essays arranged and edited. N. Y., Oxford Univ. Press, 1922. 264p. $4.20. = Marx, Evtige Marcus. Citizenship ; history and civics for Americanization. Rich- mond, Va., Johnson Pub. Co., 1922. 96p. 7 5c. MASSACHUSETTS, Dept. oF EpucaTion; Dt- visioN of UNiversiry Extension. Thirty lessons in naturalization and citizenship; an outline for teachers of adult immi- grants. Boston, State Dept. of Education, 1922. 115p. Paper. Apply. Masson, THOMAS LANSING. Masterpieces of American wit and humor. Garden City, Doubleday, Page, 1922. 6 vol., 192p. each. $5. Leather, $10. Mavnarb, THEODORE. Our best poets; Eng- lish and American. N. Y., Holt. 233p. $2. Merritt, WALTER GORDON. and industrial liberty. 42 Broadway, N. Y., League for Industrial Rights, 1922. 4lp. Paper. Single copy free on request; Quantity lots, 8c each. Meyer, Harotp DiepricH. The parent- teacher association (Extension bulletin 10, 1 F 22). Chapel Hill, N. C., Univ. of BL. teas, BOp.. S$0c. Meyer, Max FRriepricH. A brief manual of psychology demonstrations to accom- pany as illustrative material an elemen- tary course in Psychology of the Other- One. Columbia, Mo., Missouri Bk. Co., 1922. 108p. 90c. Monroe, Watrer S. 4 critical study of certain silent reading tests. Urbana, IIl. The open shop Bur. of Educ’l research; bull. no. 8), Univ. of Ill., 1922. 52p. Paper. 50c. Moon, Truman H. Laboratory manual; biology for beginners. 191p. $1.24. Moore, R. A. & Mortimer, G. B. Corn judging (Circular 152). Madison, Wis., College of agriculture, University of Wis- consin. 31p. Free. Morcan, Geratp. Public relief of sickness. N. Y., Macmillan. 195p. $1.50. Morrison, JoHN Cayce. The legal status of the city school superintendent. Balti- more, Md., Warwick & York, 1921. 162p. $1.88. Mowar, R. B. N: ’Y., Holt, 1922. A history of European di- Longmans, plomacy 1815-1914. N. Y., Green, 1922. 308p. $5.75. NATIONAL COMMITTEE FOR MentTAL Hycient OF New York City. Report of the Men- tal Hygiene Survey of Cincinnati; pt. 1, the mental hygiene survey and recom- mendations; pt. 2, a study of the feeble- minded and a State mental hygiene pro- gram. Cincinnati, Ohio, Mental Hygiene Council of Pub. Health Fed., 1922. 130p. Paper. $1. Nevins, ALLAN. The Evening Post; a cen- tury of journalism. N. Y., Boni & Live- right, 1922. 599p. $5. Nitze, WILLIAM ALBERT, and Darcan, E. Preston. A history of French literature; from the earliest times to the Great War. N. Y., Holt. 781p. $4. OLcoTT, FRANCES JENKINS, comp. Good stories for great birthdays; arranged for story-telling and reading aloud and for the children’s own reading. Boston, Houghton Mifflin. 483p. $3. Patri, ANGELO. Child training. N. Y., Appleton. 434p. $2. PERRIN, WILLIAM Gorpon. British flags; their early history and their development at sea; with an account of the origin of the flag as a national device. N. Y., Mac- millan, 1922. 206p. $12. Persons, W. FRANK. Central financing of social agencies. 16 S. 3rd St., Columbus, Ohio, Columbus Advisory Council, 1922. 284p. Paper. $2. PraTT, JAMES Bissett. Matter and spirit; a study of mind and body in their relation to the spiritual life. N. Y., Macmillan, 1922. 232p. $1.50. PRINGLE, RALPH W. school problems. 1922. 386p. $1.60. Pupil’s workbook in the geography of Ar- kansas. One of a series of workbooks on geography, including the following States: California, Colorado, Illinois, Minnesota, Adolescence and high- N. Y¥., D.C. Heath: Missouri, South Dakota, and Wisconsin. Boston, Ginn, 1922. 64p. 36c. Calif. 80p. 40c. QUEEN, STUART ALFRED. Social work in the light of history. Phila., Lippincott. 327p. $2. QUILLER-CoucH, SIR ARTHUR ‘THOMAS. Studies in literature; 2d ser. N. Y., Put- nam. 313p. $2.50. REANEY, Bernice C. Milk and our school children. U. S. Bur. of Educ. Health educ. 11. Supt. of Docs., Govt. Printing Office, Wash., D. C. 31ip. Paper. Sc. Ruys, Ernest. The growth of political lib- erty; a source book of English history. Everyman’s Library. N. Y., Dutton. 331p. 80c. RICHARDS, CHARLES R. Art in industry; be- ing the report of an Industrial Art Sur- vey conducted under the auspices of the National Society for Vocational Education and the Department of Education of the State of New York. N. Y., Macmillan. 499p. $2. RITTENHOUSE, CHARLES F., and Percy, ATLEE L. Accounting problems; intermediate. N. Y., McGraw-Hill, 1922. 429p. $3. Rorty, M. C. Some problems in current economics. Chicago, A. W. Shaw Co., 1922. 143p. $1.25. RUSSELL, CHARLES. The improvement of the city elementary school teacher in service. N. Y., Teachers College, Columbia Univ. 139p. $1.75. Paper, $1.25. RusseLL SAGE Founpation. 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Weis, Herspert Georce. A short history of the world. N. Y., Macmillan, 1922. 455p. $4. West, Wituis Mason. The story of world progress. New York, Allyn and Bacon, 1922. 669p. $2. Wuippte, Wayne. The story of young Abraham Lincoln. Phila., Altemus, 1918. Illus. 258p. $1. The story of young George Washing- ton. Phila., Altemus, 1918. Illus. 256p. $1. Wuitcoms, IpA Prentice. Young people’s story of American literature. N. Y., Dodd, Mead, 1922. 402p. $2.50. Young people’s story of music. Dodd, Mead, 1922. 399p. $3.50. Wituiams, Wuitinc. Horny hands and hampered elbows; the worker's mind in Western Europe. N. Y., Scribner. 285p. $2.50. N. Y., WILMINGTON INsTITUTE FREE Liprary. Books for a child’s own library; a list for moth- ers. Wilmington, Del., State Parent- Teacher Assn. 14p. Paper. Apply. The Philadelphia School Survey’ HE RECENT SURVEY in Philadelphia, made for the sole purpose of improving the public-school system, is probably the most complete city school survey ever made. Not only did it arouse the teaching staff, the administrators, and the Board of Edu- cation to existing conditions, but it laid down a far-visioned constructive policy that would make Philadelphia schools a credit to the Keystone State. This study, made under the direction of Dr. Thomas E. Finegan, State superintend- ent of public instruction, at the request of its. Board of Education and a committee representing the citizens of Philadelphia, has recently been published in four volumes. The expense of the enterprise was under- written by a group of public-spirited citi- zens. Dr. John W. Withers, dean of the School of Education of New York Uni- versity, formerly superintendent of schools in St. Louis, was assigned to the general field of elementary education; Dr. Thomas H.. Briggs, of Teachers College, Columbia University, to the field of secondary educa- tion; and Dr. H. S. Weet, superintendent of schools in Rochester, New York, to the field of administration and finance. In ad- dition to the help of these experts the fact that the State Department conducted this survey afforded the Philadelphia authori- ties the unusual opportunity of receiving the benefit of the knowledge and experience which the professional staff of the State Department possesses, a staff organized and equipped to do for the State the identical work involved in the survey of the schools of Philadelphia. Book One, a survey of the school plant, comprises (a) the organization within the school plant, (+) the evaluation of the ex- isting school plant, (c) the analysis of population and the prognostication of popu- lation trends and the development of the school building program, which recognizes existing building conditions and anticipates future needs. In addition an appendix of statistical fifty-four pages is devoted to tables. The most serious problem the Board faces—its building program—will be solved only by the sympathetic codperation of the citizens of Philadelphia. This building program as outlined suggests the immediate housing of all part-time pupils, the abandon- ment of the smaller unit, and the destruc- tion of fifty-five emergency and obsolete structures. Within five years the remainder of these unfit buildings should be abandoned and 123 semi-modern buildings remodeled. Additional play space of two and one-half million square feet should be _ provided. Though the immediate needs of the building program are $35,000,000, the ultimate ex- penditure will approximate $80,000,000. Book Two after discussing the general plan of organization and administration takes up the financial condition of the sys- 1 Report of the Survey of the Public Schools of Philadelphia. Bks. 1-4. The Public Education and Child Labor Ass’n of_ Pennsylvania, 1720 Chestnut St., Phila., 1922. Price of set: Paper, $5; cloth, $7. tem as to adequacy and proper distribution of funds. This is followed by a detailed ac- count of the elementary and four-year high schools. Part 2 is devoted to pupils’ at- tendance, retention, promotion and classifi- cation, provision for study, and medical in- spection. Although in the course of development, covering a period of over two hundred years, Philadelphia has contributed to the great body of principles and practices and methods that characterize the public-school system, she has clung to worn-out practices, boards of school visitors, dating back to 1818. Gradually, however, these boards lost their administrative powers until one only is retained—namely, the appointment of janitors for elementary school buildings. That twenty-six of the forty-three boards have not submitted a report in the last five years indicates why the Survey recommended that they be abolished. Another recom- mendation of the Survey is that the superin- tendent should be recognized as_ the responsible executive of the Board of Public Education. American unprofitably such as the In regard to the financial condition, it was ascertained that the schools were not re- ceiving relatively adequate financial support. Book