00M Ww PERIODIC ROO! , 4 23 GENERA! — cn. APRIL, 1923 Bie "Ast (4 Ci mened ] 3K Vv The JOURNAL of the NATIONAL EDUCATION ASSOCIATION — > AL } — b —_ a Education for Democracy The Denver Scenic Gateway Education for Efficient Thought-L ife Education in Kansas During the Last Five Years My Father—John Burroughs The Four S's—A Project The New Era in Elementary E ducaiten The Scientific Attitude of Mind The Boxer Indemnity Education in Czechoslovakia Juvenile Research in California Editorial ; Notable Service in Educetion Enrolment and Affiliation ; A Program for the National Education Associstion Outstanding Achievements at Cleveland Resolutions of the Department of Superintendence The Cleveland Meetings Guide to Books ; ; Teamwork in Educational Ridsvecch On the Firing Line Oakland-San Francisco With the State Legislatures Chief State School Officers Notes and Announcements Economizing on the Kids Ethics for Teachers Directory of Advertisers iw Ww © oe — th het Ww WWW WN WH BI wn (oe 2) — — Ww Ww on 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. st Ganeen —— Setting the minds to work Have you ever watched a business man work? Or an expert engineer? Their facility in handling figures, their nicety in the state- ment of problems, their directness of attack seem incapable of imitation. Yet there is no mystery in it. The surest foundation for efficiency in busi- ness is the arithmetic that includes sufficient abstract drill to train the pupil to handle figures readily and accurately; that forms right habits in the use of short methods, oral state- ment, and checking results; that by live prob- lem and project work sets the mind to think- ing independently. The surest foundation is the arithmetic that teaches the pupil to work as the business man works— WENTWORTH-SMITH SCHOOL ARITHMETICS Boston Atlanta New York GINN AND Dallas Chicago COMPANY Columbus London San Francisco THE SCHOOL CURRICULUM Four Important Books Published Within 3 Years, 1920-23 W. W. CHarTERS CURRICULUM CONSTRUCTION —$2.00— The author considers the subject taught in our schools from the functional point of view. FREDERICK GorRDON BONSER Tue ELEMENTARY SCHOOL CURRICULUM —$1.80— One of the most notable contributions to edu- cation in recent years. Ernest Carrot, Moore MINIMUM COURSE OF STUDY —$1.88— Reports of committees on minimum essentials in elementary education. CuHartes A. McMurry HOW TO ORGANIZE THE CURRICULUM How can schools forge the connecting link between the child and society? Professor Mc- Murry shows the many advantages of the project method in education. THE MACMILLAN COMPANY New York Chicago Boston Atlanta Dallas San Francisco A COMPLETE HISTORY SERIES by SMITH BURNHAM Head of Department of History, Western State Normal School, Michigan Three books covering grades fourth to eighth, inclusive. cant fact—which means the vivid, fascinating, and impelling style of Smith Burnham in each book. Each book by the same author—a signifi- LEADERS FROM OUR HERO TALES FROM HISTORY CATALOG Hero Tales from His- tory Our Beginnings in Eu- rope and America The Making of Our but does not moralize. Written in language for the child, it aims to acquaint children with the names and achievements of great men. The tales related are as old as Moses and as recent as Edison. Each tale, with its illustrations, inculcates a fundamental virtue 371 pages, 70 illustrations. Country OUR BEGINNINGS IN EUROPE AND AMERICA Human Geography Book I. Peoples and This little book is a primer of civilization, a simple sketch of the life of the Crmnieion human race. It prepares the child for an intelligent study of American history by Book Il. Regions first showing him the origin and growth of our civilization in the Old World and and Trade how it came to the New World. 364 pages, 245 illustrations and maps. The Silent Readers Te eek on Readers | THE MAKING OF OUR COUNTRY 6 Books The Winston Compan- ion Readers. 4Books This new topical history presents our point of view gained from participation in world affairs. A special effort has been made to treat more adequately the last The Young American fifty years. Eigl.t famous Ferris historical paintings, whch hang in Independence Readers. 3 Books Better English for Speaking and Writ- ing. 3 Books The Winston Simpli- fied Dictionaries * Hall, are reproduced in four colors. 660 pages, 334 illustrations, 51 maps. * Illustrated literature will be gladly sent upon request Included will be recent scorings of United States histories which resulted in awards of first place to THE MAKING OF OUR COUNTRY The Spel eeweee}] LHE JOHN C. WINSTON COMPANY Spelling Books CHICAGO DALLAS PHILADELPHIA SAN FRANCISCO TORONTO OR re REE 5 TEI AN April, 1923 Education for Democracy Newron D. BAKER President, Cleveland Chamber of Commerce, Cleveland, Ohio tain dispraise has fallen upon educa- tion. I do not mean that that is universally true; it is only occasionally true and yet this evidence of it, I think, stares us in the face, that as compared with persons working in other fields of human activity, the teacher is less val- ued now, measured by the world stand- ard recompense than a large number of other professional and artisan men. I recall Doctor Lowell’s famous ques- tion which he printed in a circular showing the compensation received by I: THESE MODERN times a cer- ‘a switch tender on a railroad and the average salary received by a_ school teacher in Massachusetts—“Which is more important, to mind the train or train the mind?” Every now and then | hear—I am trustee of a couple of colleges—a note of discouragement on the part of the faculty at the difficulty its members have in making ends meet and keeping up appearances on their meager salaries. Now, I am proposing to myself these questions: Is this condition a permanent undervaluation of learning and what is responsible for it? During the war I had occasion to study the content of the mind of about 4,000,000 young men and I busied my- self trying to find out what they knew and where they got it. Being able to circulate more or less incognito among the soldiers, I was not suspected of oc- cupying an office to which they were under a stringent obligation of respect. They, therefore, talked with me with great freedom, and if I may generalize my observation, I believe that a large part of the content of the mind of the American young man in the army was not knowledge that he had received in school; it was knowledge he had re- ceived from The Saturday Evening Post, The Literary Digest, the current Magazines and papers of the country, and to an amazing degree, the content / "From an address before the Department of Superintendence at Cleveland, Ohio, Feb- Tuary 26, 1923. of the soldier’s mind was a headline content. Now there was a time in human his- tory when men got their education in schools. It was a time when the full realm of human knowledge was rela- tively small. It has now become im- possible for schools and colleges doing EWTON D. BAKER, Secretary of War during President Wilson’s administration and a former mayor of Cleveland, believes that factor in education is the inspiring per- sonalities of great teachers. the greatest their very best, to give any man or any woman a substantial possession of a large part of the available human knowl- edge. All knowledge has so expanded under modern conditions that there is not only too much for any one man to know, but there is too much about in finitely subdivided subdivisions of great branches of knowledge for any man to know. As a consequence of that, Dean Bailey and I once speculated as to what was going to happen, and we decided that after a while we would have to go about in groups rather than singly. [123] The net result is that the school and the college now are not able to give a man a mastery of the field of knowledge of the kind that used to be possible. I am afraid that many schools under- take to present to their students cards of introduction to the various branches of knowledge in the hope they will itn- prove the acquaintance later in life. I do not believe that to be the func- tion of the school. I have a son. He has some difficulty with his various courses, five in number. I am having them reduced to four. I may have them reduced to three, or two, or one, and when I get to one, I may discard it and take another, but I am finally going to find a subject which he can be taught in such fashion that at the end of each day he will be conscious that he is the absolute master of that day’s lesson and know that his first and general speaking acquaintance with a large number of outsiders in the field of knowledge 1s no substitute for that sense of mastery. As I look back on my own life, like the boys in the army, I am conscious of little of the knowledge which I got either in school or college. I am per- fectly certain that I could not in a week brush up on the binomial theorem. I am equally certain that I could not tell in what two forms sulphur crystallizes. In fact, it may be three, for all I know. What is it that I bring out of my ex- perience in school and college that is an imperishably rich possession? ‘The con- tact with four or five great, luminous, inspiring personalities. ‘The earliest was a woman who taught in the high school of a country village, still alive, venerable in years now and still touching lives and making them nobler and more aspiring just as she did in the days of her youth and strength. Two or three college professors, and then a law school teacher or two. When I try to think of the rest of my college course, it always be- comes dim and obscure. I know I went through it because my university, which has the truth in its shield, has certified to the fact. But, those great personali- 124 THE JOURNAL OF THE NATIONAL ties are just as vital and just as vivid and just as influential to me now as they were in the days when | was young and tender and green and easily taken by the hand and led. And that leads me to ask this ques- Whether teachers do not feel that in addition to their duty to teach school it is an more important their duty to teach themselves. | remember tion: even part of a venerable minister who used to be at Baltimore and the Bishop directed him to preach a sermon inviting men to into the ministry and he preached that sermon, but at the end of it he said, “Every man who comes into the ministry must be perfectly cer- tain of two calls. young come First, he must be sure that he is called by God to preach the Gospel and, second, he must be equally called to hear Now, | think the great teacher has two calls. He has the call to teach and the call to be taught by his pupils. sure that other people are him preach the Gospel.” What is going on in the world at this minute? A man who has spent much of his life in China recently visited Cleve- land. pect of some sort of reconciliation be- tween the North and South Republican and that country and an opportunity for repose “T can’t answer that. Those are political questions. But-I1 can say this about China:-that all:through that great country the intellectual forces are I asked him what was the pros- forces peace for distracted and he said, cooperating; the doctors are joining to- gether in medical societies and sending representatives to a national medical society and the lawyers are doing that about the law business and ministers are doing it, and every phase of life is aggregating itself and its intellectual in- terests, and there are being formed all through that great country lines of in- tellectual force and elevation for the life of China,” “The the generals may continue their quarrels which mean unification and then he continued, statesmen and and their wars, but a real China is being born through the codperation of their intellects.” About a Murray suggested to the League of Nations in year ago Gilbert Geneva that there should be appointed by the lectual committee on intel- We who take the of Nations seriously regard it as League a cooperation. League at least an effort on the part of mankind to make war less likely and, if possible, prevent it altogether, and by codperation prevent the spread of epidemic disease and suppress the slave and narcotic drug trades and bring about other great achievements for the human race, but who but Gilbert Murray would have thought that there could be really no final achievement even by the League of Nations until there was world-wide there Geneva this com- ot all the condi- tellectual codperation. Therefore, has been formed in mittee—including representatives the great countries—to study tion of the intellectual forces of the con- stituent forces in the League of Nations and to present programs and plans that will reinstate the intellectual the world in their supremacy forces of rightful dignity over the material and forces of the world through the agency of the League of Nations. It is just as Dean Bailey says, thoughts and feelings are higher than We have had great world war. We have strewn the face of the, earth with the bodies of the sacrifices that we have made to the cause of liberty and civilization and now we are at the gathering up of the fruits of that conflict and we are mystified and puzzled that we stumble as we try to get on our feet again; we are shaken from our foundations by the catastrophe that shook the world and threatened to overcome, fresh things in this world. and with the appearance of catastrophes that are lowering be- fore our eyes overseas, we are wondering if there is force enough to preserve the thing we call civilization. I say to you, my friends, that there is, and it lies with of the intellectual forces of this great dem- ocracy. you who are the representatives The chief business of a democracy is The only democracies can outlast the tests being put to them education. way now is by the boys and girls who go through your hands and pass by your personality, coming out citizens with a elevation of reflection from your characters when they leave your schools. It is a task to teach others, ourselves national bias and a great purpose to regard as exemplaries for those who go by them. Yet, that is just what we are. The next generation will have a task in democracy in this country that has never been set before any people in the history of the world. Our whole democracy is a series of critical and crucial experiments. Thomas Jefferson had in a drawer in his study at Monti- cello the constitutions of a hundred democracies, all of which and yet he had the faith to try a new one. It failed, seemed predestined to fail, but we built on the foundations that Thomas Jefter- EDUCATION ASSOCIATION A pril, 1923 ee Le nn nn a aaa eee son laid and, by immigration processes, brought over hewers of wood and draw. ers of water. And now, we are closing that door, Our continent is pretty well exploited, thoroughly explored, at least, and we have closed the door of immigration and whether or not democracy can ad- just itself to the performance of all of its own tasks and maintain its place in a competitive world our among people less given to education and culture than we are, is one of the great unsolved ques- tions of civilization. I believe there js that virtue in our institutions that wil] satisfactorily answer that question; the answer will only come if the boys and girls who leave the educational institu- tions of this country are first proved in their character and, second, competently trained in their minds and, third, free from prejudice, which is the greetest vice in the world—prejudice of race, prejudice of religion, and prejudice of section and prejudice of political commitment. Our ancestors had a lot of perfectly useless baggage which ee could afford to carry but the times are too strenuous for us to hand on those large trunks to our children and ask them to enter the race struggling to carry them. I once heard President Wilson utter a sentence which | think will always re- main with me. It was, “I have always thought it was impudent for any man to predict out of what part of democracy virtue will spring.” So, I say to you, sometimes the raw material may seem unpromising. Sometimes there may be a refractory medium for your ideas and impulses, but there is something in democracy that generates virtue and these children that pass through your schools and your hands and out into life will bring, without your knowing it, the inspiration of the high ideals which you have and educationally become through your inspiration the key that unlocks the door to the last mystery which democ- racy has to solve in order permanently to succeed. - - T° us arouse, public peace. organize and direct the the world for No Nation can long stand out for armaments and war against the sustained and well-directed power of public opin Let the suffer and sacrifice when war comes, take into their own hands the question let us appeal to the masses and not to a few leaders to end the frightful burden of armaments and war.—Senator opinion of ion. who people must and die of peace or war, the consuming curse of William E. Borah, ALES of Spanish conquests, In- dian traditions, and pioneer days still hold the traveler in the spell of the primitive when he reaches cos- mopolitan Denver. Francisco Vasquez de Coronado’s mythical cornucopia, search for which was begun in 1540, and was outlined on maps of early Spanish Quivira, where Denver now stands, did not shower gold on the explorations as somewhere near intrepid adventurer. He saw, instead, Indian “wicky-ups” with their small camp fires, erroneously pictured by an imaginative red man as the “City of turquoise streets ot gold and He started a how ever, with palaces kingly lords.” travel movement, that in 1859 gave fulfillment of his realization to others. Colorado's today thrills the educator, student, historian, and even in its commercial pur- capital adventurer, suits. Pitchblende ore is put through a process that gives the world radium at a cost of about $40,000 a gram. Coronado’s dream is meeting with unexpected results in un- believable proportions. Clang- ing street cars pass the Capitol, where, in the rooms of the Colorado State Mu- seum are skeletons of Indian cliff dwellers and the crude weapons of warfare that might have been used _ by them in attacking Corona- do’s marching conquistadores. Who knows? Jean Allard curator of archeology, says the museum, edge. Jeancon, assisted by Denver University, may yet solve the antiquity of man. Recreational possibilities in Colorado are different. of transcontinental America not. only in Denver led other cities the establishment of the first municipal automobile camp but in the development of a system of mountain patks outside the city limits. It required a_ special act of legislature to enable Denver to connect nineteen park areas in the Colo- rado Rockies with a system of automobile eee 1 a y Prepared for THe Journat by Warren E. Boyer. Photographs furnished by the Denver Tourist and Publicity Bureau. The Denver Scenic Gateway roads, many of which were once moc- casin-winged trails. The newest side trip from Denver is the one-day return trip to Echo Lake, cupped in the heights of the Continental Divide. It is fifty- HASM LAKE, the original site of a mammoth glacier which ate into the very heart of the great peak, as is evi- of denced by the 2300 foot precipice which rises from the water's The altitude of Long’s Peak is 14,255 feet. Denver is a Within a few whisked from temperate to near-Arctic climes, Echo Lake having an altitude of 10,600 feet. From the lake’s surface rise mists, eloud-kissed, that conquering Utes be- lieved went to form the nebuldus Milky Way; an astral streamer that indicated the journey of the departed spirits of two miles from the city. mile above sea _ level. hours the traveler is warriors bound for the happy hunting grounds. Atop Lookout Mountain, on the way to the snow-crested divisienal water- sheds of the Atlantic and Pacific oceans, is the grave of Colonel W. F. Cody, who gained international fame as But- [125] falo Bill. The crypt of rough-hewn stone also contains the remains of the scout’s wife, Louisa Frederici Cody. She helped to perpetuate his memory; historically, as the personification of the Old West. Geologic _upheavals changed the contour of the Rockies, and erosion away the wore peaks. Glaciers were still active in cutting down the giant sentine!s as recently as a few thousand years ago, according to no less an authority than Pro- fessor T. M. Van Tuyl, of the Colorado School of Mines. It is on the return auto trip from Echo Lake that alternate dark and light colored banding in the rocks is seen near Morrison. These strata are believed by him to date back to the Archean period, close to the creation of the world. Within a almost is throw Park, where the thigh bone of an stone’s Dinosaur largest land animal known to the atlantosaurus, the scientific wor!d, has been un- earthed. Here, too, have been excavated fossil speci- mens that inhabitated the shores of what was an island possibly 5,000,000 years ago. At the time of which we speak, in the Cretaceous period, scientists say the Gulf Mexico and the Arctic Ocean were connected by a sea that extended North America. And here thunder lizards, tipping the across scale at twenty tons, splashed in the swamps as the primal ocean waters re- ceded. After a long time the continent was uplifted and restored to something like its former outline. In the Colorado Museum of Natural History, in the City Park, Denver, are skeletons of mammals. Through the ingenuous strides several these prehistoric of J. D. Figgins, the director, formerly connected with the American Museum in New York City, they are covered with imitation hides and set in imaginary surroundings as they might have ap- peared ages ago. Colorado has eastern half; in the western half the rolling plains in the 126 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION a . : “ae A pril, 1923 oi > — a : a s ry A HE LAKE, the timber on the opposite shore, with the majestic snow-capped mountains in the distance make this a pleasing scene. Lake Mills, in Glacier Gorge, is one of the attractions of Rocky Mountain National Park, Colorado. Rocky Mountains rise to their supreme majesty. They form a_ snow-capped continental barrier, from north to south, draped with azure skies, that today has been harnessed by steel rails and auto- mobile roads, and even by airship. Of the fifty-nine named peaks in the United States, exclusive of Alaska, that exceed 14,000 feet in elevation, Colorado has forty-six, making the Centennial State in truth the top of the world. Thus it is that Colorado has the greatest extent and widest variety of mountain scenery of any State in the Union. This distance of 276 miles representing Colorado’s width, is about the distance from Chicago to St. Louis, while its length, 387 miles, represents the distance from New York City to Portland, Maine. One of the twelve National Park Service areas to which Denver is the scenic gateway is Rocky Mountain Na- tional Park, seventy-five miles north of the city. Here, through what is now the Estes Park entrance, Fremont and Kit Carson blazed the way, and Joel Estes settled down to live in the shadow of Long’s Peak, in 1860. Then, in the early ’70’s the Earl of Dunraven crossed the Atlantic and, infatuated with the Rockies, built his “Castle in the sky.” The ruins of the castle remain. Near by rings of dirt outline the place where the Arapahoes pitched their tepees. Glaciers of pre-Columbian times in the near-by Boulder district, petrified trees, arrow-marked cabins of gold pros- pectors, shopping districts, the little white cottage in the shadow of the Rockies where George M. Pullman con- ceived the idea of a passenger car with berths; red snow in the heights, velvety- green residence lawns due to the pres- ence of mineral salts in the soil, all go to make a lost yesterday meet today. That’s the way it impresses a traveler. Many of the thousand and one questions that come to mind are answered booklet of free distribution, known as in a ham, -¢. Oy, ee x ‘ aa Ae ate, ™ < Cet « m4 “an UTOMOBILING at an altitude of nearly 12,000 feet on the highest sky- the “Colorado Travelog,” published by the Denver ‘Tourist Bureau. This pamphlet has been accepted in the public schools throughout Colorado, and has recently come to the attention of educa- tional authorities throughout the East, From this strange admixture in a scenic wonder-bowl which Horace Greeley had in mind when he said, “Go West, young man,” has come the inspirational lines of Arthur Chapman: Out where the world is in the making, Where fewer hearts in despair are aching— —Out where the West begins. The cowboy with his woolly chaps, the Indian chanting his weird incanta- tions to the sun, the adventurer in the overland schooner, the cattle rustler and the claim jumper, still appear on the horizon of the West, but their greater characters, perhaps, live again in the works of William MacLeod Raine, Will Irwin, and Courtney Ryley Cooper. West of the Rocky Mountains, ex- tending to the Wasatch range in Utah, are plateau lands in which streams have carved deep canyons. The most re- markable of these is the Grand Canyon of the Colorado in Arizona, which reaches in its deepest part a depth of 6000 feet, bringing it to about the level of the Pacific Ocean. This titanic gorge owes its depth and grandeur in part to the Colorado River, which has its source close to the Rocky Mountain National Park and in this way is linked with the Grand Canyon National Park. As the traveler speeds southward from ‘oe the Cg B Pee: tio line stretch in the world is an experience enjoyed along the Snowy Range Circle Drive out of Denver, here shown, in Rocky Mountain National Park, Colorado. 23 by his dic has ca- ast. nic lad ing nes 7 Ups, ita- the and the ater the ine, yley ex- tah, lave re- yon hich | of evel orge t to urce onal the rom ircle Vol. 12, No.4 Denver and finally westward, to reach this rainbow-reflected canyon of awe- some depths and wondrous colors, Pike’s Peak momentarily tion at Colorado Springs. Mountain, M. Pike gazed in amazement at the arrests atten- On Cheyenne where Lieutenant Zebulon snow-crowned lofty pinnacle which later was named for him, ts the rock-strewn grave of Helen Hunt Jackson. From her poetic lyre, attuned to outstretched plains to the East, came late in the after- noon the whisperings of lofty pines: “The horizon line seems to curve more and more, 2s if somehow the twilight were folding the world up for the night, and we were on some outside shore watching it.” Manitou, at the foot of Pike’s Peak, breathes the romantic spell of Indian name is the red man’s name for the “Great Spirit.” The In- dians believed the bubbling of the hot lore. Its very springs was caused by the breath of their greatest god, and cast precious stones and trinkets into the waters in obeisance to his powers. ‘They revered the Gar- den of the nature carvings in red sandstone. And so, the way Pueblo, where the Fontine qui Bouille (Fountain Creek), with its reminiscences of French fur hunters, flows into the Arkansas River; where, on Christmas day, 1854, seventeen frontiersmen were scalped by Gods, with its fantastic leads to a band of wandering Utes after they had been given Mexican whisky. Near Pueblo, on the edge of the San Isabel Forest, are sand dunes, near which Mos- LIFF PALACE, with its circular and square towers, warricr’s rooms, living chambers, and storage places, is the ruin in the Mesa l’erde National Park, dese <2 ae THe JoURNAL OF THE NATIONAL EpucATION AssocIATION 127 IME AND AGAIN, as they crossed what is now New Mexico, Coronado’s. followers beheld such scenes as this with confidence, but on getting nearer found that the imaginary palaces were only heat-baked rocks in the glistening sun. cosco de Alvarado, one of De Soto's band, crossed the Rockies after he had buried his leader in the Mississippi. Then Trinidad, where the Santa Fe trail linked the early days of the ro- mantic west with Colorado, and in the distance, the Spanish Peaks. toric trail leads to Santa Fe, where Lew Wallace wrote “Ben Hur” in the old Spanish Governors’ Palace. Across the Raton vorite hold-up place for highwaymen in This _his- Mountains, a fa- Colorado, occupied 1000 years ago by Indian cliff dwellers. early times, and the traveler is in the midst of the ruins of Indian, Mexican, and Spanish settlements for which New Mexico is noted. Indians come to meet the trains in Las Albu- After the Spanish conquerors missionaries and Vegas and querque. came from Spain, endeavoring to civilize the Pueblo Indians. At Chapelle a party of Span- iards, pursued by colonists Indians, took refuge on a butte, where they were kept until they starved to death. Albuquerque was founded in 1701 by Cubero. He established thirty families there and named it in honor of the Duke of Albu- querque, who had been viceroy of New Albu- threugh Governor Pedro Rodriguez y Spain. Just before reaching querque the traveler Bernalillo, along the Rio Grande River, passes where De Vargas, the Spanish governor who restored Spanish domination after a lapse of twelve years, died in 1704. 