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XII : \ MARCH, 1923 No. 3 The JOURNAL of the NATIONAL EDUCATION ASSOCIATION se wc 2) 2 (3 \ ) = 5 \ — — re Ur ace Ideals in American Education Progress in the Supervision of Elementary E ducation Teaching the Immigrant Teaching Art Appreciation Francis Parkman Glimpses of the National Paris Growth of Education Associations Home Reading for Country Schools Libraries in Education Know America—The White bonis The Junior Red Cross ; Europe and the World Conference on 1 Education Editorial , Notable Service in ihecation Enrolment and Affiliation In Other Journals F The Parent-Teacher Association in WwW isconsin Class Size and Efficiency School Building Progress Guide to Books Earth's Noblest Monument A Famous Roll-Call With the State Legislatures Facing the Facts Notes and Acncintemente In the Field Directory of Adveitiows: ae a0 SS rs 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. | LOWELL NEW YORK CHICAGO BOSTON DETROIT | ST. LOUIS MILWAUKEE PROVIDENCE KANSAS CITY WORCESTER SEATTLE DENVER TOLEDO SCHENECTADY COLUMBUS BALTIMORE Boston London Columbus English is being used in these representa- tive cities. Why? Because it is the result of the best modern thought in the teaching of language. Be- cause its wealth of material is suited to the abili- ties of the pupils. Potter, Jeschke, Gillet’s Oral and Written The Story of Mankind School Edition by Hendrik Willem Van Loon PRICE, $2.20 PRICE, $2.20 This famous book—with the original text and illustrations, except for minor changes to adapt them to class use—is now available at a remark- ably low price. For the School Edition, Mr. Van I,oon has added some notable new pictures and a teaching apparatus containing questions, suggestions for map drawing, and exercises that are both novel Primary Book Ginn and Company and effective. Intermediate Book Advanced Book The regular discount on quantity orders cannot be given on account of our contracts with the publishers of the trade edition. THE MACMILLAN COMPANY BOSTON ATLANTA SAN FRANCISCO New York Chicago Atlanta Dallas San Francisco CHICAGO DALLAS NEW YORK A Series of Two Books for Elementary Schools HUMAN GEOGRAPHY BOOK I Peoples and Countries BOOK II Regions and Trade By J. RUSSELL SMITH Professor of Economic Geography, Columbia University LEADERS FROM OUR CATALOG Human Geography Book I. Peoples and Countries Book II. Regions and Trade The Silent Readers 6 Books The Winston Readers 6 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 Dr. Smith has written Human Geography with man as the central theme. Histreatment, while not neglecting place geography, presents the fundamental conception of geography—the earth as the home of man, and the industrial, commercial, social and economic relations of man with man. Dr. Smith’s Human Geography is based upon the following nine principles: 6. Teach about people as well as about countries. 7. Explain the oneness of the world. 8. Teach respect for other peoples rather than race prejudice. 9. Teach Home Geography by showing the re- lation of our life to all the world. 1. Let reason help memory. 2. Teach abstract things concretely. 3. Teach civics by description. 4. Teach physical geography by telling about countries and industries. 5. Teach by comparison. Say we send you interesting descriptive matter? THE JOHN C. WINSTON COMPANY CHICAGO PHILADELPHIA SAN FRANCISCO DALLAS TORONTO _———— ieee ne — . and ideals is greater than all. March, 1923 Ideals in American Education HE first ideal of our democracy is to maintain a state where each individual shall have an equality of opportunity to take that position in the community to which his intelligence, ability, and ambition entitle him, and that no forces shall continue in the Nation which may prevent this free rise. There is a negative quality about this element of our National ideals, for although by this we could keep open the doors of op- portunity, it must be supplemented by the second of our great ideals, that is, that we must stimulate and assist each individual in this attainment. The very essence of equality of oppor- tunity requires that we shall give an equal opportunity in education and train- ing to everyone of our citizens and thus we arrive at the third of our great Na- tional ideals. That is universal and efigient education. If we are to main- tain a progressive community and our National ideals we must go even further in education than the routine provision Education must take upon itself the development of leadership, and leadership calls for character and intelli- gence as well as learning. As a race we produce a considerable percentage of persons in each generation who have the intellectual and moral qualities for the moral and intellectual inspiration of others, for the organiza- tion and administration of our gigantic economic and intellectual machinery, and for invention and creation. I be- lieve that we lose a large portion of those who could join these ranks because we fail to find them, to train them rightly, to create character in them, and to in- spire them to effort. Our teachers are necessarily the army of inspectors in our Nation who must find these individuals and who must stimulate them forward. While vocational training is obviously necessary and cultivation of the mind in the finer flowers of civilization is of im- portance, yet the creation of character I am not one of those who consider that any par- of learning. HERBERT Hoover Secretary of Commerce, Washington, D. C. ticular group of subjects in teaching has any very vitai oearing on the question. Training of intelligence as a tool for performance can be accomplished in many lines of subjects. I know many men of high cultivation, character, and Copyright by Harris and Ewing. ERBERT HOOVER, in _ this article written especially for The Journal, maintains that education must assume responsibility for the develop- ment of leadership. Teachers are the inspectors who must find the millions of potential leaders forward. and stimulate them Wastes in production and dis- tribution which result from bad man- agement and which could be largely remedied through education amount to five times the annual cost of our whole educational system. Such are the views of the engineer who guides the Nation’s great Department of Commerce. leadership who do not know the classics. I know plenty who do know the classics who possess none of these qualities. I know a good many who have the intel- lectual and moral fibre for leadership who have not had the training for it. {79] Nor does leadership mean a dozen people at the top, for there are all sorts and kinds of leadership and there is room for literally millions of leaders. (Every man and woman who has to direct the action of another individual or who has to direct the forces of nature is a leader. There is, and probably always will be, a mighty deficiency in these ranks. If there was no deficiency we would already have reached the millennium. It would be a fine thing if we had some kind of calibrating instrument by which we could measure the intellect and character. We could thereby, after adequate training, assign each human animal to his job and all would be lovely. We can, to some degree, measure educa- tion and cultivation. There will never be such a device to test character and in- telligence except the judgment of some other person—and our teachers are the ones who have the first opportunity and who do carry this National service in- Our progress de- pends upon the service they give in stim- ulation and inspiration. Our standards of living and the ex- tras of life are the result of the great productive and distributing machinery of our country. Our standards will in- crease directly in ratio to its efficiency. This machinery requires a vast trained personnel. of leaders. The productive capacity of this ma- chine can be increased more through im- provement in the character and training of its personnel than through new in- vention. Wastes through accidents, sickness, bad management, and the like amount to five times the cost of our whole educational system. There are hosts of other arguments. But why say more? We in America do not need to argue the cause of education. We are all for it. cessantly forward. It also requires a vast army We need to argue against the stinginess of our expenditures for it and we need to express our daily obligation to the devoted and able men and women who carry it on, ~~ i : \ ' ' i f f 80 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Progress in the Supervision of Elementary Education IpE G. SARGEANT Principal, Public School No. Ten, Paterson New Jersey — MUCH PROGRESS can be made in any cause or toward any goal, those who desire progress must know what should be done, what can be done, and who is to do it. Further, it is necessary to know what has been done, or is being done, as a point of departure, what individuals by their local work have shown the vision, the aggressiveness, the superior merit, and the persistence to give promise of developing into able leaders if loyally supported. How to secure this informa- tion is the next question. The increasing cost of education, the frequent adverse criticism of school work—especially of class supervision in elementary schools—and the vital need of a high order of work in this depart- ment, has led an increasing number of elementary principals to scan the field for information. It was not until we did this that we realized how little there was of what could be called helpful, available material on good class super- vision. Not only this, but we also found that we knew very little of what was being done. This feeling had become so strong that at the Chicago meeting of the Department of Superintendence, 1919, several small groups of us dis- cussed the advisability of forming a Na- tional Association of Elementary Prin- cipals to be devoted to the purpose of se- curing more satisfactory results in the supervision of elementary schools. This discussion was continued throughout the year at the University of Chicago and elsewhere and culminated in the organi- zation of such an association at the At- lantic City meeting, 1921. Since organization we have put on four strong programs: Des Moines, . 1291 ; Chicago, 1922; Boston, 1922, and Cleveland, 1923. One of the best publications put out by the National Education Association dur- ing 1922 was the First Yearbook of the Department of Elementary School Prin- cipals, on the Technique of Supervision, a book of over 140 pages, of much needed information, but heretofore un- available to principals as a whole. Out of these conferences and studies is: coming a clearer knowledge of what the principal is and what his work is to be. For a time there seemed to be a question whether the principal was to develop into a high-grade practical ex- pert in elementary education, able to build a strong home support for his school by also becoming in his district a community leader of the adult social activities centering around his school, or degenerate into a sort of cross between a head teacher and chief executive clerk, holding down, after a fashion, a chaotic balkanized school, without coérdination, each line of work under a special super- visor supreme in his own petty kingdom, without the steadying head of the prin- cipal who does not over emphasize one subject but who gives proper recognition to all subjects. It is now generally recognized by the more progressive boards and superintend- ents that best results can be obtained by making the principal the executive head of all the activities of his school, with sufficient clerical and supervisory help to relieve him of the greater part of the detail and ordinary routine work. For this reason the principal has more time for constructive professional work of a high order. He has time to become bet- ter acquainted with his teachers and chil- dren; to encourage teachers who show initiative in developing new ideas; visit other schools, read professional books, and make studies himself. Putting the position on a clearly defined professional basis, with a salary schedule that com- pares favorably with incomes from other occupations, will make it increasingly attractive to the best grade of ability, tend to strengthen the entire public- school system and eliminate the waste of both energy and money now going on. We are not going to correct errors of which we are unconscious. We are not going to build a complete public school in the best sense until we have principals with the ability, imagination, ideals, and force to see what the best is and able to convince their communities that they must have the best. In short, it is the ideal of our department, to make the school principal in ability, training, March, 1923 ———e ideals, and standing in the community the equal of the college president. In addition to this, as his school is sup- ported by the people’s money, he must be a good business man. In the near future, the employment of those making minor repairs, the selection of janitors for his building, and such other matters as belong to the individual school will be delegated to the principal, Soon our keener school-board members are going to realize the utter hopeless- ness of securing economy or efficiency in these things unless they vest full power in the principal to discharge, on the spot, any workman not doing good work. In most systems teachers’ ratings are made by the principal. All who are employed in the school will ultimately be put on the same basis. The majority of principals are just beginning to awaken to the possibilities their positions offer in the way of com- munity leadership. ply the organization of alumni, social I do not mean sim- centers, boy scouts, and campfire girls, although these should come and possibly through these agencies the other com- munity needs may be met, but we must lay a foundation as broad as the Ameri- can civilization which we expect to build, The narrow, prosaic, inartistic, gossipy ‘Main Street” pictured to us by Sinclair Lewis must be wiped out by our grow- ing civilization, and the school is the instrument to do it. But along with the vision which this spiritual growth will give us, must come an understanding and an appreciation of the heroism, the un- selfishness, the sturdy self-reliance, and the modest self-affacement of the average common work-a-day person, which Carol overlooked because she saw only the de- fects in our daily life. Community “Better Homes” week, household arts courses, art instruction, art exhibitions, welfare nurses, dental clinics, and medical inspection will revo- lutionize our architecture, house furnish- ings, decorations, and health conditions in a generation. Clubs for civics; clubs for better use of the public library, both for pupils and adults; concerts with a judicious mixture on the program of popular and classic music; interesting but clean movies in the school theater; dancing that is dancing; instead of acrobatic stunts and suggestive obscenity put on the school stage will rapidly change much that is objectionable in our com- munity life. Have we large foreign groups that need to learn the best American tradi- ~ ap. with ctual ‘man Like r no trug- ed to hood lven- itary ‘equi- eness inish- | was Spar- d the them force Mr. 28, h, he irs as work ‘oO my ynsid- hat it ondi- time on of oO say ns to Ly ——< _ TTT RN to —————————— Glimpses of the National Parks STEPHEN T. MATHER Director, The National Park Service, Washington, D. C. N National-Park history the year 1870 stands out with luminous clarity. That year saw the successful termi- nation of the journey of the Washburn exploration party into the Yellowstone area, and it was at a campfire discussion during the evening of September 19 that Cornelius Hedges, a pioneer Montanan, voiced a thought which shortly there- after resulted in the creation of the Yel- National Park “as a_ public park or pleasure ground for the benefit and enjoyment of the people.” lowstone Lang- ford’s famous diary of that expedition contains four paragraphs, written under the date of September 20, which reveals the impulses and thoughts that coursed through the minds of these men during that and which will go down in history as the be- ginning of one of the most popular Na- tional and world benefit of mankind. historic campfire discussion movements for the These four histori- cal paragraphs should be read by every teacher : “Last night, and also this morning in camp, the entire party had a rather un- usual discussion. ‘The proposition was made by some member that we. utilize the result of our exploration by taking up quarter sections of land at the most prominent points of interest, and a gen- eral discussion followed. One member of our party suggested that if there could be secured by preémption a good title to two or three quarter sections of land opposite the lower fall of the Yellow- stone and extending down the river along the canyon, they would eventually be- come a source of great profit to the owners. Another member of the party thought that it would be more desirable to take up a quarter section of land at the Upper Geyser Basin, for the reason that that locality could be more easily reached by tourists and pleasure seekers. A third suggestion was that each mem- ber of the party preémpt a claim, and in order that no one should have an advan- “Teachers would do well to visit several of our National Parks in connection with their trip to the Association’s annual meet- ing in Oakland-San Francisco next July. This article gives brief glimpses of some of the Parks. On request the National Park Service, Washington, D. C., would be pleased to send free full information about any of the Parks in which you are interested. tage over the others, the whole should be thrown into a common pool for the benefit of the entire party. “Mr. Hedges then said that he did not approve of any of these plans; that there ought to be no private ownership of any portion of that region, but that ST: MARY, one of the loveliest of Glacier’s lakes, is flanked at its up- per end by Going-to-the-Sun Mountain. It is this romantic, almost sensational massing of extraordinary scenic elements which gives Glacier National Park its marked individuality. the whole of it ought to be set apart as a great National Park, and that each one of us ought to make an effort to have this accomplished. His suggestion met with an instantaneous and favorable re- sponse from all, except one, of the mem- bers of our party, and each hour since the matter was first broached, our en- thusiasm has increased. It has been the main theme of our conversation today as we journeyed. I lay awake half of last night thinking about it; and if my wakefulness deprived my bedfellow (Hedges) of any sleep, he has only him- self and his disturbing National-Park proposition to answer for it. “Our purpose to create a park can only be accomplished by untiring work [85] and concerted action in a warfare against the incredulity and unbelief of our Na- tional legislators when our proposal shall Never- theless, | believe we can win the battle. be presented for their approval. “IT do not know of any portion of our country where a National Park can be established furnishing for visitors more wonderful attractions than here. These wonders are so different from anything we have ever seen—they are so various, so extensive—that the feeling in my mind from the moment they began to appear until we left them has been one of in- tense surprise and incredulity. Every day spent in surveying them has revealed to me some new beauty, and now that I have left them, I begin to feel a skepti- cism which clothes them in a clouded by doubt.” The National-Park idea has so seized the popular mind that since the creation of the Yellowstone, Congress from time memory to time, by special legislation, has set aside other supreme scenic masterpieces for the exclusive enjoyment of the people as National Parks. The Hot Springs of Arkansas, first reserved in 1832 for pub- lic use, was created a National Park in 1921, and, including Hot Springs, there are now nineteen National Parks. There are many different aspects of the National Parks that could form the subject of an article of this kind, such as the educational, the historic, the recrea- tional, but as the Association’s conven- tion in San Francisco will afford oppor- tunity to many to visit several of the parks this summer, both going and re- turning, it is deemed best to give a brief glimpse of the individual characteristics of each park and to state the general policies underlying their creation and administration. To administer and develop the Parks the National Park Service of the De- partment of the Interior was created by Congress in 1916. In establishing the Service Congress prescribed its functions to be the promotion and regulation of the use of these areas by such means and measures as conform.to the fundamental purposes of their creation—namely, “‘to conserve the scenery and the natural and historic objects and the wild life therein, and to provide for the enjoyment of the 4 : = RE PETS SS TT. spe “bb soe mi ide ~Oyte oe teed 86 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION March, 1923 RR a a % oe ee PRiPPLiNG RIVERS OF ICE 400 feet thick flow down from th considered essential to the rounding out of these areas by inclusion of indis»ensa- ble adjoining scenic territory. When the United States places its stamp of ap- proval on an area by making it a Na- tional Park there must, therefore, be something transcendingly beautiful and wonderful, or unique about it to achieve that dignified distinction. The Yellowstone National Park area is entirely of volcanic origin. ‘Through- out its 3348 square miles of territory, the mountain peaks and ranges and the vast plateaus are the unquestionable re- minders of the great volcanic activities of the past when our world was in the making. The geysers and hot springs bubbling forth from these plateaus are the present evidences of the still active volcanic forces hidden from view. Here are assembled more and greater geysers , than in all of the rest of the world to- e shining gether. These “water volcanoes” are rd summit. A view of Mount Rainier from the top of Pinnacle Peak. Climbers confined principally to three basins lying dress warmly and paint their faces and hands to protect the skin from sunburn. year each other in the middle west sec- Dark glasses also should be worn. tion of the Park, but there are isolated same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations.” It will be seen that the expressed intention for the reservation of the Yellowstone area in 1872 was but reémbodied in these later.statements of purpose and intention by the Congress of the United States. Three broad principles are kept strictly in mind in administering and developing these scenic wonderlands: first, that the National Parks must be maintained in absolutely unimpaired form for the use of future generations as well as those of our own time; second, that they are set apart for the use, observation, health, and pleasure of the people; and third, that the National interest must dictate all decisions affecting public or private enterprise in the Parks. Each of the National Parks has a marked personality of its own, some fea- ture or peculiar quality that distinguishes it absolutely and definitely from _ its brothers in the system, and which at once entitles it to membership in the National- Park family. The Yellowstone, with its wonderful geysers and other surface evi- dences of the effect of subterranean heat in action on water and the materials of the earth’s crust, its really exclusive vol- canic atmosphere, its rugged canyons and waterfalls, is markedly different from the chief accent of Yosemite National Park, the rockbound, peaceful, Yosemite Valley, with its inspiring string of water- falls, the most spectacular in the world. = hot water manifestations at more widely The combined areas of the National separated points. Marvelously colored Parks now aggregate 11,372 square miles hot springs, real mud volcanoes, and of virgin forest and mountain land, an huge terraces formed from the sediment- area greater than the combined areas of ary deposits of geysers long dormant are the States of Massachusetts and Dela- encountered. Some of the geysers play ware. Enlargement of the Yellowstone at regular intervals of a few minutes, of and Sequoia National Parks is already days, or even months, while some of the & HE OBSERVER who stands in awe on the brink of the canyon should realize that the work of making this mighty chasm is mot yet finished. The various agents that have modeled it—the rushing torrent below and the small streams that descend to join it, the intermittent rain and snow and frost, and those subtle yet effective chemical activities that aid in the decay of rocks, and, above all, the ever dominant pull of gravity—all are still at work an this most wonderful piece of earth sculpture, The Grand Canyon. ° y f ie he ll 4 ce Vol. 12, No. 3 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 87 nr ee EEO eee small bubbling hot springs throw their water two or three feet into the air once or twice a minute. The black volcanic glass of Obsidian Cliff and the contorted lava formations of Mt. Washburn and the petrified forests of the Specimen Ridge are other eloquent exhibits sup- porting the contention that at one time this whole region was a fiery mass. Per- haps the Specimen Ridge area furnishes the most fascinating glimpse of those days of volcanic activity, for it is an ex- posed cliff several thousand feet high, composed of alternate layers of engulfed forests and the lavas which engulfed them, the many layers of petrified tree trunks alternating with the layers of lava. ‘There are wonderful rivers, lakes, waterfalls, and cascades which were only this last summer discovered in the south- western part of the Park. The wonder- ful wild life, observed everywhere in touring the Park, and the primeval for- ests and other untouched flora make it a botanist’s paradise. The whole Park is a veritable wonderland, unmatched in its peculiar characteristics anywhere else ‘in the world. One of the distinctive differences be- tween Yosemite Park and-the Yellow- stone Park is in their forest cover. In the Yellowstone the forests are vast, but imprinted with a certain sameness, while in the Yosemite, as in all the California Parks, the forests are noted for variety RYCE CANYON, Utah. This ‘unparalleled array of grotesquely-shaped pinnacles in every color, shade, and tint of the spectrum—including reds, pinks, cream, tans, lavenders, purples, chocolates, and whites—and dotted profusely with 4 variety of evergreen trees, constitutes perhaps the most gorgeous spectacle in the world. Bryce Canyon is within the Sevier National Forest. Cascade Range. Bios AULDRON-LIKE and circular, Crater Lake is perched amid the peaks of the Perpendicular sides of slaggy lava rise over a thousand feet from waters of indigo blue six miles across and 2000 feet deep. Looking into its vast depths is like looking into the limitless sky. and the huge size and impressive gran- deur of some of their trees. In Yosemite the Mariposa Grove of Big Trees is the largest grove of giant Sequoias in exist- ence, being exceeded in numbers of big trees only by the Giant Forest in Sequoia National Park. John Muir, who loved Yosemite and made it the subject of some of his descriptive masterpieces, de- scribed it as including ‘“‘the headwaters of the Tuolumne and the Merced Rivers, two of the most songful streams in the world; innumerable lakes and waterfalls and smooth, silky lawns; the noblest forests, the loftiest granite domes, the deepest ice-sculptured canyons, the brightest crystalline pavements, and snowy mountains soaring into the sky twelve and thirteen thousand feet, ar- rayed in open ranks and spiry pinnacled groups partially separated by tremendous canyons and amphitheatres; gardens on their sunny brows; avalanches thunder- ing down their long, white slopes; cata- racts roaring gray and foaming through the crooked rugged gorges, and glaciers in their shadowy recesses working in silence, slowly completing their sculp- tures; new-born lakes at their feet, blue and green, free or encumbered with drifting icebergs like miniature Arctic oceans, shining, sparkling, calm as stars.” Yosemite Park’s most precious scenic gem is, of course, Yosemite Valley, which .by sheer immensity of precipices and grandeur of high-flung granite walls, and the appealing beauty of its numerous waterfalls, makes it unexcelled in ro- mantic impressiveness where lovers of beauty gather. The Yosemite Falls drop 1430 feet in one clear fall, and then after intervening cascades the Lower Yosemite Falls adds another clear drop of 320 feet—a total fall of more than three times the height of the Washington nat « o% aaa = oes eee 4 "J | | Bi 88 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1923 Monument. Ribbon Fall drops 1612 feet ; the Widows ‘Tears Fall, 1170 feet; the Bridalveil Fall, 620 feet; and Ne- vada Fall, 549 feet. Vernal Fall, con- sidered by many world tourists the most beautiful fall on earth, has a height of 317 feet, while Illilouette Fall is 50 feet higher. there combined in small space such an alluring and satisfying water spectacle as here. The Valley, however, is only seven square miles of 1125 square miles of towering mountains, lakes and val- leys, rippling cascades, ice-cold mountain streams rushing through tortuous can- yons—an untouched wilderness, which offers opportunities for exploration and Nowhere else in the world is enjoyment such as only the High Sierras can give. Nature apparently has done her best to show what she could do in the way of tree growth by her exhibits of the wonderful large trees in the California forests. In the Sequoia and General Grant National Parks have been re- served for all time the most imposing of These two Parks were given separate status these masterpieces of creation. only because some privately owned lands lie between them. Both were set aside primarily for the scenic quality of their wonderful forest growth. In the Sequoia the Big Tree of California abounds, ranging from young seedlings to the wise old giants that were already thousands of years old when the Christ Child lay in the manger at Bethlehem. No other soil and no other climate has produced such wonderful trees as these. The General Sherman tree, believed to be the oldest living thing, rises to a height of 279 feet, with a diameter of over 36 feet. Its age is estimated at over 3500 years. John Muir justly called the Sequoia, “‘Nature’s forest masterpiece.” Crater Lake National Park offers a lake of wonderful beauty within the crater of an ancient volcano as its chief scenic accent. Time was when Mt. Mazama reared its flaming head among the fiery phalanx of volcanoes of the Cas- cade Range on the upper Pacific Coast, but in a gigantic convulsion with its last expiring gasp it literally swallowed its’ head. There is no record so far as known of any other volcano whose top collapsed into its own infernal depths, though there are records of a number whose tops have been blown off and scattered far and wide over the land. Gradually this awful hole filled with water from springs appearing in the sides, and today the lake of incomparable blue, 2000 feet deep in places and between five and six miles in diameter, cupped one and one fifth miles above the sea, has been reserved for the enjoyment of the people for all time. Mt. Rainier National Park, with its chief scenic feature, Mt. Rainier, raising its snowy head proudly into the heavens and harboring a system of twenty-eight immense glaciers, stretching their huge tentacles far down into the valleys, dis- plays_one of the largest single peak gla- cier systems in the world. Glacier National Park, in northern Montana, clings to the Canadian bound- ary as a swallow’s nest clings to the eaves. Glacier, with its sixty and more small glaciers, nestled close to the snow- capped peaks of the Rocky Mountain Range, which in turn cradle in their valleys more than 250 lakes of unsur- passed loveliness, offers Alpine scenery, combined in all its: splendid proportions and imposing grandeur. It is this sensa- tional massing of so many impressing scenic elements within its small area that gives Glacier a marked individuality of its own, although, of course, the many glaciers give it its name. Rocky Mountain National Park, in Colorado, reserves the most spectacular section of the Continental Divide. The workings of the tremendous glacier cov- ering of the past ages has cut the whole territory into a network of mountains and valleys, covered with rushing streams, placid lakes, and_ refreshing forests. The Mesa Verde National Park, in Colorado, offers within an area of sev- enty-seven square miles a concentration of ruins of a prehistoric people who have left no history other than that which can be laboriously gleaned by scientists from the ruins and the artifacts gathered from the burial places. Underneath the huge overhanging lips of the canyon walls are found the well-preserved cliff-dwelling villages, some of which contain hundreds of rooms, some of which are sacred rooms called kivas, once used for ceremonial purposes. On the mesa, through which these canyons cut, are literally thousands of burial places which are gradually be- ing excavated and explored by scientists to bring to light for the education of the people of the United States the evidences of past habitations and achievements of the early dwellers of America. Mesa Verde may be well called the scientific park. Hot Springs National Park was re- served as the Hot Springs Reservation as early as 1832, although it was not until 1921 that it was made a National Park by special legislation by Congress. Here are found gushing from the hill- sides of the Ozarks forty-six springs, whose remarkable waters, with inexpli- cable curative properties, are gathered and made available to the people to al- leviate human ills. The Grand Canyon National Park js perhaps the most spectacular of all our National Park areas. Millions of years ago in the dim past the Colorado River pursued its even course across the lofty tableland of the Southwest, as other rivers of today are doing elsewhere. As the centuries passed, so scientists tell us, the channel deepened, the river irresist- ibly forcing its way through the slowly rising plateau until it had descended thousands of feet below the old level. What the ages now present to a marvel- ing world is one of the most stupendous sights that the eye of man can gaze upon, a tremendous chasm, painted in all the The wanderer upon the rim beholds an unfolding pan- orama of miles of pyramids and castles, colors of the rainbow. fortresses and temples, carved from the painted depths, constituting a gorgeous riot of color. ‘The river at one point is buried 6000 feet below the view. Super- latives have always seemed inadequate, even to the most gifted, to describe the transcendent glories of the Grand Can- yon of the Colorado River, now the Grand Canyon National Park. It has been called by far the most sublime of earthly spectacles, and indubitably is the chief wonderspot of our country. North of the Grand Canyon lies an- other National Park, exhibiting in its Yosemite-like canyon painted cliffs and temples—the Zion National Park, in southwestern Utah, called the Rainbow of the Desert. Zion, the North Rim of the Grand Canyon and the newly-dis- covered Bryce Canyon, in southern Utah, can be combined in one trip. Not less in importance scenically than the larger Parks, but because of their comparatively recent creation, as yet less developed and accessible, are Mt. Me- Kinley National Park, in Alaska, which contains, scenically speaking, the highest mountain in the world, and created chiefly to maintain and protect its ex- ceptionally prolific wild life, the herds of caribou, moose, reindeer, and moun- tain sheep; the Hawaii National Park, with its active volcanic exhibits, among which is principally the world-famed Lake of Fire; the Lassen Volcanic Na- tional Park, in California, containing the only active volcano in the United States proper; Lafayette National Park, in Maine, the only prominent elevation US nan eir less Ac- ich lest ted a Vol. 12, No. 3 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 89 ——————— along the entire Atlantic Coast, its mountain masses rising from the sea. There are several smaller Parks—Platt National Park, in Oklahoma, sulphur and other beneficent springs, hot and cold; the Wind Cave National Park, in South Dakota; and the Sullys Hill National Park, in North Dakota, an important wild life preserve. having Aside from their individual character- istics, the Parks, being untouched by commercial or economic development, constitute Nature’s choicest garden spots in the Americas. Innumerable varieties of trees and flowers, wild life in absolute sanctuary, and hack of all the geologic and legendary history of these wonderful outdoor playgrounds are offered in these your National Parks. You who read this remember that, as these Parks have been Government and are reserved by the administered by The National Parks at a Glance ot National parks in Location | order of creation Hot Sprines 1832 Middle Arkansas. Northwestern ming Wyo- | | Sequoia..........]