Ort 16 1923 
Department of Superintendence Will Meet in Chicago, Illinois, February 24-28, 1924 


VOL. Xil SEPTEMBER, 1923 No. 7 


The JOURNAL of the 
A EDUCATION 
ie “ASSOCIATION 


r . 


Ur 
2 


u 


= ee 


Message from Our New President 

Resolutions Adopted at Oakland 

Education for World Conduct 

Education and World Progress 
Oakland-San Francisco Meeting—. Nibterects of Acttieoes 
Teaching History 

The National Council of Teeshites of E nplish 

An Interplanetary Test , 
Salaries of State Superintendents of E dication 
Federal Leadership in Agriculture 

Editorial ; ‘ 

Enrolment and Affiliation ; 

National Education Asintietiois~Litiaae 1923-24 
Educational Crusaders 

Minutes of the Annual Meeting 

Our National Association 

Guide to Books 

American Education Week— Pusan 

Classroom Teachers at Summer Meeting 

How Beaver City Observed American Education W otk 
World Conference on Education 

Notes and Announcements 

In the Field 7 

Directory of Advertisers 


c 





Ft 8 Sa ILLES WIEBE MO EEE EO 


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, 192 











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ERR EE ETOP 





September, 1923 


Message From Our New President 


Ideals of the National Education Association and Plans for 1923-24 


HE DAY is past for a president 

of an association to announce his 

or her purposes, plans, and poli- 
es. ‘That belongs to a day when great 
distances, inadequate means of communi- 
cation, and an ignorant or uninformed 
membership compelled the president to 
assume the selection of and the responsi- 
bility for the policy of an organization 
and often to assume a power not right- 
fully his. That is a mistaken idea of 
leadership. A president of the National 
Education Association is today an execu- 
tive, a leader chosen to execute the will 
and ideals of that organization as ex- 
pressed in assembly by the representa- 
tives the teachers have sent to speak for 
them. 

If the teachers err in the selection of 
their representatives, then they must 
learn by their mistakes and choose more 
wisely next time. But the representa- 
tive is the one responsible for the ex- 
pression of the ideals of his group. He 
is the one on whom rests the heavy 
responsibility of leading his group to 
understand what he finds, after confer- 
ence with his fellow representatives, to 
be the best good for the whole body of 
teachers in America, and to submit to 
the expression of that purpose by ma- 
jority vote in a representative assembly. 

This is representative government, the 
ideal of our country as expressed in the 
Constitution of the United States. This 
is my idea of the National Education 
Association. ‘This is real democracy, 
government by the people. Anything 
ee is “mob-ocracy” or “local-ocracy,” 
to use a phrase coined by State Super- 
intendent Will C. Wood, of California. 

During the convention week, July 2- 
6, 1923, I watched the action of the 
Representative Assembly from a new 
viewpoint—not that of a delegate trying 
to convince the delegates of each State, 
but with an ardent desire to sense rightly 
the spirit which controlled the great body 
of delegates, comprehend its aims and 
Purposes, and judge aright its sincerity 
and adequacy. I am convinced that the 
hopes of those who labored for years to 


create the Representative Assembly and 
abolish the “‘local-ocracy” of the past are 
realized and were demonstrated by the 
Assembly of 1923, as in 1921 and 1922. 

No one can have watched the oper- 
ation of the Representative Assembly of 





LIVE M. JONES, who was elected 

President of the National Education 
Association by its Representative As- 
sembly at Oakland, California, on July 
6, 1923. Miss Jones, who is principal 
of Public School No. 120, New York 
City, has here set forth a message that 
every teacher should read. 





the National Education Association since 
the reorganization went into effect in 
1920, without realizing with solemnity 
as well as rejoicing, that each and every 
teacher elected as a delegate feels the 
responsibility of his trust and an obliga- 
tion to vote wisely and conscientiously. 
With each succeeding year it has been 
increasingly evident that the Representa- 
tive Assembly is not moved by oratory, 
by hysterical appeal, by glittering gener- 
alities, or by specious pretense of wisdom 
or of generosity. It is impatient of at- 
tempts to secure votes by appeals to fac- 
tion, rank, sex, or self-interest. 


[255] 


During the convention of 1923, I 
watched the Representative Assembly 
probe into the motives underlying a mo- 
tion or the proposal of a course of action. 
I watched it question the consequence of 
a decision. I listened to its murmurings 
of impatience with reports that carried 
no statement of constructive action ac- 
complished or made no suggestion for 
concrete, constructive action to come. 
I watched it send out a challenge to all 
forces that would break down public 
education even when consent to that 
challenge meant the loss of immediate in- 
dividual financial security. In a word, 
the Representative Assembly has made 
teaching a profession, and the vision of 
that noble band of far-seeing men and 
women who constituted the first Na- 
tional Association of Teachers and se- 
cured our Charter from Congress has 
come true. 

To be President of the National Ed- 
ucation Association is a high honor and 
words are futile things wherewith to ex- 
press my deep appreciation. It is a sol- 
emn responsibility in the light of the new 
view of leadership and of the serious sin- 
cerity vith which the delegate assembly 
acts. I cannot feel that I have any right 
to express individual sr personal policy. 

My duty as Presideni, as I see it, is to 
execute, to carry into action, the aims, 
the beliefs, the policies, of the National 
Education Association as expressed by its 
great Representative Assembly. My 
duty as leader is to find the right people 
and the right methods by which can be 
accomplished the best good for education 
as the delegates sent to represent many 
and varied teaching groups have seen 
fit to express by majority vote their idea 
of wherein that good consists. With 
the loyal support of the entire member- 
ship of the National Association, I shall 
endeavor to give faithful service to the 
teachers and to the cause of public 
education. 

The Representative Assembly of 1923 
passed many motions and _ resolutions 
which must take form in concrete action 
during the coming year. Practical minds 


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256 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


September, 192; 


———————————— LLC CC ee 


will begin at once to inquire what plans 
are contemplated. Earnest members of 
the National Education Association will 
want to know how they may help. 
Experienced organization workers will 
realize that codperation and fulfilment 
of the many motions and resolutions can 
be brought to pass only when the mem- 
bership feels that it has an active share 
in the execution of the organization’s 
plans, both individually and by groups. 
The Board of Directors of the Associa- 
tion recognized on the closing day of the 
convention that there is need for co- 
ordination of all the various depart- 
ments, sections, committees and affiliated 
associations. 

Assisted by the headquarters staff in 
Washington, I mean to ask the heads of 
all departments, sections, and commit- 
tees of the National Education Associa- 
tion to prepare at once their plans for 
carrying out the wishes of the Repre- 
sentative Assembly, so that when the 
Executive Committee meets in the fall, 
it will be able to consider the various 
plans and provide all necessary oppor- 
tunity for the committees authorized by 
the Assembly to work, to make ad 
interim reports to the Association mem- 
bership through THe JoURNAL and by 
other means of publicity, and to deliver 
to the Representative Assembly in July, 
1924, reports of definite, constructive 
action—of results as well as hopes. At 
the same time, the coérdinating commit- 
tee requested by the Board of Directors 
will be appointed and urged to make an 
early report. 

For the results to be truly satisfactory, 
they must include all the information 
and suggestion that the membership of 
the National Education Association can 
provide. The Association is not the 
property of any individual; it is not the 
instrument of any group. Even the 
headquarters staff, loyal and dependable 
though every man and woman in the 
Washington office may be, does not con- 
stitute the National Education Associa- 
tion. Therefore, definite constructive 
action can result satisfactorily only if the 
officers and the headquarters staff are 
kept fully informed by members of the 
Representative Assembly and by the 
State directors regarding the trend of 
things “back home.” By so doing may 
the Assembly hold up the hands of those 
to whom it has assigned responsibility. 

Another element in the successful ful- 
filment of organization hopes and aims is 
an intimate acquaintance with the head- 
quarters staff in Washington. I do not 
mean the president’s personal intimate 


acquaintance with the members of the 
stafi—essential though that is. I mean 
that every member of the Association 
should know who are the men and 
women engaged throughout the year in 
the mass of detail work required to 
preserve Association interests. Every 
teacher should know who edits THE 
JouRNAL, who manages the business of 
the convention, who watches out for the 
special interests of classroom teachers, 
who guards the wise expenditure of 
Association funds, who are the field sec- 
retaries and what they do, who is the 
administrative officer to direct, suggest, 
and codrdinate the work of all officers 
and employees. 

With this thought in mind, | plan to 
ask the editor of THE JOURNAL to print 
in an early issue information contained 
in the Official Manual distributed to 
delegates at the convention. To bring 
the personal element into relation with 
this information, it is my hope that the 
most important function of the 1924 
meeting, whether luncheon or dinner, 
will be one at which the heads of all 
divisions of the Association headquarters 
staff will tell the story of their work. 
{ mean to urge all departments of the 
Association to plan their meetings and 
luncheons so as not to interfere with this 
opportunity for teachers to know per- 
sonally the headquarters staff in the 
Washington office. 

A still bigger factor in bringing into 
definite constructive accomplishment the 
motions and resolutions of the delegate 
assembly will be unity of action. The 
National Education Association must 
maintain its place in America as a unified 
force for the adequate education of every 
child in the land. Labor has today an 
organization which is the recognized uni- 
fied force to preserve the rights of the 
workingman. Capital has its organiza- 
tion for the guarding of its own inter- 
ests. However high-minded and noble 
the individual members of the organiza- 
tion of either Labor or Capital may be, 
neither group has, as a group, the same 
opportunity for self-sacrificing devotion 
to country as the National Education 
Association, which is the guardian of the 
educational interests of the Nation as a 
whole. 

Only when the National Education 
Association acts as a unified force will 
education command the same _ respect 
that now attends the expressions of 
resolutions by Labor and Capital, and its 
counsels influence political opinion and 
local and National action in matters af- 
fecting the welfare of schools and teach- 


ers. Only when all ranks and factiog, 
and sexes in the teaching world learn 
forget their individual differences ang 
ambitions when they meet as the Na 
tional Education Association and ty 
unite upon ways and means to defen 
and extend public education, can the As 
sociation hope to be that unified force 

I believe the day is at hand, and | 
hope that the program for the conyep. 
tion of 1924, as well as the executiy, 
acts of the Association during the year 
will prove to the world that the teache 
has come into his own and that Educ. 
tion is a force to be reckoned with 
much as Labor or Capital. So may yw 
teachers prove to be the instrument tha 
will preserve the world’s peace by teach. 
ing children, not the benefits or the evils 
of either peace or war, or of Labor o 
Capital as such, but the good citizenship 
which will make for a contented and ip. 
dustrious working man, a contented and 
patriotic capitalist, and a lasting and 
honorable peace. 

And it is with purpose that I say the 
teacher has come into his own, for we 
are all teachers, whether we function x 
superintendent, or principal, or classroom 
teacher. The ultimate aim of each rank 
is the same—the giving to children of ap 
adequate education—and all ranks mus 
unite or else not even the most gifted 
and the most consecrated teacher can 
succeed. One of the most wonderful 
exhibitions of the convention of 1923 
was the laughter and contempt with 
which classroom teachers greeted the 
news article of a novelist who made the 
wornout appeal to them as an over 
ridden, submerged, and suppressed rank 
of workers in the field of education, 
They recognized it for what it really 
was, propaganda of the agencies of dis 
cord and division, and an indication that 
the National Education Association as 4 
unified force for education is command 
ing the respect which such agencies feat, 

Those agencies of discord are of two 
types, equally antagonistic to an educated 
public opinion and a teaching body work 
ing in unity regardless of rank. One 
type is the demagog, preaching radical: 
ism and destruction, inciting suspicion 
and distrust of the great work of the 
educators of yesterday and today, aif 
ing only at creating a proletariat in 
America ready to follow him blindly into 
chaos and disorder, while he enriches 
himself at their expense and_ through 
their gullibility. The second type is # 
the other end of the scale and includes# 
group of unpatriotic taxpayers, eco 
omists, and corporate interests who® 


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longing for increasing profits turns their 
attention to the schools as a place of 
gaving and shuts their eyes to the con- 
sequences of permitting an uneducated, 
and therefore unthinking, citizenry in a 
land of popular voting. 

Both of these agencies, and others I 
might name of less immediate danger, 
seek to control the manner of education 
for the child of today, their hoped-for 
followers and victims of tomorrow. 
Whether they work together or in strife 





Vol. 12, No. 7 HE JoURNAL OF THE NATIONAL EpucaTion AssociATION 


with each other, the end is the same and 
their main reliance is the destruction of 
the American ideal of public education. 
The bulwark of defense against such 
attacks is a body of teachers who reply to 
every attempt at splitting their ranks— 
as the National Education Association 
has already done—that we teachers real- 
ize the danger and that we stand to- 
gether as the National Education Asso- 
ciation—a unified force for adequate 
education for every child in the land. 





Resolutions Adopted at Oakland 


OLITICAL SNIPING was con- 

demned, the Education Bill was re- 
indorsed, a child labor amendment to 
the Constitution was favored, a policy 
of developing in the city of Washington 
a model system of schools, and a clear 
statement demanding improved status 
for teachers were included in the Resolu- 
tions drafted under the chairmanship of 
Commissioner Payson Smith, of Massa- 
chusetts, by a committee representing all 
of the States and ‘Territories of the 
United States, and unanimously adopted 
by the Representative Assembly at Oak- 
land, California, in its final session on 
July 6. The Resolutions also acknowl- 
edged the service rendered the cause of 
education by the press throughout the 
Nation and commended the achieve- 
ments of the World Conference on Edu- 
cation. They are as follows: 

The Education Bill—We reafhirm our 
sincere, devoted, and unqualified support 
of Federal aid and Federal recognition 
for public education without Federal in- 
terference in any way with State and 
local control as embodied in the Towner- 
Sterling Bill. We believe that National 
leadership in education and the efficient 
administration of the educational activi- 
ties of the Federal Government demand 
the creation of a Department of Educa- 
tion with a Secretary in the Cabinet of 
the President. We know that the aid 
furnished to the States and Territories by 
the Federal government has been a most 
important feature in the development of 
their school systems. The deficiencies 
now existing in our system of public 
education will be most effectively and 
rapidly removed by providing Federal 
aid for the removal of illiteracy, for the 
Americanization of the foreign-born, for 
the development of a more adequate pro- 
gram of health service, for the training 
of teachers, and for the equalization of 
educational opportunity as provided in 
the Towner-Sterling Bill. 


No backward steps—We affirm our 
faith and confidence that the American 
people will not be misled by the erroneous 
conclusions of those representing the 
Carnegie Foundation with reference to 
the cost of the public schools. Analyzed 
in the light of the increased attendance 
in all schools, the longer school year, the 
varied educational opportunities now of- 
fered, and with a view to the changed 
purchasing value of the dollar, the costs 
of public education are not excessive. 
The investment which is being made in 
the education of each child, as reflected 
in per capita costs, is inconsiderable in 
comparison with the important civic, 
economic, and social returns that are ex- 
pected from that investment. 

We believe that in expenditures for 
public education, as for all other public 
enterprises, every effort should be made 
to yield one hundred cents of value for 
every dollar spent. The Association does 
stand, however, emphatically for the 
proposition that the only safe course for 
the protection of the political, industrial, 
and social welfare of the American peo- 
ple lies in a thorough, adequate, and uni- 
versal system of public education ex- 
tended throughout the Nation and avail- 
able to every prospective citizen of the 
Republic. We believe that increasingly 
more children will attend schools. We 
believe they will attend for longer periods 
of time. We believe that more atten- 
tion must be paid to individual capacity, 
to individual needs, and to potential in- 
dividual service. We believe, therefore, 
that more money and not less must be 
expended for schools. America will not 
return to the grossly inadequate program 
of education of a generation ago. This 
Association invites the citizenship of the 
Nation to repel the insinuation that a 
great and rich nation needs to adopt a 
policy of narrow economy in those mat- 
ters that affect the Nation’s children and 
through them the Nation’s future. 


257 





State responsibility—We believe that 
equalization of educational opportunicy 
for all children can be secured only by 
the recognition of the principle of a 
larger responsibility on the part of the 
State for the adequate financing of edu- 
cation, and further, that along with the 
adoption of this principle, must come the 
development of larger units of taxation 
and administration to replace the local 
district system. 

We believe that the principle that ed- 
ucation is a State function is a sound 
one; that local boards of education are 
in this sense officers of the State, and 
that they should be free to determine 
and administer their own financial budg- 
ets, subject to State control but un- 
hampered by municipal authorities. 

We believe that justice demands 
greater study and consideration of the 
means by which rural education may, be 
improved. 

The National Education Association 
indorses the principle that the public 
schools of the Territories of the United 
States be given equal recognition with 
the public schools of the several States. 

The status of the teacher—We cannot 
emphasize too strongly the fundamental 
importance of improving the status of 
the teacher if we would improve child 
service. ‘Io provide an adequate supply 
of well-trained teachers, we must equip 
and support more and better teacher- 
training schools and colleges; we must 
offer salaries adequate to attract high- 
minded and well-educated youth into the 
profession ; we must insure to them pro- 
motion on merit alone as well as perma- 
nent tenure while they render satisfac- 
tory service ; we must remove from them 
the fear of destitution by adequate re- 
tirement annuities and pensions; and we 
must recognize their right to express 
their professional opinions and to develop 
in every proper way personal initiative. 