1540-1541, spent his first winter in the Tigua prov- Here, too, in Coronado ince of Pueblo Indians. Their principal settlement, Puaray, known by the Span- ish explorers as ‘Tiguex, lies in the ruins of the present village of Bernalillo. A few miles nearer to Albuquerque is the ruined pueblo of Alameda, Spanish for row of cottonwoods. Here Cardenas had 200 Indians burned at the stake, an act for which he was thrown in prison when he returned to Spain. Like Puaray, this ‘Tigua_ settlement was burned by the Spaniards in 1680. 128 The Rocky Mountains take on the appearance of an army marching single file rather than in mass formation, as in Colorado. The cactus and the sage- brush mark the sandy stretches to the In the valleys hidden behind the lowering hills, Mexicans and Navajos west. lead their cattle to a refreshing spring and till small tracts. Here, in time, the irrigation ditch will work wonders in a large way as it did on a small scale for the Indians many centuries ago. Away to the north of Gallup and across the State boundary lies Mesa Verde National Park, almost where four State corners meet—New Mexico, Ari- zona, Colorado, and Utah. A few miles south of Gallup is the interesting village of the Zuni Indians, where many of the customs of their forebears are practiced today in ceremonials and feasts. Then over the State line into Arizona, where there is no end of wonders. Sun- set on the desert is superb. Adamana is in the center of the petrified forest, or what was a forest, for the trunks are all prostrate and are broken into sections. The south end of the Painted Desert, with its bright-colored cliffs, comes into view near Winslow, and twenty miles beyond is Meteorite Mountain, perhaps the most mysterious geologic feature in the West. A circular ridge encloses a great hole +000 feet in diameter and 600 deep. Was it a or the burial place for a meteor? volcano The San Francisco Peaks rise pro- tectingly over Flagstaff, situated in a region of silenced craters and lava beds. Here is Lowell Observatory, with its record for famous observations of Mars. Here too, are wonderful pine trees, dat- ing back a century before the first visit of Columbus to America. From Williams, where the journey westward soon brings one to California, there is a 63-mile side trip to the Grand Canyon and the Colorado River. The first white man to see the Grand Can- was Cardenas, companions was guided there by Hopi Cardenas had been sent by Coronado to find the magic river of yon who with twelve Indians. which Pedro de Tovar, ensign general expedition, had heard from the Indians. of Coronado’s Coronado never saw the rushing river called Colorado, But one wonders which his followers Spanish for color-red. if their description of the wealth of rain- bow-reflected colors did not inspire him to continue his adventure, which later found true inspiration in the unsuccess- ful search for a fabled Quivira. He re- THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION turned to Mexico, disappointed and humiliated. But the spirit fires of a traditional city of riches made of the Indian legend a reality. Denver overnight were showered with Prospectors in A pril, 1923 — es a golden stream that flowed from the Clear Creek cornucopia of which Coro. nado had dreamed more than three hun- dred years before—a cornucopia of stil] unfathomed depths. Education for Efficient Thought-Life Junius Boraas ' URING THE GREAT WAR there wonderful dream. A new era in history seemed to loom before us. Democracy was to be accepted*by the entire civilized world. There would be goodwill among the nations. Peace and contentment would come to dwell on the earth. Gradually and somewhat sadly we are waking from our dream. Life continues came to us to be a very real, a very earnest, and,. apparently, a never-ending struggle. Democracy is discovered to be, not a means of rest and safety, but rather a serious and difficult task. “The develop- ment of civilization consists, not in an escape from troubles and difficulties, but in the gradual attainment of higher and more effective means and methods for attacking the problems and perplexities that are ahead. to man grow in number and increase in complexity through the development of better means of communication and the As the relations of man elaboration of human organizations, new duties and new problems spring up to match the new rights and privileges that are attained. Natural science has lengthened the average span of human life by many years. greatly enriched our lives, both in the number and in the variety of the experi- ences that come to us. In truth we may say that we have life more abundantly than did our forbears. Can it also be said that we live a more excellent life than they? Do we so teach and train our children that they will attain a more excellent life than we? On the attain- ment of such a life depends the future of our Demecracy and our civilization. What is the more excellent life? Does it consist in greater ability to have in- tense emotions or to go into ecstacies and tantrums? Is it to be attained by living Inventions and discoveries have ‘Head of the Department of Education, St. Olaf College, Northfield, Minnesota. Member of the Minnesota State Board of Education, and author of Teaching to Think, The Macmillan Co., N. Y., 1922, 289p. $1.60. a free and undisciplined life of physical, mental, and spiritual jazz? Surely, that kind of life does have the appearance of abundance. No, the more excellent life demands quality in our living rather than quantity. How shall we develop a higher qual- ity of life? Let us consider this matter for a moment. Life for most of us is and will continue to be a program of The problem of attaining a higher quality of work, leisure activities, and sleep. life becomes, then, a question of raising our daily work to a higher level, of dis- covering better forms of leisure, and of securing that kind of sleep and rest which will provide strength for our higher en- deavors. How are these things to be achieved? Not by running to and fro. Not by multiplying our efforts in nervous anx- How then? By think- ing more correctly and effectively and by developing higher forms of skill with which to execute our thoughts. iety and worry. What are the chief aspects of every- day thinking that we need to develop? 1. To perceive differences more clearly and to judge rightly about things, per- sons, activities, institutions, ideas, and principles with respect to their reliabil- ity, their fitness, and their utility. 2. To exercise intelligent care in the selection of our friends, the books and papers we read, the things we say and hear, the investments of time and money that are urged upon us, the vocations and avocations that present themselves for adoption. 3. To understand and appreciate the viewpoints and beliefs of other people and to adopt them for or adapt them to our own life. 4. “To be genuinely curious and to ask worthwhile questions, especially about the causes and effects of things. To im- agine new things and new conditions. To think of things, not only as they are, but as they ought to be. ‘To initiate, to improve, to make a new earth and a new 923 the ITO- un- still ical, that e of life ther ual- tter IS is 1 of The y of sing dis- d of hich en- ved ? anx- ink- and with Vol. 12, No.4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION : 12 OOOO OE EEO OOO OC OO heaven in our own yard and our own life. 5. To take the problems of everyday life and break them up into workable parts. To gather the necessary informa- tion, sift it, organize it, and use it to obtain correct solutions, and then to use the solutions obtained for the attack on other problems. To do this, not only with our little difficulties, but also with our hard problems, those problems which require weeks, months, or years for solu- tion. How can we train our pupils in these and other aspects of everyday thinking? The rule is a simple one. Provide mo- tivated and directed practice in those things which are to be achieved. If the pupils are to develop sfill in the judging of biscuits, give them practice in judging biscuits and supervise the practice so as to insure the proper use of time and the gradual development of skill. If they are to learn to judge com- positions, give compositions. If it is desired to increase the ability of the pupils to understand and appre- ciate the viewpoints of others, give them them practice in judging practice in trying to understand and ap- preciate the viewpoints, ideas, and beliefs of their schoolmates, their parents, and their neighbors. If the pupils are to develop initiative, let them exercise it in the life and ac- tivities of the school. Encourage them to ask questions, to offer suggestions, and to express opinions. If skill in cooperative thinking is to be attained, provide opportunities for and encourage coOperative study and work. In all these things it must be born in mind that no amount of practice by the teacher, however excellent such practice may be both in quality and in its effects on the teacher, will produce skill in the pupils. Also that the work of the school is that of learning, and that, conse- quently, much “trial and error” is to be expected and tolerated. Why have we not accomplished more in training our pupils for a more excel- lent thought life? One of the reasons is that we were never trained to do it. When we went to school, we memorized and recited what was set before us. Now we teach as we were taught. Another reason is that we have not been aware that there are many distinct types of thinking and that the develop- ment of skill in each of them requires specific practice. We know that a per- son does not become a good judge of Poetry by practice in judging doughnuts, a) however excellent the doughnuts may be, but much of our schoolwork has been done as if we expected such a miracle to happen. Perhaps there is yet another reason. understood clearly the importance of the work of the common schools and the function which they should perform in raising the As teachers we have not DRIVE of less than an hour takes Manitou, Colorado, at the base of Pike’s Peak, to beautiful Seven Falls in South Cheyenne Canyon. one from average level of thinking on the part of our citizens and thus producing a more efficient The ordinary, but none the less important, duties of the average citizen consist, in a repre- sentative government like ours, in select- ing capable and honest men and women for public office. The voter must know the difference between a real leader and a mere hireling. He must also be able to serve as an intelligent juryman when questions are to be decided by general vote. government. Thinking and the training in thinking, like charity, should begin at home. tice in good citizenship begins by attend- ing to the “motes” in our own precinct. As skill is developed, it may be possible to tackle the “‘beams” in national and international affairs. We have under- stood that for the blind to lead the blind brings disaster. We have not been sufh- ciently aware that blindness in the fol- lowers constitutes an opportunity and an invitation for blind leaders. The number of demagogues and the amount Prac- of jingoism in our political life at a given time is a measure of the blindness and the failure to think clearly on the part of us average citizens. It is also a meas- ure of the inefficiency of the training in our public schools. What would happen if the teachers, nearly a million altogether, in the public and private schools of our country were to become enthusiastic about the devel- opment of a more excellent thought-life and bend all their energies toward its cultivation both in themselves and in their pupils? What would happen if all the teachers in other countries also be- came enthusiastic promoters of better thinking ? Perchance, the Hope that came as a wonderful Dream during the intense struggles of a world war might actually be fulfilled. HAT IS the aim of education? The student says books. The scholar says knowledge. The preacher says character. ‘The minister says serv- ice. The philosopher says truth. The artist says beauty. The epicurean says happiness. ‘The stoic says self-control. The Christian says self-denial. The democrat says self-government. The The ruler says loyalty. The patriot says patriotism. The judge says justice. The aged man says wisdom. ‘The youth says achieve- ment. ‘The soldier says courage. The editor says success. The manufacturer says efficiency. ‘The banker says wealth. The dreamer says vision. The child says play. The maiden says love. ‘The man says work. ‘The friend says friend- ship. ‘The pedagogue says personality. The physican says health. The biologist says growth. The psychologist says un- foldment. The sociologist says adjust- ment. But the true educator says all of these, and more, must be the aim of education. To realize many of these ideals of education, the true educator feels that the school needs greater co- operation, greater support, greater democracy, and greater efficiency. Our schools are doing a wonderful work, but not half as wonderful as they should do. The aim of education is broader than The schools, endeav- statesman says cooperation. mere scholarship. oring to promote scholarship, are doing good, but scholarship alone is only a part of the great work of education. Edu- cation is broader even than the schools.— Dr. M. M. Parks, Georgia Normal and Industrial College, Milledgeville, Ga. 130 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1923 Education in Kansas During the Last Five Years G. W. Trout Dean of College of the State Manual Training School Pittsburg, Kansas ” DISCUSS- ING the problem of edu- cation in Kansas during the last five years, it is necessary to call attention to the population in order to meas- ure educational G. W. TROUT progress. The population of Kansas according to the census of 1910 was 1,601,212 and ten years later it had increased only 164,315, which in growth of population makes Kansas rank twenty-fourth. As we think of the growth and development of education in its various phases and then compare the growth of our popula- tion, we may form a more adequate and correct conception of educational progress. The development of the professional spirit—It is the opinion of the writer based upon the opinion of many of the leading educators of Kansas that the last tive years have witnessed one of the most phenomenal growths in _ professional spirit among our teachers the State has ever enjoyed. We had enrolled in 1917 in the State Teachers’ Association 6904 of the 12,000 or 13,000 teachers during that year. At the last meeting of our Kansas State Teachers’ Association held in November, 1922, 13,232 of the teach- ers of this State were enrolled as mem- bers. During this period the entire organization of the Association has undergone a complete change, and we have so organized that four sessions are held in four distinct sections of the State at the same time, thus affording an op- portunity to bring the teachers of the State together without such long dis- tances for travel and so much expense. Sometimes it helps us to see ourselves as others see us. Therefore, I am quot- ing from some of the speakers who have attended our Association and seemed to feel this professional spirit. ‘“‘T have never had more interested or attentive groups to speak to than those I recently met in Kansas. ings Your meet- showed excellent organization. They started on time, there was a gen- uine spirit of hospitality, and the profes- sional attitude of the teachers impressed me at all times as being sincere and worth while.’’—Dr. F. W. Maroney. “IT was impressed with the spirit of interest and enthusiasm manifest at the meeting of the Kansas State Teachers’ Association, which had an attendance of 13,000 in October, 1922. There was every indication that this Association is rendering a distinct service to the cause of education. ‘There is an opportunity for constructive work under the present plan of organization, and the profes- sional interest now shown in this State spells progress.’ —Superintendent J. H. Beveridge. “After my participation in the sec- tional meetings of two divisions of the Kansas State Teachers’ Association, I desire to express my hearty appreciation of the splendid spirit as well as of the high intelligence of the audiences. It is a privilege to work with groups who evidently represent the highest level of our profession. I especially indorse the grouping of teachers in the various high- school sections in which I worked.”’— Dr. R. L. Lyman. ‘The Kansas State Teachers’ Associa- tion has a great organization, a wonder- ful spirit, and a splendid method of handling State educational problems.’’— Dr. Arthur Dean. “T have been on the programs of the State Association meetings in at least seven States, and nowhere have I seen the spirit of the Kansas organization ex- celled, if equalled. It seems to me that your plan of meeting in different parts of the State is a good one and carried out in an admirable manner.’’—Presi- dent Livingston Lord. Teacher training—Kansas has three State teachers’ colleges, all of which are giving four years of college and profes- sional training above high-school grad- uation. Last year there were enrolled in these three institutions, 10,786 stu- dents, including about 750 training- school children, which would still leave for better preparation for teaching more than 10,000 enrolled in these three teach- ers’ college for a greater or less length of time. ‘This is an enrolment consider. ably short of the number of teachers re. quired in our State for all public-schoo| purposes. Moreover, many of the teachers who receive their diplomas from these teachers’ colleges drift to other States. We need to have, in order to fill adequately the demands for properly trained teachers, at least 33 1/3 per cent more people in training for the work of teaching in our State. In connection with what is being done in the teachers’ colleges, the State Uni- versity, the Agricultural College, and many private schools are turning out a considerable number of graduates who enter the teaching profession. Elementary education—During the year 1919-1920, Kansas had 7691 teach- ers in one-teacher schools with an ay- erage attendance of 18.3 pupils per teacher. In her graded schools of cities—first, second, and third class hay- ing two or more teachers—Kansas had 2872 teachers. “The average attendance for these teachers was difficult to obtain, but it is safe to say that it was at least one third greater than that of the one- teacher The qualifications of these teachers will throw some light on the progress and likewise the need of more teacher training to make our el- ementary schools what they ought to be. The number of teachers employed in these schools who have had no previous experience was for the one-teacher school 2294, and in the 217. This group of teachers is coming largely from the grades, taking county examinations for certificates, or from the normal training high-school courses. Some are graduates of a standard four-year high school course with slight preparation in our summer schools in the State teach- ers’ colleges. Six years ago the legislature passed 4 law, the purpose of which was to raise the educational standards for county certification. This law provided that the lowest grade of certificate—namely, Third Grade County—must have more training than formerly, and those per sons seeking the Second Grade Certit- icate must show at least one year of high- school work or its equivalent, and thos seeking the First Grade must have had at least two years of high-school trait ing or its equivalent. ‘This has cot siderably helped the elementary situation Secondary education—The develop: ment of secondary education in Kansé may be judged from the following facts: For the school year 1900-1901, there were only 16,479 students enrolled Five years school. grades Kansas secondary schools. h - we ame te ce — ams Ghee «ae 1923 —, ider- S re- hool the from ther T to erly cent -k of done Uni- and ut a who the each- 1 ay- per s of hav- ; had dance btain, least - one- is of ht on od of ir el- to be. ed in VIOUS school This from ations ormal 1e are high- ion in teach- ssed a ) raise sounty | that amely, - more e per: Certif- f high- | those ve had trail Ss con uation. evelop- Kansas facts: , there led in years Vol. 12, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 131 later, that enrolment increased to 39,981, and in 1919-1920 we had 60,110 en- rolled in our high schools. At the end of the school year 1918-1919, we grad- yated 8716 students, and 1919-1920 we graduated 7823. Accurate statistics for 1922 caquld not be had, but those gathered would indicate that we grad- uated the largest number of high-school students in 1922 that the State has ever graduated. In 1920 we employed 1714 high-school teachers. At present the law requires graduation from a four- year college course above the four-year high-school course, or at least sixty col- lege hours of work above the four-year high-school course for all teachers who may teach in our four-year accredited high schools. ‘The sixty-hour teachers are those who hold special certificates in home economics, industrial arts, com- merce, drawing, and other occupational or vocational subjects. No teacher with less than a college degree in preparation is eligible to teach any academic subject in our accredited high schools. Higher five institutions of higher education,namely— the University of Kansas, the State Ag- ricultural College, and State teachers’ colleges located at Emporia, Hays City, and Pittsburg. The following facts will throw light upon the work of these State institutions : The number of students registered in the various divisions of these institutions are as follows: Agricultural College in 1917 had an enrolment of 3330, and in 1922 it increased to 3547. The Uni- versity of Kansas in 1917 enrolled 3437; in 1922 it had increased to 4667. The enrolment for the three teachers’ col- leges in 1917 was 8542, which increased during the five years to 12,902. The enrolment for these colleges for the year 1921-1922 was as follows: Emporia 4385; Pittsburg 4189; and Hays 2212. This enrolment includes the pupils of the training schools which amounts prob- ably to seven or eight hundred. The growth in the faculties of these institutions also indicates the educational Progress of the same. Kansas Uni- versity during the past five years in- creased its faculty from 243 to 303; the Agricultural College from 183 to 243; Emporia from 82 to 91; and Hays from 33 to 35. For the latter two these hgures are based on their report to the educational survey for the year 1921. Pittsburg increased from 46 to 80 in 1921, , The and graduates in Privately supported colleges and uni- education—Kansas_ has enrolment Out Where the West Begins Arthur Chapman Out where the handclasp’s a little stronger, Out where the smile dwells a little longer, That’s where the West begins; Out where the sun is a little brighter, Where the snows that fall are a trifle whiter, Where the bonds of home are a wee bit tighter, That’s where the West begins. Out where the skies are a trifle bluer, Out where friendship’s a little truer, That’s where the West begins; Out where a fresher breeze is blowing, Where there’s laughter in every streamlet flowing, Where there’s more reaping and less of sowing, That’s where the West begins. Out where the world is in the making, Where fewer hearts in despair are aching, That’s where the West begins; Where there’s more of singing and less of sighing, Where there’s more of giving and less of buying, And a man makes friends without half trying— That’s where the West begins. [From the author’s Out Where the West Begins and other Western verses. Copyright by the author, 1916. Mifflin Company, Boston, 1917. mission, } versities for 1921-1922 was 3745. There are thirteen of these institutions in Kansas, which graduated 453 from the four-year college course in June, 1922. Professional and technical training— Adequate data is lacking in regard to the total number of persons engaged in the pursuit of professional and technical courses other than teacher training. But it is safe to say that outside of the teachers’ colleges, most of the graduates, as indicated by returns from the various educational institutions of Kansas, are looking toward professional and _ tech- nical training other than teaching. However, the University of Kansas, the Agricultural College, and the private or denominational colleges of the State are graduating a large number of young people, who through the State Board of Education, may and do secure certificates for teaching. Formal adult education—At present, the State of Kansas is carrying on ex- tension courses in various lines of general education for adults who have not had the advantage and opportunity of high schools of the past and of colleges of Houghton Used by courteous per- today. ‘The exact number of people thus engaged in educational work is not easily obtainable. The State Manual Training Normal has over 1300 people doing work in absentia. In addition to this work, we have just begun to re- organize vocational education under the direction of C. M. Miller, who reports that there are fifty-one high schools em- ploying full-time teachers of vocational agriculture and fourteen high schools employing half-time teachers of voca tional agriculture with an enrolment in these courses of approximately 1600; that there are ten high schools offering vocational home making in their daily programs. The enrolment in_ these schools is about 200. ‘There are twenty evening schools in vocational home mak- ing with an enrolment of about 500. There are forty classes in evening in- dustrial schools with an enrolment of 800. These evening industrial schools are open only to persons over sixteen vears of age who have entered upon some trade. Mr. Miller also reports that there are on file in his office more than forty additional applications for THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION vocational many agriculture schools, and as vocational home-making schools. The above facts will be sufficient to indi- cate that Kansas is endeavoring to meet the deficiencies of her adults in education. Public libraries—From the report compiled last Kansas had 227 public libraries, including those of edu- cational institutions, but not including private libraries. “The number of books taken from these libraries during the last five has increased Data to show per cent of increase could not be had. In addition to these libraries, we have what is known as the Kansas traveling library, sent out from our Capitol to rural-school communities for one or two months’ use. This traveling library has been very popular and has served a great need in rural communities. The legislature of 1921 passed a law providing for the establishment of county free libraries. Back of this law was the feeling that in a rural State, such as Kansas, there are many counties which could not avail themselves of the public libraries of the cities and institutions and that that need should be met by the establishment of these country libraries. year, years enormously. This law cannot be made effective until next year as the time for the laying and collecting of taxes, and the organization of library boards could not be brought about at an earlier date. However, only fourteen of the one hundred and five counties in Kansas do not have from one to six public libraries. Many more people are using the li- braries than at any previous time; all of which indicates that they are contributing to the progress and development of edu- cation. Progress in financing education—Only a few facts need be offered to indicate the progress made during the last five years in financing educational work in Kansas. From data gathered from a large number of colleges and universities, together with technical and commercial institutions, concerning the increase of the income during the last five years more than twenty-five of the leading in- stitutions, both private and State, re- ported a per cent of increase ranging from 23 to 600 per cent. Eliminating the one institution that reported the 600 per cent increase, the average increase during the five years has been 80.2 per cent for these institutions. in Kansas in 1918 for elementary and secondary edu- cation was $17,070,394.12, 1920—the last date The total expenditure while in for which I have definite figures—we expended for the same purposes $22,512,308.91. The total appropriation for the fiscal year 1923 made by the legislature of Kansas for her five State educational institutions is $3,744,103—a sum much larger than any previous appropriation. The growth of lay support—The gen- eral feeling of the laity of Kansas toward education has grown tremendously dur- ing the last five years as indicated by the large attendance at various organizations such as parent-teacher associations, sec tions for boards of education at all our educational meetings, and the willing- ness upon the part of our constituency to contribute their time and funds even in stringent times to maintain and ad- vance their educational This is a most hopeful sign for Kansas. interests. School code commission—Two years ago the legislature provided for a school code commission to go into the matter of all laws affecting educational work in the State. This commission worked diligently for the last two years, and is now presenting to the present legislature recommendations for a whole- some overhauling of all our school legis- lation. All Kansas educators who are at all acquainted with legislation in this State are familiar with the necessity for such a program. Our school laws have been enacted in piecemeal and to meet has emergencies as they arose almost from the beginning of our State up to the last session of the last legislature; and there- fore, we have much conflicting legisla tion, great overlapping in taxation for educational and and inefficient administration of the I have had the opportunity of reading part of the report of this com- mission, which to my mind is worthy of purposes, cumbersome same. consideration, owing to the tremendous task mendations, although ment over the present situation are far which it has had; but its recom- a great improve- from perfect, are a step in the right direction. That there should be a de- mand for such a commission looking toward a better order of school law is evidence of the progress of educational thought in our State. Summary—lIn conclusion, allow me to present a brief recapitulation: 1. The per cent of school population five to eighteen years of age enrolled in public and private schools in 1919-1920 is 93.9 per cent, giving Kansas twelfth place in the list of States. 