| Middle eastern Cali- 1890 fornia Yosemite. Middle eastern Cali- 1890 fornia General Grant. Middle eastern Cali- 1890 | tornia Mount Rainier West central Wash- 1899 ington | Crater Lake 1902 Southwestern Oregon.. Wind Cave.... 1903 South Dakota........ Platt. | Southern Oklahoma... Sullys Hill. 1904 Mesa Verde.. .| Southwestern 1906 rado North Dakota....... Colo- Northwestern Mon- tana Rocky Mountain.| North middle Colo- 1915 rado Hawaii Hawaii Lassen Volcanic. .} Northern California... 1916 Mount McKinley. | 1917 South central Alaska. . Grand Canyon 1919 North central Arizona. Lafayette. . Maine coast -| Southwestern Utah... tal area, 11,301 square miles. Distinctive characteristics t springs possessing < properties—Many\ hotels and boarding houses 7 bathhouses ut iblic control. 1 all rest of world together | Boiling springs—Mud vulcanoe Petrified for- | Grand Canyon of the Yellowstone, remark for gorgeous coloring—Large lakes—Many large streams and waterfalls—V ler greatest wild bird and animal pre Exceptional trout fishing. The Big Tree National Park—Seve sequoia trees over 10 feet in diameter to 36 feet in diameter—Towerins ranges—Startling precipices—Mile-] delicate beauty. Valley of world-famed beauty mantic vistas—Many waterfall height—3 groves of big tree Waterwheel falls—Good trout Created to preserve the celebrated Tree, 35 feet in diameter—6 mil National Park. Largest accessible single peak glacier glaciers, some of large size—48 square glacier, 50 to 500 feet thick—Wonderful su wild flower fields. Lake of extraordinary blue in crater of volecano—Sides 1000 feet high—lInteresting formations—Fine fishing. Cavern having many miles of galleries and nun ous chambers containing peculiar formations. Many sulphur and other springs possessing medic- | inal value. Small park with woods, streams, and a lake—Is an important wild animal preserve. Most notable and best preserved prehistoric cliff | dwellings in United States, if not in the world. Rugged mountain region of unsurpassed Alpine | character—250 glacier-fed lakes of romantic | beauty—6o small glaciers—Precipices thousands of feet deep—Almost sensational scenery of marked individuality—Fine trout fishing. Heart of the Rockies—Snowy range, peaks 11,000 | t» 14,255 feet altitude—Remarkable records of giacial period. Three separate areas—Kilauea and Mauna Loa on Hawai; Haleakala on Maui. Only active volcano in United States proper Lassen Peak, 10,465 feet—Cinder Cone 6,879 feet—Hot Springs—Mud geysers. Highest mountain in North America—Rises higher above surrounding country than any other moun- tain in the world. The greatest example of erosion and the most sub- lime spectacle in the world. The group of granite mountains upon Mount Desert Island. Magnificent gorge (Zion Canyon), depth from 800 to 2000 feet, with precipitous walls—Of great beauty and scenic interest. the National Park Service, as representa- tives of that Government for the enjoy- ment of all the people, each one of you You should The Government has installed for your com- has part ownership in them. visit them and make use of them. fort and convenience hotels and perma- nent camps under private operation. fully equipped, have been provided, where the motorists can park their cars and live for weeks and months. Large public camp grounds, The steadily in- creasing flow of visitors, from 451,661 1,044,502 this past season, shows that the country is realiz- five years ago to ing the value of its scenic wonderlands and outdoor playgrounds. If these Parks are valuable now, what will be their value fifty or one hundred years from now, when the westward tide of population has crowded them close to their borders? It was only sixty or sev- enty years ago that the pioneers forced their way across the plains, fraught with danger and death. Now shining bands of steel carry the transcontinental trav- eler from coast to coast; well-developed highways have replaced the hazardous trails, affording comfortable means of transportation across country for the mo- torist. Gradually the great open spaces are being settled. As time goes on they will be fewer and fewer, and as time goes the National Parks as great outdoor breathing spaces for the Nation will be- come more and more important; there- fore, in making the fullest use of the: National Parks you have the duty of seeing that their magnificent lakes, their priceless waterfalls, their flora and fauna are preserved intact, not only for the present generation but for posterity. O BE A GREAT TEACHER one must be a great personality, and without ardent and individual tastes the For de- veloping personal power it is well, there- fore, for each teacher to cultivate inter- ests unconnected with his official work. Let the mathematician turn to the Eng- lish poets, the teacher of classics to the study of birds and flowers, and each will gain a lightness, a freedom from ex- haustion, a mental hospitality, which can roots of our being are not fed. only be acquired in some disinterested pursuit. Such a private subject becomes doubly dear because it is just our own. We pursue it as we will; we let it call out our irresponsible thoughts, and from it we ordinarily carry off a note of dis- tinction lacking in those whose lives are too tightly organized—From George Herbert Palmer’s The Ideal Teacher. 7 4 Growth of Education Associations This table shows the great growth of professional organization and indicates the relative standing of each of the States with respect to membership in both the National and State Associations. The total membership in the National Association was 48,814 on January 1, 1921; and 83,524 on January 1, 1922, as compared with 118,032 on January |, 1923. The greatest growth in membership occurs between January and June. | i Pp Pa ‘ Membership in National Membership in State eo Total No. Association Associations ; i ~l of teachers | 5 —— ——— in State , units 1920! Per cent | Relative | | | Per cent | Relative ’ Jan. 1, | Jan.1, | Jan. 1, of rank | Dec. 15, | Dec. 15, | Jan. 1, | of rank 1921 1922 1923 teachers | Jan. 1, 1920 1921 1923 | teachers | Jan. 1, members 1923 members; 1923 ¢ ; 2 3 ay eee 6 7 8 9 10 Tk — ——_—— —— a mw ae Pg ee? once er | United States. 706,211 48,814 82,322 |118,032 MS Re Fe .|249, 134 (386,036 436,392 61.8 Alabama...... : 12,558 188 539 708 5.64 49 ae ee 7,500E | 59.72 32 CN ee 1,955 493 852 1,107 56.62 4 1, 900E 1,340 | 2,000E 102.30 5 Arkansas..... 10,476 70 92 327 $3.12 47 4,400 8,750 8,664 82.70 13 California. . 19, 343 3,218 7,352 9,592 49.60 fa OARS 14,500E | 16,000E 82.72 12 Colorado.... 7,386 1,414 2,981 3,820 51.72 7 5,767 6,140 6,398 86.62 10 Connecticut 8,455 438 586 1,319 15.60 / a See 7,040 8,150 96.39 7 Delaware. . 1,134 204 340 343 30.24 12 427 842 | 1,046 92.24 9 District of Columbia 2 096 336 458 595 28.34 ne cth ag 800 38.17 42 re 6,819 45 143 320 4.69 ih a. 00 Ses 500E | 5002 7.308 49 A ee | 15,921 157 178 231 1.45 i See 1,200E 1,813 11.39 48 ee 3,982 386 441 497 12.49 30 3, 802 2,462E; 3,000E 75.34 20 eee 36,599 5,750 8,270 7,475 20.42 18 23 ,932 26,522 26,635 12.47% 22 ka. dass 17,209 996 2,476 35137 18.23 21 14,228 13,981 1,4127 82.09 14 Ae 27 ,660 1,011 5,586 5,944 21.49 16 16,395 15,103 | 16,798 60.73 30 OS ee 16,989 618 1,022 1,399 8.23 34 12,591 13,301 13,339 78.51 19 | Raeteeny...........>54. 13,38 272 336 431 3.25 | eee 5,000E | 5,100 38.21 41 Lowsieamea.......... 8,966 390 827 932 10.39 OD, Cee 2,613 5,445 60.73 31 aS ee 7,020 801 1,213 2,105 29.99 13 3,662 4,827 4,500E| 64.10 29 Maryland....:.......1 6,68 302 442 529 7.92 36 515 2,000E|} 2,500E| 37.45 43 Massachusetts........| 19,085 1,306 1,809 10,696 56.04 6 14,000E | 15,000E | 15,000E| 78.59 18 0 See ee | 24,302 1,945 5,341 7,466 30.72 11 a1 .782 13,930 | 19,800 81.47 15 | eee ly £0,575 1,005 1,738 2,281 11.65 31 8,400E |} 10,540 11,500 58.75 34 Mississippi........... | 11,962 58 130 156 1.30 52 1,548 5,629 | 5,205 | 43.51 38 SSE ey a 1,574 2,923 3,234 15.26 i SSaaee 15,233E | 16,786 | 79.45 16 ES ee 7,215 400 390 337 4.67 i See 2,700E} 2,698 | 37.39 44 Pee 14,873 833 1,987 2,651 17.82 22 4,700E}| 6,571 10,000E | 67.24 27 MU he ocd ik Lido ou 704 193 321 310 44.03 a ee ae 246E 658 93.47 8 New Hampshire...... 3,047 239 318 625 20.51 ae RS 1,983E| 2,300E| 75.48 21 New Jersey.......... 17,440 1,790 2,797 3,427 19.61 ot) ree 15,200E | 18,300 104.93! 3 New Mexico......... | 2 T3a 252 334 384 13.95 27 2,200 1,350 1,200 43.60 37 See 61,703 1,953 3,484 10,031 16.26 |. A Goes ae ee 15,200E | 20,000E| 32.41 45 North Carolina... ... 16,852 162 243 323 1.92 50 8,050 8,786 8.500 50.44 36 North Dakota........ 8,975 238 364 497 5.54 41 3,020 4,000E| 3,862 43.03 39 Bas oibaty Wot as aren 33,751 5 ,043 6,874 8,383 24.84 15 16,600 17 ,600 22,845 67.69 6 Ollshoma ...¢:....:: | 15,389 402 584 1,252 8.13 35 9,000 12,065 13,200 85.77 11 ; a ere | 7,778 416 625 | 1,041 | 13.38 29 5,200E| 4,700E| 6,146 | 79.02 17 f Pennsylvania.........| 44,111 2,030 4,043 6,279 14.23 26 34,477 | 40,000E | 45,375 102. 86! 4 iv Rhode Island....... 2,971 80 91 215 7.24 a eee eer. 2,672E| 3,000E| 100.98! 6 ef South Carolina. ...... 9,699 52 59 _89 .92 og COUR Rita 1,200E| 1,800 18.56 47 bl South Dakota........ 7,853 510 657 785 9.99 33 3,251 3,434 4,570 58.19 35 x : | ‘aah Tentiessee......2.... 13,277 442 562 615 4.63 oe ee Soe 3,200E| 3,2002 24.10 46 ¥ , | Saree ae | 29,001 259 656 1,089 3.75 45 8,455 14,000E | 12,313 42.46 40 sp eS ee 3,904 2,737 2,750 2,879 73.74 See Bry eee 3,331E| 4,200 107.591 2 BA NS vir.d xk oo 2,902 100 197 398 13. 72 28 ee TFs F 1,640E 1,865 64.27 28 5 ee | 14,271 655 932 1,082 7.58 37 9,038 | 10,000E | 10,225 71.64 23 of n ye ae 5 | Washington.......... 9,877 | 2,295 | 2,770 | 3,413 | 34.55 10 | 6,477 | 6.554 | 7.027 | 71.14 24 : West Virginia........ } 11,221 496 413 736 6.56 39 5,388 5,351 7,857 70.02 25 4 Wisconsin. .......... 17,094 | 4,097 | 4,242 | 3,316 | 19.39 20 7/700 | 8.500E| 10,145 | 59.35 33 4) Wyoming............ 2,232 163 554 1,271 56.94 3 2,300E | 2,500E| 2,500E| 112.00: 1 il | . . on or ) BOE i ELE. ay ee a 54 92 56.09 5 ~~-1 Figures showing total number of teachers are those given by the | Camal Zone... ...;%... RS xk 2 3 2.94 48 U. 8. Bureau of Education for 1920, the latest complete figures avail- ty Foreign eS eee? rige teen able; they are below present figures, and percentages of membership Ae Ge Sok imcaaet ss tessa senses nye ° ts 2780 : , here given are eprrespondingly too high. i Hawa; Sa hae 6 owe e.b ot o Fe ES 1326 selec ccsesvelesece 453° . 1 168 ro 88 08 eleecece i ae oe ua mar ed age aed on pad reports ewe ee i Ee ee kT ye See ercs ee ’ . N associations. e letter “E’’ indica wa e figure 1s “8 Phili hee Islands | 94. 984 493 519 2.44 49 estimate. Figures marked with a superior two (°° are carried forward i Pet ? my ot, ete 4 pe 27 70 54 from column 8, new reports not having come in. Membership in BY Porepmico,.......°.. IE sine 345 2 87 / .f several of the State associations reaches its lowest point in January AG Virgin Islands =P 7 10 . rd -_ the total figures are considerably below the actual membership i d or the year. NE ee he l- A ee eR er TT Home Reading for Country Schools HE ONE-ROOM TEACHER —It is the busy teacher in the re- mote one-room school who finds the least opportunity to encourage and direct her ‘pupils in the reading of worth-while books. The feat of spread- ing one person’s genius over a half-dozen classes and a dozen subjects in a single school day, and keeping it up for a whole school year, strikes the layman as noth- ing short of a miracle. The school teacher, no doubt, feels herself less qualified. to encourage reading than does her city cousin, for her own train- ing has been brief, her acquaintance with her pupils is altogether too short, and she herself, raised in a rural environment where books and libraries are still scarce, has too seldom had the chance to know the golden books of childhood. Country boys and girls respond more quickly and more deeply to the influence of good books than those who live in larger communities, though this response may not be so immediately obvious. They are less demonstrative in their en- thusiasms, but even at their tasks they have time to think about the books they have read, and they are not subjected to the eternal distraction of crowds, mov- ing pictures, and corner loafing. They have less time to play and to read than rural ‘Prepared for THE JOURNAL by Mr. Joseph L. Wheeler, librarian of the Youngstown, Ohio, Public Library since 1915. Mr. Wheeler has made a special study of rural problems. He recently lived on a Vermont farm across the’ road from a _ one-room school which his children attended. During this period he served an unexpired term as a member of the Vermont Free Library Com- mission. The plan of home reading with school credit here outlined has been followed in Youngstown for the past four years, as well as in other cities. city children, and they stand all the more in need of the influence of books to feed their minds with good thoughts in the quiet of their work and while tramping INTER short for these Ohio school boys and girls who are just leaving school after having received the books for which they have been working. through the fields and woods. If people can be too practical, farmers and farm- ers’ children are so. The whole farm family shares in the planning, the anxie- ties, the pleasures, and the satisfaction of the farmer’s business, oftentimes a grim struggle for young and old. The farm child tests every new idea in a much more logical and relentless way than the The result is a narrowing of interests and a stifling of the imagination. Unfortunately, in their effort to make education of practical use, school au- . city child can realize. thorities have often given too large a place to the merely vocational, and have overlooked the much greater value of the imaginative and inspirational elements in the school courses. It is not intended to argue that Greek is more helpful in a farmer’s life than a knowledge of soils, but there is no question that even a farmer’s life can be richer and broader by having his interests aroused in child- hood te the things that are good, true, and beautiful, whether they are in the realm of fact or The function of the public library, among other things, is to see that this interest is fostered in adult life by active distribu- tion of books and by actively encourag- ing people to read them. A stimulant to Something is needed as an antidote for the narrow vision, for the deadening effect of neighborhood gossip, which farm life tends to foster among children as well as parents, and it comes best from an acquaintance with great minds and great souls. Is any textbook as powerful in its influence on a boy’s or girl’s life as some great book like Little Women, Lamb’s Tales Shake- speare, or lives of Lincoln and Roosevelt, not hastily “looked up’ at school, but read at full length at home, where the child can absorb the spirit of the book ? Such books. become a part of the very fabric of a human life, never to be torn out nor forgotten. Country schools have suffered from imagination. broader visions— from + A ame wad] HA Te aRNT [91] z “> sat a | Seer ° a ts 2 aig SR. STC edt Sh Ps SAR eT gis Spee tia eoeel A, RSE IK cae 92 THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1923 the lack of school libraries that are worthy of the name. Very few one-room schools can show any library at all, except a few second-hand textbooks. By a good library we mean a good selection of titles which have stood the test of time—books in good condition, books well-used, that is, fully and often used. Seldom is provision made for one-room schools to purchase the classics of childhood, or for either teacher or district superintendent to _ consider the question of good sup- plementary reading; and it is only recently and in a few normal schools that training is given to the teacher, either in the knowledge of chil- dren’s literature or the meth- ods for supervising and encouraging the reading of these good books by her pu- pils. The work now done by a schools will set the pace, it is to be half-dozen training hoped, for all the rest. Home reading has been left to the few scattered public libraries, with the result that in many entire counties there is no home reading at all. The time has come to make home reading a part of the school course, for two reasons: Home reading provides the practice in the first of the three R’s. The city schoolroom, and even more, the one-room school is absorbed in teaching the mechanics of reading. ‘There is no time for silent reading sufficient to give the desired practice, and pupils are simply turned out with a small degree of skill or pleas- ure in reading. More important still, looking upon the school as the training place for an entire life, school funds and the school routine may with entire jus- tice provide for this home reading, be- cause it in itself is a most powerful form of education. The teacher is in a posi- tion to suggest and direct the reading more understandingly than any librarian can, simply because she knows the pupils and is with them. Traveling libraries and reading cir- cles—In many States traveling libraries are relied upon to send books to the schools for home reading. Where this is carried out completely it is the most sensible plan for supplying the books economically, for it provides frequent ex- changes, supervision, and the physical - care of the books. But in no State is it And griefs are forgotten. More wondrous than any of “Cook’s”; It costs you but littl—your welcome is sure— Your spirits revive in the atmosphere pure Of the wonderful Country of Books. Your friends rally round you. Philosophers, soldiers, and spooks! Adventurers, heroes, and all the bright band Of poets and sages are yours to command In that wonderful Country of Books. COUNTRY OF BOOKS [From John O’London’s Weekly] This work-a-day world is so trying at times, Folks chatter and squabble like rooks! So the wise flee away to the best of all climes, Which you enter through History, Memoirs, or Rhymes, That most wonderful Country of Books. You go on a tour New heights are explored; and new banners unfurled; New joys found in all sorts of nooks— From the work-weary brain misgivings are hurled— You come back refreshed to this work-a-day world From that wonderful Country of Books. complete, and the indifferent teacher de- prives her pupil of the opportunity, as she is left to her own initiative and has none. In Virginia more than 1400 school libraries have been established within the past four years. ‘These are $40 libraries: $15 is appropriated by local school boards, $15 raised by local communities, and $10 awarded by the State board of education. The only weakness in this plan is failure to ex- change and lack of supervision. Where such a complete supply can be attached to a definite plan of home reading, to be checked up by the teacher as part of school work, nothing more can be asked. The reading circle work done in many States is also of a more or less cursory type, the selection of titles being far from satisfactory, while the proportion of pupils who report to the headquarters for a completed course is only a slight percentage of the total school enrolment. Such plans make for slow progress if we take the logical goal of “Good Reading for Every Child.” A definite plan for home reading— In some cities, towns, and districts, home reading is carried on as an integral part of the school course, with the books sup- plied as part of school equipment, credit being given when accomplished and per- centages being deducted when not done, _just as with any other part of the course. In at least one large city the home read- ing books are provided on a complete You shake by the hand Se EEE scale at the rate of one book per pupil, purchased by the school board and remaining their property. But the work of handling these books is carried on by the public library, which has the facili- ties and can do this more economically than can the school organization. The books are very carefully selected and graded, and the lists are revised each year after careful consideration by the teachers and children’s librarians. Every pupil in each grade from third to eighth is re- quired to take from the school room and read at home (not in the school) at least eight bobks, an average of one each month during the school year. No pupil may read more than one book per week. This is, in short, compulsory reading, but out of 15,000 pupils probably not a score realize that the reading is com- pulsory because: (a) each pupil has a considerable choice among titles; (b) plenty of time is given for the reading; (c) the reports which the pupil has to make are brief, oral, and informal, and simply designed to satisfy the teacher that the pupil has actually read the book; (d) the library presents to each pupil who reads ten books an attractive certifi- cate which seems to add markedly to the interest; (e) the mechanics of lending, transporting, and taking physical care of the books have been worked out by the library so carefully that teachers find this task not at all irksome, but continue to have their original enthusiasm after four years of experience, and they natu- rally direct this feeling to their pupils. The results of home reading with school credit in a number of communi- ties are so decidedly successful and the benefits to the children are so plainly important and far-reaching that this plan deserves a much wider consideration in every State and community. Plenty of emphasis has been given to “bread and butter” subjects, to the project method, to developments in many other lines, but ‘‘a book may be a greater thing than a battle,” and good books read when minds are being molded can make a more lasting impression upon the morale of a community than many other parts of the public-school course as or- ganized today. eR NI ——E 7, = ae Se oe eee ae . BY - or it th 1i- he ly on ty ad ct ler ng ad ike he 1er OI- em Vol. 12, No. 3 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 93 A State or district project— Home reading with school credit for rural schools can easily be organized as a dis- trict or county project. Full justification can be found for purchasing from regular funds a carefully selected li- brary of twenty-five books (at about $30), so that every pupil may have a few books suitable to his age, even in the small schools. Under such a scheme as is described above, this means that in the with only eight pupils, each will be re- quired to read eight books during the year, and only five or six will be suitable for his age. While this may not be highly objectionable, some should be made in case no more books one-room school provision can be purchased to have each of the four neighboring schools with dif- ferent assortments of books, and to move the collections of books from one school to another, either within the town or township or within the whole district or county. By this means, although the pupils will not have a large choice in any one year, still in three or four years they will have a choice among three or four times as many books. In some districts, where the financial authorities actually object to such an expenditure, thinking that saucepans and drinking cups are more im- portant than books, district and county supervisors have supplied encouraged local schools to raise their own funds or secure donations for the pur- chase of these books, and have also favored the plan of moving the books each year from one district to another. Booklists and information for handling such a project are available from several sources.* In the States which have “standardized” schools it is practicable to add to the requirements the possession of ‘Graded lists for grades three to eight, with prices and publishers of 240 books, can be supplied by the Youngstown Public Li- brary for five cents per set. THE BOOKS THEY CHOSE ee is a list of the twenty-five books, which the teachers and librarians chose for a one-room school. In most cases several editions of a book are on the market, and therefore a careful comparison of editions has been made with a view to combined attractiveness, durability, and economy, realizing that funds for these books in rural schools will generally be limited. The State library com- missions in each State will furnish information about more expensive editions and suggestions for purchasing. Among jobbers who can supply all the books in these editiors, in one shipment, are: Baker & Taylor, 354 Fourth Avenue, New York; H. R. Huntting, Springfield, Mass.; A. C. McClurg Company, Chicago, IIl. In th e case of two or three expensive books no other edition is available or satisfactory. The list is arranged in order of popularity by vote, and the grading is shown in parenthesis. Little Women, by Alcott (6-7). “TS” apiece yams, Ae ae aes Se Alice’s Adventures in Wonderland, and Through the Looking Glass, by Carroll (4-6) Robinson Crusoe, by Defoe (4-6).... Adventures of Tom Sawyer, by Twain (y-m). Bewmeslied: .vciusnkiiveous... Treasure Island, by Stevenson (6-8).. Boys’ Life of Abraham Lincoln, by Nicolay (7-8) Jungle Book, by Kipling (5-7)....... Fairy Tales, by Andersen (4-6)...... Fables, by AEsop (2-3)............... Merry Adventures of Robin Hood, by Pyle (6-8) (An abridgment—Some Merry Adven- tures, Scribner, can be had for .75) Child’s Garden of Verses, by Steven- son (2-3) by Lamb Tales from Shakespeare, (6-8) Arabian Nights Entertainments (5-7) Boys’ King Arthur, by Malory (7-8). Story of Mankind, by Van Loon (6-8) Rebecca of Sunnybrook Farm, by Wiggin (6-8) Home Book of Verse for Young Folks, by Stevenson (6-8)................ Christmas Carol, by Dickens (7-9)... Rip Van Winkle, by Irving (6-7)..... Mother Goose (Welch’s Book of Nur- eery -Risypemes) (E895 ons. s ss 5 aes Hans Brinker, by Dodge (5-7)........ Boys’ Life of Theodore Roosevelt, by Hagedorn (7-8) Wonder Book, by Hawthorne (4-6).. Wild Animals I Have Known, by Seton (6-8) Heidi, by Spyri (3-6)................- Little, Jacobse ....... McKay ..... Brown $1.50 1.50 1.50 Harper ...... | 200 McKay ..... 1.50 Century ..... 1.75 Doubleday 1.90 FOC s6ci0s (TO Ginn .. Scribner ..... Uiceess .60 3-50 Lippincott ... 75 FAOEDET 22s ccc 1.60 Harper ...... 1.60 Scribner 2.00 Macmillan ... 2.00 Grosset ..... .75 Ta 2.75 BOGCMAY ...:. ts SION c Sadako 2.00 PIeet ...s... 75 Scribner 1.00 Harper 1.00 jacoees ...... 1.50 Grosset ..... 1.00 SN dees os .68 a well-selected school library, and to specify some plan whereby the pupils will have to use the books systematically. A number of States have such a require- ment and have supplemented this with a list of recommended books which can be purchased locally. It is de- sirable that this be carried a further that the selection of the few titles that step and can be afforded be even more carefully supervised, and that school credit be given for ‘the home reading. In Vermont arrangements are now being made for the State Library Commission to present a certificate to every school pupil who reads the required number of books, evidence of such reading be- ing kept on printed slips sup- plied to the Dis- individual schools schools. tricts and are being encouraged to undertake homme reading and to purchase the books either from regular funds or from raised by entertain- ments and the like. The Rotary Club of Rutland has made plans to present awards money for the reading of good books. A shelf of books for the one-room school—Last sum- mer a vote was taken among school a great number of teachers and also among a large number of expert chil- the best twenty-five books for a country The list is The selection dren’s librarians as to school. appended. represents no single publisher nor viewpoint, but rather a consensus of men and women who are in the best position to know the books and the Votes of pupils themselves, in various locali- children. ties, have given practically the same results. It is in- teresting to note that al- .