The JOURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


Teachers and World Peace 
> The Coming Curriculum 
Horace Mann 
Trenton Teachers’ Council 
_— Public School Business 
Better Classification 
The Test Controversy 
The Pacific Northwest ; 
Cooperative Research in Western C dhinede 
\The Helping Teacher at Work 
The Junior-College Movement 
Know. America—The Congressional Lthtery 
The State Board of Education 
Editorial 
Enrolment and Affiliation 
The World Conference on Educution 
y7is Education Too Costly? 
Education and the Movies 
Dr. Pritchett and the Cost of Biacation 
America’s Summer School Army 
With the State Legislatures 
The Pennsylvania Survey 
Guide to Books : 
Books on California ‘ 
Plans for the Summer Meetings 
Better Salaries—Better Citizens 
Notes and Announcements 
Directory of Advertisers 


Published monthly, except July and August, by the 


NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 
1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 


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


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Three Notable One-Volume 


Histories 
Published in 1923 


Elson: HISTORY OF THE UNITED 
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Hayes and Moon: MODERN HISTORY 


Contains as much of world history as can profitably 















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Van Loon: THE STORY OF MANKIND 


A story of the world from the earliest dawn up to our 
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Just What the Name Implies 


THE WINSTON 
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ad-e-noid (ad’é-noid), n. a spongy growth 


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ad’e-noid. An excessive development of the adenoid 
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Chicago breathing: adj. in the form of a gland; of or 


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“The definitions define, the 
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me . . ameba. 
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a-mce-ba (a-me’ba), n. [pl. amcebas (-baz) 

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microscopic animal found in the fresh-water 
selves. ponds: the simplest form of animal life. Also. 


a-mee’ba. A microcopic animaicule of any of several 
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a tiny or 





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Major General, Officers’ Reserve Corps, U 


HEN the combat divisions of 

the American Army returned 

home, I think many of the of- 
ficers who had seen something of the 
cruelty and waste of war were surprised 
at the apparent apathy of our own 
people in relation to the possibility of a 
recurrence of war. One frequently 
heard expressed the sentiment that the 
next generation should look after itself, 
that the present generation was through 
with war and all its works—through 
even with a consideration of avoiding it 
in une future. Others expressed the 
viewpoint that the war in itself was a 
remedy for war, that its waste and suf- 
fering would live for generations as a 
warning to all against war as a means 
for the settlement of international dif- 
ferences. 

Some years have elapsed since that 
time, and here and there throughout the 
country pleas are now heard that the 
time is opportune to consider thoroughly 
the problem of averting war, to deter- 
mine what part our people should at- 
tempt to play in the solution of the 
problem and the extent to which our 
government and people should be com- 
mitted to the duty of maintaining a 
peaceful and orderly world. 

The subject of war and of its avoid- 
ance or suppression is a most complex 
one; the problem has many phases; it 
affects many interests. To the average 
man who considers it in some detail, it 
looms so vast in these respects, its back- 
ground is so great, that he is apt to con- 
tent himself with the thoughts: “Man 
is a fighting animal. There is a law of 
the survival of the fittest. Always there 
have been wars; always there will be 
wars.’ And he is apt to add as a 
further balm to his conscience: “In any 
event, what can I, a mere individual, do 
about it?” 


The problem is an entirely practical 
one, but in approaching it one must 
reckon with the history of war, with the 
history of peoples, with the passions and 
ambitions of men, with the economic 





Teachers and World Peace 


Joun F. O’ Ryan 


conditions of the world as they are and 
as they may be, and with many other 
phases and features of life in this world. 
War cannot be “prayed” out of exist- 
ence, for “the Lord helps those who help 
themselves.” It cannot be ‘“‘willed’’ out 





AJORGENERAL John F. 
O’Ryan believes that by mobilizing 
the peace powers and waging peace the 
American people can end war in our time. 


of existence, for some character of 
organized action is essential. On the 
other hand, we cannot avoid war by 
merely preparing for war. As a great 
British soldier recently said, “I have 
been forced to the opinion that a nation 
which prepares for war will get what it 
has prepared for.” Nevertheless, to be 
unprepared to defend our liberties and 
domestic tranquillity might invite ag- 
gression. And so so I might go on with 
these apparent inconsistencies, which in- 
dicate but a few of the complexities in- 
volved in the problem. 

One of the difficulties is the tendency 
of many zealous people who would do 
away with war to concentrate their ef- 


[167] 





. 8. Army 


forts upon some one phase of the prob- 
lem as if such phase were the problem 
itself. Some of these ends, even if at- 
tained, would accomplish nothing in the 
way of progress, and some would only 
add to the difficulties. An example of 
these abortive movements may be in- 
stanced by the effort to abolish armies 
and armament as if automatically such 
abolition would end war. Need it be 
pointed out that the real problem is to 
prevent fighting between peoples and 
not to limit the size of the organized 
forces and the character and amount of 
armament they are to use in the fighting 
at the outbreak of war? Governing the 
relations of men and their governments 
is the problem, and if you can develop 
some constitutional or confederated form 
of world organization, we shall render 
armament and armies for the most part 
useless. 

The problem is your problem. It is 
your problem more than it is the prob- 
lem of other men and women in other 
parts of the world, because to a greater 
extent than any other people we are 
blessed with good fortune, tranquillity, 
opportunity to understand and to act. 
The American people can end war in 
our time if they get on the job. Amer- 
ican statesmen may not be able to do it. 
About all that we may expect from 
statesmen and diplomats is that they 
shall avoid war or postpone war; it is 
too much to hope that they can make 
war impossible. Also, mere anti-war 
sentimentalists cannot do it. If good 
intentions and a will for peace could put 
an end to war, the World War itself 
could have been avoided. The only 
way that war can be successfully abol- 
ished is through the adoption of the only 
principle by which war can successfully 
be waged. War cannot be successfully 
waged through resolutions or through 
declarations or through appeals to pas- 
sion; what is necessary is the complete 
mobilization of all war powers for war 
purposes. And war cannot be success- 
fully abolished except through the com- 














INSPIRATION 


- BLANCHE CARRIER 


Supervisor Week-day Schools of Religion 
Dayton, Ohio 


Most poets love the glory of the earth, 
The joyous sky at time of setting sun— 
I find my poems in my children’s eyes, 
The longings there at night, when work 
is done. 








plete mobilization of all peace powers 
for peace purposes. Because there was 
no opportunity heretofore for such a 
mobilization, war has been hitherto un- 
avoidable. But because there is such a 
world opportunity now, it is time for 
every American to get busy on the one 
big job. Because the abolition of war 
has become a possibility, I would be a 
traitor to my country if I did not do 
everything in my power to help abolish 
it. Let America, then, go after world 
peace and we can get it. Let us mobil- 
ize for peace. 

In the first place, let us make up our 
minds to do some world thinking. 
There is a world. organization already 
about which our thoughts may rally— 
a nebulous and problematical league as 
yet, perhaps, but a League of Nations 
nevertheless. Let us not concern our- 
selves merely, however, with the ques- 
tion of whether or not we shall assent 
to such a league; let us rather get busy 
to see what we can contribute to it. 
The object of such a league is peace. 
If our object is war, we try aggressively 
to see how much damage we can do the 
other nation. If our object is peace, we 
must try just as earnestly to see how 
much good we can possibly do. 

Then take the matter of propaganda. 
Every warrior knows the value of 
propaganda. In war it doesn’t do for 
a nation to sympathize too much with 
its antagonist ; therefore nothing must be 
known about the other nation except the 
worst that can be told. That is the way 
that hate and fury can be generated; so 
in war every provincial prejudice is 
played upon. To achieve peace, then, 
let us take a leaf from the warrior’s 
book. Permanent peace will require the 
utmost possible understanding and sym- 
pathy between peoples so that none shall 
be in danger of being stampeded, through 
ignorance and prejudice, into any war- 
like mood. 

Our school histories should be re- 
written. Our very conception of pa- 


Tue JOURNAL OF THE NaTIONAL EpucATION ASSOCIATION 


triotism should be revised. In order to 
breed a race for war the school books 
always laud the warrior. For instance, 
I can trace my own military career to 
Barnes’ History, with one particularly 
inspiring picture of Phil Sheridan wav- 
ing his hat and yelling: “Turn, boys, 
turn! We're going back!”’ But it would 
do no good to delete such pictures unless 
you substitute some other sort of hero. 
America has peace heroes aplenty, and 
their careers can be made just as inspir- 
ing as those of our warniors. 

Then, since war means the imposition 
of one nation’s will upon another, it was 
necessary for war purposes to develop a 
sort of grandiloquent patriotism. Chil- 
dren had to be fed from infancy with 
the idea that theirs was the only glorious 
nation in the world. As individuals we 
are taught a proper culture; we were 





PRAYER 


BLANCHE CARRIER 


Supervisor Week-day Schools of Religion 
Dayton, Ohio 


God of the sunshine, 

May I be sunshine to them! 

God of the rain, 

May I give them to drink! 

And, when I find Thy choice blooms 
hidden, 

Let me brush back the tall, coarse 
grasses 

That crowd their roots, 

That hide their sky and Thee. 











taught that as an individual it does not 
become a gentleman to boast of his 
achievements; but as nationalists we 
were supposed to be boastful and over- 
bearing. In the world of peace, instead 
of in the world of war, there is no reason 
why nations may not be gentlemen. 
There is no reason why we cannot be 
modest. There is no reason why we 
cannot admit superiority where it exists, 
knowing that any real superiority which 
we may possess will in time have ample 
opportunity to express itself in superior 
service. 

But we cannot indulge in war and 
expect at the same time to develop those 
finer spiritual qualities to which human- 
ity aspires. Only the Soldier of Peace 
can be emulated by our youth without 
the loss of something in their souls which 
is most precious. When the League of 
the World once gains headway there will 
be many such soldiers. I can imagine 
them as Soldiers of the World, each 
working within his own country in the 
cause of peace, but under the leadership 
















































May, 1923 


of the world League. It would not do 
to have American soldiers operating jp 
Asia or African soldiers in Europe; that 
might lead to misunderstanding. But 
American League experts, studying jn 
all countries under the authority of the 
League of Nations, would find plenty to 
do in the way of waging peace. 

In certain mountain sections of our 
South, for instance, the people might be 
found upon investigation to be illiterate. 
Hate and prejudice are bred by ig- 
norance, and an ignorant populace can 
easily be stampeded into a bellicose state 
of mind. ‘These Americans, then— 
Soldiers of the World—would report 
their findings to the league, and the 
league, in turn, would treat with the 
American Government to see what could 
be done about it. There would be no 
coercion and none would be advisable; 
if the nations were to unite in world 
action toward a world aim none would 
be necessary. Pride and the spirit of 
rivalry, so greatly relied upon in the de- 
velopment of war morale, can be made 
even greater assets in peace morale. 

This is not a scheme, a Utopian idea. 
The League of Nations is already in ex- 
istence. World thinking has been 
started ; and all through America the im- 
possibility of settling world problems 
through merely National action is becom- 
ing more and more apparent. In the 
meantime science has so increased the 
killing power of war that any one who 
knows the situation must recoil in 
horror. But there is no other alter- 
native. Either we must continue to rely 
upon National action, which means ulti- 
mate war, or we must join in world 
action and make world peace possible. 





TO A FIRST-GRADE CHILD 


BLANCHE CARRIER 


Supervisor Week-day Schools of Religion 
Dayton, Ohio 


Your lips are sealed for need of words, 
Your eyes say many things, 

Your thoughts are sweet, and in your soul 
A bird sings! 

While other children chatter round 
This picture of the night, 

Your mind is silent and far off 
In clouds of white. 

You stand beside this vase of flowers 
Or touch the robin’s nest, 

And smile to me, and whisper, “When 
Will these things rest?” 

God made your soul a poem, dear, 
Your mother does not know— 

She stands beside a factory bench, 
She cannot help you grow. 

If I could walk in fields with you 
Or lie beneath the sky 

And hold you close, and share your joy 
In wild birds sailing by— 

But I have fifty others— 
Will your soul die? 











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Vol. i. No. 5 


THE JOURNAL OF THE NATIONAL EpuUcATION ASSOCIATION 


The Coming Curriculum 


LauRA B. Everetr 


2632 Regent Street, Berkeley, California 


CENE—Principal’s Office—( Enter 

Mrs. Easton and Ashby Easton, 
Jr.) Mrs. Easton. | know you are go- 
ing to like it, Ashby. 

Ashby (dubiously). Maybe. That’s 
a jolly football field we passed. Just 
think, Mother, 1 never saw a game of 
football. 

Mrs. E. Don’t worry about that. If 
you stand well in your classes that is the 
main thing. I really feel that you have 
a good start if I did train you myself. 
When I go back, you can think how 
eager your father and I—away off in 
Siam—are to have you do well, and you 
won't neglect a single study a single 
evening, will you? Latin and algebra 
and English and history, those you must 
have. 

(Enter pupil.) Mrs. E. May I see 
the principal, or if he is busy, one of the 
teachers? You must have a great many 
teachers. 

Student. There are no teachers here. 
Would a coach do? 

Mrs. E. A coach? Yes—no—I think 
not. Are they students? 

Student. Oh, no. 
graduates, though. 
pal can see you now. 

Mrs. E. 1 don't 
Ashby. 

(Enter Professor Trolley Firstman, 
the principal.) Mrs. E. 1 am Mrs. 
Ashby Easton. Doctor Easton and | 
have lived in Siam for nearly twenty 
years, and I have come here to put my 
son into your school. ‘This is my son, 
Ashby Easton, Jr. 

Firstman (shakes hands with Ashby). 
We shall be glad to enter him, Mrs. 
Easton. What are his special interests? 

Mrs. E. | am anxious to have him 
excel in Latin. 

F. Do you think he has a taste for it? 

Mrs. E. 1 don’t see why he shouldn’t 
have. His father and I are both Latin 
students. 

F. Tastes are not always inherited. 

Mrs. E. Very true, but if he is kept 
at it he should do reasonably well. 

F. I fear you do not understand our 
system. If he isn’t reasonably good, if 
he hasn’t a special aptitude, he can’t 
make the team. 

Mrs. E. The team? I want him to 
take it regularly in classes. 

F. But we have no classes in Latin. 


Some of them are 
Perhaps the princi- 


understand _ this, 


We have tryouts early in the term and 
from those who seem promising, a team 
If the 
class is large and contains an abundance 


of eleven students is chosen. 
of good material, we may have a second 
eleven. 

Mrs. E. But how are the other stu- 
dents—those who don’t make the team— 
to get their Latin? 

F, Oh, by attending Latin rallies and 
inter-school contests. “They do that to 
show school spirit. 

Mrs. E. But couldn’t Ashby 
Latin with one of the teachers that 

F. Pardon me, Mrs. Easton, we have 
no teachers. The Latin coach gives all 
his time to the team. If a boy doesn’t 
make the team, he mustn’t expect special 
attention. 
eleven drill. 
way. 

Mrs. E. 1 was about to ask—you see 
I have been so long in Siam, and schools 
if I might talk with the 
algebra teacher, but you said 

F. | ‘said that we have no teachers. 
It isn’t necessary with our present im- 
proved system, as you will see. 

Mrs. E. 1 confess I don’t see—yet. 

F. Take the subject of algebra. Your 
son tries out for the algebra nine. If he 
makes the team, he is given the best 
coaching for the inter-school algebra 
meets. He may go with his team as far 
as Spokane or San Diego to attend alge- 
bra tournaments. 

Mrs. E. But if he doesn’t make it? 

F, Oh, he gets quite an acquaintance 
from attending practice contests. 

Mrs. E. 1 should prefer that he have 
regular instruction. 

F, As a matter of personal prefer- 
yes, 
selves to improvements. 


take 





Of course he can watch the 
He will get something that 


have changed 








but we must accustom our- 
You wouldn’t 
have your boy grow up without a knowl- 
edge of baseball, the national game? 
That is one of the required subjects. 

Ashby. Baseball every day! I know 
I'll like this school. What are the other 
subjects ? 

F. Another regularly required sub- 
ject is swimming. A moment’s thought 
will convince you of its importance in a 
practical education. Think what it will 
mean to the country when every one 
learns to swim. 

Ashby. Do you have football ? 

F. I regret to say that we have not 


ence, 





169 





been able to make football a required 
subject. Many feel that it is better 
suited to college than to high schools. 
We offer it, 
elective. 

Ashby. What can | take before I get 
to football ? 

F. The next required subject is folk- 
dancing, and the fourth is rowing. 

A. Oh, I can row. 
rowing at Bangkok. 


however, as a third year 


We always went 


F. If you can satisfy the instructor of 
rowing, you may get advanced credits on 
it and take handball or basketball in its 
place. 

Mrs. E. Why do you require folk- 
dancing ? 

fF. That is something every one needs. 
It produces suppleness of body and grace 
of motion. It teaches codrdination while 
it cultivates social graces in making the 
participants social units. 
ning to realize how this phase of educa- 


We are begin- 


tion has been neglected. 

Mrs. E. But what do your students 
learn of—I suppose I must call it old- 
fashioned education? What do they 
learn of history and literature? I feel 
that Ashby is unusually well grounded 
there. He has read many of the stand- 
ard authors. 

F. All very well, Mrs. Easton, but 
Our students get all 
these from moving pictures. 


quite unnecessary. 
Every stu- 
dent takes a twenty-weeks’ course in the 
World’s Classics, the Iliad the first day, 
the Odyssey the next (reading from the 
course of study), the 4eneid, Beowulf— 
a week is devoted to the modern novel, 
McMuchan’s The Wings of the Aero- 
plane and Richard M. Kitchen’s Slush, 
Mire, and Slush, and a month to the 
latest plays. We shall take up in May 
several plays that have not yet been 
written. 

Mrs. E. And history? 

F. We give five weeks of moving pic- 
tures on the world’s history, one on an- 


cient, two on medieval, and two on 
modern. 

Mrs. E. What books will Ashby 
need ? 


F. You will not need to buy books. 

Mrs. E. Oh, they are furnished by the 
school ? 

F. Why, you see, with our improved 
methods they really are not necessary. 
In this busy age, one has so little time 
to read that we do not even insist upon 
the pupil’s learning if he has no acquaint- 
ance with it beforehand. 

(Student enters.) F. Please copy this 
and take the copy to Room 2000. 

Student. I never learned to write. 
























































HAWAII’S PUBLIC-SCHOOL 
PROGRAM 


SEVEN BASIC PRINCIPLES 


1. The chief aim of our public-school sys- 
tem is to train for effective American citi- 
zenship. This training includes mastery 
of the “three R’s,”” a friendly attitude 
toward industry and American home-mak- 
ing, and a working knowledge of history, 
civics, and the ideals of democracy. 


2. The American public-school system 
endeavors to provide (for those who are 
qualified) an unbroken pathway from kin- 
dergarten to technical school or  uni- 
versity. 


3. American homes can be best made 
and maintained by women ttrained in 
home-making. The home-making subjects, 
therefore, are of special importance in 
Hawaii’s curriculum. 


4. American homes are dependent on 
dignifying industry. The schools should 
be closely and sympathetically articulated 
with the great basic industries of Hawaii. 
From these the schools derive their sup- 
port, and in these Hawaii’s young people 
seek livelihood. This means industrial and 
agricultural education, trade schools, part- 
time and continuation classes, and adequate 
vocational guidance. 


5. Physical education is of strategic im- 
portance. The productiveness and happi- 
ness of a community is determined, in 
large measure, by its health. 


_ 6. Wholesome moral and ethical teach- 
ing should pervade the curriculum. The 
final products of education are character 
and personality. These are expressed 
largely through community service. “He 
profits most who serves best.” 


7. The costs of education are chargeable, 
not alone to the individual or child, but 
mainly to the state, which maintains the 
public schools in part to protect its own 
future, and to preserve its social institu- 
tions against ignorance and all forces of 
evil.— Vaughan MacCaughey. 








F. Ah, just as I was saying; won’t 
you tell this lady how it happens that 
you never learned to write? 

Student. We were so busy dramatiz- 
ing Hiawatha and Puddenhead Sawyer 
in our class in the grammar school that 
we didn’t have any writing lessons, but 
I can do it on the typewriter. (Takes 
it and disappears. ) 

Ashby. Mother, I know I'll like it 
here. 

F. Indeed you will, as sure as my 
name is Trolley Firstman. 

Mrs. E. I am almost dazed by these 
changes. 

F. Madam, contentment means stag- 
nation. We must advance in everything. 
Why, even our names should keep pace 
with the changing times. My father was 
an Englishman and I was named for 
him, Oscar. When I was grown, hardly 
an ‘oss car was running, so I changed 
my first name from Oscar to Trolley. 

Mrs. E. How very unusual! 

F. My cardinal principle is to be up- 
to-date. "To continue the name in the 
family I named my son Jitney, but we 
now call him Arry for Aeroplane. 


Mrs. E. Indeed. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





(Noise outside.) F. Here comes the 
Latin team. What is it, Turner? 

Turner. Just signing up the blue 
blanks for Thursday’s contest. We're 
up against it, for Tracy cut rowing prac- 
tice twice, and the coach won’t sign for 
him. 

F. That’s bad. That’s where we need 
a second team. Send for Coach Wes- 
cott. 

(Enter Wescott.) F. So you won't 
sign Tracy’s card for entrance to the 
algebra contest. 

Coach. No, he cut rowing practice 
twice. 

F. So I heard. 
cuse ? 

Coach. He said that he needed the 
time for his algebra, but I won’t stand 
for his neglecting his rowing. 

F. You are right. The required sub- 
jects must come first. If students go 
into outside activities like Latin and 
algebra contests, they must not expect 
to neglect the prescribed work of the 
curriculum for them. If Tracy can’t 
make up his cuts, we'll have to call the 
contest off. 


What was his ex- 


Horace 


EARED in a New England com- 
munity a century ago, Horace 
Mann was early touched by the vicissi- 
tudes of life. In reviewing his dreary 
childhood, he tells us that he was 
elastic and buoyant by nature but was 
continually repressed by poverty, over- 
worked in summer and confined indoors 
in winter, with play-hours earned only 
at the expense of extra exertion. The 
one compensation, he says, for the rigors 
of his youth was that work became his 
second nature. He never demurred at 
however laborious a task came his way, 
but set about it like a fatalist—and it 
found itself done. 

Born May 4, 1796, on a farm near 
Franklin, Massachusetts, some twenty 
miles from Boston, Horace found little 
to satisfy a nature more suited to art 
than to agriculture. At thirteen, his 
father died leaving him added responsi- 
bilities, a tendency to tuberculosis, and 
a yearning for knowledge. 

Boyhood—Years later in speaking of 
his childhood days, he said to a friend: 
“All my boyish castles in the air had 
reference to doing something for the 
benefit of mankind.” ‘The opportunity 
to realize his dreams came, as it often 
does, in queer guise—an itinerant school- 





May, 1923 


——— ee 


(Noise heard.) F. Here is the Alge- 
bra Nine; what is it, boys? (glancing 
at schedule) ‘This is the day for your 
pictures, isn’t it? 

Students. Yep. 

F. Mrs. Easton, we are very proud 
of our Algebra Nine. They won from 
the Nextown Nine last week and from 
the Othertown Nine a month ago. It’s 
not impossible that they may get the state 
championship. You see, Mrs. Easton, 
how much better this is than killing spon. 
taneity by requiring everybody to take 
algebra. Here all our. efforts are fo. 
cussed on those who are unusually good 
at the subject, and the results are re. 
markable. 

Mrs. E. 1 should think they might be, 

F. I am sure, Mrs. Easton, that you 
may safely leave your son with us, con- 
fident that he will get the best instruc- 
tion in baseball, folk-dancing, swimming, 
and basketball ; that he will learn history 
and literature from the moving pictures, 
and that he will have an opportunity, 
if exceptionally good, to get on an Alge- 
bra Nine or to join the Latin squad. 
Boys, give the algebra yell. Curratn, 


Mann 


master moved into the neighborhood, 
This Samuel Barrett, through his pas- 
sion for the classics, influenced Mann 


AY 4 is a fitting time to observe in 
the schools the birthday of Horace 


Mann. The heroism of such construc- 
tive service as his will more and more 
replace in the teaching of history the 
heroism of military conflict. 








e- 


ng 
ur 


vd. 


nn 





nT LTR 


Vol. 12, No. 5 


to go to college. Accordingly, in the 
short period of six months he prepared 
to enter the Sophomore Class of Brown 
University. It proved a severe tax on 
his health. 

As lawyer—On graduation, Mann 
began the study of law and after spend- 
ing two years at Brown as tutor he 
entered the lawschool at Litchfield, Con- 
necticut. In 1823 he was admitted to 
the bar and immediately opened an office 
in Dedham. Like Abraham Lincoln, 
he largely owed his success to his policy 
of never undertaking a case he did not 
believe to be right. 

In the State legislature—From 1827 
until 1833 he was a representative in 
the State legislature, and on moving 
to Boston became State senator, which 
position he held until 1837 when he re- 
signed to become secretary of the newly 
established Massachusetts Board of Edu- 
cation at the nominal salary of $1000 
a year. 

As educator—For the next twelve 
years he concentrated on his new voca- 
tion, cancelling all other engagements 
and devoting himself wholeheartedly to 
the cause of education. At once, he be- 
came the cynosure of jealous factions— 
religious denominations, politicians, pri- 
vate schools, bookmakers, and publishers. 
Barriers well-nigh insurmountable con- 
fronted him. He must down the spirit 
of conservatism and strive to excite 
enthusiasm in a cause for which there 
was only future reward. ‘Then too, 
education, being a problem which every- 
one—high or low—felt competent to 
solve, had then, as now, its thousands of 
censors. Surely, the task was gigantic! 

With untiring zeal, often working 
fifteen hours a day, he visited all parts 
of the State, giving lectures to teachers 
and parents, at the same time conducting 
a huge correspondence without secre- 
tarial help. In those days when ped- 
agogy was still in its infancy, method 
was almost unknown. Children’s books 
were few, and their contents meager; 
lessons were heard, not taught; mem- 
orizing words was the only mental 
faculty especially appealed to; compre- 
hensive generalizations intended for 
adults were given to children instead of 
the facts from which these generaliza- 
tions were formed. As Mr. Mann 
pointed out, these aphorisms of moralists 
and philosophers may on_ inspection 
remind the learned reader of the truths 
they contain, but they do not teach the 
child. And as the textbooks of that 
day needed remaking to fit the juvenile 
mind, so the curriculum needed en- 
riching. 





THE JOURNAL OF THE NATIONAL EpucaATion AssociATION 
EE EEO EEE EE eae 








Satary Scueputes—Cincinnati, Ohio 


Population 401,247—Effective, September, 1922 





Classification 
of 
teachers 


First 
year 





Teachers in- 
cluding kin- 
dergarten 
directors 


, 100 


Elementary 200 


First assistant 400 


Directcrs 2,000 


Teachers , 400 


Heads of departments 


High school 


Assistant principal 2,800 


| Elementary 2,000 
Principals nw saaoisonseni a eee 
High school 


| Second. Third | Fourth 


$1,200 $1,300 $1,400 $100 


2,900 


= 


Additional 
annual Max- 
increments imum 
year year year ‘ sal- | 
ary 
Number | Amount 


$2,000 | 


, 300 1,400 1,500 5 100 2,000 


500 | 1,600 | 1,700 100 | 2,200 


,100 | 2,200 2,300 3 3,600 


,.500 | 1,600 1,700 2,800 


, 000 


,000 | 3,100 2 300 | 





3 
2,200 2,300 


,100 


3,900 | 4,000 | 4, 





The housing proposition loomed large. 
In an official report, he stated that ‘not 
one third of the schoolhouses of Massa- 
chusetts were fit for habitation. Nearly 
a century has passed since then; yet a 
leading educator of our day, as the re- 
sult of a comprehensive survey of the 
schools in two of our representative 
Eastern cities, decries the unfitness of 
buildings and equipment. It would 
seem that in spite of all our advance in 
school architecture and sanitation since 
the time ot Horace Mann, there is still 
room for improvement. 

But results followed his efforts as 
they always do when a man’s heart is 
in his work. At the end of his twelve 
years of service, Massachusetts schools 
had materially improved; school -.ap- 
propriations had doubled; wages of men 
teachers had increased 62 per cent, 
women teachers 51 per cent; 54 per cent 
more women were teaching in the 
schools, which on the average kept open 
an additional month; and three normal 
schools had been established that sent 
out several hundred teachers. 

In Congress—While Horace Mann 
was representative and senator in the 
Massachusetts legislature, he allied him- 
self with many progressive movements— 
notably, religious liberty, temperance, 
and the welfare of the insane. In Con- 
gress, the great question of the extension 
of slavery absorbed his attention. On 
the death of John Quincy Adams, repre- 
sentative from the Eighth Congressional 
District, in which Mr. Mann lived, he 
was elected to fill the vacancy and was 
reélected for the next two terms by his 
constituents. In the House he was al- 





ways listened to with attention; even the 
slaveholders admitted he gave them argu- 
ments, not abuse. His great contro- 
versy with Daniel Webster was only one 
of many in which he became immersed. 

As college president—Failing to be 
elected when candidate for the office of 
governor of Massachusetts, once more 
he returned to the educational field as 
head of Antioch College, at Yellow 
Springs, Ohio. This gave him an op- 
portunity to put in practice some of his 
educational plans. He there introduced 
these factors, which have now become 
part of American college life: equal 
educational opportunity for girls; the 
conference of degrees not merely for 
scholarship but for respectability; and 
the honor system, then in embryonic 
form. Antioch was also a pioneer in 
another line; it refused to discriminate 
against the colored race. He remained 
at Antioch until his death in 1859. His 
last words to the graduating class were: 
“Be ashamed to die until you have won 
some victory for humanity.” 

The number of his own victories for 
humanity are legion. He believed in a 
great free school which should teach the 
people high ideals of conduct and create 
in them a devotion to their community, 
their State, their country. In his own 
lifetime he saw many improvements take 
place: better buildings, larger appropria- 
tions, better methods of instruction, the 
adoption of milder means of discipline, 
and better trained and better paid teach- 
ers. But his greatest victory was the 
example of a life spent in proving to 
mankind that, in a republic, ignorance 
is crime. 








Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION 


Trenton Teachers’ Council’ 


ITH effective and concentrated 

organization of teachers in any 
community, there arises a keener appre- 
ciation of a teacher’s duty toward edu- 
cational progress generally and a more 
definite realization of the immeasurable 
services teachers may perform for ad- 
ministration, members of the profession, 
and for the school children. 

The Teachers’ Council is the key to 
the highest, most dignified and demo- 
cratic type of teachers’ organization. 
The members of the Council are elected 
to represent a constituent and are conse- 
quently vested with the authority to ex- 
press the will and judgment of those 
teachers in matters presented to the 
Council. 

The character of the Council will de- 
pend largely upon the type of *teachers 
who are members. The Council accom- 
plishing the greatest results will be the 
one whose members have initiative, tact, 
ability, keen appreciation of situations 
arising, and who are absolutely fearless 
in voicing the opinion of the teachers 
they represent. 

It is comparatively a new idea in edu- 
cation to have teachers participate in 
executive matters, and yet, if there is to 
be this teacher-participation, it seems 
that the most natural development will 
come through the Council movement. 
Here teachers and administrators discuss 
problems together until a medium satis- 
factory to both is reached. 

If administrative officials are not broad 
and open-minded, there is often felt a 
feeling of resentment of such freedom of 
expression as unbecoming and exceeding 
the rights of the teacher. However, if 
the administration does actually believe 
in democracy in education it will see that 
the teacher is but living up to the prece- 
dent upon which the Council was estab- 
lished. 

In time, there should arise a great re- 
spect for the advice and judgment of 
teachers by supervising authorities, but 
until this matures and until all groups 
of teachers can bring their problems and 
the problems of their school before a 
Council and openly discuss them without 
being criticised, the Teachers’ Council 
will be of little or no benefit to the 
school or community. 

On the other hand, with a spirit of 


1 Written for THe Journat by Miss Marguerite 
Jamieson, Franklin School, Trenton, New Jersey, 
and president, The Trenton Teachers’ Council 
1920-1922.) 


coéperation between administration and 
teacher, with courteous consideration of 
each for the other, with an attitude of 
helpfulness, frankness, and perseverance, 
and with a firm purpose of increasing 
professional spirit and furthering educa- 
tional progress, the Teachers’ Council 
will be of inestimable value to a public- 
school system. 

Probably no recent movement relative 
to the solution of educational problems 
has been received with greater approba- 
tion than that of the Council movement. 
The establishment of Teachers’ Coun- 
cils has grown from a real need for the 
more effective participation of teachers 
in determining policies of education with 
regard to pupil, teacher, and administra- 
tion. Heretofore, individual organiza- 
tions very often expressed themselves on 
questions, but there was no definitely or- 
ganized group representing the mass of 
all the teachers in the system, with 
proper recognition by school authorities 
until the Teachers’ Council idea was de- 
veloped. The Council of Trenton, New 
Jersey, has made an enviable record 
since it was organized early in 1920. 

Probably the greatest individual task 
Trenton teachers completed was the 
editing and writing of a course of study. 
Following the Council organization of 
committees in the various grades and 
subjects, over four hundred teachers vol- 
untarily spent hours of their time after 
the daily school sessions, working out the 
details of a course of study that would 
most satisfactorily meet the needs of 
Trenton children. The course on com- 
pletion was finally adjusted by the di- 
rectors of education and placed in the 
hands of the teachers upon the opening 
of the new school term. ‘The earnest- 
ness and thoroughness with which the 
teachers—especially the chairmen serv- 
ing on these committees—handled this 
important task was most praiseworthy. 
It represented the best effort to place in 
the hands of the teachers a document 
that contained material, method, and 
bibliographies upon the several subjects 
taught in all grades. 

The number, or average system of rat- 
ing previously used in Trenton, has long 
since been considered a detriment to the 
right attitude of students toward their 
subjects. After a detailed study of sys- 
tems used in other cities and of the most 
progressive method outlined after scien- 
tific research, the Council recommended 
the adoption of the “Letter System” 





May, 1923 


which became effective this year and jx 
now used in all our schools, including 
the high, junior, and elementary grade. 

Trenton teachers for the last two years 
have been anxious to have some definite 
action taken upon two things which con. 
cern them vitally: (1) the matter of 
teachers’ absence and the subsequent de 
duction of salary; (2) the settlement of 
questions relative to increment in 
for advanced professional study. The 
Council made a careful study of these 
questions and made recommendations fp 
the superintendent. As a result of the 
Council investigation of these subjects, 
a revision of the rules of the Board of 
Education was made, including the sec. 
tion recommended by the Council op 
increment, and an addition made to the 
rules allowing teachers ten days’ absence 
for illness during the year without de 
duction of salary. Provision was also 
made for furloughs for teachers after 
ten years of teaching experience for pro- 
fessional study and recreation. 

The reports on “Increments”’ outlined 
definitely qualifications of teachers for 
appointment to the various positions in 
Trenton schools and also explained the 
character of work _ that 
should be recognized for increase in 
salary. “These experts made available a 
wealth of experience and knowledge of 
the whole teaching force. 

Another accomplishment was a fin- 
ished code of Ethics for Teachers, which 
was adopted by the Council, with the 
recommendation that a copy be placed 
in the hands of every member of the 
school system. 

Nor must I fail to mention the inves- 
tigation and study made by the Council 
on the question of the attendance of 
school children at motion-picture enter- 
tainments. The data was used to pro- 
mote a campaign for a better type of 
moving pictures for children in codper- 
ation with civic organizations of the city. 