2. The per cent of the population fourteen to eighteen years of age en- rolled in high schools for the year 1919- A pril, 1923 1920, Kansas stands fifth, with 43.2 pe cent. 3. The per cent of total school ep. rolment in high schools and elementary schools, Kansas stands seventh, with 14] per cent. 4+. ‘The number and places of. residence of college and professional students, and the number of inhabitants per student by States (including independent theolog. ical schools and teacher-training instity. tions) in 1920-1921, Kansas stands fifth with 11,786 students who reside in the State, being one to every one hundred and fifty-one of the population, with 10,449 students attending institutions within the State. 5. The proportional income of public universities and colleges for the year 1919-1920, Kansas ranks fifteenth. 6. The relation appropria- tion for State institutions of higher learning and population in various States for the year 1919-1920, Kansas ranks thirteenth with $2,499,103, for a popu lation of 1,769,257, or a per capita ap propriation of $1.41. 7. We recognize the deficiencies, but we are proud of the achievements and believe that the attitude in Kansas is today more deeply concerned about _ better from the one- teacher isolated rural school to its Un: distribution of between general schools, versity. We have recently had a survey of our State educational not yet published, which may consider- able light upon points discussed in this paper. However, all facts point to greater progress in education in Kansas during the last five years than during any previous similar period. institutions, throw T IS better to be skeptical of all new | ideas and to insist upon being shown rather than to rush around in a contit- uous brainstorm after new idea. Skepticism, if by that we mean cautious ness, is the balance wheel of civilization. Most of the present acute troubles of the world arise out of taking on new ideas without first carefully investigating t0 discover if they are good ideas. An idea is not necessarily good because it is old, every or necessarily bad because it is new, but if an old idea works, then the weight 0 the evidence is all in its Ideas are of themselves extraordinarily valt able, but an idea is just an idea. Ab most any one can think up an idea. The thing that counts is developing it into 4 practical product—My Life and Work by Henry Ford. favor. 2 per ol en- entary h 14] idence 'S, and ent by eolog. nstitu- Is fifth in the indred with tutions ion of olleges ranks ropria- higher States ranks popu: ita ap- es, but ts and ide in \cerned e one: ‘s Uni- of our lot yet ynsider- in this int to Kansas during all new shown contin- w idea. autious ization. s of the w ideas ting to An idea + is old, ew, but eight of Ideas Vy valu- a. Al A. The t into 4 1 Work My Father—John Burroughs T WAS not always safe to take father too literally, to take him at his word. He had a habit of say- ing, whenever he saw an out- building or an entry way clut- tered up with a collection of odds and ends, ‘“I’d burn all this up—clear it out and burn it!’ So one day | did take him at his word and sent a load to the dump. Among the things sent was a curious and very old hand bag, dusty and worn and easily sixty years out of fashion. After it was gone I found that it was the bag father had carried when he tramped and stagecoached it away from home for the first time, when he had set out into the world to begin his career as a school teacher. We were able, however, to re- cover the bag, and for a time at least father not to make sweeping statements about burning col- lections of worn-out household goods. He loved to think and speak of his boy- hood and everything that was in any way associated with those days, and the old farm where he was born high up on the was careful such Catskill Mountains became very precious to him. So we were glad to recover the bag, the little souvenir of the day when his boyhood ended and his man- hood began. In one of his letters to me, a reply to one of mine in which I complained that [ too should have left home and had a career of my own, he said, “Yes, it is a law of Nature for the family to scatter— Nature says ‘Scatter, leave the home site and seek other lands and occupations.’ ”’ Of father’s family of ten—he was the seventh child in a family of ten—he was the only one to really leave home and seek other lands and occupations. His brothers all stayed in the dairy country of the further Catskills and farmers and dairymen, some of them re- maining on the old homestead. Father often tried to account for himself and never could give any explanation that was fully satisfactory. ‘I was different somehow,” he would say, “for when Visitors would look us all over and come tome they would say ‘But whose child isthat? That is not your child!” and I became JULIAN BuRROUGHS remember how | would hang my head and feel so ashamed.”’ And yet one can- not help but envy one born with such a singleness of purpose, with an ambition that never faltered or knew a doubt for sixty years, a purpose in life that never had to compromise or be dishonest to itself, a posed, never bragged, never purpose that was always in deadly ear- nest, that could always be true to its ideals. When the boy Burroughs, Johnny OHN BURROUGHS loved books and as he loved the He enriched the lives of hundreds of children who knew him per- children even out-of-doors. sonally, and through his writings in fluenced the lives of millions of others. dressed as were his brothers and play mates in heavy cowhide boots and home spun suit, first began to show that he loved books and the printed word he was a source of grave anxiety to his father who feared he would become a Methodist Grandfather an Old School Baptist, a stern and un- compromising that looked salvation on such easy terms as did the Methodists father had to break away from the tradi- minister. was sect upon with unmixed scorn. So tions of his family. He often used to tell how school books and would take special de- he earned the money for his light in recounting how, when his teacher told several of the scholars to get gram- [133] mars but did not include him, he earned the money to buy a grammar and on the day the class was formed he produced his book and took a place along with the rest, quite unbidden and to the astonish- ment of the teacher. He kept up with the class, without having any idea that the grammar he was so earnestly study- ing had any bearing or relation to their speech or writing; and long years after- ward when that teacher saw father’s writing he wrote to him asking if he were indeed the boy from the mountain farm who had joined his gram- mar class, willy nilly. And father would say he was glad he had at last justified his intrusion into the grammar class of his teacher. some oT Grandfather subscribed to a religious paper, the organ of his Old School Baptist faith, and some weekly news paper. ‘There were no illustrated mag- azines or papers; books were very scarce and mostly of a religious nature; there were no movies or phonographs or any of the aids to study of today. And for light they had tallow dips or the light of the open fire. And “book larnin’ ” was looked upon with more or less con- tempt. In spite of what we might consider the hardships and drawbacks of the boy- hood of John Burroughs it was in many an ideal boyhood and, as he ex- pressed it, ‘one to discipline both the body and mind’’—a life that gave one both many obstacles to overcome and the strength to overcome them. As I look back to those days, of which father loved to talk, and of the memories of my own boyhood visits to the old homestead, | can see how firm a foundation was here His were close to nature and they had to use their hands and to learn to adapt them- selves to a primitive life—a big family, a large household, self-supporting in a way we do not dream of today. In barn shingle making, on which in rainy days shingles were split and shaved by hand— and they were shingles that would last fifty years. ning wheel, in every loft, a loom. On every farm was a flock of sheep to fur- nish wool for the members of the family, a flock of geese for feathers for theit ways laid for his life’s work. family every was a wooden horse for In every house was a spin- beds, a patch of hemp from which was made the linen for their clothes. They 134 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION A pril, 1923 a_i LL not only made their own candles and their clothes, but they produced the ma- terial from which to make them. The woods gave them maple and birch for their fires—and is there any more de- lightful fragrance than that of a fire of hard maple!—and the maple gave them their sugar. With such examples con- stantly before them the boys early learned many of the manual arts—if father wanted a trout line he had to gather hairs from the tails of the horses and braid a line. ‘Their slate pencils they made themselves, walking miles to Stratton’s Falls where there was some soft stone, from which they laboriously whittled their pencils. they twisted tow. Those boys needed no course in manual training! Even their inkwells they learned to cast from scraps of old lead. grammar For kite strings Father bought his books that grandfather refused to buy for him with and other school money he earned making maple sugar ind peddling the new fragrant cakes in the village. The old farm “out home,” as father always used to speak of it, stretched up and the mountain called “Old Ciump” and had an average elevation of about two thousand feet. The sum- and wonderful, cool nights and invigorating days, and the winters are long and hard, twenty or thirty below zero. From the descriptions father has so often given, a vivid picture comes to mind of him and his brothers plunging into and through the drifts on their way to school those winter days, the older brothers ahead, breaking a path for the smaller ones, their faces muffled in home- knit scarfs, their homespun breeches tied over the tops of their heavy, frozen cow- hide boots. The way led up and over a long spur or “ridge” of Old Clump, and down through and past some woods in West Settlement to the little red schoolhouse beside the road. When they got to school they would “clump” about the stove in their frozen boots, often crying with the pain as their feet thawed. But the schoolhouse was full—fifty or sixty boys and girls, with their slates and dingy spelling books sitting on the hard pine benches or about the stove—today there are five or six! And from those little red schoolhouses, with their primitive equipment, went forth the army of people who fought the Civil War and largely developed the far west. They were the hard working, straight shooting people who build empires—not destroy them. over mers were are standing Many were the chores of the boy on the farms of the further Catskills sev- enty years ago and many were the hours too for fishing or building or making something that filled the boy’s heart with delight. Father would tell of it all with relish, he liked the chores, except picking up potatoes—this was a dis- agreeable task. He loved to burn the stumps that remained in the pastures. He loved to make the maple sugar in April, to help shear the sheep and gather the apples. He often would look at his A FIELD OF DAISIES is a lovely scene for companionship between infancy and age, and a junco’s egg is a fitting object for a first lesson in nature study. hand and say that his crooked fingers came from milking so much when he was very young. In summer the haying was the one big undertaking, mowing and raking and gathering the hay all by hand, working from daylight until dark, in many ways a joyous task in the great meadows fragrant with sweet smelling hay, melodious with the notes of the bob- olink, a surpassing view over the valleys whenever one looked up. The rye was cradled and raked by hand—and there were ax helves to make, and grain cradles, and sleds, and hay riggings, and many other things, made from good birch or iron wood that grew in the Every stream was alive with trout. squirrels, ruffed grouse filled the woods. Wild pigeons came in millions. I remember father telling of one day in particular short brown nearby woods. Foxes, coons, when a host of pigeons swept through the beech woods, a great blue wave that rolled along, the pigeons behind cop. stantly flying over and alighting in front of those before them, filling the woods with the noise of their wings and the soft piping of their voices. ‘They were feeding on the beech nuts that covered the carpet of the woods. There was much in that country and that life to fill one with poetry and emotion; the great gently sweeping mountains, their mantled with forest, the farms lying in the valleys and reaching up the broad flanks of the mountains, the cool sweet air, the fra- grant woods on every hand, the limpid, purling trout streams, the cool, pure springs in every field and woods, the spiritual notes of the hermit and wood thrush ringing out from the woods, the elusive boom of the drumming grouse, the happy sound of the swallows as they skimmed the meadows, and above all the rugged, primitive, life, gave strength of character and sympathy with nature. tops simple Father said he was homesick when he left home and had been home- sick ever since. “The love of the old farm and of father and mother is deep in the very foundation of my being,” he once wrote in a letter tome. The farm boy helping with the season’s sugar making, haying, planting, or harvesting, becomes a part of it all; he gains an intimacy and understanding to be had in no other way. As he himself expressed it, ““While tending the kettles there be- side the arch in the bright, warm March or April days, looking down the long valley and off over the backs of the distant mountain ranges, what dreams | used to have, what vague longings, and I may say, what happy anticipations! | am sure I gathered more than sap and sugar in those youthful days amid the maples.” S WE BECOME better teachers we also become in some sort better per sons. Our beautiful art, being so largely personal, will at last be seen to connect itself with nearly all other employments. Every mother is a teacher; every minis The lawyer teaches the jury, the The clever salesman ter. doctor his patient. might almost be said to use teaching in dealing with his customer, and all of us to be teachers of one another in daily intercourse. As teaching is the most universal of the professions, those are fortunate who are able to devote their lives to its enriching study.—George H. Palmer in The Ideal Teacher. , 1923 ee, rough > that con- front Voods d the were vered y and and eping with 'S and f the e fra- mpid, pure s, the wood Is, the rouse, s they ill the gave - with nesick home- ie old ; deep g,”” he » farm sugar esting, ns an had in ressed re be- March - long »f the ams | s, and is! | p and id the prs we or per- argely onnect ments. minis y) the esman ing in of us daily most se are . their ge H. Vol. 12, No. 4 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 135 The Four Ss—A Project Atice M. CAHILL Second Grade Teacher, Old Mather School Boston, Massachusetts AN YOU SWIM? How do you leave the yellow sands with its ever critically present audience? Do you dash through the flying spray and plunge head first into a very mountain of a wave, later to emerge laughing and shin- ing as the very people of the underseas? Or do you enter the water gingerly, toe by toe, and, after a gasp or two, by the time the liquid blue has struck your more vital parts, duck ungracefully and pro- testingly and stonelike in a stiffly vertical position until the neck line is reached ? How is the rest of your watery visit spent? Are of the enviable crowd on the raft who hold pleasant con- verse in chummy groups of two and three as they swing suspended by a fin- ger or two, or who leave the spring board in almost heart-breaking curves of beauty, or who dance on the swaying boards in sheer exhilaration of living? Perhaps you are one of these favored few or perhaps the raft and its joys are as re- mote and as unattainable to you as the golden summer sun itself. Maybe you stand knee-deep and talk about the in- crease of taxes or the best way of pick- ling pears. Most likely you totter if a seven-inch wave approaches without a herald. Occasionally you bob up and down like a gentle Jumping Jack but show no sign of Jack’s ever-present grin. Perhaps, if courage be stirring, you sink again to the neck line and flap about with two hands and one foot, the other foot prehensilely attached a la Darwin to the sands beneath. At a distance—a long distance (you are quite deceiv- ing)—you look as if you were swim- ming. But you fool no one—least of all yourself. Your eyes are seagreen and your heart is heavy with regret and your American sense of fair play and equal opportunities for all rebels, because you can’t do what the others can do and you know you could do it as well as the next one had you learned it at the pedagogi- cally psychological moment! But that moment is long since past. The merry and somewhat crazy rush of everyday living is such that often the thirties and forties and fifties are reached before we truly mourn for the tricks that are second nature to the young dog, but can never be learned by him in his old age. We of advanced years may bravely you one strive to learn the Four Sports, to swim or to skate, or to dance, or to play ten- nis, but our performance is as wooden, as purposeless, and as lacking in spon- taneity and snap as our frozen pudding of the present era. If we steal the time and attempt the initial steps in skating our muscles and joints are stiffened by the thought that a broken leg would keep us in the hospital for weeks. Our consciousness of by- standers makes us more awkward than nature ever could. Our ageing circula- tion chills us through and through and we die a thousand deaths anticipating one tumble. To the uninitiated learning to swim and dive is lackeyed by even greater pos- sibilities of danger—even the loss of life itself. Why intelligent, well-read peo- ple will not believe in the buoyancy of water (as applicable to themselves) is more than I can understand. Dancing and tennis when learned late in life do not present such menacing hazards as skating and swimming, but here again, the thought of the onlooker, the con- sciousness of weight, shape, or clothing, the astonished heart, the involved breath- ing, and the general rebellion of an un- expectedly overtaxed system are all drawbacks to real success. Real success does not come to the forty-year-old—a semblance may—but not the carefree, devil-may-care, and second nature suc- cess that youth attains. And then we must remember that for every one grown up who attempts to learn in the sport line what he should have learned before his teens were upon him, there are at least nine others who stand back, wist- fully and inertly, truthfully laying the blame on conditions that they had little or no control over—namely, conditions as they were in their childhood. You know these conditions as well as I. You may have experienced some one or more of them even as I. And these same conditions exist today. Some chil- dren themselves are apathetic as far as vigorous sports are concerned—they much prefer the quieter, more sedentary pastimes. Are they the best judges, however, of what their stretching young bodies need? Some children are enig- matically and firmly opposed to learning to read, to write, and to spell. Is that reason sufficient for them growing up “know-nothings”? Do we recognize it and abide by it? Children’s preferences are interestingly indicative, but unless guided along the lines of well-established society are apt to prove somewhat sub- versive of law and order. Other chil- dren are naturally difident and even somewhat nervous. As a rule, nerves do not decrease in crankiness as they age, so why not smooth them down early in life? Eight-year-old high-strung Henrietta will sail over the hazards of skating much more equably than Henrietta when she has shortened her skirts again to cele- brate her thirty-eighth birthday. And saddest of all, unskilled Henrietta of second childhood may never even guess what she is missing—this is almost as sad as realizing the loss as so many of us so poignantly do. Again the excessive parental love of some mothers (fathers are not so often to blame) prevents their children from learning to skate and swim. With their grown-up intelligence threaded through with crotchety nerves, these mothers fore- see in skating strained muscles and broken legs and concussion of the brain and, of course, death by swimming is attempted. drowning if They do not stop to realize that Ferdinand may just as easily break his legs while going to the store for tapioca and may drown because of the fact that he didn’t learn to swim. Should children suffer because of the dis- eased imaginations of their guardians? Should their health-giving enjoyments of later years be curtailed by minds that have long since passed to a clearer under standing ? Relative to dancing there is sometimes a religious or ethical objection on the part of the parents. Few, however, frown on folk dancing—so here is the opening wedge for the rhythm-loving souls that most of us own. Affecting the larger percentage of chil- dren are two conditions that are peculiar to so-called home environment. Some families actually lack funds for the pur- chase of skates, tennis racquets, and swimming togs. Other homes have no facilities for these sports near at hand. So more boys and girls fail to get what should be naturally and_healthfully theirs. And because of these several con- ditions you and I and a few more thou- sands have to say, ““No, I don’t swim,” and “Sorry I can’t join your party, but I don’t skate,” and sit soulfully with the matrons during toe-tickling jazz tunes and think the tennis players are going past all limits of decorum when they 136 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 192} Nee La... IT eee eae scream out “Deuce” or feelingly attract their partner’s attention with ‘Fifteen Love”’! Now what can we do about it? And what shall we do about it? We have learned that nothing is impossible and that the most ridiculously improbable happening may even now be waiting at our own back door. The civilized peo- ples of the twentieth century engaged in a four years’ war of barbarian horrors; smoking cars were actually taken off the Elevated for a few weeks this year; Pro- hibition stalks our wayward land; and the Nation’s women helped elect Har- So nothing, As for the public funds necessary to any widespread movement, these are always accessible for any pur- pose and at any time providing you can buttonhe!