- though informational books included in the original lists of one hundred books from which to choose, vet the final result includes only two biographies and one history. Any booklist may be dis- and criticized from many viewpoints. teachers many were cussed There are and librarians, in- cluding those who know farm life, who would wish to include books relating to country life and to the school course. Surely the joy and pleasure which a coun- try child might have in tramping through the woods and seeing and recognizing GEE EIS 0 pe tee - a iW 94 THE JourRNAL OF THE NaTIONAL EpucaTIoNn ASSOCIATION trees, flowers, birds, and lovely scenes, can be greatly increased through reading nature books. But if it were a question between a good bird book and Miss Al- cott’s Little Women it is not difficult to imagine which of the two would be of the greatest life value to any boy or girl. Better to know Meg and Jo than the woodpecker and the oriole; better for a boy to steep his mind in the Arabian Nights than to study a book on building stepladders and chicken coops. It is no wonder that without any particular sug- gestion the many hundreds of people who voted finally selected the books which have come to be known as the classics of childhood and which will doubtless be equally favorites a generation hence. Only one book, The Story of Mankind, is a recent publication, and that book was awarded the Newberry medal as the best children’s book written in 1921. The dictionary, the atlas, and the Bible were excluded, as it was taken for granted that these would be in every country schoolhouse. The object of this article is not to urge any particular selection of books, even so excellent a one as this, but to suggest a plan whereby schools will possess a good collection and then insure that every pupil will read the books at home as a school requirement and not merely as a pastime. Libraries in Education HERE used to be a _ tradition— probably started by some one who was too lazy to read—that a reader of books was more than likely not to be a doer of deeds. One needs but to call the roll of modern statesmen and men of affairs to prove the contrary—that the person whose intellectual contacts are broad and whose mental life is sharpened by the great world of print, is thereby more surely in a position to deal force- fully and judiciously with the tasks of our complex life. Civilization and the use of print have extended together, each depending upon the other. From being the luxury of the privileged few the power to read has become the necessary tool of the many. The school accom- plishes nothing more significant than to put our people into possession of this tool. That achievement imperfectly per- formed seems to be costing the United States about a billion dollars per year— approximately ten dollars per capita. A billion dollars for schools which create high purpose and lay foundations for intelligent living and only about twenty millions for public libraries! These are the facts—ten dollars to lay foundations; twenty cents to build the superstructure! But there is promise of a better day. Whether the result of the large part books played in the war, whether a con- sequence of the publicity of the enlarged program of the American Library As- sociation, or whether a feature of the quickened intellectual life that seems to characterize the post-war psychosis, li- braries promise to have unusual develop- ment. There has been constructive legislation—the kind of legislation that looks to the library as the servant of all the people. There has been wholesome extension of the activities of existing li- braries. There has been enlargement of the conception of the place of the library in our life. The Library Department of the Na- tional Education Association and the American Library Association have adopted the following standards of li- brary development: 1. All pupils in both elementary and secondary schools should have ready access to books to the end that they may be trained: (a) to love to read that which is worth while; (4) to supple- ment their school studies by the use of books other than textbooks; (c) to use reference books easily and effectively; (d) to use intelligently both the school library and the public library. 2. Every secondary school should have a trained librarian, and every elementary school should have trained library service. 3. Trained librarians should have the same status as teachers or heads of de- partments of equal training and ex- perience. 4. Every school that provides train- ing for teachers should require a course in the use of books and libraries and a course on the best literature for children. 5. Every State should provide for the supervision of school libraries and for the certification of school librarians. 6. The public library should be rec- ognized as a necessary part of public instruction and should be as liberally supported by tax as are the public schools, and for the same reasons. 7. The school system that does not make liberal provision for training in the use of libraries fails to do its full duty in the way of revealing to all future cit- izens the opportunity to know and to use the resources of the public library as a means of education. ——$—$—— HAT A COUNTY LIBRARY will do for North Dakota—1. Give equal read- ing facilities to every man, woman, and child in North Dakota. 2. Stimulate the library movement and reading habit in the State as nothing else can do. , 3. Make every library already established render greater service. 4. Create libraries in county seat towns now without them. 5. Stimulate the establishment of a library in every town of North Dakota. 3 6. Place a deposit of books in every hamlet of the State. 7. Send books in answer to letter or tele- phone by parcel post to the most isolated per- son in the county. 8. Lend books to all residents of the county on the same conditions as to residents of the town in which the library is located. 9. Make rural life more desirable, espe- cially to young people. 10. Increase the value of property. 11. Attract homeseekers -to increase the population. 12. Promote business and industrial enter- prises. 13. Give the same reading advantages to the country child which are now enjoyed by the city child. 14. Supplement the public school course of study with material for general reading and reference. 15. Provide a book to a child suited to his grade in every schoolroom of North Dakota. 16. Create a generation of readers of the children now passing through the public schools of the State. 17. Raise the standard of appreciation of the later studies of students in our schools of higher education because of opportunity for a foundation of general reading. 18. Supply the demand for books whic the schools create. : 19. Give people something to read after they have been taught how to read. 20. Offer opportunity to continue educa- tion after leaving school. 21. Stimulate home education. 22. Aid study clubs. 23. Provide adequate reference material. 24. Develop greater community _ intelli- gence. 25. Bring thousands of dollars more money for library buildings into the State than ever can be had without a county law. 26. Give a county building to county seat towns too small to have them under the municipal plan. 27. Provide more efficient library service in the most economical way possible. 28. Save duplicating many of the expen- sive reference books. 29. Give county supervision of libraries which naturally follows county supervision of schools. 30. Supplement the work of all other county agencies with literature. 31. Give to each county as good a library as the State Library Commission now pro- vides for the State as a whole. 32. Add North Dakota to the twenty-five progressive States in the Union now oper- ating under the county library system. 33. Place North Dakota on the library map of the United States—Mary Elizabeth Dow- ney, librarian and director, North Dakota Library Commission, Bismarck. March, 1923 ~ le- T- ty he ota. the plic of ; of for lich fter ica- ial. elli- oney ever seat the rvice pen- aries ision other yrary pro- -five oper- map Dow- akota — a ~ ' i Vol. 12, No.3 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Know America— I he White House Wee) A cari. , TOL represents democracy so the White House stands for the social and the political leader- ship of the Nation. No political leader outstrips the President; no social leaders can successfully compete with the Presi- dent and “the first lady of the land.” The home of the presidents, or the White House as for decades it was un- officially called until President Roosevelt made the title official, holds a tender place in the hearts of true Americans. Whether one considers the White House sufficiently imposing to house the highest executive of our Republic mat- ters little. We do not have to go to Europe to find palaces far more impres- sive, outside and in, for many homes of American millionaires combine the lux- ury and invention of today with the art of centuries, vaunting no crude display of wealth but combining utility with aestheticism, upon which Ruskin says the value of architecture depends. ‘The White House also possesses both these qualities. In The Future in America H. G. Wells writes, “I was mightily pleased by the White House; it is digni- fied and simple.”” And so many find it. Though George Washington was never an occupant of the White House, he took a vivid interest in its archi- tectural plans and was present when the corner-stone was laid in 1792. This, the first public building to be erected in Washington, was modelled after the palace of the Duke of Lenister in Dublin by the architect James Hoban, of Charleston, South Carolina. In 1800, Mr. and Mrs. Adams moved into a most unfinished home, as Mrs. Adams’ letters show. Not a single suite fin- ished, the principal stairs not built, no bells, no cut firewood—and the new plaster in need of drying! ‘To add to the dampness the clothes had to be dried in the largest room, the East Room, for there was neither fence nor yard. Prim- itive conditions, it is true, and only a century ago! The White House was set on fire by ‘Prepared for THe Journat by the Di- vision of Publications of the National Educa- tion Association. the British in 1814, and while it was be- ing repaired President and Mrs. Madison moved to the Octagon House on New York Avenue and Eighteenth Street, the home of John Tayloe, famous for his lavish hospitality. In three years it was rebuilt and renovated at a cost of $300,000, and on January 1, 1818, Pres- ident and Mrs. Monroe held in it the first New Year’s reception. Small ap- propriations were granted by Congress to Adams, Van Buren, and Johnson for repairing, refurnishing, and redecorating the mansion. In Jackson’s administra- tion, the north portico was added; in Roosevelt’s half a million dollars was spent on improvements; the executive offices were built, the west side terraced, the conservatory removed from the grounds, and the state dining room en- larged and refurnished. Today the building has cost approximately one and a half million dollars. Built of Virginia freestone, quarried at Rock Creek, and painted white, the White House stands surrounded by trees and shrubs, a pleasing sight, either by night or day, to passersby. Felix Klein, visiting America in 1905, commented on the calmness and harmony of Washing- ton: “There is something of Versailles in the great avenues which spread out in every direction from the Capitol to the boundaries of the city ; and something of the Champs Elysées in the splendid squares which lie on one side of the little Executive Mansion with _ its columns, while on the other side, beyond artificial ponds and gardens, the view stretches out in distant perspective to the Washington monument.” A _ semi- circular driveway encircles the front of the White House; at the rear the grounds, covering eighty acres, fall away. to the South. On this magnificent stretch of lawn thousands of happy chil- dren on Easter Monday roll colored eggs while cries of childish glee mingle with the airs played by the Marine Band. The brilliant colors of the tulips and crocuses are eclipsed for the time being by the dainty apparel of the little folk who come and go with their at- tendants until sunset. No room of the White House is better known than the East Room with its elaborate ceiling, beautiful inlaid floor, marble mantels, tall mirrors, and crystal chandeliers, for its capacious floor space provides for the gorgeous assemblage that graces a state reception. The Ionic foliage and flowers from the White House conservatory make an effective background, and the soft strains of music are so drowned in the hum of voices that we agree with Henry James that Washington is indeed the “City of Conversation.” Three other rooms are very well known, the Blue Room, the Green Room, and the Red Room, named for the color of their furnishings. Adjoin- ing the East Room is the Green Room, small but attractive with ivory tinted woodwork outlined in gilt. It contains the beaded tapestry, the gift of the Emperor of Austria to Mrs. Grant, and the portraits of Mrs. Harrison, Mrs. Hayes, Mrs. Polk, the second Mrs. Tyler, and the wife of Major Van Buren. The Blue Room, oval in shape, is designed in pale blue and gold. The gold mantel clock was the gift to Presi- dent Washington of Lafayette from Napoleon. The Red Room, furnished in Pompeian red, is most homelike, with more pictures and furniture and orna- ments than the other rooms _ possess. Seven portraits of Presidents are hung on the walls, and the corridor from which these rooms open contains others, each rétiring President being supposed to leave his portrait. The state dining room in Colonial style seats from seventy to eighty guests, but over ninety have been seated at the crescent table. ‘Trophies of the chase, gifts of President Roosevelt, and a hand- some Gobelin tapestry adorn the walls. A pleasing effect is obtained from the lights of the innumerable candelabra flashing on the White House cut glass. Each piece of this set, numbering over five hundred, bears the coat of arms of the United States. The dinner services which each mistress of the White House has contributed express the periods of popular taste. Samples of these services are exhibited in cabinets in the long east corridor. Although the White House is a governmental institution, well equipped and in good running order, its manage- ment is no slight task. The wife of each incoming president is at liberty to make whatever changes she desires, but fortunately for the occupants few are necessary, since the slightest innovation is heralded by eager reporters as news value. When Mrs. Taft installed col- ored footmen in livery, she was criticized for it, but subsequent mistresses of the White House have not only approved of this innovation but of several others she made, such as the substitution of a house- various 96 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March . 1923 feet wide and eighty feet long. HE EAST ROOM < is the only official apartment of the White House visible to the public without special request. A . was ie ae This beautiful reception room is forty keeper for a steward. In January the White House police appeared in new uni- forms, navy blue trimmed in gold. ‘The six cooks, employed when Mrs. Wilson presided—all of Swedish descent—were retained by Mrs. Harding. Equally with innovations in manage- ment, have presidential allowances come in for their share of criticism. Records show that when John Quincy Adams bought a mirror, for which he paid all of $36, such an outcry was raised against the extravagance that he paid for it him- self. Buchanan was censured for charg- ing to the Government the expenses of the Prince of Wales’ trip to Mt. Vernon. Gradually the public has be- come used to the increasing number of perquisites that fall to the lot of Amer- ica’s highest executive. All formal hospitalities at the Execu- tive Mansion occur during the official social season—New Year’s Day to Ash Wednesday. The splendid functions at the White House last winter were all the more welcome after the long period when they were missing from the Capi- tal’s social life. There was no New Year’s reception this year on account of Mrs. Harding’s slow recovery from her illness in the fall, an illness which was a severe blow to the social program that had been planned. In the days of Jefferson, instead of New Year’s, the Fourth of July was people’s day at the White House. .The President then reviewed from the portico the militia which proceeded to the Capi- tol where the Declaration of Independ- ence was read by the orator of the day. This public reception on the Fourth went out of existence soon after Grant established the custom of taking a sum- mer home—a wise custom, for July and August bring days of oppressive heat when even the cool breezes from the Potomac fail to make the city bearable. In describing this historic mansion we the effective use of trees and shrubs. find ourselves in the predicament of the young lady who “couldn’t see the man for the car.”’ Its present and former occupants obscure the building; reminis- ' cences of famous people interpose, Tender memories cling to the rooms where once the brilliant and popular Dolly Madison presided. We see again Jefferson in faded suit, worn slippers, and yarn stockings; Jackson with his long pipe with bowl of red clay; Lincoln reading by the open fireplace after a hard day’s work; Wilson sitting up in bed with his old gray sweater thrown across his shoulders receiving the King of Belgium. We hear again Teddy’s “Delighted to see you” and the hearty laugh of President Taft. And _in- cidentally we recall the feats of social leadership: accomplished by Mrs. Taft and Mrs. Harding. Like other old the White House has had its quota of weddings, funerals, and births, and probably more than its Garfield, after his assassination, lingered for weeks gravely ill. Harrison and Taylor died here, "as did President Tyler’s wife, Willie Lincoln, Mrs. Grant’s father, Mrs. Benjamin Harrison, and the first Mrs. Wilson. ‘The weddings are fully as numerous; we might mention the first one, that of Maria Monroe in 1820, Nellie Grant’s in the East Room, and President Cleveland’s, which took place in the Blue Room, as events of social magnitude. houses, share of sickness. HE SOUTH side of the White House and grounds in the foreground show Five blocks north on Sixteenth Street, the tree-lined “Avenue of the Presidents,’ is the headquarters of the National Education Association. Be enn | a ee _ —— ———— e how reet, onal Vol. 12,No.3 The Junior LMOST UNIVER- SALLY the new educational gos- pel has con- quered the world. Educa- tion through ac- tion, learning by doing, training the will and the emotions along with the memory and the reason, group enterprise, association for mutual aid, extension of contacts beyond the school to the community and to man- kind—these are the watchwords of edu- cation today. No one denies the value of these principles. The problem lies in their application. In the first place, such a program de- mands more of the teacher than the old routine. To lead a flock of acquiescent minds over the old paths of memory and discipline, or to send them out on ex- plorations of their own, hear their reports, reconcile the conflicts, help them to see the way clearly for themselves— which is the more exacting task? And not merely with the individual child, but in proportion as the contacts within the group become more numerous the task becomes greater. The second difficulty, the lack of tools, is even greater. One must think here not of the well-equipped school in the prosperous community, but of the average school. What window does it possess looking out upon the world? What chance is there for it to obtain the necessary tools with which to make ef- fective a program of activities related to its community ? In the third place, there is the lack of any definite program. ‘Teachers are drilled today in the essentials of educa- tion, in educational methods, in the his- tory of the subject; and they are then assigned to a school without the slightest attempt to inform them of the great social institutions surrounding the school, affecting the child’s life, and offering the very program which the school needs to make its concrete contribution to the life of the community. When therefore the Junior Red Cross knocks at the door of the little red schoolhouse and asks for admission, it is no wonder that the answer is: “We are “Prepared by Mr. H. N. MacCracken, President of Vassar College, Poughkeepsie, New York. Red Cross’ too busy; we cannot add another item to our crowded program. We have no time to raise funds. We cannot admit an alien organization to control school life in any way.” But the easily Red Cross is not so It knows that its entrance into school life does not mean adding to the burdens of the overtaxed school teacher. On _ the means lightening them. Let us take up in turn the three diff- culties in the introduction of modern method. ‘The first that the teacher is under severer demand than in the old instruction by But Junior discouraged. contrary, it point is memory. JUNIOR RED CROSSE, January 1926 sNEWS | gf : what if there came to the teacher’s aid every month a magazine filled with sug- gestions of how to accomplish this very task, a magazine which gave to the chil- dren the help and counsel which the teacher must supply? Would it not re- duce, rather than add to, the teacher’s problem? And suppose such a maga- zine brought happiness into the school- room! The happiness of making more friends every month, the happiness of doing something all together, the happi- ness of helping Old Mother Earth to take care of some of her lost children. Suppose it kept even one restless mind, intent usually on mischief, absorbed the world’s great adventure of ‘steering the old bark Civilization through the roughest sea it has ever encountered ; would not that one aid to the tired teacher make it welcome? Yet that is what the Junior Red Cross Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 97 tries to do. Give it an opportunity, see if it does not help you to tide over some of the day’s tedium, to bring more light through school-windows into the dull believe that it will. I believe that the consciousness in yourself that you are a co-worker in the great army of mercy, helping to bring the gether instead of building barricades for future fights, will help you in moments of discouragement. Remember that the Junior Red Cross is yours, is nothing but another name. Some of your impulses and wishes for a better world are crystallized by it into concrete action. Or take the second objection to the modern type of school work, the lack of tools. Here again the magazine of the Junior Red Cross comes to your aid. It is a tool of the highest quality, pre- pared by teachers for teachers. Put the magazine into the children’s hands with- out fear. good teacher ; room. | that you are world closer to- also you under No taint of commercialism, kind, mars its pages; it is free from propaganda. It brings to the children the knowl- edge that they can themselves carry on the work of bringing happiness to every- body and that it is better to learn how do this well, and how to do it all together than to go blundering about by one’s self making mistakes and getting things all Use the magazine, use the Red Cross as your tool in fitting the new education into your school life and you will find the effort is well spent. And finally, the program. Suppose the Good Samaritan sat down and told the children stories of life across the sea, of children in many countries, of won- derful things remaining to be done in this world before it is really fit for children to live in, of things that the children themselves could do to help; what then? Would you say, there is no program? Yet that is what the Junior Red Cross offers. It is a spirit of help- fulness and hope; a tool of skill and accuracy, adjusted to need; but most of all, a program of action, to serve as a laboratory in which children can learn not only the what, but also the how and the why. It offers no theoretical pro- gram, either. It tells what other schools are doing and have done. Its teaches not only practical things civics and geography, arithmetic, and bookkeeping. Most of all it teaches ethics and good morals. The Red Cross no self-seeking of any wrong. work but itis a is a key that unlocks many doors; call that stirs many hearts. for the asking. It is yours 98 THE JouRNAL OF THE NATIONAL EpucCATION ASSOCIATION March, 1923 Europe and the World Con- ference on Education Cuarves H. WILiiaMs? Director of University Extension, University of Missouri Columbia, Missouri N THE first day of last September, the executive committee of the National Union of Teachers of England and Wales, representing nearly 120,000 members, requested me to convey to the teachers of America their greetings and good wishes. Moreover, the ministry of education of Belgium requested me to bring to the teachers of the United States the sincere thanks both of the teachers and the children of Belgium for the timely aid extended by the teachers of America toward the suffering chil- dren of that stricken country. Many leaders in education both in Czecko- slovakia and in France expressed similar sentiments, and finally a number of teachers in Germany—men standing high in the teaching profession of that country—earnestly requested me to tell the teachers of America that in spite of the great war, the teachers of Ger- many bear no ill will toward the teach- ers of this country and that they sin- cerely hope that the friendly relations in existence before the war will soon be fully reéstablished. Teachers present at the sessions of the National Education Association at Bos- ton, last July, will remember the excel- lent report made by Superintendent Augustus O. Thomas, of Augusta, Maine, chairman of the Committee on Foreign Relations, recommending that a World Conference on Education be called for 1923. They will also re- member the enthusiastic spirit with which the report was received and the fact that the Committee was unan- imously authorized to invite the leading teachers’ organizations of the various countries of the world and the min- istries of education of all countries with which the United States has diplo- matic relations to send delegates to such a conference. It has now been decided that this meeting will be held at Oak- land, California, in connection with the annual meeting of the National Educa- tion Association, that it shall begin one week before the meeting of the National 1Mr. Williams, who is a member of the Com- mittee of Foreign Relations of the National Edu- cation Association, has recently returned from a trip to Europe in the interest of the Association’s World Conference on Education. Education Association, and shall con- tinue to hold special sessions during the week of that meeting, thus lasting for a period of two weeks and affording ample opportunity for teachers attend- ing the meeting of the National Educa- tion Association to visit sessions of the World Conference. Several important results may confidently be expected from such a meeting. In the first place, it will afford op- portunity for the organization of an international association of teachers. There have been several attempts in the past to organize such an international association, particularly in western Europe, but none of these attempts have been successful, and the opportunity still remains for the inauguration of an active, world-wide organization of this kind. Another object which may be ac- complished is the establishment of a world bureau for research and exchange of material in the field of educational literature and methods. A number of organizations now exist which serve to facilitate codperation along these lines among the various countries of the world, but none of them possess the world-wide scope needed. Undoubtedly adequate means for the exchange of educational periodicals, of new methods, and of educational ideas in general would prove of great service to all teachers. Another result which might well come from such a meeting consists in the more rapid extension of educational facilities to the backward peoples of the world. The leading educators, as well as representatives of the ministries of these countries coming into immediate contact with representatives of those countries in which education is most fully developed, might well go back to their homes thoroughly imbued with the idea of making education more nearly universal. Finally, even at the present moment, when the war clouds are hanging low over Europe, the teachers of America can show their interest in the peace of the world by extending such an invita- tion of friendship to the teachers of other countries and by advocating in the World Conference that it is the solemn duty of teachers throughout the world to inculcate in the minds of their pupils ideals of peace and friendship toward all peoples. War is the most terrible scourge with which the human race js afflicted, and it is only through ideals firmly established in the minds and hearts of the coming generation that it can be banished from the earth. I left the United States in the month of August equipped with letters of in- troduction from President William B, Owen, Superintendent A. O. Thomas, Secretary J. W. Crabtree, and Commis- sioner John J. Tigert, all setting forth the object of my mission. These letters of introduction were a certain passport to interviews with leading educators and with members of the ministries of every country visited. I landed in England late in August and went immediately to London, where President W. G. Cove, of the National Union of Teachers of England and Wales, had called a special conference of the executive committee of that organization. ‘This body of men and women, consisting of «bout fifty prominent teachers from all parts of England and Wales, listened most attentively to the proposal for such a world conference and unanimously as- sured me of their interest, promising that their organization would send its full quota of delegates when the proper time arrived. I was further told by the secretary of the meeting that the Na- tional Union had recently received two invitations from European countries to attend proposed meetings of a similar nature, to be held on the continent, but that in view of the invitation from the United States, they would decline those proposals and bend all their energies toward making the meeting in America a pronounced success. I received sim- ilar assurances of support from the Registration Council, which embraces representatives from all teachers’ organ- izations of England, and I found much interest existing in a number of smaller organizations of teachers. Prominent officials in the English ministry of edu- cation told me that in spite of the fact that an imperial conference on educa- tion, consisting of representatives from England and from all of the colonies had been called in London for the same time as our proposed conference, and although this would probably prevent the sending of delegates from the min- istry itself, still the English government i Se OF UD eee eee n s per the Na- two Tries ilar but the hose gies rica sim- the races gan- nuch aller inent edu- fact dJuca- from onies same and event min- ment Vol. 12, No. 3 ea ae would follow the proceedings of the World Conference with great interest. In Belgium, also, a most sympathetic interest prevailed, both on the part of teachers with whom I talked and on the part of the ministry of education. The members of the ministry made inquiries as to the exact objects of the conference, expressed itself as being heartily in ac- cord with the proposal, and gave the fullest assurance that delegates would in all probability be sent by the Belgian government. I believe the teachers of Belgium will be represented in spite of the poverty which exists among them as a result of the war and in spite of their lack of a unitary organization embrac- ing all grades and ranks of teachers. In Germany, I found the greatest in- terest on the part of university profes- sors. Many of these men had been to America in the days before the war and a number of them spoke English flu- ently. There is also considerable in- terest among secondary and elementary teachers, in spite of the disorganization which exists in their ranks as a result of the war and in spite of the utterly inadequate salaries paid teachers in all grades of work, owing to the continued fall of the value of the mark and to the inability of the teachers to secure cor- responding increases in salary. The salary situation is lamentable in the extreme. One of the leaders in education, a man occupying an im- portant position volunteered the infor- mation that his salary at that time was only 200,000 marks per year. As marks were then selling at approximately six- teen hundred (1,600) to the dollar, it will be seen that his annual salary in American money was about $125. The purchasing power of this money was considerably greater than in the United States, owing to lower prices in Ger- many, but at best, it would not buy more than what five or six hundred dollars would buy in this country. You can readily understand the hardships under which German teachers labor when a man in a leading position must support himself and his family on such an amount or do other work outside of school hours in order to supply the barest necessities. Under these circum- stances, German teachers may be un- able to afford to send representatives to our conference. However, they told me that if they could not afford the nec- essary amount to send delegates across the ocean, they would be glad to select to represent them some German teacher who might chance to be in America. I did not attempt to see the German ministry of education, owing to the great opposition among the teachers of both England and Belgium to the idea of entering a conference along with representatives of the German govern- ment. Great antagonisms still exist in the European countries and so pro- nounced is the feeling of Belgium, Eng- land, and France that it is doubtful whether the teachers of those countries would incur the expense necessary to send delegates to the conference in America if they knew that the German government would be officially repre- sented there. In Czeckoslovakia, I found a different state of affairs from that existing in Germany. In this little country the value of the kronen, their monetary unit, has for months been steadily advancing, so that the teachers are able to live upon their salaries. Indeed, there has been a great revival in education throughout Czeckoslovakia since the fall of the Austrian Empire in 1918 and since the inauguration of the present government under President Masaryk. Under the Austrian regime, education had greatly declined throughout the provinces now included in Czeckoslovakia. Under the present government, which is modeled in considerable part upon that of the United States, every encouragement has been given to education. At present, except in the small province of Sub- Carpathian-Russia, the easternmost part of the Republic, sufficient opportunities are provided for all children to se- cure a good elementary education. Even in Sub-Carpathian-Russia elementary schools have now been established for at least nine-tenths of the children. The government of this new country deserves great credit for its reforms in the field of education and the great interest on the part of the teachers and on the part of the ministry of education. I believe that the government will arrange for full representation at the conference and that the teachers will send at least one delegate. In France the idea of a world confer- ence was quite as enthusiastically re- ceived as in the other countries. I had several long conversations with the lead- ers in the ministry of education and met numerous other men of importance in the educational affairs of Paris and of France. Everywhere they assured me that the French government and the French teachers would be glad to send their full quota of delegates. The officials of the city of Paris to which I THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 99 had not been authorized to extend an invitation to send delegates, particularly requested that I take up with the Com- mittee on Foreign Relations the matter of allowing the teachers of that city at least one representative of their own, apart from the representatives of the entire body of teachers of France. Many reports which I received in- directly from other countries in Europe, especially from Sweden and Denmark, indicate that those countries will be glad to participate; reports which have come to me indirectly from several countries of South America and from Japan in- dicate that representatives will be pres- ent from those countries as well. A letter from the president of the Teach- ers’ Association of Chile informs me that he has been appointed a special representative of the government of Chile to the Conference and that he will be present at the meeting next summer. Every indication at the present time is that the Conference will be highly successful and that much will be accomplished in the direction of the unification of the teachers of the world, in the cause of universal education and in the establishment of peace and good- will among the nations of the earth. MAN is the part he plays among his fellows. He is not isolated; he cannot be. His life is made up of the relations he bears to others—is made or marred by those relations, guided by them, judged by them, expressed in them. There is nothing else upon which he can. spend his spirit—nothing else that we can see. It is by these he gets his spiritual growth; it is by these we see his character revealed, his purpose, and his gifts. Some play with a certain natural passion, an unstudied directness, without grace, without modulation, with no study of the masters or consciousness of the pervading spirit of the plot; others give all their thought to their costume and think only of the audience; a few act as those who have mastered the se- crets of a serious art, with deliberate subordination of themselves to the great end and motive of the play, spending themselves like good servants, indulging no wilfulness, obtruding no eccentricity, lending heart and tone and gesture to the perfect progress of the action. These have “found themselves,” and have all the ease of a perfect adjustment.