Political sniping—For more than half 
a century, the National Education Asso- 
ciation has advocated sound professional 
leadership in all educational offices, 
whether in State, county, city, or dis- 
trict. From long experience, we have 
had a right to assume universal accept- 
ance of this principle by all who are 
working for the establishment of good 
government in the United States. That 
this principle should be acknowledged in 
the selection of those who are charged 
with the responsibility of leadership in 
the office of State superintendent, or 
State commissioner of education, we 
hold to be of surpassing importance. 

The friends of public education de- 


SIRE EIEN RED CAE EOE EE = 


ABE Lon a Ps 





258 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


September, 1923 


se ee S539. 


plore the recent flagrant violation of this 
principle in the case of the highest edu- 
cational office in the Commonwealth of 
Pennsylvania. An _ educational leader 
having a record of proved accomplish- 
ment had been invited to assume the 
responsibility of framing for the State 
a far-reaching and forward-looking pro- 
gram of education. In codperation with 
the educational forces of the State, this 
program was framed and put in force. 
It was later examined and approved by 
a commission appointed by the Governor 
and by a second commission chosen from 
the National field of educators. 

The press and the people of the State 
expressed in no uncertain manner their 
intense satisfaction at the record that 
had been made and at the promise of 
further accomplishments. This accom- 
plishment of the Legislature of the State 
assured by the act of its approval in law 
of every item of the program that had 
been framed. 

In spite of these conditions, the man 
who had been invited to this leadership 
and had thus demonstrated to the satis- 
faction of public professional and legis- 
lative opinion his unqualified fitness for 
that leadership was offered opportunity 
of continued service in his office on terms 
which, if they were not unconstitutional, 
were so distinctly humiliating that no 
self-respecting administrator could accept 
them. 

So directly does such an act in a lead- 
ing State affect education throughout the 
Nation that this Association believes it 
must record its disapproval of so un- 
worthy an executive act, while it ex- 
presses its satisfaction at the general ap- 
proval of the citizens of the State of the 
vigorous and forward-looking educational 
program that had been inaugurated, and 
at the professional attitude of the man 
who in this instance has so worthily 
stood in Pennsylvania as a representative 
of the best in educational leadership. 

We heartily rejoice that, in this legis- 
lative year, governors and legislators 
have generally given vigorous support to 
the raaintenance and extension of public 
education. In the few instances in which 
the legislatures and governors have been 
responsible for a curtailment of financial 
support of teacher training and other 
important activities of education we are 
convinced that new advances will be 
made when the people have had an op- 
portunity to act. 

Child labor amendment—The Na- 
tional Education Association, reaffirming 
its belief in the vital importance to the 
children of a law establishing a Federal 


minimum of protection from premature 
or excessive employment, favors a Child 
Labor Amendment to the Constitution 
authorizing Congress to enact such a law. 

Physical education—The National 
Education Associatién urges that ade- 
quate provision be made for the organi- 
zation and supervision of courses in 
physical education and recreation in all 


WHAT THE SCHOOL IS FOR 


I should urge we stress very carefully the 
constant need of adjusting the educa- 
tional routine to the types of students 
taught, the condition of the community, 
contributions made by other educational 
factors, and the great problem of Amer- 
icanization in its double sense—the re- 
newal of the spirit of devotion on the part 
of the older Americans, and the develop- 
ment of understanding in the newcomers. 
The letting go of the accepted and loved 
educational traditions, and the winning of 
new life through the fresh attacks on our 
problems, should be more important than 
the further analysis of the subjects to be 
taught, or the lengthening of our cur- 
riculum. 

I would like to be very sure that every 
child leaves the public school not with a 
packed brain, but with an eager desire to 
share all that life has taught others. If 
the book is the key, let us make him eager 
for the book; if companionship is the clue, 
let us give him comradeship; if the library 
is to be his teacher, let us show him he 
owns it; if his task is to lead him to 
understanding, then let us teach him how 
to work and to love work. Along these 
lines we have so much to do that it is 
reasonable to put aside the lesser aims.— 
From a letter written by Sarah Louise 
Arnold, Dean Emeritus of Simmons Col- 
lege, Boston, Massachusetts, and a member 
of the Editorial Council of The Journal of 
the National Education Association. 











elementary, secondary, normal schools, 
and colleges of this Nation. The pur- 
poses of such education include the cor- 
rection of physical defects and the de- 
velopment of useful bodily and mental 
habits through socialized recreation. 

National capital—We should be able 
to find in the city of Washington, the 
capital of the Nation, leadership in mat- 
ters concerning school administration, 
supervision, teaching, business manage- 
ment, and for the promulgation of a far- 
seeing and adequate educational program 
for city schools. 

The schools of the capital city belong 
to the Nation, and for this reason we 
urge Congress to create a Board of Edu- 
cation for the City of Washington, 
which shall be absolutely free from party 
control, which shall have entire control 
of its financial budget, and which shall 
have an adequate financial income to 
maintain schools of which the Nation 
may be proud, 


We believe it to be the primary fune. 
tion of the teaching of American history 
to inculcate in the American people a 
lasting devotion to America and her jp. 
stitutions. This objective can best be 
attained by placing before American 
children, in a manner appropriate to 
various ages an accurate and truthfy] 
portrayal of the events that have had a 
place in the growth and development of 
the country and her institutions. We 
believe that it is possible to develop 
through right history teaching a deep 
love and lasting respect for America 
without creating hatreds or animosities 
toward other Nations or their peoples, 
We approve that attitude in historical 
teaching which aims to present actual 
and truthful pictures of the past and to 
promote with older pupils the disposition 
to consider both National and interna- 
tional political, economic, and _ social 
problems on the basis of fundamental 
principle and not primarily on the basis 
of partisan, sectional, or narrowly Na- 
tional self-interest. 

World conference on education—We 
recognize with deep gratification the fine 
spirit shown and the real contribution 
made to the cause of better understand- 
ing among the Nations by the World 
Conference on Education held at San 
Francisco. We believe that we can 
most surely promote a lasting spirit of 
good-fellowship throughout the world 
by taking advantage of appropriate op- 
portunities to tell the coming generation 
of the good qualities and useful achieve- 
ments of other nations as well as of our 
own, 

Humanity is one. Injury to one na- 
tion or race involves injury to all, just 
as the proper growth of one nation or 
race carries with it an advantage to all 
mankind. Mutual coédperation and good- 
will are absolutely necessary to man- 
kind’s steady growth in happiness and 
service. 

The plan of the Committee on For- 
eign Relations for holding further con- 
ferences in other lands meets with our 
hearty endorsement. 

We acknowledge the great service 
rendered to the cause of education by 
the intelligent and public-spirited re- 
ports on our deliberations, published not 
only by the local press but by many other 
great papers of our Nation. 

We extend our grateful appreciation 
of the hearty hospitality which has been 
so generously given to the members of 
the Association by the committees, oF 
ganizations, and citizens of Oakland, 
San Francisco, Berkeley, and the vicinity. 


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Educati 
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Vol. 12, No.7 


Throughout, there has been shown 
careful foresight and untiring endeavor 
on the part of innumerable volunteer 


Education 


THE JOURNAL OF THE NATIONAL EpucaTIon AssoclATION 259 





workers who have magnificently con- 
tributed to the success of the sixty-first 
convention of the Association. 


for World Conduct 


WiLiiam B. Owen 


President of the Chicago Normal College 


Chicago, 


CTING in my official capacity as 

President of the National Educa- 
tion Association of the United States, I 
extend to you the greetings of the Asso- 
ciation, coupled with the sincerest wish 
that this Conference may give you all 
great personal satisfaction and achieve 
results for the good of the countries you 
represent, of America, and of the world. 
As we enter on the work of the Con- 
ference as planned in the published pro- 
gram there are two facts that I should 
like to bring before you. 

The first is that the National Edu- 
cation Association is a voluntary organi- 
zation of the teachers of America in- 
corporated by Act of Congress. The 
Act of Incorporation declares, “That the 
purpose and object of the said corpora- 
tion shall be to elevate the character and 
advance the interests of the profession of 
teaching and to promote the cause of 
education in the United States!” Edu- 
cation in America is not under the con- 
trol of the Federal Government, but by 
the Constitution remains a State func- 
tion. America has a National school 
system without National control. To 
our guests from abroad this may seem 
a strange anomaly. To us at home it 
seems a wise arrangement, from which 
we should be unwilling to depart. The 
forty-eight States control each its own 
State system of schools and education. 
The National Education Association 
welcomes to membership all teachers, 
whether of public or private schools. 
The public-school teachers are under 
State and local control. Law and cus- 
tom have limited this control in practice 
to such matters as the general public can 
and should pass upon. The more strictly 
technical and professional management 
of the schools is left to the judgment of 
the administrators and teachers who are 
guided in their acts by professional stand- 
ards evolved by the formal and informal 
cooperation of their professional col- 
leagues. Because of the absence of Fed- 
cral control and the actual limitation of 





* Address before the World Conference on 
Education, Native Sons’ Hall, San Francisco, 
California, Thursday evening, June 28, 1923. 


Illinois 


State and local control the scope of work 
of teacher organizations is very great. 
In the course of a hundred and fifty 
years America has created a great public- 
school system which has been unified, 
standardized, and led by the coédperative 
endeavors, ,not of a remote and auto- 
cratic bureaucracy, but by a self-govern- 
ing profession. As American teachers 
we are mindful of and loyal to our gov- 
ernmental authorities. But we are con- 
scious and proud of the responsibilities 
that rest on us as teachers and are con- 
fident that our freedom and opportunity 
are a challenge to our initiative, wisdom, 
professional knowledge, 
patriotism. 


courage, and 
It is this professional or- 
ganization, ladies and gentlemen, that 
has taken the step of calling this World 
Conference on Education. 

The second fact that I would mention 
is that the holding of this conference at 
this time is the fulfilment of a plan 
formed as the World War was drawing 
to aclose. It seemed to the members of 
the National Education Association that 
the governmental authorities that were 
charged with the great task of setting 
the disturbed world on its new course 
were too occupied or too hurried to pro- 
vide a place for the consideration of edu- 
cation as a practical instrumentality for 
the creating of a new world order. Or 
was it that statesmen and diplomats, 
generals, and economists naturally re- 
gard education as dealing primarily with 
children and of a non-realizable value? 
Whatever the reason, education was left 
to put in its own claim. The National 
Education Association took steps to call 
such a conference as this. But a careful 
inquiry convinced the officers that many 
of the older States and most of the new 
ones could not arrange to send delegates 
who could bring to or take from such a 
conference the advantage that should be 
gained at such a world gathering. This 
meeting is the final realization of the 
plan formed five years ago. ‘The con- 
ference could not be held earlier. It is 
early enough for a great beginning. I 
believe that the outcome will prove that 
it was not called too soon, 





There is an urgent need that a World 
Conference on Education should be held. 
The world is one. Science, invention, 


industry, commerce, communication, 
transportation contemplate and act on 
this view. Government, imperialism, 
diplomacy, militarism have all tried to 
unify and hold in subjection the life of 
the world. Human nature is more 
powerful than any external form of in- 
stitutional control that society has pro- 
duced. The one outstanding possibility 
that has never been given a fair and full 
Why not try it? 
This is the reason for calling this con- 
We would not belittle or ig- 
nore the unifying and fundamental func- 
tion of government, nor of diplomacy in 
its place, nor of a system of national de- 
fense in the world of present reality. 
But while we utilize other traditional 
forms of social control, we want to try 
what can be done through education. 
As a means of developing and insuring 
peaceful international coéperation no one 
can claim that it has ever been tried. 
We are going to begin here and now. 

The Foundation of this World Con- 
ference is laid in some fundamental as- 
sumptions in regard to education that 
should be made explicit. “These assump- 
tions underlie all modern endeavor in the 
field of education. May I venture to 
formulate some of them? 

1. The aim of education is the control 
of individual life, of national life, of in- 
ternational life. The control that it 
seeks is one of knowledge, wisdom, skill, 
resulting in happiness. Mastery of the 
forces of human nature and the world is 
the instrument of this desired control. 
But education as a form of social control 
will not come of itself. Men and 
women must organize and labor to ef- 
fect an education that will realize the 
individual and social values that we seek. 
It is astonishing to observe in all the lit- 
erature on world recovery the pathetic 
confidence in education as the sole rem- 
edy for our ills and to contrast with this 
diagnosis the feeble efforts made to apply 
the one approved remedy. In spite of 
what we write and say, the world does 
not believe that education as a form of 
social control is comparable with armies, 
navies, diplomacy, and statecraft. 

It is idle for professional educators to 
lament this traditional view. We should 
spend our time and efforts in shaping a 
constructive educational program that 
will demonstrate what education can do. 
This conference marks the beginning of 
an effort to do this. 

Educational method is in its very na- 


trial is education. 


ference. 


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260 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





My Creed 


Richard K. Piez 


State Normal and Training School 
Oswego, New York 


I believe in man’s divinity and its potency to advance the indi- 





vidual and society to higher planes of living. 


I believe in a humanized society in which the Christian conception 
of human relations shall be dominant; in which all individuals shall 
have equal opportunity to realize the latent capabilities with which 
they are endowed; in which childhood and youth shall be respected 
and cherished as society’s most valuable asset; in which law shall 


rule above desire because it is for the common good; in which 
bigotry shall yield to tolerance and prejudice to the scientific 


temper. 


ity of purpose. 
to the public welfare. 
mindedness. 
happiness and contentm:>*t. 





in whatsoever field it may be found. 
the body, in health, in clean living. 
worry, in performing the tasks and accepting the gifts of each day 


as I go through life. 


I believe that the education of youth is the finest of the fine 
arts and that my task as interpreter of life to youth is a great trust 
I believe in the aspirations and enthusiasms of 
I believe in the power of example. I believe in cooperation 
with all humanizing agencies. I believe in patience and perseverance 
and faith in the final outcome of education and of life. 


placed upon me. 
youth. 


I believe in human personality actuated by goodwill and sincer- 


I believe in the subordination of personal freedom 
I believe in intellectual honesty and open- 
I believe in work and play, in laughter and joy, in 
I believe in the enjoyment of beauty 


I believe in the sanctity of 
I believe in the banishment of 











ture experiential and experimental. In 
this day of all days, when we are just 
gaining the assurance of achieved results 
that scientific experiment is possible and 
practical in the field of education, this 
conference should found its proceedings 
and conclusions on this fundamental 
method. Dogmatism and _ doctrinaire 
theories have no place in educational de- 
liberations. Each of us is acquainted 
with an educational system that in some 
fashion represents the life of his own 
country. Progress is to be made by 
beginning where we are and proceeding 
by experimentation, however broad or 
narrow, to recreate the old and establish 
the new. We shall learn of one another 
all that can be gathered here and return 
to our own countries to try out the new, 
holding fast to that which is good. 

The organization and administration 
of education is or ought to be a profes- 
sional task. The day of mere tradition, 
of amateur improvisation, of external 
domination has been brought to a close 
by the achievements of the developing 








science of education. Again, progress 
in each country and the world will de- 
pend on the development of an or- 
ganized body of teachers scientifically 
trained to secure progress by profes- 
sional methods, a body of professional 
men and women intellectually equipped 
to serve the nation as experts and pro- 
tected by public opinion and legal safe- 
guards in the performance of their du- 
ties. The National Education Associa- 
tion of the United States is taking every 
legitimate means to build such a profes- 
sion in this country. A world confer- 
ence under the professional guidance of 
the world’s educators can inaugurate a 
new world education. 

Education is national. The sciences 
underlying education are universal in 
their validity. Geography, mathematics, 
physics, chemistry, biology recognize no 
boundaries of peoples and _ nations. 
Education is personal, social, human. 
For the individual, education is founded 
on peculiar talent, taste, interest, and 
aspiration. It aims to develop and con- 





September, 1923 
mae 
serve individual personality through the 
use of universal principles and laws, [py 
this respect the comparison between the 
individual and the nation is more than 
a mere extended analogy. A fair ang 
Cispassionate realism in education wil] 
start with the nations and peoples of 
the world as they are. It will recog. 
nize the value of what each nation js 
and has to offer to the life of the world. 
It will seek world betterment, not jp 
the dissolving of national life into , 
hypothetical and doctrinaire interna. 
tionalism, but in an international ¢p. 
operation that will preserve and cherish 
the personality of each nation while jt 
contends against blindness, ignorance. 
retarding hate, and mutual suspicion, 
The National Education Association oj 
the United States is composed of teach. 
ers passionately devoted to their countn 
and deliberately patriotic in the service 
they render. But they want to codper. 
ate with all teachers from all lands in 
the effort to make war and _ interna 
tional injustice perish from the earth 
and make understanding, appreciation, 
mutual self-respect, and fair play con- 
trol men’s conduct at home and abroad. 
This conference, ladies and gentle. 
men, will be what we make it. If we 
undertake or expect too much, we shall 
accomplish little. There are things that 
education can jo, if educators but re. 
solve to see that they are done. This 
first World’s Educational Conference 
should be the beginning of a series reach- 
ing out into the future. It should not 
adjourn without planning for the next 
one. At any time and at any place the 
teachers of America will meet you 
through their representatives with mod- 
est but determined resolution to see 
what education can do to make of us 
brethren in mind and heart and act. 
May this spirit rule and mold your de- 
liberations. 


fn eIENCE TES TS—lt has 

frequently been inferred that only 
fifteen per cent of the population of the 
United States are superior in_ intel- 
ligence. It is surprising that these 
claims should even be questioned; for, 
regardless of the validity of intelligence 
tests, it must be obvious to any person 
that a certain proportion of the people 
in any group are superior in intelligence 
to the rest. In order to select the fifteen 
per cent whose intelligence is superior, it 
is necessary to apply a yardstick. Intel 
ligence tests represent an attempt 1 
provide such a device——Henry C. Link 
in The Atlantic Monthly. 