The Teachers’ Council of Trenton 
has since its inception worked out those 
problems which the teachers felt needed 
to be worked out, and also those which 
were suggested by the superintendent. | 
firmly believe there should be a Council 
in every community. A State-wide rep- 
resentative organization would be bene- 
ficial. Why not organize State Coun- 
cils to coéperate with State commission- 
ers and boards of education? Such an 
arrangement would help solve those 
larger problems attending the establish- 
ment of true democracy in education 
which local councils are powerless to 
solve. 


professional 


















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Vol. 12, No. 5 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Public School Business 


R. H. THomas 


President of the National Association of Public School 
Business Officials, Portland, Oregon 


HE NA- 

TIONAL 
Association of 
Public School 
Business Off- 
cials was  un- 
veiled on the 
morning of May 
16, 1910, in the 
ofice of the 
United States 
Commissioner of 
Education. It revealed seven men at a 
table listening to an S. O. S. call from 
Elmer E. Brown, U. S. Commissioner 
of Education. They were no less per- 
sonages than Henry R. M. Cook, 
auditor, Board of Education, New York 
City; William Dick, secretary, Board 
of Education, Philadelphia; William 
H. Elson, superintendent of schools, 
Cleveland, Ohio; William T. Keough, 
business agent, School Committee, Bos- 
ton; Charles P. Mason, secretary and 
treasurer, Board of Education, St. 
Louis, Mo.; Joseph McBride, auditor, 
Board of Education, Los Angeles; and 
Alonzo Tweedale, auditor, District of 
Columbia, Washington, D. C., men, all 
experienced administrators of gigantic 
public-school industries. 

Association organized—Many worth- 
while things have developed from con- 
ferences, and Elmer E. Brown, “peering 
into the future with a far-seeing ken,” 
realized that educated Americanism can 
be assured only by governmental sup- 
port. He discovered that statistics of 
school systems, while generally suited 
to local requirements, were not in point 
for a constructive National program such 
as he must formulate. So he called in 
for a two-day conference experts in 
school administration to suggest a way 
of standardization. 

At the closing session the original 
seven men crystallized into a National 
Association of School Accounting Of- 
ficers. This infant member of the fam- 
ily of public-school organizations passed 
its first three years in an education in- 
cubator under the eyes of its president, 
Joseph McBride, and its secretary, 
William Dick, while its committees 
questionnaired and analyzed and con- 
ferred and developed constructive combi- 
nations. They reported at a meeting 
held in Philadelphia on February 25, 


R. H. THOMAS 





1913, a rudimentary and flexible stand- 
ardization of accounts with the opening 
statement that “Education can be so 
administered from a practical standpoint 
as to represent the best possible public 
investment.” 

Accounts usually record transactions 
in a manner efficient or indifferent as the 
transactions themselves are efficient or 
indifferent. To the end then that rec- 
ords might be of a high order, the first 
constitution adopted declared for ‘“‘the 
promotion of efficiency in school admin- 
istration.” 

Nor was the organization to be di- 
verted from its fundamentals by the 
appearance at its conventions of private- 
school interests. In the 1918 convention 
its position on these two points was an- 
nounced in the change of name to the 
National Association of School Account- 
ing and Business Officials of Public 
Schools. This pretentious title submit- 
ted to retrenchment, like other things 
since the war, and in 1921 it became the 
National Association of Public School 
Business Officials. 

Its original purpose was account stand- 
ardization—the fundamentals of which 
it adopted upon report of its committee 
in 1913. This standardization was sub- 
sequently adopted by the U. S. Commis- 
sioner of Education and is the foundation 
for the diversified New York State Ac- 
counting System. Examine any recog- 
nized competent scheme of public-school 
records and its framework is that stand- 
ardization of 1913. The last word of 
this 1913 adaption is the refinement fully 
Nationalized and adopted by all organ- 
ized public-school associations whose 
actions are materially controlled by 
school statistics; the U. S. Bureau of 
Education; Inter-City Conference; Na- 
tional Education Association; Depart- 
ment of Superintendence; and National 
Association of Public School Business 
Officials. 

This refinement subdivides headings 
to suit any condition and details the 
meaning of each head and sub-head— 
all superimposed upon the 1913 stand- 
ardization. This standardization has 


stood all tests for a decade and still satis- 
factorily provides for all classes of sta- 
tistics demanded for public-school facts. 
And why should it not be so, having 
grown out of a three years’ study by 








such competent accountants as Cook and 
Keough and Mason? This last word 
on school accounting is detailed in the 
1922 annual report of the National As- 
sociation of Public School Business Of- 
ficials. Procure a copy and study it. 
It is school-accounting pepper. 

Association developed — Progressive 
organizations inevitably modify their 
constitutions. Constitutional amend- 
ments are inalienable signs of life and 
growth and breadth of vision. Amend- 
ments follow rather than precede agita- 
tion. They are usually the ratifications 
of departures, already in good standing, 
from former established purposes. So 
when the National Association of Public 
School Officials modified its constitution 
in 1921, it congealed on four points, 
which for some time had been integral 
parts of its annual programs: (a) 
Standardization and unification of school 
accounting practice, terminology and ac- 
count classification; (b) development 
of a standard system for purchase, stor- 
age, distribution, and accounting for 
school supplies and equipment; (c) a 
comprehensive and progressive study of 
schoolhouse requirements; and (d) 
maintenance of school business methods 
and practices to the highest standards of 
ethics and efficiency. 

The thinking man is, therefore, not 
surprised to learn that these school busi- 
ness men have organization attainments 
other than accounting. In 1915 a com- 
mittee was created on Standardization 
of School Building Measurements and 
Cubical Contents. This committee sub- 
mitted special reports on this subject at 
each annual meeting for four years—a 
splendid piece of constructive work has 
been approved by the American Institute 
of Architects and by the National Edu- 
cation Association’s Committee on Stand- 
ardization of Schoolhouse Planning and 
Construction. 

Another achievement is the original 
research of the Committee on Janitorial 
Service. This committee presented 
rather astonishing and original conclu- 
sions on good housekeeping and engineer- 
ing. These papers are masterpieces— 
the first presented in 1917 and the last 
in 1922. They are set forth complete in 
the reports of these and intervening years. 

Then too “School Supplies” were 
comprehensively analyzed before the as- 
sociation by E. M. Brown, supply com- 
missioner of the schools of St. Louis, 
Missouri, in a four-year series of most 
constructive and compact papers. These 
addresses are the busy man’s proverbs 
on a subject infrequently elucidated in 
print. 





174 


Here is an association of executives 
from all parts of the United States 
organized for the advancement of all 
branches of school activities not peda- 
gogical. The list of members contains 
accountants, architects, attorneys, audi- 
tors, business managers, custodians, di- 
rectors, editors, engineers, inspectors, 
professors, secretaries, statisticians, su- 
perintendents, and supervisors. 

The first business official—Even in 
systems relatively small there is rarely 
to be found any one man who knows in 
a practical way the details of pedagogy 
and educational policy equally well with 
the trade tricks of buyers and architects 
and building contractors and engineers 
and the hosts of craftsmen and others 
whose services are demanded in schools. 
Nor is it to the best interests of the 
schools that he attempt the supervision 
of both lines. One line will be done 
more or less satisfactorily; the other, 
more or less unsatisfactorily. This ex- 
perience is the common experience in all 
systems and is the origin of the practice 
of employing business officials. 

In the beginning one or more board 
members performed the business tasks. 
When intermittent services were re- 
quired some artisan was notified to re- 
spond to calls. As the system grew to 
demand all of the artisan’s time he was 
placed on the payroll. Eventually this 
process built up an auxiliary list of em- 
ployees—plumber, electrician, carpenter, 
gardener—wihout any directing head. 
The frequent personnel changes in board 
memberships either supplanted these 
men under the spoils system or left them 
without the supervising influence of the 
skilled board member who fostered the 
appointments. 

Usually the first directing head was 
the superintendent of schools, and 
usually he left these men to their own 
devices which they knew and he did not. 
Sometimes the work of these mechanics 
overlapped, and sometimes disputes arose 
between them as to whom should per- 
form certain functions; sometimes their 
personalities were not congenial. It was 
found necessary that the directing head 
be more or less skilled in business and 
mechanical lines. Such a man was ac- 
cordingly sought out and employed. 
His prescribed duties ultimately included 
all matters not pertaining to instruction 
direct. The value of this sort of ar- 
rangement was so manifest where it was 
installed that other systems began to 
adopt it until now it is a standardization. 

Operation of a business office—Any 
business office must conduct the business 
of the enterprise of which it is a part. 


Tue JourRNAL OF THE NATIONAL EpucaTION ASSOCIATION 


It cannot establish the policy of the 
enterprise, but must work in harmony 
with that policy. In many school sys- 
tems the business office is independent 
of the educational office. In others the 
business office is an arm of the educa- 
tional office. As to which of these is 
superior probably depends more upon 
the personalities of the executives than 
upon the plan of organization. 

The business office must be progres- 
sive, even aggressive. A wide-awake 
business executive can keep down the 
“part-time” ghost by insisting upon reg- 
ular annual appropriations for build- 
ings; he can prevent holocausts by a 
steady adherence to the policy of build- 
ing only fire-proof schoolhouses when 
of more than one-story construction; he 
can minimize the closing of schools on 
account of inevitable contagious diseases 
by the installation and untiring super- 
vision of sanitary precautions; he can 
provide for play spaces by the skillful 
location of buildings on school grounds; 
he can locate and secure new school sites 
by annually plotting population and busi- 
ness growths and optioning properties 
before settlements restrict areas; he can 
provide for adequate pay for teachers 
and others by holding unflinchingly for 
a proper percentage of each annual 
budgeted income for that purpose; he 
can adjust difficulties by making reason- 
able and generous modifications of 
budget appropriations to accommodate 
as many as possible of the ever-present 
unforeseen demands; and by keeping the 
educational right-of-way clear of busi- 


May, 1923 


ness troubles and open to the superin. 
tendent and the teaching forces, he can 
make possible the maximum educational 
dividends upon tax moneys expended, to 
such an extent that there will be no 
general objection to school levies. 

The business executive cannot do this 
if he must play politics, or finance yp. 
budgeted board appropriations made 
upon insistance of some community dele. 
gation. My sympathies have been many 
times extended to board members as they 
listen to well-organized and convincing 
arguments for appropriations which the 
members know full well cannot be made 
with the money available. At this 
point a board member may be firm jp 
adhering to a sound financial budget 
policy, or he can resort to making “soft. 
soap” promises—he can dignify public 
respect for adopted policies, or he can 
lower the standard to political pull. A 
good executive anywhere is one who can 
say “No” when “No” is necessary. 

The National Association of Public 
School Business Officials has no tradi- 
tions to maintain. It is a modem 
launching and must live by its work and 
prosper on its merit. There is more 
than a reasonable justification for the 
establishment and continuance of a Na- 
tional school business organization. In 
the words of Walter E. Ranger, State 
superintendent of education for Rhode 
Island, ““The National Association of 
Public School Business Officials cannot 
fail to promote higher economic intelli- 
gence for the support and guidance of 
our public education enterprise.” 


Better Classification 


EvisE H. Martens 


Assistant Director, Bureau of Research and Guidance 
Oakland, California 


O THE PIONEER American 

schoolmaster the term “classifica- 
tion of pupils,” as we know it today, 
had little significance. The handful of 
children who came to him progressed in 
school work each according to his own 
ability, with no thought or need of be- 
ing formally classified or designated by 
grade. Only when the number became 
too large to handle through individual 
instruction did the demand for some 
sort of grouping make itself felt. That 
by-word of our school systems—ecan- 
omy—made an early entrance into the 
vocabulary of American education. 
Economy, however, is frequently joined 
with wisdom; so it was the part of both 


economy and wisdom to attempt to bring 
about a homogeneous grouping of the 
rapidly increasing school population. 
Thus more pupils could be taught 
by a single teacher, and greater com- 
petition could be stimulated by 
grouping pupils of similar ability. 
The result was the generally accepted 
eight-grade classification scheme of our 
elementary schools, with a further divi- 
sion into half-grades where numbers 
permitted. A more recent development 
has been the organization of the six 
grade elementary school, with a three- 
year junior-high school. 

Current opinion among teachers and 
public has commended this general plan 




















lic 
di- 
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Vol. 12, No. 5 


of classification by grade. ‘Theoret- 
ically, a pupil advances from one grade 
to the next when he has completed 
satisfactorily the work of the lower 
grade. If he enters school at the age 
of six or seven, and progresses normally 
at the rate of one complete grade each 
year, he will have finished the eight- 
grade elementary course at the age of 
fourteen or fifteen. Yet it has been 
the sad experience of teachers every- 
where that manv apparently do not fit, 
and in spite of every effort cannot be 
made to fit, the rule laid down for all. 
Man-made schemes may be mechanical 
and uniform, but God-made children 
are living souls and infinitely varied in 
their abilities, aptitudes, and tempera- 
ments. Shall all children be forced to 
fit the scheme, or shall the scheme be 
adjusted to fit the needs of children? 

The scientist is not content with what 
he thinks may be true; he studies mi- 
nutely until he énows the truth. Edu- 
cation demands scientific modes of 
approach no less than the physical sci- 
ences. We dare not be satisfied with 
present methods merely because general 
practice has adopted and current opin- 
ion approves them; they must be ac- 
cepted or rejected only upon the basis 
of careful scientific study which either 
proves or disproves the claims made for 
them. The survey movement in edu- 
cation, as it has developed in recent 
years, has been one of the most reliable 
means of checking the value of existing 
school practices, and it has brought us 
face to face with the fact that the uni- 
form scheme of classification into eight 
grades has failed utterly to bring about 
the homogeneous working group which 
was its aim. Surveys of school systems 
in every part of the country reveal wide 
variation among children of the same 
grade—variation in age, in progress, in 
the accomplishment of subject-matter 
and in mental ability. A few illustra- 
tions will indicate how great the dif- 
ferences are in these variations of school 
children. 

Age—Recent figures for the State of 
California show approximately 600,000 
pupils enrolled in the elementary schools. 
More than 100,000 of these are in the 
first grade. Among these 100,000 pupils 
are boys and girls of every age from six 
to twenty-one! About one out of every 
100 is at least twelve years old. By 
our uniform scheme of classification the 
eighth grade should be completed at 
fourteen or thereabouts; yet here we 
find fourteen-year-olds in every grade 
from the first to the eighth, inclusive. 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


ee Scene Ce ee ee ee ee ee ee ed ae ee eee ci ayo) ae a re 


There is little homogeneity of age here. 

Progress—By “progress we mean the 
rate at which a child advances through 
school. If he progresses regularly at the 
rate of one complete grade each year, his 
progress is said to be normal; if he fails 
of promotion one or more times, his 
progress is slow; while, if he completes 
more than one grade during any year, 
his progress is rapid. A study of the 
progress made by the children in the 
elementary schools of Oakland (Cali- 
fornia) shows that of those who com- 
pleted the first grade in the year 1919- 
20, 26 per cent had already failed of 
promotion one or more times. Of those 
who completed the fifth grade. during 
that year, 45 per cent had made slow 
progress, 35 per cent had made normal 
progress, while 20 per cent had made 
rapid progress. In other words, the 
fact that two children both enter the 
first grade at the age of six years is no 
indication that they will both complete 
the eighth grade at fourteen. Progress 
depends upon other factors that are far 
more potent than age and grade classifi- 
cation. Let us look at the pupil’s power 
of accomplishment in the subjects taught. 

Accomplishment—Two pupils were 
in the eighth grade in one of the Oak- 
land schools, preparing to graduate from 
the elementary grades. The class was 
given a standard test in arithmetic. 
Pupil X (a boy 13 years old) made a 
score that was far above that to be ex- 
pected from a high-eighth-grade pupil; 
pupil Y (a girl 14 years old) barely 
reached the sixth-grade mark on the 
test. Pupil X tried 14 addition prob- 
lems and got 11 right; pupil Y tried 5 
problems and got none right. A sim- 
ilar contrast was evident in the other 
processes. Yet both these pupils grad- 
uated from the eighth grade at the end 
of the vear. Was graduation any index 
of their ability in arithmetic? 

This is a concrete example of what 
teachers are familiar with in every 
school, and of what has been established 
in every city or county where a survey 
has been made. The results of a stand- 
ard test given in any grade and in any 
subject show that some pupils in the 
class have a mastery of the subject which 
is equal to that of the next grade or 
even two grades higher, while others, if 
classified by mere accomplishment of 
subject-matter, would be quickly de- 
moted to a lower grade. That a pupil 
is placed in a given grade is by no means 
a sure indication of his power of ac- 
complishment in the subjects of the cur- 
riculum. 





175 


Mental ability—The progress which 
a child makes through school, his age 
at reaching a given grade, and his ac- 
complishment in any year’s work depend 
upon numerous factors. Health, tem- 
perament, environmental influences, edu- 
cational opportunities all play their part 
in determining his school success, but 
these are all closely bound up with the 
most important of all variables in con- 
sidering the school life of the child— 
namely, that of native mental capacity. 
The first-grade teacher receives into her 
care all who come, with no criterion 
other than that they shall have lived 
upon this planet for six short years. 
She more than any one else can appre- 
ciate what vast differences of intelligence 
are represented and how impossible it is 
to hold the same standard of accomplish- 
ment for all. A study of 3000 first- 
grade children in Oakland showed that 
their mental ability ranged all the way 
from that of the average three-year-old 
child to that of the nine-year-old. Even 
within the same room of 35 pupils, chil- 
dren of three-year-old capacity were 
found, working by the side of those hav- 
ing nine-year-old ability. All were ex- 
pected to accomplish the same tasks and 
to reach the same standards of attain- 
ment by the end of the year. Such dif- 
ferences are not characteristic of a single 
school, or of a single city, or of a single 
State, but they are universal through- 
out the country and wherever mankind 
is found. Children everywhere differ 
in native mental ability ; hence they must 
differ in school progress and accomplish- 
ment. When the variation in capacity 
is accompanied by variation in physical 
condition, in disposition, in environment, 
it becomes self-evident that no scheme 
of classification which fails to take into 
account these differences can succeed. 

On the one hand, the rights of the 
teacher must be safeguarded, and those 
rights demand that she shall not be ex- 
pected to turn out a uniformly finished 
product until it is known what is the 
nature of the clay with which she has 
to work. 

On the other hand, the rights of child- 
hood must be safeguarded, and those 
rights demand that each child shall be 
given full opportunity to develop the 
ability which is his, but at the same time 
he shall not be expected to do that which 
for him is an impossible task. Indi- 


vidual differences in children must be 
recognized in an educational democracy. 
In no other way can adjustment be made 
that is fair to the child, to the teacher, 
to the State. 








Oe 


‘ment or do they measure learning? 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


The Test Controversy 


Vircit E. Dickson 


Director Bureau of Research and Guidance 
Oakland and Berkeley, California 


HERE HAS BEEN so much con- 

troversy in recent months about 
mental tests or intelligence tests that 
many teachers are in doubt as to what 
to believe, whom to believe, what to do 
or what not to do in the field of tests and 
measurements. Any movement that has 
grown so rapidly and that affects so 
many people as this movement of testing 
is bound to have its ardent supporters 
who will make extravagant statements 
about the nature and the use of tests. 
Likewise, there will be opponents who 
will be so vigorous in their opposition 
that they fail to see or to admit that 
which is useful in the tests. ‘Teachers 
by the thousands are now making some 
use of tests. Many of these teachers 
have had little training to guide them in 
the most effective use of such tools. They 
want to know the facts as nearly-as facts 
can be determined as to what help they 
may secure from tests and what pitfalls 
to avoid. 

The teacher should keep in mind the 
two general classes of tests. The first 
class, commonly known as accomplish- 
ment tests, is designed to measure what 


subjects as reading,‘ writing, spelling, 
arithmetic, etc. Such tests are merely 
carefully planned sets of examinations 
such as teachers have always been accus- 
tomed to give. Their chief value lies 
in the fact that they have been given to 
many other children and that there are 
results available by which one child may 
be compared with another of any par- 
ticular age or school grade. We shall 
not discuss further this class of tests in 
this article. 

The second class of tests is commonly 
known as mental or intelligence tests. 
These are designed to measure the child’s 
power to learn as distinguished from 
what he has learned. 

The main controversy now going on 
comes largely from such questions as: 
Do these tests measure native endow- 
Do 
they measure general intelligence or only 
one phase of intelligence? Should a per- 
son be said to have low intelligence when 
he cannot do the ordinary school work 
required in upper grades or in high 
school, but who goes out into indus- 
trial or commercial life and succeeds in 


making a living in competition with his 
fellows? Should any person be charac- 
terized as having superior or inferior 
intelligence as a result of his perform- 
ance in the so-called intelligence tests? 

The recent articles by Bagley, Ter- 
man, Lippman and others, while strongly 
controversial, nevertheless all point in 
one direction—namely, that the tests 
have some use. One person would not 
label them “intelligence tests” but would 
call them “classification tests.”” Another 
sees a danger to our ideals of democracy 
through a development of castes or 
classes formed on the basis of mental 
tests. 

While the average classroom teacher 
should be and is interested in the defini- 
tion of intelligence, while she would like 
to know whether these tests measure 
original endowment, skill in learning 
particular branches, or acquired powers, 
she is much more interested in knowing 
just what she may safely attempt to do 
and what she should not attempt to do 
with these mental tests. She wants 


} something that will help her under- 
| stand better the nature and ability or 
a pupil has learned and can do in such 


present condition of each child whom 
she teaches and something that will en- 
able her to know better how to teach 
him. She has a feeling that these tests 
will help her. Every writer on the sub- 
ject admits that the tests have a prac- 
tical use if properly handled and inter- 
preted. It should be the object, there- 
fore, of the large majority of teachers to 
advance as far as they may with safety 
and with profit in the use of tests and 
to watch the progress of scientific experi- 
mentation in order to know when they 
may make further advancement with 
safety. 

There are two types of intelligence 
tests in common use in the schools: (1) 
the individual test, (2) the group test. 
The individual test is given by an ex- 
aminer to only one child at a time. It 
consists of a series of questions or prob- 
lems which have been arranged in order 
of difficulty or which have been assigned 
certain values as determined by experi- 
ment. ‘These problems are designed to 
explore a number of functions or pro- 
cesses of the mind, such as reasoning, 
thinking, comparing, judging. Standards 
or norms have been established for these 











































May, 1923 


tests so that any performance or succes 
may be compared with that which jg 
average or characteristic of a particular 
age. For example, if a child earns , 
score that is the norm for seven-year. 
old children, his mental behayior, so fa, 
as these problems are, concerned, is com. 
parable to that of a seven-year-old child. 
If the child is five years old his per. 
formance is two years above that normal 
to his age. If he is ten years old, his 
performance is three years below that 
which is average for his age. Thus the 
test furnishes a means of comparing the 
performance of a child with that which 
is standard for his age. 

The group mental test is designed for 
exactly the same purpose as the indi- 
vidual mental test except that it may be 
given to a group of ten, fifty, or even a 
hundred people at once, each person 
designating his answers in a_ booklet 
which can later be graded or scored just 
as any other examination paper is scored, 
The main advantage of the group test 
is that it can be given to a large number 
of children in a short time and at a total 
cost far less than is necessary for indi- 
vidual testing. It has a disadvantage in 
that the result for any particular child 
is less reliable than the result of an in- 
dividual test. This disadvantage may be 
met, at least partially, by giving two or 
more group tests at different times dur- 
ing the year and comparing the results. 
It is highly desirable to have a cumula- 
tive record for each school child showing 
the result of a group mental test for 
each year from third grade up. 

Every classroom teacher and every 
school administrator should be thor- 
oughly interested in the movement of 
tests and measurements, and each should 
study to know how to use tests in order 
to make better classification and better 
instruction possible to those children in- 
trusted to his care. No teacher doubts 
that children differ in their ability to 
learn. Mental tests of school children 
differentiate those children who can do 
well from those who cannot do well in 
the ordinary classroom work of the ele: 
mentary school or the high school. The 
test furnishes trustworthy evidence to 
supplement the teacher’s judgment and 
makes possible a more accurate assigi 
ment to each child of tasks proportioned 
to his ability. The teacher, then, should 
not be alarmed over the controversy 
about tests. Upon analysis the conten 
tion will usually be found to center 
about the use of technical terms or about 
radical claims with reference to what 
can or cannot be done with tests. 


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Vol. 12,No.5 


The Pacific Northwest 


Epmonp S. MEANY 


Professor of History, University of Washington 
Seattle, Washington 


IEWED from various angles, the 

history of the Pacific Northwest, or 
“Old Oregon Country,” is of peculiar 
and vital interest to all the citizens of 
the United States. In the first place its 
history is purely American and _ lies 
wholly within the annals of the Repub- 
lic. It is true that there was a prior 
swirling of such nations as Spain, 
Russia, Great Britain, and France im- 
pelled by the fervor of exploration and 
especially by profits from the fur trade; 
but in the vast Old Oregon Country 
there was not planted a single perma- 
nent home of white man before the 
establishment of government under the 
American Constitution. 

Another view leads to the pleasant 
contemplation that the Northwestern 
boundaries were all established by diplo- 
matic negotiation and peaceful arbitra- 
tion. Aside from a few battles with 
Indians, the vast region has not known 
the tread of hostile soldiers’ feet or the 
noise of any hostile gun. Strife was ap- 
proached during the “Fifty-four, Forty 
ot Fight!” agitation, but that was peace- 
fully adjusted bythe treaty of 1846. In 
fact, American sovereignty between the 
forty-second and forty-ninth parallels of 
latitude and from the Rocky Mountains 
to the sea was established on the three 
historic fundamentals of discovery, ex- 
ploration, and occupation. It is the 
only region of our country which has 
known but one emblem of sovereigntv— 
the Stars and Stripes. 





EATTLE, the metropolis of the Pacific Northwest, 


trade center for a vast Oriental commerce in oils, rubber, silk, tea, hemp, and other products. 


The western portions of Montana and 
Wyoming, as well as the whole areas of 
the present States of Oregon, Washing- 
ton, and Idaho, were parts of Old 
Oregon. The development reached by 
these States since the planting of the 
first American settlement, Astoria, 1811, 
has been rapid. The evolution from the 
days of the fur trade through the mis- 
sionary era and the six years of pro- 
visional government has left historic 
sites comparable in interest to those of 
older regions. Many of these have been 
appropriately marked that travelers may 
know that they are traversing ground 
where pioneers struggled in a wilder- 
ness. Here and there, the diligent 
traveler may find his interest enhanced 
by meeting an aged survivor of those 
pioneers and by hearing firsthand some- 
thing of the dramatic story of the Pacific 
Northwest. Attractive books, folders, 
and pictures are appearing in increasing 
numbers to supplement the fruit of their 
own cameras and observations. 

British Columbia is so easily reached 
by improved highways, railroads, and 
wonderfully equipped steamships that 
many tourists leave with the feeling that 
the Pacific Northwest stretches from 
California to Alaska. 

The Cascade Range is the most domi- 
nant physiographic feature of the Pacific 
Northwest. It is about forty miles wide 
and is pierced by two great rivers— 
the Columbia and the Fraser. The 
gorges, cliffs, pinnacles, and waterfalls 


































THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 177 


resulting from such huge river sculptur- 
ing are loved and admired by the oldest 
settlers as much as by the most recent 
visitor. Evidence of the pioneer love 
of these natural beauties is seen in 
Oregon’s construction of the Columbia 
River Highway, which would reflect 
credit upon the enterprising people of 
any Commonwealth in America. 

The Northern Pacific, the Great 
Northern, and the Chicago, Milwaukee 
& St. Paul railway companies have con- 
structed tunnels through the Cascade 
Range in the State of Washington. 
The Range is also traversed by an im- 
proved highway over Snoqualmie Pass. 
Every traveler on first crossing that 
Range is surprised and charmed. ‘The 
western slopes show most clearly the 
age-old effects of the Pacific’s moisture- 
laden clouds. ‘The fertile alluvial val- 
leys at the base are, of course, occupied 
by orchards, farms, and dairies. ‘The 
roads soon begin to climb through forests 
of coniferous trees so large and so closely 
set that the phrase “tropical jungle” is 
often used in description. On reaching 
the eastern slopes the forests begin to 
thin. Sage-brush hills merge upon roll- 
ing prairies now prosperously glowing 
under the magic of irrigation. 

West of the Cascade Range, and 
roughly parallel to it, is the Coast Range, 
known in Washington as the Olympic 
Mountains. They are rugged masses 
thickly clothed with firs, hemlocks, 
cedars, spruces, and pines. ‘The highest 
peaks, as in the Cascade Range, are cov- 
ered with snow and glaciers. 

Between these mountain ranges lie the 
most populous portions of the Pacific 
Northwest. In Oregon the space is 
known as the Willamette Valley. 
There is to be found Salem, the capital, 


has grown from a city of 80,000 in 1900 to 315,000 in 1920. It is a 





FL A Le 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





May, 1923 


SSS 


) 


é'~ stupio 


natives of Portland across the valley of the Willamette. 


R. I. Gifford, Portland. 


and Portland, the metropolis of the 
State, as well as Eugene, Corvallis, 
Forest Grove, Oregon City, and other 
cities and towns. The same relative 
area in Washington embraces a series of 
valleys sometimes referred to as the 
Basin of Puget Sound. The many 
towns and cities include Olympia, the 
capital, Seattle—the metropolis—Ta- 
coma, Everett, Bellingham, Centralia, 
Chehalis, and Kelos. All of these cities 
and their neighboring towns have seized 
upon the twentieth-century spirit of 
hospitality by providing parks for motor- 
ing tourists. 

The growth of so many thriving towns 
and cities between mountain ranges and 
on the edges of forests gives rise to the 
instant and correct surmise that the main 
dependence for their prosperity has been 
found in timber products. Professor 
Franklin H. Giddings, of Columbia Uni- 
versity, calls the timber workers, the 
miners, the cattlemen, and sailors—all 
of them—forceful types of character. 
They are all at work in this Oregon 
Country and this makes the Pacific 
Northwest an integral part of the 
Dynamic West, or as Emerson put it, 
“the nervous rocky West.” 

The mention of sailors recalls the fact 
that the ocean front, with its capacious 
harbors, gives contact to the Pacific 
which Seward declared was to become 
the theater of the world’s great future. 
Fishing and commerce have lured strong 
men and courageous women in all times 





hm 


— .* 


nae 
=~ tee 
N A CLEAR DAY, Mount Hood in all its snowy beauty may be seen by the 


Photo copyright by 


and to all the seven seas of the earth. 
The entire scope of this activity of man 
may here bé seen from the Indian troll- 
ing for salmon in his dug-out canoe to 
the palatial steamship freshly arrived 
from Europe or the Orient. Other 
ports may vie with these in the cosmopol- 
itan character of men and merchandise, 
but not one of them can excel these in 
the spectacular surrounding of the 
fisheries. Improved highways lead to the 
edges of the fishing waters and to the 
great canneries. 





an a 


T ons OF SALMON are piled on 





the floor of this 


Colorado has by far the greatest num- 
ber of lofty mountains within the United 
States. However, the general level of 
Colorado is so high that the mountains 
seem less impressive than do those of 
the Pacific Northwest where most of 
the great peaks seem to rise from lands 
raised but slightly from the datum of 
the tides. Nor are the clouds which 
swirl the peaks of Colorado so laden with 
moisture as are those which spend them- 
selves on the peaks farther west. The 
vital result of this condition is seen in 
the statistics of available water power, 
The Chief Engineer of the Forest 
Service, United States Department of 
Agriculture, has prepared a map show- 
ing a total of 54,000,000 horse power 
in the water resources of the United 
States. This map shows that Colorado 
has only 3.2 per cent of the total avail- 
able power, whereas Idaho has 9.4 per 
cent; Oregon, 12.3 per cent, and Wash- 
ington, 16 per cent. In other words, 
the Pacific Northwest has more than 
thirty-seven per cent of the entire avail- 
able water-power resources of the United 
States. Increasing use of this natural 
wealth is being made and visitors will 
find that the City of Tacoma is estab- 
lishing a new world-record for the num- 
ber of homes in which electricity from 
water power is depended upon wholly 
for cooking, heating, and lighting. 

East of the Cascades, water is also 
used for its power and again for irriga- 
tion. The transformation wrought by 
irrigation can only be fully appreciated 
by those who witnessed it. The beauti- 


ful and prosperous cities of Yakima, 
aul 
i 


: 
A 


i a 
i 


‘ - ‘a 
j mae a . eg 4 ¥ 
Fy lian a i ‘ ™~, 


Puget Sound cannery. 


Fishing is the principal industry of the Pacific Northwest. 














’ 
| 
| 


(eee ee eter 


ee 


-~ 


Vol. 12, No.5 





Ellensburg, Wenatchee, and Cashmere 
and others are thriving on the harvests 
made possible by irrigation on soil that 
previously supported little else than rab- 
bits and coyotes. 

Walla Walla deserves its name of 
“Garden City,” in its fertile and well- 
watered valley. Spokane is proud of 
being the “Metropolis of the Inland Em- 
pire.” Mining has added much to her 
other sources of wealth, such as flour, 
timber, and fruit. Architecturally, 
Spokane is one of the most attractive 
cities in the Pacific Northwest. 

Idaho is rich in mines and forests. 
Boise, the capital city, and Moscow, 
home of the State’s University, are worth 
visits from any travelers who are for- 
tunate enough to visit that part of the 
Northwest. 

In addition to the mountains, rivers, 
and forests, the Northwest has many 
lakes of great beauty. “The most won- 
derful of these, Crater Lake, in Oregon, 
was noticed in a previous article on the 
National Parks. In Washington the 
most attractive body of fresh water is 
Lake Chelan. It is about forty-eight 
miles long, with an average width of 
one mile. It extends westward from an 
irrigated plain to the heart of snowy 
mountains. It seems like a great gash 
in the mountain range. The elevation 
of the surface of the lake is 1079 feet 
above sea level. The maximum depth 
of water is 1500 feet. The gash has 
therefore gone to a depth below sea 
level. Besides the wonderful scenery 
surrounding this lake, there is great 
sport in fishing. 


1% Aa Re owas 

a ‘ ¥ iY f z af Ns : 
Fe + 2 Da OBE A Se peat AE Soe ct ' : 
ROM THE SUMMER of dainty blossoms, across the forest area of pines 
and hemlocks to the wintry fields of majestic Mt. Rainier, 14,408 feet above the 


level of the sea. 


The citizens, old settlers, and young 
folks of British Columbia, Washington, 
Idaho, and Oregon have long since 
learned how to enjoy the beauties and 
pleasures from these manifold gifts of 
generous nature. The speeding motorist 
may, of course, see some of them, but 
he would forever after be grateful if he 
could be persuaded to park his car and, 
with blankets, grub, and a camera, climb 
a mountain trail to greet a sunset and 
dawn from some far-western peak or 
spend a quiet day in angling. 





Spokane River. 


[ONG LAKE DAM, the second highest spillway in the world, is here shown in 
Photo copyright by Asahel Curtis Photo Co., Seattle. 





THE JOURNAL OF THE NaTIONAL EpuCATION ASSOCIATION 179 


ore. 
es ae 
ae 


Photo copyright by Asahel Curtis Photo Co., Seattle. 


HE WAY TO PEACE—More 
poison gas than others have will 
only destroy other nation’s children. It 
will not save our own. 
alone. 


No nation arms 
Increased national preparedness 
only means increased world preparedness 
and increased world preparedness ulti- 
mately means war. 

League of Nations or Association of 
Nations, call it what you will, world- 
wide reduction of armaments to police 
status, and world-wide education, not 
for war but for peace—here alone can 
peace, peace based upon justice, be found. 

The Executive Board of the National 
Council, at its last meeting, recom- 
mended to its afhliated organizations 
that they support ‘The League of Na- 
tions or an Association of Nations.” 

Urge the members of your organiza- 
tions from now on, through their own 
political parties, to work for progres- 
Let the two 
great political parties compete for our 
votes on the strength of the constructive 
measures that they have to propose for 
world peace. No other issue matters 
for the next ten years. 

Sentiment will not end war. Pre- 
paredness will only increase war’s de- 
structiveness. Progressive world organi- 
zation with world-wide reduction of 
armaments to police status and world- 
wide education for peace will end war, 
and there is no other way.—Bulletin of 
the National Council for Prevention of 


War. 


sive world organization. 


Darian oop PS 


{ 
& 
" 


ume 








180 





Cooperative 


Tue JourNAL OF THE NATIONAL EpucaTiON ASSOCIATION 


Research in 


Western Colorado 


HE PLAN of coéperative research 

developed in Western Colorado is 
carried forward by a number of schools 
of this section of the State in codperation 
with the Colorado State Normal School. 
Participation in the program is, . of 
course, voluntary. To understand the 
relation of the Colorado State Normal 
School to this territory, it is necessary 
to take into account the geography of the 
State. Colorado is a large State cut up 
more or less by mountain ranges. The 
Colorado State Normal School is lo- 
cated on the western slope of the con- 
tinental divide. The population of this 


region is somewhat scattered; there is — 


no city of more than ten thousand in- 
habitants. The Normal School is the 
only institution of higher learning to be 
found within this area. It is an institu- 
tion of collegiate rank, granting the 
standard degrees, including the master 
of arts in education. 