Three is divided into three parts: Part 1, dealing with the kindergarten, special classes, continuation schools, and the junior high school; Part 2 with the train- ing, examination and promotion, and the professional experience of teachers; Part 3 with that phase of vocational education known as industrial and home economics. Book Four, dealing with methods of in- struction, consists of twelve chapters as fol- lows: (a) art, (4) commercial education, (c) English, (d) extra-curricular activities, (¢) foreign languages, (f) geography, (g) health education, (/) school libraries, (i) math- ematics, (j) music, (&) science, (/) social studies. An appendix treats of achievement tests in elementary school subjects. The chapter on extra-curricular activities in high schools shows that although much of the time, energy, interest, and enthusiasm of Philadelphia high-school pupils is repre- sented in activities not included in the regular curriculum in the facilities provided for these extra-curricular activities Phila- delphia is far behind the standards main- tained in other large cities. The Survey ascertained how these activities were organ- ized and administered, evaluated the work done, and planned a constructive program for developing the best of them as a means of training young America for efficient citizenship. The chapter has valuable sug- gestions for home rooms, class organizations, student councils (including the plan in operation in the West Philadelphia High School for Boys), teacher advisers, teams, dances, assembly programs, publications, clubs, musical organizations, excursions, and student handbooks. “Continued development of the plans al- ready under way,” says Dr. Finegan, “will bring the Philadelphia schools into con- formity with the accepted modern standards prevailing throughout the country and will enable them to solve the educational prob- lems of the city in the light of accepted modern standards.”—J. M. R. wa we > Department of Superintendence Schedule of Meetings and Tentative Program for the Cleveland Meeting, Sunday Afternoon February 25, 1923 On Sunday, February 25, the first meeting of the Department will be held in the Old Stone Church at 4:00 o'clock. Dr. E. B. Bryan, president, Ohio University, Athens, Ohio, will deliver the address. Monday Morning February 26, 1923—9:30 o'clock Public Auditorium Greeting—R. G. Jones, Superintendent of Schools, Cleveland, Ohio. Administering Education in the Interests of Children and the State—Some Observa- tions—John J. Tigert, U. S. Commis- sioner of Education, Washington, D. C. What Constitutes American Citizenship— Alvin Owsley, National Commander American Legion, Headquarters, In- dianapolis, Indiana. Leisure Time—Henry Turner Bailey, Cleve- land, Ohio. Health and the Schools—George E. Vincent, President Rockefeller Foundation, New York City. Monday Afternoon February 26, 1923—2:00 o’clock Engineers’ Hall Executive Session—For members only. Au- thorized by Constitution. Business Session—Future Policy of the De- partment. Report of Committee on Status of Superin- tendent—C. E. Chadsey, Dean of Col- lege of Education, University of Illinois, Chairman, Printed report will be found in Yearbook of Department. Suggestions on the Report—N. L. Engelhardt, Professor of Education, Teachers Col- lege, Columbia University, New York City. Seven Minute Talks: My Experience in Ad- ministering Education: Boy Scouts—Su- perintendent Frank Cody, Detroit, Mich- igan; Outdoor Gymnasium—Superin- tendent Theodore Saam, Council Bluffs, lowa; Janitors—Superintendent Randall J. Condon, Cincinnati, Ohio; Stimu- lating the Growth of Teachers—Super- intendent Frederick H. Bair, Colorado Springs, Colorado; Crippled Children— Superintendent Peter Mortenson, Chi- cago, Illinois; What May Be Done to Improve the Quality of Teaching—Su- perintendent E. C. Hartwell, Buffalo, New York; What I Most Desire In My Assistant Superintendent—Superintend- ent Thomas R. Cole, Seattle, Wash- ington. Monday Evening February 26, 1923—8:00 o’clock Public Auditorium The program for Monday evening will deal with general problems in education and February 24 to March 2, 1923 citizenship. It is as follows: A Constructive Program for the National Education Asso- ciation—William B. Owen, President Na- tional Education Association, Chicago, IIli- nois; How Meet the Increasing Demands for Public Education—Marion L. Burton, Presi- dent University of Michigan, Ann Arbor, Michigan; The Essential Characteristics of a Business Executive—Speaker to be an- nounced. HE EXHIBITS at the Cleveland convention will be of unusual merit. The Building Exhibit will feature both junior and senior high schools. Dr. Randall J. Con- don, superintendent of city schools, Cincinnati, Ohio, again has charge of this exhibit, which will be located in the Chamber of Commerce Hall at the north- east corner of the Public Square. In cooperation with the De- partment of Rural Education, an exhibit of progress in rural schools is being prepared, which will occupy the long corridors adjacent to the Lounge in the Public Auditorium. Superin- tendent A. G. Yawberg, of Cuyahoga County, Ohio, is in charge of local arrangements for this exhibit. Other educational exhibits will include outlines for school budgets and information for visitors to schools in nearby cities. The Cleveland schools welcome visitors. Each school will display its exhibit material in its own building. Assistant Superintendent Frank G. Pick- ell is chairman of the local com- mittee on educational exhibits. The commercial exhibits in the Exhibit Hall of the Public Auditorium are better placed than at any previous meeting. They are convenient of access and yet will not in any way in- terfere with any meeting. All space for this purpose was sold before January I. Tuesday Morning February 27, 1923—9:30 o’clock Public Auditorium Music (Cleveland Public Schools) Progress in Solving Financial Problems in Education The Cost and the Fiscal Administration of Schools: Some Facts from the Educa- tional Finance Inquiry—George D. Strayer, Chairman of Commission, and Professor of Educational Administra- tion, Teachers College, Columbia Uni- versity, New York City. The Tax Problem in Financing Public Edu- cation—Robert M. Haig, Columbia Uni- versity, New York City. What the Schools Do in Relation to What They Cost—Herbert S. Weet, Superin- tendent of Schools, Rochester, New York, and H. B. Bruner, Superintendent of Schools, Okmulgee, Oklahoma. Symposium—Budget Making and Spending— (1) By the County—A. F. Harman, County Superintendent, Montgom- ery County, Alabama. (2) By the City—Arthur B. Moehlman, Detroit Public Schools, Detroit, Michigan; and (3) By the State—Thomas E. Finegan, State Superintendent of Public Instruction, Harrisburg, Pennsyl- vania; Tuesday Evening February 27, 1923—8:00 o’clock Public Auditorium A joint session of the Department of Su- perintendence with the affiliated organiza- tions: (1) Secondary Education, (2), Elemen- tary Education, and (3) Rural Education. Superintendent Jesse H. Newlon, of Denver, Colorado, will preside. Wednesday Morning February 28, 1923—9:30 o’clock Public Auditorium Music (Cleveland High Schools) The Curriculum Principles and Types of Curricular Devel- opment—Otis Caldwell, Principal Lin- coln School, New York City. Keeping the Curriculum Alive—Amalia Bengston, County Superintendent, Olivia, Minnesota. By Whom and How Made—Ernest Horn, Professor of Elementary Education, Uni- versity of Iowa, lowa City, lowa. How Modern Business May Aid in Recon- structing the Curriculum—Charles H. Judd, Director of School of Education, University of Chicago, Chicago, Illinois. The Human Element in Curriculum Mak- ing—William McAndrew, Associate Su- perintendent of Schools, New York City. bo THe JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION February, 1923 EDWARD RYNEARSON principal of the nue High School, Pittsburgh, Pennsylvania, the National Association of Secondary-School Principals. WORTH McCLURE Fifth Ave- rincipal of the Gatewood Bthool, Seattle, Washington, president of the department of Elementary School Prin- cipals. president of H. A. HOLLISTER professor of education, Uni- versity of Illinois, Urbana, Illinois, president of the Na- tional Association of High School Inspectors and Su- pervisors. MARY R. POTTER ERNEST HORN | dean of women, Northwest- rofessor of education, State | ern University, Evanston, niversity of Iowa, Iowa Illinois, president of the City, Iowa, president of the Department of Deans of National Society for the Women. Study of Education. ELLA V. DOBBS associate professor of In- dustrial Education, Univer- sity of Missouri, Columbia, Missouri, president of the National Council of Primary Education. Wednesday Evening February 28, 1923 Wednesday evening is open for college dinners. Thursday Morning March 1, 1923 On Thursday forenoon will be held the Round Tables of city superintendents. This is a change from the ordinary plan in order to give more time for specific problems that should be considered by cities of various sizes. The schedule follows: Superintendents of Cities of Population up to 10,000—Public Auditorium, Chair- man, W. H. Morton, Superintendent of Schools, Beatrice, Nebraska. Superintendents of Cities of Population Be- tween 10,000 and 30,000—Ball Room, Hotel Winton, Chairman, J. W. Gowans, Superintendent of Schools, Hutchinson, Kansas. Superintendents of Cities of Population Be- tween 30,000 and 100,000—Georgian Room, Hotel Cleveland, Chairman, Carleton B. Gibson, Superintendent of Schools, Savannah, Georgia. Superintendents of Cities of Population Be- tween 100,000 and 200,000—Annex A, Hotel