—From Woodrow Wilson’s When a Man Comes to Himself. 100 The Journal of the National Education Association Published monthly except July and August by the National Education Association of the U nited States. President, William Bishop Owen Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- pertments 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 goa ge of the $2.00 member- zhip, 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 tage pro- vided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff Harold A. Allan Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C, Education and Commerce T is gratifying to note the active in- terest in education taken by Secretary Herbert C. Hoover, as shown by his public utterances and by his service as president of the American Child Health Association. Mr. Hoover’s service in this field is prompted by the same hu- manitarian spirit that has made him the world’s greatest leader of the forces of relief. In view, Mr. Hoover’s official position, it is not amiss to point out here some of the relations of education and commerce. Both are measures of civilization. Commerce depends upon two kinds of investment, of which education is one. For a great commerce there must be large capital invested in buildings, in machines, in raw materials, and in trans- portation. Without education there would not be the intelligence to create the machines, to operate them, and to distribute the finished product. It is no mere accident that those States which rank highest in the development of their school systems and which were also ranked highest in intelligence by the army tests show the greatest economic productivity as measured by the per capita value of their foreign crops and manufactured products. Intelligence and the ability to produce efficiently have al- ways gone hand in hand, and the rela- tionship may be observed in the lives of however, of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION States and nations as well as in the lives of individuals. Modern statesmanship therefore looks upon money spent for education not as capital dissipated, but as capital used in the most productive way. ‘The more we give our children in education and in the health and effectiveness that proper edu- cation implies, the more surely will they be able to create their own working capital. No amount of money left to the children of this generation can possibly take the place of an adequate foundation in education. In another sense commerce depends upon education. “The educated man is a better consumer than the uneducated man. He consumes more goods and better goods than his ignorant neighbor. He buys with more regularity and cer- tainty. Barring money received by in- heritance, people are able to buy in pro- portion as they are able to produce. It is obvious, therefore, that commerce can penetrate to the various sections of a nation and to the various nations of the world only in proportion as education has preceded it. If it were possible to measure the amount of goods consumed by groups of people ranging in intelli- gence all the way from the savage tribes of Africa to the most cultured people, it would be discovered that their ability to use the products of civilization depends directly upon the amount of education they have received. The problems of commerce are there- fore the probems of education. If com- merce wishes intelligent workers it must pay the price of training them for voca- tional effectiveness. If it wishes intelli- gent consumers it must pay the price of spreading appreciation of the finer and better things of civilized life. Training Teachers in Ethics HE DESIRE to merit and command public approval by high standards of personal and professional conduct is strong among teachers generally. It is especially ‘strong among teachers who have been working in the profession for some time and who expect to make it a life career. Those who most desire and need instruction in their professional relationships are the new recruits. For them codes of ethics, based on the knowl- edge and ideals of the more experienced group in the profession, are especially valuable. It is important for every member of the profession to understand the reasons that lie back of the rules of professional conduct as well as the rules March, 1923 themselves. Since THE JOURNAL be- gan publishing the codes of the various State associations, it has come to light that frequently, after these codes have been worked out and adopted, no sys- tematic effort has been made to dis- tribute them to members of the profession in attractive and permanent form or to bring them to the attention of teachers in training. It is evident that in this matter the profession of teaching is far less systematic and thorough than are the professions of law and medicine. In an effort to learn the trend of prac- tice in teacher-training institutions with reference to the teaching of professional ethics THE JOURNAL addressed inquiries to heads of representative institutions, The following are among the replies: College of William and Mary—The paramount duty of teacher to pupils is the keynote of all of our classes in edu- cation; while the ethics of official, com- munity, and professional relations and of personal and professional growth and standards is the subject of several distinct lectures in a required course in school management.—J. A. C. Chandler, presi- dent. Colorado State Teachers College, Greeley—We do not “read” a code to our students or “tell’’ them how to be professional, but by being professional in all our dealings with each other we show them practical professional ethics.—J. G. Crabbe, president. Illinois State Normal University, Normal—The teacher’s relations, out of which grows his code of professional ethics, is a frequent topic of discussion in our general assembly and a component part of our course in school manage- ment.—David Felmley, president. Indiana State Normal School, Terre Haute—We have not yet definitely for- mulated a statement Our whole system of teacher-training is shot through with the thought that the teacher must be faithful to his task, which means giving whole-hearted and of ethics. big service to the pupils under his direc- tion. Our philosophy may be summed up in the statement that every graduate and former student should do his work so that he need not be ashamed.—Lin- naeus N. Hines, president. New York State College for Teach- ers, Albany—The New York State Col- lege for Teachers offers a distinct course in professional ethics, devoting approx- imately fifteen class periods to the sub- ject. Our catalogue statement reads as follows: Professional ethics — character he ict rre or- Jur hot the ind rec- ned ate ork An- ich- ol- irse “OX- sub- cter ae ns -_- Vol. 12, No. 3 of the teaching service, the teacher’s obli- gations and professional relations, stand- ards of preparation and growth in service.—A. R. Brubacher, president. Rhode Island College of Education, Providence—A twenty-hour course in professional ethics is required of all junior students. An advanced course of the same length is required in the last We use Drake’s Problems of Conduct as a basis, and much additional material from various sources.—John L. Alger, presi- dent. State School, Massachusetts—A committee of the State Normal School ; Massachusetts has prepared a code of year of the four-year course. Normal Bridgewater, Association of professional ethics. It is now being printed for the use of the schools.— Arthur C. Boyden, principal. State Normal School, Indiana, Penn- sylvania—Professional ethics are par- ticularly stressed in educational sociol- ogy, practice teaching, and in addresses by faculty members to the student body—John A. H. Keith, principal. State Normal School, Cheney, Wash- ington—We are following the plan of urging upon our students the necessity of continuing to grow in professional work in order to be able to render the N. D. Showalter, pres- largest service. ident. State Teachers College, San Diego, California—The State Teachers Col- lege of San Diego concludes its course in school law and school administration, re- quired of all students, with a discussion of the problem of a code of professional ethics for teachers——Edward L. Hardy, president. State Teachers College, San Jose, Cali- fornia—We do not require a public and formal obligation of professional ethics on the part of our students, but the ethics of the profession are stressed in our educational courses, especially those in the history of education, administra- tion and school law, and principles of education —-W. W. Kemp, president. Winona State Teachers College, Wi- nona, Minnesota—At Winona the pres- ident meets all seniors weekly for the year for the consideration of many miscellaneous matters, including the teacher's professional obligations. A well-formulated National Education Association code of ethics would be wel- come.—Guy E. Maxwell, president. Yale University—In the Graduate Department of Education professional ethics is made a part of instruction at [He JOURNAL OF THE NaTIONAL EpucaTion AssoclATION re ee ee ERVICE TO STUDENTS, to as- sociates, to superiors, to those in the ranks of humanity—sincere, sympathetic devoted service to all. This is the ideal, which according to thousands of teachers and students who have known his influence, has animated the life of Dr. Homer H. Seerley, whose work as a teacher began in 1867 and who since 1886 has presided over the grow- ing activities of the Iowa State Teachers at Cedar Falls. To enjoy such a her- itage of years; to meas- ure up to the responsibility of leadership in the edu- cational affairs of State and Nation; and still to keep one’s sympathy with each new generation of teachers as it endeavors to apply the world’s ac- cumulated wisdom to the problems of the new day, is indeed a rare expe- rience. No salary can reward such service. No amount of money could take the place of its wealth of personal satisfactions. The Seerleys have been pioneers. Homer H. was born on a farm near Indianapolis, Indiana, August 13, 1848. He moved with his family to Illinois in 1851 and on to Iowa in 1854. Here the | boy attended the first free public school | organized under the laws of the young Commonwealth. The school was known as District One of English River Town- ship. Preparatory and collegiate studies were taken in the University of Iowa leading to the B. Ph. degree in June, 1875. In 1876 the University of lowa conferred upon him, in course, the degree of M. A. Both Penn College and the University of lowa have since conferred upon him the degree of doctor of laws in recognition of his great service. His teaching career began in the rural schools in the winter of 1867 when young Seerley was preparing himself to complete his college studies. He later held successively in the schools of Oscaloosa, Iowa, the positions of assist- ant teacher in the high school, principal of the high school, and superintendent of schools. He worked in Oscaloosa from 1873 to 1876 going directly from there to the headship of the Iowa State College Normal school at Cedar Falls. This school was founded in 1876. When Dr. Seerley took charge, it was struggling with inadequate funds and had only eight instructors, including the president. It has since become the Iowa State Teach- ers College, recognized as one of the leading teacher-training institutions of every point where it has bearing. This seems to be more effective than taking Notable Service in Education HOMER H. SEERLEY the country. Its campus and buildings are worth $3,000,000 and an annual ap propriation of $683,000 is supplemented by other receipts amounting to $125,000. It has a faculty of nearly two hundred members and a student body of nearly It maintains a notable extension service which during 1921-22 contributed to the improv- seven thousand. ment of sixteen thousand teachers working in all types of Iowa schools. From the beginning of his professional careet Dr. Seerley has made his influence count in the de- velopment of professional organizations for ers. He _ has_ attended every session of the lowa State Teachers tion for fifty teach- Associa- years and has also served as presi- dent of that organization. In recognition of the great contribution which Dr. Seerley has made to its growth the lowa State Teachers Association at its meeting on November 3, 1922, presented him with life memberships in both State and National associations. Dr. Seerley has made many contribu- tions to the work of the National Education Association. He _ attended his first meeting at Baltimore in 1876: was president of the Department of Normal Schools in 1898 and president of the Nattonal Council of Education from 1919 to 1922. He has twice served as vice-president of the Depart- ment of Superintendence and was also a member of the committee which pre- pared the notable report on State nor- mal schools in 1899. Many other National and local professional organ- izations are indebted to the sound lead- ership which Dr. Seerley has brought to their councils. This is indeed a record of notable and unique service. To have been a pioneer in the farm belt; to have had ‘elemen- tary, secondary, and higher education in the public schools of Iowa then in the first stages of development: to have given practically a life of service to the public schools of one community and to the development of a great teacher-train- ing institution; to have had a large share in the building up of one of the greatest State educational systems in the world, and to be still vigorous and active and able to survey with rare perspective this system of education as it touches the lives of hundreds of thou- sands of young people; to have com- bined this experience with leadership in the National field is an educational achievement of the first magnitude. up the subject once and then dismissing it—F. E. Spaulding, dean. 102 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1923 The Boxer Indemnity VIEW of Dr. Finley’s proposal that the ten billions of dollars of Allied war debts be turned into an international fund for the education of the children of the world there has been unusual inter- est in the Boxer-indemnity fund which the United States remitted to China and which is being used for educational purposes with telling effect. In this con- nection it is interesting to note the action which Great Britain has recently taken with reference to the much larger share of the indemnity which was awarded to her. The following editorial is from the London Times: “The British government have taken in regard to China a step the desirability of which we have frequently urged in these columns. The British charge d’aftaires—our Peking correspondent re- ports today—has informed the Chinese government that Great Britain has de- cided in principle to devote her share of the Boxer indemnity to ‘purposes mutu- ally beneficial to both countries.’ This is a wise and graceful act. The British government do not propose to remit the indemnity, which amounts to about £11,000,000 spread over twenty-three years, but the sum still due is to be de- voted to the education of Chinese stu- dents under British auspices. Here is a great opportunity, which, prudently used, may produce results of the highest importance for both Great Britain and China. The object of this expenditure on education should not be to anglicize Chinese young men and women, or to de- tach them from those traditions under the influence of which they must carry out their life-work. Western abstrac- tions, divorced from Western life, often do more harm than good in the East. ‘To quicken the best elements in Chinese tradition with British ideals is a work that demands not only the expenditure of money, but careful forethought and an intimate sympathy for which the con- ditions are already present. The edu- cation should be thoroughly practical. The chief gift of British education is char- acter. The spread of modern knowl- edge, fortified by training in character of a kind which has a certain counter- part in the classics of China herself, is the finest contribution our own country could make both to the progress and the stability of modern China. Such a use of the indemnity is an act of farseeing statesmanship.” will be of considerable importance. Education and Respect for Law HERE seems to be no escape from the conclusion that disrespect for law has increased in alarming propor- tions during the past two or three years. The relative ease with which the pro- hibition laws may be broken and the large financial rewards of the successful “bootlegger” have been advanced in ex- planation of the increasing tendency to hold many other legal restrictions in light regard. In how far this can ex- plain the serious increase in the homicide rate, for example, there are no certain means of knowing, and the homicide rate is perhaps the best single index of a people’s respect for fundamental law, Science and education together have succeeded in reducing notably the death- rate from disease; science and education are doing much to reduce the hazard of accidents in industry and transportation: but thev seem as yet not to have affected the risk of death by murder! The profound influence that education has exerted in bringing about prohibition is very generally conceded. What can education do now to solve the other half of the problem? What can it do to in- culcate that respect for law which alone can make legal enactments effective? Certain other countries are far more lawabiding” than is our country, and education in those countries has clearly had something to do with their better record. It may be urged that in such countries laws are enforced more rigor- ously, but this is obviously begging the question. If in a democracy the laws are not enforced rigorously, the ultimate Copyright by Harris & Ewing ‘T= is the first picture to be made of the joint Congressional committee on the reorganization of the administrative branch of the Government. | t As our correspondent points out, China : : It was taken at ai P the White House after the committee had been in conference with President Harding. needs chiefly doctors, engineers, and teachers of agriculture and forestry. It is important, too, that the education thus provided should be given as far as pos- sible in the country itself, so that at every stage of training the most urgent needs may be constantly kept in view. The immediate and direct benefits of this ar- rangement in the way of trade may not be very great, though ultimately they Reading from left to right the members of the committee are: Senator James W. Wadsworth, Jr., of New York; Senator Reed Smoot, of Utah; Representative J. Stanley Webster, of Washington; Representative Henry W. Temple, of Pennsyl- vania; Senator Pat Harrison, of Mississippi; Representative R. Walton Moore, of Virginia; and Walter F. Brown, chairman and representative of the President. Inasmuch as this committee must deal with the position which education is to occupy in the President’s Cabinet, its work is definitely related to the Association's legislative program. It is understood that the President and the committee favor the creation of a Department of Education and Welfare. Newspaper rumors that the committee report is soon to be laid before Congress have been frequent. The reorganization of the administrative work of the Government is one of the campaign pledges of Mr. Harding. There are many conflicting interests, but it is expected that some plan will be found which will be satisfactory to the President, Congress, and the country. fer ich or- he are ate Vol. 12, No. 3 ne en naa ea aaaaaaaaaa@a™™-=T== cure can be found only in education. It may be that our large immigrant popula- tion complicates the problem; this is clearly a handicap, but it cannot be ad- vanced as an excuse, for the immigrant population is relatively smaller today than it was a decade ago. In any case, it is clear that education faces a real problem of the first magni- tude. It is a problem that will be diff- cult to solve, but its solution is possible. Careful consideration of ways and means; an unprejudiced appraisal of cur- rent educational policies and practices as to their bearing upon respect for law; and in the light of such an appraisal, the framing of a provisional program which will appeal to teachers and to the think- ing layman: these are the preliminary steps. Can they be undertaken too soon? Secretary Fall’s Argument for a Department of Education O ONE doubts that education is of primary importance to the Na- tion. Without it there could not be in- telligent government, prosperity in peace, or safety in war. There is no single ob- ject of statesmanship that should inspire more enthusiasm or devoted study. The program of the National Education As- sociation demands for education a place in the President’s Cabinet in order that it may receive from the Government the attention that a subject of such vital im- portance to all the people should com- mand. It is notorious that education has not received such attention. Secretary of the Interior Albert B. Fall in his annual report for 1922, by his obvious indifference to matters edu- cational, gives point to the argument for a Department of Education. In this report, fourteen pages of material appear over the signature of the Secretary and are evidently a statement of the matters which he considers of greatest impor- tance in the work of the Department. The rest of the report is unsigned and appears to be abstracts of the reports of the various bureau chiefs. The subjects covered in Secretary Fall’s report and the number of lines given to each are as follows: Public Lands, 25; Reclamation, 58; Indian Affairs, 24; Pensions, 42; Pat- ents, 22; National Parks and Monu- ments, 27; Geological Survey, 24; Bu- reau of Mines, 109; Alaska, 40; Oil and Gas Development, 27; Reclassification, 28; Codédperation, 30; Work, 42; Education, 10. Education in the judgment of the officer representing it in the President’s Cabinet deserves the following consider- ation for the year 1922: ‘‘Reorganiza- tion of the Bureau has been effected by the commissioner, with beneficial _re- sults, and during the past year a number of educational surveys have been made at the request of various States and cities. Financing the Completed Enrolments THE FOLLOWING SCHOOLS have completed their reports for one hundred per cent member- ship enrolment in the National Education Associa- tion since the list was published in the February JOURNAL. ALLIANCE, Onto, North Park School, Lauren O. Bitler, Principal. ALTOONA, Pa., Altoona Public Schools, R. E. Lara- mie, Superintendent; Adams School, L. C. Smith, Principal; Allegheny School, L. C. Smith, Prin- cipal; Central School, W. H. Burd, Princi- pal; Curtin School, L. C. Smith, Principal; Emerson School, W. H. Burd, Principal; Fair- view School, H. H. Beacham, Principal; Franklin School, D. L. Hoffman, Principal; Garfield School, M. A. Dively, Principal; High School, G. D. Robb, Principal; Irving School, H. H. Beacham, Princi- pal; Jefferson School, H. C. Smith, Principal; Madison School, J. J. WUHamilton, Principal; Miller School, M. A. Dively, Principal; Penn School, D. L. Hoffman, Principal; Stevens School, H. C. Smith, Principal; Washington School, J. J. Hamilton, Principal; Webster School, Ira S. Wol- cott, Principal; Wright School, lra S. Wolcott, Principal. Arvapba, CoLo., Grade School; High School. BAKERSFIELD, Cair., McKinley School, Anna E. Weiser, Principal. BELINGTON, W. Va., Senior High School, Earle Drummond, Principal. BLueEFIELD, W. Va., Biuefield Public Schools, M. P. Shawkey, Superintendent; Beaver Hizgh School, C. W. Jackson, Principal; Colored Schools, James L. Hill, Principal; East End School, Florence Caltee, Principal; Fairview School, Mary Din- widdie, Principal; Glenwood Park School, R. F. Baker, Principal; North Side School, Mrs. Ruth J. French, Principal; Ramsey Street School, Mrs. A. P. Cubbedge, Principal; Edwin C. Wade School, Cassandra Laird, Principal. Cueney, Wasu., State Normal School, N. D. Sho- walter, President. CHEYENNE, Wyo., Converse School, Mabel Fincher, Principal. CLEVELAND, On10, Alabama School, E. Leone Beck, Principal; Washington Park School, Katherine A. McCarty, Principal. Corry, Pa., Corry Public Schools, A. Earle Hem- street, Superintendent; Concord School, Elizabeth Ranney, Principal; Corry High School, M. L. Brown, Principal; East Main Street School, Ruby McCullough, Principal; Fairview School, Mrs. Helen Brown, Principal; Hatch School, Helen Sul- livan, Principal; Opportunity Schooi, Ruth Young, Principal; Washington School, Mrs. Eleanor Gus- wold, Principal. Denver, Co1o., Corona School, Dora M. Moore, Principal; Myrtie Hiil School, Sarah P. Ketner, Principal; Smedley School, M. Allien Lander, Principal; Twenty-Fourth Street School, Lila M. O’Boyle, Principal. Detroit, Micu., Angell School, Jean Bayne, Princi- = Berry School, Anna M. Charbonneau, Prin- cipal. East CLEVELAND, On10, Chambers School, M. E. Williams, Principal. Fort Coins, Coro., Lincoln School, Mame R, Harris, Principal. Guopse, Ariz., Central School, Annie Laurie Tilson, Principal. Gree.ey, Coro., Cameron School, Luna I. Smith, Principal; East Ward School, Inez Beardsley, Prin- cipal; Greeley High School, F. A. Ogle, Principal; South Ward School, Luna I. Smith, Principal. Kansas City, Mo., Longfellow Scheol, Louise Birk- es Principal; Troost School, Ida Good, Prin- cipal. ENROLMENT aad AFFILIATION THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 103 A new division of Physical Education and School Hygiene has been established, a change amply warranted by the im- portance of the work. In Alaska 70 schools for natives were in operation, with an enrolment of approximately 4000. In addition to the care of the physical and mental welfare of the Alas- kan natives, the bureau has charge of the important reindeer industry, in which notable gain was made during the year.” a KeNosHa, Wis., Durkee School, Mrs. H. M. McKen- zie, Principal; Washington School, L. F. Rahr, Principal. u Muskocer, OKLA., Muskogee Public Schools, Richard J. Tighe, Superintendent; Central High School, C. K. Reiff, Principal; Douglas School, C. W. Banks, Principal; Dunbar School, E. E. Weaver, Principal; Edison School, Annie M. Craig, Prin- cipal; Franklin School, Hallie D. Morton, Prin- cipal; Houston Schooi, Laura Hardin, Principal; Jefferson School, Esther Harris, Principal; Langs- ton School, E. Evans, Principal; Manual Training School, T. W. Grissom, Principal; Midland Valley School, Annie P. Daniels, Principal; Segnoyah School, Mayme Goodin, Principal; Washington School, C. B. Smith, Principal; West High School, H. §S. Jones, Principal; Whittier School, Lina X. Reed, Principal. New Orveans, La., Gentilly Terrace School, Hen- rietta C. Keitz, Principal. Newtow, Iowa, Central School, Maud Cooper, Prin- cipal; East School, Helen Woodworth, Principal; Lincoln School, Reva Meredith, Principal. PittspuRGH, Pa., James E. Rodgers School, M. Elizabeth Wolf, Principal. PoRTLAND, Maine, North School, Elmer E. Par- menter, Principal. San Francisco, Cauir., Fremont School, Rose Gold- smith, Principal. SEATTLE, Wasu., Cascade School, Charles Fagan, on aaa Mercer School, K. J. Knutsen, Prin- cipal. SoutH Benp, INp., Central Junior High School, John A. Byers, Principal; Colfax School, Lillie A. Mem- hard, Principal; Coguillard School, Lillian Ander- son, Principal; Elder School, Fred A. Hite, Prin- cipal; Foster Avenue School, Myrtle Blackley, Principal; Franklin School, Edythe J. Brown, Principal ; River Park School, A. B. William- son, Principal. STRAWBERRY Point, Iowa, Strawberry Point Public Schools, Frank W. Jones, Superintendent; Public School, Kate Westfall, Principal. Summit, N. J., Brayton School, Helen H. Cassidy, Principal; Lincoln School, Margarette E. Howard, Principal; Summit High School, A. J. Bartholo- mew, Principal; Washington School, Eleanor S. Miller, Principal. SUNDANCE, Wryo., Sundance Public Schools, Mrs. Elizabeth T. Brandt, Superintendent; Crook County High School, Mrs. Elizabeth T. Brandt, Principal. Terre Haute, Inp., McLean Junior High School, W. C. Garretson, Principal. ToLepo, Ono, Lincoln School, Mrs. Lulu Moore, Principal. Tucson, Ariz., Davis School, Grace Hudlow, Prin- cipal; Drachman School, Julia Keen Principal; Dunbar School, C. C. Simmons, Head Teacher: Holladay School, Winnie E. Wheeler, Principal; Mansfield School, Roy Robison, Principal; Menlo Park School, Edith Mae Fellows, Principal; Miles School, Mrs. A. B. Lineweaver, Principal; Mission View School, Alice Fulmer, ead Teacher; Ochoa School, Mrs. Nellie Wood, Head Teacher; Roosevelt School, Salome Townsend, Principal; Roskruge School, Glen O. Perkins, Principal; Safford School, Roy H. Robison, Prin- cipal; Tucson High School, Glen O. Perkins, Prin- cipal; University Heights School, Lurena Merri- man, Principal. VERNAL, UTAH, Uintah County Teachers’ Association, Edith McCoy, Secretary-Treasurer. Victor, CoLo., Senior & Junior High School, A. E. Corfman, Principal. bate = ag Inp., West School, Ertha Aukeman, Prin. cipal. Westsrook, Maine, Bridge Street School, Guy V. Sinclair, Principal. Westrorp, Mass., William E. Frost School, Charles G. Carter, Principal. 104 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1923 MERICAN REVIEW, a bi-monthly mag- azine, which makes its initial bow with the number for January-February, 1923, de- fines its purpose thus—“To arouse Amer- icans, through the portrayal of contemporary economic and cultural tendencies, to a con- sciousness of the need for cultivating a com- mon life.’ In a_ stimulating article on Education for Life, Mr. B. H. Bode, of Ohio State University, reaches the following con- clusion: “The ancient conflict between cul- ture and vocationalism led naturally to the opposition between the attitude of the academic specialist and the attitude of the practical man. This opposition, however, is not final, because it is possible for us to revise our notion of culture and of academic specialization. Unless we undertake such a revision, the movement towards narrow vocationalism is bound to continue. The view that academic specialization, in the narrower sense, is somehow superior to other forms of specialization has nothing back of it except an aristocratic tradition. But academic specialization, in the sense that vocational interests are subordinated or made instrumental to an understanding of life, can still claim supremacy in public school education, provided that our teaching and our curricula be made to conform to this ideal. The spirit of this ideal is our best protection against the tyranny of a new aristocracy, based on a caste system of voca- tional interests. Aristocracy means incrusta- tion or inflexibility; whereas the spirit of democracy is the spirit of inquiry and ex- periment, for the progressive extension and improvement of our common life.” HE ATLANTIC MONTHLY for Febru- ary, 1923, begins the biography of Cyrus H. K. Curtis, by Edward W. Bok. This biography adds one more example to the long list of eminently successful men who have derived their spark of inspiration from the things they read. Mr. Curtis’ experience is described as follows: “His tastes in read- ing led along business lines, and he de- voured any business stories that came his way. A weekly paper fell into his hands, containing a story by Richard B. Kimball, then in the heyday of his writing career. Young Curtis was particularly impressed with this story. Without having an exact knowledge of business methods, of course, he felt somehow that Kimball reflected business as it might actually be in the world of af- fairs. He looked him up, and found that he had written several books, nearly all stories of a business nature. He bought them all, and read them over and over. The reading of Kimball’s books made an impression on the mind of the young lad that was to remain and to influence him all through his life. It proved later to be the foundation-stone upon which he was to build the most successful weekly magazine for men ever published in the United States. ‘I want business stories like Kimball’s,’ he IN OTHER JOURNALS in he it — 2 said when he bought the Saturday Evening Post. ‘1 know business men will read them.’ ” And thus a boy’s reading of one man’s honest work brought forth a result little dreamed of by the author. HE BOOKMAN for February, in an article on The Romance of Textbooks by Robert Cortes Holliday, gives an inside view of some of the problems and amenities of the textbook business. After pointing out that nowadays the estimate of the teacher and the principal as to the merits of the book largely determine its adoption, the article points out that, “In the ‘old days’ the situation was more picturesque. It was frequently an affair of decidedly lowbrow and cutthroat politics. In those jocund times some schoolbook publishers used to maintain pleasant relations with local town characters of personal popularity. The postmaster, say, might receive a small annual retainer. He was likely to know nothing whatever about textbooks, or books of any other kind. But when the time came around for the public officials charged with that office to consider new schoolbooks for the district, it was his concern informally to put in his oar. ‘Now looky here, Ed,’ he might say, ‘this mearfs something to me.’ Or he might say it in another way. But, as I remarked, those were other days, other ways.” HE CENTURY MAGAZINE for Febru- ary, 1923, contains an interesting article, by Charles Merz, on The Youth Movement in Germany, wherein is discussed the signif- icance of the various organizations which have sprung up since, “War, fruitless and devastating, sent the youth of Germany knocking at the door of a new day.’ The article concludes: “Youth has a new prestige in Germany. The constitution of the republic recognizes that as frankly as the leaders of the country’s politics. ‘Youth is to be protected against exploitation, declares that constitution in an attempt to write a Magna Charta for young Germany. There must be more schools, assistance for those who are without means enough to obtain a secondary education. ‘The rule for guidance is the multiplicity of life’s callings; and the acceptance of a child in a particular school shall depend upon his qualifications and inclinations, and not upon the economic and social position, or the religion, of his parents.’ “Youth gains in prestige, youth stirs rest- lessly, and pushes with its fingertips against the future. It may help rebuild what war destroyed. For Germany has her own ‘dev- astated regions’ no less real because the devastation is the smash of a political and social code that had outlived its day.” HE TEACHERS WORLD (London) is featuring a series of ten articles by the Right Honorable H. A. L. Fisher, who held the education portfolio in England before the fall of the Lloyd George Cabinet. Ip the number for January 17, Mr. Fisher points out, “That the first educational need of the country is a contented and reasonable teach- ing profession—a profession which impresses the public as being a body of wide-minded, generous citizens, as well as of persons technically proficient in their calling.” After pointing out the great improvements that have been made in the teacher’s life and training during the past generation, Mr. Fisher continues, “One of the greatest of our modern problems in education is to pro- vide a constant supply of stimulus to self- improvement through the teacher’s life. The friendly visits of the inspector help. The extension lectures or special courses for teachers help. I suspect also that in the villages the brightened social life which has been the product of the war stimulus will help also. We want live men and women in the schools, not vegetables.” OLLIER’S, THE NATIONAL WEEKLY, is giving considerable space to educa- tional matters. “What do your Children Know ?” is the title of an article, by William G. Jordan, in the number for January 17. The following challenge is thrown out: “In June, 1923, about 2,000,000 children will be graduated from the elementary schools of the United States. For most of these children school days will be over. They will be facing the responsibility of life. “How fully will they be prepared for this great adventure? What if, on that June day, we the parents of America were to seek an audience with Education, to learn from her how she had discharged her sacred trust? Might we not fairly ask her this? “Education, these children have given eight, years of their youth to your courses. It has been at a great cost of their time, our money, and your energy. What have you given these children for their years of service? Tell us: 1. Do they breathe properly, stand, and run correctly? 2. Can they add up a column of figures accurately and rapidly? 3. Can they spell and define correctly the common words? 4. Can they read aloud clearly, pleasingly, and with expression? 5. Can they write a short letter, careful in its penmanship, well composed, clearly ex- pressed, and properly punctuated ? 6. Have they a love of reading? 7. Have they a love of knowledge? 8. Can they work out simple problems in addition, subtraction, multiplication, or di- vision mentally, without pencil or paper? 9. Can they speak grammatically? 10. Do they articulate clearly? 11. Have their characters been strength- ened? 12. Have they a consciousness of the duties and responsibilities of citizenship and the part they are to take? 13. Can they give a fair outline of Amer- ican history, using as many as four dates? 14. Have they been trained to remember a name, a date, a face, so that they will know how to develop a weak memory? 15. Have they good powers of observation? 16. Have they quick minds to take up a new subject? 17. Have they initiative ?” walk, sit, Te, ie . w= in i- es he fe Vol. 12, No.3 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 105 The Parent-Teacher Association in Wisconsin Mrs. Epirn E. Hoyr Assistant Professor of Education, University of Wisconsin Madison, Wisconsin HE IDEA of the necessity of co- operation between the home and the school is by no means new; it has always been more or less clearly apprehended. The home as the essential factor in child training, and the school as an extension and enlargement of the home were ideas underlying the work of those two great friends of children, Pestalozzi and Froe- bel, a hundred years ago. But it has re- mained for our own time consciously to realize this idea of codperation through the agency of the Parent-Teacher As- sociation. These organizations differ widely from those societies for the fos- tering and improvement of public edu- cation which in our early educational history did excellent service in arousing public sentiment to the need of education for all children and in providing support and supervision for the schools of that day. These early public-school societies of New York and New England were in a sense aristocratic; they were made up of cultured and wealthy citizens for the most part, who for patriotic and philanthropic reasons made possible that educational opportunity which the State now provides. The Parent-Teacher Association, on the other hand, seeks in no sense to con- trol or direct school affairs but desires only to supplement and make more ef- fective its work. Of all community or- ganizations fitted to meet social needs, it seems to be the most positive and ef- fective type. There are several reasons for this. In the first place, the Parent- Teacher Association finds its proper set- ting wherever there are children and the friends of children—that is, teachers and parents. It is, therefore, an organiza- tion as natural and as obvious as the school itself. Second, it deals with chil- dren, who are special subjects of interest for those who have at heart social prog- ress, because they are the means and the only means by which social progress can be effected. Moreover, the Parent- Teacher Organization utilizes a vast amount of energy and good-will which otherwise might lie dormant; it espe- cially calls out the activities of women and capitalizes their point of view and their natural interest in childhood. Moreover, it is the organization of all others in the community which imposes upon its members no exactions in the way of stated dues or promises but solicits co6peration and neighborly feeling from those who have common interests and common aspirations for their children. Ten years ago there were not more than fifty Parent-Teacher Associations in Wisconsin; now there are probably not fewer than five hundred. They are to be found in every city, in all the larger towns, in many of the villages and rural communities. No without them. county is This extraordinary development of a community organization in so brief a time indicates that the Parent-Teacher Association is filling a real need and is contributing in a vital way to the solu- tion of educational, problems. social, and civic It may be of interest to con- sider in detail the significance of this movement as a means of educational and social progress. The most outstanding features of these organizations is their democratic spirit, their flexibility, and their constant and intelligent activity in behalf of the schools. They are the means through which the good-will of the community reaches out to provide for its children precisely those specific things which fill an immediate need, and which if de- pendent upon the reluctant medium of public taxation would be unduly delayed or not provided at all. Mothers espe- cially realize how few and short are the years of school opportunity for most children, and with the codperation of teachers they have contributed in large measure to the efficiency of our schools. To illustrate, we’ may select almost at random from newspaper reports of the past year a few achievements of par- ent-teacher organizations in Wisconsin which prove that nothing of value to childhood is outside the range of their activities. They have provided milk lunches for children in the grades; established dental clinics; purchased equipment for school lunches ; bought pianos; provided a drop- curtain and scenery for a gymnasium stage; purchased phonographs; installed a moving picture machine and _ booth; purchased playground apparatus. They have bought instruments for bands and orchestras; footballs for the older boys; provided and fur- nished restrooms for teachers; they have provided pictures for schoolroom walls; and sets of stereographs and stereoscopes for visual instruction. musical school They have spon- sored educational moving-picture exhi- bitions and in one town inaugurated a weekly five-cent movie of special interest to children. But they have not confined their ac- tivities to the external aspects of the school. They have asked to be informed on the principles underlying the selection of the school curriculum and have made suggestions as to desirable changes. They have been the means of creating sentiment favorable to the junior high school and in several instances have been a large factor in bringing about this form of reorganization. ‘They are greatly in- terested in exhibits of school work, and often ask to have teachers demonstrate the technique of teaching certain sub- jects, especially those of the elementary school. However, these activities re- lated directly to the school are by no means the whole story. Out of this work for the school and contact with teachers has come to parents the realiza- tion that since the school is the most im- portant community enterprise, it can by no means be dissociated from community problems. So we find in one city the Parent-Teacher Associations protesting against the opening of a street which would interfere with playground safety ; we find them conducting carefully super- vised community dances; censoring the movies ; holding a fathers’ and sons’ ban- quet; fostering the formation of a boy scout troop; sponsoring lyceum lecture and entertainment courses; petitioning for public recreation centers; organizing health campaigns; providing for medical examination of children of pre-school age; holding receptions to welcome new teachers and strangers in the community ; where necessary they have raised money for needy families and investigated cases of non-attendance at school on account of poverty. In other words, these vol- unteer organizations in some of the smaller communities do the same kind of welfare and social work that in the cities is taken care of by trained and paid social workers. But we are interested not only in what Parent-Teacher Associations are doing The Teacher W. H. McCreary She moves serene amid the questing throng, Resourceful, patient, thorough, quick to see The honest effort, full of charity For those who falter when the way is long; Sharing the fight, but not the triumph song. Hers is the battle—theirs the victory ; And when occasion serves, ’tis hers to be Molder of manhood from the weak, the strong In youthful strength. They come from every part, The ardent searchers after hidden pelf Of verse and story, science, history, art, Which they can plunder from the dusty shelf; These are the richest treasures they may find; Her human heart, her calm, well-ordered mind. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION March, 1923 {From the Los Angeles School Bulletin. } for school and community; we want to know what they are thinking about and discovering, and what new insight into current social and educational move- ments they are developing. This is re- vealed in the measures they are carrying on for self-improvement. We must re- member that these organizations are by no means selective in their make-up; they are the parents and teachers of all the children; hence they reach every home where there are school children and touch every social group. They are a real cross-section of society, and comprise within their limits the varying national- ities, religious sects, and social groups in the community, and represent widely-sep- arated cultural and economic conditions. We find accordingly that most of these organizations are carrying on some form of self-improvement. In many this is merely listening to speakers who can in- struct them on desired subjects, but often an actual study-group is formed for the systematic and careful study under su- pervision of selected subjects. The sub- jects most frequently selected for general talks and discussion are health, recrea- tion, civic and economic questions—the juvenile court, banking, thrift, for ex- ample, moral training, education, boy scouts, the problems of adolescence. When serious and systematic study is undertaken, it is invariably upon matters pertaining to health and other aspects of child training or else studies in citizen- ship and education. . We think we see here a passing of the laissez faire attitude formerly held by many parents as to the nurture of their children; that willingness to load all possible responsibility upon the school and to criticise the school freely for its failures. It means that parents are com- ing to realize that the school belongs to them and is as good and no better than they want it to be. Brief mention may be made of some new developments in this flexible and democratic organization. One of these is the interest taken by men in the or- ganization. Fathers in some associations serve as officers and on committees, and almost invariably some meetings are held in the evening during the year so that fathers and other men may _ attend. Greater cordiality is shown to these or- ganizations by school men than formerly. School superintendents and principals quite generally approve them and often take the initiative in bringing them about. Churches are realizing the possi- bilities of this movement as contributing to the success of Sunday-school work. For some years parochial schools have had their parent-teacher organizations, many of which have been conspicuously successful ; but now parents and teachers of Sunday-school classes in Protestant denominations are organizing such asso- ciations and carrying on study classes and recreational groups. Moreover, parent-teacher societies are becoming firmly welded into compact and power- ful organizations which as leaders and disseminators of public opinion cannot be overestimated. In cities where every school is organized there is formed a council, composed of representatives of each separate organization; thus provid- ing effective means of coérdinating and unifying the work for the entire com- munity and furnishing a medium through which civic and educational matters may be discussed and public sentiment di- rected. Certain counties are planning the formation of country-wide Parent- Teacher Councils or Federations. Such a consolidation of the friends of educa- tion in a county offers the best possible means for meeting some of our most acute social and educational problems, which are county-wide rather than mv- nicipal in character. Some inevitable results of all these varied activities can be predicted with certainty. The work of the school will necessarily be improved and its spirit enlarged by this generous and sympa- thetic codperation. Community feeling must inevitably be deepened, and in ad- dition, such organized activities must discover and develop in city and county that leadership and direction which is to be found everywhere if circumstances are favorable in bringing it to light. Such leadership in parent-teacher or- ganizations does not depend upon merely incidental or fortuitous circumstances of wealth, or education, or social standing; it comes from the needs of the com- munity. Moreover, the parent-teacher organization is a continually changing body; from year to year its personnel varies as new children with their parents come into the school. This is why it is so flexible, so fluid. so democratic, and so highly effective in the multitudinous new situations, conditions, and needs that arise. In other words, this coérdination of home and school is a means of organiz- ing the latent good-will of the com- munity into something dynamic, making it an engine of social power which can be utilized in many ways and always constructively. © intelligence test is a valid meas- ure of innate mentality unless it is applied within a group whose members have had identical or very similar oppor- tunities for gaining familiarity with the materials of the test, and whose mem- bers have had not only the same oppor- -unities to learn but the same desire to learn.—Stephen S. Colvin in the Educa- tional Review. en gee re ern rename eae A TT I RE ON a ay ith vill irit pa- ing ad- ‘ust nty to ces rht. or- ely of ng ; her ing nel nts t is ind ous eds of iz- ing can ays aS- t is ers or- the (I a ET La — Dy a eee tated» ieee dle en \ Vol. 12, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 107 Class Size and Efficiency Joun C. ALMACK Stanford University, California OR twenty years the relation be- sell the number of pupils in a class and the efficiency of instruction has been of great interest to educators. Un- usual emphasis is being given to the question at present because of the in- crease in school costs, due not only to the lessened purchasing power of money, but also to greater demands for both quantity and quality in instruction. That the costs per pupil decrease as the size of the class increases has long been an item of common knowledge, though consideration has seldom been given to the measurement of the ability of a given city to maintain classes of varying sizes. A common understanding has also been reached regarding the meaning of the term ‘‘class,” which usually signifies a number of pupils ranging from ten to sixty under the instruction of one teacher and housed in a single classyoom. Ef- ficiency means the ratio between the results of teaching and what those re- sults cost, both measured in accepted standards. When results are equal to costs we have a quotient that can be used as a basis of comparison. This dis- cussion will be limited to the elementary school, and the terms used with the significance indicated above. Aithough educational authorities have prescribed thirty pupils to the class as the largest number desirable, . practice has varied greatly from this standard. Of 290 cities reporting to the United States Chamber of Commerce in 1920 * the median elementary class contained thirty-eight pupils with thirty-two and forty-three for the lower and upper quartiles, respectively. The same year, the U. S. Bureau of Education? re- ported the teaching load in 1932 cities with a population in excess of 2500. This report shows the lowest number in ‘Ya class to be fourteen, the greatest “over sixty,’ the median thirty-four, and the quartiles thirty and thirty-nine. In “Know and Help Your Schools, Second Report of National Committee for Chamber of Commerce Codperation with Public Schools and the American City Bureau, p. 17. * Bonner, H. R. Statistics of City School Sys- tems for 1917-18. U. S. Bureau of Educa- tion. Bulletin 1920, No. 24. *Facts on the Cost of Public Education and What They Mean. Bulletin 1, Research Department, National Education Association, n. 54. LASS SIZE AND EFFICIENCY IN EDUCATION—Class and efficiency in education may be further studied by referring to the following bulletins and _ periodicals which may be consulted in any library. Boyer, P. A. Size of class and pro- motion rate. Psychological Clinic, 8:82. May 15, 1914. No. 3. BreeD, F. S., and McCarthy, Grace D. Size of class and efficiency in teaching. School and Society, 4:965. December 23, 1916. No. 104. CorNMAN, O. P. Size of classes and size school progress. Psychological Clinic, 3:206. December 15, 1909. No. 7. E.uiott, C. H. Variation in the achievements of pupils. Teachers | College, Columbia University, Con- | tributions to Education, 1914. 114p. $1.25. Haran, C. L. Size of the class as a factor in schoolroom efficiency. Edu- cational Administration and Super- vision, 1:465. September 1915. No. 7. | Rice, J. M. Why our improved edu- cational machinery fails to yield better products. The Forum, 36:96. July, 1904. No. 1. Educational re- search: A test in arithmetic. The | | Forum, 34:281. October, 1902. | No. 2. SMiTH, EuGENE R. Size of class as a factor in schoolroom efficiency—A | Reply to Harlan. Educational Ad- ministration and Supervision, 1:384. June, 1915. No. 6. STEVENSON, P. R. Relation of size of class to school efficiency. Urbana, Ill., University of Illinois. V. 19, No. 45, Bull. 10. July 3, 1922. Statistics of city school systems, | 1917-18. Bulletin 1920, No. 24. | U. S. Bureau of Education. Govt. Printing Office, Washington, D. C. 417p. Paper, 45c. Know and help your schools. U. S. Chamber of Commerce and Amer- ican City Bureau. N. Y., American City Bureau, 1920. Facts on the cost of public education and what they mean. Bulletin 1, 1922. The National Education As- sociation, Research Department, Washington, D. C. 1921-22 a committee of the National Education Association* reporting on 726 cities of a population of 25,000 and over finds conditions not materially different. A great variability may exist within a city school system, and within a single school. The size of classes in Los Angeles ranges from 15 to 54 with a median of 29; the Butte Survey showed classes running from 18 to 49 pupils with a median of 33. In a twenty-eight class school in San Francisco, the distri bution was as follows: Pupils—29, 34, 35, 37, 38, 41, 42, 43, 44, 46, 47, 48, 50, 51. Classes—1, 2, 1, 1, 2, 1, 3, 3, 5, 4, Ry Bor he ee The Buffalo Survey showed minimum classes of 14 pupils and maximum classes of 65 pupils. Larger classes are found in foreign countries. The latest data available bring out these conditions: England: No classrooms may je built to accommodate more than Ssix®¥, pupils, though rooms for eighty or ninety are still in use. They range from 20 to 60 as a rule. After 1930 no classroom may be built in London for more than 40 pupils. Germany: The average number of pupils in the Volksschule is 55, the average in Prussian cities 49. In 279 cities, the median falls in the group “41 to 50.” France: The maximum number of pupils assigned to one teacher is 50. Italy: National Union of ‘Teachers recommend classes of 25; in practice the average class has 48 pupils. Four methods have been followed in this country to determine the best class size: namely, (1) the study of results in classes of varying sizes, using standard educational tests, (2) the study of the annual promotion rate expressed in per- centages, (3) the study of gains in one or more subjects under controlled ex- perimental conditions, and (4) the study of expert judgment. The chief studies will be briefly summarized in the order given. 1. Rice (1896) tested 6000 children in arithmetic and 8000 in language. He reached the conclusion “there is no relation- ship between the size of the class and the results.” Elliott (1914) measured the at- tainment of forty classes in spelling, penman- ship, arithmetic, and English composition. The data derived showed no class to possess superiority because of its size. Measuring the amount of growth in the same subjects for a period of seventeen weeks, he reached the conclusion that “the results show “no correlation between class size and attain- ment.” Harlan (1915) using the Courtis arithmetic tests in 675 classes found the besi showing was made by the group of classes with from thirty-six to forty-five pupils. 2. Cornman (1909) studied the annual promotion rate in 300 classes. He found that while the medium-sized classes made the best showing, size of class is not an im- portant factor in the determination of prog- Boyer (1913) using the ress or retardation. THE JourRNAL OF THE NATIONAL EDUCATION ASSOCIATION SaLtary ScHEDULEsS—Bayonne, New Jersey Population 76,754—Effective September, 1922 Classification of First | Second| Third | Fourth teachers year Additional annual increments year year | year Number | Amount | Elementary | Grades 1 to 6 | Kindergarten and $1,400 $1,520 $1,640 $1,760 | 4 | $120 ($2,300 | 1 60 | Grades 7 and 8 | 1,400 | 1,520 | 1,640 | 1 760 | Grade 9 Int ediate schools L> 7a Physical training, sewing, cooking, drawing and music (elementary) 1,400 | | 1,600 | Grades 10, 11 and | 1,800 | 1,950 | 2,100 |} 2, 120 6 120 1 20 1.720 | 1,840] 1,060 | 7 | 250 | 1,520 | 1,640 | 1,760 | | Vocational Academic teachers | 1,400 Vocational, shop instruction, elementary, 1,600 manual training 1,520 | 1,640 | 1,760 | | 1,720 1,840 | 1,960 | Elementary and vocational Principals —— 2,400 | 2,600 | 2,800 3,000 | High 3,000 | Elementary 1,900 000 | 3,100 Vice principals tener | High 2,300 | 2,450 , 800 General supervisors Special subjects 2,000 2,150 3,600 | Assistant 1,500 | 1,600 1,700 | 1,800 Attendance offices — oad Chief 1,700 1,850 | 2,000 | 2,150 Nurses 1,300 1,400 1,500 | 1,600 Secretaries to princi- pals..... 800 900 | 1,000 Elementary teachers who have had no experience prior to appointment teach for $1,400 for two years before the annual increments given are allowed. same method, finds no connection; Bachman (1915) states that for practical purposes the conditions are the same for all classes of fifty and under; and Elliott in the study previously referred to correlated the per- centage promoted with the number of pupils in the classes, finding no relationship of significance. 3. Breedy and McCarthy (1916) con- ducted an experiment in spelling with 82 classes, using uniform methods in testing and in daily drill. In computing results a small class was matched against a large class in the same school. The larger classes with an average enrolment of forty-five surpassed the smaller with an average en- rolment of 27. There was regular improve- ment from twenty to forty-five, and after that a decrease. Stevenson (1922) com- pared the attainment of groups practically equal in mental age, and taught by the same teacher. “Small classes” ranged in size from thirty-three to forty-five, and “large classes” from forty-two to fifty-four. He finds “there is little difference between the achievements of the pupils when taught in large classes and their achievements when taught in small classes. The writer carried on an experiment of much the same character in the Training School of Teachers’ College, San Jose, California, during the year 1921-22. The attainment of a pupil while ina small class was compared with his attainment while in a large class, the mental ages of the two groups being equal both in range and central ten- dency, and an effort made to reduce the variables to one, namely—size of class. The data is somewhat conflicting. On the one hand, a pupil may make more than normal progress in the small class, and considerably less-than normal prog- ress in the large class; and the situation may be exactly reversed by another pupil of the same mental age. Furthermore, the rapid gains of a few may be re- sponsible for showing a group advantage for the large class, while in reality learn- ing was more consistent in the small] class. Stated in terms of the whole group, the conclusions bear out the others which have been reported; results are independent of the size of the class. In the fourth method, the judgment of 1088 experienced teachers and super- intendents was gathered, expressed on a scale of seven steps ranging from very inferior to superior. The judg- ment on the size of the class from which very average results may be expected approx- imates_ the thirty-six. average practice—namely, Estimating on three factors: instruction, discipline, and demand upon the energy of the teacher, there is dis- covered a negative correlation of from —.70 to —.86 between class size and re- sults—that is, the larger the class the lovfér—the efficiency of teaching. The value of these estimates is con- ditioned by their reliability. This was calculated for 440 grade teachers, and for 106 superintendents, the method of the ratio, the teachers having placed an estimate of the confidence they had in their judg- ment on a scale of five. Assuming that the greater the training and the ey- perience of teachers, the greater the value of their judgments, we can attach considerable weight to their estimates of using correlation best class size, as the correlations run as follows: Correlation between reliability and experience for teachers, .90; for superintendent, .86. Correlation _ be- tween reliability and training for teach- ers, .91; for superintendent, .97. A practical situation confronts one who would promote a policy of larger tlasses—namely, the judgment of the teaching force regarding the number that can be taught effectively in a class. Not only do teachers hold positive views that the smaller classes are better, but they attach to their views a high value. The greater their experience, the better their training, the more faith they have that they can get better results through teaching small classes than they can in teaching large classes. Actual necessity compels attention the judgment factors in teaching, as it does in politics, business, and in fact human to every concern. There is indeed a plausible explana- tion for the negative correlation which March, 19237 TR ey eR eR, ne er er SS. ws ut ue. ter ive in ity ant cS, an ich eR > nm en ee L, ~ TS ET = SL ~—- Vol. 12, No. 3 teachers believe exists between class size and efficiency in that their judgment actually fits the facts unaccounted for in the other methods of investigation. Certainly it does not seem any more probable that there should have grown up a_ baseless prejudice against large more than there should be In fact, in the days of the monitoriai system, teach- ers took pride in their abilities to deal With the advent of the normal-training school and prac- classes an) one against smal! classes. with large numbers. tice teaching, came authoritative sanc- tion of small groups, growing in part out of the large number of teacher cadets and the small number of pupils. An examination of class size in thirty- six State normals in twenty-four States shows that training-school classes enrol from twelve to twenty-five pupils, and critic teachers in the same schools are emphatic in their belief that small classes are better than teachers are not being trained in the technique of handling large classes, and this lack of training may explain their preference for small groups. In determining what size of class we shall the cost factor cannot be overlooked. Most educational policies represent a compromise between what is in the ideal sense desirable and what is in a practical sense possible. On the one hand, there are certain educational needs; on the other hand, certain limited resources with which to meet those needs. The biggest single item of school cost goes for teachers’ salaries; the leading factor in determining the cost per pupil is therefore the number of pupils per class. Yet it is an interest- ing fact that in the more than two hun- dred cities listed in ‘Financial Statistics of Cities” issued by the Census Bureau, class size and teachers’ salaries correlate at —.150. The more the teacher does to help reduce costs the smaller her salary, one might maintain. The writer computed percentiles of wealth per pupil, cost per pupil, cost per class, and pupils per class in the elemen- tary schools of the 196 cities of the country with a population exceeding 30,000 which are listed in continuous issues of “Statistics of Cities,” the year 1917 being chosen as approximating the typical more closely than the later years which have been marked by a decided upward trend of school costs. A scale in these items was thus arranged, ascending by fives from the fifth to the ninety-fifth percentile. For example, a fifth percentile city has $3778 of wealth large. Apparently have, * THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 109 Size of Class and Efficiency Indexes in Ten Cities Amt. city can raise per pu- Wealth per pil at median pupil * tax rate 2 City 3 90 $58.93 75 48.55 25 24.57 50 35.56 70 45.84 5 11.27 80 50.64 95 67 .67 95 70.81 50 35.04 ‘To be read Pupils per Percentage of present efhciency Percentage of theoretical class * efficiency 4 5 6 “90th percentile city in wealth, 75th percentile city,” 27. 