RR SR RR 





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Education and World Progress 


Aucustus O. THomas 


State Commissioner of Education, Augusta, Maine 


HERE was a time when people 
| = to have a barn-raising, and 

then they blacked each other’s eyes 
and bloodied each other’s noses, and it 
was a coward who refused to fight. 
Your fathers and mothers will tell you 
of those days. Men will not do it now. 
The courageous men will not fight as 
they used to fight. Only a few genera- 
tions ago men fought out their differ- 
ences with their sidearms and slew each 
other in the name of honor. They do 
not do it now. A generation or two 
hence, men will think longer and more 
seriously before they fight out their dif- 
ferences on the field of battle. 

It was not in the minds of those who 
called this Conference that wars have 
ceased. No matter how much we might 
hope and pray for that day when the 
Prince of Peace should come, and peace 
perpetually should reign over the face 
of the earth, it has not yet come. 

We do not deceive ourselves. So long 
as there is hatred or malice or jealousy 
and revenge in the human heart, we 
shall find it in the heart of nations. So 
long as we find it in the heart of na- 
tions, we are liable to find men and 
nations clashing upon the battlefield. 

Leagues of nations, world courts, re- 
duction of armament conferences, and 
peace treaties are greatly to be admired 
and greatly to be desired in order that 
there may be a better understanding 
among the peoples of the earth. But 
before we can confirm and establish the 
principles which will make those effect- 
ive, we must have the spiritual values 
in order to back them up, and in order 
to get the spiritual values to back up 
these great movements we must await 
the longer processes of education. No 
great movement, no great reform affect- 
ing the people vitally and eternally has 
ever been wrought out in one genera- 
ticn. 

In order, therefore, to change the 
ideals of the nations we must begin with 
the. child when he first becomes teach- 





“An address delivered before the joint 
meeting of the World Conference on Educa- 
tion and the National Education Association, 
in Convention Hall of the Exposition Audi- 
torium, San Francisco, California, Thursday 
evening, July 5, 1923. 


able, because the child is unprejudiced, 
and as we lead him up through the 
winding path of education and experi- 
ence we gradually instil into him our 
own prejudices. But if we can begin 
with childhood and teach the common 
origin of mankind and the common 
destiny, and teach that all men now 
must associate together—that no part 





UGUSTUS O. THOMAS, 
whose service as chairman of the 
Foreign Relations Committee of the 


National Education Association was 
recognized at San Francisco in his elec- 
tion as the first president of the World 
Federation of Educational Associations. 


of the world can live independently— 
we can do much at least to lengthen the 
intervals between wars, until finally we 
hope that wars may cease. 

The world is not wanting brains to- 
day. All we need to do is to look about 
us and on every hand we see discoveries 
and inventions that startle us, for we 
live in a miracle age. All we need to 
do is to think of something and it is 
done. But there is one thing the world 
needs more than it needs brains.. A 
young man starts out in life and seeks 
a job. The man to whom he applies 
tells him that he must have an indem- 
nity bond, and he goes to the bonding 
[261] 


company and the bonding company bets 
the employer that the young man is 
honest. If the young man defaults, the 
bonding company pays the debt. It be- 
comes necessary today, therefore, where 
men are employed in responsible posi- 
tions, that they should guarantee to 
their employer that they are honest, that 
they have integrity; in other words, 
that they have character. Therefore, I 
say that today the world needs charac- 
ter more than it needs brains, and the 
formation of that character comes 
largely through the instruction of the 
home and school working together. 

We have in this Conference brought 
together the nations of the earth. 
Thirty-two distinct racial groups have 
been deliberating here in this beautiful 
city for ten days, trying to find a way 
to carry a message to the child heart 
that will cause that child to grow up in 
an unprejudiced way, with a better un- 
derstanding of his neighbors both in his 
own nation and in other nations, that 
they may have better codperation 
through that understanding. The key- 
note and the spirit of this Conference 
has been codperation and friendship. 

Here we have met these men and 
women from the uttermost parts of the 
earth. We have looked into their faces 
and we have taken them by the hand. 
We find they think as we do. We find 
they have aspirations and aims as we 
have. We find they are looking for 
improvement, as we are. We find they 
have vision of a better day the same as 
we have, and we have been surprised to 
find how much there is in common 
among the peoples of the earth. 

We believe that if the five million 
teachers of the world teaching the more 
than two hundred million children, can 
have some common principles which 
may be universally applied, and teach 
ideals of respect for neighbors and for 
self, that we can have a deciding vote 
in the future of the world; that if we 
could analyze and select a group of 
ideals and if it were possible thereafter 
to teach those ideals effectively to the 
children, we could shape the destiny of 
tomorrow. 

This very hour the statesmen and 
financiers of the world are endeavoring 














































” 





262 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


September, 1923 





to settle the debt of the past. This 
group of men and women here have 
been endeavoring to settle the debt of 
the future. It was your own minister 
of education, Mr. Sainsbury, who (re- 
ferring to Lord Fisher) when the men 
were fighting with their backs to the 
wall, stood up in Parliament and said 
that education is the debt of maturity 
to youth; that it is a debt eternal. 
When we gather“here for the purpose 
of determining what this generation 
ewes to succeeding generations, and en- 
deavoring to discharge that obligation, 
we are settling the debt of the future. 
Out-of this Conference will go a spirit 
worldwide which will have an influence 
upon all of the nations, that eventually 
they may know more about each other 
and understand each other better and 
have a greater sympathy for each other. 

There was a day when a person was 
simply a citizen of his locality, and pos- 
sibly of his country. There was a day 
when communication was difficult, when 
they waited long in order to get infor- 
mation about what was being transacted 
or what was transpiring within the 
country and between countries. But 
today we receive the news from London 
and interpret it with as much readiness 
as we receive the news from Washing- 
ton. We receive the dispatches from 
points in Asia and begin to understand 
them just as thoroughly as we under- 
stand those things which 
within our own country. 

Today the citizen must be a citizen 
of the world. He must know the world, 
what is transpiring in the world, and 
know how to interpret that in the lan- 
guage of the relationships of the world. 
Therefore, the children of today must 
receive that larger viewpoint and that 
larger understanding. That under- 
standing and viewpoint must come 
through the teachers of the schools of 
cur country. 

My heart swells within me whenever 
I visit Washington and stand on the 
marble steps and look out over our 
capital city, out over those great stone 
buildings that house the Department of 
State; look out over the Potomac and 
see the white columns of Arlington. As 
I view that magnificent scene, my heart 
swells within me and thrills with pride, 
and | think of the power and the mag- 
nificence and the glory of my country. 
As I go about, I see the Supreme Court 
dispensing righteousness. I see Con- 
gress working upon great problems. I 
go down to the White House and I see 


transpire 


the President bending over his mighty 
task, and I think, it is a great country. 

During war days I have gone out to 
Fort Myer, and watched the young 
men, the stalwart young men of our 
country, the rich young blood, the hope 
of life, marshalled there upon the field, 
being trained for officers for the war. 
I said, ‘“They are a great group of young 
men, and we have a great Army.” I 
went down to the seaside and watched 
the great battleships as they were there 
in the harbor, and I said, “We have 
great battleships and a great Navy.” 

Then I came home, and not many 
months ago on one of my visits to a 
country place as I came along the way, 
I came upon a little schoolhouse. It 
was one of those little, single-teacher 
schools that stands by the roadside in 
many of our States. It was standing 
there in the trees and looking out a little 
distance over a beautiful, shining lake— 
the scene was attractive. I stopped, as 
I always do when I pass those little in- 
stitutions, and said, “I want to go in 
and see the teacher and see the children 
at their work and offer a word of greet- 
ing and encouragement.” 

Just as I came to the schoolhouse the 
door opened and there stood the teacher 
in the doorway. Her face was lined 
and her hair was gray. She had given 
her life for the cause she loved. As she 
stood thus, there came a little lad and 
she buttoned his coat about him in order 
to protect him from the cold, and gave 
him a loving look. Another boy, stal- 
wart and strong, and she said, “I will 
see you tomorrow, John.” Then she 
took a little girl in her arms and tucked 
her cloak about her so she would be 
properly prepared for going out into the 
weather. As the children passed they 
smiled upon her and she smiled back at 
them. 

I said, “After all, it is a magnificent 
country, a splendid Capital, a magnifi- 
cent scene at Washington, a_ strong 
Government. And yet, the strength of 
our country rests not in our courts, not 
in our Congress, nor yet in our Presi- 
dent, powerful as these sometimes are; 
nor in our armies or our navies. But 
the strength of a free government lies 
in the hands of the teachers who train 
the young and rising army for the du- 
ties and responsibilities in citizenship 
and in their relations to their neighbors 
throughout the world.” 

Out of such forces, represented in this 
Conference, will grow the spirit that 
will help the nations of the world to 


find some way to solve some of the most 
dificult problems which now confront 
them. 


ORE WAGES FOR TEACH. 
L ERS—Whatever faults we may 
find in the schools are due, almost en. 
tirely, to one great outstanding cause. 
Our teachers are underpaid everywhere. 
Their wages are but a fraction of what 
they should receive. The most jm. 
portant work in the preservation of our 
Nation, next to home training, is the jn- 
fluence of school life. We want the 
very best obtainable talent in our schools. 

The next generation and succeeding 
generations depend upon the training of 
the present generation. And are the best 
obtainable teachers any too good for 
service of this character? ‘Teachers 
everywhere know that they can go else- 
where and earn more money. Many 
of them remain in their present occupa- 
tion because they love the work. They 
believe their activities are to a certain 
extent humanitarian. They are doing 
their duty towards the next generation. 

But such conditions are little short of 
a National disgrace. Here we are, the 
world’s richest nation, with millions and 
billions of wealth, and we are so short- 
sighted that we cannot make intelligent 
use of this wealth. We have builded 
hundreds of thousands of miles of rail- 
roads. We are draining swamps. We 
are erecting great buildings. We are 
encouraging enterprises that make dol- 
lars by the billions. 

But what are we doing for the next 
generation? Building our National 
house on a foundation of sand! What 
will our civilization amount to unless 
we develop a race of men and women 
who are well balanced mentally and 
splendidly strong, physically? We must 
depend for results primarily upon the 
schools. 

The schools have lost thousands of 
splendid men and women who have 
found other jobs, but there should be no 
business or occupation of any kind that 
offers more opportunities for advance- 
ment and for the attainment of fame 
and honor and happiness than is offered 
in our schools. 

When the highest ambition of the av- 
erage American youth is to become a 
teacher, then we will have reached a 
status wherein universal intelligence is 
being recognized as the very foundation 
of human society.—Abstracted from an 
editorial by Bernarr MacFadden in Na- 
tional Brain Power, September, 1923 


Vo 


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Vol. 12, No. 7 





l'HE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





263 





Oakland-San Francisco Meetings 
Abstracts of Addresses 


O NUMEROUS, rich, and varied 

were the programs of the meetings 
in Oakland-San Francisco during June 
and July that no one could have at- 
tended even a majority of them. Twenty 
series of departmental meetings and 
twenty series of meetings of allied or- 
ganizations were listed in the official 
program. Added to these were numer- 
ous informal conferences and group 
meetings, many of them of the highest 
significance. Addresses delivered before 
the general sessions were grouped largely 
around the theme, “The American 
School Program.” The following ab- 
stracts cover addresses delivered before 
the general sessions excepting three or 
four which will appear in THE JouRNAL 
in full or which are not available at the 
time of going to press. 

With the development of the Repre- 
sentative Assembly the reports of com- 
mittees have assumed increasing import- 
ance.- The October JouRNAL will pub- 
lish some of these reports in full along 
with suitable abstracts or summaries of 
others. 


HE ideals of the American public 

school—Education has two pur- 
poses: First, to help the youth to acquire 
a knowledge of the true values of life 
and a determination to live his life in 
terms of those values. Second, to help 
the youth to acquire such general and 
special fact information and such ability 
to use the faculties and the knowledge 
he possesses that in the environment and 
conditions of his generation he may suc- 
ceed in living a life of real value to him- 
self and to his fellowmen. The relative 
importance of the first is greater than 
that of the second. Right thinking and 
right living are more important than 
merely skilful or brilliant thinking or 
living. 

Our country’s greatest growth and 
achievement in the last fifty years has 
been in industry. For the next fifty 
years the greatest needs and possibilities 
of our country are in education, which 
includes the teaching of the essentials of 
life that underlie all true religions and 
Philosophies, as well as acquiring infor- 
mation and the ability how best to use 
our facts and our faculties. If our 
ideals of education are achieved, our race 
will be dominated and perpetuated by 


men and women both good and able, and 
the achievement will have been that of 
our public schools.—Harrison S. Robin- 
son, President, Chamber of Commerce, 


Oakland, California. 


HE Pan-Pacific Union and educa- 

tion —.Through education and 
through education alone can entrance be 
gained into that growing group of kin- 
dred spirits of whatever race, known as 
citizens of the world. Education alone 
can break through the prison walls of 
ignorant men and set them free to be 
joined in a higher union which embraces 
the understanding spirits of all the 
world. But this process of education 
must be grounded in love, for all too 
frequently educational methods touch 
only the intellect leaving the heart stone 
cold. 

Whether the stupendous readjust- 
ments which must be made as the earth 
grows smaller and smaller and our popu- 
lation grows larger and larger are to be 
effected without further resort to the 
ruthless method of the jungle, depends 
upon whether in the minds of men, edu- 
cation and love keep pace with scientific 
advance—and draw a circle big enough 
to include the whole of mankind.— 
Frank F. Bunker, Executive Secretary 
of the Pan-Pacific Union, Honolulu, 
Territory of Hawaii. 


ESPONSE to address of welcome— 
Forty-eight years ago this week I 
crossed the Sierras for the first time, 
and that which impressed me most was 
the stability and solidity of everything 
and everybody. The Golden Gate 
meant more than a brilliant sunset for 
there was gold everywhere. ‘This is the 
fifty-fifth time I have enjoyed a visit to 
the Pacific Coast and it has been a mov- 
ing picture with a new film every time. 
Wonderful as this country was in 1875, 
it is more wonderful today and has been 
more and more wonderful every time | 
have come down from the Sierras. 
These eight years since last our Asso- 
ciation met in Oakland have seen greater 
changes in the interest of educational 
democracy than did the seventy preced- 
ing years. ‘The enrolment in the high 
schools of the United States has increased 
more than one hundred per cent. Then 
colleges and universities had experts 


scouring the country for recruits. Now 
they have installed barbed-wire protec- 
tion to keep out the high-school crowd. 

We bring California after eight years 
in the East a New World. But the best 
is yet to be, the last for which the first 
was made. We are here with greater 
plans and nobler purpose than 
dreamed of even when we adjourned in 
Boston last July—Albert E. Winship, 
Editor, Journal of Education, Boston, 
Massachusetts. 


was 


HIRIFT education—Who are the 

great financiers of America? Im- 
mediately one thinks of Morgan and 
Rockefeller with their huge financial ex- 
changes, but I assert that the twenty- 
three million housewives, listed in the 
last census of the United States as of 
“no occupation” are our greatest finan- 
ciers. The pay envelop of our country 
for 1922 held $70,000,000,000. Of this 
vast sum more than $50,000,000,000 
was dispensed by women in carrying on 
the most important business of the na- 
tion—that of homemaking. 

We must acknowledge that hitherto 
the education and training of our women 
have not produced one hundred per cent 
efficiency in money spending. Realiz- 
ing this fact, the General Federation of 
Women’s Clubs, the largest and most 
forceful organization of women in the 
world, with a membership of three mil- 
lion, has appointed a budget specialist, 
thus sponsoring a Nation-wide effort to 
establish a budget system. 

But we older housewives are not sat- 
isfied to have future generations repeat 
our ignorant blunders and suffer their 
disastrous consequences. We beg that 
every girl of today and tomorrow shall 
be given a chance in the public schools 
to learn budgeting and account keeping— 
planned money spending, in order to fit 
her for her inevitable business career, 
that of homemaker.—Edith McClure 
Patterson, Budget Specialist of the Gen- 
eral Federation of Women’s Clubs, Day- 
ton, Ohio. 


DUCATION for parenthood—The 

basic findings of clinic, court, and 
school have been numerous and repre- 
sentative enough during the last twenty- 
five years to permit of the formulation 
of tentative standards of physical, men- 
tal, and social-moral well-being for vari- 
ous age levels. It is by these that we 
as educators so often judge the home 
from which the child comes, forgetful 
that the parents are scarcely aware that 








264 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


September, 1923 





should’ be 


such standards exist and 
striven for. 