Cleveland, Chairman, G. N. Child, Superintendent of Schools, Salt Lake City, Utah. Superintendents of Cities of Population Be- tween 200,000 and 400,000—Private Din- ing Room No. 4, Statler Hotel, Chair- man, Charles S. Meek, Superintendent of Schools, Toledo, Ohio. Superintendents of Cities of Population Over 400,000—Private Dining Room No. 2, Statler Hotel, Chairman, Henry S. West, Superintendent of Schools, Balti- more, Maryland. County superintendents will meet in joint session with the Department of Rural Edu- cation in the ballroom, Hotel Cleveland. Thursday Evening March 1, 1923 Public Auditorium Thursday evening will be the closing pro- gram of the Department. This program will be arranged so that all meetings will close in time to catch trains leaving Cleve- land so that those interested may visit other school systems on Friday, March 2. The program follows: Training for the Industries—Speaker to be announced later. Immigrant Education will be the subject of an address by Edward A. Steiner, Grin- nell, Iowa. Gregory Mason, of The Outlook, will speak on _ International Education. OUND Table of Superintendents of cities of 30,000 to 100,000 population, will be held Thursday morning, March 1, 9:30 A. M., in the Georgian Room, Hotel Cleveland. The topics to be discussed are as follows: A Nationalized System of Edu- cation, (a) A unified, universally educated, efficient Nation demands a National system of public schools, (4) The spirit of democ- racy, as well as the American Constitution, requires that education be left to the States; Higher Teaching Efficiency, (a) The train- ing of teachers before entering the profes- sion, (b) The training and development of teachers after entering the profession; Larger Conservation of Educational Opportunities to Youth—The Year-Round School; Busi- ness Methods Applied to Educational Or- ganization and Administration. This pro- gram is in charge of Carleton B. Gibson, superintendent of schools, Savannah, Georgia. ig’ byenary Council of Education will meet in the Public Auditorium Tues- day afternoon, February 27, at 2:00 o'clock. The following program will be given: Sec- retary’s Report and Roll Call, the Presi- dent’s Address—Concerning the Council— J. M. Gwinn, superintendent of schools, New Orleans, La.; Vice-President’s Address—The End Depends on the Beginning—Ada Van Stone Harris, director of primary instruction and elementary practice teaching, Pitts- burgh, Pa.; A Year’s Progress in Education, John J. Tigert, U. S. commissioner of edu- cation, Washington, D. C.; Does a Reorgan- ized N. E. A. Mean a Reorganized Council? William B. Owen, president of the National Education Association, Chicago, Ill.; The Need of Professional Leadership in Educa- tion, J. H. Beveridge, president of the De- partment of Superintendence, Omaha, Nebr.; Final Report of Committee on Reorganiza- tion of Seventh, Eighth, and Ninth Grades, Charles H. Judd, director School of Educa- tion, University of Chicago, chairman, report presented by J. M. Glass, State Department of Education, Harrisburg, Pa.; The Debt Eternal, Dr. John H. Finley, editorial staff of New York Times, New York City; busi- ness meeting. The second session of the National Coun- cil will be held in the Ballroom of Hotel Statler, Wednesday afternoon, February 28, at 2:00 o’clock. William Wirt, superintend- ent of schools, Gary, Indiana, chairman, will give the report for the Committee on the Continuity of Education; A. Duncan Yocum, University of Pennsylvania, Philadelphia, chairman, will present the report of the Committee on the Teaching of Democracy; W. C. Bagley, Teachers College, Columbia University, will give the report for the Com- mittee on American Teachers’ Colleges; Miss Anna Laura Force, Denver public schools, -chairman, will present the report for the Committee on the Status of the Amer- ican Woman Teachers and will conduct an open forum following the report; Mrs. Cora Wilson Stewart, Frankfort, Ky., chairman, will present the report of the committee on Adult Illiteracy; A. J. Matthews, president State Normal School, Tempe, Arizona, chair- man, will direct an open forum on the sub- ject State Levies and Other State Funds for the Support of Elementary and Secondary Education. Thursday afternoon, March 1, at 2:00 o’clock, the third session of the Council will be held in the Ball Room of Hotel Statler. The program will include: Report of Com- mittee and Open Forum on Character Edu- cation, Milton Bennion, University of Utah, nt ill ee Jol. 72" No. ze ne Salt Lake City, chairman; Report of Com- mittee and Open Forum on Vocational Edu- cation, Payson Smith, State commissioner of education, Boston, Mass., chairman; Report cf Committee on Thrift Education, Arthur Chamberlain, San Francisco, Calif., chair- man; Health Problems in Education, Thomas D. Wood, Teachers College, Columbia Uni- versity, New York City, chairman; business meeting. EPARTMENT of Deans of Women will hold their meetings on the Mezza- nine floor of Hotel Statler on February 26, 27, and 28. Monday morning at’9 o'clock, following a meeting of the Executive Com- mittee, there will be a general business ses- sion. At 12:30 o'clock the Department will hold a luncheon in connection with the Na- tional Committee of Bureaus of Occupa- tions, at which the speeches will be given by Bureau directors. A joint session with the National Committee of Bureaus of Occupa- tions will be held at 2:30 o’clock, at which opportunity for personal conference with members of the National Committee will be given. The program follows: Report of Confer- ence of National Committee of Bureaus of Occupations, Dr. Cora Helen Coolidge, chair- man; Report of Vocational Situation in the South, Miss Kate S. Pillett, director, Bureau, Nashville, Tennessee; Report of Recent Pub- lication, Miss Emma P. Hirth, director, Bureau of Vocational Information, New York City; address by Dr. Eleanor Lord, educational consultant to Appointment Bu- reau, Smith College. On Tuesday, February 27, at 9:30, sec- tional conferences of the deans of women in universities, colleges, normal schools and State teachers’ colleges, and secondary in- stitutions will be held. At the luncheon at 12:30, a report will be read from the Paris Conference of World’s Association of Uni- versity Women. At 2:30 the general topic, How Can Educational Institutions Meet the Present Social Demand for Leaders who Shall be Men and Women of Moral Worth? will be discussed by Edwin D. Starbuck, De- partment of Philosophy and Psychology, Uni- versity of Iowa; Carroll G. Pearse, former president of Milwaukee Normal School; and Dr. Edith Hale Swift, of the American Social Hygiene Association. A general discussion will follow. Following the sectional meetings on Wed- nesday morning informal sectional luncheons will be given at 12:30. Wednesday after- noon, at 2:30, the following program will take place: Election of officers; reports from the Women’s Foundation for Health; report from the National Convention of the Young Women’s Christian Association; the Foreign Student. At 6:30 the Department will hold a banquet. On Thursday morning there will be a joint meeting with the National Association of Secondary-School Principals in the Rain- bow Room, of Hotel Winton. At 2:00 o’clock the new Executive Committee will meet. Through the courtesy of Dean Anna Klingenhagen, the Deans of Women are in- vited to Oberlin to spend Thursday as the guests of Oberlin College. The National Committee of Bureaus of Occupations is holding its Annual Confer- ence Friday and Saturday, February 23 and 24, in Cleveland. Deans of Women are cordially invited to attend these sessions, with the possible exception of one or two business meetings. Reservations should be made at Hotel Statler as early as possible The name of the applicant must be given; no reservations are valid without the individual’s name. HE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 73 Presidents of Allied Organizations J. M. GWINN superintendent of schools New Orleans, Louisiana, president of the National Council of Education. president of consin, ciation. JOHN W. WITHERS dean of the school of edu- professor of | cation, New York Univer- tion, The sity, New York City, presi- tural College, | dent, National Society of | College Teachers of Edu- | cation. cation. State the date of arrival and departure, and that you are a member of the Department of Deans of Women. All reservations for luncheons and din- ners, including the luncheon at Oberlin, should be made through the secretary, Dean Florence K. Root, The College of Wooster, Wooster, Ohio. | trom tne epee of Elementary School Principals will hold its meetings at the Winton Hotel, headquarters for the De- partment, on Monday, Tuesday, and Thurs- day afternoons. The general topic for Monday is The Local Organization of Principals. There will be addresses on the following subjects: The Principalship as an Educational, Moral, and Civic Institution; Organizing a Local Principals’ Association; The Relation of the Local Organization to the Department of Elementary School Principals, The Work of the Principals’ Club in Maintaining the Professional Status of the Principalship, The Principals’ Club as a Civie Factor, The Professional Study Program of the Local Association. Some Everyday Problems of the Principal, such as The Retarded Child, His Oppor- tunity, will be the subject Tuesday. The Relation of the Elementary School Principal to the General Testing Program will be discussed by principals from three cities. On Wednesday afternoon a great gather- W. W. THEISEN the board of education, Milwaukee, Wis- president of the Educational Research Asso- Cc. G. SARGENT rural educa- State