61. 141. 23. 98. 128. 43. 131. 80. 35. 93. 100. 29 92. 124. 67. 90. 64. 28. 133. 134. 25. 115. 148. 137. 148. 24. 530 116 100. UADOnNOMOWOND CONN QOS NON OI CNH MM Co on ones and so on. *To be read “A 90th percentile city in wealth may maintain classes of 27.6 pupils without going above the median tax rate,’ and so on. back of every child enrolled, the cost per pupil is $18.48, and the cost per class is $755.52, and five per cent of the whole group rank below these points. It does not mean that any particular city on the fifth percentile in one item will necessarily be a fifth percentile city in other items. Since the size of the class reacts upon school costs, which in turn make de- mands upon the taxable resources, we can compute the effect of classes of vary- ing sizes upon school costs and taxable resources. A fifth percentile city, main- taining classes of fifteen pupils will have to expend $50.36 per pupil, while a class of forty pupils may be taught for $18.88 per pupil. The first case—classes of fifteen—would necessitate a tax rate of $13.32 for each thousand dollars of wealth back of each pupil, or three times the median tax rate; the second case— classes of forty—would levy a little more than the median rate. | No city with its present wealth can maintain classes of fewer than twenty-five pupils without exceeding the median tax rate. { Using the median tax rate and median class costs as standards, it is possible to calculate from the data referred to, the present and the theoretical efficiency of cities, that is, we may place the city on the scale in respect to all other cities, and read what it is doing in comparison with other cities, and what it can do. The actual process is too long to give here; however, to illustrate the use of the scale in determining the relation be- tween the size of the class and general efficiency, calculations are made for a few cities chosen at random: The last column illustrates the failure or success of a city in keeping a proper balance between its tax rate, pupil costs, and size of classes. TF now expends $15.87. per pupil, and has forty-eight pupils to the class, yet can raise $58.93 per pupil without going above the median tax rate. This city should un- doubtedly reduce the size of its classes, increase its tax levy, and raise its ex- penditure per pupil. SM _ should ap- propriate more money; PC is already putting forth unusual efforts to keep up high standards. AP should increase its levy; SG should add 50 per cent to its budget and reduce its classes by 40 per cent. NT cannot meet its needs in any- thing approaching an adequate fashion without a very high tax rate. When large classes and low salaries are in- dicated local resources should be sup- plemented by outside aid. NYN’s performance now approximates its ability very closely; both BM and LAC have capacity for improvement; ITNJ should increase the size of its classes. Enough has been said to show that unless resources are equalized, the size of classes must vary in different cities, and that it is possible to show how large these classes should be. However, for general purposes, a standard class size was calculated by scaling the data result- ing from the writer’s study of teaching results and the data on school costs. The point chosen on the scale was where the ratio between “results” and “costs” equaled one. ‘This fell om the class en- roling thirty-eight pupils, and this num- ber may be taken as the general standard. HE AVERAGE man must earn his own livelihood. He should be trained to do so and he should be trained to feel that he occupies a contemptible position if he does not do so.—Theodore Roosevelt. SCHOOL-BUILDING PROGRESS Bond issues, architects, contracts let, and other essential information. School officers are requested to send reports on all new buildings to the Division of Publications, National Education Association, 1201 Sixteenth Street Northwest, Washington, D.C. A special list of books on school building and school architecture will be sent free on request. Number of pupils provided for reported this month, 24,179, reported to date during 1923, 62,581. Name of State and county Indiana Jackson Jackson Jackson Jackson Jackson..... Jackson Towa Marshall. .. Kansas Coffey Ellsworth... | : Marion ae ee Rooks. Kentucky Mp ats ess. Michigan Gogebic...... Minnesota Ramsey...... Ramsey...... Ramsey...... Ramsey...... Ramsey...... Ramsey...... Missouri Jefferson... .. Nevada Bureks....<. New Jersey Bees... 27] North Carolina| Gaston....... Gaston: . 6... Ohio Ashtabula. Mahoning 4 Mahoning.... Pennsylvania ) Crawford... .. Crawford... .. Crawford..... Luzerne...... Northampton. Philadelphia. . Philadelphia. . Philadelphia. . Philadelphia. Philadelphia. . Philadelphia. . Philadelphia. . Philadelphia. . Philadelphia. . Philadelphia. . Philadelphia. . Susquehanna. . Wisconsin BUR. g . . sos Monroe...... Sauk reported to _ ae - date during 1923, $29,776,072. Name of town or district | No. of| Cost of pupils |building or 2 District Two | Salt Creek. Seymour.... Seymour..... Surprise. ...... Tampico..... | State Center | Burlington. Peabody Wun, . k. | Rural District ; Rural District.... a. en OE | ae oe ae 6 Se St. | an Herculaneum... . .| MUN. Bloomfield: ...... West Gastonia... South Gastonia... Ashtabula. .... Youngstown. .... Youngstown..... ee ae ey Bloomfield Twp. . Rockdale Twp... Sparta Twp...... Wilkes-Barre | ee er Shaw..... Roxborough Ate UES sn Crossan... Chestnut Hill... 3rd & Duncannon. 9th & Oregon.... Germantown Montrose........ Mayville........ a ae Ableman..... Name and kind r Date of building aed pevocmeenat | authorized for tion 3 4 | 5 6 Cox Grade....... 40 |$ 6,415 | 2/28/22 Maumee Grade... 75 4,996 6/23/22 Shields High Add.| 740 72,000 1/—/22 Laurel Grade....} 180 35,000 1/—/22 SO” eee ee. 32,000 2/—/22 High & Grade....| 120 20,000 1/14/22 | High & Grade....| 300] 100,000 | —/—/22 Rs le ua ot 400 100 , 000 4/—/18 | RRR Ie 150 50,000 6/ 1/22 _ _ ER ee 350 150,000 4/ 4/20 Rural High. .. 80 50,000 7/10/22 Layton Grade.... 30 2,000 8/—/22 New Hope Grade 30 2,000 | 4/—/22 | Junior High..... | 500 110,000 | 12/11/22 | L.L. Wright High} 1400 | 900,000 | 3/ 1/22 Arcade Grade....| 500} 210,000} 1/19/22 Jefferson Grade. .| 1200 320,000 1/19/22 Linwood Grade...| 500 205 , 000 1/19/22 Vocational Grade.| 600 280,000 | 12/ 6/21 Hayden Hgts. Gr.| 160 20,000 7/24/22 Greenwood Gr. & Jr. High....| 1300 | 420,000 | 8/31/22 | Manual Arts & | | Auditorium....|...... 16,000 | 15/ 6/22 | a EE teat 150 90,000 | 11/ 7/22 Brookside Add. .’ Fairview Add...}| 684 532,000 | 3/—/22 Watsessing Add. Arlington Grade. 500 100,000 | 11/ 1/22 Clara Grade.....} 300 75,000 | —/—/22 Junior High..... 560 200, 000 5/—/21 Adams Grade Add} 600 290 , 000 2/ 6/22 Princeton Add...| 800 330,000 2/ 6/22 Open Air School. 100 85,000 | 10/31/22 Consolidated.....| 250 48,000 | —/—/21 Consolidated.....| 200 48,000 | —/—/21 Consolidated.....| 250 48,000 | —/—/21 Memorial Jr. High, 1500 750,000 5/ 5/19 Lafayette College Memr’l Gymn.; 900 300 , 000 1/15/20 Junior High Annx.| 270 14,159 9/13/21 Junior High..... 2000 | 722,609 | 9/13/21 Junior High..... 2000 778 , 964 9/12/21 Junior High..... 2000 795,595 | 11/ 8/21 Junior High..... 2000 824,950 1/10/22 Elementary......| 620] 199,598 | 5/ 9/22 Elementary......| 720 301,499 5/ 9/22 Elementary......| 1600 536,219 5/ 9/22 Elementary......| 1600 | 512,362 | 5/ 9/22 Elementary......} 1800 | 485,002 | 5/ 9/22 Junior High..... 2000 961, 247 5/ 9/22 High & Grade....| 240 60,000 5/16/22 ESSE 600 200,000 | 11/17/22 r. & Sr. High 800 300,000 | 12/ 6/21 Be eas ao sal 250 35,000 af -3/aa Date contract let or to be let 7 6/20/22 7/21/22 3/12/22 3/12/22 7/10/22 9/26/22 inven 23 3/—/22 8/21/22 3/—/21 8/15/22 ~j—f% sir nan 84 | | —/—/23 7/ 1/22 2/15/22 2/15/22 2/15/22 12/ 6/21 7/20/22 10/ 6/22 5/—/22 11/ 1/22 12/—/22 wofetis 28 11/ 6/22 11/ 6/22 11/21/22 —/—/22 —/—/22 ~—=f=/22 9/20/22 8/28/22 2/23/22 3/22/22 4/18/22 4/18/22 6/20/22 7/18/22 9/21/22 11/20/22 11/20/22 11/24/22 12/18/22 —/—/23 1/15/23 4/—/22 —/—/22 [110] Name of school officer in charge August Bobbs.... .| Theo. Davis...... cB owe... ef Sa W. T. Isaacs...... Wm. Russell...... W. F. Bramhall. . F. R. Hammond... W. M. Veitch... School Board. . . Bd. of Education. . Henry Martin.. D. E. Lesher. . ~ — >. E. Ackley. . G. N. Sleight. . . S. O. S. O. S. O. S. O. S. O. Hartwell... .| Hartwell. . Hartwell Hartwell Hartwell S. O. Hartwell. Cost reported this month, $12,728,615: Name of architect 9 Robert Hall Robert Hall Osterhag & Sutton Osterhag & Sutton C. N. Griffin O. W. Holmes Ballard, Deh Hassett & H. B. Winters Charles Shaver Mann & Gerow Mann & Gerow | Tyson & Foster | Croft & Boerner . Lewes . Lewes . Lewes . Lewes . Lewes . Lewes ee eee ee C. M. Luce Bldg. Committee A. G. Myers. A. G. Myers.....f| H. C. Dieterick. . . W. B. Moody..... mB. we. Rayen...... Dr. H. Bucher. . School Board. . . School Board. . . School Board.. . A. W. Moss. . Dufour. D. Cassell D. Cassell D. Cassell D. Cassell D. Cassell D. Cassell. . . . Cassell. .. . Cassell D D a ee D. Cassell. . D D J e°| eo) . Cassell . Cassell. . Wheaton. . OG. Bw. Betn...... S. D. Beebe... f | White, Sealine cael tianentilanenilimeniione tania! Richard Jones..... G. A. Ferris & Son J. F. Capen Streeter, & Chamberlain F. C. Warner Paul Boucherle Paul Boucherle ..| Smith, Drehrer, Paul, Churchman & Ford P. H. Richards Hersh & Sholler Brunot Robert Ireland Welles Bosworth James Gaw . Catharine . Catharine Cathar‘ne Catharine . Catharine Catharine Catharine Catharine . Catharine . Catharine 33338348885 Parkinson & Dock- endorf C. P. Stark 6 NRE TT ye n aul, ‘ord AL TL RR CLL LOLOL EE. SG RE A Vol. 12, No. 3 Select List ITLES and notes in this list are taken from the January Booklist of the Amer- ican Library Association. ALDEN, RAYMOND MACDONALD. found the king. 18 University Sq., Indian- apolis, Bobbs-Merrill Co., 1922. 154p. illus. music. $1.75. Collection, similar in character to When the chimes rang, which will afford new ma- terial for those desiring ethical stories. The first has a slight Christmas element. They are supposed to have been told by the competitors in a story tournament held to choose an official storyteller for a young prince and princess. Beach, Rex ELtincwoop. Flowing gold. Franklin Sq., N. Y., Harper & Bros., 1922. 377p. illus. $2. A popular story of the Texas oil fields after the war and the fortunes of the Briskow family when they struck oil—the hero, an engaging young adventurer, playing fairy godfather to the family. A_ well worked out plot and plenty of action. Conen, Octavus Roy. Assorted chocolates. 4th Ave. and 30th St., N. Y., Dodd Mead & Co., 1922. 330p. $2. Amusing stories of colored “society” of the same type as his Polished Ebony, Thirteen Plus, Two Minus Votes. Most of them ap- peared in the Saturday Evening Post. Cottins, Francis ARNOLD. Sentinels along our coast. 353 Fourth Ave., N. Y., Century Co., 1922. 272p. illus. $2. A simple narrative of American light- houses, buoys, and light-ships, and their use in minimizing the dangers of the sea to ship- ping and travel. The illustrations are clear reproductions of photographs. Book will prove interesting to the boy in his teens. It covers practically the same ground, however, as Lighthouses and Lightships of the United States, by Putnam and Talbot's Lightships and Lighthouses, the first treating the subject from the story side, the second being a pop- ular description of lighthouses and their equipment. Fietcuer, WiLL1AM L. How to get the job you want. 4+ Park St., Bost., Houghton Mifflin Co., 1922. 449p. $3. The fundamental idea is, that obtaining a position is really a question of salesman- ship, with service the object of sale. Concrete and practical. Intended for those seeking a higher type of position than that treated in Shidle, Finding a Job, which is for the beginner in business, while Fletcher appeals to those capable of earning twenty-five hun- dred dollars to ten thousand dollars a year. Has classified bibliography (87p.) of busi- ness books and trade papers which Shidle lacks. More expensive than Shidle. Fueter, Enuarp. World history, 1815-1920; tr. by Sidney Bradshaw Fay. 1 W. 47th St.. N. Y., Harcourt, Brace & Co., 1922. 490p. $3.75. “A survey of the history of the last hun- dred years from a really universal point GUIDE TO BOOKS The boy who THE JOURNAL OF THE NATIONAL EpucaTion AssOclATION 111 + of view,” by a trained Swiss historian and professor in the University of Zurich. It is the story of world movements and _ their growth illustrated by the conduct of the nations of Europe since 1815. Divided into five parts discussing the point of departure from old systems, international alliance against revolutionary tendencies, old and new colonial policies, the struggle against the fourth estate, the formation of new national states in Europe, and economic im- perialism. Style clear and readable. GENTILE, GIOVANNI. The reform of educa- tion; tr. by Dino Bigongiari (European library) 1 W. 47th St., N. Y., Harcourt, Brace & Co., 1922. 250p. $2. “His whole philosophy indeed, in its moral import, seems to be a reaction against the modern mechanization of life It is essentially a reassertion on a cosmic scale of the primacy of personality, in a world which has been deadened by the weight of things.’—Nation, 115:636, 6 D 22. “We owe it to Gentile that Italian pedagogy has attained in the present day a simplicity and a depth of concepts unknown else- where.”—Benedetto Croce in the Introduc- tion. Lyon, Leverett SAMUEL. Education for business. Chic., Univ. of Chic. Press, 1922. 618p. $3.50. Analysis of the aims and needs of business education, and of the methods employed by the different types of business schools, with a review of the high-school commercial- curriculum reform. Potter, PirMAN BENJAMIN. An_ introduc- tion to the study of international organ- ization (Century political science series) 353 Fourth Ave., N. Y., Century Co., 1922. 647p. $4. “Shows that international organization is not a new thing, traces the development and expansion of the idea, and points out ways in which such organizations may be strength- ened. Author is professor in the University of Wisconsin.”—W isconsin. Ap- pendixes: Documents illustrating the devel- opment of international organization— Bibliography (34p.) Pratt, ALicE Day. A_ homesteader’s port- folio. 66 Fifth Ave., N. Y., Macmillan Co., 1922. 1181p. illus. $2. An entertaining narrative of how one woman, alone, overcame the real difficulties of building a home out of a piece of western wilderness, on a homestead in Oregon. Her descriptions of the joys and discouragements, the attitude of the old settlers toward the newcomer, and the acquiring of her little group of farm animals are full of kindly humor. Seton, Ernest THOMPSON. Bannertail; the story of a gray squirrel. 597 Fifth Ave., N. Y., Charles Scribner Sons, 1922. 265p. illus. $2. From the days when as a little orphan squirrel he was adopted by the farmyard cat to the time when fully grown he flew to defend his mate from the deadly black snake. Simple and dramatic. Eight full-page illus- trations and many of the author’s inimitable marginal drawings. WarsHAw, Jacos. The new Latin America. 426 W. Broadway, N. Y., T. Y. Crowell & Co., 1922. 415p. illus. maps. $3. Information on industrial, social, economic, and _ political developments in South and Central America and Mexico, deprecating the ignorance and the feeling of complacent superiority with which many North Americans regard our southern neigh- bors, and pointing out the opportunities for trade and settlement. The statistics, maps, illustrations, and biography make it much more informative as well as more up-to-date than Shepherd, Latin America. recent 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 various publishing houses represented. ApBoTT, CHARLES L. What comes from whut, or the relationships of animals and plants. 600 Ivy St., St. Paul, Minn., Author, 1922. 48p. $1. ApAMS, SHERRED WILLCOX. Five little friends. N. Y., Macmillan, 1922. 139p. 80c. ALLEN, GeorGE HENRY. The French Revolu- tion; 4 vols.; Vol. 1. Phila., G. Barrie’s Sons, 1922. 340p. $9 per vol. ALLEN, NELLIE B. Geographical and indus- trial studies: North America. Illus. Bos- ton, Ginn, 1922. 391p. $1. AL-SHIMAS, KAMAR. (Morton F. Brand.) The Mexican Southland: an account of the author’s wanderings upon, and of the plants, animals, people, commerce, and in- dustries of the Isthmus of Tehuantepec. Illus. Fowler, Ind., Benton Review Shop. 327p. $3. AMIEL, HENRI FrEpEric. Jean Jacques Rous- seau: tr. by Van Wyck Brooks. N. Y., Huebsch. 94p. $1. ANDREWS, CLARENCE Leroy. The story of Sitka; the historic outpost of the Northwest coast, the chief factory of the Russian American company. Seattle, Wash., Low- man & Hanford, 1922. 108p. $1.50. Barrett, W. H. Elementary organic chem- istry; with an index. N. Y., Oxford Univ. Press, 1922. 256p. $1.50. BENNETT, JeESsE Lee. On culture and a liberal education; with lists of books which can aid in acquirng them. Balt., Mad., a Co., 1922. 92p. Bds. $1.50; paper A BLANCHARD, ArTHUR A., and PHELAN, JosePH W. Synthetic inorganic chemistry: a course of laboratory and classroom study for first year college students; 3d ed. N. Y., Wiley, 1922. 326p. $3. BiounT, Ratpu E. Health: public and per- sonal. Boston, Allyn & Bacon, 1922. 316p. $1.20. Boucke, OswaLp Frep. A critigue of eco- nomics; doctrinal and _ methodological. N. Y., Macmillan 305p. $2. Braptey, F. H. The principles of logic. 2d ed.; rev. with commentary and terminal essays. 2 vols. N. Y., Oxford Univ. Press, 1922. 739p. $9.35. BRAINARD, ANNIE M. The evolution of pub- lic health mursing. Phila., Saunders. 454p. $3. BRISSENDEN, PAUL FREDERICK, and FRANKEL Emit. Labor turnover in industry: a statistical analysis. N. Y., Macmillan. 215p. $3.50. British year book of international law, 1922- 23. 3d ed. N. Y., Oxford Univ. Press. 1922. 260p. $5.35. 112 BRUNHES, JEAN. Human geography; an at- tempt at a positive classification; princi- ples and examples. Chicago, Rand, MeNally,. 1920. 648p. $5. Bryce, CATHERINE T. Bound or free and The wizard of words. Boston, Atlantic Monthly Press, 1922. 3zp. 35c. CuHamsers, R. W. The teaching of English in the universities of England. N. Y., Oxford Univ. Press, 1922. 36p. 85c. CHESTERFIELD, Lorp. Letters of (author). Girard, Kans., Haldeman-Julius Co. 62p. Paper, 10c. : Cuicaco Dietetic AssociATION, INc. Recipes for institutions. N. Y., Macmillan, 1922. 163p. $1.50. CHRISTMAN, JOHN matics. N. Y., 321p. $2.60. CLARK, Barrett Harper. How to produce amateur plays; a practical manual; new and rev ed. Illus. Boston, Little, Brown, 1923. 144p. $1.75. CLARK, G. Harpy. training of children. fornia, Parents’ Educational Bureau. $1. Cottes, H. C. The growth of music; a study in musical history for schools; 3 pts. in 1 vol., new ed. N. Y., Oxford Univ. Press, 1922. 160p., 176p., 194p. $3.50. Cormack, Lizut. BEALE. Initiation stunts; serious initiations; mock initiations; rough house initiations; fraternity customs; Greek letter fraternities; fraternity songs; toasts, yells, and cheers; college yells and cheers; side degree stunts. 18 Vesey St., N. Y., Fitzgeral Pub. Corp., 1922. 94p. $1. Crarrs, Witpur F. That boy and girl of yours; sociology; from the viewpoint of the family. N. Y., Baker & Taylor, 1922. 430p. $1.75. Crospy, LAURENCE A., and AYDELOTTE, FRANK. Oxford of today; a manual for prospective Rhodes scholars; ed. for the Alumni Assn. of Am. Rhodes Scholars. Illus. N. Y., Oxford Univ. Press, 1922. 268p. $2. Damon, Gorvon. Suggestions for the teach- ing of science in the Texas high schools. Austin, Texas, Texas State Dept. of Educ., 1922. 89p. Paper. Davis, E. E., and SHecsy, T. H. County unit of school administration in Texas. Austin, Texas, University of Texas, 1922. Shop mathe- 1922. Illus. MICHAEL. Macmillan, A system of character Long Beach, Cali- 85p. 63p. Paper, 25c. Davis, MurieL O. Outlines of European history. Wlus. N. Y., Oxford Univ. Press, 1922. 149p. $1.20. DENNISON MANUFACTURING Co. How to make crepe paper flowers. Framingham, Mass., Author. 32p. 10c. Weaving with paper rope. Framing- ham, Mass., Author. 32p. 10c. How to make paper costumes. ingham, Mass., Author. 32p. 10c. Sealing wax art. Framingham, Mass., Fram- Author. 24p. 10c. Dewey, Goprrey. Personal shorthand. Yonkers, N. Y., World Bk. Co., 1922. 199p. $1.50. Personal shorthand exercises. Yonkers, N. Y., World Bk. Co., 1922. 170p. 80c. —— Personal shorthand reader, No. 1; Irving's Rip Van Winkle written in per- sonal shorthand. Yonkers, N. Y., World Bk. Co., 1922. 67p. 40c. Dickens, Cuaries. A tale of two cittes. Boston, Allyn & Bacon, 1922. 606p. $1. Drier, J. C. A book of winter sports; an at- tempt to catch the spirit of the keen joys of the winter season. (ius. N. Y., Mac- millan. 351p. $1.50. Dun top, Ropert. Ireland from the earliest trme to the present day. N. Y., Oxford Univ. Press, 1922. 724p. $2.50. Epwarps, JosepH. A treatise on the integral calculus; with applications, examples, and THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION EE IIE IS 0 i RRC ic, problems; vol. 1. N. Y., Macmillan, 1921. 907p. $16. ELDERDICE, DoroTHy. sword; a pageant of peace. The sheathing of the Illus. West- minster, Md., Times Pr. Co., 1922. 20p. Paper, 25c. Exus, HAveLtock. Eugenics made _ plain. Girard, Kansas, Haldeman-Julius. 64p. Paper, 10c. FIELDING, WILLIAM J. Psycho-analysis; the key to human behavior. Girard, Kansas, Haldeman-Julius Co., 1921. 107p. Paper, 10c. FisHER, IRVING. The making of index num- bers; a study of their varieties, tests, and reliability. Boston, Houghton Mifflin. 526p. $7.50. Fow.er, J. H. De Quincey as literary critic. N. Y., Oxford Univ. Press, 1922. 18p. Paper, 70c. GILMAN, IsABEL AMBLER. ican Northland. Illus. Yonkers, N. Y., World Bk. Co., 1922. 343p. $1.40. GITTINGS, JOHN CLAxron, and others. Tu- berculosis in infancy and childhood; lec- tures delivered at the Childrens’ Hospital, Phila., under the auspices of the Philadel- phia Pediatric Society. \Ullus. Phila., Lip- pincott, 1922. 273p. $5. GunTHER, R. T. Early science in Oxford; Alaska, the Amer- pt. 2, mathematics. Wlus. N. Y., Oxford Univ. Press, 1922. 102p. $3.50. HAGEDORN, HERMANN. The boy’s life of Theodore Roosevelt; new ed. N. Y., Har- per, 1922. 389p. $1.75. HARRISON, HENRY SyDNoR. Queed; a novel: (Riverside Literature Series.) Boston, Houghton Mifflin, 1911. 430p. 88c. Horz, Henry Gustave. Teacher's manual for first-year algebra scales. N. Y.,, Teachers College, Columbia University, 1922. 46p. 75e. HousMan, IpA E. A teacher’s version of the Pierson law; a simplified version of New Jersey's actuarial retirement fund law; chapter 80; laws of 1919. High School, Hoboken, N. J. (Author), 1922. 23p. Paper, 25c. Hoyt, CHARLES WILSON. Training for the business of advertising. G. B. Woolson - So... t20 W.. 32d.St.: Na ¥. eee 128p. $1.50. INDIANA EpucaATION SURVEY COMMISSION. Public education in Indiana. Illus. 61 Broadway, N. Y., General Education Board, 1923. 304p. Free on application. INGRAHAM, SYDNEY ELEANOR. The story of democracy; told for boys and girls. Illus. N. Y., Macmillan. 322p. $1.20. JERSEY, DOWAGER, COUNTESS OF. years of Victorian life. lus. ton, 1922. 392p. $7. Jounsen, Jutia E. China and Japan: a study outline. N. Y., H. W. Wilson Co., 1922. 5ip. Paper, 50c. —— St. Lawrence River ship canal. N. Y., H. W. Wilson Co., 1922. 74p. Paper, 75c. Jones, THOMAS Jesse. Education in Africa; a study of West, South, and Equatorial Africa by the African Education Commis- sion, under the auspices of the Phelps- Stokes Fund and Foreign Mission Societies of North America and Europe. MWllus. 297 Fourth Ave., N. Y., Phelps-Stokes Fund. 323p. $2; paper, $1.50. Kesey, Francis W., and Scupper, JARED W. Selections from Ovid. Boston, Allyn & Bacon, 1922. 66p. $1. KopayasHi, Usuisasuro. Military industries of Japan. N. Y., Oxford Univ. Press, 1922. 269p. $2.25. LaMB, CHARLES. Wit and wisdom of (au- ther). Girard, Kansas, Haldeman-Julius Co. 62p. Paper, 10c. Laws, A. R., and Lance, P. A geography of the British Isles. N. Y., Oxford Univ. Press, 1922. 320p. $1.20. Fifty-one N. Y., Dut- Mar h, 1923 Lfaxe, Percy Dewe. Commercial goodwill its history, value, and treatment in ae. counts. N. Y., Pitman, 1921. 260p. $7, Ler, C. D., and Aspey, R. A. Classification and identification of handwriting. N. Y. Appleton. 113p. $2.50. . LEVERMORE, CHARLES HERBERT. Samuel] Train Dutton: a biography. N. Y., Mace millan, 1922. 280p. $2.50. LincoLN, ABRAHAM. The life and public service of General Zachary Taylor. Bos. ton, Houghton Mifflin, 1922. 55p. $5, LINCOLN SCHOOL OF ‘TEACHERS COLLEGE, 4 descriptive’ booklet. 425 W. 123d St., N. Y., Author, 1922. 80p. Paper. Free * on application. LOWELL, JAMES RUSSELL. fal. Girard, Kansas, Co. 58p. Paper, 10c. McGILL, FLoreNce E. Office practice and business procedure. N. Y., Gregg Pub, Vision of Sir Laun- Haldeman-Julius Co., 1922. 308p. $1.20. MacponaLp, GeorGe R. Practical Spanish grammar; a course of lessons carefully graduated and arranged on the most modern lines combining simple gram- matical rules with selected vocabularies and exercises and conversational sentences. N. Y., Pitman, 1922. 157p. $1.25. MASSACHUSETTS Dept. OF EDUCATION; Div. oF University Extension. The Massachu- setts problem of immigrant education in 1921-22. (Bull. vol. 7; no. 6; whole no. 50; Nov., 1922.) State House, Boston, Author. 23p. Paper. Free. Mawson, C. O. S. Roget’s International thesaurus of English words and phrases, N. Y., T. Y. Crowell Co., 1922. 741p. $3, Meap, Harotp Tupper. 4 laboratory guide in comparative anatomy. Illus. New Or- leans, La., Author, 1922. 9%6p. $1.50. Monroe, WALTER S. Relation of sectioning a class to the effectiveness of instruction, (Bur. of Educ. Research; bul. 11.) Ur- bana, IIl., 1922. Paper, 15c. Moore, Ernest C. Minimum course of study; reports of committees on minimum essentials in elementary education. N. Y.,, Macmillan. 402p. $1.88. MosHer, Marion Dix. More toasts: jokes, stories, and quotations. N. Y., H. W. Wil- son Co., 1922. 542p. $1.80. New International Encyclopedia, 24 vols. Illus. 4th Ave. & 30th St., N. Y., Dodd, Mead & Co., rev. 1922 ed., 80,000 articles. Cloth, $156; buckram, $168; full damaskin, $204. Sold on time or for cash. New York STATE UNIVERSITY DIVISION OF VOCATIONAL AND EXTENSION EpucaTion. 4 teacher’s handbook on citizenship, naturali- zation, and the voting system. Albany, N. Y., N. Y. State University, 1921. 37p. Paper. NICHOLSON, KATHARINE STANLEY. Historic American trees. 15 W. 107th St., N. Y,, Frye Publishing Co., 1922. 104p. $3. Nipa, STELLA HUMPHREY. Panama and its “bridge of water.” Chicago, Rand, Me- Nally, 1922. 208p. 90c. Oscoop, WiLtiaM F. Introduction to the calculus. N. Y., Macmillan, 1922. Illus. 449p. $2.90. Penper, Haron, and others. Hand book for electrical engineers; 2d ed. rev. and en- larged. N. Y., Wiley, 1922. 2263p. $6. Puetps, EpirH M. Debater’s manual. N.Y, H. W. Wilson Co., 1922. 180p. $1.50. Pierce, ELizABETH DENNY. A Roman man of letters: Gaius Asinius Pollio. Thesis (Ph. D.) Poughkeepsie, N. Y., Vasar Col- lege Library, 1922. 80p. Paper, 50c. Price, Freperick W. 4 texthook of the practice of medicine by various authors. N. Y., Oxford Univ. Press, 1922. 1753p. $10. Purpy, Epwarp A. Manual of the _ post office; a texthook for schools. Minneapolis, eT TET TT ish lly 10st im- ries ces. . OF hu- im no. ton, onal 1ses, $3 uide Or- ning tion. Ur- of mum a ” okes, Wil- vols. odd, icles. skin, N OF ba irali- bany, 37p. ‘toric l.. i ‘ d its Mc- » the Illus. rk for d én- . $6. N. Y. 50. man Thesis r Col- j the thors. 1753p. post apolis, $$$ TT TL TT TTT TT ai a Vol. 12, No. 3 THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 113 ee, nn nn nnn enna nr Sesh Minn., Author, 1922. 40p. Single copies, 25c.; quantities of 100 or more, 20c. RANDALL, JAMES E. Soil protection and soil improvement. Illus. Indianapolis, Ind., T. A. Randall & Co., 1922. 97p. Paper, $1. RepMonp, GeorGe F. Financial giants of America. In 2 vols. Illus. 240 Boylston St., Boston, The Stratford Co. 388p. and 349p. Set, $5. RipMAN, WALTER. French handbook for teachers; and passages for practice. 1922. 128p. $1.60. Ross, EpwAarD ALSWORTH. N. Y., Century, 1922. 235p. $1.75. RownTREE, B. SEEBOHM. Industrial unrest; a way out; with an introd. by Henry 8. Dennison. N. Y., Doran, 1922. 29p. Paper, 10c. RusseLL, JosepH T. Basketball for begin- ners. Denver, Colo., Denver Athletic Club, 1922. 16p. 25c. SANDERSON, DwicHt. The farmer and his community. N. Y., Harcourt, Brace, 1922. 252p. $1.25. ScnoLz, Gustav. Practical grammar for schools. Milwaukee, Wis., C. N. Casper Co., 1922. 186p. 60c. ScovILLE, DororHEA H., M. D., and Lone, Doris. Safety for the child: accident pre- vention. lllus. 157 E. 47th St., N. Y., Re- public Bk. Co., 1921. 252p. $2. SHAKESPEARE, WILLIAM. King Richard 3rd. Girard, Kansas, Haldeman-Julius Co. 124p. Paper, 10c. Much ado about nothing. Girard, Kan- sas, Haldeman-Julius Co. 96p. Paper, 10c. dictation: A With sentences N. Y., Dutton, The social trend, — Hamlet. illus. Boston, Allyn & Bacon, 1922. 369p. 65c. — Macbeth. Illus. Boston, Allyn & Bacon, 1922. 324p. 65c. — A Midsummer Night’s Dream. Boston, Allyn & Bacon, 1922. SHAW, WARREN CHOATE. Illus. 219p. 65e. The art of debate. Boston, Allyn & Bacon, 1922. 461p. $1.40. SHEARMAN, Henry P. Practical economics. N. Y., McGraw-Hill, 1922. 388p. $2.50. SmiTrH, FairH E. A selected list of books, pamphlets, and magazine articles on part- time education. (N. Y. State Lib. Bibli- ography bull. 71.) Albany, N. Y., Univ. of State of N. Y. Press, 1922. 27p. Paper, 10c. STEVENSON, RopertT Louis. Treasure Island. Boston, Houghton Mifflin, 1922. 297p. 60c. STRASBURGER, EpUARD. Strasburger’s text- book of botany; rewritten by Dr. Hans Fitting, Dr. Ludwig Jost, Dr. Heinrich Schenck, Dr. George Karsten; 5th English ed.; rev. with the 14th German ed. by W. H. Lang. Illus. N. Y., Macmillan, 1921. 799p. $7. STRAYER, G. D., and EvenpeNn, E. S. Syllabus of a course in the principles of educational administration. (Teachers College syllabi, No. 11.) Illus. N. Y., Teachers College, Columbia University, 1922. 166p. $1.65. STUBENRAUCH, A. V., Woop, Mito N., and BoorH, CuHartes J. Horticulture for Schools. (Rural textbook series.) N. Y., Macmillan, 1922. 325p. $1.48. Taytor, CHARLES RALPH, and Morss, Loutse K. Vital English: Elementary composi- tion. Illus. 246p. 72c.;Intermediate book. Illus. 254p. 84c. Grammar and compo- sition. 181 Madison Ave., N. Y., F. M. Ambzrose Co., 1922. 367p. $1. N. Y., F. M. Ambzrose Co., 1922. Tuomas, Lean C., and GoL_pruwait, Joe. E. Body mechanics and health. \\lus. Bos- ton, Houghton Mifflin, 1922. 112p. $1.25. Tichenor, H. M. Voices from the past (George Washington; Thomas Jefferson; Thomas Paine; Abraham Lincoln.) Girard, Kansas, Haldeman-Julius Co. 61p. 10¢. TRIAL OF WILLIAM PENN, THE. Kansas, Haldeman-Julius Co. 60p. 10c. TURNER, HERBERT. Girard, Paper, A guide to school handi- crafts. Illus. N. Y., Pitman, 1922. 