The present plan of codperative re- 
search has developed upon foundations 
laid by Dr. Frank L. Clapp, formerly 
of the University of Colorado, now of 
the University of Wisconsin. The sci- 
entific study of education was further 
stimulated by Mr. O. B. Staples during 
his term as superintendent of the exten- 
sion service carried on jointly by the 
State University, the State ‘Teachers 
College, and the State Normal School. 
Dr. M. F. Beeson, who succeeded Mr. 
Staples in this work, has ably assisted 
the whole movement by his counsel and 
instruction as well as indirectly by his 
thoroughly scientific attitude toward ed- 
ucation. The entire list who have 
actually furthered the work includes men 
like Superintendents Tope, of Grand 
Junction, Melcher, of. Montrose, and 
Foster, of Delta. 

The early work included instruction 
in the technique of mental and educa- 
tional tests, the codperative use of cer- 
tain standard tests, and the development 
of a scientific attitude toward educa- 


tional problems. Classes in measure- 
ment have been conducted in the co- 
operative extension service to which 


reference was made above, and in the 
Colorado State Normal School. In fact, 
a course in mental and educational mea- 
surements has been added to the require- 
ments in the Normal School. 





1 Written for THe Journat by Herschel T. 
Manvel, director of educational research, Colorado 
. Stete*Norinal School, Gunnison, Colorado. 


Two. years ago a definite organiza- 
tion of the codperative work was pro- 
vided by the formation of a so-called 
research council. This council meets as 
a section of the Western Division of the 
Colorado Education Association in its 
annual session in November. A summer 
meeting of representatives of the council 
is held at the Normal School. 

The Normal School actively assists in 
the research program in other ways than 
the giving of related courses. The pro- 
fessor of experimental education serves 
also as a director of educational research. 
A service bureau is maintained through 
which standard tests are distributed. 
The results of coéperative testing are 
sent to the school for comparative tabu- 
lation and for the calculation of norms. 
Reports are then sent out to the several 
codperating schools. A series of bulle- 
tins carries current announcements and 
reports. 

During the current year the program 
already adopted includes the use of speci- 
fied tests in intelligence, in arithmetic, 
in spelling, and in reading. Age and 
grade norms are to be found for these 
tests. One of the most interesting 
phases of the current work is experimen- 
tation with a new method of testing 
ability in the number combinations. At 
the annual meeting there will be a dis- 
cussion of research in problems of the 
curriculum. 

The preparation of persons to engage 
in research that will yield results of 
general scientific validity requires much 
time and effort. The education of 
teachers to give, score, and _ report 
accurately the results of tests—this alone 
is a tremendous problem complicated 
enormously by the short tenure of many 
teachers. ‘There must be close and in- 
telligent supervision. Again, the schools 
are primarily institutions for education, 
not for investigation. Usually in the 
smaller systems; the staff is not large 
enough to allow anyone within the sys- 
tem much time for problems not im- 
mediately practical. A further serious 
limitation is the lack of funds at the 
Normal School to do sufficient field 
work and to carry on all the activities 
that properly belong to a department of 
research. So far, we have made two 
appeals for assistance in certain projects 
to those who have charge of foundation 
research funds, and have as many times 


May, 1923 





been denied. It begins to look as if the 
oft-quoted phrase has been amended to 
read, ‘““To him that hath much shall be 
given!” 

And yet, notwithstanding our handj- 
caps, considerable progress has _ been 
made. The Fruita Survey, while not a 
project of the Research Council, is an 
expression of the spirit of codperation 
which characterizes our relationships, 
The Gunnison Primary Test has been 
extensively “tried out” by our codperat- 
ing schools; grade norms have been 
found; and material has been collected 
from which to infer its reliability as 
well as to prepare age norms. Western 
Colorado grade norms and distributions 
have been found, and results of tests 
have been circulated for. comparative 
purposes. 

The most important result of the 
work is the progressive and scientific 
spirit in education which is being de- 
veloped. Observers, who are not resi- 
dents, comment freely and _ favorably 
upon the scientific attitude of our school- 
men. This achievement alone, if we had 
accomplished nothing more and had no 
hopes for the future, would justify the 
work. To keep teachers alive, to help 
them in the use of scientific instruments, 
and to give them the spirit of research 
in meeting their own daily problems— 
no mean objectives in themselves—will 
do much for the profession. 





HE most expensive economy any 
community can indulge in—of the 
million children in the public schools in 
New York City over 350,000 are of part 
time and makeshift double session pro- 
grams and over 600,000 are in over-size 


classes. This cartoon is copyrighted by 
the New York Tribune, Incorporated, 
and used by their permission. 


—— nee 


il eeeneneinltipeee 


~~ —_ oa * fr 


Vol. 12, No.5 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


The Helping Teacher at Work 


RACHEL ANNE FULLER 


Helping Teacher, Morris County, New Jersey 


HE BIGGEST thing one can do is 

to stimulate, encourage, develop, and 
direct right attitudes and habits. The 
community must be led to look upon its 
school as a living, growing organization. 
It must be taught to see the school as the 
seedbed of its own citizenry. The 
teacher needs the same insight into the 
real meaning of her school. She must 
be shown the necessity of keeping every 
child educationally occupied. She must 
learn that to teach each child to use his 
abilities to the utmost is to make him an 
able independent citizen. The child 
must be guarded and guided and shown 
his inheritance—taught to be ready to be 
set free in that inheritance. 

The helping teacher, whose job it is to 
supervise the growth and direction of all 
these things, plans as wisely as she can. 
She lays out her work as carefully and 
as farsightedly as her experience will let 
her, and when circumstances upset her 
program, cheerfully sets the program 
aside. She adapts herself to the needs of 
the moment and goes at the obstructing 
problem until the path of progress is 
once more open. 

You can, perhaps, get a clearer picture 
if you follow a helping teacher through 
the maze of a day or two. At 8:15 
A. M. she goes to the courthouse for mes- 
sages delivered the day before. Here 
she finds a corrected monthly report, a 
request for the address and name of the 
State treasurer of the P. T. A., a 
smudgy, lead-pencil-addressed letter that 
looks like a delay. It is: 

Dear Mis ——-: Please-let Peter have 
working papers He wants working papers 
his father is all crippled up with rheuma- 
tism. Mr. Lee will give him a job well- 
digging. Yours Truely Mrs. 

With frowning intentness she runs 
over the day’s trip: 

1. Millton (22 miles away) by nine- 
fifteen; see about the toilets, give the 
fifth-grade tests, help teacher grade them, 
discuss results, leave by eleven, call on 
school-board clerk, get from him seat- 
work material, urge upon him the pur- 
chase of spelling books. 

2. Crossroads (3 miles beyond Mill- 
ton) before 1 o’clock, eat luncheon, re- 
peat Millton program, adding an inquiry 
as to Home-School Association activities, 
leave at 4 p. M. 

3. Office at 5 P. M. 








Attend to ac 


cumulated correspondence for an hour 


and a half. 

4. Home for bath and dinner at 7 
P. M. 

5. At 7:30 accompany County Libra- 
rian seventeen miles to a newly organ- 
ized Home-School Association meeting, 
where each is to give a talk on her own 
work. 

Fine. Good, clear-cut plan; objectives 
plain; but where squeeze in this extra? 
With a sigh she reconsiders: Peter liv-'s 
at Highland; by swift driving she can 
swing around there during the noon 
hour, interview the teacher, and plan to 
save Peter from losing his eighth-grade 
certificate. (But she has solemnly prom- 
ised to cease making up time by swift 
driving, and she has promised to save 
time for lunch.) Then returning a little 
early from Crossroads she can pick up 
Peter as he leaves school, take him home, 
and talk it over with his mother. 

The telephone interrupts her train of 
thought. “Oh, Miss , do you think 
we could get Dr. to speak at our 
November meeting?” (Mrs. B , of 
F .) Relief fills the helping teacher’s 
mind as she realizes that here is a mat- 
ter that is progressing satisfactorily, and 
she helps plan this important meeting in 
a strategic situation. Subconsciously 
she is subtracting the precious minutes 
from the driving time, thus: Millton at 
9 :30—must crowd the other end, too,— 
“Well, goodbye, thank you so much.” 

With a few swift steps she packs the 
brief-case with test material, a sample 
language book of suggestive value for a 
wavering teacher, driving gloves, big 
package of magazines and pictures for a 
remote school, and lays them down to 
answer the telephone. Patiently she an- 
swers the query: ‘“What’s being done 
about the Normal Extension classes for 
teachers ?’’-—on and on for ten minutes 
of pros and cons, ending, “If that doesn’t 
interfere with your plans—’’ (ironically 
she smiles) in a promise to meet the 
leaders in the county office at 2:30 P. M. 

Where’s the day’s plan? Smashed! 
Reluctantly she replans: Millton at 
9:30, finish as early as possible (proves 
to be 12:40), omit clerk, omit Cross- 
roads, swing around to Highland, talk 
with teacher and Peter, go to see mother, 
then rush back to county seat. Lunch 
if possible, collect information about the 



































































181 


extension classes, and smiling, unhurried, 
at ease, meet the committee and discuss 
the: essentials. 

The day wears on. It is hard to re- 
frain from “giving her a little more gas.” 
Peter’s teacher is sympathetic, anxious: 
“You know Peter wants to go to high 
school.” Peter’s mother wants her boy 
to have a chance, but three dollars a day 
is so necessary to the family’s comfort. 
A temporary delay is all she can get, and 
she starts soberly back turning over in 
her mind the advantages and disadvan- 
tages; the chance Peter has of gaining 
in citizenship—the real purpose of edu- 
cation—through the one or the other 
course of action; how best to help him. 
A glance at her watch and she gives it 
more gas. 

The committee meeting is successful 
in settling mooted points: the matter of 
the Normal Extension classes is march- 
ing to a conclusion. Neglected desk 
work next. Oh, for a clerk all her own 
who would keep that desk clear; write 
courteous replies to friendly and helpful 
bookmen; inquire about new _publica- 
tions; order supplies; duplicate tests; 
chart results; reply to minor inquiries 
for addresses and information; mimeo- 
graph and send out attendance reports, 
classified lists, suggestions, and the like. 
A court attendant comes in—‘“It’s half- 
past six, aren’t you working pretty late?” 
Sure enough there’s the evening meeting. 

One batch of letters is tucked under the 
‘‘answer—immediately” flap (some of 
them have already been there a week) ; 
another group goes under “requiring in- 
vestigation.” Mentally she asks, “When 
shall I find time to attend to these? 
There, | meant to mimeograph the No- 
vember spelling tests.” 

At the evening meeting is a fine earnest ; 
group, including the most progressive 
school-board members. They are in- 
telligently questioning present conditions 
and planning their program. Oh, it is 
all so worthwhile. 

Home at 11:10. Tell garage man to 
be sure to tighten up transmission bands : 
before 8 a.M. Bed. Blessed oblivion. 

Morning. Back over yesterday’s route . 
to Crossroads and finish work there 
leisurely? Take the next school in after- 
noon? Carry out original plan for the 
day? Not a bit of it! It’s pouring and 
too many children will be absent to make 
testing a profitable business. It looks 
like a good time to go to Union Hill, 
only eight miles away, and there ar- 
range for the special work to be done 
with the three eighth-grade repeaters, 
who, it is hoped, can make high school 
by January 30. 





valle Ft ads Hi A RSE IRS TRH 





182 


Tue JourNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


May, 1923 





At the garage the mechanic is still 
fussing with the speed bands. The tires 
need air. Put in gas, oil, water. At the 
office a brief stop. Note on desk: Please 
call Belleville 578-J (clerk of board, 
what does he want?) Rockton teacher 
is resigning—no reason. Very well, go 
there this morning, learn the trouble and 


adjust if possible ; take Union Hill in the 
afternoon. 
Two miles out—puncture. 


Once not very long ago a disgruntled 
parent inquired: ““That Miss , what 
does she do? Nothing but ride around 
in a Ford all day.” 





The Junior-College Movement | 


HE JUNIOR-COLLEGE move- 

ment in America is making rapid 
progress. The second annual meeting 
of the American Association of Junior 
Colleges was held this year, February 
24 and 25, in Memphis, Tennessee. At 
the call of Commissioner P. P. Claxton 
about thirty Junior College officials met 
in St. Louis June 30 and July 1, 1920, 
when, after a two days’ conference and 
discussion of the various problems con- 
fronting Junior College men, a perma- 
nent organization was effected, of 
which Dr. David MacKenzie, of De- 
troit Junior College, Detroit, Michigan, 
was elected president, and Miss Martha 
MacKenzie Reid, of William Woods 
College, Fulton, Missouri, was elected 
secretary. 

The first regular meeting was held in 
Chicago, February 15 and 16, 1921, at 
which time the different types of Junior 
Colleges were discussed and a constitu- 
tion adopted. There were about seventy 
in attendance. The second annual meet- 
ing of the Association was held in Mem- 
phis, Tennessee, where about a hundred 
Junior College representatives and 
University presidents met and carried 
out a splendid program. Representa- 
tives from all over the country were 
present at this meeting. Both Leland 
Stanford and the University of Cali- 
fornia were represented and the Cali- 
fornia plan was thoroughly discussed. 
One of the men at the head of a Cali- 
fornia Junior College was also present. 
There were representatives from Minne- 
sota, Wisconsin, Illinois, Michigan, New 
Jersey, Ohio, and practically all of the 
Central and Southern States. Memphis 
gave royal entertainment; the Chamber 
of Commerce left nothing undone for 
the pleasure and comfort of the mem- 
bers of the Association during their stay 
in the city. 

An important step in the movement— 
to unify the interests of this new type 


1G. F. Winfieid, president, Wesley College, 
Greenville, Texas, and second president of the 
American Association of Junior Colleges, in an 
article printed in the San Antonio (Texas) Ex- 
press, August 13, 1922. 





of educational institution in our Ameri- 
can system—was taken. Standards were 
agreed upon, the salient points of which 
were that an institution must have ade- 
quate buildings, laboratories, and a li- 
brary to do the first two years of college 
work as thoroughly as it is done in any 
standard college or university ; the teach- 
ers must hold a master’s degree, or its 
equivalent, and the income must be suf- 
ficient to pay good salaries that will 
attract and hold the best type of teach- 
ers. Two years of college work must 
be covered, but the curriculum may be 
so arranged as to provide for courses 
meeting the local demands in the city 
or section in which the institution is 
located. 

The municipal Junior College is 
rapidly developing as it relates to the 
various activities of the community. It 
is the opinion of most of the presidents 
of large universities and leading educa- 
tors of the country that the advantages 
of higher education should be brought 
closer to the people and that the con- 
gestion in freshman and sophomore 
classes in the universities should be re- 
lieved. In the standards that the Amer- 
ican Association has set there is every 
evidence that the men and women en- 
gaged in this work are fully determined 
that the Junior College shall be as 
strong as any, if not the strongest, link 
in the whole chain of our educational 
system. The teachers in such institu- 
tions have at least three years more of 
college and university work than have 
their students. 

The general theme of the Memphis 
meeting was the place of the junior 
college in our American system of 
education. That it has a place nearly 
all are agreed; just where that place is 
is being determined as rapidly as possible. 
Psychologically or educationally speak- 
ing the junior college is to meet the 
needs of the emotional period of adoles- 
cence, which reaches from sixteen to 
twenty years of age. Its work, there- 
fore, is to blend with the last two years 


of high-school work and fit into the first 
two years of college work. 

At the Memphis meeting President 
James M. Wood, of Stephens College 
Columbia, Missouri, was elected presi- 
dent to succeed G. F. Winfield, and 
D. S. Campbell, of Conway, Arkansas 
was elected secretary-treasurer. : 

Among the distinguished speakers on 
the program were: Prof. L. V. Koos, of 
the University of Minnesota, who, under 
the direction of the Commonwealth 
Fund established by Mrs. Harkness, of 
New York City, is making a two years’ 
travel study of the Junior College in 
all sections of the country, the result of 
whose work will be published the latter 
part of this year, and Dr. George F, 
Zook, specialist in higher education, of 
the U. S. Bureau of Education at Wash- 
ington, who planned the first program 
and meeting at St. Louis. Dr. Charles 
H. Judd, of the University of Chicago 
and Dr. W. W. Charters, of the Car. 
negie Institute of Technology, are tak- 
ing an active interest in the movement 
and are helping direct its efforts. 

There are now nearly 200 junior 
colleges in America, and many others 
are being established. Texas leads in 
the number of her private and State 
junior colleges—the number being 21. 
California comes next with 17, most of 
which are municipal junior colleges. 
Missouri—with 15—was the first State 
to adapt definite standards erected and 
receive recognition from the State Uni- 
versity. ‘Texas has the only two stand- 
ard agricultural and mechanical junior 
colleges, and a standard military junior 
college. There is but one municipal 
junior college as yet in the State, at El 
Paso. It is expected that the next Leg’s- 
lature will take knowledge of the move- 
ment by allowing district junior colleges 
to be established. There were eleven 
representatives from Texas at the 
Memphis meeting, the largest delegation 


-from any State. 


HERE is nothing paternalistic or 

eleemosynary about the public 
school. It was not designed to dole out 
educational alms to the needy. Whether 
the child is rich or poor matters not; 
whether he wants this education or can 
use it later in business is not the ques- 
tion. ‘The question is what the Nation 
needs and can use in its business; and 
the Nation needs an educated citizen, 
so peculiarly educated that he will safe- 
guard the rights and liberties of this free 
people.—Dallas Lore Sharp in Educa- 
tion in a Democracy. 


mn 


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Vol. 12,No.5 








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HE third 

largest 1i- 
brary in the 
world and the 
most artistic is 
the Library of 
Congress. Rare- 
ly is there a vis- 
itor to the Cap- 
itol who does 
not cross the 
park and go through it once or twice, 
for should he visit it by day he comes 
again at night to view it under the 
magic touch of electricity and is fully 
repaid for his effort. 

We generally think of libraries as a 
zone of quiet, a place of undisturbed 
study and thought, but the Library of 
Congress changes all our preconceived 
notions. The corridors are daily filled 
with sightseers and close to the rails of 
the balconies crowd the visitors, who 
fascinated watch the readers in the ro- 
tunda reading room below, or curiously 
try to decipher the mottoes and inscrip- 
tions on the walls. Indeed, the build- 
ing is such an architectural marvel, one 
is prone to forget the three million 
books it houses and think of it as a 
palace. 

And the Library lacks none of the es- 
sential characteristics of a real palace— 
size, grounds, beauty, elegance. ‘The 
building occupies three and three fourths 
of its ten-acre site. Italian Renaissance 
in style, it cost more than six million 
dollars, and the site is worth a good 
half million more. Eight years in 
building, it was completed in 1897. 

It would take much space to tell of 
all its architectural splendors, and 
should we try words would fail to re- 
veal the beauty of the marble staircases 
and columns, the moSaics overhead, the 
symbolism and quotations which every- 
where abound. From the moment the 
visitor passes through the bronze doors 
into the Central Stair Hall. the most 
magnificent entrance hall in the world, 
until he leaves the building his eves en- 
counter evidence of the artist's imag- 
ination, the sculptor’s skill, while the 
multitudinous names or figures of uni- 
versal genius constantly remind him of 
the world’s progress in history, drama, 
music, art, science, and philosophy. The 





*Prepared for THe Journat in the Division of 
Publications of the National Education Association. 


Know America—Ihe Congres- 
sional Library 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


quotations engraved on the walls and 
ceilings, the legends under the symbolic 
paintings, and the architectural embel- 
lishments themselves awaken all that is 
esthetic in the minds of beholders. 

Of special interest to the teaching pro- 
fession is the North Corridor on the 
first floor, where in the curves of the 
vaulting may be read the names of 
Froebel, Pestalozzi, Rousseau, Come- 
nius, Ascham, Howe, Gallaudet, Mann, 
Arnold, and Spencer. Above the win- 
dow two floating figures in white 
drapery support a scroll bearing the 
apothegm of Confucius: “Give instruc- 
tion unto those who cannot procure it 
for themselves.” Through the center 
of the ceiling are commemorated the 
great formative influences: Science, the 
Family, Education, and Art. The en- 
tire corridor exemplifies the pleasures 
and duties of a quiet, rational way of 
living, for the seven lunette murals of 
Charles Sprague Pearce typify as ele- 
ments of civilization the family, religion, 
labor, study, recreation, and rest. Fac- 
ing us at the east end of the corridor is 





Copyrighted. 
HE GREAT CENTRAL RO- 
TUNDA—100 feet in diameter 

and 125 feet high—may best be viewed 
The rich 
color effect is due to the marbles, the 
darkest of which came from Tennessee, 
the reds from Numidia, and the yellows 
from Italy. The stucco ornaments of 
the dome, in old ivory, feature swans, 
eagles, and dolphins fancifully inter- 
twined with torches and garlands. 


from the visitor's gallery. 








aie ” 


HE NORTH STAIRCASE, a 

part of the spacious entrance hall, 
is ornamented with Martiny’s miniature 
marble figures, which represent the 
various arts and sciences. 


The Family, a scene of the olden days. 
The father has returned from the hunt; 
the mother holds out the baby to greet 
him, while the other children and the 
grandparents look on with fond affec- 
tion. On the south wall at the right 
is one painting only, Rest, two figures, 
with waterjugs, reclining by an invit- 
ing pool. On the opposite wall are four 
pictures: Religion, a man and woman 
kneeling before a stone altar from which 
ascends the smoke of their sacrifice; 
Labor, represented by two farmers clear- 
ing the land; Study, two girlish figures 
with books and compass; and Recrea- 
tion, two maidens playing a pipe and 
tambourine. 

All libraries are designed to be of 
service to the community; the Library 
of Congress is more than that, it is of 
service to the Nation. It is not a cir- 
culating library in the correct sense of 
the word, although books are loaned 
to individuals when permission is ob- 
tained from the librarian through Con- 
gressional influence. Much of the ref- 
erence work is done in the great central 
rotunda reading room, which is open 
from nine A. M. to ten P. M. every 
week day. Though primarily planned 
for the use of Congress and Government 
departments the library serves a great 
number of students and writers who find 
what they want in this storehouse of 
written and printed knowledge. Sen- 
ate and House members use thousands of 





















184 


Tue JourNAL oF THE NATIONAL EpucaATION ASSOCIATION 


May, 1923 









Classification | | 
of Groups year 






Elementary Teachers 





Junior Re 
High schools |————- — 



































































teachers and elementary principals in c 







h teachers, elementary principals in charge 0: 


books a year. Whenever a request is 
received from a Congressman’s secre- 
tary by telephone the books are taken 
by an electric carrier through an un- 
derground tunnel to the Capitol. 

The Division of Periodicals received 
during the fiscal year 1921-22, 7481 cur- 
rent periodicals and 772 newspapers, 
652 of which were published in the 
United States. In its files—centuries 
old—it preserves more than three hun- 
dred American newspapers and leading 
magazines. 

We have spoken of the service the 
Library of Congress renders the Na- 
tion. Its influence is felt by thousands 
who have never entered its doors. 
Through a special interlibrary exchange 
system a resident of Oregon may exam- 
ine a particular book, manuscript, or 
print from the Library of Congress in 
his own home town library. There are 
thousar:ds of yearly inquiries regarding 
book data, and if the possibilities of 
this interlibrary service were fully 
known, these inquiries would be greatly 
increased. Numerous smaller libraries 
use the classification system adopted in 
the Congressional Library. It serves 


Satary ScHEDULEsS—Cleveland, Ohio 


Population 796,841—Effective, September, 1922 


First | Second Third 





Additional 
annual Max- | max- 
increments i 
& 9 soe | sal- 






year 









$2,400 $2,880 







1,485 | 1,620 


1,650 | 1,800 10 150 



































of 10 to 19 teachers, for each 4% year of study beyond standard 
requirements; $135 additional for junior high teachers, 01 
junior high principals in charge of less than 1,000 ley and assistant supervisors; $150 additional for senior 
hig i i 40 teachers or over, junior high principals in charge of 
1,000 pupils or over and supervisors; $200 additional for senior high principals. 





10 to 19 teachers | 
| 20 to 29 teachers | 2,535 | 2,770 | 2,905 1 135 3,075 | 3,615 
| 1 3 
Elemen- |__| a 
tary | 30to 39teachers | 2,670 | 2,805 | 2,940 2 135 | 3,210 | 3,750 
| | SD 
40 to 49 teachers | 2,820 | 2,970 | 3,120 2 150 | 3,420 | 4,020 
| Over 50 teachers | 2,970 | 3,120 | 3,270) 2 150 | 3,570 | 4,170 
Principals ee - 
| Under 1,000 
Readies pupils 3,150 | 3,285 | 3,420 2 | 135 | 3,690 | 4,230 
| high | Over1,000pupils | 3,300 | 3,450 | 3,600 2 | 150 | 3,900 | 4,500 
Under 1,000 | } 
pupils | 3,200 | 3,400 | 3,600, 2 200 | 4,000 | 4,800 
| Senior | "1,000 to 1,999 | 
. pupils | 3,400 | 3,600 | 3,800 2 | 200 | 4,200 | 5,000 
Over2,000pupils | 3,600 | 3,800 | 4,000, 2 200 | 4,400 | 5,200 
Assistant | | 
supervisors 2,500 | 2,635 | 2,770 | 2 | 135 | 3,040 | 3,580 
Supervisors 3,000 | 3,150 | 3,300! 2 150 | 3,600 | 4,200 
* The su imum salary may be “reached by further study as follows: $120 additional for elementary 


elementary principals in charge of 20 to 39 teachers, 


some three thousand libraries throughout 
the country with printed catalog cards, 
thereby saving them about half a mil- 
lion dollars a year. Five linotype ma- 
chines are kept going constantly at the 
Government Printing Office in printing 
these library cards. 

Another public service of the library 
is the Copyright Office, organized in 
1897, which has entire charge of the 
issuing of copyrights in the United 
States. By law two copies of every 
book published in America must be sent 
here. The gross receipts during the last 
fiscal year of over $145,000 indicate 
the amount of business done. In the 
last ten years more than a million copy- 
rights were issued. 

The excellent organization of the 
Library is indicated in its principal divi- 
sions: *the mail and delivery division; 
the order division, which attends to the 
purchase of books and materials; the 
catalog division, which classifies more 
than 100,000 accessions yearly and 
which has been at work since 1899 on 
the reclassification of the entire collec- 
tion; the card distribution section; the 
bibliography division; the periodicals 


division; the documents division, the 
manuscripts division; and the maps and 
charts division. 

Besides these divisions the Library 
contains the largest collection of music 
in the world; the print division has a 
collection of nearly half a million photu- 
graphs and engravings. Other famous 
collections include the John Boyd 
Thatcher Incunabula— books printed 
before 1500 a. p.—and the Yudin col- 
lection of Russian books. 

Any national repository of books, 
manuscripts, and prints covers an ex- 
ceptionally wide range of subjects. A 
circulating library has few books of un- 
usual interest, but the Library of Con- 
gress has many books that possess unique 
interest. ‘These are to be found on the 
second floor. Here may be seen what 
is said to be the largest book in the 
world, a Chinese dictionary, presented 
to the United States by China after 
President Roosevelt had remitted the 
Boxer Indemnity. In contrast to this 
huge volume is a microscopic paper- 
bound edition of the Rubaiyat, that con- 
tains only 48 pages of thin Japan paper. 
It is about a third of an inch square 
and can be easily read with a microscope. 

However interesting these rare books 
and manuscripts may be the fame of the 
Library of Congress will depend on its 
comprehensive collection of books valu- 
able for research, a collection responsive 
to the needs of scholars. Present funds 
would not go far in the purchase of 
originals, but by obtaining transcripts of 
documents, copies of maps, scores, and 
the like, the Library is enabled to pro- 
cure a great mass of material. 

In time, whatever additions cannot be 
procured with public moneys will be 
made possible by private gifts, for 
Americans are coming to regard the 
Library of Congress—as Englishmen 
have long regarded the British Mu- 
seum—as a fitting and permanent me- 
morial of their generosity and as an 
opportunity for National service. 


HIS is an age of intense speciliza- 

tion. Every field of human knowl- 
edge is so vast that the workers therein 
are driven, in their endeavor to see 
things as they really are, further and 
further into the details of their subject. 
They then easily forget the profound 
truth enunciated by Buckle that the 
science of any subject is not at its center 
but at its periphery where it impinges 
upon all other sciences—From The 
Economic Basis of Politics by Charles 
A. Beard. 





——<—<—<——<—< 
tt 


Vol. 12, No. 5 






THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 185 









The State Board of Education 


THoomas C. McCracKEn 


Dean of College of Education, Ohio University 
Athens, Ohio 


HE EXTREMELY LIMITED 

SCRUTINY exercised by the States 
has resulted in the establishment of 
various systems of education within the 
States. “Little progress has yet been 
made in determining how to organize, 
how to supervise, and how to conduct a 
State system of schools which shall 
minister at once to the general education 
of the whole people and to the training 
of communities and of individuals for 
particular vocation.” * ‘This statement, 
although made more than a decade ago, 
is still largely true. One of the greatest 
problems of any State wherein de- 
mocracy rules is the proper administra- 
tion of its educational interests. A 
system of education that will bring 
adequate and appropriate educational op- 
portunities to the members of the de- 
mocracy must be established in order to 
preserve the ideals of an enlightened 
democratic people. This is universally 
acknowledged. 

Education in the United States has 
been the concern of local communities 
and of the States not only since the in- 
ception of the Federal Government, but 
before that time in the Colonies. ‘The 
State, so far as the Federal Government 
is concerned, has the determining voice 
in the control of education within its 
bounds. In the performance of this 
duty, legislatures have passed many laws 
for the establishment and maintenance 
of school systems. “These laws have re- 
lated to the work of all types of schools 
from the kindergarten through the 
higher technical school and the uni- 
versity ; from the most strictly vocational 
to the most purely liberal; and from the 
full-time to the part-time schools. These 
laws have related in the main to the 
control of school activities for the nor- 
mal child, but provision has also been 
made for the abnormal child. 

Since the State through its legislature 
has recognized its duty regarding educa- 
tion, one may assume that it must edu- 
cate its children and even its adults when 
by doing so it makes them better citizens. 
This responsibility has been accepted to 
a greater or less degree by all the States 
in the Union and by all thinking men 





* Carnegie Foundation for the Advancement of 
Teaching. Sixth Annual Report torr, p. 121. 


and women of the democracy. One may 
assume also that if the State is to per- 
form this duty efficiently it must create 
and control the agency through which 
this is to be accomplished and not depend 
altogether upon the initiative and ac- 
tivity of the local community to attain 
the desired results. This direction on 
the part of the State should mean the 
formation of wise State-wide policies, the 
maintenance of a high standard of edu- 
cational efficiency, and at the same time, 
the encouragement of local units in their 
eftorts for educational betterment. 

It is essential to the welfare of the 
States that all communities be stimulated 
and encouraged to offer suitable and 
adequate educational opportunities for 
the training of youth; it is advisable to 
use State funds, wisely distributed, for 
the equalization of the burden of expense 
necessary to educate the masses for 
citizenship in a democracy; it is neces- 
sary to make the educational system .of 
each State the basis of enduring man- 
hood and womanhood, the strong bul- 
wark of the Nation, a strong substitute 
for the weaker defense of arms. A 
spirit of codperation and helpfulness 
must exist between the State with its 
expansive outlook and complex interests, 
and the local community with its simpler 
needs and purer democracy, before high 
and comparable standards of educational 
efficiency can be set up and maintained. 
Before all this can be done, however, the 
State must place the responsibility of 
accomplishing it upon some educational 
body whose business it is to see that 
the mental and physical welfare of 
the State’s children is conserved and 
cared for. 

The status of educational control in 
States at the present time is the result 
of transition during the decades since the 
creation of the office of the State super- 
intendent of public instruction in New 
York in 1812. States have for the most 
part created the office of State superin- 
tendent of public instruction and later 
the State board of education. The 
transition has been very definitely from 
the State superintendent to the State 
board. The State superintendent is still 
retained in the latter plan but works as 
the executive officer of the board. This 


places the board at the head of the de- 
partment of education in the State. The 
State superintendent in such a case 
works strictly as a professional expert 
executive and not as a political tool of 
any party. 

But why should the State board of 
education, working through its executive 
officer (a State commissioner of educa- 
tion or a State superintendent of public 
instruction) who is not a member of 
the board, be the agency through which 
the State controls its educational ac- 
tivities? We must contrast with this 
plan that of a State superintendent of 
public instruction working alone or with 
a board of which he is a controlling 
member, both the superintendent and the 
board having rights in their own names 
through enactment of law, a common 
condition though a very reprehensible 
one. The following reasons may be 
given to show why the State Board 
should handle educational matters: 

(a) The board as a group of com- 
petent individuals with its professional 
executive officer can care for legislative 
functions, direct expert executives, and 
act in a judicial capacity better than a 
single individual. 

(6) The board brings lay or lay and 
professional counsel to its professional 
expert executive. 

(c) The board can be kept out of 
politics more easily than a single officer, 
in this case the State superintendent of 
public instruction. 

(d) A board with its professional 
executive brings both lay and profes- 
sional opinion to the legislature when it 
is necessary to enact educational legis- 
lation. 

(e) Education is a matter for the 
whole State and a board is more likely 
to safeguard the interests of all and to 
represent the whole people than a single 
educational officer. 

The trend in educational administra- 
tion has been definitely toward the estab- 
lishment of State boards of education 
as the agencies for the direction of the 
State educational activities. All of the 
States have boards of education of some 
sort. No uniform plan of organization 
has been adopted. Nevertheless all 
States are working toward a common 
end, that of putting State government 
upon a better basis in the interests of 
the people. 

There ought, therefore, to be a State 
board of education which shall be re- 
sponsible to its constituency for the 
determination of broad educational pol- 
icies. The board’s chief duty is to 












































a LU ie aE TONS 








186 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


May, 1923 





organize and maintain a school system 
capable of caring for the educable human 
material in the State. It must evolve 
a system capable of educating cultivated 
and efficient citizens. Its policies should 
be determined by social and economic 
studies of the various communities and 
should point out the educational means 
through which the need of communities 
can be satisfied. 

Although all States have boards of 
education of some sort the types of 
boards are varied and have quite dif- 
ferent functions to perform. Forty-one 
States have boards with general func- 
tions, that is, functions relating at least 
to the elementary schools and in some 
instances to secondary and _ higher 
schools. The remaining seven States 
have boards of education with special 
functions relating only to some special 
phase of educational activity. The table 
printed herewith gives the composition 
of the boards in the forty-one States: 

An examination of the table reveals 
the fact that nine boards are composed 
entirely of ex-officio members. They 
have the most out-of-date inefficient type 
of board. They are Colorado, Florida, 
Kentucky, Mississippi, Missouri, Ne- 
vada, North Carolina, Oregon, and 
Texas. None of these States are known 
as leaders in education. 
accomplished educationally in these 
States has resulted in spite of a bad type 
of organization. Ex-officio boards often 
change entirely with the fortunes of a 
political party, thus bringing in a wholly 
inexperienced board which can work 
with only meagre efficiency and which 
may overthrow completely any well- 
defined educational policies that may be 
in operation. No efficient board of con- 
trol in charge of a business corporation 
would be so constituted. Organization 
that is bad in the commercial and in- 
dustrial worlds is bad in education. 