Consider, then, the plight of the mod- 
ern parents! Like all their predeces- 
sors, they have assumed their responsi- 
bilities with collections of attitudes, 
knowledges, and skills haphazardly ac- 
quired from memories of how they were 
treated as children, from observations of 
how other folk deal with their youngsters, 
from efforts of the trial-and-error as 
well as those of fumble-and-success varie- 
ties to which new situations provoke 
them. The wonder to me has always 
been that some parents succeeded ad- 
mirably under this handicap of unpre- 
paredness such as society today permits 
for no other vital activity. The wonder 
grows that so many of them attain a 
fifty-fifty mixture of success and failure 
in the rearing of children and that com- 
paratively few are complete failures.— 
Alma L. Binzel, Assistant Professor, 
Child Training,, Home Economics De- 


partment, University ‘of Minnesota, 
Minneapolis, Minnesota. 
IHE conservation of talent—Sir 


William Hamilton once said that 
the greatest thing in the world is man, 
and the greatest thing in man is mind. 
He might have added that except for 
character the greatest thing in the mind 
is intellect. Our instincts, our emo- 
tions, and our strivings have much in 
common with those of our infra-human 
cousins of the forest and jungle; in our 
ability to think is found the mark of our 
kinship with the gods. 

Now there is reason for believing that 
a considerable part of the world’s talent 
fails of fruition. That “genius will 
out” is but a dangerous half-truth, or 
less. Certainly it is true that children 
of superior ability are not always recog- 
nized in the schools. The defective 
child attracts attention by his inability to 
do the work and by his maladjustment 
to school discipline. The gifted child 
is likely to be submerged with the masses 
because of his very adaptability to the 
school environment. 

The real need is for a differentiation 
of curriculum and of methods such as 
will give to every child the type of edu- 
cational diet from which he can derive 
the maximum nourishment. No one 
would claim that in the education of 
gifted children we are yet in sight of 
any such goal. Nevertheless, interest- 
ing and promising experiments are under 
way.—Lewis M. Terman, Professor of 
Psychology, Stanford University, Calif.’ 


HIE financing of the American 

schools—It has been suggested dur- 
ing the last year that we cannot afford, 
in the United States, to finance our pres- 
ent generous program of public educa- 
tion. Those who fear that we must re- 
trench base their belief upon the large 
expenditures that are now being made. 
Whether the problem be considered lo- 
cally or in the State or in the Nation, 
those who argue for retrenchment must 
make their case against some part of the 
school system as it is now ‘developed. 
If the public is fully informed, it does 
not seem probable that they will be will- 
ing to dispense with any of the educa- 
tional opportunities now provided. 

If this expansion of the educational 
program is justified, then the increase 
in support per pupil per day in attend- 
ance is remarkably small. If this kind 
of educational program is to be carried 
forward throughout the country, it is 
perfectly clear that the thousand million 
doliars spent for public education in 1920 
must be very greatly increased during the 
years which lie immediately ahead. 

If we believe that the American ideal 
which suggests that every individual 
should have an opportunity for making 
the most of himself is more important 
than amassing wealth, more important 
than any other governmental enterprise, 
then we shall certainly support our 
schools. It is the obligation of our pro- 
fession to hold before the people of the 
United States this ideal of the founders 
of our Republic. We must seek to de- 
velop that standard of values which 
places opportunity for individual growth 
and development above any other good 
which can be secured. We must help 
our public to stand fast and to work, yes, 
even to sacrifice, in order that the day 
may come in America when there shall 
be guaranteed to all ‘“‘a fair start and an 
equal chance in the race of life.”— 
George D. Strayer, Professor of Educa- 
tion, and Director, Institute of Educa- 
tional Research, Teachers College, Co- 
lumbia University, New York City. 


fPucaTIONAL research and the 

American school program—One can- 
not overemphasize the fact that educa- 
tional research, whatever its shortcomings 
and whatever its failure in the past to 
coérdinate its efforts with those of practi- 
cal school officers, is the typical Ameri- 
can method of solving the problem of 
school control. In the long run, Amer- 
ican communities are willing to be guided 
by reason. They will not submit to dic- 


tation from persons, but they will be 
guided by facts. The most impressive 
characteristic of our democracy is its syub- 
stitution of the authority of scientifically 
verifiable findings for the authority of 
arbitrary powers. 

The American school system is unique 
in its decentralized control and its mo- 
bility. The American school system js 
unique in the energy which it has put 
into the cultivation of the science of edy- 
cation. ‘The two statements belong to- 
gether. He who thinks of educational 
research as a thing apart, as divorced 
from practice, as unfriendly to the daily 
routine of school life, fails to see that 
in the fundamental character of our 
school system is imbedded that seed of 
scientific control which is growing so 
rapidly into its marvelous fruition. 

The details of our science are by no 
means worked out, but the major victor 
is won. There can be no doubt that 
universities and colleges will go on de- 
veloping the resources of departments of 
education, that State and National goy- 
ernments will go on supporting research 
in this field, and that city systems will 
increasingly organize bureaus of investi- 
gation.—Charles H. Judd, Director of 
School of Education, University of Chi- 
cago, Chicago, Illinois. 


ARENT power—The parents owe 

much to the open schoolhouse for the 
opportunity to see their child as others 
see him, to be able to recognize the dif- 
fering relationships, the fresh impres- 
sions, the wider range of thought and 
interest which are enriching his life, and 
in this new life to study him with the 
frank admission that never again can he 
be the same, but that he is still their 
child, and that in order to stay with him, 
they must go forward also, educating 
themselves in this new science of parent- 
hood. 

The wise educator will grasp with 
both hands this opportunity to train the 
parents of his pupils to be efficient col- 
laborators. In these school groups he 
will find a ready soil in which to plant 
the seed of understanding of the school 
and its needs, its system, its demands 
upon the scholar, its curriculum, and his 
aims and hopes for its future, and in 
which to cultivate that fine flower of 
friendship. He will realize that when 
parents and teachers are friends, before 
and after the children enter school, the 
problems of succeeding years will be met 
and solved as between friends instead of 
between rival workmen, and will become 


fri 


in’ 


—-=— t. se sod 





Vol. 12, No.7 


matters of co6peration rather than of 
contention.—Mrs. A. H. Reeve, Presi- 
dent, National Congress of Mothers and 
Parent-Teacher Associations, Philadel- 
phia, Pennsylvania. 


IHE American school program from 

the standpoint of the Nation—We 
have slowly changed education, in the 
conceptions of the people of this Nation, 
from a local and a personal affair to a 
State affair, in which all have a common 
interest. During the last half century 
this idea has been built up in the minds 
of our people, and today we conceive of 
education, in theory at least, as some- 
thing maintained by the State and as 
maintained as an exercise of the State’s 
inherent right to preservation and im- 
provement. The problem of the next 
quarter of a century, perhaps, will be 
similarly to establish public education in 
the minds of our people as a great Na- 
tional undertaking, in which the States 
coéperate to provide something of funda- 
mental importance for the welfare of the 
Nation as a whole. 

Education today has become the great 
constructive tool of modern civilization. 
A hundred years ago the school was of 
but small importance in the life of the 
State; today its proper maintenance has 
become the prime essential to good gov- 
ernment and national progress. In this 
hundred years the school has been trans- 
formed from a little district institution 
for the teaching of the simplest tools of 
learning into a great State undertaking 
for the preservation and advancement 
of the intelligence of the people and the 
promotion of the welfare of the Nation. 
Under a democratic form of government 
such as ours, with the many new prob- 
lems—internal and external—confront- 
ing it, the education of the people in a 
series of State schools, animated and di- 
rected by a national purpose, becomes 
the greatest of all constructive under- 
takings for the promotion of the national 
welfare, and it is from this broad na- 
tional point of view that our people must 
next be made to see the school.—Ell- 
wood P. Cubberly, Dean of the School 
of Education, Stanford University, Cal- 
ifornia. 


[Be American school program from 

the standpoint of the city—The 
leading cities of our country are remark- 
able not only for their rapid growth but 
also for their political and social influ- 
ence. As distinct from rural commu- 
nities they may be called the ganglia of 





THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 265 





our vast body politic. They are highly 
energized and unstable centers of human 
energy, receiving, transforming, and 
sending afar stimuli that determine the 
character of our National life. The 
city which I have the honor to represent 
is perhaps the most striking exemplifica- 
tion of such truths. 

The cities, as well as the Federal and 
the State governments, have been strong, 
persistent, beneficial influences in the de- 
velopment of educational service, and as 
the cities grow in number, in wealth, 
and in power, they will inevitably exert 
an influence and a control over the de- 
velopment of our school program that 
will be as beneficial and as stimulating 
in the future as it has been in the past. 
Just as cities have been a vital influence 
in relation to the industrial, the com- 
mercial, and the political life of the Na- 
tion, so also have they exerted a con- 
tinuous, stimulating, and _ constructive 
influence in the development of our 
schools.—William L. Ettinger, Superin- 
tendent of Schools, New York City. 


HITE American school program from 

the standpoint of the rural school— 
Perhaps no better indication of the prog- 
ress being made along rural school lines 
can be found than in the placing of the 
rural school interests on a program of 
this character. We have by no means 
solved the problem of rural education in 
the United States, but we are awake to 
the importance of our problem and we 
are already beginning to achieve some 
results looking toward a partial solution 
at least. ; 

Not only in education but in all eco- 
nomic lines this Nation is awakening to 
the fact that the welfare of the country 
people financially, socially, and educa- 
tionally must be safeguarded and _ in- 
creased in order to keep these millions 
of people in their country homes and to 
make the foundation of National wel- 
fare secure. And all over the country 
educators are seeing more than ever be- 
fore that a great responsibility rests upon 
associations like the National Education 
Association to better the conditions of 
rural education in order that the country 
people, as their economic conditions 
grow better, shall not have to move to 
large centers, just because their children 
cannot secure an equal education in the 
schools of the rural neighborhood. The 
National Education Association and our 
university extension courses and rural 
educators have been making strenuous 
efforts to better rural school conditions. 





I believe they are succeeding to a great 
extent, although much still remains to 
be done.—Florence M. Hale, State 
Agent for Rural Education, Augusta, 
Maine. 


ITIZENSHIP through education— 

America is today a member of the 
great family of nations—a leader of the 
nations. "The American people have es- 
tablished such economic world relations 
that we cannot but be interested in the 
affairs of the rest of the world. The 
last century of American life concerned 
itself largely with domestic affairs; the 
present century will concern itself largely 
with foreign affairs. The foreign rela- 
tions of America, under our form of 
government, will be determined finally 
by the voters of America. They cannot 
be settled on a basis of provincialism. 

Wars are due chiefly to misunder- 


standing between nations, and misunder- 


standing between nations is due usually 
to lack of understanding of one another. 
World peace and concord hence depend 
upon the elimination of provincialism 
and the study of the history and insti- 
tutions of our neighbors. 

A study of the history and institutions 
of foreign countries should not be al- 
lowed to dim our eyes to the glory of 
America and American ideals. In litera- 
ture and history, in song and story, we 
should strive to keep alive the peculiar 
National purposes of America. The ideals 
of the Declaration of Independence, of 
the Constitution, of Washington’s Fare- 
well Address, of Lincoln’s inaugural and 
Gettysburg speeches, of Theodore Roose- 
velt’s powerful appeals for righteousness, 
and of Woodrow Wilson’s famous mes- 
sages—all of these deserve a high place 
in the training of our future citizens.— 
Will C. Wood, State Superintendent of 
Public Instruction, Sacramento, Cali- 
fornia. 


HE place of the junior college in 

public education—The contribution 
of the junior college to public education 
should be in two general directions. It 
should, of course, carry on the training 
of our young people from the levels of 
the secondary school to those of the uni- 
versity and the professional school; and 
in the second place it should furnish a 
variety of training peculiarly responsive 
to the needs of the region in which the 
junior college is located, both of a social- 
izing and vocational nature, so that the 
community requirements may be met in 
a willing if not generous spirit. 





























































266 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


September, 1923 





Life in the junior college is simpler 
than in the great universities because of 
the fewer numbers; it is less stimulating, 
more conducive to an appreciation of the 
serious business of an education provided 
at the expense of all the citizens. The 
junior college now functioning as a train- 
ing school for the university and for pro- 
fessional colleges will attain more sig- 
nificance when it shall function as. the 
community school for advanced study 
and vocational opportunity. In_ this 
role, it should be the most useful school 
in our system, only dividing honors, if at 
all, with the junior high school and that 
because of the greater numbers benefited 
by the latter—Susan M. Dorsey, Super- 
intendent of Schools, Los Angeles, Calif. 


EALTH aspect of the world’s 

children—Ilf we are to have a fu- 
ture world peace it must come through 
the efforts of the children of today when 
they are grown men. If we are to have 
clear vision and salutary action by the 
statesmen of the world they must have 
back of them adult populations that 
have grown to maturity with sound 
minds and healthy bodies. With the 
changes that have come about in our 
methods of living the importance of 
physical education and physical training 
is pre-eminent. 

No program of world peace nor of 
world education can hope to succeed 
until we can fit the human being in any 
given part of the world into his environ- 
ment and give him the opportunity for 
normal, healthy bodily development 
there. Above all, as educators, we must 
keep in mind our double function and 
see that the education of the mind and 
the development of the body are given 
equal importance. 

In the spread of the benefits of civili- 
zation over all parts of the world we 
can anticipate success only if we bring 
those benefits directly into the life of 
the child. That the future of the world 
depends upon the average morality of 
the world child is evident. The world’s 
progress is indicated by the gradually 
expanding status of woman. Our for- 
ward advance in the future in the moral 
and in the political fields will inevitably 
depend upon the expanding power of 
women demonstrated in the field of child 
health, child protection, and child edu- 
cation. We must see that the education 
of the mind and the development of the 
body are given equal importance.—Ray 
L. Wilbur, President, Stanford Uni- 
versity, California. 


pre hope of the nations—Teachers 

of every nation should impress 
deeply upon the souls and minds of the 
rising generation the highest principle 
that the welfare of the world at large 
must be considered equally as important 
as the welfare of their own nation. I 
believe all nations of the world will unite 
one day to form a great confederation. 
So far as our present generation is con- 
cerned, all nations should become more 
intimate, socially and morally. For that 
purpose, it is important to implant in the 
minds of children the idea that men are 
brothers, and nations are a family of 
nations. 

Such an idea of brotherhood has been 
found, both in the Occident and in the 
Orient from earliest times, although till 
now it has not been extensively taught. 
From now on, we must maintain this 
idea as the most vital and fundamental. 
It must be taught thoroughly and con- 
stantly to children and be treated as are 
the principles of honesty, justice, and 
kindness. In this way, each child 
should be trained to become a worthy 
citizen of his country and at the same 
time become a good citizen of the world. 

The awakening and fostering, in the 
minds of children, of these principles, is 
the noble task of the teachers. ‘Thus, 
the teacher is the mightiest spiritual 
factor in determining the destiny of the 
world. In the hands of the teacher lies 
the key which opens the door to the new 
hope of nations.—M. Sawayanagi, Pres- 
ident of the Japanese Imperial Education 
Association. 





OMEN in education—Nature has 
made women educators. Century 
after century, through the home, of 
which they were the moral and the ma- 
terial center, women have held within 
their hands and have furthered the higher 
ethical elements of education. Women, 
because of their position within the home, 
were not always prevented from taking 
part in intellectual and in public life. 
Great women have always seemed to 
know how to reconcile their double 
nature of public and private workers. 
Under present conditions of society, 
women are in great masses being brought 
into public life. That condition © of 
equality which was recognized in theory 
even by Aristotle is now being or about 
to be experienced in regard to sex. 
Women are or will soon be in direct 
contact with public life in every way, 
and very soon each woman according to 
her capacity will be taken beyond the 


limitations of home life into partaking 
actively in the government of mankind, 
Each of us women who has been here 
has realized, I am sure, in a way never 
realized before, the meaning that the 
mission of the woman educator can have 
in furthering that ideal of world peace 
which has led us to come together at this 
time. 

Those of us who have followed the 
development of this World Conference 
will have grown more able, I am sure, 
to realize in a clearer fashion, through 
this meeting of men and women from 
all over the world, what the mission of 
an educator can be, and what education 
can mean to the world if it takes as 
its aim world peace.—Princess Santa 
Borghese, Rome, Italy. 


NDIA and the world—We have 

come to learn through bloody experi- 
ences that the apparent diversities of 
India are in truth “a fertile source of 
strength and wealth.” The destructive 
and inhuman policies of exterminating 
diverse elements to form a_ national 
unity is not compatible with the genius 
of India. That can be attained only 
through codperation. The presence of 
so many languages in India is indeed a 
drawback to the rapid development of 
the Nation as a whole. Hindustani, 
however, may be said to serve as a lingua 
franca of India. But the fact of cardi- 
nal importance is not the language, but 
the ideas expressed in it. The languages 
of India do not disseminate hostile 
aims and conflicting traditions, as is the 
case in Europe. We see that nations 
which have inherited the same language 
fight with each other while the trilingual 
Switzerland prospers in peace. We see 
the Thirteen Colonies tear themselves 
away by force of arms from their mother 
country. We see the North fight the 
South. More important than language 
to the peace and harmony of the world, 
therefore, is the ideal. When ideals 
clash, language as an agent of peace 
melts as mist before the morning sun. 

It is therefore refreshing to know that 
in spite of the diversity of tongues, the 
art and literature of India today are ex- 
pressing thoughts and feelings com- 
mon to all India. India is a unit—geo- 
graphically, culturally, and spiritually. 
It is unfortunate for India that the 
world has failed to appreciate her efforts 
in harmonizing and unifying a land as 
large as all Europe west of Russia, with 
at least as many castes, creeds, races, and 
culture—Hemendra K. Rakhit, India. 