125p. $1.75. UNIVERSITY OF THE STATE OF New York. Suggestions on the daily program in the one-teacher rural school. (Univ. of the State of N. Y., bull., no. 735.) Albany, N. Y., Univ. of State of N. Y., 1921. 20p. Paper. UNIVERSITY OF Texas. 4 mill tax for the support of higher educational institutions of Texas. (Univ. of Texas bull., No. 2236; Sept. 15, 1922.) Austin, Texas, Univ. of Texas, 1922. 156p. Paper, 15c. UNIVERSITY OF Texas, No. 2248. Reading lessons in music appreciation; aids in preparation of students for music memory contest of the Interscholastic League Divw., Bur. of Extension. \Ullus. Austin, Texas, Univ. of Texas, 1922. 54p. Paper, 10c. VAN Buskirk, EpGAR FLANDREAU. The need of sex education in the high school. (Cin. social hygiene soc. bull. No. 5.) Cin., Ohio, Cin. Social Hygiene Society, 1922. 8p. 20c. WayNeE, IRENE V. Children’s books about the sea. | Annotated list.) St. Louis, Mo., St. Louis Pub. Library, 1922. 7p. Paper. Free. WHIPPLE, WAYNE. The Abraham Lincoln. Illus. 258p. $1. The story of young George Washing- story of Phila., Altemus, young 1918. ton. Phila., Altemus, 1918. Illus. 256p. $1. WuiTcoMB, IDA 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. WILLIAMS, WHITING. Horny hands and hampered elbows; the worker’s mind in i Western Europe. N. Y., Scribner. 285p. $2.50. WILMINGTON INSTITUTE FREE LIBRARY. Books for a child’s own library; a list for moth- ers. Wilmington, Del., State Parent- Teacher Assn. 14p. Paper. Apply. Winpes, Eustace E. Agricultural educa- tion: plan for organization of county sys- stem of agricultural instruction in elemen- tary rural schools. U. S. Bur. of Educ. Rural School Leaflet 6. U. S. Bureau of Educ., Wash., D. C., 1922. 8p. Free. WirTHINGTON, Paut. The book of athletics, rev. by Lothrop Withington. Illus. Bos- ton, Lothrop, Lee & Shepard, 1922. 523p. $2. Woop, Tuomas D. Health service in city schools of the United States. Edited by author, 525 West 120th St., N. Y., 1922. 40p. Paper, 25c.; $15 per hundred. Health improvements in rural schools. Edited by author, 525 West 120th St., N. Y., 1922. 52p. Paper, $15 per hundred. WoOoLBERT, CHARLES HENRY, and WEAVER, ANDREW THOMAS. Better speech; a text- book of speech training for secondary schools. N. Y., Harcourt, Brace, 1922. 406p. $1.40. WooLMAN, Mrs. MAry ScHENCK. Clothing: choice, care, cost. 2d ed. rev. pincott, 1922. Illus. 290p. $2. Workers’ EpucaTION BuREAU OF AMERICA. Workers’ education in the U. S.; report of proceedings Second National Confer- ence on Workers’ Education in the U. S., held at the New School for Social Re- search, New York City on April 22 and 23, 1922. 465 W. 23d St., N. Y., Author, 1922. 196p. 50¢. Phila., Lip- WRIGHT, IvAN. Bank credit and agriculture. N. Y., McGraw-Hill, 1922. 340p. $3 Wric.Ley, M. JAckson. The film; its use in popular education. N. Y., H. W. Wilson Co., 1922. 124p. $1.50. WYMAN, WALTER F. Export merchandising. N. Y., McGraw-Hill, 1922. 405p. $4 Zook, Gerorce F. National conference of junior colleges. (St. Louis, Mo., June 30 to July 1, 1920, and first annual meeting of Am. Assn. of Jr. Colleges.) U. S. Bur. of Ed. Bul. 19, 1922. Supt. of Does., Govt. Printing Office, 1922. 73p. Paper, 10c — Residence of students in universities and colleges. U.S. Bureau of Educ. Bul. 18, 1922. Supt. of Documents, Wash., D. C., Govt. Printing Off. Paper. 14p. 5c. Prize Children’s Books HAT THE STORY OF MANKIND, by Hendrik Van Loon, was the most import- ant children’s book published in 1921 was the verdict of members of the Children’s Li- brarian’s Section of the American Library Association. Out of two hundred twelve ballots received by the chairman of that section, one hundied sixty-three were for this book; and no other book received more than twenty-two votes. In accordance with this vote, the Children’s Librarians Section at Detroit awarded the John Newberry Medal to Mr. Van Loon. The medal was awarded and presumably will be awarded annually in the future, not by the American Library Association, but by the Children’s Section of the A. L. A., thus representing the library specialists in this field. ‘The medal is a gift of Frederic G. Melcher. The Project Method Haun, H. H. Projects in observation and practice teaching for high schools, normal schools, and teachers colleges. Lincoln, Nebraska, University Pub. Co., 1921. SmiTH, E. E. Teaching geography by prob- lems. N. Y., Doubleday, 1921. SNEDDEN, D. S., ed. Vocational home-mak- ing education. N. Y., Teachers College, 1921. SoLarR, F. I. Hand craft projects tor school and home shops. Book One. Milwaukee, Bruce, 1921. PERIODICALS BrAnoM, F. K. The project in geography. Education. Vol. 42. January, 1922, p.261- 274. CHARTERS, W. W. Limitations of the project. National Education Association Proceed- ings. 1921. p.428-430. Horn, Ernest. Criteria for judging the project method. Educational Review. Vol. 63, February, 1922. LinpquisT, THEODORE. Mathematics the proj- ect instrument. National Education Asso- ciation Proceedings. 1921. p.435-437 Lonc, J. A. A project basis for, social study in the upper grades. National Education p.93-101. Association Proceedings. 1921. p.432- 435. ParKER, S. C. Project teaching; pupils planning practical activities. School Journal. Vol. 22, January-Febru- ary, 1922. p.335-245 and 427-440. SHIELDS, G. M. How can the project be safeguarded. National Education Asso- ciation Proceedings. 1921. p.430-432. STockTon, J. L. The project work and de- mocracy. Journal of the National Edu- cation Association. Vol. 11. May, 1922. p.181-182. Elementary 1 These are selected additions to the list published on page 385 of THE Journat for No¥ember, 1922. It was compiled for THe JourNnat by Miss Annina or Angee. of the East Orange, New Jersey, Public Abrary. ke ee ee ee ¥ 1 i f 114 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION March, 1923 Best Books of 1921 HE Book Selection Division of the New York State Library, under the direction of Miss Mary Eastwood, publishes annually an annotated list of several hundred of the best books produced during the previous year. This New York list has won recog- nized standing among the librarians of the country and is widely used in other States. To aid librarians in the smaller libraries a shorter list of a hundred books is indicated. This list within a list is therefore doubly select and significant. Reference handbooks—Zimanp, Saver. Modern social movements: descriptive summaries and bibliographies. H. W. Wilson. $1.50. Puetps, E. M. Selected articles on immigration. (Handbook ser.) H. W. Wilson. $1.80. Reety, M. K. Disarmament. (Handbook ser.) H. W. Wilson. $2.25. Philosophy and ethics—Rosinson, J. H. The mind in the making. Harper. ah, 1.50. Irwin, Witt. The next war. Dutton. Religion—BatiantinE, W. G. The young man from Jerusalem. Houghton. $1. Sociology—Brecxinrivce, S. P. New homes for old. (Americanization studies). Harper. $2.50. Park, R. E., & Micuer, H. A. Old_ world traits transplanted. (Americanization studies). Harper. $2.50. Rospert, H. M. Parliamentary practice. Century. $1.25. : Anonymous. Four years in the underbrush. Scribner. $2.50. Bass, J. F., & Movurtron, H. G. America and the balance sheet of Europe. Ronald Press. $3. Hovr, F. C. Quicksands of youth. Scribner. $1.75. ‘ Yeoman s, Epwarp. Shackled youth. Atlantic Monthly Press. $1.60. Natural science—Tyter, J. M. The new stone age in Northern Europe. Scribner. $3. Conkuin, E. G. The direction of human evolu- tion. Scribner. $2.50. Useful arts—Forses, W. C. Romance of busi- ness. Houghton. $1.65. ‘ Suipte, N. G. Finding your job. Ronald Press. $2. WuiteHEAD, Harotp. How to run a_ store. Crowell. $2.50. Jackson, J. A., & Sarispury, H. M. Outwitting our nerves. Century. $2.50. Agriculture—Burr, Watrer. Rural organization. Macmillan. $2.25. Firrin, E. O. Rural New York. (Rural, State, and province ser.) Macmillan. $2.50. Domestic economy—AseEL, Mrs. M. W. H. Suc- cessful family life on the moderate income. (Lippincott’s family life ser.) Lippincott. $2. Donuam, S. A. Spending the family income. Little. $1.75. Amusements and sports—MclIsaac, F. J. The Tony Sarg marionette book. Huebsch. $1. Srratton, CLARENCE. Producing in little theaters. Holt. $2.90. Ferris, H. J. Producing amateur entertainments. Dutton. $2.50. Jessup, Exton. The motor camping book. Put- nam. $3. Essays and literary history—MatrHews, BRANDER. Essays on English. Scribner. $2. Yale Univ. Brooks, S. Hints to pilgrims. Press. $2.50. The Cambridge history of American lit- erature; ed. by W. P. Trent and others. 4 vols. Putnam. vol. 3 and 4, $5 each. Morey, CHRISTOPHER. Modern Essays. Har- court. $2. Drama—Dicxinson, T. H. Chief contemporary dramatists; second series. Houghton. $4.50. Anthologies and Poetry—Rosinson, E. A. Col- lected poems. Macmillan. $3.50. Humor—Bencuiry, R. C. Of all Holt. $2. things! Description and Travel—Harrison, MARGUERITE F. Marooned in Moscow. Doran. $3. Watiace. The people of THOMPSON, Mexico. Harper. $2.50. Towne, C. iL. Loafing down Long Island. Century. $2.50. Dixon, W. H. Westward hoboes. Scribner. $4. Franek, H. A. Working north from Patagonia; being the garrative of qa journey earned on the way, through southern and eastern South Amer- ica. Century. $5. Breese, WILLIAM. $2.50. Edge of the jungle. Holt. Greensie, Sypney. The Pacific triangle. Cent- ury. $4. Powe, E. A. Where the strange trails go down; Sulu, Borneo, Celebes, Bali, Java, Sumatra, Straits Settlements, Malay States, Siam, Cam- bodia, Annam, Cochin-China. Scribner. $2.50. HALL, ‘d: N., & Norpuorr, C. B. Faery lands of the South Seas. Harper. $4. Stock, Ratpuw. The cruise of the dream _ ship. Doubleday. $4. History—-Bowman, ISAIAH. The new world; problems in political geography. World Book Co. $6. Gipss, PuHinip. More that must be told. Harper. 2.50. Howe E. M., & Seymour, CHarLes. What really happened at Paris; the story of the Peace Con- ference, 1918-1919; by American delegates, Scribner. $4. Ransome, ArtHuR. The crisis in Russia. Huebsch, $1.60. HaworrtH, P. I. Trail makers of the Northwest. Harcourt. $2.50. Paxson, F. I Recent history of the United States. Houghton. $5. Apams, J. T. The founding of New England. Atlantic Monthly Press. $4. Biography—Gar.anp, Hamuin. A daughter of. the middle border. Macmillan. $2. HAMILTON, FREDERIC SPENCER, lord. Here, there and everywhere. Doran. $4. Panunzio, C. M. The soul of an immigrant. Macmillan. $2. StracHey, Lytton. Queen Victoria. Harper. $5. Tumutty, J. P. Woodrow Wilson as I know him. Doubleday. $5. Fiction—AntHony, JosepH. The gang, Holt. $1.90. Battey, H. C. Call Mr. Fortune. Dutton. $2. 3$YRNE, Donn. Messer Marco Polo. Century. $1.25. Diver, Mrs. Maup. ) : Far to seek. Houghton. $2. Evarts, H. G. The passing of the old west. Little. Fencer, F. A. The golden parrot. Houghton. $2. Fisher, Mrs. Dororuy (CANFIELD.) The brim- ming cup. Harcourt. FLeTcHer, J. S. The orange-yellow diamond. Knopf. $2. GUNNARSSON, GUNNAR. The sworn brothers; translated from the Danish by C. Field and W. Emmé. Knopf. $2.50. Hegemon, Louis. Maria Chapdelaine; a tale of the Lake St. John country; translated by W. H. Blake. Macmillan. $2. esesenten, A. S. M. If winter comes. Lit- tle. $2. Jewett, FE. last The il, the , the erpre- e and ng no » pro- raska, the | MAN is what he KNOWS. First the child, then the grown man, is what the school and its teachings decide. The monuments on this earth have changed. Not long ago when you travelled in Europe from one city to the other you might go hundreds of miles with- out seeing a public LIBRARY. But everywhere you saw a pub- lic PRISON. Now there are more libraries than prisons. Once the great monuments of earth were the palaces of kings, castles, and fortresses of the nobles. Now, as Mr. McCay shows in this cartoon, there is one monu- ment that dwarfs all others, mak- ing them seem _ insignificant. That noblest of monuments is the public school in which the children of the Nation are taught at the EXPENSE of the Nation, receiving the knowledge that will enable them to build up and Nation. Earth’s Noblest Monument aa@e8 6 a 8 Mabe es (SESESESERES HIS GIANT BUILDING represents the PUBLIC SCHOOLS of the United States. | This is the ONE thing that is important in this In comparison with it NOTHING ELSE has importance. The Capitol, where Congressmen sit, the great monument in memory of Washington, the mountain ranges, the WHOLE NATION is subordinate to this noblest of all earth’s monuments—THE PUBLIC SCHOOL. What the Nation is, what its laws are to be, its future usefulness in the world, ALL depend on the school in which the children are taught. Protect this monument, build it higher, nobler, better, and you have provided for the future and the safety of the United States. The establishment of the pub- lic school was the greatest event in all the history of the human race. It declared and established the fact that in a country believ- ing all men to be created free and equal, it is necessary that all shall have knowledge and FREE KNOWLEDGE in order to make that equality worth while. The Nation now says, “The mind of every child shall be fed at the public expense. The State will compel the parents to see that the children are taught and will supply FREE teaching for every one that wants it.” That declaration, represented by the public school, is the great- est step that civilization ever took. And since the first step was taken the public schools have advanced in efficiency, in num- ber, in beauty, in attendance, in magnificent results of every kind. Politicians have grafted on the defend and carry on the Nation. The public school typifies the spirit of the United States, the Constitu- tion, laws, and beliefs of the United States. The public school is DEMOCRATIC. It receives and treats all alike; wealth does not count, poverty does not hinder. The knowledge and the books are there for ALL. The public school, like the Constitution of the United States, forbids all dis- crimination because of religion. It teaches THE FACTS that all intelligent human beings accept. It leaves to the homes, the churches, the private or religious schools—for those that want them—the teaching of special religious and other beliefs. The public school recognizes only social equality. The HEAD of the class is for the child that studies, and the bottom of the class for the child that does *Copyright, 1922, by the International Feature Service, ncorporated, and reprinted by their courteous permission. not study. The only aristocracy is that of learning, of application, of good conduct. The public school is first of all an edu- cation IN CITIZENSHIP. That education is almost as important as the education in writing, reading, and arithmetic, the foundations of knowledge, since reading and writing open to us all the knowledge of the book. Fortunate the boy and girl that go to the public school. Much to be pitied are those deprived of that splendid training in American life and American thought. The public school is the United States in miniature. In it the little citizens that are to be the future voters sit side by side, all EQUAL. They study and learn to know each other. They realize—most precious knowledge—in early youth that it is what YOU ARE, not what your father HAS or what your grandfather WAS, that makes the difference in this world. [115] public schools, book concerns have grafted public school funds, contractors have swindled, and vicious, un-American elements that hate the public school because it REALLY TEACHES THE CHILDREN, have fought against it—like that English Gov- ernor of Virginia who hoped that there would not be a public school in his State “for another hundred years.” But in spite of it all, the public schools have gone steadily FORWARD. The public has watched them, has demanded that they be built ever bigger, safer, finer. The teachers are not paid yet as they should be, but each year there have been some improvements. Back of good pay for the teachers, the best schools and books for the children, there stands ninety per cent of public opinion, and ninety per cent is ENOUGH. And wherever there is a public school, whether it be the magnificent high school of the biggest city, or the simplest little country school, one small wooden room with the American flag flying above it, | | 116 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION YOU FIND THE AMERICAN SPIRIT GROWING. In that little school at the country crossroads, where the children run as the teacher rings the bell before the door, or in that magnificent school of the big cities, the SPIRIT is the same. The children are gathered AS EQUALS. They all have the same rights, they are all taught the same. They play together, they are American friends studying in childhood, growing up to be American citizens working together in adult life. There is nothing more beautiful than a classroom full of children well taught; nothing more admirable than the career, the character, the devotion of an earnest teacher, giving to the children of other men and women all that the teacher has of intelligence, kindness, affection, and concentrated thought. HONOR THE PUBLIC SCHOOL. Honor the system of teaching that is really democratic and really American. Send your children to the public schools, or you send them where their chance is cut in half. No matter how rich you may be, or what you can AFFORD, you CANNOT, for the children’s sake, afford to deprive them of the public school atmosphere, of the DEMOCRATIC BAPTISM that should come in early childhood. There is only one really American schoolroom, that is the PUBLIC school- room. There is only one typically American school, and that is the American PUB- LIC SCHOOL. Children FEEL equality, and they feel inequality. From five to ten years of age the child’s character is formed and established for all the rest of its life. The prejudices, beliefs, inclinations, aspirations, and Na- tional feeling acquired at that age last until death. “Give me a child until it is seven years old,” said an experienced teacher, “and after that you may do what you please with it. You never take out of its mind that which I have put in that mind.” And that is the solemn truth. The American public school puts in the minds of children DEMOCRACY, love of equality, belief in your fellow man, genuine equality that comes from mingling with all classes, and knowing them as equals and friends in useful mind-improv- ing competition. The test of the politician, the office holder, is his attitude toward the public school. If he hesitates, if he departs one inch from the old idea that the public school is the SCHOOL OF AMERICA, and the ONLY school, if he hesitates in his loyalty to THAT school, he is a traitor to the spirit of the United States, and your vote should tell him so. Willingness to support the public schools through taxation is the test of the good citizen. Every dollar spent on the public school comes back a hundred and a thousand fold in the future life of the public school children. Every dollar spent in public education and public schools is a dollar spent for insurance against trouble in the future. Interest yourself in the public schools, in the teachers, in the children. AND HONOR THE AMERICAN PUBLIC SCHOOL, cradle of the Na- tion’s future greatness. A Famous Roll-Call EORGE WASHINGTON—Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it should be enlightened. HOMAS JEFFERSON—TIf a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be. OHN JAY—I consider knowledge to be the soul of the Republic, J and as the weak and the wicked are generally in alliance, as much care should be taken to diminish the number of the former as of the latter. OHN ADAMS—Laws for the liberal education of youth are so extremely wise and useful that, to a humane and generous mind, no expense for this purpose would be thought extravagant. AMES MADISON—Knowledge will forever govern ignorance; and a people who mean to be their governors must arm them- selves with the power which knowledge gives. ORACE MANN—The common school is the greatest discovery ever made by man. Other social organizations are curative and remedial; this is a preventive and an antidote. They come to heal diseases and wounds; this, to make the physical and moral frame invulnerable to them. BRAHAM LINCOLN—I view it (education) as the most im- portant subject which we as a people can be engaged in. Be reg WEBSTER—On the diffusion of education among the people rests the preservation and perpetuation of our free in- stitutions. | \psuspogs HOOVER—The Nation as a whole has the obliga- tion of such measures toward its children, as a whole, as will yield to them an equal opportunity at their start in life. HARLES EVANS HUGHES—The American ideal is the ideal of equal educational opportunity, not merely for the purpose of enabling one to know how to earn a living and to fit into an economic status more or less fixed, but of giving play to talent and aspiration and to development of mental and spiritual power. RESIDENT WARREN G. HARDING—The Federal Govern- ment should extend aid to the States for the promotion of physi- cal education, the Americanization of the foreign-born, the eradica- tion of illiteracy, the better training of teachers, and for promoting free educational opportunities for all the children of all the people. A. L. FISHER—That nation which employs the best teach- - ers with the highest pay and as a part of the best school system will be the best governed and therefore the greatest nation. H G. WELLS—The teacher—whether mother, priest, or school- + master—is the real maker of history; rulers, statesmen, and soldiers do but work out the possibilities of cooperation or conflict the teacher creates. March, 1923 Vol. 12, No. 3 oo Y . | With the State Legislatures + Alabama—Governor William W. Brandon is urging a constitutional amendment pro- viding for a three-mill tax, one half to go to normal colleges and elementary schools, the other half to go to higher institutions of learning. The Alabama program aims to provide for financing all schools so that they may be open at least seven months each year. Arkansas—Measures are before the legis- lature covering recommendations made in the recent survey, including increased valua- tion of taxable property to provide larger revenue for schools; State aid for consoli- dated elementary and high schools; free text- books; revision of the law governing the cer- tification of teachers. California has a legislative program which aims to place the teacher retirement fund on a sounder basis, to prohibit the establishment of schools by aliens, to provide for the creation and maintenance of a child- welfare research station, and to obtain for the State the benefits of the Sheppard- Towner act. Colorado educational leaders are support- ing measures which aim to improve the cer- tification of teachers; to increase the annual salary of the State superintendent of public instruction from $3000 to $5000; and to per- mit counties to adopt the county unit of school organization. Massachusetts—State Commissioner Pay- son Smith has organized a number of con- ferences in which superintendents and mem- bers of school committees have conferred for the purpose of working with legislation affecting the public schools. The problems of raising the compulsory education require- ments and of placing responsibility for school administration are to receive special consideration. Michigan is especially interested in better methods of distributing State school monies. Minnesota—The League of Women Voters, The Parent-Teachers’ Association, and the Minnesota Education Association are codper- ating in a program which includes revision of the teacher retirement and tenure laws and which aims to increase the State school fund by a three-mill tax. North Dakota’s legislative program in- cludes a constitutional amendment to pro- vide for a county unit of school administra- tion, the improvement of teacher-certification standards. Ohio’s legislative program includes a tenure bill and a measure providing for more adequate school revenue. The Oklahoma legislative program is built around the proposals of the recent survey report prepared under the direction of the U. S. Bureau of Education. ‘Oregon has bills before’ the legislature Providing for clinics and treatment of pupils attending the public schools and prohibiting THE JOURNAL OF THE NaTIONAL EpucaTiIon ASSOCIATION teachers in the public schools wearing the garb of any religious order. Delaware has a bill providing for sixty normal training scholarships of $200 each at the University of Delaware. Illinois—The legislative committee of the Illinois State Teachers Association is recom- mending legislation providing for teacher tenure, a severance tax, and the revaluation of property. Indiana—Following a recent State-wide survey has a bill providing for the county unit of school administration and another providing for higher certification require- ments. Kansas has before its legislature the re- port of the State school code commission es- tablished by the preceding legislature. The code includes recommendations dealing with the county unit, longer school terms, teacher certification, and the financial support of the schools. Maine is considering the revision of its pension act and may also have bills dealing with the qualifications and tenure of teachers. Pennsylvania has a bill to provide in- definite tenure for teachers. Tennessee has passed a bill which reor- ganizes the State government to eight ad- ministrative departments, including a depart- ment of education. Honorable P. L. Harned, of Clarksville, has been appointed commis- sioner of education by the governor. Other bills provide for the physical examination of teachers, the teaching of physical education in all State schools, and the representation of women on boards of education. Texas has proposals which would appro- priate $3,000,000 to supplement the present school fund, place a three-mill tax on all oil produced, appropriate a million dollars for the creation of a college of agriculture and technology, provide for a county unit system of taxation, raise the compulsory school age, and create a State school survey commission. W ashington—Legislation which is spon- sored by the State Education Association and the State Board of Education includes improved certification, a State-wide retire- ment law, and a substantial State equaliza- tion fund. West Virginia is considering a teacher- retirement law. Wisconsin—Legislative measures aim to increase the size of the taxing unit, to pro- vide for the creation of county boards of education, to make teacher training a State rather than a local function, and to improve the qualification and certification of teachers. Wyoming is endeavoring to work out a better method of distributing the monies. school DUCATION IN TENNESSEE—Do you know: That thirty-six counties in Ten- nessee still have log schoolhouses? That seventy-seven such buildings are in use in the State? That two thirds of our rural school build- ings have only one room? That three out of every four pupils in rural are in one- or two-teacher schools? That one hundred and eighty-eight new sections buildings were erected last year, of which sixty-six were consolidated schools? That eight thousand three hundred and sixty-six pupils were transported daily by wagon or truck to consolidated schools? That the average annual salary paid to all rural elementary teachers was $448.65 last year? That there are 15,000 teachers in our pub- lic-school system ? That the two thousand three hundred and one white men teachers in rural elementary schools received an average salary of $19.43 per week for 25 weeks, while the average laborer in ‘Tennessee $19.32 for 52 weeks? That the six thousand three hundred and seventy-eight white women teachers in rural elementary schools received $17.01 per week for 25 while the average wage in Tennessee industries for women workers was industries received weeks, $11.79? That it cost 14 cents a day to educate rural elementary pupils? That it cost 47 cents a day to educate county high-school pupils? That it cost almost twice as much money per year to educate a city child as a rural child? That Tennessee spent $15,800,000 for ele- mentary and high schools during the last fiscal year? These and similar facts are to be found in the Biennial Report of the State Superin- tendents, which is just off the press —From the Tennessee Educational Bulletin. HE UNIVERSITY OF THE PHILIP- PINES should be provided with a suffici- ent and dependable revenue through special taxation such as a mill tax and eventually be given such endowment as will render it free from the exigencies of financial and political conditions. A bill providing such an endowment through the establishment wf a mill-tax and the endowment of the uni- versity with certain areas of public’ land will be presented for your consideration at this session, and I trust it will receive your support and approval. ‘The university is vitally important for the higher education and training of such portion of the youth as may be able to attend. Its professional schools are of great importance and should have adequate equip- ment and the very best staff obtainable. The Government, until its revenues are - greatly increased, cannot materially in- crease appropriations for the university, and the increases required should be made through some special tax or endowment, or both, as above mentioned. Only a small proportion of the youth of the islands reach the university, but it is especially important that those who do should find an institution so organized and endowed as to present the very best oppor- tunities. This requires a teaching force selected solely for ability and _ standing. If the graduates of your university and its professional schools are to stand well at home and abroad, university standards must be maintained at the highest level.—Extract from Governor-General Leonard Wood’s message to the Philippine Legislature, Fri- day, October 27, 1922. 118 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION March, 1923 Facing the Facts E MUST squarely face the facts. The country is in one of those periods when all public institutions are finding it difficult to obtain the money necessary for their proper support. The period of depression has made the whole country exceedingly critical of all public expenditures. This, combined with the general feeling of unrest, is put- ting many men into office whose plat- form is principally a general condemna- tion of the conduct of all public institu- tions and repeated statements that there is great “‘waste and extravagance’’ in all public expenditures. The schools are receiving a share of this general criticism. It will require both strenuous and intel- ligent efforts on the part of school execu- tives and school people generally to win for the schools the support necessary for their proper development. What are some of the facts that we should have clearly in mind as we work toward this objective ? First, the country is well able to meet its present educational expenditures. There is no basis, in fact, to justify alarm over the cost of public schools. The Nation is able to afford its present edu- cational expenditures as well as addi- tional expenditures when they become necessary. One glance at the chart re- veals how small a proportion of the country’s resources are being turned back into that greatest of all dividend-paying institutions—the public. school. If the chart is not sufficiently convincing con- sider the following figures: Cost of public schools, 1921. $1,192,000,000 Estimated National wealth, 1920 52 gS 232,977,598,000 Annual National income (average for 1920 and 1921) 63,000,000,000 Savings deposits, 1921 16,618,595,000 All public school expenditures for the country as a whole could be provided for by a five-mill tax on our National wealth; these expenditures are less than two per cent of the National income and only slightly over seven per cent of the amount in the Nation’s savings banks. These figures are sufficient justification of David Friday’s statement, ““The plea that expenditures for education or any other form of governmental activity for the benefit of the public must be cur- tailed for lack of funds cannot be treated seriously by those who know the facts.” 1 Prepared by the Research Division of the National Education Association. Second, it is as easy for the country to provide adequate school support now as it was in 1913. Since the war we have been kept in such a fog of un- analyzed figures, all trying to prove that the increased expenditures for education have been “alarming” and “extravagant,” that some of our most respected educa- tors have been “‘taken in.”’ It is true that there have been some “real” increases in school costs resulting from increased attendance and the broad- ening of the school’s work. Likewise, there have been some “‘real’’ increases in the National income in terms of quan- tity of goods produced, due to the wider use of machinery and general improve- ment of production methods. But far more important than either of these in bringing about the “rapid increase” in school expenditures and National income is the depreciation of the dollar. The so- called increases in educational expendi- tures have been largely fictitious. What has really happened since 1913 is that the dollar has depreciated in buying power. As a result educational expendi- tures, as well as National income, when measured in dollars, have both shown a rapid increase. National Income and Governmental Expenditures Total | gov ernmental | expenditures Total National income Public-school Year National income expenditures ae $34,400,000,000 $521,540,000 9a0.... 