In the place of the archaic form of 
organization for the administration of 
education now existing in these nine 
States and of other forms of administra- 
tion almost as archaic and inefficient in 
other States, there should be substituted 
a plan more nearly in keeping with 
modern educational practice. The trend 
is very distinctly toward the administra- 
tion of education in the State by the 
State board of education, which in turn 
shall select as its executive officer one 
who is an expert in professional educa- 
tion, capable of large educational pol- 
icies, who shall work unhampered by 
political affiliations. Consensus of opin- 
ion in several carefully made research 


What has been © 





Composition of State 



































Boards of Education 









































Ex-officio| Appointed Elected z v 
=] v 2 o 
® © > 
e o Method of 
State 5 5 b= a 9 & & selection 
g $/ 8], /8] ela] 
e 2 4 © S ~ © & © Ly 
te he Pe he tee Pe) ee.) & 
RS. Biss 0 04.0 bes 1 LSP eae SS ees ae 8 12 | Governor 
DENTE) 5AG. oR ok 1 4 fs oe AS? 8 2 | Governor 
I hi a oa oa: 0idla ib he is SRP SES ft rr ee 8 | 7 | Governor 
EN Cs hac coe mee, epee dal 2 igh RR Bs 7 |. 4 | Governor 
SS ee’ 2 “Eee, SOR eee eet ee ee 2 Re pee 
Connecticut........... Bi Seek, gi poe Weer 11 6 | Governor 
rind al noes Penne BR ech: “he ae 4 5 | Governor 
RTE ae Sy} SS See ewe ee ee Ce eee) eee ee eee 
Ry cache ins 2eueh 4 1} 1 3 iy Se eee 6 4 | Governor 
Std wcksite, uted. ly ae Fee PROP een 6 | 5 | Governor 
Pst, Soa ves cetuel. Gee Pe (Me. Ste: wie? 43 4 | Governor 
EE a ey 4 ; Sie. Pa ae net u 2 | Governor 
ee eee 2 SR SRR, hae, Pee a PS = Bere ere eee 
ERG A, Ra ae See yy WORE “epet fee 8 11 | 4-8 | Governor-People 
ESAS AN FC Cae Sg bias i SSA eee, SS 7 7 | Governor 
ES vss eatecccl.. © dese c 1 8 A Ame & as 6 3 | Governor 
PR hens bcs vos cclsa: 8 RO, Sy Tae ey 3 4 6 | People 
IR GRR cami URES aleaee  & See ak FES 5 5 | Governor 
Mississippi............ oh Yt Sot mae: See ee ye ee Pe 
RN ek ts.os.a'0 na 2 Us See UPR AO Rice 27 ns Beene 
DNs 6.6.0. 5:9-4.5a:>.0:0-5 2 fy et eee FE aR 11 4 | Governor 
MI Ue. So. ek as SS hits. es AG oc ‘Err eee 
SSE Be ee EEE at eee eee ee Oe 6 5 | Governor 
New qereey RSET, Soe” ep Sepee aede 9 Ba ee 8 8 | Governor 
New Mexico........... 7 oe oe ! ee Sa re 7 4 | Governor 
Etat oR eB a Tawa hia s in pem dhedadl« ces 12 | 12 |. 12 | Legislature 
North Carolina........ "i ee oe BS A OP es Le wie wt 
North Dakota......... 1 ? Ree eee | et es ee 5 6 | Governor 
SIE 5 cdc cocoa es RM PSs, dy FEES, he. ee at TE 7 6 | Governor 
CM isc 6% i's's00 wd Gs 2 Sete Ate oe ee See Ae 3. {*. it Pee rrr e 
Pennsylvania.......... Svante hesaaorss Pee Fe on e 6 | Governor 
Rhode Island.......... 2 BE PEP: oe eee) 6 | 8 6 | Legislature 
South Carolina......... 1 Saeki. 2 a ee eee 9 | 4 | Governor 
CD ons oie as > ee et oe u ...| 11 |. 6 | Governor 
_ SES ay Cine ot 3 Rist eee Pre Bo eee ened bee 
| } | 
CER 3 | 6 Bs 9| 6 | Governor 
Seer eae See F 5 ad 5 5 | Governor 
aes r= "en ete. CE er ee 5 5 2-4 | Senate-Board _ 
eS eens: reer se © bitcalnecd 1 1 2 | Governor-Principals 
, Sepa RI: bai 6 ay sea 6 | Governor | 
ere ne” ee ty oe 2 ee bait 6 | State Superintendent 
—/——— | —_—_| | —— | — |} —— | ——— |] —— 
Ries iads.2 | 42 | 46 | 15 | 26 | 122 | 0| 6 | 29 | 286 |..... 
| ' 
Total ex-officio, 88; appointed, 163; elected, 36; grand total, 286. 
*Members are all ex-officio. The length of term and method of selection are the same as in 
their other offices. 











studies indicates that such a_ board 
should 

(a) Be composed of from five to nine 
members, preferably seven. ‘This point 
of view is accepted because such a 
board can work as a unit without the 
usual “log-rolling” standing committees. 
Eighteen studies of State boards of edu- 
cation, all made within the past seven 
years, recommend from five to eleven 
members. Only one recommends a 
board of eleven; eight recommend seven 
members; four do not give a specific 
number. 

(6) Be composed of such a number 
of members that with one retiring each 
year, a continuity of policy could be 
maintained that would mean growth and 
progress in the work of the board. The 
length of term in such a case might well 


be the same in years as the number of 


members on the board. Seven members, 
one to take his place each year for a term 
of seven years, would bring continuity 
of policy. Such a revolving board is 
recommended in all of the eighteen 
studies mentioned above. 

(c) Be composed of men and women 
of large ability selected for their interest 
in education and human welfare who 
would be willing to serve for the good 
they could do and not for pay. Neces- 
sary expenses should be paid by the 
State and possibly.a per diem of from 
five to ten dollars a day for not to ex- 
ceed twenty days in a year. At present 
there are but two States which pay a 
salary to the members of their State 
boards of education—West Virginia 
$1000 a year and North Dakota $3000. 
Others pay honorariums and per diems 
but these cannot be called salaries. 


TE ee 


i, —$—— Ny I 





a 


Vol. 12, No.5 


(d) Be composed of lay and profes- 
sional men and women, a majority of 
whom shall be lay members. Such 
members would bring counsel and as- 
sistance to the cause of education from 
walks of life other than that of the 
teacher. The “professional” member 
or members should be in active educa- 
tional service in the State. 

(e) Be appointed by the governor. 
Such appointments should be made re- 
gardless of party affiliation and in the 
interests of the education of the youth 
of the State. Of the eighteen studies 
mentioned above, fourteen recommend 
appointment by the governor; four give 
choice between appointment by the 
governor and election either by the 
people or by the legislature. 

Such a board ought to prove an ef- 
ficient agent of the State for the man- 
agement of its educational activities. It 
has been tried in enough States to 
prove its value. That other States will 
use such a plan of organization is easily 
evident as shown by the trend of the 
times. Present constitutional provisions, 
that are difficult to change, hinder rapid 
progress toward an acknowledged ideal 
in educational administration. Most 
State constitutions were made at a time 
when little had been done in the ad- 
ministration of education by those who 
were professionally prepared for the 
task. The present times demand a re- 
vision of plans formulated a half century 
ago; demand that the education of the 
children of the State be administered in 
the light of the remarkable growth of 
those five decades. 

The State should assign to its properly 
constituted board of education functions 
in keeping with the purpose for which 
it was created. One of its most im- 
portant functions should be the selection 
of the executive officer, known as the 
State superintendent of public instruc- 
tion or as the State commissioner of 
education. Consensus of opinion among 


TO A DEFICIENT CHILD 


BLANCHE CARRIER 


Supervisor Week-day Schools of Religion 
Dayton, Ohio 


I wonder what your mind whispers to you, 
Boy with the grown-up body 

And the resting mind. 

Are your thoughts like little buds 

Which the frost touched, 

Little white buds in a wide field 

That bloomed too soon? 





THE JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION 








Satary Scueputes—Milwaukee, Wisconsin 


Population 457,147—Effective, September, 1922 


Classification . 
of First 


teachers year 


Second Third Fourth 


Additional 


ann 
increments 
year year year 


| | Number Amount 





Elementary 


| Teachers! 


$1,200 |$1,300 |$1,400 |$1,500 | 9 $100 


$2,400 





Class A— 
department 
heads 


Class B 


2,700 


High school | Instructors 


2,800 


2,900 | 3,000 6 100 3,600 





1,800 | 1,900 





F | Elementary? 
Vice- 


1,500 | 1,600 








principals | High school 





8 rooms 





B—8 to 13 
rooms inclu- 
sive 


Principals Elementary 





C—14 to 17 
rooms in- 
clusive 








D—18 rooms 
or over 


High schoo! 








4,640 | 4,760 





Note.—Girls’ trade schools—teachers’ salaries start at $1,200 and $1,600 with annual increments of 
$100, the maximum being $2,400 and $2,800. Principals receive $4,100 the first year with annual increments 


of $100, the maximum being $4,400. 


1 Elementary teachers include regular grade teachers, kindergarten directors and assistants, teachers 
of domestic science and all manual training shop teachers in the grades, teachers in junior high schools and 


departmental grammar schools and attendance officers. 


* The office of vice-principal, which shall exist only in schools of 12 rooms or more, shall entitle its 


incumbent to $100 above the teachers schedule. 


educators approves this method of choice. 
The eighteen studies, previously men- 
tioned, without a dissenting vote recom- 
mend this method of selection of the 
State superintendent. They all agree 
that he should be chosen from among the 
best candidates from the country at 
large, the salary and term of office to be 
determined by the board. Other func- 
tions assigned to the board need not be 
mentioned here. They should be results 
of legislative action taken from time to 
time as growth and expansion seem to 
demand. 

Former United States Commissioner 
of Education, Honorable P. P. Claxton, 
has urged that “Educational administra- 
tion has in principle, and should have 
in practice, no direct relation to partisan 
politics as we know partisan politics in 
this country. The public-school system 
of any State is its greatest codperative 
enterprise, supported by all the people 
in proportion to their ability, regardless 
of the amount of their wealth, and re- 
gardless of any political or religious 
affiliations, in order that all the children 
of all the people may, regardless of their 
poverty and all other conditions, have 
as nearly as possible equal and full op- 
portunity for the education that will 








best develop their individuality, and pre- 
pare them for life, for making a living, 
and for the duties and responsibilities of 
democratic citizenship. From the stand- 
point of statesmanship and the public 
welfare, all the people are interested 
alike in the schools.” ? 

The plan of administration proposed 
in this article is in keeping with the ideal 
set forth by Dr. Claxton. No State can 
afford to neglect its most important 
product, its children. No State can 
afford to allow its chief educational 
office to be thrown as a sop to any large 
class of voters no matter how intelligent 
they may be. No State can afford a 
better organization for the care of its 
farms and its live stock than for its chil- 
dren; or a more careful planning for its 
material interests than for its spiritual 
interests. We are pleading for youth 
and a better citizenship when we urge 
a better type of State organization and 
administration of education. 





Wt left Cleveland ready to do our 
humble part to promote every ef- 
fort of the National Education Associa- 
tion to secure legislation for a Federal 
Department of Education —A. E. Win- 
ship in the Journal of Education. 





188 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


May, 1923 





The Journal of the 
National Education Association 


Published monthly except July and August by the 
National Education Association of the United States. 


President, William Bishop Owen 
Secretary, J. W. Crabtree 


The payment of $2.00 active membership dues entitles a 
member to attend all meetings of the Association and its de- 
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- 
shiv, 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 she 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 
*hange of address, giving old as well as new address. 


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 pro- 

vided for in section 1103, Act of October 3, 1917, authorized 
January 26, 1921. 


Editor-in-Chief, William C. Bagley 


Publication Staff 
Harold A. Allan 


Business Manager 


Joy Elmer Morgan 


Managing Editor 





EXECUTIVE AND EDITORIAL OFFICES: 
1201 Sixteenth Street N. W., Washington, D. C. 











** Rising Costs of Education’’ 


» all discussions of the “rising costs 
of education,” the diminished value of 
the dollar must be kept constantly in 
mind. The Research Division of the 
Association in its first bulletin, published 
last June, sets forth the essential facts. 
The increase in the salaries of city teach- 
ers has been largely mythical. In a 
typical large city, for example, the av- 
erage salary in 1913 was $1143; in 
1922, it was $1848. This looks on its 
face to be a substantial increase, but the 
official report on living-costs published 
by the Federal Bureau of Labor Sta- 
tistics tells us that the commodities and 
services that could be purchased for one 
dollar in 1913 were valued at $1.73 in 
the currency of 1922. The “generous” 
increase in teachers’ salaries in this 
typical city turns out, then, to be no 
increase at all, but rather a reduction. 
Measured by the purchasing power of 
the dollar the salary of $1143 in 1913 
was replaced by a salary of $1074 in 
1922. 

The rural-school teachers seem to 
have fared a little better, for when we 
consider all of the teachers of the coun- 
try we find that the average salary, 
measured in purchasing power, did show 
an increase during the nine years in 
question. It actually rose from $515 
until it perched, in 1922, on the dizzy 
height of $587. 


In 1900 the American people were 
spending on the public schools an av- 
erage of $2.83 apiece. In 1920, they 
were spending $9.89 apiece. The con- 
trast is impressive. One business man, 
after sadly contemplating the figures, 
solemnly proclaimed that the schools 
were spending money “like drunken 
sailors.” 

We assume that he knew what he 
was talking about. In any case, not 
being ourselves familiar with the habits 
of drunken sailors, we could scarcely 
dispute his word. We only know that, 
in the comparison referred to, the 
analogy is fairly flattering to the hapless 
mariners. The dollar of 1900 was 
worth $2.94 in the currency of 1920, 
and the spectacular contrast between 
$2.83 and $9.89 becomes reduced to the 
very modest difference between $2.83 
and $3.36. In other words, measured 
by the purchasing power of the dollar, 
we were in 1920 paying fifty-three cents 
apiece more for the support of public- 
school education than we were in 
1900—although our per-capita wealth, 
even when corrected for the reduced 
value of the dollar, had greatly increased 
during the same period. 

Most people look upon our school 
system as a necessity; a few consider 
certain features of it as a luxury; and 
there are apparently some who jump to 
the conclusion that it has reached the 
distinguished eminence of: a National 
extravagance. It takes all kinds of men 
to make a world. 


A Professional Obligation 


N more than one occasion during 

the past few years State executives, 
anxious to make a record for economy, 
have chosen the appropriations for the 
State normal schools and teachers’ col- 
leges as the “‘safest” items to cut. The 
reason for this choice is not far to seek. 
The various schools and colleges of the 
State universities have back of them 
powerful and well-organized groups 
whose interests cannot be invaded with 
impunity. Agricultural interests will 
demand that the agricultural colleges be 
treated with justice if, indeed, not with 
generosity ; manufacturing and transpor- 
tation interests will stand guard over 
the engineering schools; commercial 
organizations will look after the schools 
of commerce; the lawyers will see to it 
that the colleges of law do not suffer; 
the physicians have a stake in the col- 
leges of medicine ; and so on through the 
list. In more than one of our States, 


“e 


the slightest threat to cut the general 
university appropriation is the signal for 
all of these groups to unite. Executives 
are well aware of this fact, and all too 
often they “take it out” on the instity- 
tions that have the least strength .in the 
way of a highly organized clientele. 
These institutions are the normal schools 
and teachers’ colleges. 

The professional education of teach- 
ers will never make the progress that its 
fundamental significance demands until 
this situation is changed. Either the 
teaching profession as a whole must con- 
solidate public opinion for the adequate 
support of the professional schools for 
teachers, or these schools will be held 
to a low grade of work rendered even 
lower by contrast with more generously 
supported institutions. If the public- 
school service is as important as even its 
most captious critics admit, these pro- 
fessional schools should have precedence 
among all State institutions for adequate 
appropriations. ‘The profession may not 
ask for this precedence, but in the name 
of the great cause that it serves it must 





UBERT WORK, who recently 


succeeded Honorable Albert B. 
Fall as Secretary of the Interior, where 
he will have under his general direction 
the activities of the United States Bu- 
reau of Education. Mr. Work has 
served as president of the American 
Medico-Psychological Association, and 
as a lieutenant colonel in the Medical 
Corps of the United States Army. He 
was Iirst Assistant Postmaster General 
under Mr. Will Hays and succeeded 
him as Postmaster General, where he 
served until recently. 





en 


Vol. 12, No.5 





ask and will ask for justice. In no State 
of the Union today are the normal 
schools and teachers’ colleges receiving 
their just deserts. In a very real sense, 
these are our schools. To make them 
adequate to the needs of our service is 
both a professional privilege and a pro- 
fessional obligation. 


The Final Campaign 


ITH the opening of the Sixty- 

eighth Congress next December, 
one of its first problems will center 
around President Harding’s proposals 
for a reorganization of the Executive 
Departments of the Federal Govern- 
ment. The Education Bill will be re- 
introduced and its close bearing upon 
the President’s program is a sufficient 
guarantee that it will come at once into 
the limelight. Teachers everywhere 
will be questioned about “their” Dill. 
It is their bill—framed by their repre- 
sentatives in strict accord with the con- 
victions that teachers had collectively 
expressed on innumerable occasions, and 
since its formulation repeatedly and 
unanimously indorsed by professional 
organizations as embodying their judg- 
ment of what a National program of 
education should undertake. 

It is of the utmost importance to the 
success of the measure that teachers 
everywhere be prepared to speak con- 
vincingly on the merits of the Bill. If 
an interested layman should find a 
teacher unfamiliar with the measure, he 
would not stop to consider the fact that 
there are 700,000 teachers in the coun- 
try and that some of them may not know 
what their profession is proposing. 
The average layman will judge the en- 
tire profession by the few teachers with 
whom he is_ personally acquainted. 
These may be untrained; they may be 
néw to the service; they may not be 
professionally minded—yet to him they 
represent the entire group. 

Now is the time to prepare for our 
final campaign, and one of the obvious 
steps of preparation is to see to it that 
every teacher who has entered the service 
within the past few years—and there are 
tens of thousands of such teachers—is 
well informed as to proposals of the 
Bill. In the county institutes and the 
summer sessions of June, July, and 
August ; in the meetings of the State and 
sectional associations in the fall; through 
the columns of the local and State edu- 
cational journals; there will be abun- 
dant opportunities for getting this in- 
formation before the new teachers and 





THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 











Nevada for the Education Bill 


Y unanimous vote, at its recent session, the Nevada legislature 

urged the passage of the Towner-Sterling Education Bill. 
Senate Joint Resolution No. 8, which was introduced by Senator 
Getchell on February 26, 1923, and which was. unanimously passed 
by both the Senate and the Assembly and approved by the governor 
reads as follows—Resolved by the Senate and the Assembly of 
Nevada, that we, for ourselves and for the people of the State of 
Nevada, do heartily endorse the Bill introduced in the National 
House of Representatives by Congressman Towner on April 11, 
1921, being H. R. 7, and by Senator Sterling in the United States 
Senate on April 27, 1921, as Senate Bill 1252, and commonly known 
as the Towner-Sterling Education Bill, being a bill to create a De- 
partment of Education, to authorize appropriations for the conduct 
of said Department, to authorize the appropriation of money to en- 
courage the States in the promotion and support of education, and 
for other purposes. 


Being deeply conscious that education is the bulwark of freedom 
and that the proper training and education of our children is of vital 
importance and not to be compared with the production of food, 
wealth, or power, but transcends and embraces the activities of all 
the departments of our National Government now created and 
existing; be it further 


Resolved, That we urge upon our Congressman and Senators 
representing the people of the State of Nevada at the National 
Capital to cooperate with Mr. Towner and Mr. Sterling to the 
fullest extent of their power in securing the enactment of said bill 
into law; be it further 


Resolved, That the Secretary of State be directed to transmit a 
copy of these resolutions to Honorable William E. Borah, chairman 
of the Senate Committee on Education; Simon D. Fess, chairman of 
the House Committee on Education, and to each of the Senators 
and Congressman representing Nevada in the present Congress. 

















for inspiring the great body of the pro- 
fession to the final effort which will 
bring success. 

Within a year, if every one of the 
700,000 American teachers does his or 
her bit, the battle will be won. We 
have the Right overwhelmingly on our 
side. We can enlist the Might. Noth- 


ing can stand against such a combination. 


RESIDENT HARDING on the 

teaching of history—There has been 
too much disposition among both the 
writers and students of history to deal 
with the different nations of the west- 
ern world, as it were, in separate com- 
partments; to assume that one may 
study and understand the history of one 
nation without particularly devoting 
himself to the relations of that particular 





nation to the others. Undoubtedly, we 
shall from this time forward have a much 
more adequate conception of the essential 
unity of the whole story of mankind; 
and a keener realization of the fact that 
all its factors must be weighed and ap- 
praised if any of them are to be ac- 
curately estimated and understood. | 
fee! strongly that such a broader view 
of history, if it can be planted in the 
community’s mind of the future through 
the efforts of educators and writers, will 
contribute greatly to uphold the hands 
and strengthen the efforts of those who 
will have to deal with the great problem 
of human destiny, particularly with that 
of preserving peace and outlawing 
war.—From a letter to President Sills, 
of Bowdoin College, printed in School 
and Society for March 24, 1923. 





Tue JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 


ENROLMENT aad AFFILIATION 





Affiliated Local Associations 


HE FOLLOWING ASSOCIATIONS are in ad- 
dition to the affiliations which have been reported 
in previous issues of THE JOURNAL. 


Denver, Coro., Adams County Educational Associa- 
tion, Mrs. M. D. Flanders, Secretary. 

ENcLEwoop, CoLo., Englewood Teachers Association, 
Ruby Pearl McKamey, Secretary. 

Great Fatts, Mont., Great Falls Teachers Asso- 
ciation, Mary D. Webb, Secretary. 

Mason City, Iowa, Grade Teachers Association of 
Mason City, Mary McDermott, Secretary. 

Trinwap, CoLo., Las Animas County Teachers Fed- 
eration, Ysabel Cordova, Secretary. 


Completed Enrolments 


T= 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 April 

JOURNAL. 

Amessury, Mass., Junior High School, Mabel E. 
Lunt, Principal. 

Batrte Creek, Micnu., School Number One, Mar- 
garet Stannard, Principal; School Number Two, 
Mrs. Frances K. Martin, Principal; School Num- 
ber Three, Margaret Ross, Principal; School 
Number Four, Ida Raine, Principal; School Num- 
ber Five, Cornelia Derks, Principal; School Num- 
ber Six, Emma Hubbard, Principal; School Num- 
ber Nine, Agnes Ross, Principal; School Number 
Ten, Mrs. Lenora McBain, Principal; School 
Number Eleven, Mrs. Winifred Kirschman, Prin- 
cipal; School Number Twelve, Florence Nagle, 
Principal; School Number Thirteen, Mrs. Ade- 
laide Decker, Principal. 7 

Boise, Inano, Lowell School, P. S. Doane, Principal. 

Brook Haven, N. Y., Brook Haven School, Mrs. 
Olivia M. Jones, Principal. 

CARPENTERSVILLE, ILL., Carpentersville Building, 
Mrs. Jane Martin, Principal. 

CHAMPAIGN, ItL., Avenue School, Mrs. 
Schance, Principal. 

Cuico, Caur., Bidwell School, Annie B. Reidel, 


Ellen 


Principal; Nord Avenue School, Mabel Schell, 
Principal; Oakdale School, Russel Croad, Vice 
Principal; Rosedale School, Josephine Bryan, 
Principal; Sacramento Avenue School, E. N. 


Cuddeback, Principal; Salem School, Alice M. 
Crum, Principal. 

Cuico, WasH., Public School, Mrs. Iva E. Miller, 
Principal. 

CLeveLanp, Onto, Case School, Jennie A. Gleeson, 
Principal; Case Woodland School, Eva Taylor, 
Principal; Washington School, Mary C. Feather- 
stone, Principal. 

Cumax, Ga., Empress School, Mary Jeter, Principal. 

Cotorapo Sprincs, Coro., Garfield School, L. B. 
Grafton, Principal; Helen Hunt School, Louisa 
D. Coffin, Principal; Lowell School, Anna M. 
Ruddy, Principal; Roswell Schocl, Joseph Flynn, 
Principal. 

Co_umsus, Ono, Columbus Normal School, W. T. 
Heilman, Principal. 

Councit Biurrs, Iowa, Avenue B. School, Frances 
Potts, Principal. 

Denver, Coro., Valverde School, A. J. Fynn, Prin- 
cipal; Villa Park School, W. H. Eagleton, Prin- 
cipal. 

Dexter, Mane, Pleasant Street School, Grace E. 
Pooler, Principal. 

DututH, MINN., Congdon School, Alice Hegdahl, 
Principal; Ensign School, Mabel Rossman, Prin- 
cipal; Fond du Lae School, Hilma Peterson, Prin- 
cipal; Grant School, J. L. Bracken, Principal; 
Irving Junior High School, Laura MacArthur, 
Principal; Kenwood School, Margaret Jordan, 
Principal; Longfellow School, John O. Anderson, 
Principal; Merritt School, H. Alena Wolfe, Prin- 
cipal; Morgan Park Elementary School, R. D. 
Chadwick Principal; Norton Park School, Mrs. 
Ethel Kunerth, Principal; Salter School, Anna 
Meinhardt, Principal. 

East CLEVELAND, Onto, Superior School, Mrs. Belle 
L. Farks, Principal.. 

East Sr. Louis, Itt., Junior High School, M. E. 
Bruce, Principal. 

Ext Moro, Coro., El Moro School, G. A. Van 
Buren, Principal. 

Erm, Pa., Penn School, Annie McKean, Principal. 

FAIRHAVEN, Mass., Oxford School, Myra D. Crowell, 
Principal. 

Faripautt, MINN., Garfield Grade School, Mattie 
F. Fink, Principal. 

Fort Co.iins, Coio., Remington School, Emma L. 
Hansom, Principal. 

GaLesBurG, ILL., Central School, Lilian Taylor, 
Principal. 





Granp Rapiws, Micu., The Principals Exchange 
Club, Edna M. York, Secretary; Henry School, 
Edith M. Smith, Principal; Walker School, Ada 
A. Fuller, Principal. 

Hiro, Hawau, Hilo High School, Elmer A. Brown, 
Principal. 

IroNwoop, Micu., Luther L. Wright High School, 
John Rufi, Principal. 

Kansas City, Kans., Bancroft School, Mary Nelson, 
Principal; Bruce School, Myrtle Young, Princi- 
pal; Cooper School, Elizabeth S. Miller, Princi- 
pal; Greystone School, Amanda Gillespie, Prin- 
cipal; Major Hudson School, Margaret Jones, 
Principal; Maccochaque School, Maud Clavin, 
Principal; Horace Mann School, Lucy F. McCoy, 
Principal; Parker School, George W. Phillips, 
Principal; Phillips School, Leila D. Miller, Prin- 
cipal; Noble Prentis School, Helena Stump, Prin- 
cipal; Prescott School, C. W. Meyers, Principal; 
Roosevelt School, Grace Curry, Principal; Snow 
School, Ella Travis, Principal; Whitmore School, 
Ruth Porter, Principal. 

Kansas Crry, Mo., McCoy School, Lucy G. Whit- 
ney, Principal. 

KENNEBUNK, Maine, Park Street Grammar School, 
Alice M. Varney, Principal. 

LEXINGTON, Mass., Parker School, Edith Lee Neai, 
Principal . 

Lisson, Mp., Lisbon High School, Laura V. Spiel- 
man, Principal. 

Lonc Beacu, Cauip., Burnett Elementary School, 
John L. Lounsbury, Principal. 

Lone Istanp, N. Y.,Public School 80, Queens, 
Henry A. Gottlieb, Principal. 
Marion, Ono, Lincoln Building, 

Dairy, Principal. 

Mo.ine, ILL., Central Grammar School, G. J. Bug- 
bee, Principal; Garfield School, Alice H. Whee- 
lock, Principal; Grennell School, Mary Penney, 
Principal; Lincoln School, Hattie A. Moore, Prin- 
cipal; Logan School, Mabel E. Fuhrman, Princi- 
pal; Washington School, Grace Putnam, Principal; 
pA ga Carr School, Florence Donahey, Prin- 
cipal. 

Mt. PLEASANT, UTAH, Mount Pleasant Public School, 
J. F. Mower, Principal. 

Mr. Vernon, N. Y., Columbus School, A. S. 
Towsend, Principal; De Witt Clinton Sckool, 
Minnie S. Graham, Principal; Robert Fulton 
School, Mary E. Gernon, Principal; Nathan Hale 
School, Margaret B. Imrie, Principal; Hamilton 
School, J. Milford McKee, Principal; Jefferson 
School Number 3, James M. Grimes, Principal; 
Lincoln School, Martin H. Traphagen, Principal; 
Sophie J. Mee School, Jasper T. Palmer, Prin- 
cipal; Washington School, Jasper T. Palmer, 
Principal; William Wilson Sckool, Martin H. 
Traphagen, Principal. 

New Or.eans, La., Jefferson School, J. E. Hilde- 
brandt, Principal. 

NocaALes, Ariz., Elm Street 
Wilkin, Principal; Lincoln 
Buerkin, Principal. 

NorTHFIELD, Wis., Northfield School, Teresa Don- 
aldson, Principal. 

Omana, Nesr., Highland School, Elsie M. Smith, 
Principal. 

PHILADELPHIA, Pa., Julia Ward Howe School, Xenia 
C. Clampitt, Principal. 

Puges_o, Coro., Public Schools District 20, John 
F. Keating, Superintendent; Bessemer School, 
Linah Swanzey, Principal; Carlile Sckool, Inez 


Elizabeth B. 


School, 
Sckool, 


Marguerite 
Katherine 


J. Chase, Principal; Central Grade School, 
Blanche Swinehart, Principal; Central High 
School, D. K. Dunton, Principal; Columbian 


School, Nirma Palmer, Principal; Corona School, 
Myrtle Eyer, Principal; Danforth School, Caroline 
Strack, Principal; Edison School, Elizabeth Alex- 
ander, Principal; Lake View School, Dell Berk- 
ley, Principal; Lincoln School, Lulu Graham, 
Principal; Minnequa School, Alice MacDonald, 
nes Wildeboor School, Nannie Walker, Prin- 
cipal. 

St. JoserH, Mo., St. Joseph City Schools, J. W. 
Thalman, Superintendent; Bartlett School, C. W. 
Black, Principal; Benton School, Fred E. Van- 
dersloot, Principal; Blair School, Julia U. Ford, 
Principal; Bliss School, May B. Peterman, Prin- 
cipal; Central High School, O. S. Wood, Princi- 
pal; Douglas School, A. W. Reason, Principal; 
Ernst School, Mrs. Abbie C. Barnes, Principal; 
Everett School, Clara R. Byrne, Principal; Eugene 
Field School, Lillie B. Polk, Principal; Florence 
School, Belle Ashbrook, Principal; Floyd School, 
Della Nash, Principal; Garfield School, Eva Mont- 
gomery, Principal; Green Valley School, Dola M. 
Bear, Principal; Hall School, Ada Ejib, Princi- 
pal; Home Little Wanderers School, Mrs. Emma 
V. Bowen, Principal; Hosea School, Emma O. 
Mumm, Principal; Humboldt School, Alvina 
Schmitz, Principal; Hyde School, Minnie Nelson, 





May, 1923 


Principal; Jackson School, Frances Burris, Pringj-. 
pal; Krug School, Gertrude De Vorss, Principal; 
Lafayette School, R. L. Denning, Principal; Li». 
coln School, J. H. Simms, Principal; Longfellow 
School, T. D. Glaze, Principal; Maxwell School, 
Susie Hutchison, Principal; McKinley School, 
Frances Ritchie, Principal; Musser School, Mamie 
E. Miles, Principal; Neely School, Clarence C. 
Carpenter, Principal; Noyes School, Cecil Craw. 
ford, Principal; Owen School, Clara Herchen- 
roder, Principal; Robidoux School, Ralph Ww. 
Polk, Principal; Sherwood School, Mabel A. White, 
Principal; South Park School, Bettie Bolen, Prin. 
cipal; Washington School, Margaret Quirk, Prin. 
cipal; Webster School, Fannie Brennan, Principal; 
Whittier School, Luda Bell Garret, Principal; 
Wyatt School, Mrs. Annie L. Wells, Principal; 
Young School, Mary Moore, Principal. 

St. Louis, Mo., Rose Fanning School, F. M. Under- 
wood, Principal. 

Satna, Kans., Salina City Schools, W. S. Heusner, 
Superintendent; Salina City Teachers Association, 
Genevieve Lewis, Secretary; Dunbar School, 
Powers G. Porter, Principal; Franklin School, 
Nellie Seiver, Principal; Hawthorne School, Maud 
Hunts, Principal; Lincoln High School, F. J, 
Mercer, Principal; Longfellow School, Ruby Hag- 
ler, Principal; Lowell School, Minnie Harvey, 
Principal; Oakdale School, Sadie Conover, Prin- 
cipal; Phillips School, Edith Harris, Principal; 
Roosevelt School, H. W. Jones, Principal; South 
Park School, Selma Balsmier, Principal; Wash. 
ington High School, Willard N. Van Slyck, Prin- 
opal Whittier School, Bernice Mitchell, Prin- 
cipal. 

San Disco, Cauir., San Diego Teachers Association, 
Ina Shafer, Treasurer; Jefferson School, Ida V. 
Meeks, Principal; Sherman School, M. D. Boucher, 
Principal; Washington School, Pete W. Ross, 
Principal. 

San Francisco, Cauir., Harrison School, Sovia A. 
Folsom, Principal. 
SeHeENEcTADY, N. _ Y., 
Marsh, Principal. 
SHERIDAN, Wyo., Custer School, Harriett Herendeen, 

Principal. 

STocKTON, CAauir., Monroe Primary School, Maud 
A. Southworth, Principal. 

Tacoma, WaAsH., Roosevelt School, C. A. Payne, 
Principal. 

WarRREN, OHIO, Tod Avenue Elementary School, 
Mrs. Gertrude Alderman, Principal. 

Watts, Cauir., Fir Street School, Jane C. Orr, 
Principal. 

WESTBROOK, MAINE, Forest Street School, J. A. 
Tuttle, Principal. 

WestrorD, Mass., Westford Academy, William C. 
Roudenbush, Principal. 

WicuiTA, Kans., Ingalis School, Maude M. Me- 
Laughlin, Principal. 


Fulton School, Agnes L. 


HIGH-SCHOOL RECREATIONS 


The American Educational Digest has 
recently made a thorough study of the 
amusement problem in American high 
schools. After studying the reports from 
a large number of school superintendents 
the ae are listed as the chief diffi- 
culties in the way of wholesome recrea- 
tional activities: 


1. Pupils steal secretly away for public 
dances, movies, or joy-rides. 

2. Parents shift responsibility to the 
school, and openly oppose school regu- 
lations. 

3. Sponsors and chaperones shirk duty— 
often dance worse than pupils. 


4. Secret high-school fraternities break 
up dances and parties. 

5. Pupils “booze’’ and smoke at school 
dances, and spoon at picture shows. 

6. Alumni and outsiders interfere and 
set wrong standards. 

7. School boards and patrons force pu- 
pils into public dance halls by refusing 
use of school buildings. 


8. Churches, lodges, and clubs make 
excessive demands upon pupils. 

9. Amusements for non-dancers and 
recreations which all pupils can enjoy 
are difficult to provide. 

10. Teachers too heavily loaded or un- 
fitted to supervise recreations properly. 

11. Pupils refuse to attend teacher or 
parent-chaperoned events. 

12. Lack of codéperation of citizens and 
city officials with school authorities. 

13. Parents provide pupils with too 
much unearned spending money. 

14. Difficult to develop a group-con- 
science that demands the highest standards. 

















The World Conference on Education 


URPOSE—To afford opportunity for educa- 

tors of the various nations to agree upon prin- 

ciples and plans for the promotion of goodwill 
and mutual understanding, which are universal in 
their application and which can be adopted as a 
definite program to be carried out in the schools 
throughout the world. 

2. Bate and place—The Conference will be held 
in San Francisco, California. It will open with a 
plenary session on the evening of June 28, 1923, and 
will close with a joint session with the National 
Education Association of the United States on 
Thursday, July 5. The Sixty-first Annual Conven- 
tion of the National Education Association will be 
in Oakland-San Francisco, July 1-6, 1923. 

3. Auspices—The World Conference on Educa- 
tion is being held under the auspices of the National 
Education Association of the United States. 