Agricul- ers’ training and research, Fort Collins, Colorado, president of the Department of Rural Edu- L. H. DENNIS director of the Bureau of Vocational Education, Har- risburg, Pennsylvania, pres- ident of the Department of Vocational Education and | Practical Arts. Ss. A. COURTIS director of instruction, teach- >ublic schools, Detroit, ichigan, president, City Teacher-Training School Section. ing will be staged in the Public Auditorium. The Elementary School Principalship, Past, Present, and Future, will be the general subject of discussion at this meeting. It will be led by two superintendents and two university men. There will be addresses on The Growth of the Principalship, The Ele- mentary School Principalship of the Present Day, The Possibilities of the Elementary School Principalship from the University Point of View and from the Superintendent’s Point of View. On Thursday the subjects to be presented are The School Assembly as a Socializing Influence and the Project Method from the Principals’ View-point. The committee on educational progress will report at this meeting on clerical help, supervisory assist- ance, and comparison of salaries of teachers and principals. EPARTMENT of Rural Education will meet in Cleveland, February 27 to March 2, 1923. Except as otherwise indi- cated meetings will be held in the ball room of the Hotel Cleveland. This association will concern itself chiefly for the present year with the problems and progress of the office of county superintend- ent. Four general sessions will be held, meeting on ‘Tuesday afternoon, all day Thursday, and on Friday morning. On Tuesday evening, February 27, the depart- ment will also participate in a joint pro- 74 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1923 gram with the Department of Superintend- ence, being represented at this time by Mr. Aaron Sapiro, national attorney for Farm- ers’ Coéperative Associations, who will dis- cuss the Economic Background of Rural Education. Facts and Future of the County Superin- tendency will be the general topic for the opening session on Tuesday afternoon. Miss Adelaide M. Ayer, State rural supervisor, Helena, Montana, will introduce this sub- ject, which will be followed by a further discussion of the report of the National Ed- ucation Association Committee on County Superintendents’ Problems, as presented in detail by Mr. Lee L. Driver. Following this, Superintendent C. G. Cooper, of Balti- more County, Maryland, will discuss the practical workings of the county unit, and Miss Charl O. Williams will conclude the session with an analysis of the next step in professionalizing the office of county super- intendent. Wednesday afternoon, March Ist, will be devoted to section meetings. Five sections will meet at this time, as follows: Section I— State Supervisors and Inspectors of Rural Schools. Section IIl—County Superintend- ents and Rural School Supervisors. Section Ii1I—Rural Normal Directors. Section 1V— Vocational Directors and Rural Extension Workers. Section V—Village and Consoli- dated School Principals. Programs are well under way for each of these sections, and able discussions of timely rural topics are guaranteed. On Thursday morning the Department of Rural Education will meet in joint session with the County Superintendents’ Section of the Department of Superintendence. Rural School Administration and the County Unit will be the topic of special consideration at this meeting. The speakers at this time will be T. H. Harris, State superintendent of ed- ucation for Louisiana; Benjamin J. Burris, State superintendent of Indiana; May Trumper, State superintendent of Montana; C. L. Coon, superintendent of Wilson County schools, North Carolina, and M. S. Pittman, of the Normal College at Ypsilanti, Michi- gan. Thursday afternoon will be given over to the consolidation of rural schools with leading papers by Charles A. Lory, presi- dent of the State Agricultural College, Fort Collins, Colorado; Macy Campbell, State Teachers College, Cedar Falls, Iowa, and Leslie B. Sipple, State Normal School, Aber- deen, South Dakota. John M. Foote, State rural agent, Baton Rouge, Louisiana, will also give the report of his Committee on Comparative Instruction in One-Teacher and Consolidated Schools at this session, which will then be opened to general discussion under the direction of Hilda M. Hughes, county superintendent of schools, La Grange, Indiana. The closing session of the Department on Friday morning, March 2, will be assigned to addresses on Rural Child Welfare, by Owen R. Lovejoy, of the National Child Labor Committee, New York City, and Edu- cational Opportunities for Negro Children, by Thomas Jesse Jones, of the Phelps- Stokes Fund, New York. Following this the Department will hold its annual business meeting. In addition to the formal program a spe- cial dinner for county superintendents and rural-school specialists is being planned for Thursday evening, and a good exhibit on consolidation and rural-school improvement is being arranged. The officers are: president, C. G. Sargent, Agricultural College, Fort Collins, Colo- rado; vice-president, Amalia M. Bengtson, superintendent of schools, Renville County, Olivia, Minnesota; secretary, Mabel Car- ney, Teachers College, Columbia University, New York; treasurer, William McKinley Robinson, Junior-Senior High School, Or- leans, Vermont. Eh Department of Vocational Edu- cation and Practical Arts has sched- uled meetings for the afternoons of Monday and Tuesday in Ballroom, Hollenden Hotel. The officers are: President, L. H. Dennis, Harrisburg, Pa.; Vice-President, Benjamin W. Johnson, Berkeley, Calif.; Recording Secretary, C. C. Colvin, Springfield, IIl.; Corresponding Secretary, Leigh J. Rodgers, Boston, Mass. ey Training School Section will hold its meetings in the Cleveland School of Education, Monday and Tuesday, Febru- ary 26 and 27. The morning meetings will open at 9:30 and the Tuesday afternoon meeting at 2:00 o'clock. Monday morning The Distinctive Func- tions of the City Training School will be discussed from the point of view of The Specialist in Teacher Training, by W. C. Bagley, Teachers College, Columbia Uni- versity; The City Superintendent, by Charles L. Meek, superintendent of schools, Toledo, Ohio; The City School of Educa- tion, by L. A. Pechstein, dean of the College of Education, University of Cincinnati. The discussion will be led by E. C. Hartwell, superintendent of schools, Buffalo, N. Y. From 12:00 to 1:30 p. M. there will be a luncheon in the dining room of the Cleve- land School of Education. At 4:00 P. M. Dean Ambrose L. Suhrie will lead in a tour of inspection of the Cleveland City Train- ing School, after which a discussion will be held. The following will take part: Super- intendent Frank Cody, Detroit, Michigan; Dean Henry W. Holmes, Graduate School of Education, Harvard University; J. C. Brown, State Normal School, St. Cloud, Minn.; H. W. Rockwell, State Normal School, Buffalo, N. Y.; J. W. Withers, School of Education, University of the City of New York, and G. B. Jeffers, assistant superintendent of schools, Schenectady, N. Y. The topics for Tuesday morning will be Practice Teaching, E. G. Payne, professor of educational sociology, New York Univer- sity; Improvement of Practice Teaching, N. W. Cameron, director of Teachers Training School, Baltimore, Md.; Detroit’s Practice Teaching Program, Miriam A. Besley, head of Practice Teaching Department, Detroit Teachers College; A Proposed Program of Teacher Training, Garry C. Myers, Cleve- land School of Education; and Correlation Between Success in High School, in Normal School, and in Teaching, Louise Patrick, Louisville Normal School, Louisville, Ky. A general discussion and inspection of exhibits will follow the program. The closing session Tuesday afternoon will be devoted to questions of research, in- cluding Cost Problems in Teacher Training, F. W. Smith, principal, City Normal School, Paterson, N. J.; A Teacher-Training Pro- gram in Sex Education, T. W. Galloway, as- sociate director, Department of Education, American Social Hygiene Association; A Student Government Organization, Louise Robertson, Louisville Normal School, Louis- ville, Ky.; The Placement and Supervision of Probationary Teachers, Catherine Mor- gan, head of Probationary Department, De- troit Teachers College; We Graduate Them, Then What?, W. T. Heilman, principal, Columbus Normal School, Columbus, Ohio; Educational Testing from the Standpoint of Individual Instruction, Frederic Burk, presi- dent, State Normal School, San Francisco, California; The Measurement of Teaching Load in a State Normal School, H. A, Brown, president, State Normal School, Osh- kosh, Wis.; Time Distribution by Subjects in Representing Teacher-Training Insti- tutions; J. Leslie Purdom, principal, Harris Teachers College, St. Louis, Mo.; Observa- tion and Participation as Laboratory Experi- ments, Charles Russell, director, Division of Elementary Education, Toledo, Ohio. (ae of Kindergarten Supervis- ors and Training Teachers will hold a session at Hotel Cleveland, Wednesday afternoon, February 28, at 2:30. This will be preceded by a Kindergarten Luncheon at 12 o’clock at Hote Cleveland. The following topics will be discussed at the meeting: Kin- dergarten Objectives which May be Meas- ured in Terms of the Modern Elementary School, Mary E. Pennell, supervisor of kin- dergarten and primary grades, Kansas City, Mo.; How These Objectives May be Built Upon in the Lower Grades, Margaret C. Holmes, assistant director of kindergartens, New York City; New Objectives in Train- ing Teachers for the Kindergartens of To- day, Edna Dean