- the right man or men. I take it for granted that everyone agrees witi) me that skating, swimming, tennis, and dancing should be caught while one is young. Like children’s dis- eases they go mighty hard with grown- I know that my contemporaries who have had these four accomplish- ments since childhood would not now part with them for Midas’ touch. So I am positive of their codperation. As for the stunted mortals who have reached middle life with nary a one in their bag o’ tricks I know even more positively that they will not only agree but will vehemently demand that the children of today be not passed by as they them- selves were. So here we are all together and all headed for the one goal—to build up in the child that which will be sane, legit- imate, and health-giving recreation for him, straight through to his three score years and ten. Individually we could see to it that some two or three young Americans should become, willy-nilly, letter perfect in the Four S’s. But this individual effort, though worthy indeed, is not com- prehensively far-reaching. How then can we plan that all the growing boys and girls of our progressive land be initiated ? How will they all get what they should get in spite of individual preferences and idiosyncrasies, in spite of parental prej- udices, and in spite of the various cir- cumstances of home environment ? [n order that every one may answer this question in the one and only way it should be answered, I am going to ask one other and the answer to both is ir- refutably the same. How do all the children of all the people learn the Three R’s? In the schools. ding. absolutely nothing, is impossible. ups. As soon as a reasonable quota of ac- complishment in the Four S’s as well as the Three R’s is a condition for an ele- mentary-school diploma then so soon will our growing Americans have a normal childhood, a virile youth, and an older life of many pleasantly healthful possi- bilities. The schools already spend large sums in teaching a select few such sports as baseball and football. ‘These are not primarily for the of the indi- vidual, but are engaged in from a view- point of inter-school competition. A football squad of eleven and a baseball team of nine even with the customary second teams does not seem like a demo- cratically even spreading of butter on the prosaic bread of life—does it? And even after a splendidly intensive train- ing in these two pastimes how many busi- ness men motor out in the good old day- light-saving-time to run bases or kick the pigskin about? Where would he ever pick up the complementary eight or ten to fill up the team, to ignore entirely the vitally necessary numbers for the oppos- ing squad? It is easy enough at times to tie up with one friend or possibly two for an hour’s enjoyment, but these busy days of ours do not encourage the fre- quent rounding-up of the “whole gang.” Accordingly the money spent on these two sports in the schools is not exactly far-reaching. But the very fact that it is being spent is indicative that with the right impetus a similar amount or even a lesser amount per pupil might be used for the four million as well as the four hundred of school society. Without going statistically into the matter, | am confident that a comparatively small out- lay of funds would secure results. Of a certainty a city would have to buy or rent some conveniently located vacant lots for use as tennis courts in the mild weather and later as skating areas. An extra gymnasium building or two might be necessary. aims ientist place sh the 1ysical on. In tudent tional idying Ctions, IC psy- > char- nind, ce in velop. ce has le; in hostile e€ same ist the d is as ‘ymbal, y—has ‘ork or w and d mind ompar- ine in- in his further carping rld was Lescope he uni- - inven- stowed at these y open And better- y speak + while in the ver been it has vere too thrown, reme. scientific | ig, ever in apply od truth s ago 4 Ye shall all make Vol. 12, No.4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 139 The Boxer Indemnity CuHUNG-SHU KweEI Editor-in-chief of The Tsing Hua Alumni Yearbook and of The Chinese Students’ Monthly HE PROPOSAL to use the Allied debts for education throughout the world is by no means unique, nor does it require a great mind to conceive of its desirability. The United States Gov- ernment, by remitting to China in 1908 the China has voluntarily surplus Boxer indemnity which appropriated to prepare students for American universi- ties, already unknowingly antecedented the present proposal. The amount of indemnity refunded China is $10,785,286.12. This sum equals but a fraction of the Allied debts and certainly less than what was wasted in a single day during the World War. Yet its material usefulness, which began half a decade before there had been the slightest omen of the world conflagra- tion, will last until about a generation More- over, the Chinese students benefited by this indemnity have been building an en- dowment foundation which will perpet- uate Tsing Hua College, established with the surplus indemnity when the in- demnity fund comes to an end in 1940. Finally, the traditional feeling of amity which these students have helped to strengthen China and the United States is immeasurable in terms of silver and gold. after the signing of the armistice. between This single gesture of American statesmanship is, therefore, a testimonial to the devotion of an in- demnity from war to the spread of education conducive to lasting peace. resulting So established indeed has been the in- valuable service which the United States has rendered China by the remittance of this that Great Britain, France, and Japan have proposed several times to follow with similar acts of gen- erosity and justice. It will be remembered that on July 11, 1908, the United States Congress voted and authorized ex-President Roosevelt and Elihu Root, then Secretary of State, to return to China the surplus Boxer indemnity. The Chinese Government tecognized the spirit of friendship in which the decision was made, and in reply to a note from the American Lega- tion informing them of this decision the Chinese Foreign Office notified W. W. Rockhill, the American Minister to Pe- king, that the Chinese Government had indemnity decided to use these funds for the pur- pose of preparing and sending students to studv in American universities. The Chinese Educational Mission was soon established in Washington, D. C., to take care of the students in America, but before the students could be sent to this country it was deemed necessary for them to have adequate preparation for American collegiate work. ‘To prepare students for this purpose Tsing Hua Col- lege was established in Peking in 1911. About eight hundred students have come to America, of whom 450 are still attending American universities and col- More than half of the distributed seven leading institutions—namely, Columbia University, Massachusetts Institute of Cornell University, the University of Wisconsin, Harvard Uni- versity, the University of Chicago, and the University of Michigan. The majority of the students have been trained in Tsing Hua College, ex- cept fellowship students and the women scholarship students, who are sent to America in alternative years. Like American colleges, Tsing Hua aims at an all-round development of the stu- dents. With a faculty of Americans, western-educated Chinese and other Chi- nese scholars, the institution has been able to give the students not only a good college education, both intellectually and leges. present number are among Technology, physically, but also opportunities for extra-curricular activities. To any one familiar with the best American college and its life, it is un- necessary to describe Tsing Hua with its up-to-date curriculum; its library with 16,000 volumes in foreign languages, 40,000,000 Chinese books, and 287 Chi- nese and foreign periodicals; its gymna- sium, dedicated to Theodore Roosevelt, the equal of any found in America; its athletic fields, tennis, baseball, football and volley ball courts; and its military training, boy scouts and inter-collegiate athletic, oratorical, and debating contests. Far excelling both intellectual and physical development is the tremendous number of extra-curricular activities. Student organizations exceed forty. Stu- dent publications also abound, notably the Tsing Hua Weekly and Alumni News, the the Tsing Hua Journal, Tsing Hua Annual, the Vernacular Weekly, and class books. The number of plays since 1913 has reached seventy- seven, of which half have been given by individual the au- spices of the college and others for rais- classes, some under ing funds for philanthropical purposes. Most of the plays are based upon mod- ern Chinese drama, some on the plays of the old type, and not a few upon western drama and novels, such as “The Mer- chant of “Twelfth Night,” “Midsummer Night’s Dream,” “Robin Hood,” “L’Avare.’’ Some of the mod- ern Chinese plays which theaters do not Venice,” hesitate to incorporate have been pro- ductions of the students themselves. To crown all the activities are those . which concern social welfare and which are the most creditable. In this sespect, Tsing Hua students have outdistanced even those in America. Welfare work is undertaken within and without the college. Within the college the studiacs con- duct night schools to educate rhe serv- ants who work in the dormi‘tories, and free books and stationery and prizes are provided for by the strdents. On Sat- urday afternoons, boys in the neighbor- hood are taught by the students also, and Sunday schools are conducted for those who cannot attend the others. Outside the college, the students are even more active. Outdoor classes are conducted weekly in surrounding vil- lages. Reading rooms are maintained in near-by villages, in one of which is held a weekly forum for the village elders. Week-end lantern lectures are provided for the neighboring regions. Y. M. C. A. work is also undeitaken by the Christians. Above all, a free vocational school is maintained exclusively by the students. The school admits any boy who is of school age and whose parents cannot afford to send them to any public school The vocational school teaches the rudi- ments of elementary and in addition a certain trade which the boy may choose for himself. education In a short time he will be able to produce finished arti- cles. The articles are then sold by the school, and part of the price is given to the parents of the boy or boys who pro- duced the articles. The Peking Central Hospital, for instance, is equipped with furniture made almost entirely by the students in the vocational school, and the large demand for it has always made it possible for the school to pay at least a part of the expense of its -maintenance, and a staff of full-time instructors. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1923 Satary SCHEDULES—San Francisco, California «. Population 506,676—January, 1923 Additional | Classification ; : _ annual Max- of Groups First Second Third Fourth increments imum teachers year year year year Sor sal- ary Number Amount Kindergarter 2d, 3d, $1,400 $1,400 $1,500 $1,500 4 $100 $1,900 and 4th grades | Elementary Sc | ee — —— — | Sth and 6th grades 1,450 | 1,450 | 1,550 | 1,550 { 100 1,950 st, 7th, and 8th grades | 1,500 | 1,500 | 1,600 | 1,600 4 100 2,000 | Assistants , 1,700 | 1,800 i-,900 .) 100 2,400 | High school ————__ | —_— cuc_ —— — ——— | Heads of departments ~-..-| 1,940 | 2,040 | 2,140 5 100 2,640 | ——————— Sf aaennenaneall . o - — —— ——— | Primary 1,700 | 1,700 | 1,800 | 1,800 4 100 2,200 | Vice-principals Grammar school 2,350 », 350 High school * 2,060 2,160 2,260 5 100 2,760 ae eS a : se 7 = : nn Enrolment less tha 2,280 2,280 150 } Enrolment £150t 2,380 2,380 100 Enrolment Primary {300 to | 2,530 . 2,530 550 | ai de er ae z - — Principals Enrolment { f 550 to | 2,680 2,680 | | 700 —_—————$——_ |__| —_———_ -|——_-— —_ — ———| Enrolment f 700 or | 2,830 .| 2,830 more | Class III | 2,730/... 2,730 | | Grammar |—— | | school Class IT 2,930 2,930 | Class i 3,130 ; ; vol BRD I High school 3,780 ; 3,780 | Physical education 3,000 . 3,000 | Sn Es EA I Bele oa SIRE EE SARE AE TREES Pst tes Directors Industrial art 3,600 ; 3,600 | Art 3,600 3,600 | Supervisors Special subject 2,580 ; 2.580 =~ - shail Ce MS AES Fe Rene, ail Sateen ——_— ——_—| Department of Assistant 2,060 : 2,060 | speech correc- —— —_——— | | tion Chief 2,400 ? 2,400 | Grammar school principals: | Class II1I.—Enrolment is 400 or less than 600, including 225 gramm Class I1.—Enrolment is 600 and less than 800, including 265 or mor | Class I.—Enrolment is 800 or over, including 325 or more grammar 1 : [he salaries of grammar and primary school principals in elementary schools for the fiscal tr 1921-22 shall be based on the average enr Iment as per regular monthly reports of the last term chool year 1920-21; but the salary of the principal shall not be uffected, as far as reduction is -oncerned, where the total enrolment falls to within twenty-five of t umber required or a particular rating of a school. ; “redit is allowed high-school assistants and elementary grade teachers for teacuing experience outside of San Francisco, as may be determined by resoluti f the Board of Educati_n in each case. Whatever deficit there may be is cov- port the other activities within the col- ered by the proceeds from an annual lege, except that no auction sale is of- play given by the students. ‘The play fered for a special seat. The number of usually takes place in the city of Peking, plays given, of which mention has been and the cause itself is enough to attract made, is a testimonial in itself. people. Every night when the play is When the famine condition in North being given, a beautifully decorated seat China became deplorable last year, the is offered for auction sale, and many students raised among themselves and times an individual, usually a woman, friends approximately $10,000. A few has to pay several hundred dollars in of the students volunteered their service order to secure it. and worked with Americans in the fam- In a somewhat similar manner is_ ine-stricken regions, as had others in money raised among the students to sup- 1917 for the flood relief. Early this year the boy scouts in Tsing Hua gave an entertainment for two nights in Peking. They dramatized “Treasure Island,” presented a pageant signifying world brotherhood, and staged a short play written by themselves, called “The League of Youth.” Two thoy. sand dollars, which was made, was later devoted to defraying the expenses of a national boy scout convention. All these facts, among many others, point to a single conclusion: By helping to educate the young Chinese, who in turn help to educate their own people, by instilling into the minds of the Chi- nese students American ideals which they will unselfishly impart to the coun- trymen, the United States is rendering China an immeasurable service. Again, by aiding China in getting better trad- ing opportunities and also in removing from the Pacific the temptation of im- peralism, the United States is serving the world in a spirit at once gracious and just. The achievements of Tsing Hua College have established the wisdom of America’s act in returning the indemnity, and the records of the students have proved themselves worthy of such an act. Both America and China have good cause to congratulate each other, but their congratulations would be heartier if the other nations were to follow America in action as well as in word. HE BUSINESS OF LIFE is easy or hard according to the skill or the lack of skill displayed in production and distribution. It has been thought that business existed for profit. That is wrong. Business exists for service. It is a profession, and must have recognized professional ethics, to violate which de- classes a man. Business needs more of the professional spirit. ‘The professional spirit seeks professional integrity from pride, not from compulsion. ‘The pro- fessional spirit detects its own violations and penalizes them. Business will some day become clean. A machine that stops every little while is an imperfect ma- chine, and its imperfection is within it- self. A body that falls sick every little while is a diseased body, and its disease is within itself. So with business. _ Its faults, many of them purely the faults of the moral constitution of business, clog its progress and make it ick every little while. Some day the ethics of bus ness will be universally recognized, and in that day business will be seen to be the oldest and most useful of all the pro fessions.—My Life and Work, by Henry Ford. 923 sing two ized pant iged led hou- ater of a ners, ping O in ople, Chi- hich oOun- ring gain, trad- Ving - im- rving $s and Hua m of inity, have 1 act. good but artier ollow rd. 5 easy yr the n and + that at Is e. It mized *h de- ore of sional from e pro- lations | some t stops *t mia- hin it- y little sease Is 3 Its faults usiness, c every yf busi- Vol. 12, No. 4 —————— Education ‘THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 141 in Czechoslovakia. Em. Lippert Member of the Comenius Czechoslovak Institute of Pedagogy, Prague, Czechoslovakia HE school the Czecho- slovak Republic is at present very good indeed. Compulsory school attend- system of ance was established sometime ago in Bohemia, Moravia, and Silesia for all children from six to fourteen years of age; and by the new “Small Education Act of 1922” compulsory education be- tween the same ages was established in the entire republic, including Slovakia. Under the Magyar régime compulsory education extended twelve years of age. from six to In addition, nearly all of the larger towns are now organiz- ing non-compulsory kindergartens for the children from three to six years of age. In the year 1921 there were 1296 such schools with 1535 kindergarten de- partments in which 56,173 children were enrolled. The rural schools have eight grades, only although some of these grades may be omitted each year if the number of chil- dren does not justify their continuance. The elementary of the towns usually have only five grades, the pupils then going to a higher school, either to the secondary school or to the school. The ‘‘urban”’ schools mentioned above are really schools a a urban higher elementary They are compulsory for all town pupils who are not enrolled in the secondary schools. Primary schools, ele- mentary and may be either boys’ schools, girls’ schools. or mixed schools. grade schools. schools, “urban” schools The rural schools are usually mixed; the town schools are usually boys’ schools and girls’ schools. According to the ‘Small Education Act of 1922,”” both men and women teachers are employed in the “urban” schools. of the teaching and It is expected that half elementary positions in each school will be filled by men and the other half by women. The head-teacher positions and odd positions at the boys’ schools are teserved for men; at the girls’ schools they are reserved for women. The following subjects are taught in the elementary schools: religion, civics and education for citizenship, reading, Writing, language, arithmetic, geometry, SO ip. " - Edited for THe JourNaL by Charles H. Williams, director of University Extension, University of Missouri, recently returned fom a visit to Czechoslovakia. natural history, physics, government, history of Czechoslovakia, drawing, science, manual training, and_ physical education. Household science can be in- Other subjects may be taught as optional sub- jects, provided they are approved by the school authorities; for example, the Czech language in the schools of other nationalities in the republic. In the “urban” certain subjects are added, such as formal composition work, simple bookkeeping, geometrical draw- ing, and penmanship. Certain optional subjects can be introduced by the school authorities, such as troduced as a special subject. schools other languages, stenography, typewriting, and violin in- struction. By the Act of 1922, religious instruction is not compulsory for pupils if their parents make a formal demand in writing that this instruction be dis- pensed with. special For retarded pupils many established in the Also, special public and private institutes exist for abnor- mal, blind, deaf, feeble-minded, crippled children. Special attention is now being given to the training of teachers in teachers’ colleges, separate colleges existing for men and women. classes are towns and cities. and These colleges have four-year courses with training in edu- cational methods. Special experimental courses in new educational methods are Krnsko. Strict entrance requirements are neces- conducted at Prague and at sary for those wishing to enter these colleges, including vigorous entrance ex- aminations. A number of scholarships are granted to deserving young men and women, provided they will bind them selves to teach for at least six years. Upon the completion of the teachers’ examination The passage of this ex- college course a maturity must be taken. amination entitles the student to a tem porary certificate to teach in the element ary schools. After successful service of two years another examination must be passed in order to obtain a permanent position. In order to teach in the urban schools, three years’ experience in the schools is elementary along with an additional severe examination. necessary, These examinations are given by special committees appointed by the Ministry of Public Instruction. It is thus obvi- ous that teachers must have had ample preparation. The educational training of teachers does not stop with the securing of a cer- tificate. Pedagogical papers, periodical conferences, and special courses during the summer vacations are designed for the improvement of teachers in service. Each school district has a pedagogical library teachers committee of the school inspector as ‘Teachers’ conferences, at which attendance is compulsory, are held each year, while once in six years a gen- eral conference is held to which dele- gates are sent from all district confer- ences. managed by a with chairman. Many new plans for the preparation and training of teachers are being formu- lated. During the year 1921 the teach- ers established for themselves two higher schools of pedagogical studies, one at Prague and one at Brno, and an institute for experimental pedagogy at Prague. The regular professors of Charles Uni- versity at Prague and Masaryk Univer- sity at Brno teach in these schools. Certain new proposals for reforms in the schools are very interesting—for ex- ample, they contemplate prolonging the compulsory school attendance up to fif- teen years in the ordinary schools, with compulsory continuation schools from the age of fifteen to eighteen years. These proposed reforms also contemplate the reduction of the number of pupils to 30-40 pupils per class, classes now being greatly overcrowded. Proposed reforms of the “urban” schools demand that these shall actually prepare practical life. New subjects proposed include national economy, instruction in agriculture, in- struction in the pupils for gardening, stenography, typewriting, greater attention to modern languages, and sewing and home making for girls. The records of the elementary and “urban” schools show that great prog- ress has recently been made in education. During the last year in the Republic 13,417 elementary schools had an enrol- ment of 2,000,000 pupils; 1411 urban had an enrolment of 254,000 pupils; 68 teachers’ training colleges had an enrolment of 8620 candidates (4377 men, 4243 women) ; and eight training schools schools for kindergartners had an enrol- ment of 144 candidates. The secondary schools are now of sev- eral kinds: Gymnasiums, Real Gymna- Reformed Real siums, Gymnasiums, OTAKAR KADNER professor of education in the Charles University of Prague, notable educational author mer and promoter of new types of schools to meet new needs. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION FR. DRTINA professor of philosophy and education in University of Prague, state secretary of the Czechoslovak Education, a leader of the movement for reforms in the Czechoslovak education. FR. CADA late professor of education in the Charles University of Prague, and founder of child study in Czechoslovakia; also promoter of special schools and courses, and of organ- izations for vocational guidance in Bohemia and Moravia. the Charles for- Ministry of Real schools, and Lyceums for girls. In addition there are many secondary schools of Agriculture and Domestic Science. The first four grades in the secondary schools make a closed whole, with a uni- tary course of study, although they also serve aS a preparation for the students of the secondary professional vocational schools. The higher grades of the sec- ondary schools (Gymnasiums have four, Real schools three, and Lyceums two) finish the general education of the pupils and prepare them for universities and other higher institutions. Pupils may be admitted to the sec- ondary schools at the age of ten years if they pass a simple examination success- fully. Pupils in these schools may re- main with their parents or may attend private schools called ‘‘hostels.” Fees arranged according to a scale of family revenues are paid in these secondary schools; if the parent has less than a cer- tain income the student is relieved from paying fees. ‘The course of study in the secondary schools is concluded by an oral and written maturity examination. The examination committee is formed by the professors in the highest classes in the school, along with the school in- spector as chairman. Only pupils who pass these maturity examinations are en- titled to admission to any higher school. Each secondary school is in charge of a director, who is held responsible for the general control and supervision of both instruction and discipline. All other matters of importance he brings before the conference of the teachers of the school. The requirements for teachers in the secondary schools are very strict. No one may be appointed as permanent pro- fessor in a secondary school who has not pursued his studies for at least four years in a school of philosophy or natural sci- ence at an approved university and who has not passed the prescribed scientific There are numerous ex- aminations at different stages in the courses. When these have been passed and the candidate has received his cer- tificate he can obtain a position as tem- After four years of examinations. porary professor. service, he can obtain a permanent post- tion as professor in secondary schools. Reforms in the secondary schools come through an advisory staff of secondary- school teachers. This staff recently sent a questionnaire relative to desirable re- forms to all secondary schools, to promi- nent members of the various professions, to newspapers, and to reviews. ‘The re- sults of this questionnaire have been published in book form by the Czecho- slovak Pedagogical Institute of Come- nius. The suggestions received in this manner form the basis for intelligent dis- cussion of needed reforms. Higher schools may be established in the Czechoslovak Republic by law only. All such schools are directly subordinate to the Ministry of Public Education, although they retain much freedom of action, liberty of teaching being war- ranted by the laws of the country. At the head of each higher school is a rector, elected for one year by the whole staff of professors. The universities have five faculties: medicine, law, philosophy, natural sci- ence, and theology. The technical schools each have several departments. Each faculty or department has at its head a dean elected for one year. ‘Teaching in these institutions is administered by ordi- nary professors, extraordinary professors, A pril, 1923 ee docents (candidates for university pro. fessorships), and by lectors (lecturers of a practical character). In addition to these there are many assistants and dem. onstrators. Students must be graduates of secondary schools, possessing maturity Only ordinary students ave allowed to be graduated or to pass scien- certificates. In Czechoslovakian higher schools women have equal rights tific examinations. with men, the only exception being jp the theological faculty of the universities, The higher schools of Czechoslovakia are the following: Charles University of Prague, Masaryk University of Brno, Comenius University of Bratislava, the German University of Prague, the Hus Czech Evangelical Faculty of Theology at Prague, the Cyrill and Methodius Faculty of Theology at Olomuc, one high technical school at Prague and one at Brno, two German high technical schools, one at Prague and one at Brno, School of Knowledge of State Records at Prague, School of Mines at Pribram, School of Commerce at Prague, School of Agriculture at Brno, School of Vet- erinary Science at Hranice, Conservatory of Music at Prague, and an Academy of Art at Prague. There are a number of other profes- sional schools of lesser rank, including one state art industrial school, 28 indus- trial schools, 74 trade schools, 46 pro- 103 girls’ industrial schools, 18 academies of commerce, 54 commercial schools, and 68 commercial continuance schools. These schools have a total of 100,000 students. In addition there are 1280 continuance schools for apprentices of trades accommodating a total of about 140,000 pupils between the ages of fourteen and seventeen years, of which about 19,000 are girls. From this summary it will be seen that fessional schools, a great deal of attention is given in the life. . Czechoslovakia has recently made a great development in this direction and there is no doubt that improvements will continue to take place in the future. WV and judicious modes of edu cation, patronized and supported by communities, will draw together the sons of the rich and the among whom it makes no distinction; it wil cultivate the natural genius, elevate the soul, excite laudable emulation to excel in knowledge, piety, and benevolence; and, finally, it will reward its patrons and benefactors by shedding its benign influence on the public mind. — John Adams. schools to actual poor, 1923 pro- TS of Nn to dem- uates urity S are clen- akian ‘ights 1g in sities, vakia ity of Brno, , the Hus ology odius one d one inical Brno, cords bram, choo! Vet- ratory my of rofes- uding indus- ) pro- strial e, 54 ercial ; have dition ls for ing a tween years, n that in the ovakia pment doubt o take —$—$———— f edu- ported er the among t will te the excel lence; atrons benign - John Vol. 12, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 143 Juvenile Research in California N CALIFORNIA, as elsewhere, the | juvenile courts each year deal with thousands of boys and girls who, for many reasons (mostly beyond their con- trol) are not profiting from their school and home training to the extent