4. Delegates—Invitations have been issued to 
fifty different nations to send delegates. Each na- 
tion has been asked to send five official delegates, 
five alternates, and as many unofficial delegates as 
it wishes. If all nations respond there will be some 
500 delegates and alternates. There are also a 
thousand professors from foreign institutions teach- 
ing in American colleges and universities and 15,000 
foreign students, who are invited to sit with the 
delegations from their respective countries in the 
plenary sessions and to act as interpreters. 

5. Plans for the Conference—The Committee on 
Foreign Relations of the National Education Asso- 
ciation was instructed by the Representative As- 
sembly at Des Moines in 1921 to work out plans for 
this Conference in 1923. A report of the progress 
was made to the Representative Assembly at Boston 
in 1922, and by unanimous vote the Committee was 
instructed to carry through the project. Dr. Augus- 
tus O. Thomas, State superintendent of public 
schools, Augusta, Maine, who is chairman of the 
Foreign Relations Committee and working in co- 
operation with the President, Secretary, and other 
officers of the Association, has been in charge of the 


plans and will be responsible for seeing that they 
are properly carried out. President Owen has ap- 
pointed a large advisory committee. 

6. Agenda—The World Conference is called to 
work out a program rather than to approve one that 
has already been prepared. However, the Foreign 
Relations Committee is preparing tentative agenda, 
including a proposal for a world goodwill day to be 
observed in all schools throughout the world. 
These agenda are being submitted to a large ad- 
visory committee for suggestions. Supplemented 
by proposals from delegates from other countries 
they will form the basis of the deliberations of the 
Conference. 

7. Among the speakers—President William B. 
Owen, of the National Education Association, and 
President W. G. Cove, of the British National As- 
sociation, who spoke at the Boston meeting last 
summer, are among speakers already arranged for. 

8. Special features—The great virtues which are 
common to civilized people everywhere and the con- 
tributions of the various nations to civilization will 
be visualized in a magnificent pageant, The Court 
of Service. One session will be devoted to a fes- 
tival of folk songs and dances, given in native 
tongue and costume. 

g. Results expected—This Conference is called for 
the purpose of working out definite objectives which 
can be put into practice immediately in the various 
educational systems of the world. Every child in 
every school in every country should have his work 
modified as a result of its deliberations. It will 
afford abundant opportunity for assembling facts 
on the educational situation in various countries, 
and for renewing old international friendships and 


for forming new ones, but its great mission will be 
a code of work designed to give the 5,000,000 teach- 
ers of the world a definite program for the promo- 
tion of mutual goodwill and understanding among 
Arrangements will also be made at this: 
Conference for future world conferences to be held at 
regular intervals. 


all peoples. 


[191] 





—— 














192 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Is Education Too Costly? 


J. O. ENGLEMAN 


Field Secretary, National Education Association 
Washington, D. C. 


HESE ARE DAYS when States 

and cities as well as individuals feel 
the economic pressure and _ financial 
stress. It is a time when everybody 
preaches and but few practice economy. 
At such a time it is but natural that the 
question is raised as to whether too 
much money is being spent by our public 
schools or not, whether they are econom- 
ically administered, whether too much 
public money is going for the teaching 
of fads and frills and non-essentials. 

Such questions must be faced first of 
all by school authorities themselves. 
They must be able to justify their ex- 
penditures. They should be willing, 
even anxious, to practice every reason- 
able economy. 

Waste, graft, extravagance, poor busi- 
ness management, should not be tolerated 
at any time, and least of all today. But 
it may be safely asserted that aside from 
an occasional notorious exception the 
public funds expended for education are 
the most conscientiously administered of 
all those raised by public taxation. 

And yet, even when this is admitted, 
we find occasional critics who seem 
honestly to believe that our schools cost 
too much; that the State cannot afford 
to educate its children; that the schools 
are less efficient today than they were 
in the good old days of the little red 
schoolhouse and the “three R’s.” In 
other words, public schools are being 
watched and questioned and sometimes 
criticised with a freedom that has not 
always been observed. 

Those who think the schools cost too 
much tend to forget that the cost of 
everything else we have has increased 
proportionately. What we eat, what 
we wear, fuel, light, farm lands, rents, 
transportation, furniture, machinery— 
all have obeyed the same law. The 
teacher who gets an annual salary of 
$1200 today can buy little, if any, more 
with it today than she could buy with 
half that amount ten years ago. The 
cost of school buildings, school equip- 
ment, fuel, janitors’ services, and every- 
thing else that must be provided for in 
a school budget is subject to the same 
general economic trend. 

But what of the charge that the State 
cannot afford the cost of educating its 


children? The answer is that educa- 
tion at almost any price is actually 
cheaper and less expensive than _ ig- 
norance, immorality, and crime. Our 
government is predicated upon the as- 
sumption that knowledge and _ virtue 
shall be generally diffused among our 
people. Under no other conditions is 
our form of government workable. 
Our political forefathers recognized this 
truth, and it inspired them to declare 
that. religion, morality, and knowledge 
are essential to good government and 
to the happiness of mankind. Increased 
education results in increased values of 
property in any community. Indeed, 
property, and life itself, is made safe and 
secure only as schools abound and do 
the work for which they are established. 
One need go no farther than Mexico or 
Russia today to see the correlation that 
exists between ignorance and insecurity 
of both property and life. 

But are public schools less effective 
today than they were a generation ago? 
It has become popular in many quarters 
to assert that they are. The reason 
assigned most often is that they try to 
do so much that they do nothing well; 
that they dissipate pupils’ time and 
neglect fundamentals. 

Memory is ofttimes a tricky faculty. 
It has a tendency with most of us to 
surround old institutions with which we 
were connected with undesérved halos. 
The follies and foibles and indiscretions 
of the youth of our day have largely 
been forgotten, because they never did 
exist for us, and according to our way of 
thinking did not exist then. But the 
flappers of today! How they do lack 
in seriousness, in purpose, in study, in 
stability, in discretion! And yet, every 
generation has had the same impatience 
with youth, and the same tendency to 
glorify its own earlier achievements. 

Then again, most men and women 
fail to note that in many lines they have 
continued to grow with the passing of 
the years, and as a result they tend to 
measure children by their own present- 
day standards rather than by the stand- 
ards they had when they were in school. 

There was a time when many of the 
most valuable elements in a child’s edu- 
cation and life were obtained while he 


May, 1923 





was going to the little red school, but 
not obtained in it. These elements were 
developed by the life he lived on the 
farm, and included industry, initiative, 
self-reliance, thrift, simple pleasures, 
and other virtues for which the school 
was little responsible. 

Today, life is less simple. “The home 
contributes less. More is demanded of 
the schools. These are days when the 
State expects all its children to remain 
in school, and when it is under obliga- 
tion, therefore, to vary its program of 
instruction to the differing tastes and 
capacities of children. Once the pupils 
merely quit if they tired of the “three 
R’s” or failed to succeed in them. Now 
they dare not quit. The State expects 
them to continue through the com- 
pulsory education period. Hence the 
demand for a varied curriculum, for 
special rooms and features that may 
minister to the child who is over-age, 
over-size, under-nourished, crippled, 
deaf, blind, precocious, or otherwise en- 
titled to schooling suited to his needs. 

School administrators, whether boards 
of education or superintendents, ought to 
be willing and eager indeed to face 
financial facts as they are, and effect 
every reasonable economy in school ad- 
ministration in times of financial strin- 
gency, but it would be q serious mis- 
fortune if schools were forced to bear 
the brunt of any retrenchment policies. 
It is not a question of whether teachers 
should suffer a reduction in salary or 
not; it is a question of whether, as a 
people, we are really too poor to give 
our children the best possible training 
for life, and whether lower salaries will 
tend to drive out the best teachers or be 
sufficient to attract into the schools men 
and women with the personality, the 
character, the vision, the intellectual and 
moral strength which we ought to look 
for in the teachers of our boys and girls. 

We expect experts to tinker with our 
autos when they need attention. We 
want the best legal advice when we are 
in legal difficulty. We demand scien- 
tific training of those who experiment 
with our plants and animals and pave 
the way for a better agriculture tomor- 
row. Shall we not demand the best 
men and women our communities pro- 
duce as teachers of our children? And 
can we get and keep that type by a re- 
trenchment policy that sacrifices the 
future for the sake of the present? It 
was a wise man who first observed that 
a politician is a man who has his eye on 
the next election, but a statesman is one 
who keeps his eye on the next generation. 


NE :C 


ej TT 


NN 


————— TT TTT TEE 


Vol. 12, No.5 


THE JOURNAL OF THE NATIONAL EpucaTIoNn AssociATION 193 





Education and the Movies 


Cuar_es H. Jupp 


Director of School of Education, University of Chicago 
Chicago, Illinois 


T THE BOSTON meeting of the 
National Education Association 
Mr. Will Hays asked the educators of 
the United States to codperate with him 
and the Motion Picture Producers and 
distributors of America, whom he repre- 
sents, in improving the movies. 

The production and the exhibition of 
moving pictures have gone through a 
feverish stage of the most extravagant 
expansion. In a little less than twenty 
years the industry of entertaining the 
American public with picture shows has 
become one of the most lucrative and 
extensive businesses of the country. Im- 
mense fortunes have been made by pro- 
ducers and by individual actors, and 


_every day throngs frequent the theaters 


that have sprung up in every town and 
on almost every city street in the land. 

This rapid expansion has given little 
occasion for deliberate study of the prob- 
lems involved in the making of moving 
pictures. The technique of producing 
and the acting have improved, to be sure, 
but chiefly because of the stress of 
competition. Competition does not in 
general push in the direction of refine- 
ment; so it began to appear about two 
years ago that competition was becom- 
ing too intense even for those who had 
profited by the earlier enormous devel- 
opments of the movies. 

Furthermore, the American people 
began at about the same time to with- 
draw their support. There are various 
speculations as to the reason. Some at- 
tribute to hard times the falling off in 
attendance, which has been estimated at 
30 per cent. Others believe that satiety 
has set in and that the people have been 
surfeited with the cheap and repetitious 
and not infrequently lewd pictures with 
which the producers sought to stimulate 
the jaded appetite of a much entertained 
Nation. 

Whatever the cause, the fact is that 
the producers began to feel the disastrous 
effects of unbridled competition and re- 
duced box-office receipts. So they be- 
gan to study the book of moral and 
artistic improvement. They employed 
Mr. Hays, declared themselves ready to 
consider any formula of improvement 
that was offered, and united in an asso- 
ciation which had among other purposes 
the checking of disastrous competition. 


It was at this stage that the educators 
were called in. Every moral cause ap- 
peals to educators, and here was a move 
in the direction of genuine public re- 
form. The call to the educators was a 
little vague. President Owen of the 
National Education Association tried to 
find out just what the educators can con- 
tribute. Finally, after a great deal of 
discussion of possibilities, he appointed 
a committee. This paper is prepared 
with a view to stimulating discussions 
which, it is hoped, will help this com- 
mittee in formulating a policy for the 
association. 

It is interesting and impressive to 
learn what the producers really think 
of a committee of educators. As soon 
as the committee took up the work of 
discovering its province, the emphatic 
suggestion came from the producers that 
the educators had better confine their 
activities at the outset to pedagogical 
films. A pedagogical film is one which 
is useful in a classroom and not likely to 
compete with the entertainment film 
commonly exhibited in theaters. 

The committee is gathering material 
for some reports on pedagogical films, 
and these reports, it is hoped, will in due 
time throw light on the difficult problem 
of using moving pictures for purposes of 
school instruction. In the meantime, 
this invitation for discussion is sent out 
in the hope of opening up a line of in- 
quiry which unfortunately, as it seems to 
the present writer, the producers prefer 
not to have the educators follow, at least 
at present. It is a deliberate effort to 
call the attention of educators and pro- 
ducers to the fact that the entertain- 
ment which is being offered to the young 
people of this country today as their 
chief amusement is essentially unsound 
in character and certain to produce all 
of the unfavorable results of intellectual 
dissipation if it is not radically reformed. 

The teacher who thinks that the ef- 
fects of the movies do not reach into her 
classroom unless she uses a lantern and 
brings in films is very short-sighted. 
The fact is that young people and old 
are getting a type of mental training at 
the moving-picture theater which is fix- 
ing mental habits to a degree which we 
have not been recognizing as we should. 

Let us put as pointedly as we can the 


antithesis between the ordinary moving 
picture and those forms of thinking 
which the school tries to cultivate. The 
school teaches the child that he must 
control his imagination so that the things 
which he builds up in his mind conform 
to reality. In school two and two al- 
ways make four. In school the law of 
gravity always operates. In school one 
learns that a garden must always be 
planted before it can grow. In schoo! 
one learns that skill is acquired by ap- 
plication. In school one learns that 
health depends on sound habits of life. 
In short, one learns in school that reality 
is rigid and regular. 

What does one learn at the ordinary 
movie? QOne becomes accustomed to 
the most extravagant modes of life, to 
the most improbable happenings, to un- 
earned success, and to every possible 
escape from natural law. Let it be 
noted that we are not discussing what is 
ordinarily spoken of as the moral aspect 
of the movie. The prodigality and the 
disregard for custom and social law are 
not at the moment in our minds. We 
are discussing the ordinary happenings. 

The matter can be put in psycho- 
logical terms. The human mind has the 
greatest freedom and flexibility in the 
management of its ideas. One may 
think of one’s self as floating through 
the air, or as immensely rich or power- 
ful, although one knows that all of these 
things are only in one’s mind. The 
technical psychologist calls this freedom 
and flexibility of ideas. One can imagine 
anything one likes. Not only so, but 
there is a kind of relaxation in letting 
one’s mind go and letting ideas fit to- 
gether in kaleidoscopic variety. 

Untrammeled imagination as recrea- 
tion may be legitimate, but the process 
of education is devoted to the task of 
developing self-possession of one’s ideas. 
One may fit ideas together as one will, 
but in the long run one’s imagination 
will be constructive and useful only 
when one’s imaginations issue in effects 
on reality. One may, if one will, 
imagine a utopia, but the constructive 
erection of a new plan of housing the 
people of a city requires a higher type 
of trained imagination. 

- The school takes advantage of the 
flexibility of ideas. In the biology class 
the mind follows the migration of the 
birds and builds up a life cycle that no 
eye has seen in its entirety. In chemistry 
the school carries the imagination into 
the play of atoms. In history the imagi- 
nation sweeps over vast periods of time. 
In each instance, however, the combina- 








194 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





tions of ideas must fit the facts. The 
train of ideas is not a succession of ex- 
travagant happenings; it is a train of 
steady, coherent occurrences. 

With this kind of goal before class- 
room teaching, is it not strange that 
teachers have not seen their perfectly 
obvious relation to the movies? The 
fact is that while the school is trying to 
train pupils to be critical and exacting 
in their own minds, the movie in 80 per 
cent of the cases is pulling in the other 
direction. The movie has almost all of 
the freedom and flexibility of the human 
imagination. The hero can climb up 
the side of a building. He can ride the 
wildest horse without any preliminary 
training. He drives at speeds that 
would be ruinous to any ordinary auto- 
mobile. He goes through buildings. 
This we could all imagine, too, but we 
do not do so ordinarily. Yet every 
night a very large percentage of the 
American people go to a wonderland 
where the constructive imagination is 
switched off. There is there no law of 
probability, no danger of unfavorable 
mishap. 

This is legitimate recreation, rest for 
the mind, someone will say. Certainly, 
it will have to be admitted that there is 
pleasure not to be denied to human kind 
in the utter abandon of an untrammeled 
imagination. How often can one go on 
this kind of an intellectual spree and 
come back to truly constructive imagin- 
ing? This is the question which one is 
forced ultimately to ask. If one has 
to do business in a world full of keen 
competition where success depends on 
foresight, which is a form of imagina- 
tion, does one get the best training for 
constructive business thinking in the 
midst of daily extravaganza? 

The question may arise in the mind 
of some reader, Is the gist of this article 
a plea for less frequent attendance on 
the movies? Not at all. This article 
is intended to suggest a program through 
which the educators may help the pro- 
ducers. 

The reason why the American people 
have so long put up with weak and 
often utterly stupid movies is that they 
have no training in the intelligent ap- 
preciation of movies. 
of art with its infinite possibilities has 
come upon us with a rush, and we are 
ignorant and unappreciative of its pos- 
sibilities. 

Let us think of some of the advantages 
of this new form of art. ‘The scenery 
im an ordinary theater is meager and 
flat and rigid. The moving picture has 


This new form- 


all outdoors and indoors for its back- 
ground and for its scenes of action. It 
can shift scenes in an instant. It is re- 
sponsible for the achievement of some 
of the highest effects of art because of 
this advantage. Special attention is 
called to the word “responsible.” 

The ordinary theater cannot em- 
phasize a single point. It cannot throw 
in a close-up and for the moment con- 
centrate the attention of the whole 
audience on a single minute point in the 
world of happenings. 

The ordinary theater cannot com- 
mand many actors for a single play. 
The new silent drama can introduce as 
many players as there are in the visible 
world. 

An instructive contrast can be drawn 
between the moving picture and the 
story that one reads from the printed 
page. ‘There is a richness of detail and 
a subtlety of expression in the picture 
which pass in concreteness anything that 
language can convey. 

What has the school done to make 
young people intelligent about this new 
form of art? What, indeed, is there 
anywhere in our literature that discusses 
soberly even for adults the possibilities 
of artistic use of this new instrument of 
entertainment? Do our people know 
that a close-up which is intended to show 
some overwhelming emotion is in reality 
very often screamingly funny as it slowly 
exhibits a distorted face wholly unlike 
the natural exhibition of an emotion? 
Do our people ever stop to think that 
lack of fidelity to nature is an artistic 
offense here as it would be in any other 
form of art? 

What educators ought to begin to do 
is to help the next generation acquire 
what we do not now have, taste in this 
new form of art. Do not let anyone 
make the mistake of thinking that the 
only salutary reform to be advocated 
lies in the direction of abstinence. 
People are going to go to moving-picture 
shows. Making pictures moral means 
making them more worth going to. 
This means raising the level of their 
correspondence to the highest types of 
imagination. Do not let the producers 
get the impression that the educators 
are not going to have a hand in training 
taste. Let us overcome the shortcom- 
ings of the past by developing a vigorous 
interest in the artistic side of moving 
pictures and by training young people 
to demand truly artistic effects. 

The method of doing this is not far 
to seek. Provide a time in the school 
for discussion of movies. Ask the pupils 


May, 1923 





to analyze the plot with a view to dis- 
covering its probabilities. How likely 
is that to happen which is portrayed ? 
Then ask how well the pantomime ex- 
pressed the idea, and what artificial 
pantomime had to be introduced in order 
to shorten the story. Ask how far the 
dress of the actors was appropriate, 
Ask how far the facial expressions were 
appropriate. 

In the high school there could be de- 
veloped a group of art critics who would 
do more to elevate community taste than 
any board of censors that could be set 
up. There is material here for com- 
position, for science, and for training in 
straight thinking which will be helpful 
to the general school program. 

The committee of the National Edu- 
cation Association, which has been in- 
structed to report on moving pictures, 
will be aided in the preparation of its 
report if teachers will study the problem 
suggested in this paper and contribute 
discussions. It is planned to print sev- 
eral other papers on the general problem 
which is here introduced. Will some 
teachers begin constructive experimenta- 
tion and help the committee? ‘The full 
list of members of the committee is as 
follows: Leonard P. Ayers, Cleveland 
Trust Company, Cleveland, Ohio; Eliz- 
abeth Breckinridge, Louisville Normal 
School, Louisville, Kentucky; Ernest L. 
Crandall, 157 East 67th Street, New 
York City; Susan M. Dorsey, super- 
intendent of schools, Los Angeles, 
California; Elizabeth Hall, assistant su- 
perintendent of schools, Minneapolis, 
Minnesota; Payson Smith, State com- 
missioner of education, Boston, Massa- 
chusetts; Charles H. Judd, chairman, 
University of Chicago, Chicago, IIli- 
nois.—The School Review, March, 1923. 


HILE A BOY is taking in facts, 

facts not allowed to be twisted by 
any fancy or carelessness, he is all the 
time to be made to feel that these facts 
offer him a field for critical and construc- 
tive action. If they leave him inactive, 
docile, and plodding, there is something 
wrong with the teaching. Facts are 
pernicious when they subjugate and do 
not quicken the mind that grasps them. 
Education should unfold us and truth 
together; and to enable it to do so the 
learner must never be allowed to sink 
into a mere recipient. He should be 
called on to think, to observe, to form his 
own judgments, even at the risk of error 
and crudity. ‘Temporary ‘one-sidedness 
is not too high a price to pay for original- 
ity—From Palmer’s Ideal Teacher. 


cc em 


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I 


Vol. 12, No.5 





Dr. Pritchett and the Cost of 
Education 


W. Carson Ryan, Jr. 


Professor of Education, Swarthmore College 
Swarthmore, Pennsylvania 


HE ONE THING educational 

foundations have taught us in, the 
past fifteen years is to substitute evidence 
for opinion in the treatment of educa- 
tional questions. The Carnegie Founda- 
tion early adopted the principle that “a 
thorough and painstaking study based 
upon full evidence and fairly and hon- 
estly interpreted, is worth more than 
any number of superficial and partial 
reports,” and that, accordingly, no re- 
ports were to be published “until the 
subject has been, to the best of our 
knowledge and ability, worked out.” * 

What, then, are we to say to the sec- 
tion on “The Rising Cost of Education” 
in the Seventeenth Annual Report of the 
President, just published, which begins 
with the statement—itself a misstate- 
ment—that there are no adequate sta- 
tistics for education, and then proceeds 
to set forth a policy of public education 
without any basis of evidence and quite 
at variance with such evidence as could 
easily have been obtained ? 

To realize with what complete dis- 
regard for supporting evidence the sec- 
tion is compiled one must read it through 
carefully. We can consider here only 
one or two of the more fundamental 
points. Dr. Pritchett’s theses are two: 
(1) That the cost of education has be- 
come overwhelmingly burdensome; (2) 
that the chief causes for increased cost 
are that we are educating large numbers 
of children who ought to be in industry 
instead of in school, and that there is too 
much vocational training and “enrich- 
ment.”’ Let us consider these two theses 
and the evidence back of them. 

No one can read these pages of Dr. 
Pritchett’s without getting an impres- 
sion that expenditures for education have 
become so huge as to be literally back- 
breaking. ‘“The cost has grown 
enormously.” “The ability of the pub- 
lic . . . has been sorely taxed.” 
“The financial inability of society to pay 


1“The Carnegie Foundation for the Advance- 
ment of Teaching” [pamphlet, reprint], 1919, p. 12. 


2Dr. Pritchett gives $66,000,000,000 for 1920, 
but he is probably thinking of the figures of the 
National Bureau of Economic Research for 1919. 
The 1920 figure here given is furnished by J. K. 
Norton, of the Division of Research of the Na- 
tional Education Association. It is $2,000,000,000 
less than the estimate of the National Industrial 
Conference Board. 





the costs will in a measurable time bring 
about radical curtailments.” “In no 
distant day we shall see pub- 
lic education endangered.” “Under 
the enormous load of taxation that 
society carries today, communities will 
rise against the burdensome cost of 
public education.” These and many 
similar expressions are sprinkled through- 
out the article. Intelligent persons to 
whom I have read them have invariably 
received the impression that our schools 
must be costing us a very large part of 
our current income—a third or a fourth 
at least. It is quite possible that Dr. 
Pritchett himself thinks of some such 
proportion as this, though his own 
sources of information carry the answer. 
The current income of the _ people 
of the United States for 1920 was 
$70,000,000,000.2, The total cost of 
education for the same year was slightly 
over $1,000,000,000. In other words, 
this “enormous” expenditure of which 
Dr. Pritchett speaks is enormous only 
when one does not know the total from 
which it is taken. ‘It is barely one 
and a half per cent of the total annual 
income. its relative insignificance is 
evident when it is compared to other 
annual expenditures out of our annual 
income—$22,000,000,000 for luxuries, 
as evidenced by payment of luxury taxes 
to the United States Treasury, for ex- 
ample, or $8,884,000,000 for Govern- 
ment expenditures other than education. 
Does this one and one half per cent that 
we pay out of our annual income for 
education look like the back-breaking 
burden Dr. Pritchett pictures in his 
striking phrases? 

Even more curious is Dr. Pritchett’s 
analysis of recent increases in cost of 
education as compared with previous in- 
creases. In the last decade, he says, the 
cost of the schools has risen “by leaps 
and bounds.” Let us see. The Re- 
search Division of the National Edu- 
cation Association, using the sources 
already mentioned, finds that the per 
cent of annual income spent upon edu- 
cation was 1.36 in 1910 and 1.48 in 
1920. The figure for 1912 was 1.46; 
for 1914 it was 1.67, for 1916 1.41, for 
1918 1.25, so that the rate has not been 





THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 195 





steadily increasing. Assuming, however, 
that the actual increase is as much as 
appears, and applying a little of the 
“simple arithmetic” referred to approv- 
ingly elsewhere in the Carnegie report, 
we find that at this rate—9 per cent 
every ten years—it will be at least 
another century before we double the 
present per cent and reach the amazing 
total of 3 per cent of our total income 
for education! 

Dr. Pritchett seems to have left 
wholly out of consideration the change 
in the value of money, which is the one 
simple explanation of the “huge” in- 
crease in school expenditures since 1915. 
The same phenomenon that makes the 
National Bureau of Economic Research 
translate the $66,000,000,000 annual 
income for 1919 into the equivalent 
of $38,000,000,000, on the basis of the 
1914 dollar, wipes out practically all of 
the advance in expenditure except for 
the slight increase just indicated. How 
Dr. Pritchett can therefore seriously 
maintain that the “rise in the cost of 
education has been largely due to the 
conception of education upon which our 
school system has been built up,” mean- 
ing, as he explains it, too much voca- 
tional training in the high school and too 
much attention to what he calls “en- 
richment,” remains an interesting statis- 
tical puzzle. Such a _ conservative 
observer as the London Times Educa- 
tional Supplement evidently sees little 
sign of expensive enrichment, for. the 
editor says of the Carnegie statement in 
his issue of March 10: “When a sys- 
tem has to deal with 22,000,000 chil- 
dren in the public elementary schools 
and 2,000,000 in the secondary schools, 
an expenditure of £200,000,000 (or £8 
per head) does not seem excessive.” 

The charge that we are spending too 
much for vocational education, especially 
in high schools, is the result of a queer 
bit of popular psychology. When the 
Smith-Hughes Act was passed by Con- 
gress in 1917 it was in response to a 
clearly demonstrated need based on the 
ascertained fact that we were doing 
comparatively little in this field. Now, 
because the Act is in operation, and some 
stir is being made about it, the impres- 
sion gets abroad that we are bending all 
our energies in the direction of voca- 
tional education. ‘The statistical evi- 
dence is all the other way. The 1921 
report of the Federal Board for Voca- 
tional Education gives a total of less 
than $10,000,000, spent in that year by 
all the States for vocational agriculture, 
trade and industrial training, home eco- 
nomics, and part-time continuation 





196 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


May, 1923 











Beautiful Youth 


Louis Burton Woodward 


State Normal School, Gorham, Maine 


It’s the face of Youth I behold each day 
That makes the day seem bright. 

“Have I led Youth safely along the way?” 
I will ask myself at night. 

Shall I look for beauty or faces fair? 


No, rather I’ll look for truth; 


And if truth is found then beauty is there, 


In the beautiful face of Youth. 


It’s the hope of the world that listens to me. 
God grant that my words ring true, 
That they are to Youth what I’d have them be, 


And that when the day is through 
May the sense of duty fittingly done 
Be present my spirit to soothe. 


Then a tribute high I'll know I’ve won 


In the beautiful eyes of Youth. 


Oh, why should I care for creed or race 


Or birth, in a land of the free? 


Let me look in the eyes of a youthful face 


And read there the pedigree. 


Let me learn, through those windows of the soul, 


Which is fitting of rigor or ruth; 


Is the beautiful soul of Youth. 


For when all is said and done in the world 


And the ends of all things come; 


When the banner of God, at last unfurled, 


Calls all of His children home; 


If there’s one thing endures to the end of all 


And proves to be ultimate truth, 
I know it now, and it’s what I call 
The beautiful faith of Youth. 


[Written for The Journal of the National Education Association] 


schooling. ‘This is one per cent of the 
total bill for education, and scarcely 
justifies Dr. Pritchett’s claim that it is 
a major item in increase in costs. 

It was suggested in the beginning of 
this article that Dr. Pritchett’s opening 
statement itself a misstatement. 
What he actually says is: “It is one of 
the anomalies of our educational situa- 
tion that there are no adequate statistics. 
We do not even know how many col- 
leges and universities there are, or how 
many students there are in them. We 
know only approximately the cost of 


was 


*Dr. Leonard Ayres points out in his “An 
Index Number for State School System” (p. 9), 
that there are “few, if any other governmental 
activities for which so many significant facts have 
been gathered, by uniform methods, over so long 
a period of time,” as education. 


And always remember, immortal and whole 
| 
| 


the public-school system and of the col- 
leges and universities, and we know 
only roughly the sources from which the 
support of the schools and the colleges 
is drawn.” 

Dr. Pritchett disregards well-known 
sources of educational statistics which— 
although no one contends that they are 
adequate—would have yielded facts that 
would have saved him from many of 
his unsupported misstatements. Both 
the figures of the Research Division of 
the National Education Association and 
of the United States Bureau of Educa- 
tion contain evidence in direct contradic- 
tion of the conclusions drawn in the 
Carnegie Report.* 

It is this fundamental neglect of the 


most important sources of information 
about public education that makes Dr, 
Pritchett’s memorandum dangerous, 
The whole tradition of scientific investi- 
gation for which the Carnegie Founda- 
tion stands is violated in this apparently 
casual document. Search for the truth, 
no matter where it led, has been one of 
the cardinal principles of the Founda- 
tion, adhered to even when, as in the 
pension investigation, it made necessary 
theeconfession of serious error and the 
abandonment of a cherished plan. 

I have refrained thus far in this 
article from discussing the unfortunate 
philosophy that appears to underlie “The 
Rising Cost of Education,” in order to 
concentrate attention on the method, 
which at the present seems to me of most 
concern. It is not easy, however, to 
pass lightly over the really horrible sug- 
gestion that we ought to abolish our 
child labor laws—it amounts to that— 
and put most of our children into in- 
dustry. Still less easy is it to refrain 
from commenting upon the statement 
that “In no country in the world does 
so large a proportion of the energy of 
the teaching profession devote itself to 
the tedious task of lifting ill-prepared 
children and youths through courses of 
study from which they gain little or no 
good.”’ Yes, I believe the statistics bear 
out this charge, if charge it be, but could 
any finer compliment be paid to America 
and American teachers than that we do 
try to teach all boys and girls to the 
best of our and their ability? It is the 
glory of the American school system that 
it has saved youth, or at least a larger 
portion of it than has been done in other 
countries, for education beyond elemen- 
tary school. 

Perhaps the real tragedy in an article 
like this in the Seventeenth Annual Re- 
port is that it defeats its own ends. | 
have no:doubt Dr. Pritchett wished to 
arouse us to the need of studying the 
educational plan to the end that we 
might improve it. Heaven knows there 
is need! There is much to do in the 
direction of the simplifying and resynthe- 
sizing that Dr. Pritchett suggests. But 
can he not see that the result of such an 
attack as he makes is simply to force edu- 
cational leaders back upon the breast- 
works—to make them abandon their 
efforts for internal improvement in order 
to ward off the enemies of public educa- 
tion who are ever ready to seize upon 
statements like those in the Carnegie 
Report as an excuse for opposing the 
progress and advancement of Education? 








Vol. 12, No.5 





THE JOURNAL OF THE NaTIONAL EpucaATION ASSOCIATION 


America s Summer School Army 


RAYMOND WALTERS 


Dean of Swarthmore College, Swarthmore, Pennsylvania 


URING the coming summer at- 
D tendance records at university and 
college and normal summer schools of 
the United States seem certain to rise 
higher than ever before. Reports just 
received from typical institutions in all 
parts of the country definitely forecast 
this. In nine cases out of ten directors 
of summer sessions declare, upon the 
basis of inquiries and correspondence 
with prospective students, that 1923 will 
exceed 1922. And as 1922 exceeded 
1921, when there were 253,111 students 
in 410 schools, it is conservative to esti- 
mate that more than 300,000 persons 
will be in attendance at all types of 
schools this coming summer. 

Of these 300,000 a large percentage 
will be secondary school teachers—a con- 
sideration of striking significance. Mo- 
tives that impel summer study are doubt- 
less as mixed as other human motives. 
The incitement is unquestionably due in 
many instances to State laws and to local- 
school-board action. That professional 
ambition and the professional spirit are 
more potent and more widespread is 
surely a reasonable generalization. 

Whatever the motive, the fact remains 
that a vast army of school teachers will 
this summer march out again for another 
six weeks of intensive training—a pre- 
paredness campaign that means much for 
the boys and girls of our secondary 
schools of tomorrow. 

In.1921 the present writer made a 
study for the United States Bureau of 
Education of summer school attendance 
at 410 institutions. Of these, 241 were 
universities and degree-granting colleges ; 
47 were normal colleges; and 122 were 
normal schools. For the ‘present study 
enrolment figures were obtained directly, 
or in the course of the annual School and 
Society statistical inquiry, from more 
than a hundred larger colleges and uni- 
versities and the larger normal colleges. 

Table I shows the 1922 and 1921 
summer-school enrolments of the fifty 
largest colleges and universities report- 
ing. The increase of 1922 over 1921 
for 49 of these institutions was 13,678, 
or 14 per cent. The 1921 increase over 
1920 for 48 of these institutions was 29 
per cent. 

Columbia University led the country 
in 1922 with 12,567 summer school stu- 
dents and Director John J. Coss reports 





that prospects are that the coming sum- 
mer will see this stupendous total ex- 
ceeded. Columbia will doubtless have 
three times as many summer-school stu- 
dents as it had in 1913 (4539) and as 
many as were in attendance at twenty 
typical university summer sessions ten 
years ago. 

That Lochinvar of the West, the 
University of California, which had the 
largest number of full-time regular stu- 
dents in the United States on November 
1, 1922 (14,061 students), has forged to 
second place in summer-school enrolment, 
as compared with fourth place in 1921. 

The University of Chicago, although 


Table I.—First 50 Universities and 
Colleges in Size of Summer- 
School Enrolment 


Ig22 


Columbia University 12567 
University of California 9697 
University of Chicago 6463 
University of Wisconsin 4725 
University of Colorado 3233 


University of Minnesota 3181 
University of Virginia 2977 
Ohio University 2973 
University of Texas 2953 
University of Michigan 2803 


Pennsylvania State College 2688 
Harvard University 2380 
University of Nebraska 2366 
Iowa State College 2180 
Cornell University 2148 


University of Oklahoma 2130 
University of Illinois 2116 
State University of lowa 2083 
College of City of New York 2026 
New York University 1986 


University of Pennsylvania 1977 
University of Washington 1964 
Indiana University 1949 
Ohio State University 1942 
University of Georgia 1908 


University of Pittsburgh 1737 
Tulane University of Louisiana 1723 
University of Kansas 1656 
A. and M. College of Texas 1625 
Univer. of Southern California 1500 


Northwestern University 1497 
Mass. Institute of Technology 1419 
University of Utah 1369 
University of North Carolina 1348 
University of Missouri 1262 


Oklahoma A. and M. College 1236 
George Washington University 1208 
University of Tennessee 1184 
West Virginia University 1120 
Boston University 1099 


Temple University 1034 
N. C. College for Women 997 
University of Cincinnati 941 
Leland Stanford University 914 
Florida State University 890 


University of Oregon 830 
Hunter College of New York 812 
Miami University 792 
Johns Hopkins University 787 
Rutgers College 785 











Table Il.—Summer-School Enrolment 


in Normal Colleges 


1922 1921 





Iowa State Teachers College 5028 2721 


Kent (Ohio) State Normal 
College 3653 3020 


lilinois State Normal Uni- 
versity 2835 2915 


Kansas State Teachers College 2760 2504 
North Texas State Normal 

College 2653 2736 
Michigan State Normal College 2487 2347 


Central State (Okla.) Teach- 
ers College 2081 1908 


George Peabody College for 
Teachers 1967 2069 


Southwest Texas State Normal 1781 1930 








having no very accurate basis for esti- 
mate as yet, expects a larger attendance 
than in 1922. 