Baker, president, National Kindergarten and Elementary College, Chi- cago, Illinois. DUCATIONAL Research Association will hold two meetings—Wednesday afternoon in the Hollenden Hotel ball room and Thursday afternoon in the Public Audi- torium. The topic to be discussed Wednes- day is Research Applied to Problems of In- struction. Thursday’s topic will be Research Applied to Administrative Problems. ATIONAL Association of High School Inspectors and Supervisors will hold sessions in the Georgian Room, Hotel Cleveland, at 2 Pp. M., Monday and Tuesday, February 26 and 27. The Mon- day session will be devoted to reports of committees appointed at the 1922 meeting. The report of the Committee on Number of Tests to be Undertaken and Method of At- tack will be given by Inspector W. L. Spen- cer, Alabama; the Committee on Tests to be Used, by Professor H. G. Childs, In- diana; the Committee on Finance, by Super- visor J. T. Giles, Wisconsin; the Committee on Codéperation of Other Organizations, by Professor H. A. Hollister, Illinois. These committees comprise the group on Determina- tion of High-school Levels of Pupil Attain- ment. The report of the Committee on School Planning will be presented by In- spector C. D. Kingsley, Massachusetts. There will be a general discussion following these reports. A rvund-table conference has been planned for the Tuesday afternoon meeting, Vice- President L. L. Friend, of West Virginia, presiding. The following topics will be dis- cussed: Should High-school Inspectors Op- pose, Encourage, or Ignore the Tendency in some Communities toward Financial Re- trenchment in School Support?; High Spots in Different States; What Has Been Done in Your State by Yourself or by One of Your Schools that is Likely to Prove of Interest or Value to the School Inspectors of Other States? (Speakers on these topics are expected to emphasize the how and why. Each speaker will be limited to five minutes and should therefore have ready for distri- bution to the members copies of a summary of his remarks.) ATIONAL Associatior of Secondary- School Principals will hold meetings on February 26, 27, and 28, and March 1 in the Rainbow Room, Winton Hotel. All [~~ eV =! Vol. 12, No. 2 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION ~~] wa the speakers on the various programs have been limited to twenty minutes in order to afford time for discussion. The Monday afternoon program is as fol- lows: Guidance for the Adolescent, Edward Rynearson, principal of the Fifth Avenue High School, Pittsburgh, Pa.; Homogeneous Grouping of High-school Pupils by Intelli- gence Tests, Ira A. Flinner, headmaster of the Huntington School, Boston, Mass.; Crite- ria for Judging the Success of Moral Train- ing in the Secondary School, Charles C. Tillinghast, Teachers College, Columbia University, New York City; Curricular and Extra Curricular Aspects of Sex-Social Training in High Schools, Dr. Galloway, New York City. Monday, at 5:30 o’clock, a banquet will be held, where opportunity will be given to get acquainted. The “Sing” will be led by Dr. E. K. Fretwell, Teachers College, Colum- bia University. One address will be given— How Can Secondary Schools be Run Most Economically and What Shall be the Guide and Counsel of the High School Men in the Financial Problems that Lie before Them? by Dr. Charles H. Judd, director of School of Education, University of Chicago. Tuesday afternoon will be devoted to round-table conferences on the Junior High School, the Rural and Small High School, and the Large High School. The Junior High School round table, under the chair- manship of Phillip W. L. Cox, principal, Junior-Senior High School, Lincoln School of Teachers College, will include College En- trance Requirements and the Junior High School, Frank G. Pickell, assistant superin- tendent of schools, Cleveland, Ohio; Tenta- tive Differentiations of Curricula, J. M. Glass, director of Junior High Schools for Pennsylvania; School Government, H. H. Ryan, St. Louis, Mo. The Rural and Small High School round table with C. P. Briggs, principal High School, Lakewood, Ohio, as chairman, will include: Social Life of Pupils, C. K. Reiff, principal High School, Musko- gee, Oklahoma; How to Retain Good Teachers, John Rufi, principal, Ironwood, Michigan; Financing Student Activities, R. W. Ward, principal, Mt. Clemens, Michigan ; Curriculum and Daily Schedule, C. B. Ulery, High School Supervisor for Ohio. The Large High School round table, under the chairmanship of Roy H. Bracewell, prin- cipal, Burlington, Iowa, will include: An Experiment in Patriotism, Milo G. Stuart, principal, Indianapolis, Indiana; Place of Social Affairs in the High School, J. G. Masters, principal, Omaha, Nebraska; Ad- ministration of High School on Platoon Plan, Dr. Lucy L. W. Wilson, principal, Philadel- phia, Pa.; Special versus Cosmopolitan High School, Jesse B. Davis, supervisor of second- ary education for Connecticut. Tuesday morning, at 8 o’clock, there will be a joint meeting of Rural, Elementary, and Secondary School Principals. H.E. Win- ner, principal, Pittsburgh, Pa., will discuss Extracurricular Activities. Wednesday afternoon, at 2:15 o’clock, the following program will be given: Conform- ing the Curricula to the Cardinal Objectives of Secondary Education, Merle C. Prunty, principal, Tulsa, Oklahoma; Effect of Com- pulsory Education Laws, George Buck, prin- cipal, Indianapolis, Indiana; and a paper by Dr. David Snedden, Teachers College, Columbia University. Thursday morning, at 9:00 o’clock, there will be joint session of the Department of Deans of Women with the National Association of Secondary-School Princi- pals, at which the following topics will be given: Duties of a Dean of High-school Girls; Evaluation of the Work of a Dean from the Principal’s Point of View; and Value to Normal Schools and Colleges. Thursday afternoon, at 2:15 o'clock, fol- lowing the reports of committees, Otis W. Caldwell, director, Lincoln School, Teachers College, Columbia University, will speak on Is the Newer Education Scholarly? The election of officers will conclude the meeting. ig get emg ce Council of Primary Edu- cation will hold its annual meeting Thursday afternoon, at 2:15 o’clock, March 1, Hollenden Hotel, Cleveland. Luncheon will be served at noon, followed by a gen- eral conference. The topic for discussion will be Promotion Requirements. Reports will be heard from the Committee on Sub- ject Matter and Method, the Committee on Furnishings and Equipment, and the Com- mittee on Tests and Measurements. The report of the Committee on Subject Matter and Method will continue the discussion of last year and report on further investiga- tions which have been made to test the re- sults of varying degrees of emphasis upon the use of phonics. Local arrangements are in charge of Miss Faye Henley, 2079 Adel- bert Road, Cleveland. Reservations for the luncheon should be made promptly. Plates, $1.75. HE National Council of State De- partments of Education is arranging two sessions of that organization to be held Thursday morning and afternoon in the Hotel Statler. State Superintendent John M. Matzen, of Lincoln, Nebraska, is presi- dent. NAL Society for the Study of Education will hold two meetings in the Ball Room, Cleveland Hotel, on the evenings of February 24 and 27, at 8:00 o’clock. The speakers at the Saturday evening meeting will include: Frank W. Ballou, S. A. Courtis, James F. Hosic, Earl Hudelson, W. S. Mon- roe, and M. H. Willing. The discussion of the evening will center around Part I of the 1923 Yearbook—English Composition: Its Aims, Methods, and Measurement. Mem- bers are requested to examine their Year- books before the meeting and come prepared to take part in the discussion. At both meet- ings seats will be reserved in the front of the room for members of the Society. NATIONAL Society of College Teach- ers of Education will hold three after- noon sessions at 2:15 o’clock in Assembly Hall, Hollenden Hotel, Monday, Tuesday, and Wednesday, February 26, 27, and 28. The Policy and Organization of Schools of Education will be the general topic for Monday afternoon. Director C. H. Judd, School of Education, Chicago University, will discuss The Function of the University School of Education. The question, In a State System of Education, What Should be the Relation of the University School or College of Education to the Recently Estab- lished State Teachers College?, will be viewed from the standpoint of the State University School of Education by Dean William F. Russell, College of Education, University of Iowa; from the standpoint of the State Teachers College, by President D. B. Waldo, State Teachers College, Bell- ingham, Washington, and from the stand- point of the City Teachers College, by Dean Ambrose L. Suhrie, of the Cleveland School of Education. The general discussion will be led by Dean George E. Walk, Teachers College, Temple University, Philadelphia, Pa. The general topic for Tuesday afternoon will be The Determination of Objectives in the Professional Education of Teachers. Professor Arthur J. Jones, School of Edu- cation, University of Pennsylvania, will speak on The Principles Underlying Cur- riculum Construction for Schools of Educa- tion; Professor E. George Payne, School of Education, New York University, on The Determination of Curricula for the Educa- tion of Teachers of Elementary Schools; Professor W. C. Reavis, School of Educa- tion, Chicago University, on The Determina- tien of Curricula for the Education of Teachers of Secondary Schools; Professor W. H. Kilpatrick, Teachers College, Colum- bia University, on The Value of the Study of the Philosophy of Education