of de- veloping good citizenship, or who, in order that they may do so, require some special persuasion or opportunity. Surveys of representative communities, in which teachers’ judgments of social behavior were obtained, reveal that de- linquency is present or imminent in at least five per cent of the pupils enrolled in the schools. “hat these estimates are borne out by subsequent facts is attested by the large number of cases regularly referred by the public schools to the juvenile courts. In Los Angeles County alone there are three thousand children under the supervision of the probation department. Although more prevalent in California than in other States, an attempt has been made here systematically to study the problem. In July, was made at Whittier State School, with juvenile delinquency is no 1914, a psychological survey the use of an experimental form of the Stanford-Binet intelligence scale. “The survey made at the request of Superintendent Fred. C. Nelles, had but a short time previously under- Was who taken to reorganize the institution along educational and The intelligence tests revealed a wide range vocational lines. of individual differences among the boys in the school, and suggestions were made in the light of these findings relating to improved instruction. It was also recommended that a depart- ment of research be established for the continued study of problems relating to juvenile delinquency and mental de- velopment. segregation and In accordance with subsequent legis- lation secured by Superintendent Nelles the department of research was opened in October, 1915. Although small at first the department increased in scope and facilities. In 1917 the legislature authorized the extension of the work to other institutions and in 1921 named the department “The California Bureau of Juvenile Research.” empowered to “carry on research into the causes and consequences of juvenile The Bureau is ee ‘Prepared for THE JourNAL by J. Harold Williams, director of the California Bureau of Juvenile Research, Whittier, California, and editor of the Journal of Delinquency. delinquency and mental deficiency,” and to maintain a central laboratory, with branch laboratories in other parts of the State. With headquarters at Whittier State School and with three branch laboratories in other state institutions, the Bureau of Juvenile Research is engaged in the study of delinquency from several angles. Studies are made of individual children admitted to the institutions, with the use of psychological, medical, educational, The histories of these cases are developed in- tensively, following a uniform procedure. The results of tests, together with an analysis of the family vocational, and sociological data. repeated psychological through three or four generations, are often of far-reaching history rehabilitation of children committed to the care of the State. consequence in the social For eight consecutive years, individual tests of intelligence have been applied to each boy entering Whittier State School. The bureau has had access to the Stan- ford-Binet scale from its experimental! thus the records represent a long series of uniform beginning, and accumulated measurements. ‘The tests are adminis- tered in a cautious manner, and subse- quent observations are made to test the validity of their indications. The classi- fications made possible by this method are of great value for purposes of school and industrial training. Care is taken, however, to check all tests in the light data from other Inasmuch as the boys admitted to the school represent widely differing ages, mental levels, and social and edu- cational opportunities, the findings of these experiments promise to shed im- portant light upon problems of juvenile behavior. One of the products of the Bureau is the Whittier Scale for Grading Home Conditions. This is a standardized de- scriptive test of some of the elements which make up the social efficiency of homes in which children live. The scale may be applied by a social worker, a teacher, or any other person of equal competence. ‘The observer describes the home according to a topical outline, the five main items of which are necessities, neatness, size, parental conditions, and parental supervision. After the descrip- tion is completed the report is then sub- jected to comparison with graded items on the standard score sheet, and each of supplementary sources. item is scored according to its relative value. The scores range from 0 to 25 points. This procedure is similar to that used in grading handwriting on the Thorndyke and Ayres scales. As in all objective methods, the proper use of the scale requires accuracy of observation, completeness of report, and the ability to make impartial comparisons. So much has been said about home condi- tions and juvenile delinquency that the need for a uniform method of getting the facts was especially evident. It is safe to say that the information which this scale has yielded concerning the homes of school children is worth many times its bulk in ordinary opinions and observations. The study of individual cases reveals that juvenile delinquency usually has its origin in the early life of the child and that the expression of serious forms of misconduct sometimes begins several vears before any official action is taken. Many boys and girls are received at the State industrial schools after their habits ot wrong-doing have become firmly im- bedded, and readjustments are most dif- ficult to make. Notwithstanding these limitations, the ratio of success obtained by educationally reorganized institutions is very high. At Whittier State School, eighty per cent of the boys who have completed the vears are successful. during recent This is believed to be due in part to the opportunities for individual reconstruction which are af- forded by the findings of the research laboratory. course The next few years will see important movements toward the prevention of juvenile delinquency. As the public school becomes looked upon as a com- munity enterprise, for the conservation and development of traits which make for good citizenship, more attention is given to the problem of social behavior. Every recognizes the different levels of moral response obtained from the pupils. Any principal can point out boys and girls who are exhibiting the early symptoms of delinquency, the only available treatment for which is eventual reference to the Juvenile Court. Ex- cepting some noteworthy efforts in a few cities, little has been done by the public schools for the social supervision of such children. And yet the histories of de- linquent careers repeatedly show how neglect at this stage has resulted in the permanent warping of careers which might have been made useful and ef- ficient. The Bureau of Juvenile Re- search proposes to study these problems. school ‘THe JouRNAL OF THE NATIONAL EpuUCATION ASSOCIATION A pril, 1923 The Journal of the National Education Association. lished monthly except July and Au t by the National Education Resonintion of the U ited States. President, William Bishop Owen Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive the Journal monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to the Journal. Subscription to non-members is $2.00 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Entered as second-class matter Oetober 28, 1920, at the postoffice at Washington, D.C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage pro- vided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff Joy Elmer Morgan Harold A. Allan Managing Editor Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C, Emulating Mrs. Partington RE we sending too many of our boys and girls to high schools and col- leges? A few people emphatically assert that we are, and these utterances have lately been given wide publicity through the press. It is charged that the rapidly increasing attendance upon secondary and higher institutions not only entails a huge expense but also keeps many per- sons from doing the work to which they are best suited and, by the same token, causes a serious shortage of recruits for these so-called “humbler” occupations. An important question of fact is in- volved in this issue. To listen to the arguments for a “limitation of educa- tion” one would infer that our country is crowded with overschooled men and women who seek in vain for employment in the fields for which they are prepared. The slightest acquaintance with actual conditions is sufficient to reveal the absurdity of this inference. It may be difficult to find housemaids and unskilled laborers who are willing to work long hours for low wages,. and it is possible that a curtailment of educational op- portunity might do something to increase the visible supply of such workers. On the other hand, our high-school and col- lege graduates, numerous as they seem to be, have a ready market for their serv- ices. Are the older professions over- crowded? Churches are seeking in vain for pastors. ‘There is an acute shortage of physicians in many parts of the coun- try. Well-prepared teachers are every- where in demand. Technicians in a hundred fields are picking and choosing their jobs. ‘Briefless lawyers” there may be, but they certainly are not nu- merous. And a glance at any news-stand will convince one that writers do not lack markets for their wares. The critics indeed seem quite to have overlooked these unquestioned facts. They forget that larger and larger pro- portions of our high-school and college graduates do not enter the older profes- sions. Each year tens of thousands of them enter the new profession of busi- ness, and this profession is developing so rapidly and with so many ramifications that the annual output of the schools is assimilated almost overnight. Nor do these young people aspire exclusively to the “white-collared” jobs in the world of commerce, trade, and industry. They are not afraid or ashamed to work with their hands; many of them, on the con- trary, deliberately seek such employment. It was only a few years ago that the alarmists were bewailing the depopula- tion of the rural districts and wondering who would produce the Nation’s food. Today, with more than half of our people living in urban communities, more food is produced by our farms than our population can consume. ‘The alarmist meant well but he overlooked the im- portant factor of quantity-production by machine methods. It is only another turn of the great process which we call the Industrial Revolution that is now creating an in- sistent demand for educated men and women in the various phases of modern business. “The decreased need for man- ual labor of the coarser type has brought with it, not only an increase in the de- mand for the skilled labor which must be guided by intelligence and technical knowledge, but also, through the tremen- dous increase in production, a quite new demand for hosts of educated men and women to look after the complicated business of transportation and exchange. As long as this process goes on—and the end is certainly not yet in sight— our high schools and colleges will con- tinue to grow. To ask them to impreve their methods and their programs is a rational request; to criticize them for waste and inefficiency may be justified; but to suggest that they shut their doors to a vast throng of young people whose only crime is that they were born in 1905 instead of 1840, and who, through no fault of their own, have come into a world where trained intelligence is quoted at a premium instead of a dis. count—this surely is to emulate the worthy Mrs. Partington in her wel]. meant effort to sweep back the sea. The fight to the Finish a. familiar with the proc- esses by which great movements are crystallized into legislation will recognize that the fight for the Education Bill js now entering upon a new phase. The aims of the Bill may be realized in the next Congress, or it may take longer. It took ten years to obtain the Depart- ments of Commerce and Labor. The Education Bill has been before Congress but half that long and it has already won such an overwhelming National support that every attack by its enemies only adds to its strength by uniting its friends and making new converts to its cause. When it was known that a group within the United States Chamber of Commerce would force, under the present abnormal conditions, a vote on the proposals embodied in the Bill, the outcome of the vote was scarcely a matter of question. Business men gen- erally, and especially those engaged in the larger operations known as “big busi- ness,’ have set themselves strongly against two things: (1) further in- crease in taxation, especially through the levies on incomes and business profits, and (2) further extensions of Federal participation in the support of public enterprises that have hitherto been left to the States and the local communities. With this reactionary attitude so clearly evident, it is gratifying to know that so many of the leading Chambers of Commerce throughout the country voted in favor of the Towner-Sterling Bill after the most thoroughgoing and serious consideration of its proposals and in the face of a majority report against the Bill from the Chamber’s committee. With this action of a strong and in- fluential minority in favor of the Bill, it is only a question of a short time and of the inevitable “reaction against re- action” already setting in, before the Chambers that voted adversely will re- verse their decisions. In the meanwhile the Association and all those who are united with it in the support of the National program will stand four-square against the powerful forces that are attempting to turn the flank of this far-flung forward movement in American education. If anything could be more clearly indicative of the : $ eee ee eS EE ee Vol. 12, No. 4 solidarity of sentiment among the public- school workers than the enthusiasm that greeted the resolution at Cleveland re- indorsing the Bill, it is the action of the Department of Superintendence in elect- ing as its president the man who has held the fort so stanchly in the center of the bitterest opposition that has yet been di- rected against the measure. Those who have prophesied that the professional support of the National program would suffer from the organized efforts to de- feat it can now see how sadly they mis- judged the integrity of the American teacher. The profession has not been enlisted for a three months’ or for a three years’ campaign. It has foreseen the battle; it has taken the full measure of its opponents; it will meet every at- tack with new courage and with fresh accessions of popular support. When the welfare of the Nation and of the Nation’s children is at stake, does any- one imagine for a moment that this great movement will halt one inch short of a complete and overwhelming victory ? Oakland-San Francisco HE meetings at Oakland-San Fran- cisco during June and July will afford unusual opportunities for inspira- tion and achievement. ‘They will begin with the opening session of the World Conference on Education on the evening of June 28 and will close on July 6 with the final business meeting of the Rep- rentative Assembly. It is fortunate that the great program which President Owen has planned for the Representative Assembly is to be closely related to the World Conference. Both are highly significant at this time, and each has much to contribute to the achievements of the other. President Owen has mapped out an American School Program, which involves a com- plete study of American education on all its levels and in all its phases. Our system of education has grown piece- meal—the inevitablé result of the rapid growth and expansion of the Nation itself. As a consequence of this piece- meal growth there is inevitable over- lapping and working at cross purposes. The American School Program will seek to bring about new unity in the light of present needs and conditions. To work out the program a special commission with subcommittees is being appointed by President Owen. This commission will work for a period of five years on a Program of standards and suggestions designed to guide our educational de- velopment for many years to come. The Notable Service in Education +o NOTABLE SERVICE which Dr. James E. Russell, for twenty- five years dean of Teachers College, Columbia University, has rendered the cause of education was recognized at a dinner in Cleveland, Ohio, February 28, 1923, by a statement prepared by the faculty of Teachers College and signed by all its mem- bers. This statement is valuable not only as rec- ognition of great service but constitutes in addition a summary of those qual- ities most desired in a teacher. The statement follows: On the completion of your twenty-five years of distinguished leadership, we, your associates of the Faculties of Teachers College, wish to offer this testimonial of our professional esteem and our personal affection. Your insight into the fundamental tendencies of American life, your imag- ination and breadth of vision, have en- abled you to forecast the direction of educational progress. You have pointed the way and have organized the work of the college for the many men and women who have gone forth to become leaders in educational reconstruction. With a reformer’s zeal, you have yet known where and when it was wise to venture and have thereby kept Teach- ers College to the fore, as the directing and moulding force in twentieth cen- tury education. Ambitious for the progress of edu- cation rather than for any personal honors, you have been quick to see the point of view of others, willing to be converted by fact, or reasonable argu- ment, generous in giving full credit, both in private and in public, to the achievements of those chosen, encour- aged, and directed by yourself. Activi- ties in which you were a pioneer you have been ready to surrender to other programs at Oakland-San Francisco will take up some of the outstanding prob- lems which the Commission on American School Program must work out. While the Representative Assembly is working on the American School Pro- gram, delegates and representatives from the various countries of the world will be working out a specific program of world enterprises in education. Edu- cation in the United States is under the control of more than fifty independent political units. Nevertheless, there is remarkable unity of plan and purpose in JAMES E. RUSSELL THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 145 agencies as they developed competence to assume them. You have ever been open to any suggestion of a change that meant advance. You have always re- acted rightly to any big or critical situ- ation, and have sacrificed your own interests, or even what might appear the temporary advantage of the college, for service to the next generation. As a leader, you have shown a unique power of inspiring loyalty and devoted service. More anxious that members of the staff be true to them- selves, and to truth as they see it, than to you personally or to any par- ticular theory of educa- tion, you have left them untrammeled. You have put no restrictions on the freedom of any one to carry forward his own work in his own way. This freedom has furnished an incentive to all to put forth their best efforts without reserve and has built up a unigue spirit of loyalty to the col- lege and to the cause for which it stands. You have always made time, in your busy life, to listen to those, whether of the faculties or of the student body, whose perplexities or burdens sent them in search of counsel, sympathy, or help. The youngest you have followed with extraordinary knowledge of their needs and of their promise; and those older in service you have stimulated with discriminating praise. You have given kindly understanding, generous re- sponse, and effective help in human emergencies. Among all the achieve- ments and distinctions for which you are honored today, we, your official family, hold you in warmest personal regard for “That best portion of a good man’s life, His little, nameless, unremembered acts Of kindness and of love.” the fundamentals. Students of world affairs are coming to realize that a like unity in world education is essential and possible. The conferences next summer will bring together much information about education in various parts of the world. They will afford opportunity for renew- ing international friendships and for forming new ones. Above all, they promise to set up a few elementary prin- ciples and goals for education which are universally applicable and around which the leaders of the world may build edu- —— eee ean 146 cational practices that make for mutual understanding and goodwill. If—as Mr. H. G. Wells has suggested—the destiny of civilization depends on the outcome of Tue JouRNAL OF THE NaTIONAL EpucaATION ASSOCIATION (Aa aaa an tel iat Aa da 8 ER a i A A the race between education and catas- trophe—the meetings of next July are of the utmost importance both to American education and to world progress. Affiliated Local Associations HE FOLLOWING ASSOCIATIONS are in ad- dition to the affiliations which have been reported in previous issues of THE JOURNAL. Apincpon, Va., Faculty of the Martha Washington College, Bella A. Olive, Secretary. ALDEN STATION, Pa., Newport Township Teachers’ Association, Edna B. Runyan, Secretary. ELKINS, PARK, Pa., Abington-Cheltenham Teachers’ Institute, Elizabeth B. Scarborough, Secretary. KaALisPpELL, Mont., Kalispell Community Elementary Teachers’ Association, Mrs. Lillian English, Secre- tary. Keokuk, Iowa, Principals and High School Teach- ers’ Club, Ada H. West, Secretary. LouisviLLe, Ky., Jefferson County Educational Asso- ciation, Miss Adelbert Thomas, Secretary. MINNEAPOLIS, MINN., Minneapolis High School Teachers’ Association, Mary Edith Raines, Sec- tary. PALMERTON, Pa., Palmerton Educational Association, Emma J. Fee, Secretary. PirtspuRG, KANns., Pittsburg City Teachers’ Club, Gertrude Alexander, Secretary. ProvipENce, R. I., Rhode Island Institute of Instruc- tion, William G. Vinal, Secretary. Completed Enrolments HE 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 March JOURNAL. AUBURN, MAINE, Chamberlain School, Clara H. Butler, Principal. Avon, Utan, Avon School, Mrs. Olga Gibbons, Principal. BAKERSFIELD, Cauir., William Penn Elementary School, Clara Petterson, Principal. BouLper, Coro., Central School, Mrs. Clara G. Coulson, Principal; Lincoln School, Mary M. Stryker, Principal; University Hill School, F. A. Boggess, Principal; Washington School, Viola Lichtenwalter, Principal. Bripceton, N. J., Vine Street School, Mrs. Clara T. Maulford, Principal. Cacuge JuNcTION, UTAH, Cache Leland Pulsipher, Principal. Cuicaco Heicuts, I1t., Garfield School, Mae Cas- sels, Principal. CLARKSTON, Utan, Clarkston School, J. E. Hancey, Principal. CLevetanpb, Onto, St. Clair School, Q. Louise Bon- field, Principal. Cororapo Sprincs, Coio., Buena Vista School, Celia Gormley, Principal; Longfellow School, Nellie A. Remick, Principal; Washington School, Nellie A. Remick, Principal. CornisH, UtTan, Cornish School, H. R. Pulsipher, Principal. — Itt., Roach School, Mary M. Roach, Prin- cipal. Fonp pu Lac, Wis., Fond du Lac Public Schools, R. W. Fairchild, Supérintendent; a School, Helen Schoenlaub, Principal; Cleveland School, Bertha Saak, Principal; Franklin School, Lulu C. Flanagan, Principal; Garfield Junior High School, Junction School, S. P. Unzicker, Principal; Grant School, Ruth Murphy, Principal; Jefferson School, Elizabeth Nugent, Principal; Lincoln School, Katherine Evans, Principal; McKinley School, Minnie Manion, Principal; Roosevelt Junior High School, R. B. Woodworth, Principal; Senior High School, E. R. Ellian, Principal; Washington School, Sarah Sher, Principal; Wilson School, Eva Kyle, Prin- cipal. Fresno, Cauir., Longfellow Junior High School, W. B. Munson, Principal; Winchell School, Esther E. Smith, Principal. Gaessurc, Iii., Galesburg Public Schools, C. F. Miller, Superintendent; Ayres School, F. Lillian Taylor, Principal; Bateman School, Annie Wilbur, Principal; Farnham School, Amy Anderson, Prin- cipal; Hitchcock School, Annie Hogan, Principal; Lincoln School, Ada Peterson, Principal; Open Air School, Mrs. Rose Hoben Welch, Principal; Stone School, Kate Chase, Principal; Weston School, Nellie Swanson, Principal; Willard School, Amy Conger, Principal. ENROLMENT aad AFFILIATION Grose, Ariz., East Globe School, Genevieve Gerald, Principal; Hill Street School, Genevieve Gerald, os Noftsger School, Anne Hazard, Prin- cipal. Greetey, Co.o., Central Junior High School, Carrie E. Fashbaugh, Principal. HarrisBurc, Pa., Calder Building, Anna V. Crowl, Principal; Downey Building, Maude I. Gamble, Principal; Hamilton Building, Mary M. Kennedy, Principal; Penn Building, Maude I. Gamble, Prin- cipal; Pleasant View Building, W. C. Heiges, Prin- cipal; Reily Building, Mary M. Kennedy, Principal; Woodward Building; W. C. Heiges, Principal. Hyve Park, Utan, Benson School, J. W. Seamons, Principal; Hyde Park School, R. Homer Hyde, Principal. Hyrum, Utan, Lincoln School, C. L. Hall, Prin- cipal; South Cache High School, H. R. Adams. MICH., Principal. North Side School, Helen Sobolewski, Principal. TRONWOOD, JACKSONVILLE, ILt., Franklin School, Agnes Lusk, Principal; High School, W. L. Kaiser, Principal; Junior High School, Laura C. White, Principal; Morton School, Gussie Duffner, Principal; Joseph- ine Mulligan School, Edith Nichol, Principal; Washington School, Anna Hopper, Principal. Jouiet, ILt., Broadway School, Elizabeth Patterson, Principal; Henderson School, Margaret H. Bolton, Principal; Hickory School, Mary A. McPartlin, Principal; McKinley School, Mary §S. Wurtz, — Parks School, Mary E. Hartney, Prin. cipal. Kansas City, Kans., Dunbar School, Rowena Fowler, Principal; Sumner High School, John A. Hodge, Principal. School, Kinc, Utan, Riverside Principal. LEWISTON, Urtan, Lewiston School, C. B. Stoddard, Principal; Stephenson School, O. C. Hyde, Prin- at Wheeler School, Louise C. Petersen, Prin- cipal. LocaNn, _Uran, Logan City Schools, Orson Ryan, Superintendent; Benson School, Kate F. Sutton, Principal; College School, O. E. Nelson, Prin- cipal; Ellis School, Addie L. Swapp, Principal; Hizh School, Norman Hamilton, Principal; North Logan School, Myrtle Nebeker, Principal; River Jesse T. Reese, Heights School, Juanita Hickman, Principal: Webster School. Olive A. Phillips, Principal: Whittier School, David A. Wootton, Principal; Woodruff School, Joseph Hansen, Prin ical; Youn School, Minnie Brinkerhoff, Principal. ‘ Marretta, On10, Willard Building, Frank P. Wheeler. Principal. Marion, Ono, Central Junior High School, W. C. Selanders, Principal. MENDON, Utan, Mendon School, H. G. Hughes, Principal; Petersboro School, Mrs. Verna M. Sorenson, Principal. Mitivitte, Utan, Millville School, A. R. Hovey, Principal. Mount C.iemens, Micn., Mount Clemens Public Schools, L. W. Fast, Superintendent; Clemens School, Margerite Evans, Principal; Dickinson School, Lilian Broome, Principal; Donaldson School, Miss Loa Green, Pelesiedss Grant School, Lucille Stevens, Principal; High School, Robert WwW. Ward, Principal; Lincoln School, Mrs. Anna Hicks, Principal; Wilson School, Mrs. Bessie Gibson, Principal. en = Utan, Newton School, Amos Griffin, Prin- cipal. ° Oxmutcee, OKtA., Okmulgee City Schools, H. B. Bruner. Superirtendent; Emerson School, Vivien Van Divort, Principal; Franklin School, Ruby Watts, Principal; Zee School, Julia Harris, Prin- cipal; Longfellow School, Edith Roberts, Prin- cipal; Opportunity High School, Adolphine Reichel, Principal; Roosevelt School, Mrs. Sam Morrow, Principal; School Number 2, Galen Oliphant, Principal; Webster School, Marian Walsh, Principal; Wilson Schoel, Lena Pitts, Principal. Ostsen, Fia., Osteen School, Miss Addie Beardsley, Principal. Parapise, UTAH, Paradise School, Edward P. Oldham Principal. PorTLAND, Ore., Arleta School, T. E. Speirs, Prin- cipal; Beaumont School, Mrs. B. M. Buchanan, Principal; Couch School, W. A. Wiley, Principal; Duniway School, Mrs. B. D. Hanna, Principal; Fulton Park School, Lena Ayres, Principal; George School, H. C. Tallman, Principal; Glen- A pril, 1923 haven School, C. R. Holloway, Principal; Holman School, Mary E. Lemon, Principal; Hudson School, A. QO. Freal, Principal; Lents Schooj B. A. Tharter, Principal; Marysville School, P. }’ Wyman, Principal; Montavilla School, Jesse Mc. Cord, Principal; Multnomah School, Kate E Young, Principal; Peninsula School, W. A. Pettys, Principal; Sabin School, C. T. Thompson. Principal; Scott School, Ellyn Thelander, Prin cipal; Sitton School, Nellie M. Stevens, Prin. cipal; Stephens School, H. M. Sherwood, Principal; Willbridge School, Mrs. N. C. McAdam, Prin. cipal; Williams School, D. T. Van Tine, Principal, Prescott, Ariz., Prescott Public Schools, §. H. Martin, Superintendent; Lincoln School, Vera M. Keeney, Principal; Prescott High School, Vir. ginia E. Coleman, Principal; Washington School, J. K. Wade, Principal. PrRovIDENCE, UTAH, Providence School, A. E. Allen, Principal. RicHMONb, UtaH, Cove School, F. L. Allen, Prin. cipal; North Cache High School, C. H. Anderson, eee Richmond School, A. A. Johnson, Prin- cipal. RicHMOND, Va., Bellevue Special School, A. Hopson Kirby, Principal; Springficld School, C. C. Crouch, Principal. Rock Sprincs, Wyo., Lowell School, Mary Menghini, Principal; Rock Springs Junior High School, J. A, Winchester, Principal; Roosevelt School, Mary Moffitt, Principal; Washington School, Mamie Trackett, Principal; Yellowstone School, Alice Hayes, Principal. St. Louis, Mo., Simmon School, R. H. Cole, Prin- cipal. Satt Lake City, UrTaAn, abeth Bond, Principal. Washington School, Eliz- San Francisco, Cauir., Glen Park School, Janet Wade, Principal. : SANTA ANA, Cauir., Lincoln School, Linda Paul, Principal. ' SMITHFIELD, Utan, Amalga School, Wilson Thornley, Principal; Junior High School, C. Hurren, Principal; Summit School, Sarah McCracken, Principal. SoutH PasapENA, Cauir., Marengo Avenue School, Willa E. Ballard, Principal. Sprinc Hitt, ALA., Spring Hill School, Kate Shepard, Principal. SrockToN, Cauir., Grant School, Florilla Campbell, Principal. Tacoma, WASH., W. M. Mackey, Principal. TRENTON, UTAH, Trentou School, R. F. Shumway, Principal. Tusa, OKLA., Principal. VaNcouver, WaAsH., Columbian School, Florence M. Snodgrass, Principal; Lincoln School, Viola Allen, Principal; Roosevelt School, Estella Swank, Prin- cipal; Washington School, Elsie M. Johnson, Principal. WasasH, Inp., Wabash Public Schools, Owen J. Neighbours, Superintendent; Century School, Fannie McCarty, Principal; East School, Clara Torrance, Principal; High School, M. Cc. Darnall, Principal; Miami School, Harriet Waite, Prin- cipal; South School, Rose Coate, Principal. WASHINGTON, Pa., East Washington School, Edward Grant School, Springdale School, W. A. Dean, F. Westlake, Principal. wy: Wnasvnis, Urtan, Floradell School, William J. Allen, Principal; Junior High School, Reese Maughan, Principal. wen Svencer, Mass., Central Grammar School, Richmond L. Scott, Principal. West PaLmM Bracu, FLa., Jupiter School, Tony Pitchford, Principal; North Boro School, Mrs. Lucy D. Fisher, Principal. WILLIAMSPORT, PA., Transeau School, Harvey E. Stabler, Principal. OF A SEVENTH-GRADE BOY BLANCHE’ CARRIER Supervisor Vacation and Week-day Schools, Dayton, Ohio His thoughts are like a violet Under the edge of a leaf, They are for those Who know where to find them, And for those who go softly. I learn them as he stands about After the others are gone. He offers to help put the books away, And when I am not looking, says, “It would be grand to be a doctor—oh, Like Grenfell in the Labrador. But father says that I must work In one year more. He says I am too young , To know what I should do with life— What is life for?” ee TT RNR EE TTT Vol. 12, No.4 A Program for the National Education Association WILLIAM B. Owen President of the Chicago Normal College and President of the National Education Association R. PRESIDENT: Graciously permit me to save time by abruptly bringing to your consideration some fundamental facts about the Na- tional Education Association. These facts and the interpretation I give them form the basis for the constructive pro- gram which I am to present to you in brief outline. First: The reorganized National Ed- ucation Association is a new force be- cause of its numbers and resources. The Association, for upwards of a half cen- tury, had a membership of ten or twelve thousand. It has now ten times as many members. Its annual income is a quarter of a million dollars. In five years it should have a quarter-million members and a half-million dollar in- come. In ten years it can easily attain a membership of a half million and its annual income should be a million or two million dollars a year. This esti- mate is based on the success in securing membership and income in the State associations where a decade of careful organization has been carried on. Whether we confine ourselves to the actual statistics of present membership and income or permit ourselves to antici- pate the future, we are justified in feel- ing gratification at the result achieved. But these numbers are not in themselves the significant thing. ‘They serve con- veniently on the one hand to measure the growth of the last five years and on the other the possibilities of usefulness in the near future. The teachers of America are going to create and sup- port a great National professional or- ganization dedicated to a program of service to themselves, to the public, and to the children. Second: The reorganized National Association is a new force because it has taken on a new character. The old as- sociation was National in name, but ex- cept for the leaders it was local in its membership. The new association is truly National. All the forty-eight State associations are affiliated with the National Association and send delegates to its representative assembly. Local af- filiated associations are scattered through- out the States. The Association covers the entire map of America. No city, no State, no group can control the delibera- tions of the Association. If such control does perchance survive here and there, it is because no one takes the trouble to oppose and end it. The Association can take and maintain a National standpoint if it will. But the reorganized Associa- tion is coming to be National not only in its scope and standpoint, but it is National in a peculiarly American sense. Just as the United States is the forty- eight States of the Union when they co- operate in accordance with the Consti- tution, so the National Education Asso- ciation is coming to be the corporate form which the forty-eight State asso- ciations assume when they codperate to- gether for National ends. Let us bring to realization this American ideal of membership in the profession of teaching carrying with it a citizenship in the local, the State, and the National Edu- cation Association. This fact is of basal significance for determining the program and work of the National Education Association. Third: The reorganized Association is no longer primarily an audience, but an organization. The older Association provided an open forum. Papers and discussions were prepared to be read be- fore an audience of fellow-teachers and the general public. Approval was ex- pressed in all the ways open to an audi- ence. Publication of all papers in the annual volume extended the audience and gave permanence to the record. In- cidentally, it should be said that the long series of volumes of the Annual Proceedings of the Association form a noble record of the thought and practice of American educators during the last sixty years. I do not underestimate the value and place of the audience in the life of the Association. The annual meeting of the Association provides for the discussion of important topics by competent speakers before gatherings of teachers and the interested public. The power and value of this face-to-face ex- perience cannot be ignored. But an organization like the National Educa- THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 147 tion Association must conceive and formulate purposes, must frame. princi- ples and policies, must establish ways of procedure, must adopt and refine methods of investigation and publicity. In a word, the Association must stand for something definite in the minds of its members and the public. It must do business in a business way. Were the time available, it would be easy to illustrate and demonstrate every statement thus far made. What it all comes to is this: The National Educa- tion Association is in a position to ex- ercise a professional leadership in educa- tion in the country that can be assumed by no other organization, institution, or group of individuals. By reason of its numbers, its resources, its National character, its form of organization, and not the least by reason of its professivnal, impartial, democratic, and American principles and standards, it can win and hold the confidence of the members within the profession and claim and secure the respect, the approval, and the coéperation of the public. This leadership in the first instance, is, as suggested, of its own membership. The individual teacher as an individual is isolated and weak. He can, of course, exercise a great influence as a teacher within his own classroom and within his limited field. But the moment he begins to shape general policies in any of those fields that condition his work and make for or against his largest usefulness, he must be able to refer to recognized standards of professional procedure. No one individual alone can set up and determine those standards. Personal opinions and private judgments must be submitted to public criticism of one’s fellows. When once the Association has set its approval on a principle, policy, or procedure, it fortifies the individual in his judgments and raises those judg- ments from the level of individual and private opinion to that of an impersonal and professional standard. The educa- tional leadership of the National Edu- cation Association in the second instance can and should be of the greatest value to the general public. Associations and large groups are not, to be sure, free from error in reaching conclusions and adopting policies. We have become especially conscious of this fact in all departments of collective endeavor within recent years. But in spite of our new insight into the subtle effects of propaganda and the other means of af- fecting public opinion, it is still true that the voice of the profession as a a LT OT RTT | TR ee ; 148 [He JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1923 whole is more trustworthy than that of the individual. Any public will turn from the authority of the individual to that of the professional organization to which the individual belongs. There are three facts about the lead- ership of the National Association that should be emphasized in a discussion like this: (1) The National Education Asso- ciation by its very make-up is concerned primarily with the American public school from the kindergarten to the professional school. The Association is interested in higher and professional ed- ucation. It looks upon colleges, uni- versities, and professional schools as the natural destination of the pupils of the public schools who seek higher training. It draws its teachers from these higher institutions. It looks to these institu- tions for results of scientific research and scholarship. It recognizes the necessity and desirability of providing these higher institutions by the State and by private benefaction and endowment. But at the same time, the National Education Association by tradition, by practice, and by reason of first-hand experience, daily endeavor, and fundamental interest is and must remain chiefly concerned with the operation and management of the great public school system. No private institution, no great foundation or en- dowment, no higher institution is com- petent to furnish the leadership or formulate the policies for these schools. Just to the degree that those who work in the public schools receive higher pro- fessional training, devote their lives to the service of the schools, and adopt the requisite technique for reaching de- pendable and valid conclusions about their own work in these schools, to that degree can the Association collectively and its members individually dispense with guidance and control from without and safely assume the leadership of the schools. The last quarter of a century has witnessed a salutary and astonishing development in this direction. I do not overlook 'the fundamental contribution made te tnis result by higher institutions both public and private and by scholars and investigators attached to these higher institutions. ! am simply emphasizing the fact that in the long run the destiny of the public schools already lies in the hands of those who give their lives to their service. But this independence and _responsi- bility 2s over against higher institutions is paralleled by a similar and closely connected development as over against the lay public. Education even in the lower schools demands special training, the command of a special technique, and the application of a_ professional knowledge and skill that makes direct control and participation by the public increasingly harmful, if not actually im- possible. ‘here is emerging, therefore, a profession that must perforce assume to set up its own standards and exercise a large degree of self-direction. I need hardly say that whatever the organized profession does it must submit in the last analysis to the public that owns and runs the schools, not for the sake of the teachers, but for the sake of the children for whom schools exist. (2) The National Education ciation is the only existing, if not the only possible agency for exercising pro- fessional leadership of the American public-school system. It is a strange anomaly that confronts us when we con- template our National system of educa- tion. America is the first great terri- torial and industrial democracy that has undertaken to provide free universal education for all its members. Were we to map out anew an educational pro- gram like the one that we have de- veloped in the last century or so, we should, I believe, start with the funda- mental position that if we are going to have a National educational system char- acterized by anything approaching a de- sirable unity and uniformity, we should have to establish at the very start a minimum of National control. The fact is..of course, that we do not have such National control and that we are pre- cluded from having it unless we provide for it by an amendment to the National Constitution. Without National gov- ernmental control, there is left for us only the recourse to voluntary co6pera- tion on the part of the States and com- munities if we are to secure a truly National system of education. I am one of those who believe that the accident of history that has left to voluntary co- operation the task of achieving whatever unity and uniformity we have attained is a blessing of the first order. It would be interesting to attempt to point out just what conditions and achievements of American life have given us real American public schools. It must suf- fice to say that the result has plainly come about because of the free com- munication incident to a rapidly develop- ing civilization in a new world released from the inertia, habitudes, and inhibi- tions of older countries and older civili- But this fluidity and inter- Ass« x zations. action, this inter-communication and exchange, cannot be said to have had the elaboration of a National educa- tional system as a conscious purpose or aim. For this very reason, when the time comes for setting up and achieving great changes of National scope and significance, some adequate agency must be developed and utilized that will give to our efforts the force and power of an organized choice and will. The Na- tional Education Association is that agency. The United States of America educationally is here in this convention tonight and during this week as truly as these same United States are present and in action, governmentally, when Congress meets on the hill in Wash- ington. (3) The National Education Asso- ciation must employ a new and more refined technique if it is to exercise the National leadership suggested above. | have already indicated that growth in numbers and resources have forced the Association into a position of increased power, to be sure, but also that the same growth has led to new methods of pro- cedure. The open forum, the conven- tion, the audience are no longer ade- quate means of developing a pervading professional opinion. An increasing part of our work is done by committees. These committees are supplied with funds. They carry on careful investi- gations according to the newer methods of research. ‘Their reports are increas- ingly presented in published form and are in the hands of our members before they are presented to the assembled audi- ence. All of this change is something more fundamental than a mere shift in external procedure. The underlying cause is the recognized need of a more fundamental study of educational ques- tions and the fact that such study in- volves the use of a new technique of in- vestigation and research. A further ad- vance is necessary in our method of achieving and exercising — leadership. Committees can no longer carry on through their members the kind of studies that are needed. If all the Asso- ciation’s committees were composed of scholars and investigators connected with universities and teachers’ colleges, the members of the committees might do the entire work of investigating. But the committees of the Association should not be so constituted. The great work of these committees is not that of the primary phases of research in the nar- rowest and strictest sense. - The laying of the scientific foundations in the sci- Ss cre 42 > - jp me 45 : ee THE JOURNAL OF THE NATIONAL EpucATiION AssocIATION THE LONGITUDE AND LATITUDE OF THE NEYY CURRICULUM Obser vet vow ond Conservotion of Neturel Resources Apprecistion of World [Studies im bocel on World Workers ASSOCIATED ACT / es = gu DO —PpieS ‘th Lessons Wee mnesiics “segs 1 Oregon; ©4 ond Gib) Sc Junior Red tree Schoo) Gorden; ,, 6 Boy ond Gin| CI J Schoo) r. eg Won ic Thrift Lessons Commercicl Studies Methe metics Econemics Vocational Guidance “Pont Time Work Bird oad Anime) Societies Young inventors Neture Lessons Studies in Science Leboretory Work ubs : Scientific Societies Trips Travel TelKs Sereapticon Leclur Moving Pictures foneer Life Stories § Local History Clubs wecel , Stote Metionel De bsting Clabs rie ‘ Vouna Citizen Fe History with for ented ions a lied Civics rieforice! Collectio Studies Iw Viteroture biterery Dremetic, Crestive benguege Musicelend Art Music Dre metic Art Seekers. Ihdinee State, Wdtionsiend Worlds Geours ph 4 Honesty . with Malities aan Home ma LANG UAGE WITH SPELLING AND GRAMMAR YVIT¢5 “eT i... hb <— LIBRARY WORK HERE is a new world in education—new in its determination to educate all the people and to perfect the machinery which will make that possible; new also because of an enriched content which educational workers are seeking to define and unify. The American Educational Digest for January, 1923, presents this chart by Mr. Howard R. Driggs, which seeks to visualize the curriculum as the map-maker visualizes the world. ences underlying education must of course be done by scholars and investi- gators with leisure and resources for such work. The great need felt by all practical workers in public school educa- tion is that of the proper application and evaluation of the results and methods of science in the fields in which they are engaged. I am not going to discuss the relation of pure and applied science in order to make it clear that, while there is a recognizable distinction, it is not assumed that they are to be kept apart. I wish merely to emphasize the fact that the administrator and teacher have a final task of applying the results of in- vestigations and that the committees of the Association must help these responsi- ble public servants to do their work in a modern and efficient way. The only way in which this union of the scientific and practical can be brought about in the work of committees is for the Ass ciation to secure and pay for the services of highly trained experts to work with and for the Association and its commit- tees. The business of teachers’ associa- tions and organizations is too important, too difficult, too technical, and too en- grossing to be transacted in the left-over time of busy men and women occupied with the pressing tasks of the schools. This again is a reason why every man and woman in education in America should belong to the National Education Association. We must contribute that we may do our own business to our own satisfaction. Incidentally, from this standpoint, what a short-sighted, weak- willed, and feeble folk we teachers are. We contribute readily and freely to all sorts of organizations and undertakings of minor, if real significance; but we are hesitant and timid about paying a paltry membership fee of two dollars a year to the great National Association through which alone we have the possibility of serving ourselves professionally and thus serving the children and the public. But we shall not remedy this fault by com- plaining. It rests with the officers and representatives of the Association to ‘show satisfactory results from the funds we have before asking for more. When we render an adequate return for what we get, we can get more. The policy suggested above is already in operation. The research division of the Association is doing just the kind of work that has been suggested. We are laying the foundations of the new procedure. | expect to see before many years in the headquarters staff at Washington a staff of experts the equal in ability and train- ing of any connected with any univer- sity, private foundation, or other organi- zation in the country. Such a staff will not necessarily be large. It will have to be well-paid; better paid, I am going to say, than any other staff in the coun- try, because the Association cannot be served adequately by any but the best. 150 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1923 tN ete me egg al Through the fine sieve of criticism in the hands of such a staff will be passed the proposals for change in our educa- tional system that originate both from within and without the profession. Such a staff will protect the individual mem- bers of the profession against the kind of irresponsible attack on school men and school procedure that has frequently within recent years been the disastrous result of well-meant endeavors to im- prove the schools. Such a staff will pro- tect the public from having half-baked and inconclusive theories imposed on it in the name of science. The public should be led by experience to have con- fidence in the professional guidance of the National Education Association. The public will come to have that con- fidence when we have learned how to deserve it. To avoid misunderstanding, let me say that I do not contemplate a policy of hostility to or rivalry with institutions and organizations of any sort that carry on investigations. Rather, I frankly and explicitly avow our great debt to the research men and women wherever stationed to whom we owe the making over of American education within the past two decades. It is a policy of coéperation that | am recom- mending. But I want the N»tional Ed- ucation Association to be able to co- operate on something like equal terms. I have set before you the facts tnat warrant my belief that the reorganized National Education Association is in a new position to exercise professional leadership in American education. I have suggested some of the necessary factors involved in such a leadership. I want briefly to set before you the fields of opportunity that are immediately be- fore us. For the convenience of dis- cussion and without taking the time to defend the classification, I desire to dis- tinguish between two classes of problems that seem to be the natural and necessary concern of the. Association. The first set of problems has to do with the conditions set up by the public through governmental action that de- termine the kind of work that the schools and the teachers within the schools are permitted to do. I cannot enumerate them all but shall mention enough to illustrate my meaning. School revenues, taxation for school purposes, statutory powers of boards of education and school officials, compulsory education laws, li- censing of teachers, laws governing and providing for the professional training of teachers, laws of tenure for superin- tendents, principals, and teachers, legis- lation establishing pensions for teachers, salary schedules for all teachers, laws providing buildings and grounds and insuring adequate playgrounds, lighting, heating, ventilation, and equipment. All these and more establish the status of the teaching profession and determine the degree to which the more intimate work of the school can be made a suc- cess. It is the privilege and duty of the National Education Association to estab- lish professional ideals and standards in all these fields. Through its scientific and executive staff and by competent committees, the Association should carry on a continuing study of these subjects, so that new facts and new discoveries shall be taken into account. No other organization of citizens has the time or will take the trouble to do this work for us. No other can do it so well. A great deal has already been done in these fields. In some, the committees of the Association have laid the scientific foun- dations for public policy. Our success encourages us to continue and build up a whole body of professional opinion on this class of problems. There is a second class of problems that has to do with the more intimate work of education. These problems are peculiarly ours. They have to do with the organization, administration, curric- ulum, and method of public-school edu- cation. These problems have been the subject of discussion wherever teachers have come together in meetings since we have had schools. These same problems have persisted through all the changes of social life, pclitical and professional or- ganization, and the transformations in educational aims, methods, and emphasis. The National Education Association, the State and local associations, have within recent years given a new and decided emphasis to the first set of prob- lems. The reason is not tar to seek. The conditions enumerated have needed consideration and remedy if there were to be real school teachers and real schools. We shall not abandon our in- terests in these problems. We shall strive for a progressive solution of them. We shall develop policies and standards in regard to them. But while doing this, we are not going to forget the main issue. We are going to pay new at- tention to the schools. The National Education Association should assume the educational leadership of the profession and the Nation in formulating a complete program of the American school. The time is ripe for such action. We have a renascence in the field of elementary education, American educators have made a new social philosophy of education. Ameri- can educators have worked out a new theory and practice of elementary edy- cation. A new psychology of learning has made a return to thoroughness and accuracy in school work possible. A new theory of thinking has given us a new method of conducting class teach- ing. We are consciously training pupils to think. Secondary education has as- sumed an unheard of extent and is pil- ing up unexpected public expenditures. The curriculum of the secondary school has cut loose from tradition, but has not really found itself. On top of the new elementary school, we must build a new secondary school. The junior high school is a symptom, rather than a final achievement. What America needs, as a genuine measure of economy in time, in money, and in human endeavor, is an American school program that shall give a continuous American school from the kindergarten to the professional school; a school program that can be carried out at home, accessible to every child; a pro- gram that shall lead every child to the threshold of his chosen occupation, able and willing to walk alone. The Na- tional Education Association must take the lead in working out this program. The Executive Committee, on the recom- mendation of the President, has author- ized the appointment of a Commission on an American School Program to do this work. The commission is being ap- pointed with the necessary care. It will be called together and begin its work at an early date. What the Association has done sporadically and _ hit-and-miss in the past, it will now attempt sys- tematically and as a whole. Thus, the Association will devote itself anew to what after all is its fundamental reason for existence, the furtherance of an American education in keeping with our needs, our resources, and our ideals. While the public doubts and wavers, while the popular press is lost in a scramble for current sensation, while the critics attack and would overthrow the foundations of American cultural life, let us open our eyes to our oppor- tunity. We face a new world of op- portunity. We have a new outlook and a new insight. We believe in our organization, in the public schools, in American children, in the power of sci- ence, in the everlasting human values. We have the knowledge, the courage, and the will to do. The way to lead is to lead. Sa -- —- SS lc .OUDT “e ll tk Qn iss IS- ur sci- Jes. ge, 1 is nl ————————— Vol. 12, No.4 THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 151 Outstanding Achievements at Cleveland J. W. Searson Professor of English, University of Nebraska Lincoln, Nebraska NDER the sure guidance of Pres- ident John H. Beveridge, the De- partment of Superintendence did things at Cleveland. And it did them in the progressive spirit of true education. True, some of the loud notes of former conventions sounded here in minor key, but the full instrumentation of the edu- cational orchestra was present, in tune, and thrilled with one overwhelming emotion—helping public education meet the challenge of democracy. While thrift, visual education, illiter- acy, immigrant education, training for leisure, and the improvement of teachers in service were all stressed in the pro- gram, each subordinated itself to one or more of the ten dominant notes sounded. In the addresses, papers, and discussions of the convention; in the multitude of conferences, breakfasts, luncheons, and dinners; in the friendly corridor con- versations; and even among authors, ‘publishers, and manufacturers who are sensing needs with prophetic skill, there was a most striking and unusual com- munity of agreement upon what con- stituted the big achievements. With no possibility of giving each its true place or rightful emphasis, what stand out clearly as the ten biggest educational features of the Cleveland meeting are here reported : 1. The convention was an experience meeting. Not mere theories, but actual accomplishments, were reported with earnestness and conviction. The platoon system in action, adjustment classes, comprehensive surveys, tests for diagno- sis, out-door gymnasiums, schools for crippled and defective children, and many other educational enterprises were discussed, not as dreams, but as success- ful accomplishments, definitely located, and open to general inspection. 