Director S. H. Goodnight, of the Uni- 
versity of Wisconsin Summer School, 
puts the prospects for 1923 attendance 
at 4800 to 4900. 

The University of Colorado enrol- 
ment for the 1922 summer first term, 
June 19 to’ July 26, was 2716 and for 
the second term, July 27 to September 1, 
was 1550. The number of individual 
students attending the summer quarter 
was 3233. 

Minnesota expects an attendance 
“probably larger” than 1922. The out- 
look at the University of Texas is for 
3500 summer-school students. The 
University of Michigan 1922 attendance 
of 2803 included 1123 in the college of 
literature, science and the arts, 530 in 
engineering and architecture, 486 in the 
graduate school, 229 in the school of 
education and 184 in the law school. 
Michigan expects an increased 1923 at- 
tendance, as does Harvard. 

The State law of Pennsylvania, re- 
quiring certain professional preparation 
by all public-school teachers by 1927, has 
produced large increases at Pennsylvania 
State College (40 per cent over 1921), 
at the University of Pennsylvania, at the 
University of Pittsburgh, at Temple Uni- 
versity, and at other colleges and normal 
schools. An inspection of the attend- 
ance figures of Table I reveals interest- 
ing evidences of growth in the summer 
sessions of many institutions. 

The rate of increase in normal col- 
leges for 1922 summer attendance as 
compared with 1921 was not so high as 
that of universities and academic ccl- 
leges. The prospects for 1923 at normal 
colleges, while favorable, do not indicate 
a large increase. 





With the State 


Legislatures 





yg addition to the legislation listed in the 
April number of THE JourNat the follow- 
ing State laws have been passed: 

Montana—While Montana failed in its 
efforts to secure any material support for 
public education from the State, it has the 
principle well established that State support 
is needed and without doubt as soon as the 
general funds of the State are in better con- 
dition increased State revenues for the 
schools will be forthcoming. On the whole 
the results of this session of Montana’s legis- 
lature have been satisfactory. The follow- 
ing bills have been passed and signed by 
the governor: 


1. Empowering boards of trustees to estab- 
lish endowment funds. 

2. Providing for 50 per cent of inheritance 
tax for schools. 

3. Amendment providing for establish- 
ment of a State permanent revenue fund to 
be derived from gifts, donations, etc., for the 
benefit of the public schools, the University 
of Montana, and other worthy purposes. 

4. Amendment providing that qualifica- 
tions of county superintendents may be estab- 
lished by law. 

5. Providing for distribution to schools of 
half the funds derived from oil and gas 
royalties on basis of number of teachers em- 
ployed for four months. 

6. Amending and codifying laws for cer- 
tification of teachers giving certain powers 
to Boards of Educational Examiners regard- 
ing State and life certificates instead of the 
State Board of Education; provides that 
after 1924 the minimum requirements for 
issuance of any certificate shall be high- 
school graduation plus 12 quarter credits of 
professional training; after 1926 high-school 
graduation plus 24 quarters credits of profes- 
sional training; after 1929 high-school grad- 
uation plus 48 quarter credits of professional 
training. This does not prevent the renewal 
of any certificates now in effect. Provision 
is also made for articulation with neighbor- 
ing States having similar types of certificates. 

7. Amending duties of sub-district trustees, 
and better defining duties of sub-district 
trustees and county board. 


Nevada—Considerable school legislation 
was passed at the recent session of the 
Nevada legislature. Among the more im- 
portant acts passed and approved by the 
governor are the following: 


1. Authorizing evening schools to give in- 
struction subsequent to the close of the reg- 
ular school session to foreign women for 
the purposes of Americanization. 

2. Providing for the appointment of two 
additional members of the State Board tor 
Vocational Education by the State Board of 
Education, one to represent agriculture and 
one to represent trades and industries, the 
latter including home economics. 

3. Authorizing the State Board of Educa- 
tion to issue special rural education certifi- 
cates to teachers who are trained to meet 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


the special problems of rural schools and 
communities. 

4. Providing for recognition of the junior 
high school and for the issuance of junior 
high-school certificates. Also makes other 
revisions in the certification laws of the 
State. 

5. Providing county aid to small 
schools under certain conditions. 

6. Providing for a teacher-placement bu- 
reau in the office of the superintendent of 
public instruction. 

7. Providing means of securing school 
supplies at reasonable cost for school dis- 
tricts; the State Board of Education securing 
State contracts with reputable supply houses 
that guarantee prices and quality. The 
State Board does not act as purchasing agent, 
only secures prices of supplies, etc., furnish- 


high 


‘ing them to local members for their informa- 


tion and use. 

8. Providing that public-school adminis- 
tration costs shall be carried on the State 
general fund rather than on the State dis- 
tributive school fund. 

9. Urging Nevada congressmen and sena- 
tors to codperate in securing the passage by 
Congress of the Towner-Sterling Bill. This 
resolution was passed unanimously by both 
houses of the Nevada legislature. 


New Mexico-—This State has just passed 
a school code for elementary and high schools 
which includes a number of forward educa- 
tional steps, the most important of which is 
a provision for the appointment rather than 
the election of county superintendents, fixing 
their qualifications, and providing for in- 
creased salaries. 


W ashington—Of 506 bills introduced in 
both houses of the Washington legislature, 
51 or 9 per cent were educational. The four 
measures especially sponsored by the Wash- 
ington Education Association passed both 
houses. No seriously harmful educational 
legislation was enacted. Among the more 
important measures are the following: 


1. A certification bill which puts Wash- 
ington abreast of other progressive States in 
standards of teacher qualifications. This 
passed almost without opposition and by 
1927 will mean a teacher with at least two 
years of training beyond high school in 
every school in the State. 

2. A State-wide teachers’ retirement law, 
which, however, does not include State aid 
or guarantee. 


DUCATION PAYS—It is becoming 

more and more evident that the cost of 
good schools should be regarded not in the 
light of a tax but of insurance against the 
ills of ignorance; of protection against its 
consequences; of the regular operating ex- 
penses of the best welfare organization in 
existence; as the best dividend paying in- 
vestment any community can make. 

Russia has demonstrated for the enlight- 
enment of the entire world the inevitable 
consequences of a country attempting to 
operate with eighty per cent of its people 
illiterate. A diagnosis of the pathetic col- 
lapse of that unhappy country indicates that 
ignorance of one kind or another is at the 
root of all her troubles. .She has attempted 


to think, to work, and to govern herself in 
violation of 


those laws of life which 








May, 1923 





centuries of bitter experience and _ con- 
sequent wisdom have taught. There are 
two ways for men and nations to learn. 
One is easy. The other is hard. The easy 
way is to study and to voluntarily accept 
the rules laid down by experience with the 
actual facts of life. 

The hard way is to try to proceed in 
violation of the rules; to then suffer the 
penalty and learn better by bitter ex- 
perience. 

It is the function of schools to teach the 
easier and better way. It is easier, cheaper, 
and better to teach children than to reform 
adults. No individual or community or 
nation is forced to learn from such pitiable 
examples. But every individual, every 
community, and every nation which pursues 
the same course will inevitably suffer the 
same consequences. The Statute of Liberty 
not only holds a light in one hand but also 
a book in the other. Education is Liberty's 
method of enlightening the world. However 
costly light may be it is infinitely cheaper 
and more satisfactory than darkness.—From 
the report of Secretary G. W. Gerwig to 
the Pittsburgh (Pennsylvania) Board of 
Public Education. 


ey, SHELF to educate toilers. 
Federation of Labor and Workers’ Bu- 
reau Map Extensive Plan for U. S. Books 
to be sold cheap. Adults to get instruction 
in history, economics, and other branches. 
The American Federation of Labor and the 
Workers’ Education Bureau of America 
agreed yesterday upon a program of adult 
workers’ education. Such subjects as _ his- 
tory, economics, gevernment, labor law, and 
public speaking will be taught in labor 
temples, public schools, and public libraries 
throughout the country. 

The plan includes a workers’ “five foot 
shelf.” The Workers’ Education Bureau is 
preparing a series of textbooks to be sold 
in paper covers at a price within the means 
of all working men and women. According 
to the prospectus: 

“The books will not seek to indicate short 
cuts to material success. The reasons which 
will finally determine the selection of the 
titles will be because they enrich life, il- 
luminate human experience, and déepen 
man’s understanding.” 

The first of the series, entitled “Joining 
in Public Discussion,” has been printed and 
is in its second edition. 

The Workers’ Education Bureau 
a statement in which it said: 

“The enthusiasm with which this move- 
ment is being pushed by the labor move- 
ment suggests a real revival of learning. 
Competent observers have predicted that the 
movement will become a mighty influence in 
the future public policy of the Nation. 

“President Gompers of the A. F. of L. 
has well said that the future of the labor 
movement is in education. We may now 
look forward not merely to an educated 
working class but to a working class edu- 
cated in a sense or manner which will in- 
fluence all other forms of education.” 

A general appeal will be made to all 
members of labor unions in America to 
establish trade union colleges and workers’ 
study classes, with the purpose of enabling 
workers to better understand their relation 
to industry, labor, and the community.— 
From the New York Herald. 


issued 





em 


Vol. 12, No.5 





The Pennsylvania Survey 


James H. KeEiey 


Executive Secretary, Pennsylvania State Education Association 
Harrisburg, Pennsylvania 


— teachers of Pennsylvania, through 
their State Association, have just made 
a comprehensive survey of the State’s educa- 
tional program. They brought into the State 
a small body of five recognized administra- 
tors in public education and gave them this 
problem: (1) Is our State program of edu- 
cation a good one and adequate to meet the 
needs of the State? (2) Is our State De- 
partment of Public Instruction properly 
organized and manned? (3) Is our State 
program costing too much? (4) Are we 
paying too much or too little for public 
education? (5) Can we afford not to raise 
the money requisite to carry out our State 
program of education? 

The survey committee was composed as 
follows: (1) John W. Withers, dean, School 
of Education, New York University, New 
York City; formerly head of the Harris 
Teachers’ College, St. Louis, Missouri, and 
also formerly superintendent of public 
schools of that city; (2) Frank Cody, super- 
intendent, public schools, Detroit, Michigan, 
and member of the Michigan State Board of 
Education; (3) Thomas E. Johnson, State 
superintendent of public instruction, Lansing, 
Michigan, and vice-president of the Mich- 
igan State Board of Education; (4) Payson 
Smith, State commissioner of education, 
Boston, Massachusetts; new president of the 
Department of Superintendence of the Na- 
tional Education Association; formerly State 
Superintendent of the public schools of the 
State of Maine; and (5) Charl O. Williams, 
field secretary, National Education Associa- 
tion; formerly county superintendent of 
schools of Shelby County, Tennessee, and 
president of the National Education Associa- 
tion in 1922; Dean Withers, chairman of the 
survey committee, presented, March 5, the 
survey report to the Executive Council of 
the Pennsylvania State Education Associa- 
tion. In brief, the conclusions of the survey 
are, as follows: The State program is an 
excellent one and is adequate to meet the 
educational needs of the State. It is not, 
however, a perfect program, nor is it com- 
plete, but it is fundamentally sound, adapted 
to changing conditions and needs, attempts 
to equalize the burden of public education 
between the State and local communities and 
is getting results. 

Our relative position—Pennsylvania had 
fallen rapidly behind many other States in 
the Union in the progress of education. In 
1890 we held 10th place, in 1900, 15th, in 
1910, 16th, and in 1918, 21st. Our attendance 
law of 1911 was so poorly enforced that in 
1919 one child in every four who should have 
been in school was absent every day through- 
out the school year, and of the total enrol- 
‘ment of 1,800,000, at least 450,000 were con- 
tinually out of school—a number more than 
equal to the total enrolment of Pittsburgh 
and Philadelphia combined. 

The school year—The school term in many 
districts was only seven months. This fact, 


combined with poor attendance, brought 
about the unfortunate result that the children 
of Pennsylvania from 6 to 12 years of age 
were spending less than 10 per cent of their 
total waking time in school, and those from 
12 to 16 slightly more than 8 per cent. The 
average daily attendance of children from 
6 to 12 years of age was less than 109 days 
and those from 12 to 16, only 89 days! 

Standards for teachers—Approximately 
175,000 children representing a total popu- 
lation of more than 1,000,000 people, living 
for the most part in rural districts, were 
taught in 1918 by teachers with only an 8th 
grade education. Nearly 600,000 were 
taught by teachers with only a high-school 
education. Practically one half of the teach- 
ers had had no professional training. The 
annual turnover was approximately 6000. 

Teachers’ salaries—Prior to 1919, the av- 
erage salary of teachers was lower than the 
average for the United States as a whole. 
For men, the average was 8 per cent lower 
in 1888 and 24 per cent lower in 1916. For 
women, this average was 13 per cent below 
in 1888 and 32 per cent below in 1916. In the 
year 1918 the average annual salary of all 
teachers in the elementary schools in the 
State was only $388. In salaries of teachers 
and superintendents in both large and small 
cities, Pennsylvania ranked 39th among the 
States. 

The State normal schools—From 1911 un- 
til the present program was adopted the 
normal schools were poorly supported and 
their buildings were uninviting and un- 
sanitary. 

Meeting the conditions—Here, then, were 
the primary problems of the new program 
of education. This program recognized, as 
an indispensable requirement of any school, 
an adequately equipped teacher in every 
classroom and for every child and also that 
such teachers cannot be secured in sufficient 
number without providing salaries sufficient 
to command their services. Either the sal- 
aries paid must be higher than those of other 
States to rob them of a sufficient number of 
well-qualified teachers, or what is really 
more economical and certainly more ethical, 
the State must provide adequate facilities 
for the training of teachers. 

Another indispensable requirement of a 
good school system is competent leadership. 
Without this even a well-trained teaching 
staff will be relatively inefficient. Such 
leadership cannot be supplied unless the 
salaries of superintendents, supervisors, and 
principals are high enough to secure and 
hold such leadership. It has been said that 
Pennsylvania had been securing in_ her 
school system just what she had been paying 
for. This is hardly true, for the overhead 
expense of a large school system is the same 
whether the staff employed is competent or 
incompetent. The saving of money by not 
spending it for necessary expert service in 
the classroom or in administrative and 





THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION 199 


supervisory positions is not economy but 
actual extravagance. 

To meet these conditions the school laws 
of 1921 were so framed as to provide: (1) 
for raising the standard of qualifications of 
teachers, (2) for establishing a _ highe 
schedule of salaries, (3) for increasing the 
support and facilities of normal schools, (4) 
for increasing the length of the school term, 
(5) for enforcing the compulsory attendance 
law of 1911, (6) for providing State sup- 
port to local communities to assist them in 
reaching the minimum standards, basing such 
aid upon the principle that those districts 
least able to bear the burden should be most 
generously supported (7) for establishing a 
budget system in every school district, (8) 
for encouraging, but not requiring the 
consolidation of rural schools, (9) for cen- 
tralizing and unifying State school adminis- 
tration by abolishing the State Board of 
Education and the College and University 
Council, and creating in their place the 
State Council of Education. 

-The effective administration of those laws 
is rapidly restoring Pennsylvania to its 
proper place in the front rank of American 
States in public education. 

The teachers have responded to the chal- 
lenge for better qualifications. In 1922, over 
25,000 teachers attended summer schools. 
Fully one third of the 47,000 are now tak- 
ing extension courses. Nothing at all ap- 
proximating this has ever occurred before in 
State education. It cannot be too highly 
commended or too greatly appreciated by 
the people of the State. 

The fact that the teachers of the State, 
through their professional organization, to 
which more than 99 per cent belong, should 
order at their own expense a survey of the 
present State program of education that they 
may know whether their efforts in behalt of 
the children are being wisely directed, also 
sets a new professional standard in State 
education and among teacher’s organizations. 

It is inconceivable that the people of 
Pennsylvania will fail to give cordial sup- 
port to the leadership and to the program of 
education that has called forth such a re- 
sponse when they fully understand what is 
being accomplished for the children of the 
State. 

Is the State Department of Education 
properly organized and manned?—The com- 
mittee’s answer to this question is affirma- 
tive. The present organization is a good 
one. It is, however, capable of improve- 
ment. It provides not only for effective 
administration but also for the supervision 
and improvement of instruction. The sub- 
ject directors are not commonly found as a 
part of the State organization elsewhere, but 
are provided for in harmony with the new 
conception of the function of State depart- 
ments of education. The department ren- 
ders three types of service: (1) The definition 
of policies for the improvement of the schools 
and the presentation of these policies to the 
legislature for the legal authority to put 
them into effect, (2) the administrative en- 
forcement of school legislation, (3) the 


rendering of expert professional service in 
the supervision of school work where such 
service is needed and 
school authorities. 

In all these 


requested by local 


respects there is abundant 





a 


ule 


es ag SIE ES SR EEE TS Re A A oa 


a 





200 Tue JouRNAL OF THE NATIONAL EpucaTIoNn ASSOCIATION 


May, 1923 





evidence that the department is rendering 
unusually efficient service. It is extremely 
fortunate in those of its staff who have been 
chosen for each type of service. In all 
cases, men and women have been selected 
because of their fitness for their particular 
kind of work and because of their achieve- 
ment in these lines. They are in almost 
every case men and women of such out- 
standing ability and professional equipment 
as to command the respect and confidence 
of teachers and school officials. The de- 
partment has not, however, been able to 
hold many of its strongest members because 
of the call to higher positions and better 
salaries elsewhere. During the last three 
years 14 per cent of its members have been 
lost in this way. 

The various bureaus are rendering highly 
efficient service to the schools and in many 
instances they have saved the State in actual 
money value many times their cost of op- 
eration. 

Is the State Department costing too 
much?—From the standpoint of the type- of 
service which the department is rendering 
and the cost of State departments elsewhere, 
the answer to this question must be nega- 
tive. The present number of staff officers, 
in proportion to the number of pupils en- 
rolled, is near the average for eleven rep- 
resentative northern States. The salaries of 
these officers are higher than the average 
for other States for two reasons: (1) The 
salaries in most of the other States were 
decided upon at a time when salaries of 
all kinds were low, consequently it is very 
difficult to secure high-grade service in these 
States at the present time. (2) It is very 
properly regarded in the Pennsylvania de- 
partment as a distinct economy to pay for 
the highest type of service that can be 
secured. As already pointed out, the present 
salaries have not proved high enough to 
retain some of the best men and women 
that have been brought into the department. 
They are certainly no higher than they must 
be to secure the qualifications that are 
needed. 

The entire cost of the State Department 
of Education in Pennsylvania was 5.1 cents 
per capita in 1922. This was somewhat 
higher than the corresponding costs in Ohio, 
Illinois, Indiana, and Michigan, but less 
than in Massachusetts, Wisconsin, Min- 
nesota, New York, and New Jersey, and 
was 1.6 cents below the average of the 
States named. The administration cost per 
pupil in Pennsylvania was 27.5 cents. This 
was higher than in Ohio, Indiana, Illinois, 
and Michigan, but lower than in Con- 
necticut, Massachusetts, Wisconsin, Minne- 
sota, New York, and New Jersey, and was 
8.3 cents less per pupil than the average of 
these States. These facts indicate that ad- 
ministration costs in Pennsylvania are prob- 
ably below the average among northern 
States and considerably below those of 
Massachusetts, Connecticut, New York, and 
New Jersey. 

Is the State paying too much for public 
education?—This question should be con- 
sidered from three points of view: (1) Is 
the State paying more or less than it should 
in view of its financial ability to support 
public education? (2) Is the State as com- 
pared with the local communities bearing 


a larger share of the financial burden of 
education than it should? (3) Is the ratio 
of the State’s expenditures for education to 
its total expenditures for all purposes larger 
than it should be? 

The annual income per inhabitant for 
Pennsylvania in 1919 was $683. This is 9 
per cent higher than for the United States 
as a whole. It follows, therefore, that 
Pennsylvania is financially more able to sup- 
port public education than the average State 
of the Union. Compared with other States, 
Pennsylvania in 1920 spent twenty-seven per 
cent less than the average of the North 
Central States and forty-one per cent less 
than the average of the Western States. 
For fifty years Pennsylvania has put rel- 
atively less money per capita both of total 
population and of total school attendance 
into the education of her children than the 
North Atlantic, the North Central, and the 
Western States. Prior to the adoption of 
the Edmonds law the State stood near the 
bottom of all Northern States and even in 
1921-22 teachers’ salaries, except those of 
Pittsburgh and Philadelphia, were less than 
the average for the United States. 

On all counts the evidence clearly shows 
that in view of the State’s ability to finance 
education, it is not spending more, but con- 
siderably less than it should spend if what 
is being done in other northern States is 
to be accepted as a proper standard. In 
per capita amount spent for education 
Pennsylvania stood thirty-second in 1920 and 
twenty-second in 1921. Twelve States paid 
more than twice as much per capita in 1920 
and two, Nevada and Vermont, paid more 
than four times as much. 

These facts indicate clearly that the State 
is not bearing a larger percentage of the 
total burden of education than it should. 
Variation in per capita wealth and in the 
interests, occupations, and racial character- 
istics of the people is much greater in 
Pennsylvania than in other States, except 
New York, and very properly calls upon 
the State to bear a larger part of the 
financial burden than otherwise would be 
required. 

In 1918-19 Pennsylvania was devoting 27 
per cent of its total expenditures to the sup- 
port of education, the average for the United 
States that year was 34 per cent. Pennsyl- 
vania ranked 39th. The expenditures of 
the several States in 1922 are not accessible. 
In that year, however, Pennsylvania greatly 
increased her State appropriation, but if the 
percentage of expenditures for education in 
the other States had remained the same in 
1922 as in 1919, Pennsylvania would have 
oceupied 30th place among the States. The 
total expenditures of the State on education 
are not only justified but could be consider- 
ably increased without exceeding the average 
for the United States. 

On all counts, therefore, the question, Is 
Pennsylvania spending too much money for 


. public education? must be answered in the 


negative. 

The present moment is a very critical one 
in the educational history of the State. A 
great battle has been fought and won, but 
the war itself is by no means over. It is 
now necessary to consolidate the splendid 
gains that have been made. To lose the 
splendid fight for better schools in this State 


would be a serious loss not only to Pennsyl- 
vania, but to every other State in the Union, 
There can be no doubt that Pennsylvania 
in its present program has taken the posi. 
tion of distinct leadership among the States 
in the improvement of public education. [t 
should be the ambition of every school man 
and every citizen of the State to see to it 
that it does not lose this splendid position — 
From the Pennsylvania School Journal. 


IGH-SCHOOL BETTER FILMS COM. 

MITTEE IS SUGGESTED—English 
classes asked to study silent drama and 
review current offerings with recommenda- 
tions to fellows—It is admitted by nearly 
everybody that moving pictures have as 
great an influence in the lives of the boys and 
girls of today as the books and magazines 
they read. Notwithstanding this fact but 
little time, if any, is devoted in teaching 
English to that silent drama—the motion 
picture. 

With an abiding faith in education as a 
corrective force over all social evils, we sub- 
mit for your consideration the following: 

Organize in each high school a High- 
School Better Films Committee to review and 
report upon motion pictures showing in your 
local theaters. Each week a reviewing com- 
mittee from one of the English classes will 
visit the downtown theaters and on the fol- 
lowing morning submit a report. Senior, 
junior, sophomore, and freshman classes will 
be called upon to do this reviewing in turn. 
All reports before being posted on the bul- 
letin board must be approved by one of the 
English teachers, thus making the review 
serve the double purpose of English composi- 
tion and visual education. 


Attend only recommended movies—The 
entire student body should be urged to con- 
fine their movie attendance to pictures rec- 
ommended by the reviewers. 

Once each month or oftener the English 
classes will devote a special period to mo- 
tion picture study, discussing the month’s 
films from an artistic and dramatic stand- 
point and hearing the report of the reviewing 
committees. 


In furnishing a criticism on films viewed 
the following topics are suggested: 


1. The theme should be fundamental to 
the picture and it should involve that which 
is of social interest in a constructive sense. 
Wholesomeness is a major consideration. 


2. The main problem should be vital and 
interesting. The secondary problem should 
complicate, be relevant to, and build up the 
main problem. The solution should bring 
in the elements of suspense and climax. It 
should satisfactorily solve the minor prob- 
lem and should solve completely the main 
problem. 


3. The cast should be well chosen. The 
players should possess the qualities of ap- 
pearance, ability, and dramatic art to inter- 
pret properly the characters they represent. 


4. The photography should be good. The 
lighting should be properly focused. The 
eettings should give the proper atmosphere 
to the story. Novel, artistic, magnificent set- 
tings should not detract from the story.— 
From Better School Bulletin of the Ohio 
State Department of Education. 


Vol. 12, No.5 










Select List 


ITLES and notes in this list are taken 
from the March Booklist of the American 
Library Association. 


Apams, JoHN. Modern developments in edu- 
cational practice. N. Y., Harcourt; Lon- 
don, Univ. of London, 1922. 302p. $2. 


The author, former professor of education 
in the University of London, tells of the 
recent changes in education and the work of 
modern specialists, relating them to present- 
day psychology. He brings together, ex- 
plains, and discusses mental tests, the Dalton 
plan, the Gary System, the play way, and the 
project method. Interestingly and clearly 
written. 


AMERICAN INSTITUTE OF ARCHITECTS. Com- 
mittee on education. The significance of 
the fine arts. Bost., Jones, 1923. 483p. 
illus. $3.50. 


A group of ten articles by representative 
artists furnishing those who have taken little 
interest in the arts with a general introduc- 
tion to the subject. More than half the book 
is devoted to architecture and there are 
shorter articles on sculpture, painting, land- 
scape design, the industrial arts, and music. 
Could be used for a college text or for gen- 
eral reading and study. Chapter bibliog- 
raphies. 


BearD, CHARLES AUSTIN. Cross currents in 
Europe to-day (Dartmouth alumni lecture- 
ships on the Guernsey Center Moore foun- 
dation, 1922). Bost., Jones, 1922. 278p. 
$2.50. 


An admirable and open-minded considera- 
tion of the situation in Europe today, its 
causes and possible effects. Much research 
has gone into the analysis and comparison of 
the revealed secret documents by which the 
author tells the story of how the war came. 
He writes, too, of the economic collapse of 
Europe, its political reorganization, the effect 
of the war on social thought, and the reaction 
of the European situation on the United 
States. 


—— Our old world background, by Charles 
A. Beard and William C. Bagley. N. Y., 
Macmillan, 1922. 504p. illus. maps. $1.20. 


Completes the series of which First book 
in American history (Booklist, 18:56, N. 21) 
and History of the American people were 
first and second, tracing the influence of the 
old world up to the colonial period and 
through the different tides of immigration to 
this country. Primarily a textbook for fifth 
and sixth grade children, but contains ma- 
terial that makes it valuable for reference. 


Burritt, Maurice CuHase. The county agent 
and the farm bureau (Farmer’s bookshelf). 
N. Y., Harcourt, 1922. 269p. illus. $1.50. 


Describes in detail the organization and 
working of two important agencies in the ex- 
tension of agricultural education with a brief 
sketch of the history of each. A working 
guide for county farm agents and of interest 
to farmers and workers in agricultural com- 
munities, 


Capper, ArtHuR, The agricultural bloc 
(Farmer’s bookshelf). N. Y., Harcourt, 
1922. 171 p. $1.50. 


GUIDE TO BOOKS 














Senator Capper, of Kansas, who has been 
identified from its beginning with the group 
of Congressmen organized to obtain legisla- 
tion for relief of the farmers, here outlines 
the causes which lead to that organization, its 
accomplishments, and its program for the 
future. 


DoLe, CHARLES FLETCHER. The young citi- 
zen. Rev. & enl. Bost., Heath, 1922. 
213p. illus. 76c. 


Parts have been rewritten and brought up 
to date, two chapters, “What we are here 
for” and “How to get on with people,” have 
been added, and one chapter, “Our army and 
navy,” omitted. Better print and illustra- 
tions than in old edition. 


Hoover, HERBERT CLARK. American individ- 
ualism. Garden City, N. Y., Doubleday, 
1922. 72p. $1. 


The war has served to confirm Hoover in 
his individualistic creed. His message is 
that American individualism, that is, a basic 
social philosophy which stimulates the initia- 
tive of the individual, is the only avenue to 
progress, spiritual, economic, and political. 


JoHNsTON, Mary. 1492. 
315p. $2.50. 


A romantic tale which brings vividly be- 
fore the reader the Spain of Ferdinand and 
Isabella and the new world as first found by 
the white man. The story is told by Jayme 
de Marchena, a Spanish gentleman, who to 
escape persecution at home ships with Colum- 
bus on his first voyage and is closely asso- 
ciated with him from that time until his 
death. Lacks any complication of plot, but 
abounds in dramatic interest; and the people, 
real and fancied, who move against its color- 
ful background are strikingly portrayed. 


Bost., Little, 1922. 


A ScHOOL in action; with introduction by 
F. M. McMurray. N. Y., Dutton, 1922. 
344p. illus. music. $2.50. 


The story of the “Bird school,” a voluntary 
summer school for children in Peterborough, 
N. H., which included among its instructors 
teachers of high standing and such men as 
Padraic Colum and Ernest Bloch. Gives full 
reports of the methods and achievements in 
different branches and the results of the ap- 
plication of educational and psychological 
tests. A valuable account for those inter- 
ested in child study and instruction. 


SHACKLETON, RoBerT. The book of Washing- 
ton. Phila., Pa., 1922. 375p. illus. $3.50. 


Out of pleasing anecdote, bits of history, a 
dash of humor, photographs, and attractive 
pen-and-ink sketches Mr. Shackleton has 
made a guide-book which pictures Washing- 
ton as “a city of livable loveliness.” Uni- 
form with the books on Boston, New York, 
Philadelphia, and Chicago. 


STONE, CLARENCE R. Silent and oral reading 
(Riverside textbooks in education). Bost., 
Houghton, 1922. 306p. illus. $2. 


A handbook for teachers. Lays especial 
emphasis on the teaching of reading in inter- 
mediate and upper grades and on silent read- 
ing. Takes up the problem of individual 
differences and devotes considerable space 
to reading tests and their usé. Contains con- 
crete material for classroom drill. Bibliog- 
raphy. 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 201 





Comprehensive List 


HIS LIST aims to mention all important 

new educational books published in the 
United States. It is based on books received 
at THE JouRNAL office, supplemented by in- 
formation from the Monthly Catalogue of 
U. S. Public Documents, No. 335 for Novem- 
ber, 1922, and from the various publishing 
houses represented. 


AstL, J. F. School funds. State aid to weak 
schools. Rural school leaflet 7, Sept., 1922. 
U. S. Bur. of Educ., Wash., D. C. 12p. 
Free. 


AGEE, ALVA. 
Harper. 


First steps in farming. N. Y., 


$1.50. 


ASHBAUGH, Ernest JAMES. The Iowa spe!l- 
ing scales; their derivation, uses and limi- 
tations. (Jour. of Educa’l Research Mono- 
graphs, no. 3, June, 1922.) Bloomington, 
Ill., Public School Pub. Co., 1922. 144p. 
$1.25. 

ATKINSON, W. Patterson. The short-story. 
Boston, Allyn & Bacon, 1922. 317p. 80c. 

BAWpvEN, WILLIAM T. Contribution of cor- 
respondence instruction methods to indus- 
trial education. Ind. Ed. Cir. No. 9, Jan., 


1922. Supt. of Docs., Gov. Print. Off., 
Washington, D. C. i1lp. Paper, Se. 
Helping the shop teacher through 





supervision. Ind. Ed. Cir., No. 10, Feb., 

1922. Supt. of Docs., Gov. Print. Off., 

Wash., D. C. 11p. Paper, Sc. 

Higher standards for teachers of in- 
dustrial subjects. Ind. Ed. Cire., No. 7. 
Supt. of Docs., Gov. Print. Off., Wash., 
D, <.. 2a: Paper;. Se. 

—— Manual arts in the larger high school. 
Ind. Ed. Cir., No. 15, Nov., 1922. Supt. 
of Docs., Gov. Print. Off., Wash., D. C. 
28p. Paper, 5c. 

Measuring students’ progress in shop 

work. Ind. Ed. Cir., No. 14, Oct., 1922. 

Supt. of Docs., Gov. Print. Off., Wash., 

D. C. 8p. Paper, 5c. 

Organization of instructional material 

in individual units. Ind. Ed. Cir., No. 8, 

Jan., 1922. Supt of Docs., Gov. Print. 

Off., Wash., D. C. 8p. Paper, Sc. 

Public school supervision of employed 
boys and girls. Ind. Ed. Cir., No. 13, 
Nov., 1922. Supt. of Docs., Gov. Print. 
Off., Wash., D. C. 1lp. Paper, 5c. 

BemMaAN, Lamar TT. Ship subsidies. (The 
Reference Shelf, Vol. 1, No. 8) N. Y., 
H. W. Wilson Co., 1923. 112p. Paper, 75c. 

















The Towner-Sterling bill. (The Ref- 
erence Shelf; vol. 1., no. 5.) N. Y., H. W. 
Wilson Co., 1922. 102p. Paper, 75c. 

Benson, CHARLES EMILE. The output of pro- 
fessional schools for teachers. Balio., 
Warwick & York, 1922. 88p. $1.50. 

BERKELEY, CALIFORNIA, PUBLIC SCHOOLS. 


English, history, science, mathematics, for- 
eign languages. Course of Study Mono- 
graphs, Junior High Schools, No. 1. 
Berkeley, Calif., Author, 1922. 132p. $1. 
History and civics. Course of Study 
Monographs, Elementary Schools, No. 6. 
Berkeley, Calif., Author, 1922. 103p. 90c. 
Visual Instruction. Course of Study 

Monographs, Elementary Schools, No. 7 

Berkeley, Calif., Author, 1923. 119p. $1. 
BRENNAN, Georce A. The wonders of the 

dunes. Illus. Indianapolis, Ind., Bobbs- 








Merrill Co., 1923. 326p. $2.50. 
Brooks, E.isHa. A pioneer mother of Caii- 

fornia. San Francisco, Calif.,. Harr 

Wagner Pub. Co., 1922. 61p. $1. 


Brown, Hon. Cuartes L. The child and the 
court; address before the civics teachers 
of the Phila. Public Schools. Phila., 
Author, c/o Municipal Court of Phila., 
1922. 16p. Paper. 





202 


re 


BRowN, PHILIP MARSHALL. International soci- 
ety; its nature and interests. N. Y., Mac- 


millan. 173p. $1.50. 
Bryner, Epna. Dressmaking and millinery. 
Cleveland, Ohio, Cleveland Education 


Survey, 1916. 133p. 35c. 

BuLkiey, M. E. Bibliographical survey of 
contemporary sources for the economic and 
social history of the war. N. Y., Oxford 
Univ. Press, 1922. 334p. $3. 

Bunpy, EvizaBeTH R. Anatomy and physiol- 
ogy for training schools and other educa- 
tional institutions. Illus. Phila., P. Blak- 
iston’s Son & Co., 1923. 442p. $2.50. 

Burns, ALLEN T. American Americaniza- 
tion. Phila., Educ. Dept. of the Municipal 
Court., 1922. 35p. Paper. 

Butver, H. E. Apuleius—Cupid and Psyche. 
N. Y., Oxford University Press, American 
Branch, 1922. 128p. $1.20. 

Catvin, Mrs. Henrietta W. Home eco- 
nomics. Home economics circular 14. 
Oct., 1922. Supt. of Docs., Gov. Print. 
Off., Wash., D. C. 16p. Paper, 5c. 

Home Economics. Home _ economics 
circular 15, Oct. 1922. Supt. of Docs., 
Gov. Print. Off., Wash, D. C. 6p. 
Paper, 5c. 

CAMPBELL, LeRoy B. The true function of 
relaxation in piano playing; a treatise on 
the psycho-physical aspect of piano play- 
ing with exercises for acquiring relaxa- 
tion. Illus. St. Louis, Mo., Art Pub. Soc., 
1922. 97p. $1.60. 

CARNEGIE (THE) FOUNDATION FOR THE AD- 
VANCEMENT OF TEACHING. 17th annual re- 
port of the president and of the treasurer. 
N. Y., Carnegie Foundation, 1922. 211p. 
Free. 