— > sb Db fm PA SS TH a2 A 


= .y 


wow eo o 


Vol. 12, No. 7 





Teaching History’ 


H. G. WELLs 


ISTORY should be taught not as 

many subjects, but as one subject, 
in the same terms in all civilized coun- 
tries. In that fashion, it is not only 
most efficiently taught, but most easily. 
It is as reasonable to teach it in small 
separate packets, as is done now, as it 
would be to teach chemistry or biology 
in that manner. It is as unreasonable 
to have such subjects as English history 
or French history as to have English 
chemistry or French biology or German 
mineralogy. The teaching of world 
history distinct from national history is 
more interesting, easier to teach, and 
more readily understood. 

My own experience in this matter 
probably parallels memories of many in 
this audience. The history I was taught 
at school began with the Britons in 
Britain. I was never told how they got 
there or hardly anything about them 
except that they stained themselves with 
woad. That woad was featured exten- 
sively. ‘The early Britons were True 
Blue Britons. They made Stonehenge 
and carried on a sort of religion under 
the auspices of a sort of Father Christ- 
mases called Druids. Afterwards I 
learned that all that was nonsense, that 
I had learned nothing about Avebury, 
or of the people who made the wonder- 
ful lake village, discovered at Glaston- 
bury, or, indeed, anything worth know- 
ing of the long past of our race, al- 
though even in England there were 
abundant vestiges of the romantic be- 
ginnings of the human story. Inci- 
dentally I learned that the Phoenicians 
called these islands the tin islands, but 
who the Phoenicians were was of no 
consequence. 

Into the spectacle of blue Britons 
with tin linings came Julius Cesar, of 
whom I thought I had heard in my 
Scripture lessons, but totally unaware, 
however, that it was not the same 
Cesar. This Casar came from a place 
called Rome, which I had also heard 
about in church. Czsar came and went, 
and, according to his own words, con- 
quered—and with his going he left Eng- 
lish history blank for nearly a century. 
Then the Romans came back in force, 
made straight roads everywhere, and the 





*Report of an address made at the London 
School of Economics, April 10, 1923, as a 
part of a debate between Mr. Wells and Mr. 


E. B. Osborn, with Mr. H. A. L. Fisher 
presiding. 


woad-soaked Britons were bleached. 
There was a great coming and going of 
Romans—agitated emperors appeared, 
built walls, and hurried off—one never 
knew why. And at last a noise of bar- 
barians was heard without, and exeunt 
the Romans. 

Then from the unknown outer dark- 
ness came Saxons, Angles, Jutes, Picts, 
and Scots, making a tremendous din. 
In that din the Romans reappeared, 
marvellously changed; Rome was now 
the seat of a personage called the Pope, 
who was a spouting fountain of mission- 
aries and clergy, and the English were 
Christianized. Afterwards came an 
interlude of vague invasions and mean- 
ingless wars and a smell of burning 
cakes. 

The Danes vanished in the twinkling 
of an eye, and the Normans took their 
place—William the Conqueror, 1066. 
As soon as the Normans had settled 
down to their cruelties and tyranny 
something called the Crusades oc- 
curred ; like anything else that mattered, 
it began “off stage.” I was given an 
impression that a person called Saladin 
had taken the Holy Sepulchre from the 
Christians, whereas it had been in the 
hands of the Mahommedans before the 
days of King Alfred. Little did I 
realize that the warriors of the cross 
never attained their ambition. Presently 
English history forgot the Crusades; 
they faded out. 

Then began the French wars, and I 
was taught minute details about the 
claims of the English kings to the crown 
of France. I formed a picture of the 
Middle Ages, of knights in armour, 
ladies in fantastic dresses presiding over 
tourneys, troubadours, monks, nuns, 
shrines, nice little famines, picturesque 
pestilences—Merrie England. I never 
even heard of the Mongol and Turkish 
conquests in the thirteenth, fourteenth, 
and fifteenth centuries; never a word 
about these most crucial events in hu- 
man affairs until somebody rushed into 
English history with the alarming in- 
formation that the Turks had captured 
Constantinople. Then suddenly came 
the Renaissance and Reformation with- 
out notice or understanding. It was 
just as if somebody had flung a large 
rich egg across the picture of Merrie 
England, and there was nothing to be 
done but smear it off and begin a new 
picture. And so English history went 
on, always secondary, always controlled 
by things outside England. It was the 
story of a single room in the busy man- 
sion of mankind, and until the ocean- 


THE JOURNAL OF THE NATIONAL EvucaTion AssociATION 267 


going ship arrived our England was not 
even a very important room. 

It is impossible to understand history 
unless it is put on a wider basis than 
this. How much wider? European? 
That is not enough. Even the old 
world history is not enough. The only 
way to understand the history of any 
particular country now is to place it in 
its proper position as a part of the gen- 
eral history of mankind. It might be 
objected that to teach even English his- 
tory properly takes time, and that it 
would take much more time to teach 
the history of the world. But that is 
not true. The whole is greater than 
the part, but it is often simpler and more 
readily understood. It is easier to teach 
a boy how a clock works with a whole 
clock than with detached bits. It is 
easier to teach children to read with a 
full alphabet instead of half a dozen 
letters. A house is easier to understand 
than a room. 

History should be taught by begin- 
ning with the dawn of life on this globe 
and going on with the development of 
the human race, the growth of civiliza- 
tions, the results of such crucial things 
as the use of iron weapons, the coming 
of the horse into the old civilizations, 
the change from picture writing to real 
writing, the effect on mankind of coined 
money, and so on. It is a far simpler 
and more inspiring story than the fid- 
dling fag ends of national history. 

The matter has become an urgent 
political necessity, because the nations 
of Europe today are suffocating and 
festering in pits of stale, unventilated 
history. International relationship has 
been revolutionized in the last hundred 
years by the increased facilities of trans- 
port ‘and communication, the enormous 
increase of productive power, and the 
vast addition to the destructive side of 
war, without any increase in its de- 
cisiveness. Our world is_ becoming, 
through invention and in spite of every 
obstacle, one economic and financial sys- 
tem, and some sort of mutual control 
and concession is an urgent need. What 
is nationality? It is not a common lan- 
guage, or common religion, or common 
economic need, or even a common com- 
plexion, but a common historical idea 
that holds nationalities together. Na- 
tions are determined by history, and 
most of them by uncommonly bad his- 
tory, and the only possibility for a wider 
and saner arrangement of human affairs 
lies in a wider and saner vision ef one 
nation and people in relation to the 
whole adventure of mankind. 


i 
t 
t 


Nie BALMS. 6 rpemumnes: cement Pr Rest et * 


of 


SP Rei 





Tue JouRNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





September, 1923 





The National Council of 
Teachers of English 


J. W. SEARsoNn 


Professor of English, University of Nebraska, Lincoln, Nebraska, and President 
of the National Council of Teachers of English 


ORN in a spirit of violent but con- 

structive protest, the National 
Council of Teachers of English has 
risen rapidly to a position of prominence 
and usefulness among the technical or- 
ganizations of education in America. 
Its membership has numbered approxi- 
mately a thousand teachers of English 
in high schools and college professors of 
English, with affiliated local associations 
extending from New England to Cali- 
fornia. 

The origin of the Council—A strained 
controversy over college entrance re- 
quirements and the relation of high 
schools to universities prompted the be- 
ginning of a closer organization of Eng- 
lish teachers of America. The English 
Round Table of the Department of Sec- 
ondary Education of the National Edu- 
cation Association at Boston, July, 1910, 
appointed a committee on college en- 
trance requirements in English to enter 
protest against the requirements set up 
by the college entrance examination 
board. The chairman of the English 
Round Table, Edwin L. Miller, of 
Detroit, appointed as chairman of the 
new committee, Dr. James Fleming 
Hosic, then professor of English in the 
Chicago Normal School. Doctor Hosic 
and his committee undertook not merely 
to formulate a protest but to make “a 
constructive study of the problems of 
high-school English.” In this work his 
committee was supported fully by Ella 
Flagg Young, then President of the Na- 
tional Education Association. The com- 
mittee organized, began its work, and 
made a preliminary report to the Eng- 
lish Round Table of the National Edu- 
cation Association at San Francisco in 
July, 1911. At that meeting the English 
Round Table of the National Educa- 
tion Association requested the committee 
on college entrance requirements in 
English to organize a Council of Teach- 
ers of English which, though separate, 
would naturally work in sympathetic co- 
operation with the National Education 
Association. 


* The next annual meeting of the National 
Council of Teachers of English will be held 
in Detroit, Michigan, November 29, 30, and 
December 1, 1923. 


The first definite organization—Then 
it was that Doctor Hosic, chairman of 
the committee, instituted a vigorous pro- 
gram to organize the National Council. 
The first meeting was called in Chicago, 
December 1 and 2, 1911. Through the 
extraordinary diligence, activity, and 
tact of Doctor Hosic, then head of the 
Department of English in the Chicago 
Normal College, fifty persons outside 
of Chicago were assembled at the first 
meeting. Among the first members 
were such leaders as Dr. Fred Newton 
Scott, of the University of Michigan; 
Dr. John M. Clapp, of Lake Forest 
University; Mrs. Henry Haulst, of 
Grand Rapids, Michigan; Emma Breck, 
of Oakland, California; E. H. K. Mc- 
Comb, of Indianapolis; Dr. Allan Ab- 
bot, Teachers College, Columbia Uni- 
versity; Jr. Edwin M. Hopkins, of 
Kansas University; and Charles Swain 
Thomas, then of Newtonville, Massa- 
chusetts. At this meeting a constitu- 
tion was adopted, officers were elected, 
and the general policies of the Council 
were outlined. 

Credit for the excellent organization 
of the Council, for the immediate estab- 
lishment of The English Journal, and 
for directing the general affairs of the 
Council through the first years of its 
existence must be given to Doctor Hosic, 
whose broad vision, intense devotion, 
indefatigable work, and active service 
as secretary stirred the English teachers 
of the country to a finer realization of 
the opportunities for the right teaching 
of English in the high schools and col- 
leges of the country. 

Touching the whole country—lIt has 
been the general policy of the Council 
to hold two out of three of its annual 
meetings in Chicago. Annual meetings 
outside of Chicago have been held in 
New York City, Boston, and Chatta- 
nooga. In addition to the annual meet- 
ings held regularly during the Thanks- 
giving recess, the Council has presented 
excellent programs in connection with 
the Department of Superintendence in 
winter and the National Education As- 
sociation in summer in Philadelphia, 
Richmond, Kansas City, Cincinnati, 
Saint Paul, Detroit, Chicago, Cleve- 





land, Salt Lake City, Portland, and 
Oakland. In this way the National 
Council has come into almost direct 
contact with the teachers of English 
throughout the country. 

Government and_ leadership — The 
government of the Council is vested in 
the usual officers, an executive commit- 
tee, and a board of directors, largely 
representing the local associations. The 
board of directors is vested with the 
responsibility of electing the officers, de- 
termining the policies, and conducting 
the business of the Council. Following 
is a list of the presidents of the Council 
since its foundation: F. N. Scott, Uni- 
versity of Michigan, 1912-13; Franklin 
T. Baker, Teachers College, Columbia 
University, 1914; E. H. K. McComb, 
Manual Training High School, Indian- 
apolis, 1915; Edwin M. Hopkins, Uni- 
versity of Kansas, 1916; Allan Abbot, 
Teachers College, Columbia Univer- 
sity, 1917; Edwin L. Miller, Northern 
High School, Detroit, 1918; Joseph M. 
Thomas, University of Minnesota, 
1919; James F. Hosic, Teachers Col- 
lege, Columbia University, 1920; Harry 
G. Paul, University of Illinois, 1921; 
Charles R. Gaston, Richmond Hill 
High School, New York City, 1922; 
J. W. Searson, University of Nebraska, 
Lincoln, Nebraska, 1923. 

Notable committee reports—‘‘No as- 
pect of the National work of the Coun- 
cil has been more notable than the work 
of its committees,’ declared Doctor 
Hosic in his president’s address at the 
meeting in 1920. ‘More than a score 
of these,” he said, “have been from time 
to time appointed and the reports of 
several of them have been far-reaching 
in their influence. Such, for example, 
are the reports on Labor and Cost of 
English Teaching, on Equipment for 
English Teaching, on Articulation of 
the Course in English in the Elementary 
Schools with the Course in English in 
the High Schools, on Home Reading, 
Grammatical Nomenclature, American 
Speech, Economy of Time in English 
Teaching, and the Reorganization of 
English in Secondary Schools.” 

In addition to The English Journal, 
the Council has published many impor- 
tant bulletins and reports, among them 
a List of Plays for Schools and Colleges, 
the Home Reading List, three Reports 
of the Committee on Essentials, the 
Labor and Cost of English Teaching, 
and the Guide to American Speech 
Week. The bulletin on the Reorgani- 
zation of English in the Secondary 
School, though published by the U. §, 



















ae Gh Qene tem 


rer *-s - .* 


i on ee ee ee 


P 


Vol. 12, No.7 
i 
Bureau of Education, is the report of a 
joint committee of the National Edu- 
cation Association and the National 
Council. 

The Council's working program— 
The best general working program of 
the Council and the one which most 
nearly expresses the ideals toward which 
the Council has continually worked is 
that definitely stated by James F. Hosic, 
as follows: ‘First, the Council should 
play its part in popular movements for 
the improvement of education. It 
should interest parents in the better- 
ment of the conditions which surround 
cur work. It should urge its members 
to join with the National Education 
Association and other bodies in the 
movement for better salaries and the 
dignifying of the career of the teacher. 
In the second place, it should continue its 
work of defining the aims and essentials 
of English in the different stages of the 
educational scheme. In the junior high 
school provision must be made for indi- 
vidual differences. In the senior high 
school and in the junior college that 
background of culture and competence 
in the use of the vernacular which has 
been described should be insured. It is 
especially important that the smaller 
high school, obliged to work with more 
limited facilities and with less super- 
vision, should be particularly borne in 
mind. The Council should, moreover, 
lend a sympathetic hand to the develop- 
ment of the program for the younger 
children wherever this is possible, and 
it should join with the more progressive 
who wish to see a better definition of 
the types of scholarly investigation 
which are worthwhile in the field of 
English study and in the field of educa- 
tion. It should itself increasingly en- 
gage in such investigation, supplanting 
mere opinion with facts painstakingly 
ascertained. It should aid in establish- 
ing a distinction between courses that 
are for the ordinary citizen, for those 
who are going to make teaching a pro- 
fession, and for those who hope to spend 
their lives in scholarly research. Finally, 
it should spare no effort looking to the 
improvement of English teaching as a 
profession.” 

Officers of the National Council of 
Teachers of English—President, J. W. 
Searson, Lincoln, Nebraska; first vice- 
president, O. B. Sperlin, Rolling Bay, 
Washington; second vice-president, 
Alonzo C. Hall, Greensboro, North 
Carolina; secretary-treasurer, Wilbur 
W. Hatfield, Chicago, Illinois; auditer, 
C. C. Certain, Detroit, Michigan. 


THE JOURNAL OF THE NATIONAL EpucaTion AssocIATION 


269 








An Interplanetary lest 


ANY a teacher has been loath to 

leave the teaching profession and 
enter other fields because leaving will 
entail the giving up of certain privileges. 
One of the strongest of these is the 
spirit of camaraderie which prevails in 
some communities to an almost unlim- 
ited degree. At a teachers’ jinks in 
Berkeley, California, the following: skit, 
written by Miss Laura Belle Everett, 
was given before an attentive audience. 
The Martian, Professor Skysky, mega- 
phoned her directions in a strong, clear 
voice from the gallery. 


NSPECTOR: It is no longer possi- 

ble in this day and age to live to our- 
selves alone. We must measure up to 
the standards of others. Now that 
communication with Mars has_ been 
completely established, we are consider- 
ing some exchange professorships with 
that planet, and they have asked to try 
certain intelligence tests on our people. 
These tests, which are much like our 
own, will be megowaved to us by Pro- 
fessor Skysky, the famous Martian. 

(To Professor Skysky:) Please give 
the test for a college professor. Are 
you en rapport? 

Professor Skysky (through mega- 
phone): I am. Follow my directions: 
(1) Draw a diagram of a perihedral 
figure indicating the fourth dimension. 
(2) Demonstrate the whyness of the 
how, complicated by the H. C. L.  In- 
dicate its relation to the isness of the 
thus. (3) Evaluate the tintinnabula- 
tion of incrudescent thought waves. 

Inspector (taking paper from profes- 
sor). (To audience:) This is a very 
remarkable paper. ‘The applicant shows 
an intelligence quotient of 233, which 
is unusual. (To applicant—shaking 
hands with him:) You have passed the 
test with honor and will be immediately 
appointed to a college position with a 
yearly salary of six hundred dollars. 
Let me congratulate you. (To clerk:) 
Call the applicant for president of a 
woman’s club. (To Professor Skysky:) 
Give the next test, please. 

Professor Skysky: This is the test 
for applicants for the presidency of 
women’s clubs. Are you readv? Go. 
(1) With what emotion would put a 
motion that you know would produce a 
commotion? (2) What would you do 
when the dogmatic woman with the 
Pomeranian poodle accuses the auto- 
matic woman with a limousine of run- 


ning the club? (3) If a motion has no 
seconds how can the secretary keep the 
minutes ? 

Inspector (taking paper). (To ag- 
dience:) This applicant shows an I. Q. 
of 138, but her mental age is only forty- 
three, while a successful president of a 
woman’s club should have a mental age 
of at least sixty. We shall have to put 
her in a class for special instruction. 
(To clerk:) Please call the applicant 
for the weather bureau position. (TJ'o 
Professor Skysky:) The next test, 
please. 