2. The convention was a school-busi- ness meeting. School finances, school budgets, school taxes, the ability of com- munities to pay, and the most economical and equitable systems of school support were sensibly and definitely reported and discussed. At every turn, it was evi- dent that the school administrator had fully accepted the responsibility of doing his share of the financial thinking and planning for the community. 3. The convention was a conference on curriculum revision. Internal re- vision of the curriculum for all grades, the determination of a distinctive pro- gram for junior high schools, the ex- ternal adjustment to meet community needs, and definite reports of extra- curricular activities, are among the major curricular interests reported and discussed. Out of it all came renewed recognition of the principle that the school must remain the center of gravity in complete training for citizenship, and that it must not be outlawed as a mere “bootlegger of knowledge” by an excess of extra-school activities. 4. The convention was a physical wel- fare center. Health and sanitation pro- grams, complete programs for well- rounded physical well-being, and defi- nite reports of sex-social training plans now in successful operation, were given in recognition of the importance of the physical welfare background of edu- cation. 5. The convention strongly emphasized character and moral education. On its program and everywhere in its confer- ences and exhibits, the convention gave a high place to reports of instruction in morals and ethics, character education, and cooperative plans of schools and churches for extending moral and re- ligious education. 6. The convention exalted the pro- fession of principal. Never was there a more nearly complete recognition of the principal as a strictly professional supervisor of instruction than at this meeting. The secondary school prin- cipals held a remarkable session. The elementary school principals conducted an equally significant program. Greater than the mere fact cf their increasingly powerful organizations was the recogni- tion everywhere extended to them as professional essentials of a unit system of administration and supervision. 7. The convention exalted the class- room teacher. However timid superin- tendents have been heretofore in giving unstinted credit to classroom teachers, here they were generous and outspoken. The distinguished service rendered at the white-heat contact point in class- room instruction was recognized in the form of a unanimous resolution which designated them as guarantors of “the security of the Republic,” and com- mended the devotion and zeal with which they have “given themselves with- out reserve to the task of maintaining the ideals and standards of our Amer- ican system of public education.” 8. The convention definitely stressed rural life betterment. The equalization of opportunity for the rural child, equit- able rural-school support, the economic betterment of farm and market condi- tions, adequate rural-school teaching and administration through the county unit, professionalizing the office of county superintendent, and better training of rural teachers by enlarging the departments of normal schools, among the salient points agreed upon for a program of rural school and rural life betterment. rural were 9. The convention was a conference on citizenship training. Fitting the child to. play his part as a high-minded citizen of America and of the world was the inspiring central note of many a discussion and report. Heavy em- phasis was laid upon the teaching of the social sciences, history, civics, economics, and sociology, as essentials of a true citizenship training program. ‘The con- vention unanimously reaffirmed its hearty endorsement of the ‘Towner-Sterling Bill as outlining and providing for the complete development of a well-balanced program of citizenship training in our democracy. 10. The convention sounded the clear note of internationalism in education. As if to sanction and support the com- ing world conference on _ education planned by the National Education As- sociation, speakers on every program and at every important conference directly or indirectly sounded the tocsin of world peace and progress through education. Resistless aid and encouragement was given the movement to bring about world amity and concord through the ministry of the schoolmaster at a time when the good offices of statescraft have so signally failed. These, in large, are the big things that shall stand out among the finer achieve- ments of the Cleveland meeting. With its program well sustained on a high plane, and with a strong directing spirit to guide the deliberations, the Cleveland convention of the Department of Sufer- 152 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1923 intendence will stand in the clear as one marked by reports of big achievements and as one feeling the common urge to develop and foster a type of public school that shall point the way to the efficiency and permanency of the Amer- ican democracy in its true place in the neighborhood of the world. Resolutions of the Department of Superintendence Clevetand, Ohio, March 1, 1923 NANIMOUSLY the Department of Superintendence re-endorsed the Towner-Sterling bill in a resolution that admits of no doubtful interpretation. This is the fifth successive time that the Educational Bill has been endorsed by the Department. The Bill has also been endorsed by every summer meeting of the Association since it was formu- lated. There should be no question of the intention of the educational workers of America to continue their fight until the excellent provisions of this Bill have become law. The resolutions committee was com- posed of Dr. William M. Davidson, superintendent of schools, Pittsburgh, Pennsylvania, chairman; Mr. L. P. Benezet, superintendent of schools, Evansville, Indiana; Mr. J. S. Hoff- man, county superintendent of schools, Flemington, New Jersey; Dr. William B. Owen, President of the National Education Association, Chicago, Illinois ; Miss Belle M. Ryan, assistant superin- tendent of schools, Omaha, Nebraska; Mr. Paul C. Stetson, superintendent of schools, Dayton, Ohio; and Mr. Ernest A. Smith, superintendent of schools, Evanston, Illinois. E sincerely commend the action of the President of the United States in calling upon the people of the whole country, by special proclamation last December, to set aside a week to be ob- served throughout all the States and Territories as American Education Week. We likewise commend the gov- ernors of the several States and Ter- ritories and the mayors of all cities who promptly supplemented the President’s proclamation by similar appeals. By this Nation-wide observance of Amer- ican Education Week the people of the entire country have been aroused to a new recognition of the fact that the destiny of America rests upon the ad- equate and proper education of all the children of all the people. 2. We gratefully acknowledge the en- larged support that has been granted education by State and Territorial legis- latures, by boards of education, and by a responsive public, which have generously recognized grave educational needs. We earnestly urge the legislatures now in session, in whose hands rests the control of the public schools, to provide for a continuance of the educational advance to the end that there may be an Amer- ican school good enough for every American child. We believe that money expended for education is the best pos- sible investment and rejoice that every attempt at reaction against a proper and adequate provision of funds for public school purposes, whether made by a single individual or by a backward-look- ing group, is met in every State and Ter- ritory in the Union by a wall of men and women who stand insisting that the American dollar shall never be placed above the American child. As admin- istrators of public education, responsible for this investment, we dedicate ovur- selves anew to the task of directing edu- cation with wise economy and exact ac- counting to the end that the schools may become ever better instruments in the production of an improved citizenry. 3. We note with satisfaction and heartily endorse the expressed intention of Congress to make the school system of Washington the model school system of the country. We pledge to Congress our hearty support of this proposed legis- lation and of such appropriation of funds as may be necessary to provide in the Nation’s capital a system of public edu- cation which shall exemplify to the Nation the best in administration, super- vision, business management, and teach- ing service. To this end we urge the immediate passage of the Teachers’ Sal- ary Bill now pending before Congress. 4. We recognize that a Department of Education is necessary in order that the educational activities of our National Government shall be efficiently and eco- nomically “administered. We believe that National sanction and National leadership can be provided only in the person of a Secretary of Education jn the President’s Cabinet. Federal aid for the purpose of stimulating the several States to remove illiteracy, Americanize the foreign born, prepare teachers, de- velop adequate programs of physical education, and equalize educational op. portunities, is in accord with our long established practice and is demanded by the present crisis in education. We therefore reaffirm our allegiance to the Towner-Sterling Bill. 5. The welfare of the Nation de- mands that boys and girls living in the country shall have educational advan- tages commensurate with those enjoyed by children living in the cities. We en- dorse the movement which contemplates placing a competent and professionally- trained county superintendent of schools, directing a professionally-trained body of teachers genuinely interested in country life, in every county in every State and Territory of the Republic. To this end we urge that the burden of raising funds in locality, State, and Nation shall be so justly and equitably distributed be- tween the stronger and the weaker tax- ing units as to make the opportunity of the boy or girl in a rural school equal to that of the child in the most favored city-school system in the land. 6. We commend the devotion and zeal of the classroom teachers of Amer- ica who have caught the spirit of the new educational advance and _ given themselves without reserve to the task of maintaining the ideals and standards of our American system of public edu- cation, and who have dedicated them- selves to the high purpose of translating the increased funds provided for educa- tion into a worthy and upright citizenry, whose faith in the high ideals and the best traditions of America, and whose recognition of the principle of obedience to established law, shall guarantee the security and well-being of the Republic. 7. We record our grateful apprecia- tion of the exceptional hospitality of the people of the city of Cleveland; of the untiring efforts of the local committee; and of the codperation of the Chamber of Commerce and the public press. We especially thank the members of the board of education, the officers, teachers, and children of the public schools, and the presidents and faculties of Cleve- land’s colleges and universities—all of whom have helped to make this conven- tion one of the most successful in the history of the Department. ed (eR Mee a ere ne ee - Vol. 12, No. 4 rr , ~ ° = THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 153 The Cleveland Meetings Abstracts of Addresses before the General Sessions HAT CONSTITUTES Ameri- can Citizenship—The men of the Legion love this country that they serve, and they can conceive no finer service than the fostering of cultural unity and community of sentiment in the American population. ‘There must be one Nation within the limits of this Republic, in the language of a great American, “One Nation indivisible, with liberty and jus- tice for all.” To establish one Nation out of diverse racial elements there must be a common cultural development based on a common language—and that lan- guage must be the official language of the United States of America. There is but one symbol of the life and spirit of America and that is the American flag. Let there be one language in the schools and one flag flying over all—a sign to all the world of American unity—Alvin M. Owsley, National Commander of the American Legion, Indianapolis, Indiana. HRISTIAN EDUCATION—In saying that the results of education must be Christian, I mean that all edu- cation must result in a greater degree of freedom—physical, mental, and spiritual. Anything that is calculated to shackle the human body or trammel the human mind or spirit is doomed to death some- time, and the process whereby this doom is accomplished is the educational proc- ess. It was so with American slavery, with the open saloon, with unrestricted hours of child labor, and other forms of slavery in the past. If education results in anything that is worth while, it results in freedom from ignorance, superstition, prejudice, bigotry, hate, envy, and all other passions of the human mind and soul that kill and destroy. Regardless of one’s mastery of knowledge, his ex- pertness in the industrial world, his shrewdness in the commercial world, he must nevertheless be regarded as an abject slave who is not a free man in the particulars herein indicated. — Elmer Burritt Bryan, President, Ohio Uni- versity, Athens, Ohio. HE STABILIZING FACTOR in Education—“Sloganizing” seems to be a popular pastime just now. Possibly it isn’t just a present tendency. It may have existed for ages. We elect a pres- ident by appealing to the sentiments of the people through the emotion expressed by the “full dinner pail.” We elect a mayor on “five-cent fare.” We mobilize a country on “Remember the Maine.” We “Say it with flowers.” We “Buy a Ford and spend the difference.”” We Couéize ourselves into an idea that the thing will happen if we can get enough people fingering the knots and chanting the ritual to the extent that thoughts are driven to the periphery of mundane oc- currences. The slogans have been effective in producing some excellent results, and possibly we should condone the means because of the ends attained and use more of them in education. One thing is sure, however, thinking does not de- velop through any such means. Some individual has an idea; the rest are caught by a phrase. The slogan is an appeal to the mob.—Charles H. Lake, first assistant superintendent of schools, Cleveland, Ohio. HE COST AND the Fiscal Ad- ministration of Schools—Some Facts from the Educational Inquiry—That public education is costing more now than it did ten years ago is commonly accepted. In the year 1910 the current expenses for public education in the United States amounted to $390,500,000. In 1920 we spent $970,930,000 for the current expenses of our public schools. During the period under consideration there was a very great change in the pur- chasing power vf the dollar. There was, as well, an increase of thirty per cent in the number of days of schooling provided. There was also a very large increase in attendance in the upper part of the school system where costs are nec- essarily high. In many of the States the part of the total cost of maintaining schools borne by the State has been steadily increasing during the past decade. In one State, Delaware, complete State support has been instituted—George D. Strayer, Professor of Educational Administra- tion, Teachers College, Columbia Uni- versity, New York City. HICAGO’S PUBLIC School Classes for Crippled Children—To open the way to happiness; to build up faith and confidence; to inspire courage and self-respect—this is the work of the schools for the handicapped. Twenty-four years ago the Chicago Public School System organized its first class for crippled children, in coéperation with the Orthopedic Hospital. ‘Today Chicago has four centers, caring for seven hundred children, most of whom are carried to and from their homes in motor busses. “The cost of this work in Chicago is about three hundred and fifty dollars per pupil based on actual attend- ance, more than half of which is for transportation service. In the field of mental and physical rehabilitation, the work of these schools is unique. Visitors remark upon the hap- piness and the lack of self-consciousness among the children. From the day a pupil enters, he is made to forget himself and his particular handcap, to succeed in everything he undertakes, to stop at nothing, and to be proud of his success. All children fall into three groups— wheel-chair children who must _ be trained to use crutches; those on crutches who must drop them; others with braces or without who must learn to walk as independently and normally as possible. Many of this third group who attend our large high schools have lost fifty per cent of the muscle power in their lower limbs, but with good braces and the proper physical and mental training dur- ing the early years of helplessness they go their way as independently as other children.—Peter A. Mortenson, super- intendent of schools, Chicago, Illinois. DUCATIONAL PROGRESS in 1922—-In general the year 1922 has recorded several combinations of good deeds. There have been few reduc- tions of teachers’ salaries. There has been some reduction of the cost of edu-. cation by admirable management. There has been a phenomenal voting of boards for school buildings in all parts of the country. The pension legislation is headed in the right direction. ‘The in- creasing high-school enrolment is fabu- lous. The change of the title from Truancy to Attendance Officer has high significance. The devotion of teachers in service to the improvement of their scholarship and professional spirit is quite refreshing. Education today is the art of signal- ling the science of knowing when and how, why, and where to signal.—aA. E. Winship, Editor, Journal of Education, Boston, Massachusetts. 154 . THE JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION A pril, 1923 HE REORGANIZATION of Ed- ucation in the United States Gov- ernment—The Executive Departments of the Federal Government have not been organized and developed according to a logical plan, but these Departments have been established and have. grown for more than a hundred years accord- ing to the exigencies and political de- mands of the successive administrations. From the time of George Washington to the present, opportunism and expe- diency have largely created and evolved the various Departments, establishments and bureaus of the Federal Government and no concerted plan has been followed. One who begins to look upon the ar- rangement of activities in the Federal Government finds all kinds of anomalous things which appear inexplicable and al- most laughable. It almost seems that some one must have written down the names of the various Departments, estab- lishments, and bureaus and drawn them by chance from a hat, without regard to tunction or relationship. In no activ- itv does this appear more conspicuously than in education. One may be surprised to find the Bureau of Public Roads in the Department of Agricul- ture, or the Patent Office in the Depart- ment of the Interior, and other similar anomalies, but he is bewildered to find that the educational activities of the Fed- eral Government are carried on by some thirty-odd bureaus, organizations, and agencies scattered through the Depart- ments of Interior, Treasury, War, La- bor, Justice, Agriculture, and various independent establishments.— John J. Tigert, United States commissioner of education, Washington, D. C. HE TAX PROBLEM in Relation to the Financing of Public Educa- tion—In spite of our clumsy and inade- quate fiscal and political machinery, we have found it desirable to expand our public expenditures steadily, and, as means of communication and other ad- ministrative aids increase in quality, there is no rational reason for believing that the number of things which can be best done collectively, and, of course, their cost, should not continue to in- crease. At any one time we should do publicly all those things which we can best do publicly. If greater returns can be obtained by using a dollar’s worth of economic effort in collective public action than can be obtained by leaving it in the pockets of people to be privately spent, it is merely common-sense—not social- ism—to spend that dollar collectively. But the community is unable to dis- tinguish clearly between the things it wants more and the things it wants less. As a consequence there is waste in the sense that we spend much public money for things that are not worth the cost, and refrain from spending public money for certain things we want very much indeed because of fear lest such expendi- tures may open the floodgates of in- discriminate public spending. There is a vast unfinished task of political and economic reorganization which must be attended to if we are to continue to in- crease public expenditures at the rate set during the last decade.—Robert Murray Haig, Professor, School of Business, Columbia University, New York City. HAT THE SCHOOLS do in Relation to What They Cost— We do not know and never can know what our investments in public educa- tion are in terms of what are recognized to be the ultimately great ends. Few, if any, will dissent from that conception of public education in this country which emphasizes the development of character qualities as the ultimate goal—those qualities of the physical, intellectual, and moral life that are recognized to be es- sential to good citizenship. Our experi- ment in government is not essentially an experiment in political democracy. That may be found elsewhere. The genius of our attempt in this country is to realize a social democracy—a democracy in which equality of opportunity shall be the chief characteristic. The earning or productive capacity of the individual citizen and of the com- munity is of consequence. But of even greater consequence for our purpose is the use made by the citizen and the com- munity of the money or wealth secured through these productive channels. The community is using all of its productive resources for this intangible, indefinable, and yet readily understood return known as satisfaction.—Herbert S. Weet, super- intendent of schools, Rochester, New York. HAT THE SCHOOLS do in Relation to What They Cost— There is a great need in America today for a standardized method of computing costs. The call is just as urgent for a uniform method of measuring results. This could best be brought about by the Federal Government through a Depart- ment of Education thoroughly financed and equipped for the work. Until this is a reality, we shall have to content our- selves with whatever means the local community, private agencies, and the State can provide. The burden of the work of informing the people who support schools regard- ing educational costs and results falls squarely upon the shoulders of superin- tendents. Every school head has made some study of the costs and the results of the system under his control but most surprising inequalities will be revealed to many of us if we make a more de- tailed study. Results can often be had in larger and better quantities if they are measured accurately—Herbert B. Bru- ner, superintendent of city schools, Ok- mulgee, Oklahoma. HE ECONOMIC BACK. GROUND of Rural Education~— Better rural education of all grades, from the primary schools through the great agricultural colleges, is the great need of the country today. The need is principally on the practical side, wherein the boys and girls and men and women of our farms are to be given a better understanding of their economic posi- tion and the knowledge that will enable them to make a practical success of farming as a business. From this suc- cess, all means and all leisure that make possible the acquisition and application of education in the finer and less ma- terial values of life must arise. The chief defect in the equipment of our rural teachers for this work is a lack of grounding in certain funda- mental principles of economic difference between the farmer and other producers. The standard courses in economics in our normal schools and colleges today hardly touch upon these differences, much less make them clear. They are built up from the viewpoint of city men and city women, and the general prin- ciples which they teach are principles applicable to all other forms of industry besides that of farming, for the simple reason that agriculture happens to form the only exception among our industries to the correctness of these generalities.