in University Schools of Education. A business meeting will follow the general discussion. On Wednesday afternoon the topic will be Professional Education and Research in University Schools of Education. Professor W. C. Bagley, Teachers College, Columbia University, will discuss the Professional Ed- ucation of Teachers in Normal Schools and Teacher Colleges; Professor W. W. Chart- ers, Carnegie Institute of Technology, will speak on The Professional Education of Col- lege Teachers; Professor R. B. Bucking- ham, College of Education, Ohio State Uni- versity, on Educational Research in Univer- sity Schools and Colleges of Education; Pro- fessor William P. Burris, Teachers’ College, University of Cincinnati, on The Case Method in the Study of Teachers and its Value in the Professional Education of Teachers. There will be a general discussion at the close of the program, followed by a busi- ness meeting. PARTMENT of Classroom Teach- ers will hold the following meetings in Cleveland during the meeting of the De- partment of Superintendence. Monday, Feb- ruary 26, 2:00 o’clock, Executive Committee meeting at Hotel Statler; Wednesday, Feb- ruary 28, 2:00 o’clock, conference in com- mittee room in Auditorium; Thursday noon, March 1, luncheon (place to be announced later); conference in committee room in Auditorium. Headquarters for the depart- ment will be maintained at Hotel Statler. ig hyn bescer oe Academy of Visual In- struction will hold four meetings, Tuesday, Wednesday, and Thursday morn- ing and afterncon, February 27, 28, and March 1, at the Cleveland School of Educa- tion. A cafeteria luncheon will be served. All members of the association cordially welcome. ATIONAL Conference on Educational it Method, which was organized at At- lantic City in 1921, will hold its third annual meeting in Cleveland on Tuesday and Wed- nesday, February 27 and 28, 1923. The pro- gram will be devoted primarily to super- vision, including discussions of method of interest to supervisors. It is as follows: Re- organizing City School Supervision, Super- intendent Jesse H. Newlon, of Denver, Colo- rado; The Relation of the Supervisor to the Principal, Mabel E. Simpson, director of elementary education in Rochester, New York; The New Education: An Effort at Definition, William H. Kilpatrick, Teachers College, Columbia University, New York; The Influence of Ideals upon Success in School, Mr. S. A. Courtis, director of instruction, Teacher Training and Research, Detroit, Michigan; The Direction of Class- room Teachers in the Use of the Project Method, Marion G. Clark, supervisor of ele- mentary education, Cleveland Heights, Ohio; 76 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1923 Education in Accident Prevention, Dr. E. be a home-coming event for the men who dent of the department, will preside. What George Payne, New York University. are helping Indiana University maintain its Existing Organizations are Contributing Both meetings of the Conference will be held in the Rookwood Fountain Room of the Hotel Olmsted on Superior Avenue. The officers of the National Conference on Edu- cational Method are: Margaret Noonan, president; W. F. Tidyman, vice-president ; James F. Hosic, secretary-treasurer. of Administrative Women in Education will hold breakfast conferences at Hotel Cleveland Tuesday, Wednesday, and Thursday, Feb- ruary 27, 28, and March 1, from 8:00 to 9:30 o'clock. The chief business to be taken up is the cons'deration and adoption of the revised constitution reported at Chicago a year ago. A vice-president and secretary will be elected. There will be no addresses, but at the first conference there will be the usual roll call of States, and responses of repre- sentatives and delegates. Those who have questions to bring before the conference will please communicate with the president, Mrs. Mary D. Bradford, be- fore the meeting, so that the matter may be referred to the Advisory Committee, which will meet on the afternoon of February 25, at Hotel Cleveland. Tickets for the con- ferences will be on sale at Hotel Cleveland on Monday, February 26. Women holding the following positions are eligible to at- tendance at the conferences, and to member- ship in the Council: (1) Principals, presidents, or administra- tive heads, (2) deans of colleges, normal, and secondary schools, (3) assistants to high- school principals, (4) superintendents of schools, State, county, and city, (5) deputy, district, or assistant superintendents, (6) heads of departments in colleges, normal, and secondary schools, and administrative heads of special branches; e¢. g., art, music, household art, gymnasium, library, ete., (7) supervisors of departments or divisions of school systems, as of kindergartens and of primary or elementary grades, or of rural schools. ational Council ecretaries of State Teachers’ Associa- tions and others interested in State teachers’ organizations will hold a luncheon meeting Wednesday noon at the Hollenden Hotel. Make reservations with Charles F. Pye, 407 Youngerman Building, Des Moines, lowa. MERICAN Association of Teachers Colleges will hold its seventh annual meeting in Hotel Cleveland, February 23- 26. Headquarters will be at this hotel. Following is the outline of the program: Friday evening, 6:30 o’clock, at Hotel Cleveland, there will be a joint meeting and dinner (plates, $2.00), with the National Council of Teachers Colleges, with ad- dresses and reports on the proposed merger. Saturday morning, 9 o’clock, Hotel Cleve- land, four pertinent topics on The Teacher College Movement, with general discussion, will be presented. Saturday afternoon, 2 o’clock, Hotel Cleveland, five addresses on Problems of Teachers Colleges will be given, followed by a_ business session. Monday morning, at 9 o’clock, an inspection of the Cleveland School of Education will include visits to classrooms, the elementary school of observation, educational museum, and the assembly, with luncheon at 12 o’clock. LUMNI and friends of Indiana Univer- sity will hold a banquet at 6:30 o’clock, February 28, at Hotel Cleveland. It will reputation of “Mother of College Presi- dents.” Many of her sons who are acting in the capacity of a college or university president will be on the program. Price per plate, $2.50. Reservations must be made by mail. Make checks payable to F. H. Levell, alumni secretary, Blooming- ton, Indiana. Bn Department of Superintendence has arranged a conference on the gen- eral topic, Physical Welfare of Pupils, for Wednesday afternoon, February 28. Dr. Frank W. Ballou, superintendent of city schools, Washington, D. C., and vice-presi- will be discussed by speakers representing various associations dealing more or less directly with health and physical training, Following these discussions, which will be limited to seven minutes each, there will be an address on What the Schools are Doing and Should be Doing by a leading superin- tendent of schools. CONFERENCE of business mana- gers has been called by the Department of Superintendence. The details of this meeting are in charge of Mr. Ira B. Bush, treasurer of the department, Charleston, W. Va., and will be announced in the official program. NOTES aud ANNOUNCEMENTS Jeo ee 00 0 20 00 20 00 a 0 0 0 00 0 0 0 tn 20 08 na a MEETINGS AT CLEVELAND—AII State Di- rectors in attendance at the Cleveland meet- ing will have a conference to discuss plans for the Oakland-San Francisco’ meeting. The time and place will be announced in the official program. All officers of departments of the Associa- tion in attendance at Cleveland will meet to consider the programs for the departments and the general sessions of the Oakland- San Francisco meeting. Time and _ place will be given in the official program. The time and place of the meeting of the Executive Committee of the Association will be announced in the official program of the Department of Superintendence. THE CENTRAL PASSENGER ASSOCIATION will sell round-trip tickets on the Identification Certificate plan, at one and one half fare for the round trip, applicable to members of the National Education Association and dependent members of their families only. Tickets will be good via the same route in both directions and will be sold from Cen- tral Passenger Association territory be- ginning February 21. When _ validated, tickets will be good for return on any day within the final limit; passengers must, how- ever, reach original starting point not later than midnight of March 8. Dates of sale from more distant territory governed by other passenger associations may be ob- tained from local ticket agents. Individual railroads in California, Ne- vada, Oregon, Washington, and West British Columbia will sell tickets from February 17 to 23, with return limit on March 10. Obtain Identification Certificates from State Directors of the Association or from Headquarters at 1201 Sixteenth Street North- west, Washington, D. C. Identification Cer- tificates must be signed in the presence of the ticket agent. It may be well to speak to the ticket agent a week or ten days before date of purchase, so that if he is not already supplied with round-trip tickets he can make the necessary arrangements for them. OTHER ANNOUNCEMENTS — Registration Headquarters will be in the Public Audi- torium. Mail sent to members in attendance at the Cleveland meeting should be addressed Care N. E. A. Postofhce, Public Auditorium, Cleveland, Ohio. A CLEARING-HOUSE for tickets to break- fasts, luncheons, dinners, and other special occasions will be maintained at Registration Headquarters. Hotel Reservations should be made through Mr. A. C. Eldridge, Room 403, Cham- ber of Commerce