Professor Skysky: This is a test for 
weather bureau clerk: '(1) To what ex- 
tent has the weather bureau a moral re- 
sponsibility for the theft of umbrellas? 
(2) Show that the ownership of a gar- 
den tends toward optimism and the 
Gcwnership of a spring hat toward pessi- 
mism in case of spring showers. 

Inspector (To audience): This ap- 
plicant’s papers show an I. Q. of 88; 
his mental age is only ten. However, 
as that is an age at which the imagina- 
tion is highly developed, I find him well 
qualified for the position and he will 
immediately be appointed at a salary of 
$4000 a year. Please call the applicant 
for scoutmaster. 

Professor Skysky: The next test is 
for scoutmaster. (1) If your twelve- 
year-old boys smoke like Old Nic-otine, 
would you drop them out or blow them 
up? (2) Do you take your boys on 
fewer long walks because of the hike 
cost of living? (3) If twenty boys have 
two hundred pressing personal problems 
and two thousand whims and vagaries, 
how many calories of ingenuity must a 
scoutmaster have? Please call the ap- 
plicant for traffic cop. 

Inspector: Next test, please. 
papers will be passed upon later. 

Professor Skysky: Traffic cop. (1) 
What would you do if you saw an air- 
plane and a perambulator approaching 
from opposite directions? (2) (Ought) 
Autocar Ford the Hudson or Dodge the 
Overland or Chase the Moon? (3) 
Draw a diagram showing the directions 
you would give for crossing the street 
during the rush hours to a woman with 
a bird cage and a balky bulldog on a 
chain. 

Inspector: Please call the applicant 
applying for entrance to college. 

Professor Skysky: (1) Give seventeen 
c{ your most ingenious excuses for un- 
, epared work. (2) Compare the rela- 


These 








270 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


September, 1923 











Salaries of State Superintendents and 
Commissioners of Education 


States 








United States 
(average)...-.. 





Alabama. ... «+s. 
Arizona.........- 
Arkansas......--- 
California... ...4 
Colorado.......- 4 





Connecticut...... 
Delaware......-- 
Pee 
Georgia... «i. .«s- 
ah a RE 9 | 


| 


ON Ser 
Indiana........-4 
wo 4.0.0: % 4 Gitte 
Kansas........-4 
Kentucky.......- 
Louisiana....... 

aka «0-0-6 ,6 
Maryland........ 
Massachusetts... . 
Michigan........| 





Minnesota... . 

Mississippi... .- - 
Missouri......... } 
Montana........ } 
Nebraska......-.| 


DIOMOGS «os inv.ebia 
New Hampshire. | 
New Jersey.... 
New Mexico....| 
New York.. 


North Carolita.. 


Pennsylvania.... | 

Rhode Island.... 
South Carolina. .| 
South Dakota... | 
Tennessee........ 


0 
Vermont........ 
Virginia........ | 
Washington...... 


West Virginia... 
Wisconsin........ 
Wyoming....... | 





Actual salaries 





Salaries which in 


1922 equal in 














of State purchasing 
superintendents power those 
in 1909 paid in 1909 
2 | 3 
$2,970 $5,201 
3,000 5»253 
2,000 3,502 
2,500 4,378 
3,000 5,253 
3,000 5253 
3,500 6,129 
No office ae 
2,500 4,378 
2,000 3,502 
2,400 | 4,202 
7,500 13,133 
3,000 5.253 
2,200 3,852 
2,500 4,378 
2,500 4,378 
2,000 3,502 
2,500 4,378 
3,000 5»253 
4,500 7,880 
2,000 3,502 
| 
3,000 5,253 
2,500 4,378 
3,000 5,253 
3,000 55253 
2,000 | 3,502 
| 
2,000 3,502 
2,500 4,378 
5,000 8,755 
2,400 4,202 
7,500 13,133 
3,000 5»253 
2,000 3,502 
2,000 3,502 
2,500 4,378 
3,000 5,253 
5,000 8,755 
4,000 7,004 
1,900 35327 
1,800 3,152 
2,500 4,378 
2,500 4,378 
2,400 4,202 
2,000 3,502 
3,500 6,129 
3,000 55253 
| 
3,000 55253 
5,000 | 8,755 
2,000 3,502 


| 


Loss or gain 
in purchasing 

















Actual salaries 
power of State 
of State superintendents’ 
superintendents | SUP ; 
in 1922 salaries. 
1909 to 1922 
4 5 

$4,871 $330 loss 
5,000 253 loss 
3,300 202 loss 
3,600 778 loss 
5,000 253 loss 
3,000 2,253 loss 
9,000 2,871 gain 
ee oe eee 
4,500 122 gain 
4,500 998 gain 
2,400 1,802 loss 
7,500 5,633 loss 
5,000 253 loss 
4,000 148 gain 
3,000 1,378 loss 
4,000 378 loss 
5,000 1,498 gain 
5,000 622 gain 
8,000 2,747 gain 
9,000 1,120 gain 
5,000 1,498 gain 
5,000 253 loss 
4,500 122 gain 
3,000 2,253 loss 
3,600 1,653 loss 
5,000 1,498 gain 
3,600 98 gain 
4,500 122 gain 
10,000 1,245 gain 
3,000 1,202 loss 
10,000 3,133 loss 
4,000 1,253 loss 
3,000 502 loss 
6,500 2,998 gain 
2,500 1,878 loss 
4,000 1,253 loss 
12,000 3,245 gain 
6,000 1,004 loss 
2,500 827 loss 
1,800 1,352 loss 
5,000 622 gain 
4,000 378 loss 
4,000 202 loss 
6,000 2,498 gain 
3,500 2,629 loss 
3,000 2,253 loss 
* 5,000 253 loss 
5,000 3.755 loss 
3,000 502 loss 


The table shows in column 2, the salary of each of the State superintendents in 


1909. 


Column 3 gives the salary which in 1922 had the same purchasing power 


as that paid in 1909, according to the cost of living statements issued by the United 


States Department of Labor. 


Column 5 indicates the amount of loss or gain in purchasing power. 
Between 1909 and 1922 the public schools of 29 out of the 48 States lost in their 
ability to command capable leadership in so far as the quality of leadership is 
determined by the salary paid State superintendents. 
Between 1909 and 1920 the Nation’s income measured in dollars increased 120 


per cent. 


Column 4 gives the actual salary paid in 1922 and 


Between 1909 and 1922 the salaries of State superintendents increased, 


on the average, 64 per cent and should have increased 75 per cent in order to have 
maintained their purchasing power. 


The figures on which this table is based were made available by W. G. Reeder, professor of 


education, Ohio State University, Columbus, Ohio. 


of the Salary Commitiee of the National Education Association, July, 1923. 





tive convexity between ear-muffs and tendency toward extremes. (3) Ana- 


brain lobes and multiply by the racial lyze and give proportional value of 


It is here reprinted’ from the Report 




















bluff, work, and luck. (4) Does auto. 
suggestion explain the marked disagree. 
ment between your mental age and your 
school performance? 


Inspector: Please call the applicant 
for barber. 

Professor Skysky: Are you ready? 
Here is the test for barber: (1) What 
proportion of your time do you spend 
spinning yarn, combing wool, or weay- 
ing tales? (2) Do you charge more. for 
hair-cutting than for shaving because a 
man’s hair is twenty years older than 
his beard? (3) Do you still raise the 
charge when you razor the chargee? 
(4) Answer this question by yes or no. 
Have you left off snipping your patrons’ 
ears? 


Inspector: Please call the applicant 
for teacher. 


Professor Skysky: Here is the test for 
teacher: (1) Make out a list of your 
expenses for the year. Place all moving 
expenses under the head of drayage, and 
all traveling expenses, whether for taxi, 
street car, or cab, under the head of 
cabbage. No matter what your garb— 
cords, overalls, or old clothes—put all 
clothing expenses under the head of 
garbage. Enter all unpaid bills under 
dunnage. If married, put your family 
expenses under marriage. Put all doc- 
tors’ bills under pillage. What is left 
of your salary mark as salvage. (2) 
When a class of forty-nine children is 
interrupted seven times in a forty-min- 
ute recitation, what is the correlation 
coefficient of distraction? (3) If you 
forget to punch out with the time-clock, 
will you be paid double time for over- 


time? If not, why not? 


Chinese boy: 
Mr. Inspector, tell me why 
The teachers talk it on the sly. 
They think that I no hear, they do, 
And then they say I queue, I queue. 
Now, me no queue. You tell me 
why 
They say I queue and say it sly. 
Inspector: O never mind, they don't 
mean you. 
It’s common talk to say |. Q. 
But you will need no test by book, 
Because they all want you for cook. 
(Exit Chinese, dragged by eager em- 
ployers. ) 
Now, Martian, let us pause to rest 
From interplanetary test. 


23 © A of co eR 


oa wo FX B® we 


- 


Tr a. 0 3 


S&S th = a h hUMflUe Set OO, 


| ae 


> 


bs) 


Federal Leadership in Agriculture 


Secretary of Agriculture, Washington, D. C. 


of the Revolution our forefathers 

had practically a virgin country, rich 
in the mold of ages, and unlimited room 
for expansion, not a few of them realized 
that something should be done for the 
betterment of agriculture. President 
Washington, far-sighted and well ac- 
quainted through experience with the 
problems of growing crops and livestock, 
in 1793 urged upon Congress the desir- 
ability of establishing a new arm of the 
Government to promote better farming 
and the improvement of animals. The 
suggestion was favorably received by 
many public men, but Congress did not 
reach the point of establishing the De- 
partment until 1862. Nevertheless, un- 
organized work for this fundamental in- 
dustry was done almost from the be- 
ginning. 

Without special authority of law, an 
Agricultural Division was established in 
1836 in the Patent Office. The first ap- 
propriation, $1000 for “collecting and 
distributing seeds, prosecuting agri- 
cultural investigations, and procuring 
agricultural statistics,’ was made three 
years later. ‘The law setting up an in- 
dependent department was passed May 
15, 1862, the United States Agricultural 
Society, organized in 1852, being an 
active factor in securing its passage. In 
the same year, on June 19, Congress 
passed the Morrill law which provided 
for the establishment of the land-grant 
agricultural colleges. 

In the beginning the head of the new 
Department was called the Commis- 
sioner of Agriculture, and the first man 
to fill the place was Isaac Newton, a 
native of New Jersey and later a lead- 
ing farmer of Pennsylvania. During 
his period of office, 1862 to 1867, the 
first research work was started by the 
appointment of a chemist and an 
entomologist, and an office was estab- 
lished which later became the Weather 
Bureau. 


|: spite of the fact that at the close 





* This is the first of a series of articles out- 
lining the growth and describing the activ- 
ities of the various executive Departments. 
These articles are being prepared especially 
for THe Journat and will contain a great 
wealth of information on what our Govern- 


ment is doing and how our taxes are being 
spent. 


Henry C. WALLACE 


The next Commissioner, General 
Horace Capron, who held office until 
1871, established the system of exchang- 
ing seeds and plants with many foreign 
countries, and a Division of Botany was 
formed. It was during these years that 





ENRY C. WALLACE, Secretary 


of Agriculture since March 4, 
1921. Mr. Wallace, himself a farmer 
and stock grower, was editor of Wal- 
lace’s Farmer for more than twenty 
years and served as professor of dairying 


in the Iowa State College 1893-95. 


the present Administration Building of 
the Department was built. 

There were four more Commissioners 
up to 1889—Frederick Watts, William 
G. LeDuc, George B. Loring, and Nor- 
man J. Coleman—and during each term 
the scope of the work for agriculture 
was broadened and Congress, recogniz- 
ing the need of the country for greater 
knowledge of its basic industry, rapidly 
increased the appropriations. Provision 
was made for the investigation of for- 
estry, diseases among hogs and othér 
domestic animals, important economic 
insects, tea culture, the making of sugar 
from sorghum and beets, irrigation, 
vegetable and animal fibers, silk culture, 
foreign demand for American farm prod- 
ucts. During the latter part of Com- 


[271] 


missioner Coleman’s term of office, 
largely through the efforts of the Na- 
tional Grange, the Department of Ag- 
riculture was made one of the executive 
departments of the Government, and 
Mr. Coleman held the office of Secre- 
tary for one month. 

The first Secretary of Agriculture to 
serve a full term was Jeremiah M. Rusk, 
appointed from Wisconsin, who held 
office from 1889 to 1893. He first rec- 
ommended the publication of Farmers’ 
Bulletins which have become so popular. 
The succeeding four Secretaries were 
J. Sterling Morton, James Wilson, who 
held the office continuously for sixteen 
years, David F. Houston, and Edwin T. 
Meredith. Limitations of space pro- 
hibit the enumeration of the good work 
these men did for the Department and 
for American agriculture. 

Starting with a mere handful of em- 
ployes, the Department. of Agriculture 
has grown until at the present time it 
employs about 20,000 full and part-time 
workers scattered over the entire coun- 
try, and now receives for its regular ac- 
tivities appropriations amounting to 
more than thirty millions a year. The 
3000 scientists in this one organization 
constitute the greatest scientific body in 
the world. In addition to the research 
work carried on as a basis, the Depart- 
ment has various extension activities, 
and does regulatory work provided for 
in a large number of laws framed for 
the benefit of agriculture and for the 
protection of the people as a whole. 

It is a common impression that the 
Department of Agriculture is the 
farmers’ branch of the Government, but 
an analysis of the various activities shows 
that practically one half of the work is 
done for the benefit of the general pub- 
lic, and some of it may be said to have 
only a distant relationship with agri- 
culture. We might say that indirectly 
all of the work carried on by these 
20,000 persons is for the benefit of -the 
people as a whole. A great many of 
the discoveries and advances have been 
a benefit to the entire world. It has 
been said at different times that the 
money appropriated for the use of the 
Department is a subsidy to the farmer, 
but even the most cursory study of the 








THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


September, 1923 








J NSECTICIDES and fun 


to trees, gardens, field crops, dogs, and poultry. 





gicides are tested by the Department by applying them 





- eae 


This is an orchard on a Depart- 


ment of Agriculture farm near Washington. 


accomplishments and the present activ- 
ities will show that this is untrue. Such 
obvious farm benefits as the improve- 
ment of crop and livestock production 
are most certainly also an advantage to 
consumers as well as producers. 

The most direct benefit to the gen- 
eral public comes through the adminis- 
tration of certain laws and through 
various service activities. “Through the 
operation of the Federal Meat Inspec- 
tion Law, all the meat going into inter- 
state commerce is inspected and the con- 
sumer is thereby protected to a great 
extent from unwholesome meats and 
meat products. The Food and Drugs 
Act is one of the most widely known 
laws ever passed by Congress, and 
through it the many thousands of of- 
fenders have been stopped from defraud- 
ing and injuring the public. The 
Grain and Cotton Standards Acts have 
facilitated business in these commodities 
and have been a benefit to everyone. 
‘The Department also has the adminis- 
tration of the Packers and Stockyards 
Act, under which the Government 
supervises the meat packers, stockyards, 
and related agencies. It exercises super- 
vision of future trading on the various 
grain exchanges through the Grain 
Futures Act. The service supplied by 
‘the Weather Bureau, which is a part of 
ithe Department, touches all of us so 
intimately and has become such a part of 
-our daily life that we do not stop to 
think of the thousands of men on land 


and sea who make observations and send 
in reports which are the basis for 
weather and flood predictions. The For- 
est Service looks after our 150,000,000 
acres of National Forests and is doing 
work designed to conserve this im- 
portant National resource and to re- 
forest denuded areas. The Bureau of 
Public Roads administers the. Federal- 
aid road funds in the building of roads 
which is done in codperation with the 
States and conducts investigations on 





materials and methods of highway con. 
struction. The Bureau of Chemistry 
studies problems of almost infinite vari. 
ety, from the effect of different kinds 
of polishes on shoe leather to the mak- 
ing of sirup and the prevention of dust 
explosions in factories and threshing 
machines. 

Through the control of insects and 
diseases and the development of bette; 
methods of storage and improved con. 
ditions in transit the Department has 
reduced food losses to a very great ex- 
tent. As an example, shippers of 
watermelons once suffered great losses 
through a disease known as stem-end rot 
which appeared while the melons were 
in transit or on the market. The De. 
partment developed a simple chemical 
treatment for the cut stem which prac- 
tically has eliminated these losses. 

Most of the benefits already men- 
tioned are of the sort easily recognized 
as of wide benefit. But the Depart. 
ment works on all sorts of problems 
related to agriculture even though the 
field covered often may be small. The 
primary work, of course, is in the field 
of research, which is the basis of the 
extension and much of the regulatory 
work. The various discoveries have 
added hundreds of millions of dollars 
to the wealth of the country simply 
through the introduction of new crops 
or the improvement of old ones; and 
other hundreds of millions through 
methods of combating plant and animal 
pests and diseases, better feeding meth- 





Pre USANDS of boys through pig-club work, and other Department projects, 
have developed an interest in live stock and have learned many of the fine 
points about stock raising and judging. 


m 


al 


we el Ul ll oe ek | let ee ee «Pl thee ia die en ae 


Vol. 12, No. 7 


THE JOURNAL OF THE NATIONAL EpucaTIon ASssocIATION 





ods, and the encouragement of better 
breeding. 