— Aaron Sapiro, attorney for Farmers’ Coéperative Associations, New York City. USINESS METHODS Applied to Education—The business man has learned the lesson that the customer is always right; the teacher still is too apt to hold the attitude that the parent is always wrong. This half-unconscious attitude on the part of teachers has de- veloped through harassing experiences ow TT SET teatime Vol. 12, No.4 with parents, and not through any in- nate dourness on the part of teachers. Yet the teacher must be aggressive in overcoming the impression that he is un- willing to listen to suggestion, is sen- sitive to constructive criticism, and is invariably autocratic in his dealings with parents. If we could ever adopt in schools the slogan, ‘“The patron is right,” many of our other problems would be solved. Such an attitude would remove much of the hostility which deprives schools of moral and even financial support, and causes needless friction. Teachers should not adopt the whims and caprices of every parent, but make the parent feel that the teacher recognizes the parental rights in the school. Even superintend- ents of schools and other high-school oficials who have children in school have felt this wall erected between them, as parents, and the teachers of their children. The school is an institution for com- munity service. It should assume the attitude of service and coéperation at least as fully as a hotel, a department store, or a commercial enterprise which operates for financial profit. Try hav- ing teachers adopt the slogan, ‘The patron is right.’ and see if the results are not worth the effort. —Walter R. Siders, superintendent ot schools, Poca- tello, Idaho. HE PRINCIPAL’S Multiple Functioning—Ten years ago the superintendent, in company with the rest of the country, woke up to the impor- tance of the classroom teacher. We be- came aware that the teacher had been treated undemocratically. At the.same time we discovered that the public re- gard of our profession is based upon the popular rating of the teacher’s job, the popular attitude toward the teacher, and the teacher’s personality and culture. The public held the teacher lightly, and hence, both the school and the superin- tendent. In the public logic, the school meant the teacher and the superintend- ent meant the teacher and, since the teacher was negligible and lightly re- garded, so also was the superintendent. At last we gave the classroom teacher the recognition that was his due. It was the best thing that ever happened, not only because of the improved position of the school in public esteem, but because the teacher was forced to live up to his new responsibility. It made teachers study educational principles so as to hold their ground in debate; it made them study law, so as to vote intelli- gently on matters for their own welfare and the welfare of children; it made them learn legislative procedure, so that they would know how to secure the passage of effective laws for the welfare of education; it made them broaden out into a realization of the many interests which are kindred to education, with- out a knowledge of which no teacher can properly secure the best means of The Finest of Arts EACHING is founded on scientific principles, but teaching is an art. It is the finest of the fine arts. It deals with the most precious re- source—the child. The sculp- tor molds clay and carves mar- ble. The product is lifeless. The painter works on canvas. The product is changeless. The teacher touches the life of the child—puts love in his heart and kindles fire in his soul. What a responsibility! What an opportunity! — President John H. Beveridge, of the De- partment of Superintendence, before a meeting of classroom teachers at Cleveland, Feb- ruary 28, 1923. training the children entrusted to her care—Olive M. Jones, principal of School No. 120, New York City. HE ELEMENTARY SCHOOL Principal’s Contribution to Public Education—One of the greatest contri- butions that the principal can make to public education is to drive home to his people unceasingly that they cannot af- ford to buy anything but the best ability for educational positions. It will be their own children who will suffer if they do. The theory that the schools must be conducted on a poverty basis is a mis- take. Public-school men who believe that universities cannot compete with the financial rewards of private business are doing incalculable harm to educa- tion and have read the signs wrong. The public will give us all the financial support required if we prove to them the need and our worth. It is time we school people rid ourselves of the notion that we are martyrs in a hopeless mael- strom of poverty, fill instead our ammu- nition boxes and get out to fight for THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 155 our schools as we do for success in busi- ness. Do this and the poverty spectre in American education will disappear.— Ide G. Sargeant, principal of Public School No. 10, Paterson, New Jersey. HAT ONE STATE Department of Public Instruction is Contribut- ing to the Physical Welfare of Pupils— In health training and instruction there has been an enormous interest aroused throughout the schools of Pennsylvania. In nutrition there has been marked im- provement in the normal schools, five of them now employing expert dietitians. There has been an increase of about twenty-five per cent per year in the num- ber of schools providing lunches for pupils, in some counties now over half being so served. The number of school nurses employed by boards of education during the last year show an increase of thirty-five per cent over the previous year. To the regular normal-school course there has been added a special required three-hour course, giving training in the content and methods of teaching hy- giene. In three normal schools there have been organized special three-year health education courses, which are giv- ing expert teacher training in physical education and hygiene. An excellent group of more than twenty summer courses in educational hygiene, physical education, school nursing, and nutrition work for teachers and for nurses has been organized at Pennsylvania State College—Charles H. Keene, M. D., Director of Health Education, Depart- ment of Education, Harrisburg, Penn- sylvania. HAT MAY Be Done to Improve the Quality of Teachers—We are improving the quality of teaching in the Buffalo schools by doing everything pos- sible directly and indirectly to assist the individual classroom teacher. Our theory is that the teacher is the center of gravity in our educational system. We have proceeded on the assumption that teachers are desirous of raising their standards of educational accom- plishment, and that this will be most easily and rapidly accomplished as each teacher voluntarily and cheerfully sets about the task of increasing his individ- ual capacities and abilities. We have regarded it as our responsibility to pro- vide the kind of opportunities and en- vironment, and supervision necessary to stimulate and satisfy our teachers’ pro- fessional ambitions—E. C. Hartwell, superintendent of schools, Buffalo, N. Y. EEPING THE CURRICULUM Alive—An examination of the average school curriculum both as to its content and its method of presentation will lead any thoughtful person to ques- tion whether or not schools do actually train for living, for are we not intended to go out and live as individuals, capable of thinking and acting as such? And does not the average school curriculum tend to stifle the individuality of chil- dren by treating en masse both as to the “what” and the “how” of what is given them? ‘Treating individuals too much en masse has been the weakness of all civilization—Amalia Bengston, county superintendent of schools, Olivia, Min- nesota. OW MODERN BUSINESS May Aid in Reconstructing the Curriculum—Economic problems are today the paramount problems of civili- zation. Yet it is difficult to induce in men the attitude of deliberate intelligent study of economic situations. We have not been trained as a race to think clearly and without selfish prejudices about anything that touches personal interests. We have made great progress in the intellectual mastery of natural laws. We study material things with a high degree of intellectual detachment, but when it comes to the human relations of ordinary life we have to admit that our schooling and our ordinary thinking are meager and inadequate. If one could by ingenious phrase or striking example arouse this body of school administrators to a realization of the necessity of absorbing business into the school, not in fragmentary ad- ditions to the curriculum, not in separate institutions, but in the spirit of adapta- tion of the modern school to the needs of modern life, one would undoubtedly have contributed to the solution of a national and international as well as of an educational problem.—Charles H. Judd, Director of School of Education, Chicago, Illinois. HE HUMAN ELEMENT in Curriculum Making—The growth of civic appetite among our school people in the last five years seems to me greater than in the whole of the preceding hun- dred. The organization of ideals of democracy as formulated by Duncan Yocum; the outlines of civic teaching from the kindergarten through the high school as adopted by the entire State of Pennsylvania; the study of present so- cial problems by 565,000 pupils a week in elementary and high schools, using THE JOURNAL OF THE NATIONAL Epucarion ASSOCIATION the Independent, Literary Digest, and Outlook, whereas, in 1900, there was only sporadic study of this kind in pre- paring debates; the striking increase of papers on this civic theme in the meet- ings of the National Education Associa- tion since 1916; the remarkable una- nimity of purpose expressed independ- ently by school superintendents—all seem to me to show that the doubts of those who have been fearful of the failure of the public schools can more and more be dissolved as we superintendents center our efforts more and more on the pri- mary objective—namely, the training of appetites and habits for community ben- efit—William McAndrew, first assist- ant superintendent of schools, New York City. RINCIPLES AND TYPES of Curricular Development — Educa- tion has never made adequate use of the fact that children learn much from one another, and our subject organization does not favor such mutual. teaching. Instead of the still too common practice of discouraging communication and mu- tual assistance, the school atmosphere and the organization of the subjects of study should encourage such mutual pupil teaching as may pertain to the particular subject content upon which they are en- gaged. Subjects of study should be selected and organized so as to facilitate teaching of pupils by one another. The topics and content of studies should be such that pupils can come into mutual and codperative mastery of them.—Otis W. Caldwell, Lincoln School, Teachers College, Columbia University, New York City. HE PLACE AND VALUE of Extra-Curricular Activities in the High School—Administrators and teach- ers must recognize that leadership and service can be found in high-school boys and girls and this ability must have play. There are times in any high school when a large project, such as an exhibition of work, or a pageant presenting the work, of the school is to be given. Such events are of supreme importance in that they call for a united effort upon all depart- ments. This movement gives expression to many lines of endeavor and produces a real problem of living. Excellent train- ing in planning, business detail, con- struction of stage, scenery, lighting, cos- tuming, advertising, and many other de- tails afford plenty of educational ma- terial—H. FE. Winner, principal of South Hills High School, Pittsburgh, Pennsylvania. A pril, 1923 HE CURRICULUM—By Whom and How Made—The best course of study in reading is possible only by pooling the leadership of this country in the field of reading. Leadership includes all of those who have contributed: the classroom teacher of insight and artistic technique; the supervisor who has suc- ceeded in stimulating his teaching staff: the superintendent who has made suc- cess in this subject administratively pos- sible ; those who in colleges or in bureaus of research are building the foundation of sound method by their investigations: and those who in colleges or normal schools are directing the training of young teachers. No one community contains all of the kinds of leaders which are essential to the making of the course of study in this subject; much less does any com- munity contain all the leaders. If the best possible courses in reading and study are to be made, they must be made by a committee which will represent the best thought of the country.— Ernest Horn, Professor of Elementary Educa- tion, University of Iowa, lowa City. EISURE TIME—Leisure is at once the most precious and the most dangerous gift to mankind. Most pre- cious, because it enables the human spirit to participate in its priceless heritage, the spiritual world. That world is the celestial health resort for all the children of men. To be a free citizen of that realm is health and joy and _ peace. Leisure makes all that possible. But leisure is the most dangerous of gifts in the hands of those who do not know how to use it wisely. When men and women spend their leisure hours in idleness, in vicious gossip, in illicit drink- ing and gambling, in sexual indulgence and reckless joy-riding, the more leisure they have the worse it is for them and for everybody else. ‘They depreciate in value; they become a menace to society, a burden that the State has to carry. A primary function of the public schools is to educate for the right use of leisure. Vocational guidance is important, but avocational guidance is vastly more im- portant. The teaching of the so-called fads of education is of supreme import- ance, for through nature study, drawing and design, through vocal and instru- mental music, poetry and supplementary reading, every pupil in every school may discover his door of hope, his entrance to the enchanting realm of the spirit, his pathway to a successful life-—Henry Turner Bailey, director of the Cleve- land School of Art, Cleveland, Ohio. es + Be eR Vol. 72 No. 4 + ee THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 157 a Abe tee tee * formation from the various publishing | houses represented. ALABAMA Dept. OF EpUCATION. Rules and GUIDE TO BOOKS ian ie nna Select List ITLES and notes in this list are taken from the February Booklist of the Amer- ican Library Association. Single blessedness, and other observations. Doubleday, Garden City, N. Y., 1922. 224p. $1.50. With a combination of shrewd observation and rollicking fun the author discusses such phases of American manners and morals as are suggested to him by the subjects of bachelors, college students, home cooking, dignity, babies, and golf. Ape, GEORGE. BAKER, RAY STANNARD. and world settlement. Doubleday, Garden City, N. Y., 1922. v. 1-2. illus. $10. . The most important and authoritative nar- rative of the Peace conference from an American standpoint which has appeared. Dignified and honest in tone it is a pains- taking exposition in defense of Mr. Wilson’s policies at Paris. The first half of volume one deals with international relations and outlines the essential character of the old and new orders followed by a discussion of the League of Nations, the Covenant, and the struggle for the limitation of armament. Volume two takes up the crises in the negotiations that resulted from the claims of the French, Italians, and Japanese, the economic settlement and the presentation of the text of the treaty to the Germans. Vol- ume three is to contain all the supporting Woodrow Wilson documents mentioned in the _ preceding volumes. BryaANT, Mrs. LorinpaA (Munson). The children’s book of celebrated pictures. Century, 353 Fourth Ave., N. Y., 1922. 104p. illus. $2.50. Fifty reproductions of famous pictures chosen for their appeal to children. In- formation concerning them given on the opposite pages. The size and clearness of the pictures make them good for use with children in the lower grades. Duplicates very few included in her Famous pictures of real boys and girls. CAMERON, JENKS. The National park ser- vice (Institute for government research. Service monographs of the U. S. govern- ment, no. 11). Appleton, W. 32d St., N. Y., 1922. 172p. map. $1. Jackson, Water CLINTON. A boys’ life of Booker T. Washington. Macmillan, 66 Fifth Ave., N. Y., 1922. 147p. illus. $1.25. Tells of his boyhood in slave days, his desire for an education, the obstacles he had to overcome and his determination to help his race. The account of Tuskegee, its be- ginning and growth, reveals his steadfast purpose. Simple and _ interesting, taken largely from Washington’s own works. Suitable for fifth grade. McCautey, H. S. Getting your name in print. Funk and Wagnalls, 354 Fourth Ave., N. Y., 1922. 114p. $1.25. Straightforward advice to those who de- sire newspaper publicity for their profes- sional, political, or social advancement. Admitting the faults of present-day jour- + nalism the author tells how to make the best use of newspapers as they are, keep in favor with the journalistic powers, and have one’s news presented in the most advantageous way. MacLean, ANNIE Marion. Our neighbors. Macmillan, 66 Fifth Ave., N. Y., 1922. 288p. $1.75. Vivid moving-pictures of life among the poor in our great cities and a plea for greater justice and understanding from the privileged classes toward their less fortunate neighbors, particularly those of foreign birth. Pathos, humor and tragedy are in these pages, in which the author effaces her own personality and lets Kate Flynn, Zaida Ladau, and Otto Volker tell their own stories in their own words. Patri, ANGELO. Child training. Appleton, 35 W. 32d St., N. Y., 1922. 434p. $2. Short chapters written in simple, con- versational style, each illustrating some problem or question in child training. Com- mon incidents are chosen and the far-reach- ing effects resulting from their treatment indicated. PHELPS, WILLIAM Lyon. Human nature in the Bible. Scribner, 597 Fifth Ave., N. Y., 1922. 333p. $2. An interpretation of the great figures and literature of the Old Testament and the Apocrypha, showing the essential humanity which keeps them fresh and appealing in all ages. Written in popular and often humorous style, catching attention by fre- quent translation of Biblical phraseology into very modern and colloquial language. SMITH, Epwarp Enre.icH. Teaching geog- raphy by problems. Doubleday, Garden City, N. Y., 1921. 306p. illus. $1.50. Brings together facts and suggestions that could be procured otherwise only by reading the most recent magazine articles on the subjects included. It is carefully prepared, keeping in mind the practical needs of the teacher and the problems submitted are at- tractive. Bibliographical references and ap- pendixes: Regional geography in a course of instruction for the seventh grade—Illustra- tive material—The climate of Liberia— Dramatization of geography—Abbreviations. © WELLS, HERBERT GEORGE. A short history of the world. Macmillan, 66 Fifth Ave., N. Y. Lond. Cassell, 1922. 455p._ illus. maps. $4. Not a condensation or abstract of the Outline but a less elaborate treatment of the same material, “much more generalized,” Wells says, “and written afresh.” “Its especial end,” he adds, “is to meet the needs of the busy general reader, too driven to study the maps and time charts of the Out- line in detail.” Fully and attractively il- lustrated. 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- regulations; courses of study, adopted text books for State secondary agricultural schools authorized by the State Board of Education. Montgomery, Ala., Author 1922. 16p. Postage only. —— Teaching field crops and horticulture; prepared by S. L. Chestnutt. Montgomery, Ala., Brown Prtg. Co., 1922. 111p. Post- age only. ALLEN, ArtTHUR H. Electricity in agricul- ture; the uses of electricity in arable, pas- ture, dairy, and poultry farming; horti- culture; pumping and irrigation, electro- culture, and general mechanical and do- mestic service on farms; for farmers, ag- riculturists, horticulturists, supply-station engineers, electrical manufacturers, and others. Illus. N. Y., Pitman, 1922. 117p. 8 5c. AMERICAN ASSOCIATION FOR INTERNATIONAL ConcILIATION. The Allied debts. (Inter- national Conciliation; no. 181.) 407 W. 117th St., N. Y., Author, 1922. 109p. Paper, 5c. AMERICAN INSTITUTE OF ARCHITECTS. Com- mittee on Education. fine arts. Illus. 1923. 483p. edition, $7.50. AMERICAN INSTITUTE OF PARK EXECUTIVES. Detroit; its parks and recreational sys- tems. Illus. Minot, N. Dak., Parks & Recreation, 1921. 40p. Limited num- ber. 25c. each. ANDERSON, ADELAIDE Mary. Women in the factory; an administrative adventure, 1893 to 1921. N. Y., Dutton, 1922. 316p. $3. Bax, Ernest Bevrort. The Story of the French Revolution. 45 Rose St., N. Y., The significance of Boston, Marshall Jones, School edition, $3.50. Trade N. Y. Labor News Co., 1922. 120p. $2. BaAxTeR, Leon H. Toy craft. Milwaukee, Wis., Bruce Pub. Co., 1922. 132p. $1.30. BearD, CHARLES A. Cross currents in Eu- rope today. Boston, Marshall Jones Co., 1922. 271p. $2.50. Bett, ALBERT J. Feeding, diet, and general care of children; a book for mothers and trained nurses. Illus. 1914 Cherry St., Phila., F. A. Davis Co. 276p. $2. BIGELOW, EpMUND B. Origin and history of our flag. Lockport, Ill., Author, 1922. 40p. Paper, 25c. Boccs, THEopoRE H. The international trade balance in theory and practice. N. Y., Macmillan, 1922. 221p. $2. BRIGHAM, CarL C. A study of American intelligence. Illus. Princeton, N. J., Princeton Univ. Press, 1923. 210p. $3.50. Bruce, WILLIAM CABELL. John Randolph of Roanoke, 1773-1833; a biography based largely on new material; in 2 vols. LUllus. N. Y., Putnam, 1922. 661p., 804p. Set $10. CALLENDER, GEOFFREY. Southey’s life of Nelson. illus. N. Y., Dutton, 1922. 339p. $3. CARPENTER, CLARENCE C. The A B C’s of calculus. Ada, Ohio, Author, 1922. 78p. $1.50. CaRROLL, Moire Ray. Labor and politics; the attitude of the American Federation of Labor toward legislation and politics. (Hart, Schaffner & Marx prize essays ser.; No. 33). Boston, Houghton, Mifflin. 206p. $2. CASTILLO, CARLOS, and WATSON, JANE C. Trozos de castellano. Illus. N. Y., Holt, 1922. 131p. 72c. CHADWICK, GEORGE WHITEFIELD, and others. A book of choruses for high schools and choral societies. Boston, Silver, Burdett, 1923. 342p. $1.76. Fi Rc Pie soos 158 Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1923 Cuase, Stuart. The challenge of waste. 70 Fifth Avenue, N. Y., League for Indus- trial Democracy, 1922. 32p. Paper, 10c. CLARKE, NATALIE Rice. Bacon’s dial in Shakespeare; a compass-clock cipher. Illus. Cin., Oh‘o, Stewart Kidd, 1922. 193p. $2.50. Leather, $7.50. Copper, Eowarp N. Rural child welfare. Illus. N. Y., Macmillan, 1922. 355p. $3. CONNELLY, Noaine. Children’s songs and stories of the wild flowers. Illus. San Francisco, Calif., Harr Wagner Pub. Co., 1922. 70p. $1; with colored cover $1.50. CrowTHER, J. A. Practical physics. N. Y., Oxford Univ. Press, 1922. 260p. $3.25. DEARBORN, WALTER FENNO, and others. Standard educational tests in the elemen- tary training schools of Missouri. (Har- vard monographs in education; ser. 1, studies in educational psychology and edu- cational measurement; no. 3.) Cambridge, Mass., Harvard Graduate School of Edu- cation. 89p. 60c. DENNETT, TYLER. Americans in Eastern Asia a critical study of the policy of the United States with reference to China, Japan, and Korea in the 19th century. N. Y., Macmillan, 1922. 725p. $5. DENNISON MANUFACTURING Co. The gala book. Framingham, Mass., Author. 36p. 10c. — Tables and_ favors. Mass., Author. 32p. 10c. Dock, Lavinia L., and others. American Red Cross N. Y., Macmillan, 1922. 1562p. $5. Douc.ias, Byrpo. The science of baseball: a textbook of “inside” baseball completely covering every department and phase of baseball; how to play and coach the game. Illus. 25 W. 45th St., N. Y., T. E. Wilson Co., 1922. 190p. 67c. EINsTEIN, ALBERT. The meaning of relativ- ity; four lectures delivered at Princeton Framingham, History of nursing. Illus. University, May, 1921. Illus. Princeton, N. J. Princeton Univ. Press, 1923. 123p. $2. Evson, WitiiaAM H., and Lyncu, Ciara E. Good English oral and written. bk. 2; rev. ed.; illus. (for 5th and 6th grades) Chicago, Scott, Foresman & Co., 1921. 384p. 80c. Evson, WILLIAM H., and Marsu, Georce L. Good English oral and written. bk. 3; rev. ed.; Illus. (for 7th and 8th grades) Chicago, Scott, Foresman & Co., 1918. 430p. 92c. E.son, WiLut1AM H., and RuNKEL, Lura E. Good English oral and written. bk. 1; rev. ed. Illus. (for 3d and 4th grades) Chic., Scott, Foresman & Co., 1920. 304p. 76c. EMERSON, Puitip. The geography of New England. Illus. N. Y., Macmillan, 1922. 96p. 80c. When bound with McMurry a “Advanced Geography” Part I. $1.36. ETHICAL CULTURE SCHOOL. Our year book; elementary department. Central Park W. and 63rd St., N. Y., author, 1922. 106p. $1.08. Errrupe, DormMin J. Cabinet form of gov- ernment. (The Reference Shelf; vol. 1; no. 6.) N. Y., H. W. Wilson Co., 1923. lip. 75e. Faxon, FrepertickK W. Bulletin of bibliog- raphy and dramatic index; vol. 11; no. 9. Whole no. 100. Boston, F. W. Faxon Co., 1923. Paper, $1 per No. $3 per year. FLAHERTY, MARTIN CHARLES. How to use the dictionary. N. Y., Ronald Press. 108p. $1.25. Fospick, Harry Emerson. Christianity and progress. N. Y., Fleming H. Revell Co., 1922. 247p. $1.50. Fraser, CHELSEA Curtis. The story of John Paul Jones. Illus. N. Y., Barse & Hopkins, 1922. 182p. $1. FULLER, RAYMOND GARFIELD. The meaning of child labor. Chicago, McClurg, 1922. 16lp. $1. Geyer, Denton L. Introduction to the use of standardized tests. Chicago, Plymouth Press, 1922. 96p. Paper, 50c. GirexNe, AGNES. The garden of earth; a little book on plant-life, plant-growth, and the ways and uses of plants. Illus. Soci- ety for Promoting Christian Knowledge. Agents, N. Y., Macmillan, 1921. 178p. $2.50. ie Gorpon, Mary. Penal discipline. Illus. N. Y., Dutton, 1922. 238p. $3. Haas, Jacop ANTON bE, and Sapp, D. C. Manual to business organization and aa- ministration; Test questions on business organization and administration. 285 Fifth Ave., N. Y., Gregg Pub. Co., 1922. 58p. Paper, 25c. Haven, Russett L., M.D. Clinical oratory methods. Illus. St. Louis, C. V. Mosby Co., 1923. 295p. $3.75. Hace, Beatrice Forses-Ropertson. What's wrong with our girls. N. Y., F. S. Stokes Co., 1923. 159p. $1.50. Hatt, Botton. The new thrift; rev. ed. N. Y., Huebsch, 1923. 247p. $1.50. HALLiIBURTON, WiLtt1AM Dosinson, M. D. The essentials of chemical physiology; tor the use of students; 11th ed. Illus. N. Y., Longmans, Green, 1922. 343p. $2.50. lab- Mo., HENDERSON, fundamental ARCHIBALD. laws Number and the of algebra; reprint from the High School Journal, wol. 4; no, 3; March, 1921; no. 4, April, 1921; no, 8, December, 1921. 1921. IRMA. Author, HOCHSTEIN, (Women in Wis., Assn., 1922. Wisconsin 64p. 32p. Paper, politics. ) Illus. Chapel Hill, N. Cc. 50c. A progressive primer. Illus. Women’s Paper, 35c. Madison, Progressive Hupetson, Eart. Hudelson English composi- tion scale. Yonkers, Co., 1922. 46p. Paper, 56c. British birds; with a chapter on structure and classifica- tion by Frank E. Beddard. Longmans, Green, 1921. Hupson, WILLIAM HENRY, and GUERNsey, Hvupson, IRWIN SCOFIELD. WILLIAM HENRY. Illus. N. Y., World Bk. N. Y, 363p. $2. The United States; from the discovery of the American continent to the end of the N. Y., Stokes. Dept. INDIANA World War. Thus. 63lp. $5. OF Pustic’ INSTRUCTION. Plans for obtaining higher efficiency and lower cost of maintenance of small high schools. Ind., Author, George A. Illus. Ithaca, W orks, (Bull. no. 56 11p. 1922. es 75e, except vol. 2, $1. American Book Production, 1922 [From The Publishers’ Weekly, January 27, 1923] HE American book production statistics based on the number of books recorded by The Publishers’ Fi Weekly show in 1922 an increase of 309, the first gain since 1916, although the total of that year, 10,445, has not yet been reached. In 1921 there were actually 137 more new :) Indianapolis, Postage. Joint COMMITTEE ON RURAL SCHOOLS. Rural- school survey of New York State; a report to the rural-school patrons by (Author) chairman. Author, 8 vols. 1922. Ea. books recorded than in 1920, but pamphlets and new editions brought the total to a loss of 93 (1920, 172; 1919, 643; 1918, 823; 1917, 385). In 1922 the gain was again in new books, 560 over 1921. ‘ ; There were 85 more books by American authors recorded in 1922 than in 1921, 190 more by English or foreign authors but manufactured in this country, and 34 more i mportations. There were gains in 9 classes, of which the most — were in poetry and drama, 168; religion, 135; fiction, 126; and philosophy, y 87. ere were no icuously heavy losses; the greatest were decreased by 57, technical books by 56, and history by 54. For 1922 By origin INTERNATIONAL CLASSIFICATION | g | =