70,000,000,000 1,036,151,000 Had the cost of education, measured in dollars, increased more rapidly than National income, similarly measured, then it would be an entirely different matter. The table shows that educa- tional expenditures after 1915 tended to increase less rapidly than National in- come. This is true until 1921, when the business depression had the effect of re- ducing the National income and at the same time increasing the relative per- centage spent for the schools. ‘The drop in National income in 1921 is generally recognized as an abnormal fluctuation rather than a permanent condition. In- dications are plentiful that business con- ditions are again on the upward trend, When the figures are available they will probably reveal that the cost of the schools in 1922 and 1923 entailed no greater burden upon the country’s re- sources than before the war. The present difficulty in securing ade- quate school support is more the result of an unfavorable psychological condi- tion than a bad economic situation. The temporary business depression and the barrage of unanalyzed figures on school costs have resulted in a rather “ Per cent of National income Expenditures | ra Expended Saaveiial for all for governmental public purposes schools education 1 2 3 4 1913 1914 1915 1916 1917 1918 1919 1920 1921 .<_ o | $3,179,559,000 | 3,381,324,000 3,565,797,000 3, 562,400,000 | 4,991,393,000 12,042,982,000 18,637,904,000 | 9,920,766,000 9 373,595,000 | $34,400,000,000 | 33,200,000,000 | 36,000,000,000 | 45,400,000,000 53,900,000,000 61,000 000,000 66,000,000 ,000 70 000,000,000 56 000 000,000 Mitchell, King et al. the advice of reliable authorities. City. local, including education. The figures in Column 4, except those for 1919 and 1921, are taken from Statistics of State School Systems, 1919- 20, Bulletin, 1922, No. 29, page 5, issued by the United States Bureau of Education. Those for They represent expenditures for all public elementary and secondary schools by school years; the expenditures given for 1913 being for the school year 1912-13, etc. eS See se ee The figures in Column 2, from 1913 to 1919 inclusive, are those issued by the National Bureau of Economic Research in its publication Income in the United States, The figures in Column 3 are taken from Taxation and National Income, Research Report No. 55, page 14, issued by the National Industrial Conference Board, New York They represent governmental expenditures for all purposes; Federal, State, and $521,546,000 | 555,077,000 605,461,000 640,717.000 702,197.000 | 763 678 000 | $95,000,000 1.036,151,000 1 192,000,000 The figures for 1920 and 1921 are tentative estimates based upon 1919 and 1921 are independently estimated. Vol. 12, No. 3 a wide acceptance of the view that school expenditures are extravagant, that they have unjustifiably increased, and that they are entailing unusual burdens on the Nation’s ability to pay. Such is not the case. There may be some agricul- tural sections and isolated cities where school costs have exceeded the ability of the community to pay, but this condition is the exception and not the rule. Far more important is the general feeling of dissatisfaction that makes people espe- cially responsive to negative suggestions touching school expenditures. Knowing the facts does not make the immediate situation any less serious. A cut in a school budget, whether based on sound or unsound beliefs, has a serious effect on the welfare of the children of the Nation. But the facts clearly indicate the policy that school people should pur- BILLIONS | 1915 | 1916 1713 1919 1920 1922 sue. We should bring every resource to bear upon the public consciousness to see that the schools are not crippled by the withholding of necessary support. People seldom fail to respond when legitimate school needs are placed before them. The difficulty is that we have failed to recognize that we are living in an age when effective publicity is necessary in gaining public acceptance of any proposi- tion. The public school has been so busy struggling with the forces that make for disintegration in our National life and in making itself a more positive force in the creation of a better citizenry that it has not taken time continually to “sell” it- self to the American people, and now its improvement, and in some places its very existence, is threatened while less worthy causes receive generovs support. Conditions are different in every com- OF DOLLARS 40 50 60 70 60 al . ip —+-—— The to length of wealth produced, or United ch bar reprasents the 1913 tional inc in the ake tes for a gingle year, Reprpsente expenditures for public ele- nen and secondary echoole. Represents all Governmental expenditures, Pedefal, State, d locel, excluding ex- 1914 pendjitures fer education, } } 1916 1919 1920 Bei _ 30 40 50 60 70 80 BILLIONS OF DOLLARS 7 HIS chart shows by years public-school expenditures as compared with expendi- tures for all other governmental functions, and with wealth produced. THE JOURNAL OF THE NATIONAL EpucaTiIon ASSOCIATION 119 munity and the appeal must be made with the audience clearly in mind. Let us indicate a possible approach. Figures just made available by the U. S. Bureau of Education give the following concern- ing per capita costs per pupil in 1921-22: Average ex- Number Population of penditure per of cities cities pupil, 1921-22 30 100,000 and more $88.36 40 30,000 to 100,000 $4.37 50 10,000 to 30,000 73.72 50 5,000 to 10,000 64.13 These expenditures are now being at- tacked in several cities. ‘Take the figure of $80 as representative of the cost per pupil in our city schools. reasonable amount? buys. Is this an un- Consider what it In most cities it purchases 190 days of instruction of five hours or more, under a trained teacher, in a sanitary building. It often includes an hour or more of supervised physical training on a well-equipped playground. 42 cents per day. How does this com- pare with the cost of five hours’ enter- tainment in the ordinary movie? How many children are spending this amount for umnecessary purchases that they would be better without? How many “heads of families” spend this much each day, with hardly a thought, for cigars for themselves and their friends? Surely a majority of the voters will not deny 42 cents or even more, for so important a purpose as the schooling of a child! Direct personal appeals to the citizens of the community should be a part of every school program. These appeals should be based upon the facts and should be scientifically worked out with the local audience concerned clearly in mind. The work that Alexander has done in this direction is suggestive and much more along similar lines should be worked out in the field.1 Upon the vigor and intelligence with which school publicity is carried on will depend the financial support provided for the schools. The money is there. The wel- fare of the children of the Nation de- mands that we obtain a proper proportion for the support of the schools. going to do it? The cost is Are we ‘Alexander, Dr. Carter. Publicity Work for Better Support of Rural Schools, Journal of Educational Research, January, 1923. Public School Publishing Company, Blooming- ton, Ill. Alexander, Carter, and Theisen, W. W. Publicity Campaigns for Better School Sup- port (School Efficiency Monographs). Yon- kers: The World Book Company, 1921, 164 pp. ; t & ; ; 4 Q ox? pe $e) ieee als oe chee SRD tee 1 or heooutverncas Pesan ae eon aaaes Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION March, 1923 THE ASSOCIATION’s COMMITTEE ON SALARIES for the year 1922-23 has recently been ap- pointed by President Owen, with Dr. E. S. Evenden as chairman. The other members of the Committee are: Miss Myra L. Snow, Seattle, Washington; Miss Florence M. Hale, State supervisor of rural schools, Augusta, Maine; Miss Annie L. Griffey, supervisor of graded schools, Little Rock, Arkansas; and Mr. E. C. Fisher, superin- tendent of schools, Rock Island, Illinois. The Committee has planned in codperation with the Research Division, the preparation of a report on salaries which promises to equal in importance the well-known report published under Dr. Evenden’s direction in 1919. In- formation, including salary schedules and other material and suggestions, should be sent to the Research Division, National Edu- cation Association, 1201 Sixteenth Street Northwest, Washington, D. C. dA prompt return of the questionnaire sent out by the Salary Committee is especially urgent. LIFE MEMBERSHIP in the National Educa- tion Association was recently presented to Superintendent R. M. Sealey by the public school teachers of Tallahassee, Florida, as an expression of their high regard for him and his service to the schools. Mr. Sealey recently became State inspector of high schools for Florida. PRESIDENT WILLIAM B. OweEN, of the Na- tional Education Association, was elected president of the Illinois State Teachers As- sociation, at its meeting in December, suc- ceeding Mr. J. O. Engleman, now field secre- tary of the National Education Association. Mr. Owen holds the unique distinction of being president of both the National Associa- tion and of one of the largest State associa- tions in the country. PERSONS ATTENDING the summer meetings of the National Education Association and the World Conference on Education at Oak- land-San Francisco, June 26 to July 7, will have the advantage of special tourist rail- road rates which will cover not only the period of the meeting but a sufficient time before and after the meeting to provide for vacation trips with generous stop-over privi- leges and for going over one route and re- turning over another. These rates will not be the same in all parts of the country, but in each case they will be lower than the rate and one-half, which is usually avail- able. Full information may be had from local ticket agents. Tue By-Laws provide for a continuous membership in the Association by not per- mitting membership to lapse for one year beyond the period covered by the payment of dues. This rule is similar to that of other National organizations and is a great con- venience to thousands of members. Oc- casionally a member feels that membership should be treated like a subscription to papers and should stop at the end of the time paid for. Those who become mem- bers should definitely understand that if they wish their membership discontinued it is necessary to notify the central office and if they. receive the benefits of the Association and THe JourNAL they should pay for this additional year provided for in the By-laws. LIFE MEMBERSHIP in the National Educa- tion Association has recently been taken by Mr. R. W. Bingham, president and publisher of the Courier Journal and the Louisville Times at Louisville, Kentucky. THe AMERICAN LIBRARY ASSOCIATION is making plans for the celebration of its semi- centenary in 1926. The officers of the asso- ciation are considering the suggestion that a feature of the celebration be the dedication of a permanent headquarters building for the association. The Library Journal sug- gests that such a headquarters should be located in Washington, which is coming more and more to be the center for profes- sional organizations engaged in National en- terprises. PRESIDENT W. G. Cove, of. the National Union of Teachers of Great Britain and Wales, who was the guest of the National Education Association at Boston last July, is quoted by a British journal as saying: “A comparison of English and American summer schools compels me to admit that our schools are inferior. They are not so boldly con- ceived or so well organized and they cer- tainly have not the status of the American schools.” THE MINNESOTA STATE DEPARTMENT OF EpucaTIon is urging legislation covering health work among school children, expert helpers for teachers in one-room schools, and a State-wide county library service, ac- cording to the Minnesota Teacher. A survey of the pension system of Vir- ginia, which has been in operation for four- teen years, is soon to be made by the Carnegie Foundation, according to an an- nouncement in the Virginia Journal of Edu- cation. THE RESEARCH BULLETIN of the National Education Association, under the direction of Mr. John K. Norton, director of the Di- vision of Research, has been entered in the postofice as second-class matter to be pub- lished five times each year. The new bulle- tin begins with volume one, number one, in January, 1923. It is preceded by bulletins one and two of the Research Division. Bulle- tin one, published June, 1922, was on the subject, Facts on the Cost of Public Educa- tion and What They Mean. Bulletin two was published in November, 1922, and gave Facts for American Education Week. The first number of the new series is on the subject, Facts on State Educational Needs, and is issued with the work of State legis- latures especially in mind. It has been mailed to all five-dollar members and will be sent to others at twenty-five cents per copy. Mr. F. A. CLowes, who was one of the Hawaiian delegates in the Representative Assembly at Boston and who is a member of the staff of the department of public jp- struction of the territory of Hawaii, has be-y commissioned by the Hawaii Education A.- sociation and by the Hawaiian depart.nent of public instruction as a special representa- tive to look after educational matters before Congress as they affect Hawaii. Mr. Clowes is now in Washington. Hawaii ranks first among State and territorial education asso- ciations in the percentage of its teachers who are enrolled as members of the National Education Association. A large delegation, perhaps as many as three hundred Hawaiian teachers, are ex. pecting to attend the Oakland-San Francisco meetings. THE On1o TEACHER, well known under the editorship of Mr. Henry G. Williams, has recently employed Mr. Harvey E. Conard as assistant editor to help conduct its growing activities. While serving as superintendent of city schools at Cheyenne, Wyoming, for two years, Mr. Conard founded and edited the Wyoming School Journal. BeLciuM, through an official representa- tive, formally dedicated on December 4 a bronze statue of Secretary Herbert Hoover on the campus of Stanford University in recognition of Mr. Hoover’s service to Bel- gium during the war. Dr. HENRY VAN Dyke, professor of Eng- lish at Princeton since 1899, has resigned from the faculty to give his time to other activities. THE FIRST ELEMENTARY-SCHOOL TEACHER to take out a life membership in the National Education Association is Miss Nellie C., Hartt, of Public School No. 73, Brooklyn, New York. The first high-school teacher to take out a life membership is Miss Annie C. Woodward, of Somerville, Massachusetts. INVITATION TO HAWAu—The Hawaii Edu- cation Association extends a special invita- tion to teachers to visit Hawaii following the meeting of the National Education Associa- tion in Oakland-San Francisco. A _ special excursion is being arranged for a trip to take three or four weeks, depending on the length of the stay in the Islands. This ex- cursion will offer an unusual opportunity to visit the “loveliest fleet of islands anchored in any ocean” at the time of the year when all trees and flowers are garbed in their brightest hues, when tropical fruits are ripe, and when swimming and surfing are at their best. The ocean trip itself furnishes an unusual opportunity for a delightful rest. Miss Charl O. Williams, field secretary of the National Education Association, is one of the first to accept the invitation and will furnish further information about the trip on request. Enquiries should be addressed to her at 1201 Sixteenth Street Northwest, Washington, D. C. THE ADOPTION OF THE COUNTY-UNIT SYSTEM of school organization in the place of the present township organization of schools in Indiana is provided for in a bill before the Indiana legislature, which is heartily sup- ported by the State superintendent of schools and by nearly all of the teachers and super- intendents of the State, according to a report from Field-Secretary J. O. Engleman, who recently spent a busy week in Indiana ad- dressing various organizations of citizens and TTT GS a wer al as ex- Sco the has as ing ent for ited ita- + a ver in 3el- ng- ned ther R to onal a lyn, r to e C. jdu- vita- r the Cla- ecial p to | the | eX ty to ored vhen their ripe, their . an rest. 'y of one will trip essed west, STEM F the Is in e the sup- hools uper- eport who 1 ad- s and es Vol. 12, No. 3 teachers. The bill which is in harmony with recommendations of the Indiana Education Survey is vigorously opposed by nearly all of the township trustees of whom there are more than a thousand. SUPERINTENDENT W. W. LewrTon has been appointed president of the Illinois Education Commission by Governor Len Small, to suc- ceed Mr. A. M. Shelton, who resigned that ofice to accept appointment as director of the Department of Registration and Educa- tion in the governor’s cabinet. Tue FAiRMONT (West VIRGINIA) STATE NorMaAL ScHooL has been authorized to offer a four-year course leading to the bachelor’s degree. A bill is now before the State legis- lature to change the name of the school to Fairmont State Teachers College. Tue PASSAGE of the Towner-Sterling bill jis urged in a memorial resolution recently eens THE JOURNAL OF THE NATIONAL Epucation AssOcIATION ————— sent to Congress by the West Virginia legis- lature. PRESIDENT HARDING is expected to submit the report of the committee on the reorgani- zation of executive departments to Congress before adjournment on March 4, according to a statement published on February 4 by the Washington Post, which is supposed to reflect the views of the administration. It is not expected that the report will be acted on at this session, but that it will be studied by members of Congress so that there may be prompt action when the new Congress meets. LIFE MEMBERSHIP in the National Educa- tion Association has recently been taken by Miss Edith H. Williston, head of the depart- ment of modern languages in the Technical High School, Providence, Rhode Island. ‘ + | IN THE FIELD | | + emma MINIMUM SALARIES IN MAssACHUSETTS — The laws of Massachusetts provide that “the compensation of every teacher employed in any public day school in the commonwealth, except persons in training and those em- ployed as temporary substitutes, shall be at a rate of not less than seven hundred and fifty dollars for the school year in that echool.” Dr. HARRY PRATT JUDSON, president of the University of Chicago since 1907, has re- signed. President Judson, whose resignation became effective on February 20, plans to devote more time to investigations and pub- lications on which he is working. Following his resignation the trustees of Chicage Uni- versity conferred upon him the title of presi- dent emeritus, and elected Dr. Ernest DV. Burton, head of the department of New Testament and early Christian literature and director of the libraries, as acting president. Miss ApA VAN STONE Harris, director of elementary practice teaching and primary supervision in the public schools of Pitts- burgh, died on January 17, 1923. Miss Harris became a member of the Association in 1895 and was constructively many of its activities. active in CivTizENsHIP, school spirit, health, recrea- tion, and self-improvement are the aims of the Junior Community Leagues which have been established throughout the State of Virginia under the leadership of the Co- operative Education Association of Virginia. A bulletin which tells how to organize and manage such leagues may be had free on request from Mr. George W. Guy, executive secretary, Box 1167, Richmond, Virginia. SALARIES OF BEGINNING TEACHERS going out from Ohio Wesleyan University this year average $1356, women drawing an average of $1270 and men $1550. These figures are based on the work of Ohio Wesleyan’s Teachers’ Placement Bureau, which this yea: obtained positions for 121 teachers out of a total of 136 registered. These teachers are of all grades, from primary to college in- structors. Teachers’ salaries are still on the increase, according to the Bureau, which re- ports an average increase of $83 for this year over those of 1921-22. The average salary for this year is $1367. Men teachers are paid an average of $284 a year more than women teachers, and they also receive increases more rapidly. Mr. BENJAMIN C. GRUENBERG, who is now director of the Educational Film Department of the Urban Motion Picture Industries, Inc., Irvington-on-Hudson, New York, writes that in the 4mprovement of films, “the one im- mediate step is greater familiarity with motion pictures—even the bad ones—on the part of school people. It is only through such familiarity that we can eventually dis- cover the possibilities and the limitations of the film, whether we look upon it as a means of popular amusement or as a means of influencing desires, attitudes, and under- standings; whether we think of it in its present commercialized setting or in some more highly adapted setting yet to be worked out.” THe GENERAL EpucaTIOoN Boarp has re- cently appropriated $60,000 to continue and complete the investigation of classical edu- cation in American secondary schools. This is in addition to the $60,000 previously ap- propriated, making a total of $120,000. The investigation is being conducted by the American Classical League and will be com- pleted by January 1, 1924. Doctor JoHn Apams, for many years pro- fessor of education in the University of Lon- don, is spending the year in the United States. He will lecture at the Southern Branch of the University of California dur- ing the spring and at the University of Cali- 121 fornia, Berkeley, during the summer session, after which he will leave for a series of lec- ture engagements in Australia, New Zealand, and South Africa. THE LETIN NATIONAL GEOGRAPHIC News BUuL- includes recent useful and authentic geographical information. For two years the bulletins were sent under Government frank without charge by the United States Bureau of Education. It is now necessary for teach- ers to pay the cost of mailing the thirty is- Many requests for the bulletin have expired and should be renewed promptly by those who wish to have their files complete. Requests should be sent to Mr. J. R. Hildebrand, chief of School Service, National Geographic So- ciety, Washington, D. C. sues which is twenty-five cents a year PENNSYLVANIA ranks first in a number of vocational schools receiving Federal aid, ac- cording to the recently-issued annual report of the Federal Board for Vocational Educa- tion. The States which stand at the head of the list with the number of Federal aided vocational schools in each are: Pennsylvania, 353; Illinois, 330; Ohio, 240; New York, 225; and Texas, 206. THE PENNSYLVANIA Department of Public Instruction last year issued honor attend- ance certificates to 100,000 public-school chil- dren in recognition of their being neither ab- sent from nor tardy to school during the en- tire year. Mr. J. A. SHooK has been promoted by the board of education of Reading, Pennsylvania, from the headship of the department of his- tory and social sciences in the Reading High School for Boys to the principalship of the Northeast Junior High School unit, where he will lead in the study of the Junior High. School situation in the city of Reading, ac- cording to a letter recently received from Superintendent Landis Tanger. THe AMERICAN MAGAZINE for January, 1923, devotes a feature article with portrait to Mrs. Esther H. Richardson, who, at the age of eighty-two has retired from public school service. Mrs. Richardson began teaching in 1860. She has taught in Hutch- inson, Kansas, for forty years. THE ANNUAL CONGRESS on Medical Educa- tion, Medical Licensure, Public Health and Hospitals will be held in Chieago, March 5, 6, and 7, 1923, with headquarters in the Congress Hotel. THE LIBRARY at Harvard University prob- ably has the largest university collection in existence, according to the recent annual re- port of its librarian, which indicates that a total of 95,904 books and pamphlets were added during 1922, bringing the total col- lection up to 2,187,900. OF ALL THE AUTOS owned in the world, 84 per cent are in the United States, according to the first complete official census reported by the United States Department of Com- merce. On February 1, 1922, the world registration of motor vehicles included AONE ERT pied Sending lee ar oie te pana aie tore are > 12,858,785 passenger cars; 1,763,378 motor trucks; 893,365 motorcycles. Passenger cars and motor trucks in the United States total 12,357, 376. Of the motorcycles only 210,000 are in the United States. PERSONS interested in the teaching vr study of Spanish or in the formation ot Spanish clubs may receive free informatio: by writ- ing to the Instituto de las Espanas, 419 West 117 Street, New York City. The Instituto was formed under the auspices of the Insti- tute of International Education. The Ameri- can Association of Teachers oy Spanish, and other agencies to promote the study of Span- ish culture. Ir HAS BEEN suUGGESTED that American teachers who wish to keep in touch with education in England would enjoy The Teachers World, which is a weekly maga- zine with twelve extra monthly numbers. A letter from The Teachers World indicates that subscriptions will be sent to any Ameri- can address for $4.80, which should be sent to Montague House, Russell Square, Lon- don, W. C. I. Dr. WILLIAM Dopce Lewis has resigned his office as deputy superintendent of public instruction, Commonwealth of Pennsylvania, to become the general editor of the John C. Winston Company, of Philadelphia. SIZES OF TYPE which are recommended for children by the National Committee for the Prevention of Blindness are as follows: For children twelve years of age or over, ten point; for children between nine and twelve, twelve point; for children eight and nine, fourteen point; for children seven and eight, eighteen point; and for children under seven years of age, twenty-four to thirty point. The use of type faces smaller than ten point by either adults or children is discouraged because of its harmful effect on the eye- sight of the reader. AN INTERNATIONAL HEALTH EpvucATION Concress will be held at Oakland at the time of the World Conference on Education, June 27 to July 8, according to an announce- ment recently received from Dr. Thomas D. Wood, of Columbia University, who is serv- ing as chairman of the committee on ar- rangements. Miss Sally Lucas Jean is sec- retary of the committee. The program will be arranged in coéperation with the Ameri- can Child Health Association, The American School Hygiene Association, The Child Com- mittee on Health Problems in Education of the National Education Association, the American Medical Association, and the De- partments of Child Hygiene and Physical Education of the National Education Asso- ciation. Miss Kate Stevens, formerly a_ school principal in the London, England, schools, will be in the United States until September. Miss Stevens was on the Association’s pro- gram in San Francisco in 1911 during the presidency of Mrs. Ella Flag Young, and at that time was honored with life member- ship in the Association. Miss Stevens will be pleased to hear from her friends in the United States. Mail addressed to her at 122 Tue JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION March, 1923 —————————————————————————————————O7— Hillerezst Farm, Pierpoint, Ohio, will be promptly forwarded. THE ANNUAL SPRING CONFERENCE on tests and measurements, held under the auspices of the State Teachers’ Coilege at San jose, California, has been announced for April 20 and 21. It is being organized by Mr. James C. De Voss, director of the bureau of research and extension of that institution. Addresses will be made by Dr. B. R. Buck- ingham and Dr. Lewis M. Terman. This conference was attended last year by over two hundred school people from all parts of the Pacific coast. Dr. I. L. KANpEL, well known in connec- tion with his work on teachers’ pensions for the Carnegie Foundation, on February Ist, 1923, became associated with Teachers Col- ‘ege, Columbia University, where he will do research work in the field of contemporary foreign education. SUPERINTENDENT E. S. SELLE, of Mankato, Minnesota, has accepted an appointment to a teaching position in the Winona State Teachers College for next year. THE AMERICAN CHILD HYGIENE AssociA- TION and the Child Health Organization of America have recently been combined into a single organization under the presidency of Secretary Herbert Hoover. The new organization, which is known as the Ameri- can Child Health Association, is located at 532 Seventeenth Street, Washington, D. C. It will act as a clearing house of informa- tion on all National Child Health activities. It will serve as a source of up-to-date scien- tific information on child health and will on request supply a field service by experts to work out the health problems of communi- ties desiring such help. THE WISCONSIN JOURNAL OF EDUCATION has been purchased by the Wisconsin Teachers Association and will be issued under its auspices beginning with the September num- ber, according to a letter recently received from Secretary E. G. Doudna. RAINING IN SERVICE AT BUFFALO —As every teacher in the system knows, the policy of the department is to provide the largest possible opportunity for professional growth. It has been no part of this policy to over urge, much less to enforce, the use of these opportunities. Neither have the annual increments of salary increase been condi- tioned on the taking of extension courses. The purpose has been to make the individual classroom teacher the center of gravity in the educational service. It has been assumed that teachers are desirous of raising their standards of educational accomplishment, and that this can only be done as each teacher voluntarily and _ cheerfully sets about the task of increasing her individual capacities and abilities. It is, therefore, very gratifying to report the splendid record of extension werk done by our teachers during the past four years. In order that this re- port may be made more understandable, the amount of work done has been translated into the common unit of figuring credits— semester hours. A semester hour is the equivalent of a course occupying one hour of classroom work per week throughout an en- tire semester. On this basis, the teachers of Buffalo have actually completed for credit during the iast four years, 16,815 semester hours. This does not include 130 teachers who have during this time secured degrees, Figuring each degree as representing two years of work beyond normal graduation, the minimum requirement for entrance into the system, expands the foregoing total by another 7800 semester hours. In addition, teachers have attended courses for which they have received no college credit, to the amount of 8585 semester hours. This makes a grand total of 33,200 semester hours, or the equivalent of 1106 solid years of college work. Is is equivalent to ten semester hours for every teacher in the entire system, or a little more than one hour per week for each teacher throughout the entire four years, Who shall compute the tremendous value of this additional preparation by our teachers! Or who shall estimate what it has done for renewed idealism and a stimulation of pro- fessional service? If 1106 years of college work had been done by our teachers on leave of absence without pay, it would represent an expendi- ture of more than two million dollars. It actually has cost the teachers almost nothing in money, most of the courses having been offered to them without charge. It is inter- esting to note that of the approximately 2600 teachers in the entire system 2141, or a little over 82 per cent, have taken some kind of work for professional improvement during the time considered. Buffalo teachers are enrolled for extension work at the present time as follows: Normal, 1000; University of Buffalo, 319; Canisius College, 124.—From The School Magazine of the Department of Public Instruction, Buffalo, N. Y. RIZE ESSAY CONTEST — Under the auspices of the American School Citizen- ship League a World Essay Contest is now open to students of all countries, for which two sets of prizes ($75, $50, $25 each) will be awarded for the three best essays in each group as follows: (1) Open to students in normal schools and teachers’ colleges—A World Educational Association to Promote International Goodwill; (2) Open to senior; in secondary schools—The Achievements of Civilization and How to Organize Them for World Comity. Rules for contest—Essays must not exceed 5000 words and must be accompanied by a topical outline and a_ bibliography with brief notes on each book. The name of the writer must not appear on the essay, but be sent in a letter with school and home address to Mrs. Fannie Fern Andrews, secretary of the American School Citizenship League, 405 Marlborough Street, Boston 17, Massa- chusetts, not later than June 1, 1923. Many teachers in the United States have introduced the contest during the last few years as a part of the regular school work and have sent the League the best essay from the school. In 1921-22 the successful con- testants in the normal school set were from the State normal schools of Hattiesburg, Miss., and Towson, Md., and from the Cam- bridge (Eng.) University Training College. The winners of the high-school set were from West Chester, Pa., Newark, N. J., and Berlin, Germany.