Building, Cleveland, Ohio. AT THE Rounp TABLE of Superintendents of Cities of 30,000 to 100,000 in population, the following will speak: Samuel P. Capen, Will C. Wood, Lawton B. Evans, M. G Clark, A. J. Stout, D. J. Boone, A. L, Suhrie, H. W. Dodd, L. P. Benezet, Daniel J. Kelly, H. B. Wilson, Theodore Saam, H. C. Weber, E. E. Oberholtzer, David A. Ward, W. W. Borden, John J. Richeson, and Walter R. Siders. AT THE OPEN MEETING of the Department of Elementary School Principals, Wednes- day afternoon, February 28, Dean Russell, of Columbia University, Dean Gray, of the University of Chicago, and Superintendent H. S. Weet, of Rochester, N. Y. will speak. National Council of Teachers Colleges will hold meetings Friday morning and afternoon, February 23, at the Cleveland Hotel, and a joint meeting and dinner Friday evening, 6:30 o’clock, with the Amer- ican Association of Teachers Colleges. All members of the National Council of Teach- ers Colleges are invited to spend Monday morning, February 26, as guests of the faculty and students of the Cleveland School of Education. Aucustus O. THOMAS will preside at the meeting of the National Council of State Departments of Education. THE CLEVELAND SCHOOL OF EDUCATION in- vites members of the Department of Super- intendence, particularly those interested in teacher training, to visit the institution. Dr. Ambrose L. Suhrie is dean of the school. ‘TEACHER-PLACEMENT BUREAUS are operated by the State education associations in Cali- fornia and North Carolina, both of which employ full-time professional secretaries. THE VircintA STATE TEACHERS’ AssoclA- TION at its recent meeting elected Miss Lulu D. Metz, of Manassas, for its president. This is the first time that a woman has been elected to that office in Virginia. = we Pw t= al n Vol. 12, No.2 SS <<< LIFE MEMBERSHIPS—The plan of presenting life memberships in the National Education Association as gifts is being received favor- ably throughout the country. The teachers of the Newtown High School at Elmhurst, New York, gave Dr. James D. Dillingham, principal of the school, a life membership at Christmas time as an appreciation of his services to the school. The faculty of the Newtown High School, of which Mr. Clyde R. Jeffords is secretary, is athliated with the National Education Association. THE OAKLAND-SAN FRANCISCO meeting of the National Education Association will ex- tend from June 26 to July 7, 1923, the World Conference on Education, being the last week in June, and the meetings of the Represent- ative Assembly and general programs the first week in July. Mr. Josiah W. Tayior, agent for Sec- ondary Education, State Augusta, Maine, will fill out the unexpired term as State N. E. A. director in the place of Mr. H. A. Allan, resigned. INFORMATION ON ANY EDUCATIONAL MATTER may be had by writing to Miss Agnes S. Winn, director of the Division of Elementary School Service of the National Education Association, 1201 Sixteenth Street North- west, Washington, D. C. Miss Winn has access to the Congressional Library of more than 3,000,000 volumes, the library of the Bureau of Education, which is the greatest educational library in the world, and the libraries of many other departments and organizations. She also has the help of other members of the headquarters staff. AFFILIATIONS—It is believed that there are a number of strong local organizations not yet on the affiliated list, simply because their attention has not been called to this im- portant step. Write to the Secretary, J. W. Crabtree, 1201 Sixteenth Street N. W., Washington, D. C., and request him to send an afhliation blank and further information regarding the benefits derived by athliation. The annual dues are $5. Afhliation entitles the local association to receive THE JOURNAL monthly, the bound volume of Proceedings, and all other regular publications. By com- pleting the affiliation immediately, arrange- ments can be made for having delegates at the summer meeting. For those associations already affiliated, attention is called to the importance of re- turning promptly the blank which will be sent out in March, requesting the names of delegates. A card index of these names is kept at headquarters and is vital in making preparation for the annual convention. Delegates are advised to get in touch with the central office as soon as appointed. Tue NortH CAroLina AssociATION changed its name from Teachers’ Assembly to North Carolina Education Association at its meet- ing in Raleigh during Thanksgiving week. A committee of the association which was appointed to frame suggestions for a pro- gram of work has prepared the following which will be submitted to local units of the association for final approval: 1. That as many as five sectional meetings be held in different sections of the State during the year in connection with a meeting of some local unit. 2. That a committee of three be appointed to work with the educational authorities in a revision of the school laws and in revising House, the rules and regulations for the certification of teachers. The request is made that this committee be recognized by the Department of Education as a delegated representative of the teachers of North Carolina. 3. That a committee of three be appointed to study teachers’ retirement laws in other States, and finally prepare a bill for North Carolina and submit it to the legislature as early as possible. 4. That the organization establish and maintain a publication of its own as the of- ficial organ of the teachers’ organization; that the fee be made a dollar and a half or two dollars, and that subscription to the maga- zine come with membership in the Asso- ciation. 5. That the Association, coéperating with the Department of Education, make studies + THE SALARY OF President Henry Suzzallo, of the University of Washington, has re- cently been increased from $12,000 to $18,000 a year as an expression of appreciation of his services in building up the institution, according to an announcement made by Mr. James H. Davis, chairman of the board of regents of the University. BubGET PROPOSALS for Columbia Univer- sity provide ten professorial positions with a salary of $10,000 each and for twenty-five such positions with a salary of $7500 each. All other professorial salaries are to be maintained at $6000. Dr. BENJAMIN C. GRUENBERG has resigned from the United States Public Health Ser- vice, Washington, where he has for the past two years worked on the Government's pro- gram of sex education in high schools and colleges, to study the problems of the edu- cational use of motion pictures with the Urban Institute, Irvington-on-Hudson, New York. Mr. ArtHur WesLey Dow, director of the art activities at Teachers College, Columbia University, for more than eighteen years, died suddenly at his home on Wednesday, December 13, 1922. AN EXCELLENT WAY to observe the birth- days of Washingt nd Lincoln is to read or re-read one of the excellent biographies about them. A select list of books on Lin- coln and Washington was published in THE JournaL for February, 1922. Mr. Homer W. Anperson for the past three and one half years assistant director of research in the public schools of Detroit, Michigan, has become assistant superintend- ent of schools for Denver, Colorado, where he will give much of his time to the plans for new buildings to be erected from the recent bond issue of $6,150,000. An IpaHo STATE RESEARCH ASSOCIATION has been organized as a section of the State IN THE FIELD THE JOURNAL OF THE NATIONAL Epucarion ASSOCIATION F 77 of and publish bulletins containing worthy and helpful materials for teachers of the State. And that the secretary be authorized to secure authors for bulletins, referred to in this recommendation. 6. That the secretary of the Association, together with the president and vice-presi- dent, shall constitute a committee to prepare programs, outline work for, and help in every possible way the local units; that the work of the local units shall be an integral part of the work of the Association. 7. That the Placement Bureau be con- tinued as an integral part of the Association; that a fee of one dollar be charged those who use the Placement Bureau after Jan- uary 1, 1923, and that five dollars be charged for the use of this bureau by non- members. Teachers’ Association and will coédrdinate the efforts of the school people of the State in the study of educational problems. Mr. C. L. Harlan, of Lewiston, is president and Mr. L. A. Thomas, of Lewisville, is sec- retary. THE Mississippl STATE EQUALIZING FUND, which appeared to be threatened by a recent decision of the State Supreme Court declar- ing the initiative amendment under which the fund was created unconstitutional, has been held legal by the decision of a lower court in Mississippi. Mrs, Grace C. STANLEY has succeeded Dr. Margaret S. McNaught, recently resigned as commissioner of elementary schools in Cali- fornia. A HALF PINT OF MILK in the middle of the forenoon is now ordered regularly by more than 13,000 pupils in the Philadelphia public schools, according to the News Letter of the Philadelphia Association. It is reported that teachers are enthusiastic over the milk service which makes the children more quiet and more teachable. SUGGESTIONS CONCERNING KINDERGARTEN LEGISLATION is the title of a circular which may be had free on request from the United’ States Bureau of Education, Washington, D. C. The circular was prepared by Miss Nina C. Vandewalker, specialist in kinder- garten education. “Hawall is in the midst of an extremely interesting transitorial stage,” reports Mr. Vaughan MacCaughey, State superintendent of public instruction. “The old