CHARTERS, W. W. Curriculum construct‘on. 
N. Y., Macmillan, 1923. 352p. $2. 

CuresA, CaroL Detta. The three of Salu; 
around the year in Northern Italy. 
Yonkers, N. Y., World Bk. Co., 1923. 
179p. $1. 

Cuu, JENNINGS PinKwel. Chinese students 
in America; qualities associated with their 
success. (Contribs. to education, no. 127) 
N. Y., Teachers College, Columbia Univ., 





1922. 55p. $1.50. Paper, 80c. 
Ciapp, FRANK Leste. Standard tests as 
aids in school supervision. (Univ. of 


Wis. Studies in the Social Sciences and 
History; no. 8) Madison, Wis., University 
of Wis., 1922. 56p. Paper, 50c. 


Conno.ty, Louise. Tibet; the country, 
climate, people, customs, religion, re- 
sources. Illus. Newark, N. J., Newark 


Mus. Assn., 1922. 37p. Paper, 50c. 
Conway, R. S. The Making of Latin; an 
Introduction to Latin, Greek and English 


Etymology. William Clowes & Son, 
Agents, N. Y., Macmillan, 1923. 146p. 
$1.60. 


Coutter, Evirh M. The university libra- 
rian, his preparation, position and relation 
to the academic department of the uni- 
versity. Chicago, Amer. Lib. Assn., 1922. 
7p. Paper, Free. 

Cross, Cecih MERNE PutNAM. The develop- 
ment of self-government in India, 1858- 
1914. Chicago, Univ. of Chicago Press, 
1922. 248p. Paper, $2. 


Davipson, Isopet. The Lincoln . Readers. 
Fifth reader. Chicago, Laurel Bk. Co., 
1923. 320p. 92c. 


Davis, E. E., and Gray, C. T. A study of 
rural schools in Karnes County. (Univ. 
of Texas bull., no. 2246; Dec., 1922) 
Austin, Tex., Univ. of Texas Publications, 
1922. 68p. 10c. 


Davis, Epwarp Everett, and Gray, C. T. 
A study of rural schools in Wichita County. 
(Univ. of Texas bull., no. 2243) Austin, 
Texas, University of Texas Publications, 
1922. 


60p. Paper, 10c. 








THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Davis, Epwarp Everett, and SHELBY, T. H. 
County unit of school administration in 


Texas. (Univ. of Texas bull., no. 2226) 
Austin, Texas, Univ. of Texas Publica- 
tions, 1922. 63p. 15c. 

Denpy, ArTHUR. Problems of modern 
science; a series of lectures delivered at 
King’s College, University of London. 
N. Y., Holt, 1922. 236p. $3.50. 


DuBots, FLoreNcE, and Bonner, H. R. Pub- 
lic schools. Statistics of State school 
systems. U. S. Bur. of Educ., bull. 29, 
1922. Supt. of Docs., Gov. Print. Off., 
Wash., D. C. 68p. Paper, 10c. 

Duccar, JoHN Freperick. Agriculture for 
Southern schools. Wlus. N. Y., Macmil- 
lan, 1923. 369p. $1.20. 

Elementary science, nature study and prac- 
tical work in preparatory schools and the 
lower forms of secondary schools; being 
a report on the Sub-Committee appointed 


by the Science Master’s Association. 
N. Y., Oxford Univ. Press, 1922. 20p. 
35c. 
ELLINGFORD, HERBERT FREDERICK. The art 


of transcribing for the organ; a complete 
textbook for the organist in arranging 
choral and instrumental music. N. Y., 
H. W. Gray Co. 158p. $6. Bds., $5. 

Evson, Henry WitiiaM. History of the 
United States of America. N. Y., Mac- 
millan, 1923. 998p. ‘$3. 

Evans, Henry R. Educational boards and 
foundations, 1920-22. U.S. Bur. of Educ., 
bull. no. 38, 1922. Supt. of Docs., Gov. 


Prat. O8., Wash, D.. C., 1922. itp. 
Paper, 5c. 

Fish, JoHn C. L. Engineering economics; 
2nd ed. Illus. N. Y., McGraw-Hill, 
1923. 31lp. $3. 

FLOWERS, MONTAVILLE, and Bonner, H. R. 


The menace of morphine, heroin, and 
cocaine. Bull. no. 2, March, 1923. Pasa- 
dena, Calif., Narcotic Education Associa- 


tion, 1923. 47p. 25c. 

Forp, WALTER Burton, and AMMERMAN, 
CHarues. Plane and solid geometry. Re- 
vised ed. N. Y., Macmillan, 1923. 356p. 
$1.60. 

FRANK, TENNEY. A History of Rome. 


N. Y., Holt, 1923. 613p. Library edition, 
$4.50. Educational edition, $3.50. 

FurMAN, Lucy. The quare women; a story 
of the Kentucky mountains. Boston, At- 
lantic Monthly Press, 1923. 219p. $1.75. 

Gorpy, Witpur Fisk. American beginnings 
in Europe. Illus. N. Y., Scribner, 1922. 
364p. $1.12. 

HAtLock, Grace T. A school health pro- 
gram for parent-teacher associations and 


women’s clubs. Illus. 370 7th Ave., 
N. Y., Child Health Org., 1922. 36p. 
Paper, 10c. 


Harnep, WILLIAM E. Typewriting studies. 
Boston, Ginn & Co., 1923. 128p. $1.40. 

Hawkes, Herpert E., Lusy, WILLIAM A., and 
TouTton, Frank C. Plane and solid geom- 
etry. Boston, Ginn & Co., 1923. 496p. 
$1.60. 

HETHERINGTON, CLARK W. School program 
in physical education. World Bk. Co. 
132p. Kraft paper, $1. 

Hoke, Roy Epwarp. The improvement of 
speed and accuracy in typewriting. (Johns 
Hopkins Univ. Studies in Educ., no. 7). 
Balto., Johns Hopkins Press, 1923. 42p. 
75c. 


Hoke, EvrMer Ruopes. The measurement of 


achievement in shorthand. (Johns Hop- 
kins Studies in Educ., no. 6). Balto., Johns 
Hopkins Press, 1923. 118p. 2 folders. 
$1.50. 


Hott, W. Strutt. The Federal board for 
vocational education; its history, activities, 
and organization. Baltimore, Md., Johns 
Hopkins Press, 1922. 74p. $1. 





May, 1923 


INDIANA DEPARTMENT OF PUBLIC INsTRU¢- 
TION. Plans for obtaining higher efficiency 
and lower cost of maintenance of smail 
high schools. Bull. No. 56. Indianapolis, 
Ind., Author, 1922. 1lp. Paper, Postage, 

Jackson, W. C. A boys’ life of Booker T. 


Washington. N. Y., Macmillan, 1923. 
147p. $1.25. 
Jessup, Eton H. Roughing it smoothly ; 
how to avoid vacation pitfalls. Illus. N. 


Y., Putnam. 247p. $2.50. 

JEuDWINE, J. W. Studies in empire and 
trade. N. Y., Longmans, Green, 1923. 
463p. $7.50. 

JOHNSEN, JULIA E. Kansas court of indus- 
trial relations. (The Reference Shelf, vol. 
1, no. 4.) N. Y., H. W. Wilson Co., 1922. 
7lp. 75e. 

JOHNSTONE, EDWARD RANSOM. Dear Robin- 
son; some letters on getting along with 
folks. Vineland, N. J., Author, 1923, 
139p. $1.50. 

Jupp, CHARLEs H., and others. Rural school 
survey of New York State; administration 
and supervision. Ithaca, N. Y., Author, 
1923. 629p. $1. 

KAUFFMAN, TREVA E., and Furney, OAKLey, 
The organization and teaching of indus- 
trial and homemaking subjects in part- 
time or continuation schools. Albany, 
N. Y., C. F. Williams & Son, 1922. 45p. 
Paper, 80c. 

KELLEY, TRUMAN L., and others. Stanford 
achievement test; test form A and B; 
primary and advanced examinations with 
keys and manual. Yonkers, N. Y., World 
Bk. Co., 1922. Prim. $1.40 per 25; Adv. 
$2 per 25; Manual 30c; Specimen 50c. 

KINDERMANN, Henry. Lola; or the thought 
and speech of animals. N. Y., Dutton. 
188p. $2.50. 

KRAUSE, FRANK. Master and mate; ques- 
tions and answers for examinations; with 
lectures on geography, astronomy, com- 
pensation of compass, charts, ship con- 
struction, officers’ duties, law of storms and 


great circle sailing. 150 Lafayette St., 
N. Y., International Press, 1922. 195p. 
$2.50. 


LatHrop, EpirH A. School funds: Legisla- 
tion affecting consolidation. Rural school 
leaflet 5, Aug., 1922. U. S. Bur. of Educ., 


Wash., D. C. 4p. Free. 

Lee, ALBERT SHERMAN. The new English 
grammar. Parkersburg, W. Va., Con- 
densed Textbook Co., 1922. 197p. $1.35. 


Liu, HERMAN CHAN-EN. Non-verbal intelli- 
gence tests for use in China. N. Y., 
Teachers College, Columbia Univ., 1922. 
84p. $1.60. Paper, $1.25. 

LoncG, JosepH RAGLAND. Government and the 
people. Illus. N. Y., Seribner, 1922. 
464p. $1.60. 

Love, Ctype E. Analytic geometry. N. Y., 
Macmillan, 1923. 306p. $2.25. 

Loveyoy, OWEN R. Children and reconstruc- 
tion; address delivered by author, under 
the auspices of the Educ'l Dept. of the 
Municipal Court. (Public Service Ad- 
dresses; ser. 1919-1920, no. 6). Phila. 
Educ’l. Dept. of the Municipal Court, 
1922. 28p. Paper. 

Lutz, R. R. The metal trades. Cleveland, 
Ohio, Cleveland Education Survey, 1916. 
129p. 35¢e. 

MacLean, ANNIE Mari0Nn. 
N. Y., Macmillan, 1923. 

McCuLLoucu, 


Our neighbors. 
288p. $1.75. 
James F. Looking to our 
foundations. Geneva, Ill., The Economic 
Press, 1922. 374p. $3. 

McKenzie, Ropert Tait. Exercise in edu- 
cation and medicine; 3d ed. Illus. Phila. 
Saunders. 601p. $5. 

McKnicut, Georce H. English words and 
their background. N. Y., D. Appleton & 
Co., 1923. 449p. $2.50. 








| 


A TTT TT ee NT 


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TR, 





——— 


Vol. 12, No.5 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 203 


Ee nn 


Manoney, Ropert H. The federal govern- 
ment and education; an examination of 
the federalization movement in the light 
of the educational demands of a democ- 
racy. Washington, D. C., Catholic Uni- 
versity, 1922. 80p. Paper, 75c. 


MANUEL, JUAN. El conde lucanor. Boston, 
Allyn & Bacon, 1922. 195p. 80c. 
MEANWELL, WALTER E. Basket ball. Mad- 


ison, Wis., Democrat Pr. Co., 1922. 200p. 
$3. 
MERGANTHALER LINOTYPE COMPANY. The 


linotype’s big scheme of simple operation. 
Brooklyn, N. Y., Mergenthaler Linotype 
Co., 1923. 73p. Gratis to school officials 
and instructors in printing, publishing, 
and allied lines. 

Mitts, CLtrForD Newton. Introduction to 
plane analytical geometry and differential 


calculus. Wllus. 1012 Walnut St., Phila., 
P. Blakiston’s Son & Co., 1922. 131p. 
$1.50. 


Miner, Mauve E. The community's re- 
sponsibility for safeguarding girls. (Pub- 
lic Service Address series 1919-20, no. 5.) 
Phila., Educ’l. Dept. of the Municipal 
Court, 1922. 20p. Paper. 

MITCHELL, THOMAS WALKER. 
chology and psychical 
N. Y., Dutton. 244p. $3. 

MUILENBURG, JAMES. Specimens of biblical 
literature. N. Y., T. Y. Crowell Co., 
1923. 413p. Net, $2.50. 

Myers, BERNARD. Practical handbook on the 
diseases of children. Illus. Phila., B. 
Blakiston’s Son & Co., 1923. 548p. $5. 
NaTIONAL Honesty Bureau. The honesty 
book; a handbook for teachers, parents, 
and other friends of children. 115 Broad- 


Medical psy- 


research. Illus. 


way, N. Y., Author, 1923. 56p. Free. 
NEWELL, LYMAN CHURCHILL. Practical chem- 
istry (ist year). Illus. Boston, Heath, 


1922. 543p. $1.90. 

NEWMAN, MINNIE M. Handbook on racial 
and nationality backgrounds. Section 1, 
Peoples of the Near East. Section 2, 
Southern and Central Europeans. Sec- 
tion 4, The Far East. 600 Lexington Ave., 
N. Y., The Woman’s Press, 1923. 23p., 
43p., 48p. 50c. each. 

NewTu, Georce S. A textbook of inorganic 
chemistry; new and enl. ed. N. Y., Long- 
man, Green, 1923. 772p. $2.50. 

OpeLL, CHARLES W. The use of intelligence 
tests as a basis of school organization and 
instruction. (Univ. of IIl., Bull., Vol. 20, 
No, 17; Bur. of Educ. Research; Bull. No. 
12.) Urbana, IIll., Univ. of Ill. Press, 
1922. 78p. Paper, 50c. 

O'Leary, Iris Prout’. Department store 
occupations. Cleveland, Ohio, Cleveland 
Education Survey, 1916. 127p. 35c. 

Oxrorp UNIversiry. General information 
concerning admission, residence, entrance 
scholarships, and the examinations leading 
to the degree of Bachelor of Arts, etc. 
N. Y., Oxford Univ. Press, 1922. 16p. 
Paper, 20c. 

Pack, CHARLES LatHRop. The school book 
of forestry. 1214 16th St., Washington, 
D. C., Am. Tree Assn., 1923. 160p. $1. 

—— Trees as good citizens. Illus. 1214 
16th St., Washington, D. C., Am. Tree 
Assn, 1923. 260p. $2. 

PaRGMENT, M. S. Exercises francais; cours 
preparatoire. N. Y., Macmillan, 1923. 
320p. $1. 

PaRKeR, SAMUEL CHESTER. Types of ele- 
mentary teaching and learning. Boston, 
Ginn & Co., 1923. 585p. $2. 

Pepper, GeorGE WHARTON. Democracy and 
service. (Public Service Addresses; ser. 
1921-1922, no. 8.) Phila., Municipal 
Court of Phila., 1922. 14p. Paper. 

Pererson, Mauve Griptey. How to know 
wild fruits; a guide to plants when not in 


flower by means of fruit and leaf. 
N. Y., Macmillan, 1923. 340p. $2. 
Pitspury, E. H. Latin prose composition for 


Illus. 


Middle and Upper Forms. N. Y., Oxford 
Univ. Press, 1922. 202p. $1.20. 
PITTSBURGH PuBLic ScHOOLS, Vocational 
Guidance Department Vocational guid- 
ance bulletin. Pittsburgh, Pa., Author, 
1923. 158p. Paper, 60c. 


PLATT, CHARLES. The psychological basis 
for social endeavor. (Public service ad- 
dresses; ser. 1920-1921, no. 7.) Phila., 
Municipal Court of Phila., 1922. Paper. 

PLUNKET, IERNE L. Europe in the Middle 


Ages. N. Y., Oxford Univ. Press, 1922. 
392p. $1.85. 
Proctor, WILLIAM Martin. Psychological 


tests and guidance of high-school pupils. 
(Journal of Educational Research Mono- 


MISSION OF THE TEACHER 


To capture the citadel of the child’s 
mind through love and sympathy; to lead 
pupils toward higher ideas of life and duty; 
to establish closer relations between home 
and school and State; to exalt purity of 
life and conduct; to strengthen the moral 
tone of the community; to make good 
men and women; to establish and dignify 
the profession of teaching; to make edu- 
cation attractive; to magnify the State; 
to meet the need for educated citizenship; 
such is the exalted mission of the teacher.— 
Written by Mr. Charles R. Skinner, in 
1898, when he was State superintendent of 
public instruction (New York.) Mr. 
Skinner was a member of Congress 1881- 
1885; President of N. E. A. 1896-7) and 
is now legislative librarian, State of N. Y. 








graph, No. 1, June, 1921.) Bloomington, 
Ill., Public School Pub. Co., 1921. 70p. 
Paper, 75c. 

RicH, FRANK P. Elementary printing; a 
series of lessons on correct type composi- 
tion for the instructor, pupil, and appren- 


tice; especially adapted for part-time 
school classes. Boston, Author, 1922. 
54p. $1.50. 


RIPMAN, WALTER. Good speech; an intro- 
duction to English phonetics. N. Y., Dut- 
ton, 1922, 88p. $1.40. 

Ropcers, Rospert H., and FurNney, OAKLEY. 
Unit instruction sheets and individual in- 
struction in vocational classes. Albany, 
N. Y., C. F. Williams & Son, 1922. 62p. 
Paper, 80c. 

Rose, Mary Swartz. Food lessons for nu- 
trition classes. Illus. N. Y., Teachers 
Coll., Columbia Univ., 1922. 26p. Paper, 
15c. 


Rucker, Aucusta. Ten talks to girls on 


health. N. Y., The Woman’s Press, 1921. 
99p. $1. 

SHAW, Frank L. The _ printing trades. 
Illus. Cleveland, Ohio, Cleveland Edu- 


cation Survey, 1916. 95p. 35c. 

—— The building trades. Illus. Cleveland, 
Ohio, Cleveland Education Survey, 1916. 
107p. 35c. 

SmiTH, E. Euruicu. Teaching geography 
by problems. Garden City, N. Y., Double- 
day, Page, 1921. 306p. $1.50. 

SNEDDEN, GENEvRA. Leif and Thorkel, two 
Norse boys of long ago. Yonkers-on-Hud- 
son, N. Y., World Bk. Co. 214p. $1. 

STEVENS, BertHA M. Boys and girls in 
commercial work. Cleveland, Ohio, Cleve- 
land Education Survey, 1916. 181p. 35c. 

Studies in secondary education; 1; Univ. 
High School; Univ. of Chicago. (Sup- 


plementary Educ. Monographs; no. 24.) 
Chicago, Univ. of Chic., Dept. of Educ., 
1923. 150p. Paper, $1.50. 

Swirt, CHarLotre B. A plan for teaching 
beginners to read. St. Louis, Mo. Author, 
1922. 31p. 50c. 

SwiFT, FLETCHER Harper. Studies in public 
school finance; the West-California and 
Colorado. Minneapolis, Minn., University 
of Minnesota Press, 1922. 221p. Paper, 
$3. 

SwicGeTT, GLEN Levin. Business education. 
Commercial educ. leaflet No. 2. Supt. of 
Docs., Govt. Print., Wash., D. C., 1922. 
14p. Paper, Sc. 

Tansey, A. G. Elements of plant biology. 
Illus. N. Y., Dodd, Mead. 410p. $4. 
TayLor, Apert LeRoy, and BLAKE, A. 
HaroLp. Automotive manual for labora- 
tory and repair shop. N. Y., Macmillan, 


1923. 178p. $2. 

Tittey, ArtTHur. Studies in«the French 
Renaissance. Illus. Cambridge University. 
Press, Agents. N. Y., Macmillan, 1922. 
331p. $8. 

Tuomas, H. Shakespeare and Spain. N.Y., 


Oxford Univ. Press, 1922. 32p. 70c. 

Tuwinc, Cuaries F. Colleges and universi- 
ties: Higher education in Australia and 
New Zealand. U. S. Bur. of Educ. Bull. 
25, 1922. Supt. of Docs., Gov. Print. Off., 
Wash., D. C. 8p. Paper, 15c. 

Tucker, S. Marion. Plays for amateurs; a 
selected list. N. Y., H. W. Wilson Co., 
1923. 34p. 60c. 

U. S. Bureau oF EpucaTion. High-school 
buildings and grounds; report of Commis- 
sion of Reorganization of Secondary Edu- 
cation, appointed by N. E. A. U. S. Bur. 
of Educ. Bull. 23, 1922. Supt. of Does., 
Gov. Print. Off., Wash, D. C. 49p. 
Paper, 15c. 

U. S. Bureau or Epucation. Public schools: 
statistics of city school systems, U. S. Bur. 
of Educ. Bull. 17, 1922. Supt. of Does., 


Gov. Print. Off., Wash. D. C. 173p. 
Paper, 20c. 
U.. S. Bureau oF EpucaTION. Reorganiza- 


tion of mathematics in secondary educa- 
tion. U. S. Bur. of Ed. Bull. 32, 1921. 
U. S. Bur. of Educ., Wash., D. C., 1922. 
73p. Paper, 10c. 

Watters, R. G. High school commercial 
education. N. Y., Pitman. 261p. $1.25. 

Waters, Henry JACKSON. Elementary agri- 
culture. Illus. Boston, Ginn, 1923. 349p. 
$1. 

Weis, H. G. A short history of the world. 
N. Y., Macmillan, 1923. 455p. $4. 

West VirciniA STATE Board OF EDUCATION. 
Manual of physical education prescribed 
by the State Board of Education, State of 
West Virginia. Illus. Charleston, W. 
Va., Tribune Ptg. Co., 1922. 141p. 50c. 

WHuipPLe, GEORGE CHANDLER. Vital statis- 
tics; 2d ed. rev. and enl.; introd. to the 
science of demography. N. Y., Wiley, 
1923. 579p. $4. 

Wuirenead, A. N. The principle of rela- 
tivity with applications to physical science. 
Cambridge University Press, Agents. 
N. Y., Macmillan, 1922. 190p. $3.50. 

Wicxson, E. J. Rural California. Illus. 
N. Y., Macmillan, 399p. $2.50. 

WILLIs, CLARENCE Appison. Plane geometry; 
experiment, classification, discovery, appli- 
cation. Illus. Phila., P. Blakiston’s Son 
& Co., 1922. 301p. $1.32. 

WISssLeR, CLARK. Man and culture. N Y., 
T. Y. Crowell Co., 1923. 371p. $2.75. 
Wortp Peace FounpnaTion. Reparation: Pt. 
1. Damage and payments; Pt. 2. Politics 
and economics of payments; Pt. 3. Finan- 
cial aspects. In a League of Nations. 
vol. -5, nos. 1-3. Boston, World Peace 
Foundation, 1922. 209p. Paper, 15c¢. or 

Se. each part. 








204 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


May, 1923 





Books on 


HIS JULY many of the educators who 

attend the Oakland-San Francisco meet- 
ing, will tarry as long as they can in Cali- 
fornia. The great numbers of interesting 
places to be seen makes it advisable to select 
with care as many as can be visited in the 
time at hand. The following list of books 
was prepared for THe JourNAL by Mr. Mil- 
ton J. Ferguson, State librarian, Sacramento. 
These books may be borrowed from town 
libraries or from secretaries of the State 
Library Commissions. 


History 


History of 
N. Y. 


CHAPMAN, CHARLES EDWARD. 
California: the Spanish period. 
Macmillan, 1921. 


The author having spent many years in 
research work in Spain and other countries 
where original material on Spanish-Cali- 
fornia is to be found has given us in this 
the latest history on the subject a popular 
and at the same time an authentic work on 
the Spanish period. 


CLELAND, Rospert Gtass. History of Cali- 
fornia: the American period. N. Y. Mac- 
millan, 1922. 


This work on the American period is a 
complement to the preceding volume. In it 
Dr. Cleland gives a vivid picture of the 
California, whose dramatic entry into the 
Union, feverish days of the gold excitement, 
and later importance as an integral part of 
our Great Commonwealth, have given it an 
appeal that cannot be resisted. 


‘Royce, Josepu. California from the Con- 
quest in 1846 to the Second Vigilance Com- 
mittee in San Francisco, 1856: a study of 
American character. Bost. Houghton, 
1886. 

A valuable authority on the history of 

California’s most exciting and formative 

period. 


PutNaAM, RutH. California; the name. 1917. 
University of California publication in his- 
tory. v. 4, no. 4. 

SAUNDERS, CHARLES 


JosePH SMEATON. 
and their missions. 


Francis, and CHASE, 
The California padres 
Bost. Houghton, 1915. 


One of the later works on the missions. 


James, GEORGE WHARTON. In and out of the 
old missions of California, a historical and 
pictorial history of the Franciscan missions. 
Bost. Little, 1905. 

One of the most popular books on this 
phase of California history. 


Description 


Dana, RicHARD Henry, Jr. Two years be- 
fore the mast: a personal narrative of life 
at sea. N. Y. Harpers, 1840. 


A California classic. The author spent 
most of the years 1835 and 1836 in Cali- 
fornia, and a most fascinating account is 





California 


given of the life of the time, together with 
vivid descriptions of places and events. This 
work has passed through many editions. 


Taytor, Bayarp. El Dorado; or adventures 
in the path of empire; comprising a voy- 
age to California via Panama; life in San 
Francisco and Monterey; pictures of the 
gold region and experiences of Mexican 
travel; with illustrations by the author. 
London. Bently, 1850. 


One of the best accounts of life in Cali- 
fornia during the great gold rush of 1849. 
Many editions have appeared since the first. 
Some of the reprints omit the illustrations. 


MarkHaM, Epwin. California the wonder- 
ful; her romantic history, her picturesque 
people, her wild shores, her desert mystery, 
her valley loveliness, her mountain glory, 
including her varied resources, her com- 
mercial greatness, her intellectual achieve- 
ments, her expanding hopes, with glimpses 
of Oregon and Washington, her northern 
neighbors. N. Y. Hearst’s International 
Library Co., 1914. 

The glories of California portrayed by one 
who loves her, and who knows how to ex- 
press his admiration. 


Murpny, THomas Dower. On sunset high- 
ways; a book of motor rambles in Cali- 
fornia; new and revised edition, with 
eighteen illustrations in color from original 
paintings, mainly by California artists, 
and forty duogravures from photographs; 
also new road map covering entire State. 
Bost. Page, 1921. 


Witson, Herpert Eart. The lore and the 
lure of the Yosemite; the Indians, their 
customs, legends, and beliefs, and the story 
of Yosemite with illustrations from photo- 
graphs by H. C. Pillsbury. S. F. Robert- 
son, 1922. 


One of the latest books on the Valley. 


HALL, ANSEL F. Guide to Yosemite; a hand- 
book of the trails and roads of Yosemite 
Valley and the adjacent region. S. F. 
Sunset Publishing House, 1920. 


A valuable guide for those who wish to 
visit the Yosemite Valley and the wonder- 
land surrounding it. 


James, GreorGeE WHARTON. The lake of the 
sky, Lake Tahoe, in the High Sierras of 
California and Nevada; its history, In- 
dians, discovery by Fremont, legendary 
lore, various namings, physical character- 
istics, glacial phenomena, geology, etc., etc. 
Pasadena. Author, 1915. 


San Francisco 


EvprevGe, ZOETH SKINNER. The beginnings 
of San Francisco from the expedition of 
Anza, 1774, to the city charter, April 15, 
1850; with biographical and other notes. 
S. F. Author, 1912. 2v. 


Includes much of general interest as well 
as the early history of San Francisco. 





Inwin, WILLIAM Henry. Old Chinatown~a 
book of pictures by Arnold Genthe with 
text by Will Irwin. N. Y. Kennerley, 
1913. 

Most fascinating pictures of Chinatown 
before the earthquake and fire. Fortunately’ 
Mr. Genthe saved the plates, although at the 
sacrifice of other personal property. 


Potter, ELIZABETH GRAY, and Gray, Maser 
‘THayer. The lure of San Francisco; a 
romance amid old landmarks. S.F. Elder, 
1915. 

A charming description of San Francisco’s 
historical landmarks combined with a New 

England romance. 


HUTCHINSON, WILLIAM E. Byways around 
San Francisco Bay. N. Y. The Abingdon 
Press, 1915. 

By one who sees the trail, the woods, and 
all nature through the eyes of a poet. 


Topp, FRANK Morton. The Chamber of 
commerce handbook for San Francisco, his- 
torical and descriptive; a guide for visit- 
ors. §S. F. San Francisco Chamber of 
Commerce, under direction of the pub- 
licity committee, 1914. 


SLosson, Epwin Emery. Great American 
universities. N.Y. Macmillan, 1910. 
University of California, p.148-171. 
Leland Stanford Junior University, p.110- 

147. 

Up-to-date statistics can be obtained by 
writing to the universities. 


American association for the advancement 
of science. Nature and science of the 
Pacific Coast; a guidebook for scientific 
travelers in the West. S. F. Elder, 1915. 
A valuable handbook for those interested 

in nature and science. 


Historic Fiction 


ATHERTON, Mrs. GERTRUDE FRANKLIN (Harn). 
The splendid idle forties; stories of old 
California, with illustrations by Harrison 
Fisher. N. Y. Macmillan, 1902. 
Thirteen stories of California life just 

prior to and at the time of the American 

conquest. Most of the tales are founded 
upon tradition; several upon historical facts. 

It is an enlarged and revised edition of 

“Before the Gringo came.” 


Jackson, Mrs. HELEN MariA (Fiske) Hunt. 
Ramona; a story. Bost. Little, 1908. 
The story was written to expose the in- 

justice of United States Government policy 

toward the Indians. The scene is southern 

California. The author takes one of the 

Mission Indians for her hero, while picturing 

old-fashioned life on a Spanish rancho, the 

household, the pastoral occupations, and the 
religious observances. A tragic love story. 


CANFIELD, CHAUNCEY Leon. The diary of a 

forty-niner. N. Y. Shepard, 1906. 

A faithful, accurate, and vivid story, from 
the miner’s point of view, of foot-hill mining 
life. Purports to be the diary of Alfred T. 
Jackson. _ Nevada county is the foothill 
country in which the stirring events took 
place. 











‘? 


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’ 








Vol. 12, No.5 


THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 205 


—————————————————————————————LLLLLLLLLLXLDLDLBLLLLLLLLDBDBDDD LLL LL 


Irwin, WALLACE ADMAH. 
N. Y. Doran, 1921. 
The story deals with the present-day Japa- 

nese situation. 


Seed of the sun. 


Free literature can be obtained from the fol- 
lowing sources: 


eo" 





California Development Association. Ferry 
Bldg., San Francisco, Calif. 
Californians Incorporated. 509 Hutton 


Bldg., San Francisco, Calif. 

Chamber of Commerce of Los Angeles, Los 
Angeles, Calif. 

Chamber of Commerce, Oakland, Calif. 


| 
PLANS FOR THE SUMMER MEETINGS | 








—— 1 —— 








N THE following tetter, Mr. Fred M. 

Hunter, superintendent of schools, Oak- 
land, California, and chairman of the Joint 
Oakland-San Francisco Executive Committee 
of the N. E. A. Convention, extends to the 
members of the Association the greetings of 
the Convention cities: 

“At the last convention of the National 
Education Association the joint invitation of 
Oakland and San Francisco to be the hosts 
of the Association at its 1923 convention was 
extended and accepted. The purpose of this 
open letter is to remind the membership of 
the National Association of this fact, with 
particular emphasis on the acceptance of the 
invitation. 

“The host cities are going ahead with the 
plans based on this acceptance. Civic lead- 
ers have joined with the educational forces 
of the two cities in building up an organiza- 
tion that assures a convention which from 
the standpoint of hospitality and entertain- 
ment will afford a life-long memory for 
those attending. 

“*&§ Vacation Convention in California’s 
Wonderland’! This is the slogan that the 
host cities are broadcasting to teachers 
everywhere. Many members of the teach- 
ing profession have longed for an oppor- 
tunity to visit California and other parts of 
the Pacific Coast. 

“With the low rail and steamer rates that 
will prevail, the number of scenic attractions 
than can be visited enroute, and the value 
to be obtained not only from the National 
convention but the World Conference we 
believe that this is indeed an offer that 
seldom comes. 

“The present indications are that these 
two great gatherings of educators will start 
westward one of the greatest pilgrimages in 
the convention history of our organization. 
The plans of San Francisco and Oakland 
are on a generous scale to accommodate all 
those that desire to come. We want to as- 
sure all of every possible comfort and con- 
venience and an open-hearted western wel- 
come. 

“The time, however, has now arrived 
when the individual teacher, the local, and 
the State association should be making a 
definite decision to attend. The time be- 
tween now and the opening of the two con- 
ventions will slip by only too quickly. 
Although we have every assurance of all 
necessary accommodations the local com- 
mittee will appreciate whatever codperation 
can be given in the matter of making early 
reservations. And in making your reserva- 
tions allow ample time for seeing California. 








The entire State is bidding for the favor of 
being your host. Within a few hours of 
both Oakland and San Francisco are some 
of the West’s greatest scenic attractions, such 
as the Yosemite, Tahoe, the Big Trees, and 
numerous other points of interest. The local 
committee on arrangements is prepared to 
supply information regarding travel oppor- 
tunities, and also to organize special excur- 
sions for groups desiring to visit some one 
or more points in a body. So in closing let 
us urge upon you again the advantages of 
‘The Vacation-Convention in 
Wonderland.’ ” 


California’s 


N addition to the letter of welcome from 

Chairman Hunter we publish the follow- 
ing from Orton E. Lucas, chairman of the 
Convention Publicity Committee, a_ state- 
ment showing the splendid program which 
is being prepared for the entertainment of 
the Nation’s educators: 

“Although San Francisco and Oakland 
nominally are to be the hosts of the National 
Education Association convention and the 
World Conference on Education all Cali- 
fornia is to be associated in extending 
hospitality to the visitors. Neither is this 
function of host to be restricted to members 
of the teaching profession, but men and 
women in all groups, civic and professional 
have been willingly drafted to serve. 

“Under the able leadership of Mr. Fred 
M. Hunter, past president of the National 
Education Association and a veteran of 
many conventions, the 1923 convention cities 
have made rapid strides in the organization 
of that part of the convention machinery to 
be set up by the local committees. As a 
matter of fact the convention cities feel that 
the advanced state of preparation for the 
conventions is due to the experience and 
understanding that the general chairman has 
been able to bring to bear on the ‘task in 
hand. 

“The convention organization as far as 
possible has been equally distributed between 
San Francisco and Oakland. Each com- 
mittee has its two sections, one for each city. 
In this way the work in every department 
is being urged forward in both communities 
with equal precision and understanding of 
the problem as a whole. Although it is the 
province of each of the main committees to 
make its independent report to the members 
of the National Association through the 
pages of THe JourNAL it will not be amiss 
to say here a few things in a general way 
as to the provision that is to be made for 
the comfort and entertainment of the visitors. 


“California has always been proud of its 
reputation for western’ hospitality. San 
Francisco and Oakland through the 
hospitality committee are determined that 
this reputation shall be made doubly secure 
in their welcome to the National Education 
Association. Many unique features are to 
characterize the reception accorded the visit- 
ing educators. The housing committee re- 
ports that there will be a wide variety of 
hotel and lodging accommodations for all. 
The convention cities are noted not only for 
the modernness of their hotels but the 
economy that can be practiced where econ- 
omy is essential. The entertainment com- 
mittee is pledged to see that there are no 
dull hours and excursions, sight-seeing trips, 
and other events are to be scheduled in such 
variety as to make sure that everyone who 
desires to make the most of the travel op- 
portunity while in California will not be 
disappointed. The auditing committee is 
being pressed for all possible funds, not 
utilized elsewhere, to swell the appropria- 
tion necessary to show everyone a good time. 

“The convention cities make only one 
specific request of their prospective guests 
and that is that all make as liberal pro- 
visions as possible in the matter of time in 
arranging their stop-over in Oakland and 
San Francisco. It will be the purpose of 
the local committee to distract the attention 
of the visitors as little as possible from the 
serious work of the two conventions. In re- 
turn the convention hosts are asking that 
their visitors arrive early and stay as long 
as possible that none of the important trips 
in and around the city may have to be fore- 
gone because of time limitations.” 


joint 


ELECT DELEGATES IMMEDIATELY—Members 
of the Secretary’s office wish to render the 
greatest possible assistance to delegates at 
the Oakland-San Francisco meeting. Local 
and State affiliated associations are especially 
requested to send promptly to headquarters 
the names and addresses of delegates, so 
that the card index may be complete before 
time to leave for the meeting. This will be 
a tremendous aid, in that delegates will be 
saved much time and confusion in securing 
their official credentials, badges, and sup- 
plies. HAVE YOUR DELEGATES BEEN 
REPORTED TO WASHINGTON HEAD- 
QUARTERS? If not, see to it that they are 
elected at once and their names sent in. 
Call a special meeting if necessary. Every 
association should send its quota of dele- 
gates. Business of unusual importance will 
be transacted at this meeting. There will 
be differences of opinion on many questions 
submitted to the Assembly for consideration. 
Every association should have a voice in 
deciding these questions of policy and these 
points of fundamental importance. 