Many of the advances made are full 
of romance ; and some of them have been 
the beginning of the solution of seem- 
ingly unrelated problems that for ages 
had bafled humanity. ‘Take the case 
of the cattle tick which is now gradually 
being driven from the South. Through 
investigations by Department veterina- 
rians it was found that the widely 
prevalent disease, Texas fever, was car- 
ried from animal to animal by means 
of a certain kind of tick. As a result 
methods were developed which have 
been and are being used successfully in 
wiping out this scourge of the cattle 
industry in the Southern States. But 
of still more importance was the discov- 
ery that disease can be carried from one 
animal to another by an insect. Pro- 
vided with this fundamental fact 
scientists went to work and soon dis- 
covered that the dreaded yellow fever 
was carried in the same way by a certain 
species of mosquito. This disease is now 
seldom heard of and is no longer found 
within our borders nor in many other 
countries where it once destroyed lives. 
Many other diseases have been found 
to be transmitted by insects. 

When pork production reached large 
proportions in this country hog cholera 
soon began to cause enormous losses 
and had it not been for the development 
of a preventive serum treatment by De- 
partment scientists the raising of hogs 
might have become unprofitable. Now 


(VEY DIGNITY has been given to household tasks by many varieties of clubs 


conducted under the direction of the Department of Agriculture. 





bh 
] 





re 
f ASE96 A 





O PART of the public domain is more valuable than the vast expanses of 


National forests. 


this plague is pretty well under control. 
Only recently, while studying methods 
for ridding domestic animals of internal 
parasites, one of our men discovered a 
treatment very effective for hookworm 
in sheep and dogs. There was some 
reason to believe that the chemical, car- 
bon tetrachloride, would be effective in 
ridding humans of a similar parasite, 
and tests made in many parts of the 
world have given most promising results. 
The fight against tuberculosis of cattle 





T hese 


girls belong to one of the numerous sewing clubs. 


Forest rangers are always on the job. 
lovely trails in their efforts to preserve the forests for future generations. 


They follow many 


is being carried on with new plans and 
renewed vigor. Many areas are now en- 
tirely free of the disease, and there is 
reason to believe that we are on the way 
to being rid of this costly plague. On 
the other hand breeds of animals are be- 
ing improved, new breeds have been 
developed to fill present-day needs, and 
various other phases of animal produc- 
tion are being studied. 

While scientists has 
been working on animals others have 
been doing similar work on the plant 
crops, bringing in new ones, improving 
the old, devising methods for controlling 
diseases and pests, improved cultural 
practices, and new things in harvesting, 
storage, and transportation. Many of 
the crops introduced from foreign coun- 
tries have become of great importance 
commercially, the annual income from 
these naturalized aliens being estimated 
at nearly $100,000,000. Some of the 
plants now contributing to this total are 
durum wheat, Sudan grass, Pima cotton, 
dates, Peruvian alfalfa, avocados, and 
scores of fruits and nuts and field crops 
of lesser importance. Great progress 
has been made in controlling the enemies 
of orchards, fields, and gardens—new 
and more effective poisons and better 
ways of applying them, such as dusting 
fields and groves from airplanes. 

But, perhaps, the most important of 
all the many discoveries are those of new 
principles which have a wide application. 
One of these is the discovery that the 


one group of 








274 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


September, 1923 





yield and quality of fruit can be greatly 
improved by bud selection as a result of 
which trees, at least orange, lemon, and 
grapefruit, may be improved by grafting 
on buds from trees which have proved 
themselves superior to the general run. 

Another fundamental discovery an- 
nounced by the Department a short time 
ago is that flowering and seed production 
is greatly influenced by the length of the 
day and that it is not the approach of 
cold weather nor the age of the plant 
which determines when it shall bloom 
or form fruit, but the gradual shorten- 
ing of the day. This discovery is of 
great scientific and practical value and 
has stimulated a new line of experimen- 
tation in many parts of the world. It 
has made possible the crossing of plants 
which formerly could not be crossed 
because they could not be made to bloom 
at the same time. 

These are but a few examples show- 
ing the nature of a great deal of the 
research work of the Department. 
Chemists, bacteriologists, economists, 
pathologists, animal husbandmen, mete- 
orologists, and a score of other investi- 
gators are continuously digging into 
problems the solution of which will be 
of great importance to our welfare. 
One may be studying the life history of 
a certain troublesome insect, while 
another is trying to make sirup keep 
better without turning to sugar, and still 
another is developing a new process for 
making phosphate fertilizer. As a re- 
sult of all this varied work life is being 
made easier and conditions which might 
make it much more difficult are avoided. 
It is hard to imagine that this country 
could get along without this type of 
work. 

In its regulatory work, which is based 
largely on research work, the Depart- 
ment seeks to improve practices in the 
various businesses affected and as a result 
many industries, mostly engaged in 
handling food products in some stage, 
have been maintained on a high plane. 
Sometimes the work of administering 
the laws amounts to little more than 
ironing out the difficulties between dif- 
ferent groups concerned. This is true 
in the establishment of standards for dif- 
ferent products, such as grain and cotton, 


and of many of the controversies which 
have been settled under the Packers and 
Stockyards Administration Act under 
which the Department exercises super- 
vision over the meat-packing industry, 


the various stockyards, and _ related 
agencies. 
The Department now administers 


several laws under which standards are 








L EATHER BUREAU reports are 

of invaluable service to farmers 
and others. These men are studying 
wind movements by means of free bal- 
loons, whose direction and velocities are 
measured accurately by the instrument. 





established—the Standard Container 
Act, which provides for containers of 
certain capacity for various food prod- 


ucts; and the Grain and Cotton Stand-* 


ards Acts, which facilitate business and 
remove causes for disputes. Perhaps 
the most widely known law administered 
by the Department is the Food and 
Drugs Act which has resulted in a vast 
improvement in the handling of foods 
and has forced the selling of both foods 
and drugs for what they really are. In 
the butcher shop the little purple stamp 
so often seen on meats is concrete evi- 
dence of the work of the Department in 
keeping watch over all meat which goes 
into interstate and foreign commerce. 
It carries to the buyer the assurance of 
wholesomeness. 





> 


The crops of this country are guarded 
against dangerous insects and diseases jp 
foreign countries which might be intro. 
duced. The Federal Horticultura] 
Board maintains the guard by authority 
of the Federal Quarantine Act. Since 
the formation of the board no serioys 
pest has entered our borders. The work 
of the Insecticide and Fungicide Board 
bears some relation to that of the Fed- 
eral Horticultural Board. Its work jg 
to prevent the sale of worthless or 
falsely branded insecticides and fungi- 
cides. We see here also some relation 
to the Food and Drugs Act. There js 
another quarantine law through the op- 
eration of which the country’s flocks and 
herds are protected against dangerous 
diseases which might come in on animals 
or in some other manner. 

These are the principal laws admin- 
istered by the Department of Agricul- 
ture, but there are other intefesting ones, 
For instance, there is what is commonly 
known as the “twenty-eight hour law,” 
a humanitarian bit of legislation de- 
signed to prevent cruelty to animals in 
transit in interstate commerce. Under 
this law common carriers are prohibited 
from confining animals in transit for 
more than twenty-eight hours without 
unloading them into properly equipped 
pens for rest, water, and feeding for at 
least five hours. 

Under a treaty with Great Britain, 
the United States is obligated, together 
with Canada, to protect birds migrating 
between the two countries. The law, 
which is extended to protect the greater 
part of the birds hunted in this country 
as game and most of the insectivorous 
and non-game birds, is administered by 
the Biological Survey, one of the De- 
partment’s bureaus. Other important 
laws administered by the Department 
are the Alaska Game Law, the Ware- 
house Act, the Act to Establish Bird 
Refuges, and the. Virus-Serum Toxin 
Act, which has to do with the manu- 
facture of serum and virus for the pro- 
tection of hogs from cholera. And there 
are still more. 

The extension work of the Depart- 
ment is even more firmly based on the 
research work than are the regulatory 
activities. When some new fact is dis- 











Vol. 12, No. 7 





covered there remains the job of getting 
it to the farmer or to other persons who 
may be interested and may be able to 
make use of it. There are many avenues 
through which the Department puts out 
its information—through newspapers, 
farm papers, bulletins of various kinds, 
some popular and some professional, mo- 
tion pictures, exhibits, and personal 
contact. i 

The extension work as carried on at 
present is broader than ever before. 
Farmers are kept in constant touch 
with market and production conditions 
through daily, weekly, and monthly re- 
ports. Reports are sent out by mail, 
telegraph, and radio. 

Since the passage of the Smith-Lever 
Act in 1914 more money has been avail- 
able for extension work and the States 
have been required to match the Federal 
funds in order to get their shares of the 
money provided by Congress. For the 
fiscal year 1923 Congress provided about 
$7,000,000 for this purpose and the 
States about $12,000,000. The work 
provided for under this law is done 
largely by 4500 workers, including 
county agricultural agents, home dem- 
onstration agents, specialists in different 
lines of work, and leaders in boys’ and 
girls. club work. ‘The importance of 
this club work can be realized when we 
consider that last year there were more 
than 500,000 boys and girls in some kind 
of club work in the United States. 
There are 2100 county agricultural 
agents in the 2650 agricultural counties, 
720 counties have home demonstration 
agents, and 150 have special agents for 
boys’ and girls’ club work. 

The number of publications issued by 
the Department is large as may well be 
imagined from the wide variety of work 








THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 275 








The Old Professor 


MARIE DRENNEN 


Buckhannon, West Virginia 


Another year!—the leafy avenues 

Of smoky, golden light; the mottled shade 
Of campus walk; the maple woods aflame; 
The blackbirds congregating in the elms— 
And I poking my stick among the leaves! 


The students come!—with romance in their eyes, 
Strolling in couples on the river road 
As did their sires and mothers years ago; 


And stern professors, grave and purposeful, 

Push up the hill; and in the lanes I meet 

Pert young instructors, striding proudly by, 
Unheedful of the pathway’s steep ascent— 

I fumbling in the pebbles, breathing hard! 


I lean my head to hear the sounds once more— 
The chapel bell, the swelling organ notes, 

The cadenced murmurings from lecture halls, 
The cheers reverberating from the field— 

I silent in the shadow of the tower! 


Too old, too old—they think I am too old 


To touch these tender minds. 
The honor name Emeritus. 


They gave to me 
But I— 


I wonder if in worlds of Time and Space 
Such words as age and youth can mean so much! 
I wonder—pcoking here among the leaves. 








done and the number of persons to be 
During 1922, both directly 
and through members of Congress, more 
than 35,000,000 copies of publications 
were sent out, a large part of this great 
total being Farmers’ Bulletins. In ad- 
dition, thousands of letters are answered 
every day giving information on farm- 
ing and many other subjects. 


reached. 








Parting 


MILLIE RUTH TURNER 


Butler, Pennsylvania 


My whole world reeled that bright autumnal day, 
As with an aching heart I saw him march away, 
His shoulders squared, his head held high, 
A questioning wonder in his boyish eye. 
His work forgotten, his games all laid away— 
The law had claimed him and I could not bid him stay, 
But when he turned to wave a last good-bye 
*Mid all my loneliness I set me down to cry, 
Yet, crying tried my feverish grief to cool— 
*T was but my little son’s first day at school. 














The crop information service is based 
upon the codperation of an army of 
200,000 reporters, mostly 
farmers located in all parts of the coun- 
try who give regular reports on condi- 
tions in their vicinities. 

The Department of Agriculture, 
starting in 1862 with a single Commis- 
sioner doing most of the work, has 
grown with the industry and the popula- 
tion it was created to serve. 


volunteer 


Its scope 
may be made clearer by showing by way 
of summary the way the work is di- 
vided. Broadly the work of the whole 
Department is now divided into three 
parts in charge of directors of Scientific 
Work, Extension Work, and Regulatory 
Work, each responsible to the Secretary. 
Under these broad heads are the 
Weather Bureau, Bureau of Animal In- 
dustry, Forest Service, Bureau of Plant 
Industry, Bureau of Chemistry, Bureau 
of Soils, Bureau of Entomology, Biolog- 
ical Survey, Public Roads, Agricultural 
Economics, Federal Horticultural 
Board, Insecticide and Fungicide Board, 
and the Nitrogen Research Laboratory, 
and other divisions and offices. 








276 





The Journal of the 
National Education Association 


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


President, Olive M. Jones 
Secretary, J. W. Crabtree 


The payment of $2.00 active membership dues entitles a 
member to attend all meetings of the Association and its de- 
partments, to vote for delegates to the Representative As- 
sembly, to hold office, and to receive the Journal monthly. 


The payment of $5.00 instead of $2.00 entitles an active 
member, in addition to the privileges of the $2.00 member- 
ship, to receive the complete bound volume of Proceedings, 
all committee reports, and other regular publications of the 

jation. 

One dollar of each membership fee is for a year’s subscrip- 
tion to the Journal. 

Subscription to non-members is $2.00 per year; single 
copies, 25 cents. Advertising rates on application. 

Members are kindly requested to report at once any 
change of address, giving old as well as new address. 

The Journal is a member of the Educational Press Associa- 
tion of America and is published in accordance with the 
standards of that organization. 


Entered as second-class matter October 28, 1920, at the 

toffice at Washington. D.C., under the act of August 24, 

912. 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,. 








President Harding 
N the sudden death of President 


Harding, American education lost a 
friend. Himself an educator of the 
people through his newspaper, Mr. 
Harding showed a keen interest in edu- 
cational projects. The statement issued 
during his campaign for the presidency 
favoring Federal aid for education was 
later supplemented by a declaration in 
a message to Congress and by an in- 
creasingly favorable attitude toward the 
project for a Department of Education. 
In his plan to reorganize the executive 
branch of the Government, President 
Harding favored a Department of Edu- 
cation and Welfare and it is reasonable 
to believe that when the matter came 
up for consideration in Congress he 
would have lent his strength to the legis- 
lative program of the National Educa- 
tion Association. 

Those who had the privilege of know- 
ing President Harding personally are 
agreed that he was a fine type of Amer- 
ican citizenship. Although his brief 
service as president is ended, he will live 
in the hearts of the American people and 
will be remembered with an affection 
not unlike that given to the memory of 
President McKinley. Schools through- 
out the country are planning to hold 
suitable memorial exercises at which will 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


be emphasized the many ways in which 
a president serves the people of the 
country. 


The United Front 


HE summer meetings clearly dem- 

onstrated that educational workers 
will stand solidly against efforts to stop 
the educational advance by unwise re- 
trenchment and political interference. 
Those who would put political ambition 
or love of money above the interests of 
childhood have made their influence felt 
during the past year. The effects of 
the movement for reduced expenditure 
for education and the fight on leaders in 
education were clearly set forth in the 
report of Secretary Crabtree which was 
presented to the delegates of the Repre- 
sentative Assembly. 

The challenge of those who would 
thus cripple education was also met 
squarely on a score of other occasions, 
both official and unofficial, during the 
July meetings. It was made plain that 
educators will unite and fight for the 
child’s right to sound education and a 
fair start in life. The attitude ex- 
pressed on this and similar questions at 
Oakland-San Francisco affects directly 
the work of all teachers. By supporting 
National, State, and local associations in 
their stand for justice to children and 
teachers, every teacher can have his part 
in the great educational advance. 


World Goodwill Day 
| ipa the World Conference on Edu- 


cation at San Francisco done 
nothing else but set aside May 18, 
which commemorates the opening of the 
First Hague Conference as annual 
World Goodwill Day, it would have 
been notable in the history of better 
world relationships. The enthusiasm 
with which the World Conference was 
received by the press and people through- 
out the civilized world is clear indication 
that men and women everywhere are 
searching for a better basis of interna- 
tional understanding and _ codéperation. 
At the close of the Great War, from both 
official and unofficial sources, a chorus of 
cries went up that it should not happen 
again and the “war to end war” seemed 
a morning star of hope. In the light 
of the aftermath of the Great War it 
appears that the “war to end war” has 
not yet come, but the hope of outlawing 
war between nations—as the duel has 
been outlawed between men—is gaining 


September, 1923 





ground and the search for an intelligent 
way of dealing with the world’s prob. 
lems daily grows more intense. 

For the nations of the world to se 
aside a day for common celebration—, 
day which is dear to all of them because 
it commemorates the opening of the first 
gathering of nations in time of peace ty 
find a means of settling internationa| 
differences by intelligent methods—is jp. 
deed an auspicious achievement. It js 
doubly fitting that this should have been 
accomplished by the educational forces 
of the world who are charged with the 
shaping of the ideals of the boys and girls 
who tomorrow will be the world’s goy. 
ernors. World Goodwill Day has been 
generally received with commendation. 
It may be expected to command the sup. 
port not only of educational associations, 


Copy: tyst aarits ana Ewing. 


th bog Soy COOLIDGE, thirtieth 

President of the United States, 
whose speeches on education have at- 
tracted wide attention. In addressing 
the American University, Washington, 
D. C., June 7, 1922, he made a state- 
ment which might well be taken as a 
text by professional educators—The 
world needs education in order that 
there may be a better estimation of true 
values. It is not easy to assemble facts. 
It is not easy to draw deductions. Itis 
not easy to distinguish between the ac- 
cidental and the essential. In the com- 
plications of modern civilization these 
are becoming more and more difficult. 
If world problems are to be solved, it 
will be through greater application, 
through more education, through a 
deeper faith, and a more complete relt- 
ance upon moral forces.” 





ici 
th 
an 


he 


pu 
at 


ph 
of 


ch 














but also of such powerful influences as 
the American Legion, the General Fed- 
eration of Women’s Clubs, the League 
of Women Voters, and civic, fraternal, 
and religious organizations everywhere 
which have at heart the constructive 
needs of mankind. 