patriarchal, isolated life is vanishing, and Hawaii finds herself to be a great world focussing-point. Life here is becoming modernized and in- dustralized with astonishing rapidity. Cali- fornia, Japan, Australia, and the Philippines are moving toward close daily neighbors—and the erstwhile vast rim of the Pacific is drawing closer together every day.” us-——are 78 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION ot Tue AMERICAN ASSOCIATION OF TEACHERS’ Co.tieces, of which President J. G. Crabbe, of the State Teachers’ College at Greeley is president, issued its first Yearbook in 1922. This Yearbook contains, in addition to a list of members and other useful informatios, the excellent report on the teacher-college movement which was prepared by the Com- mittee of the National Council of the Na- tional Education Association. Copies of the second edition of the Yearbook may be had from President Crabbe at fifty cents each. THe ARKANSAS TEACHER, which was founded ten years ago by the faculty of the Arkansas State Normal School as a patriotic service, has been purchased by the Arkansas Educational Association which assumed con- trol on January 1, 1923. The Arkansas Teacher will be combined with the quarterly Journal of the Arkansas Educational Asso- ciation and with the monthly Educational News Bulletin of the State Department of Public Instruction. The new _ publication will be called the Journal of Arkansas Edu- cation, and will be issued monthly, except July and August, and will be sent to all members of the State association who pay the regular membership fee of one dollar. Enrolment in the Arkansas Association is by the calendar year. THE CITY MANAGER PLAN has been adopted for the schools of Kenosha, Wisconsin, ac- cording to the Kenosha Evening News. The new plan provides that the school superintendent shall act as manager of the school system with authority to handle busi- ness as well as educational affairs. The manager form of government has been so popular in Kenosha that the members of the board of education thought that the same principles of centralized responsibility should be applied in the management of the schools. The board accordingly reduced the number of committees to four and placed larger re- sponsibility upon Superintendent G. F. Loomis. Mr. F. A. Wetcn, inspector of high schools for the State of Iowa during the past five years, resigned that work on January 1, 1923, to become assistant secretary of the lowa State Teachers’ Association and editor of Midland Schools. It is understood that similar gdivision of responsibility is under considetion,,by other State education as- sociations. BooKS AND SUPPLIES WANTED—In the po- litical readjustments in Siberia the Teach- ers’ College of the Far Eastern Republic has been left without financial support and will have difficulty in maintaining its existence during the next few months. American schools can do much to relieve the distressing situation by sending discarded books and laboratory supplies for use in this needy institution. Material should be sent pre- paid addressed to President J. J. Devine, Teachers’ College of the Far Eastern Re- public, 119 Svetlanskaya, Vladivostock, Si- beria, c/o International Exchange Service, Smithsonian Institute, Washington, D. C. Tue NATIONAL COMMITTEE FOR THE PRE- VENTION OF BLINDNESS, 130 East Twenty- second Street, New York City, adopted a resolution at its annual meeting in 1922 in which it called attention to the need for the following improvements: (a) adequate light- ing, both natural and artificial, to avoid eye strain, (4) a more careful examination of the eyes of pupils to determine defects of vision and the presence of disease, (c) the establishment of conservation of vision classes for children with such seriously de- fective vision that they cannot be properly educated, as are normally sighted pupils, (d) the training of all persons preparing to be teachers in the hygiene of the eye with special reference to the conservation of vision. AT THE REQUEST of the pastors of the churches in Lowville, N. Y., the board of education has set aside one study period each Thursday afternoon for the children of the first seven grades to receive religious instruction in the churches of their parents’ choice or in places provided by the board. Children will be permitted to leave school for this religious instruction only on the written request of their parents. Blanks with explanatory letters have been sent to the parents of each child in order that they may enrol him or her in the church school of the parents’ choice. Children not enrolled by their parents will remain in school and be given suitable work, but will not have advantage in school subjects over those tak- ing religious instruction—Educational Re- view. HE FARMER AND THE TAX GATH- ERER—Once upon a time there lived in a rich and fertile valley a thrifty farmer. His three children, a girl and two boys, at- tended a nearby school, where they were taught daily by a splendid woman of much learning and real worth. Now it so hap- pened that the tax gatherer became very oppressive to the farmer, in so much that he groaned aloud and called out lustily against those that did thus oppress him. But instead of his burden being lifted, his tax became heavier. At last he cried out in his anguish, “This teacher of my children is robbing me. I must withhold one-tenth part of her salary.” So he called upon other farmers, and they did positively decide that the tenth part of the teacher’s wage should not be paid to her. Now the total sum of this farmer’s taxa- tion amounted to one hundred dollars in coin of the realm. It so happened that one-half part of all this sum was expended for learn- ing of various kinds, and the other half part for other matters. Out of the fifty dollars expended for learning, thirty dollars was the sum paid to teachers for their wage. Now this farmer wailed bitterly and the wise men of the country did reduce the wage of the teachers one-tenth part. In this way the farmer was greatly enriched to the ex- tent of one-tenth of the thirty dollars which he had paid for teachers’ wages and his heart was gladdened because of the en- richment. Now it so happened that this good teacher of much learning and real worth discovered that she could not live on the nine-tenths part of her wage, for the total would scarce serve to keep her from the public house for the poor. Therefore, with much sorrow in her heart, she left the school and the chil- dren she loved and journeyed to another city, where they received her gladly. February, 1923 But it followed that a school must needs be kept, and the people searched the high- ways and byways and found a person to keep the school for the sum of money offered. But she was not trained, neither did she know the art of teaching. The farmer’s two sons became rebellious and would not go to the school and the daughter failed to learn many things that she should have learned, and she learned many things that she ought not to have learned. And when the farmer said bitterly in his heart, “O that we had again for our children the splendid teacher that went away from us,” the only solace he had was that in the days of oppression he had saved three whole dollars, although by doing so he had deprived his three children of the inspiration that a good teacher imparts.—L. E. C. in the Utah Educational Review. LECTIONS SHOULD BE EARLY— School boards would add much to the efficiency of their teachers if they would settle the question of reélection at the earliest possible moment. Under present conditions, superintendents and teachers no more than get started in their work until they find it necessary to begin to play to the galleries, figuratively speaking, for their re- election. The petty political slavery to which a teacher is subject in the policy of annual reélections does not add to the efficiency of teaching, and a change in this policy might help to reduce in some degree the cost of operating the schools. Especially should the superintendent know the policies of the board early in the year so that he may work more effectively in accordance with the policies the board wishes him fo follow.— Nebraska Educational Journal. EACHING IN THE PHILIPPINES offers peculiar inducements to American teachers, for it is both a call and an op- portunity for service. The Filipinos in the twenty-four years of American occupation have shown wonderful progress in educa- tion. The islands are divided into fifty-three school divisions, each under a superintend- ent directly responsible to the Director of Education. This division superintendent is assisted by two provincial supervisors, one for industrial, the other for academic edu- cation. Each provincial division is divided into districts in charge of a_ supervising teacher. “The Philippine teacher force, Americans and Filipinos, has earned,” says Governor-General Leonard Wood, “the well-merited support and appreciation of the entire people.” Between three and four hundred Amer- ican teachers are in the Philippine service. About sixty high-school teachers of English are selected each year. These teachers must be college graduates with some teaching ex- perience. Single women must be at least thirty years of age. The entrance salary is $1500 or $1600. A two-year contract is required. Transportation is furnished to Manila. A little pamphlet recently published by the Philippine Bureau of Education gives this and additional information. All interested teachers who meet the above conditions may secure a copy of this pamphlet by ap- plying to the Bureau of Insular Affairs, War Department, Washington, D. C,