TAKE YOUR OVERCOATS—Persons who plan 
to attend the summer meeting of the Asso- 
ciation and The World Conference and who 
are not familiar with the climate of Oak- 
land-San Francisco are reminded that they 
should take light overcoats and other suit- 
able wraps. 


Additional notes and announcements relat- 
ing to hotels and other essential information 
will be found on pages 208 and 209 of this 
number of THE JOURNAL. 








206 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 





May, 1923 





Better Salaries—Better Citizens 


HE PAYMENT of salaries to 
teachers can be justified on but one 
basis—they perform a valuable public 
service. The only sound justification 
for a change in a salary schedule is that 
it promises to improve the quality of 
service rendered by the teachers of the 
Nation to the children of the Nation. 
Over a long period of time no other 
factor exerts so strong a determining 
effect upon the service rendered by the 
teaching profession as the salary sched- 
ules maintained by the Nation. In 
every large profession the number of re- 
cruits that will be available is vitally 
affected by the economic return which 
that profession promises. Opportunities 
for trained and competent young men 
and women to render genuine service 
at a reasonable return are not difficult 
to obtain today. It is too much to ex- 
pect that people with vision and power 
will offer themselves for service in any 
profession that promises perpetual finan- 
cial anxiety, thwarted ambitions, and 
bitter old age. If such people do enter 
a field of service offering so little in re- 
turn for their best efforts, they may be 
expected to prepare themselves for an 
escape at the first favorable opportunity. 
The quality of service rendered by 
those already in the profession is like- 
wise largely determined by the salary 
schedule. The buoyancy of mind so 
necessary to successful teaching cannot 
be an accompaniment of a disparity be- 
tween income and necessary outgo. Nor 
must the income be only just sufficient 
to cover the necessities of life. The 
teacher who is unable to continue her 
study and to gain some contact ouside 
of her community through travel soon 
drops into a rut from which only the 
exception escapes. The day is past when 
our future citizens can be taught by 
people of- limited training and narrow 
contacts. The foundation for success- 
ful citizenship in the greatest democracy 
of the world—a democracy, perplexed 
by class, race, and religious prejudices 
inherited from the old world—can be 
laid only by teachers of sound training, 
broad contacts, and growing vision. 
Realizing, then, that those who fix sal- 





1 Prepared for Tue Journat by the Division of 
Research. 

2 The Social Composition of the Teaching Popu- 
lation (Coffman, L. D.), p.219-221. 

3 Examination of the Public School System of 
the City of Buffalo, 1916, p.54. 

4 National Education Association, Washington, 
D. C. Research Bulletin, Vol. I, No. 1, p.40-43. 
Also, Seventeenth Annual Report of t'e Carnegie 
Foundation for the Advancement of Teaching, 
p. 56 to 59, New York City. 


ary schedules are in a very real way 
determining the quality of human ma- 
terial that will be available for the pro- 
fession and the efficiency of those already 
in the profession, let us ask and answer 
some questions that have a vital bearing 


‘on this subject. 


First, have salary schedules in the 
past provided an adequate supply of 
qualified teachers? Coffman in 1910 
completed a study which revealed that 
tens of thousands of our teachers were 
but sixteen, seventeen, and eighteen 
years of age, that but one fifth of all 
teachers “had met the standard of 
preparation recognized in all civilized 
countries as constituting the barest min- 
imum for elementary teaching,” and that 
one half of the Nation’s children were 
“being taught by teachers who have not 
served sufficiently long to let the disci- 
pline of experience compensate, in any 
marked degree, for the deficiencies in 
their training.”? These findings were 
not out of agreement with a number of 
city surveys, which revealed that a con- 
siderable percentage of teachers in cities, 
where conditions were the best, had not 
“graduated from any institution, not 
even an elementary school.’ 

The effect of the war on the teaching 
profession is well known. In many 
communities schools were closed com- 
pletely for lack of teachers of any kind. 
Other districts completely let down the 
bars and placed the training of the chil- 
dren in the hands of wholly untrained 
transients who were willing to go 
through the motions of “keeping school” 
for a few weeks. Such a condition was 
to have been expected since, as a careful 
study recently comp'eted by the Russell 
Sage Foundation te!ls us, in 1920 the 
teachers of the Nation were in a less 
advantageous economic position “than 
at any time since the Civil War period.” 
Not until this year have some State 
superintendents been able to make the 
questionable boast that their States have 
returned to “prewar standards” in the 
certification requirements for teaching. 
Surely the salary schedules in the past 
have failed miserably in recruiting a 
sufficient number of trained teachers to 
conduct the Nation’s schools. 

Second, are present salary schedules 
providing an adequate supply of prop- 
erly qualified teachers? “Two studies 
recently issued agree that approximately 
three teachers in every five have less than 
the amount of training accepted as the 


minimum standard for teacher prepara- 
tion — high-school and _normal-schoo] 
graduation.* Of 700,000 _ teachers. 
400,000 now do not have the amount of 
training “recognized in all civilized 
countries as constituting the barest min- 
imum for elementary-school teaching.” 
In but seven States have eighty per cent 
of the teachers had normal-school train- 
ing or the equivalent. In at least twelve 
States over three fourths of the teachers 


have had less than this amount of 
training. 
The present situation in the rural 


schools of the country is now being re- 
vealed by an inquiry sent out by Dr, 
E. S. Evenden, chairman of the Salary 
Committee of the National Education 
Association. A preliminary tabulation 
of random returns from seventy-one 
county superintendents scattered through 
twenty-seven States indicates that in 
1922-23 fifteen per cent of the rural 
teachers of the country have less than one 
year's training beyond the eighth grade, 
seventeen per cent are teaching their 
first year and twenty-five per cent are 
less than twenty-one years of age. 
Many superintendents report that a suf- 
ficient supply of properly qualified teach- 
ers cannot be obtained. This means 
that millions of the Nation’s children 
are being taught by teachers with prac- 
tically no training or experience and so 
immature that we would not think of 
granting them the ballot. Yet, with 





POPPIES FOR MEMORIAL DAY 


William Bishop Owen 


President of the National Education 


Association 


‘(HE proposal made by the 
American Legion that on Me- 
morial Day the American people 
wear poppies is very fitting. The 
flower carries us back to the days 
when we watched with unexampled 
interest the great struggle in Eu- 
rope. It is a symbol of our hope 


and our prayers that victory might 
come to the soldiers of liberty in 


Flanders Fields. It is a subtle re- 
minder of the spirit of self-sacrifice 
in which our own brave American 
boys entered the great conflict to 
tip the scales to the side of vic- 
tory. It serves as a pledge that 
we shall not cynically forget what 
our soldiers, living and dead, did in 
foreign fields for America and the 
world. I appeal to the teachers 
of our country to-unite in this 
simple ritual of flowers and with 
the children thus to honor our 
heroic dead. 











a RR RRR TTT A SoS <n 








Vol. 12,No.5 


hardly a thought we give into their 
hands a far greater responsibility than 
that of the ballot—the training of the 
children who are citizens of tomorrow. 

Third, is there promise of any gen- 
eral improvement of the situation under 
present salary schedules? ‘The accom- 
panying table gives the average salaries 
paid teachers in the country as a whole 
since 1913. ‘The figures of column two 
are probably indicative of the salaries 
paid in the best rural schools of the 
country. The average yearly salary rose 
from $515 to $1020 in 1923. 

This at first glance appears to be a 
substantial increase. The index num- 
bers on the cost of living indicate, how- 
ever, that where one hundred cents in 
1913 were required to purchase a set 
amount of certain commodities, one hun- 
dred and seventy-two cents are necessary 
in 1923. The $1020 of 1923 were 
therefore really worth $593 in 1913 
dollars, or a real increase of 15.1 per 
cent over the average salary of 1913. 
The depreciation of the dollar has taken 
away most of the apparent increases. 
The figures in columns six to nine, 
presenting similar figures for a typical 
large city, tell us that in spite of sub- 
stantial dollar increases in the average 
salary paid in this city, there was really 
a decrease in the purchasing power of 
teachers’ salaries. The $1143 salary of 
1913 was replaced in 1923 by a salary 
with a purchasing power of 94.5 per 
cent of what it was 1913. If there had 
been no changes in the purchasing power 
of the dollar between 1913 and 1923, 
and if the average salary paid in this 
city had remained at $1143 throughout 
these years, the teachers would have 
been better off than they actually are. 

The question probably arises, will not 
decreases in the cost of living give teach- 
ers’ salaries an increasing purchasing 
power following 1923. Indications at 
present are to the contrary. Between 
March, 1922, and December, 1922, this 
was an increase of three points in the 
cost of living figures of the United 
States Department of Labor. The lead- 
ing article in the Literary Digest of 
March 24, 1923, gives figures showing 
that there has been a rapid rise of prices 
during the first months of 1923 and 
quotes a statement that “during the last 
twenty-one months this country has ex- 
perienced the sharpest advance in prices 
that has ever taken place during peace 
times and on a gold basis.”” The cost of 
living will probably rise rather than fall 
during 1923-24. 


Another factor is also entering into 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 














Purchasing Power of Teachers’ Salaries 


Average | 

salary of | Index of 
teachers | cost of 
in the living 
U. $&. 


Purchas- 
ing pow- 
er of 
average 
salary 


I 2 3 4 


1913 $515 100 $515 
1914 525 103 510 
1915 543 105 517 
1916 563 118 477 
1917 599 | 142 422 
1918 635 | 174 365 
1919 736 199 370 
1920 837 200 418 
1921 987 174 567 
1922 1,017 170 598 
1923 





Index of 
purchas- 
ing pow 
er of 
average 
salary 


—) 


—_ i mm CO COD APO 


1,020 172 593 115. 


Purchas- | Index of 
ing pow- | purchas- 
er oO ing pow- 
average er of 
salary city 
in city salary 


Average 
salary Index of 
in a cost of 
large living 
} city 
| 
6 7 x 
$1,143 100 143 
1,160 103 ,126 
1,167 105 | ,111 
1,204 118 | 5056 
1,257 ee 
1,327 174 762 
1,483 199 745 
1,703 200 | 851 
1,809 174 1,039 
1,848 170 1,087 
1,860 172 1,081 


lnm OPNANUFENUO 





Read the figures of this table as follows: The average salary of teachers be- 


tween 1913 and 1920, for example, increased from $515 to $837. 
in 1920 to purchase what 100 cents bought in 1913 (column 3). 


It took 200 cents 
Therefore, the 


$837 salary of 1920 had a purchasing power of $418 (column 4) on the 1913 


basis. 


Since this $418 is but 81.1 per cent (column 5) of $515, the 1913 average, 


the purchasing power of teachers’ salaries in 1920 was 81.1 per cent of what it 


was in 1913. 


Similarly read the figures for the other years and for the large city. 


The average salary figures are based on those of the U. S. Bureau of Educa- 


tion, except for 1921 on, which are estimated. 


The index figures on the cost of 


living are those of the U. S. Department of Labor, except for 1923, which is esti- 


mated on the basis of present indications. 


See Bulletin I of the Research Division, 


June, 1922, page 44, for a full statement of the sources of information and methods 


of calculation used in this table. 








this situation. The time was when few 
fields were open to women for remunera- 
tive service. Teaching was the one 
great, and about the only, opportunity 
for women to earn an independent liveli- 
hood. The condition is different now. 
Less than eight per cent of the 8,549,000 
women listed by the last Census as gain- 
fully employed were teachers. Against 
the 658,000 in teaching we find 400,000 
in other forms of “professional service,” 
900,000 in trade and transportation, 
1,000,000 in agricultural and animal 
husbandry, 1,400,000 in clerical occupa- 
tions and 2,000,000 in manufacturing 
and mechanical industries. Opportuni- 
ties aplenty at good compensation are 
available for capable women today which 
involve a much less rigorous training 
than the better-paid teachers of today 
must undergo. Since over eighty-six 
per cent of all teachers are women, and 
the percentage is increasing, it is ap- 
parent the teaching profession now suf- 
fers keen competition from other fields. 
No longer can the Nation trade upon 
the fact that the teaching profession is 
the only remunerative opportunity open 
to women. 

Briefly then, this is the situation. 
The United States has not in the past 
and is not now maintaining salary sched- 





ules necessary to provide even a major 
fraction of the classrooms of the coun- 
try with qualified teachers. Millions 
of children are today being taught by 
teachers wholly unfitted for a duty so 
vital to the Nation’s welfare. Due to 
the depreciation of the dollar, present 
salary schedules have little more draw- 
ing power than they had before the war. 
The higher salaries paid in the large 
cities which are the most influential in 
attracting recruits into the profession, 
generally have less purchasing power 
than before the war. 

What should these facts mean to those 
charged with the fixing of salary sched- 
ules? They should mean that salary 
schedules must be revised so as to give 
real salary. increases. Only by so doing 
can an adequate supply of trained teach- 
ers be provided for the children of the 
Nation. They mean that little real im- 
provement in the quality of service being 
rendered by the teachers can be expected 
until real increases have made it pos- 
sible for all teachers to be growing 
teachers. ‘The salary schedules of 
1923-24 should be an answer to this 
question: Does the Nation wish to place 
the responsibility for the training of its 
future citizens in the hands of untrained 
and incompetent teachers? 











OAKLAND-SAN FRANcIscO—AII inquiries re- 
lating to local arrangements, including hotel 
reservations, should be addressed to Exec- 
utive Secretary O. E. Lucas, Chamber of 
Commerce, Oakland, California. Persons 
attending the meeting will have the ad- 
vantage of special tourist railroad rates 
which will cover not only the period of the 
meeting, but sufficient time before and after 
the meeting to provide for vacation trips 
with generous stop-over privileges and for 
going over one route and returning by 
another. These rates will not be the same 
in all parts of the country, but in each case 
they will be lower than the rate and one 
half, which is usually available. Every one 
is urged to make pullman reservations as far 
in advance as possible. 


Miss Errrge MacGrecor, president of the 
Department of Classroom ‘Teachers, an- 
nounces that a strong program will be pre- 
sented by the Department at Oakland-San 
Francisco. The general subject, “The Con- 
tribution of the Classroom Teacher Toward 
Progress in Education,” will be treated from 
the viewpoints of the Nation, labor, agricul- 
ture, business, the National Education Asso- 
ciation, and the classroom teacher. The 
president of Mills College has offered to 
throw open the college dormitories for the 
housing of teachers during the convention 
and the remainder of the summer for those 
who desire reasonable accommodations. A 
letter giving full particulars concerning this 
offer has been sent to every affiliated local 
organization of classroom teachers. 


THE MINNEAPOLIS TEACHERS’ LEAGUE will 
pay the expenses of its delegates to the Oak- 
land meeting of the Representative Assembly 
out of the proceeds derived from coéperation 
with a Minneapolis motion picture theatre 
in the presentation of the play, ddam and 
Eva. The Minneapolis Journal will give 
$200 to the teacher who sel!s the most tickets. 
The grade teachers’ division will give $100 
to the teacher who sells the second largest 
number. Fifteen cents from every ticket 
sold goes to the teachers for this special fund. 


PROPOSED AMENDMENT to the Constitution 
of the Department of Classroom Teachers. 
Article 5, Sec. 1, to be amended by adding 
the words “the vice-president,’ as shown in 
italics in the section as here printed—‘“Sec- 
tion 1. The president, the vice-president, the 
secretary, and three members of the Depart- 
ment who shall represent three different 
sections of the country to be elected in the 
manner hereinafter provided, shall constitute 
the executive committee.” 


THE VIRGINIA DELEGATION to the summer 
meeting will leave Richmond June 13 in 
order to be in Oakland-San Francisco by 
June 28. The party will make stop-overs at 
Chicago, Denver, Colorado Springs, Pikes 
Peak, Grand Canyon, Los Angeles, Catalina 
Island, and Santa Barbara. The estimated 


NOTES aud ANNOUNCEMENTS 


eee ee 


THe JourNAL OF THE NATIONAL EpucaTtion ASSOCIATION 








cost of the trip, exclusive of meals, is about 
three hundred dollars. The party is in 
charge of Miss Cornelia §. Adair, Bain- 
bridge School, and Miss Nannie W. Thomp- 
son, Springfield School, Richmond, Virginia. 


New York expects to send a banner dele- 
gation to the summer meeting, according to 
a report received from Mr. Ambrose Cort, 
New York State Director, who is organizing 
several delegations from New York City and 
State. Tours are planned which offer visits 
to the Colorado Rockies, Yellowstone, Yo- 
semite, Southern California, Portland, Seattle, 
Vancouver, the Canadian Rockies, the Great 
Lakes, Toronto, Montreal, and many other 
places of interest. 


THE MEMBERS of the Los Angeles City 
Teachers’ Club have presented their presi- 
dent, Miss Ida Christine Iversen, with a life 
membership in the Association. This is the 
first local classroom teachers’ organization 
to honor its president in this way. 


Mr. VaucGHAN MacCaucuHey, superintend- 
ent of public instruction for the Terri- 
tory of Hawaii, and N. E. A. State Director 
for Hawaii, is now on the Pacific coast, 
where he will make arrangements for the 
large Hawaiian delegation to the summer 
meetings. Hawaii has a larger percentage 
of its teachers enrolled in the N. E. A. than 
any other Territory or State. 


FREE PUBLIC CAMPING GROUNDS with fire- 
places for cooking are provided by the De- 
partment of the Interior for persons who 
wish to camp in the National Parks. This 
information will be of special interest to 
these who wish to drive to the summer meet- 
ing in their own automobiles. 


THe AMERICAN AssociATION of University 
Women will meet in Portland, Oregon, July 
17 to 23, 1923. 


FreLD SECRETARY J. O. ENGLEMAN sends ac- 
counts of increasing enthusiasm among the 
teachers of the country for the professional 
program of the National Education Associa- 
tion and for the annual meeting in Oakland- 
San Francisco. Since taking up his duties 
last November, Mr. Engleman has spoken 
in fifteen different States. Among cities 
visited from March 15 to April 15 are La 
Crosse and Racine, Wisconsin; Winona, 
Bemidje, Moorehead, and St. Paul, Min- 
nesota; Valley City, North Dakota; Tacoma, 
Spokane, and Bellingham, Washington; 
Portland, Oregon; Boise, Idaho. Mr. Engle- 
man has appeared before Rotary, Kiwanis, 
and other civic clubs, students and faculties 
of normal schools, and city teachers. He 
was one of the principal speakers on the 
general program of the Inland-Empire As- 
sociation, which met in Spokane, Washington, 
during the first week in April. During this 
single trip Mr. Engleman has traveled six 
thousand miles and has delivered forty-two 
addresses in seventeen cities. 


May, 1923 





AN INTERNATIONAL CONGRESS OF HIGH-SCHOOL 
PROFESSORS will be held at Prague, Czecho- 
slovakia, during the last week of August, 
1923. The Congress will consider the fol- 
lowing problems: (1) moral education, (2) 
examinations at the termination of high- 
school courses, (3) the relation between the 
family and the school, (4) reorganization of 
high-school education, (5) education of 
women, (6) international exchange of cor- 
respondence, (7) reciprocity of diplomas, 
(8) federation of intellectual workers, (9) 
international codification. Further details 
may be obtained from the Ministry of Pub- 
lic Schools and Education, Prague, Czecho- 
slovakia. 


TEN LIFE MEMBERSHIPS in the National 
Education Association in the form of prizes 
for the best essay on Thrift Education and 
Home Administration have been provided 
by Mr. Frederick Patterson, president of 
the National Cash Register Company, Day- 
ton, Ohio. Mrs. Edith McClure Patterson, 
well-known in connection with her work for 
the improvement of the American home, will 
announce complete plans for the contest at 
the meeting in Oakland-San Francisco next 


July. 


LIFE MEMBERSHIPS have recently been taken 
out by the following: Mrs. Seymour Crom- 
well, New York City; Elizabeth R. Me- 
Cormick, Superior, Wisconsin; Mrs. Joseph 
R. Swan, New York City; and Mrs. Edith 
McClure Patterson, Dayton, Ohio. 


A LIFE MEMBERSHIP in the Association was 
recently presented to Superintendent James 
N. Muir, of Bethlehem, Pennsylvania, by the 
Teachers’ Association of that city. 






























RESPONSIBILITY OF 
MEMBERSHIP 

























EMBERS, as a rule, under- 
stand and appreciate’ the 
privileges and responsibilities of 
membership in the Association. 
Occasionally one has not fully 
understood this relationship. Much 
more has been said about the privi- 
leges than about the responsibili- 
ties of membership. Both should 
be definitely understood by all 
members. 

Membership in the Association is 
continuous. According to the By- 
laws, it does not lapse for one year 
beyond the time covered by the 
payment of dues. Membership, 
therefore, can only be terminated 
on request of the member or by 
being permitted to lapse. 

When membership is discon- 
tinued on request or for the non- 
payment of dues, the member is 
under obligation to pay dues to the 
date of such discontinuance. One 
cannot become a member under 
the provisions of the By-laws, with- 
out assuming that obligation. A 
failure to meet this responsibility 
should be considered highly unpro- 
fessional. 

Those who solicit new members 
should call particular attention to 
both the responsibilities and the 
privileges of membership. 


























































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2 
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Vol. 12, No. 5 





THE JOURNAL OF THE NATIONAL Epucation AssoclATION 20! 


—————eo“r eer 


Tentative schedule of meetings—For the 
guidance of persons making hotel reserva- 
tions, the following tentative schedule of 
meetings has been prepared: 


The World Conference on Education—J une 
28-July 6—will hold its general meetings, 
plenary sessions, and group meetings in 
San Francisco, with Conference head- 
quarters at Hotel Fairmont, San Francisco. 

The National Education Association—July 
1-6—will hold its Representative Assembly 
in the Oakland auditorium; its general 
evening sessions in the San Francisco audi- 
torium; headquarters and registration in 
the Oakland auditorium; commercial ex- 
hibits in the Oakland auditorium; and 
educational exhibits in San _ Francisco. 
State headquarters will be in Hotel Oak- 
land, Oakland, California. 


The Fourth of July pageant and civic cele- 
bration will be held in San Francisco. 


The National Council of Education will hold 
its meetings in San Francisco. 


The Department of Business Education will 
hold its meetings in San Francisco. 


The Department of Child Hygiene will 
merge its sessions with the International 
Health Education Conference. Their meet- 
ings will be in San Francisco. 

The Department of Classroom Teachers will 
hold its sessions in Oakland. 


The Department of the Deans of Women 
will hold a luncheon in San Francisco. 


The Department of Educational Publications 
will meet in San Francisco. 


The Department of Elementary-School Prin- 
cipals will meet in Oakland. 


The Department of Elementary Education 
will hold its meetings in Oakland. 


The Department of Higher Education will 
hold its meetings in San Francisco. 


The Department of Immigrant Education 


will meet in San Francisco. 


The Department of Kindergarten Educarion 
will hold its meetings in Oakland. 


The Library Department will hold its meet- 
ings in Oakland. 


The Department of Music Education will 
hold its meetings in Oakland. 


The Department of Normal Schools will 


‘meet in San Francisco. 


The Department of Physical Education will 
merge its sessions with the International 
Health Education Conference. These meet- 
ings will be held in San Francisco. 


The Department of Rural Education will 


hold its meetings in Oakland. 


The Department of Secondary Education 
will meet in San Francisco. 


The Department of School Administration 
will meet in San Francisco. 


The Department of Science Instruction will 
meet in Oakland. 


The Department of Vocational Education 
and Practical Arts will meet in San Fran- 
cisco. 


The Department of the Wider Use of School- 
houses will meet in San Francisco. 


The American Home Economics Association 
will hold its meetings in Oakland. 


The Boy Scouts will meet in San Francisco. 


The Camp Fire Girls will meet in San 
Francisco. 


The Children’s Bureau Conference will be 
held in San Francisco. 


The Junior Red Cross will meet in San 


Francisco. 

The Illiteracy Conference will be held in 
Oakland. 

The National Federation of Modern Lan- 
guage Teachers will meet in San Fran- 
cisco. 


The National Council of Teachers of English 
will hold its sessions in Oakland. 


The National Conference on Educational 
Method will be held in Oakland. 

The National League of Teachers’ Associa- 
tions will meet in San Francisco. 

The Visual Education 
held in Oakland. 


Conference 


The National Council: of Administrative 
Women in Education will hold a luncheon 
in Oakland. 

Additional meetings will be listed in the 


June JOURNAL. 





of housing resources in both cities. 
recent Cleveland meeting. 


persons with bath. 





these rates. 


Cots and additional beds may be added in both single and double rooms 
in the higher-priced hotels at a cost of two dollars for each additional per- 
In the lower-priced hotels the rate for additional cots will be pro- 


son. 
portionately lower. 

from six to ten dollars per suite. 
possible date. 


requested, giving the names of each. 
in Oakland or San Francisco. 


committee. 





HOTELS—Oakland-San Francisco 


HOTEL RESERVATIONS—Because of the crowds expected and the large 

number of meetings to be held, the Oakland-San Francisco Executive 
Committee is making unusual efforts to render complete and satisfactory service 
and wishes THE JOURNAL to announce that all requests for rooms will be 
handled by one central agency. Requests which are adressed directly to hotels 
will be referred to this central agency for action. 
out that this plan will best satisfy applicants and provide for the maximum use 
A similar plan proved effective at the 


Rates—(A) The minimum price for a small room, with or without bath, for 
one person is one dollar in the smaller hotels and in desirable homes. 

(B) Average prices of rooms in the first-class hotels are two dollars for a 
single room, for one person without private bath; three dollars for a double 
room, for two persons without private bath; three dollars for a single room, 
for one person with private bath; four dollars for a double room, for two 


(C) Single and double rooms in the largest hotels will slightly exceed 


In some hotels large rooms are available in which beds or cots may be 
placed to accommodate eight or ten persons, with provision for attached bath, 
and in some cases, sitting-room and dressing-room. Accommodations in suites, 
two rooms with connecting bath suitable for four or more persons, average 


The local committee points 








Make reservations immediately—Address all requests to Mr. O. E. Lucas, 
Executive Secretary, Chamber of Commerce, Oakland, California, at the earliest 
Use the form printed below and add special requirements if any. 
Be sure to indicate: (1) number of persons in party for whom reservations are 
(2) Whether accommodations are desired 
Choice will be made with reference to the loca- 
tion of the meetings in which you are especially interested. The location of 
meetings is shown elsewhere in this number of THE JOURNAL. 
otherwise specified all reservations will be made in hotels. 
mittee your wishes and trust it fully. 

Apply now—Assignment of rooms will be forwarded to you by the local 


(3) Unless 
Tell the Com- 


Cut Out and Mail this Coupon 


To O. E. Lucas, Executive Secretary 


hotel 


private home 


(give date) 


Price not to exceed $.___.__._-__._ per day for 





Mr. 
Name (Mrs. ) me 
Miss 


Chamber of Commerce, Oakland, California 


private 


Reserve_____rooms in (apartment house) with (private 4) bath to be located in ( 


Reservation to begin scoala 


I shall be alone and prefer separate room. ) 
I shall be alone and am willing to share room with____________ others. 


REQUEST FOR HOTEL ACCOMMODATIONS 


[Cross out words or lines not 
applicable to your desires 


Oakland 
San Francisco) 


This reservation is for party of________-_-_-_____ persons. 
(give number) 


and to continue until_ 


(give date) 


one person ) 
party as above 


ed ee = 


mee 


Give names and addresses of all others in party. MAIL NOW. 











will be . 





Tue JourRNAL OF THE NATIONAL EpucaTION ASSOCIATION 


May, 1923 


Lr Ss 


A PROTEST 


To the Editor of the Journal of the 
National Education Association: 


We, members of the National Education 
Association, wish to enter a protest against 
the spirit and implications of the cartoon 
labelled “A Dangerous Byway” and pub- 
lished in the American School Board Jour- 
nal for March, 1923. The cartoon depicts 
States’ Rights and Education being in- 
duced to turn from “the road of progress” 
to the path marked “‘to politics and perdi- 
tion” by a “politician” from whose pocket 
protrudes a “Sterling-Towner Bill.” 


It is right and proper for people to think 
for themselves and to oppose the Towner- 
Sterling Bill if they see fit so to do. 
But, to seek to discredit the men and 
women who favor the Towner-Sterling Bill 
by depicting them as leaving the road to 
progress and entering upon the path to 
politics and perdition at the behest of a 
politician is more than crass bad taste— 
it is maliciously vicious. The cartoon in 
question is not a pictured argument, but 
is, instead, a downright slur.—John A. H. 
Keith; Matthew J. Walsh; Indiana, Penn- 
sylvania, April 11, 1923. 








SUPERINTENDENT W. H. Simcox, of Park 
River, North Dakota, reports a new grade 
and high-school building constructed at a 
cost of $135,000 to seat five hundred pupils. 


SUMMER COURSES AT FRENCH UNIVERSITIES— 
Vacation courses will be held this year at 
the following French universities: University 
of Besancon, July 1 to November 1; Uni- 
versity of Clermont-Ferrand, July 20 to 
September 20; University of Dijon, July 1 
to November 1; University of Grenoble, 
July 1 to November 1; University of Nancy, 
July 18 to September 5; University of Paris, 
July 1 to November 1; Alliance francaise, 
Paris, July 1 to November 1; University of 
Poitiers-Tours, July 1 to November 1; Uni- 
versity of Strasbourg, July 2 to September 
22; University of Toulouse-Bagnteres de 
Bigorre, July 1 to November 1. 

Courses will be given in philosophy, his- 
tory, and esthetics at the Sorbonne. Ap- 
plied geology, electrotechnics, and pharmacy 
will be studied at the University of Nancy 
in addition to French literature, language, 
and phonetics. Further information may be 
obtained from the Office National des Uni- 
versitiés et Ecoles francaises, Room 902, 
1819 Broadway, New York City. 


SCHOOL PROGRAM IN PHYSICAL EDUCATION 
is a 132-page book recently published by the 
Worlds Book Company to be sold at one 
doilar per copy, bound in Kraft paper. It 
was prepared by Mr. Clark W. Hethering- 
ton as a subcommittee report to the Commis- 
sion on Revision of Elementary Education 
of the National Education Association. Mr. 
Hetherington’s successful experience as 
teacher and supervisor of physical education 
in California and at Columbia University ac- 
counts for the practical nature of the report. 
From a brief review of the history of 
physical education in the public schools the 
author shows how European methods of 
physica] education failed when applied to 


American schools. Part II is devoted to the 
objectives of physical education and Part 
III, which is divided into four sections, to 
the program in physical education. These 
four sections should be of great practical 
benefit to teachers and supervisors of phys- 
ical education —J. M. R. 


A GUIDE TO AUTHORs is the title of an at- 
tractive general reading list for high-school 


NEW YORK’S MEMBERSHIP 
CAMPAIGN 


D®: WILLIAM L. ETTINGER, su- 
perintendent of schools, New York 
City, has sent the following circular to dis- 
trict superintendents and principals con- 
cerning membership in the National Edu- 
cation Association: 

“During the recent visit of Dr. William 
B. Owen, President of the National Edu- 
cation Association, and Miss Charl O. 
Williams, Legislative Secretary of the 
Association, they pointed out the necessity 
of increasing the present membership, 
which amounts to 135,000 teachers out of 
a total of 700,000. State Director Ambrose 
Cort, principal of Public School 73, Brook- 
lyn, informs me that last year over 10,000 
of the 50,000 New York State teachers 
became members, 7000 of them being 
teachers in our own system. In other 
words, 28 per cent of our 25,000 teachers 
became members, but 72 per cent failed 
to ‘do so. 

“I think we have done well, but I hope 
we will do better. We should not allow 
the excellent advantages we now enjoy 
with reference to salary, tenure, and pen- 
sion, blind us to the necessity of con- 
certed action to secure such advantages 
for the teachers throughout the country. 
Education is under fire. Curtailment of 
educational service is seriously advocated, 
despite the fact that in many States edu- 
cation is at a very low level and childhood 
is degraded to promote a transient indus- 
trial prosperity. 

“Education countrywide needs a_ well- 
equipped, strongly organized, adequately 
financed, far-visioned organization, such as 
the National Education Association, in 
order that the teachers, rather than the 
Carnegie Foundation or the United States 
Chamber of Commerce, shall decide far- 
reaching educational policies affecting not 
only the teachers but the children of our 
country. Let not a selfish complacency 
prevent us from shouldering a _ burden 
which is National in scope. 

“I therefore bespeak your interested co- 
operation in the efforts made by the leaders 
of the National Education Association to 
secure an enlarged membership, in order 
that the Association may be a means of 
assuring increased professional conscious- 
ness and solidarity among our teachers and 
a better, more adequate, and more intel- 
ligent support for the educational service 
to which we have devoted our lives.” 














grades recently issued by the printing class 
in the Maury High School, of Norfolk, Va. 


USEFUL INFORMATION about birds, includ- 
ing colored plates, may be had by writing 
to the National Association of Audubon 
Societies, 1974 Broadway, New York City. 
Ask for information on how to form Junior 
Audubon Clubs. 


THe Hawa NATIONAL Park is featured 
in a sixteen-page illustrated leaflet which 
may be had free by addressing the National 
Park Service, Department of the Interior, 
Washington, D. C. 


Tue Junior Community Leacue PAGEANT 
presented at the last Virginia Educational 
Conference may be had free by writing to 
the Codperative Education Association, Box 
1667, Richmond, Virginia. 


THE PENNSYLVANIA Association of Teach- 
ers of English in Normal Schools was organ- 
ized in Westchester, Pennsylvania, March 
27, 1923, with Mr. Thomas W. Trembath, 
of the State Normal School at Lock Haven, 
as president. 


LANTERN SLIDES showing the equipment 
and operation of the deepest mine in the 
world, located in Minas Geraes, Brazil, 
may be borrowed from the Department of 
the Interior, Bureau of Mines, Pittsburgh, 
Pennsylvania. 


THE EDUCATION BILL 


TS Towner-Sterling Bill was 
framed by the Legislative Com. 
mission of the National Education 
Association after consultation with 
educational leaders throughout the 
country. Inthe Sixty-sixth Congress 
it was known as the Smith-Towner 
Bill and in the Sixty-seventh Con- 
gress as the Towner-Sterling Bill, 
It will be reintroduced in the Sixty- 
eighth Congress in its present 
form, and will be referred to as the 
Education Bill. It proposes three 
things—First, the creation of a De- 
partment of Education with a Sec- 
retary in the President’s Cabinet; 
Second, the creation of i National 
Council of one hundred representa- 
tive educators and laymen which 
will meet annually at the call of the 
Secretary; Third, Federal aid to 
encourage the States in the solu- 
tion of five educational problems 
fundamental alike to worthy citi- 
zenship in both State and Nation. 

Although the Bill has been be- 
fore Congress less than five years 
it has gained such wide favor that 
it would have been acted upon be- 
fore this had it not been necessary 
to wait for Congressional action on 
President Harding’s proposal for 
the reorganization of the Execu- 
tive Departments. The President’s 
suggested plan was laid before 
Congress and the country during 
the closing days of the Sixty- 
seventh Congress and will prob- 
ably receive immediate considera- 
tion when the Sixty-eighth Con- 
gress convenes. No one familiar 
with the situation expects the re- 
organization bill to pass without 
modification, and we have good 
reason to believe that when the re- 
organization measure is before the 
House and Senate it will be modi- 
fied to meet the provisions of the 
Education Bill. 

Meanwhile only one course is 
open to the friends of education. 
Recognizing that the reorganiza- 
tion plan is still in a provisional 
form, they should renew their ca™- 
paign to acquaint the country with 
the provisions of the Education Bill 
so that it may be clearly before the 
people when the subject comes up 
for consideration in Congress. The 
Bill thrives on light. There has 
been no serious opposition any- 
where when the Bill itself has been 
carefully studied. Have you done 
your part?