Pennsylvania's Misfortune 


HE teaching profession of the 

United States is nothing if not pa- 
tient. Slapped in the face, it will even 
turn the other cheek—if, by so doing, 
the cause that it represents may be con- 
ceivably advanced. The most resound- 
ing slap that it has received for a gen- 
eration came early in the summer, when 
Governor Pinchot, of Pennsylvania, 
failed to reappoint Dr. Thomas E. 
Finegan as State Superintendent of Pub- 
lic Instruction. 

Under ordinary conditions this might 
not have been a matter of more than 
passing interest to the teachers of the 
Nation as a whole. But the cqnditions 
were far from ordinary. Dr. Finegan 
had conceived and put into partial ef- 
fect a far-reaching program of educa- 
tional development. This program had 
attracted the Nation-wide interest and 
commendation that it deserved. Stand- 
ards were being set that would have 
spread far beyond the borders of 
Pennsylvania had Mr. Pinchot given 
Dr. Finegan the whole-hearted support 
that Governor Sproul both promised 
and delivered when Dr. Finegan under- 
took the difficult task. 

A special commission, with a personnel 
whose ability, integrity, and impartial- 


ity are unquestioned, investigated Dr. 


Finegan’s administration and submitted 
a report strongly approving his policies. 
The teachers of the State, with a degree 
of unanimity and enthusiasm unparal- 
leled in the educational history of Amer- 
ican commonwealths, requested Dr. 
Finegan’s reappointment. The progres- 
sive forces in education throughout the 
country, recognizing the National signif- 
icance of Dr. Finegan’s work, awaited 
the outcome with the deepest concern 
and were stunned and inexpressibly dis- 
heartened when the blow fell. 

Mr. Pinchot maintains that he has the 
public-school interests of his State deeply 
at heart. We understand that he 
Promises great developments. These 
Phrases have a familiar sound in the ears 
of our profession—but we have been 
schooled to patience. By the laws of 
chance, some political leader who makes 











Vol. 12, No.7 Tue JouRNAL OF THE NATIONAL EpucaTIon AssociATION 277 





Fresh From the Classroom 


N AN effort to conserve the experience of teachers throughout 

the country as it relates to teaching conditions, President Olive 
M. Jones has appointed a Committee of One Hundred on Classroom 
Teaching Problems, with Mrs. Mary C. C. Bradford as chairman. 
This committee wishes to hear directly from as many teachers as 
possible. What is the greatest problem you met last term in the 
classroom? What is the great service of the teacher? Are you 
rendering this service? If not, why not? Is it your fault? Is it 
due to poor training? To too little supervision? To too much 
supervision? To the wrong kind of supervision? To the course 
of study? To wrong community attitude? To weaknesses in the 
system? Every kind of suggestion will be welcome. The com- 
mittee wishes to discover the real problems of teaching in order 
to develop a scientific basis for bettering classroom conditions. Do 
not hesitate to condemn what you think to be wrong practice or to 
commend sound policies. 

Here is your chance to contribute to the improvement of teaching. 
Write at once to Mrs. Mary C. C. Bradford, State Superintendent’s 
Office, Denver, Colorado. Selections from the best letters received 
will be published in THE JOURNAL. In order that freest possible 
criticism may be obtained, these abstracts will be published without 
name or address. 

















glowing promises for the development advances that have been made. Let us 
of education will, in the course of the also put all shoulders to the wheel and 
ages, mean what he says and act accord- working through local, State, and Na- 
ingly. Mr. Pinchot may be this man. tional associations seek to improve edu- 
He can prove it by translating promise cational conditions throughout the coun- 
into performance,—but toward this end, try. The battle for better salaries, 
it must be confessed, he has made a very better working conditions, and proper 


sorry start. tenure and retirement is still on and 
must not cease until every child is as- 
The New School Year sured a competent and well-trained 


teacher free to give his best to the service 
EPTEMBER is a month of begin- of education and democracy. Can any 


nings. In the United States more teacher afford not to pay the small fee 
than 2,000,000 children are for the first required to enlist in an army which is 
time entering school, joining over fighting such a battle? 


20,000,000 others who have been in 
school before. Some 700,000 teachers Defenders of Education 


are giving to this great army of children 


the best they have in character and train- HE public schools need friends. 
ing. Upon what they are able to give They need individual support and 
will depend the future of America and— organized support. ‘The burden of the 


to a large degree—the future of the war debts is upon us. There are those 
world. Perhaps 200,000 of these teach- who would pay them at the expense of 
ers are teaching their first school this a fair start for the boys and girls. Some 
year. Over 200,000 have been in sum- of the shrewdest minds of the country 
mer schools during 1922—an example of _ will attack the public schools indirectly, 
devotion and ambition worthy of the  insidiously. They will magnify weak- 
highest praise and recognition. ‘Tens of nesses in an effort to cut expenses. They 
thousands of them have been refreshed may do incalculable harm if their at- 
by travel and other tens of thousands by tacks are not met squarely. Perhaps 
change and rest. While there are two education is passing through one of the 
or three hundred thousand untrained or greatest struggles of its history. The 
inadequately trained teachers in the battle line is being drawn. Every 
country, the outlook is probably better teacher may well emphasize in school 
than at the opening of any previous and out the importance of education in 
year. Let us rejoice, therefore, in the the life of the individual and society. 





278 





THe JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION 


.————A1/___—] 





ENROLMENT aad AFFILIATION 





LS 


Affiliated Local Associations 


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


ALLENDALE, Itt., Teachers Association of Wabash 
County, Harriett Berminger, President. 

BAKERSFIELD, CAaLir., Bakersfield Teachers Club, 
Mrs. Alma M. Gardner, Secretary. 

Bevery, Mass., Massachusetts Association of School 
Superintendents, S. Howard Chace, Secretary. — 
BRANDON, CoLo., Kiowa County Educational Associa- 

tion, Mrs. J. W. Dawson, Secretary. 

BROOKLYN, N. Y., Association of Public Schools 
28, 144 and 129, Ida Badish, Secretary; Extension 
Professional Elementary Teachers Association, 
Maud R. Osborne, Secretary; New York City 
High School Teachers Association, Ada M. Har- 
rington, Secretary. at 

Cuarinpa, Iowa, Page County Teachers Association, 
Mrs. E. Dale Buchtel, Secretary. 

Hempsteap, N. Y., Public Schools 171 and 108, 
Luman W. Best, Secretary. 

Laconia, N. H., Laconia Teachers 
Minnie B. Shattuck, Secretary. ; 

Macon, Ga., Bibb County Teachers Association, 
Anice Douglas, Treasurer. 

New York City, N. Y., Association of Public School 
126, Manhattan, M. V. Moore, Principal; Asso- 
ciation of the Schools of the Fourth District, Phebe 
A. Combs, Secretary; Association of Walton Junior 
Senior High School, Helen L. Devanney, Secre- 
tary; Harlem Evening High School for Women, 
Lilian M. Elliot, Principal; Local Organization of 
Public School 54 and Public School 184, Man- 
hattan, James B. T. Demarest, Secretary; Public 
Schools 2, 42 and 62, Manhattan, Matilda C. 
Brooks, Secretary; Riverside Association of Pub- 
lic School 90, Manhattan, Julia S. Hennesey, Sec- 
retary. 

PASADENA, Ca.ir., Pasadena Teachers Association, 
Harriett B. Sterling, Secretary. 

RICHMOND, CA.ir., Richmond Teachers Association, 
Theodore Madsen, Secretary. 

SAND SprRINGS, OKLA., Sand Springs Public School 
Teachers, C. C. Jelks, Secretary. 

Union Grove, Wis., Wisconsin Branch of the 
National Council of Administrative Women in 
Education, Edith McEachron, Secretary. 

Worcester, Mass., Worcester Teachers Association, 
Georgiana K. Fiske, Secretary. 


Association, 


Completed Enrolments 


HE FOLLOWING SCHOOLS have completed 

their reports for one hundred per cent member- 
ship enrolment in the National Education Associa- 
tion since the list was published in the June 
JOURNAL. 


BROOKLYN, N. Y., Public School 108, Frederic W. 
Mar, Principal. 

Castte Hitt, Maine, Castle Hill Public Schools, 
Elmer H. Webber, Superintendent. 

CHAPMAN, Maine, Chapman Public Schools, Elmer 
H. Webber, Superintendent. 

Cuicaco, I1t., Burrough School, Mary E. Frawley, 
Principal; Dore School, Nora F. Doran, Principal. 

CoLorapo Sprincs, Co.o., Midland School, Augusta 
Kneip, Principal. 

Crippte Creek, Coio., Golden School, W. W. Black, 
Principal. 

Denver, Coro., Berkeley School, Angela Gilmore, 
Principal; Columbian School, Mary E. Morris, 
Principal; Garfield School, Flora I. Doble, Prin- 
cipal; Lincoln School, Anna L. Force, Prin- 
cipal; Newton Street School, Lydia G. Meeker, 
Principal; Perry School, Genevieve Simpson, 
Principal; Sheridan School, L. A. Stueland, Prin- 
cipal; University Park School, Elizabeth M. 
Keller, Principal. 

East Saint Louis, ILt., Canady School, J. A. Me- 
Collam, Principal; Hawthorne School, J. E. 
Wesley, Principal; Jefferson School, John E. 
Miller, Principal; Longfellow School, J. A. Me- 
Collam, Principal; Manners School, J. E. Wesley, 
Principal; Rosemont School, J. E. Wesley, Prin- 
cipal; The Ungraded School, Margaret Mulberry, 
Principal. 

Ex Paso, Texas, Fannin School, Lilla Thomas, Prin- 
proarl Neill School, Mrs. M. L. Patterson, Prin- 
cipal. 

Parruaven, N. J., Fiske Street School, Horace J. 
Booker, Principal; Willow Street School, Roland 
Fennimore, Principal. 

Farmautt, MINN., MeKinley School, 
Mandler. Principal. 

Fresno, Catir., Kirk School, J. W. Cappleman, 
Principal. 


Catharine 


Hiro, Hawau, Kaiwiki School, Mrs. Georgiana 
Southerland, Principal; Kalapana School, Mrs. 
Annie Goo Sun, Principal; Kapehu School, Mr. 
Abel Ah You, Principal; Kauikeaauli School, Mrs. 
E. M. Wakefield, Principal; Kaumana School, Mr. 
Tyssowski, Principal; Kurtistown School, Mary 
K. Nailima, Principal; Laupahoehoe School, Mary 
Evans, Principal; Mountain View School, Mrs. 
Gladys Weatherbee, Principal; Ookala School, 
Mrs. Ruth M. Donalson, Principal; Pahoa School, 
Manual B. Olival, Principal; Waikeawaena School, 
Mrs. E. Porter Giacomettie, Principal. 

Hono.tu._u, Hawan, Hanahawoli School, Della Z. 
Copp, Principal. 

HoouiaM, WasH., Central School, Mrs. Adele Oliver, 
Principal; Emerson School, Nell B. Allen, Prin- 
cipal; High School, Marie C. Smith, Principal; 
Lincoln School, Ralph Main, Principal; Washing- 
ton School, M. B. Franklin, Principal. 

Jamaica, N. Y., Public School 49, Queens. 

KANSAS City, Kans., Abbott School, Florence Dixon, 
Principal ; Armstrong School, Ethel Herron, Prin- 
cipal; Attucks School, A. H. Harris, Principal; 
Dunbar School, Ella Robinson, Principal; Eugene 
Field School, Carrie Drisko, Principal; Hawthorne 
School, Alice Adams, Principal; Lincoln School, 
Rhoda Johnson, Principal; Longfellow School, 
Grace Roberts, Principal; McKinley School, 
Esther Erickson, Principal. 

Kansas City, Mo., Hyde Park School, A. R. Curry, 
Principal! 

LANSING, Micu., Cedar School, Hanna McHenry, 
Principal; East Park School, Mrs. Grace Acker- 
man, Principal ; Moores Park School, Lillian Itsell, 
Principal; Townsend Street School, Nettie L. 
Walsh, Principal. 

Los ANGELEs, CALIF., Commonwealth School, Jean 
MacMillan, Principal; Hammel Street School, Mrs. 
Anna S. Connias, Principal; Lankershim School, 
R. M. Killion, Principal; Latona Avenue Sc/ool, 
Mary I. Nagle, Principal; Magnolia Avenue 
School, May Stansbury, Principal; Micheltorena 
Street School, Mary C. Flynn, Princival; San 
Pedro Street School, W. F. Hughes, Principal; 
Utah Street School, Alice J. Cushing, Principal; 
Yorkdale School, Emma E. Lillie, Principal; 61st 
Street School, Margaret H. Smith, Principal. 

LoweLL, Mass., Sycamore Street School, Florence 
Rowell, Principal. 

LYNN, Mass., Coburn Street 
Chesley, Principal. 

MAPLETON, Maine, Mapleton Public Schools, Elmer 
H. Webber, Superintendent; -Mapleton High 
School, Franklin §. Cunningham, Principal. 

Meprorp, Mass., James School, Nellie M. Baker, 
Principal. 

Mesa, Ariz., Franklin Junior High School, O. P. 
Greer, Principal; High School, H. E. Hendrix, 
Principal ; Irving School, Vivian Standage, Prin- 
cipal; Lincoln School, Elsa’ Hillerich, Principal; 
Washington School, Welen Vance, Principal; 
Webster School, Luella Sutton, Principal. 

MiL_wauKkek, Wis., Greenbush Street School, E. W. 
Schuman, Principal. 

Mopesto, Cair., Seventeenth Street School, Almina 
Goodman, Principal; Sixth Street School, Elsie 
Van Wyck Turner, Principal; Washington School, 
T. V. Cardoza, Principal. 

MounT VERNON, N. Y., Commercial High School, 
C. O. Thompson, Principal; Mount Vernon High 
School, A. D. Davis, Principal. 

New Beprorp, Mass., Cedar Street School, Gertrude 
L. Corish, Principal. 

New Orveans. La., La Sa'le School, Gertrude Ellis, 
Principal; McDonogh Number Four School, Add- 
lena Labrano, Principal. 

New York City, N. Y., Public School 23, Bronx, 
Frederick N. Westphal, Principal. 

Norwoop, Oxn10, Allison Street School, George E. 
Reeves, Principal; Sharpsburg Elementary School, 
W. R. Housh, Principal. 

OAKLAND, Ca.ir., Stonehurst School, Angie H. Web- 
ster, Principal. 

PHILADELPHIA, Pa., Joseph C. Gilbert 
Clarence W. Lehr, Supervising Principal. 

Rock IsLanp, ILt., Horace Mann School, Natalie 
Mirfield, Principal; Washington School, Owen B. 
Wright, Principal. 

SAN BERNARDINO, CALiF., Base Line School, H. A. 
Wierwille, Principal. 

San Disco, Cauir., San Diego Public Schools, H. C. 
Johnson, Superintendent; Emerson School, B. E. 
Edmiston, Principal; Encanto School, Mrs. Anabel 
Read Scott, Principal; Florence School, A. H. 
Riddell, Principal, Franklin School, C. H. Schell- 
bach, Principal; Fremont School, Mrs. Florence 
K. Marshall, Principal; Garfield School, Mrs. 
Adele Outcalt, Principal; Grant School, Frank Y. 


School, Bertha P. 


School, 


September, 1923 


ee, 


Van Valin, Principal; La Jolla School, B. F 
Enyeart, Principal; La Jolla Junior High School, 
B. F. Enyeart, Principal; Lincoln School, Neli 
Breen, Principal; Logan School, Mrs. Mabel E 
O'Farrell, Principal; Loma Portal’ School, Mrs. 
Maude C. McKim, Principal; Lowell School, M. 
Ellen C. Barber, Principal; Memorial Junior High 
School, E. B. Tilton, Principal; Ocean Beach 
School, Kate Spani, Principal; Pacific Beach 
School, Meta M. Woodson, Principal; Point Loma 
School, Charles C. Price, Principal; Senior High 
School, T. A. Russell, Principal; Stockton Schooj 
Martha E. Nye, Principal; Theodore Roosevelt 
Junior High School, T. Malcolm Brown, Principal, 

San Francisco, Cauir., Adams School, Helen RF 
McFarland, Principal; Department of Home Eco. 
nomics, Ellen M. Bartlett, Supervisor; Depart. 
ment of Part-Time Education, C. L. Carlson, Dj. 
rector; Dudley Stone School, Mary R. Carew 
Principal; Emerson School, Julia C. Coffey, Prin. 
cipal; Francis Scott Key School, Mrs. Mabel W, 
Davidson, Principal; George Peabody School, A, 
Dwyer, Principal; Hancock School, Nellie G, 
Gallagher, Principal; Horace Mann Junior High 
School, Richard D. Faulkner, Principal; Jefferson 
School, Mrs. Marjorie Stuart, Principal; Joh» 
Swett School, M. M. Fitzgerald, Principal; May. 
shall School, Fannie Martin, Principal; Missiog 
High School, William J. Drew, Principal; Noe 
Valley School, Edith H. Lyon, Princip-!; Parkside 
School, Mrs. R. B. Stolz, Principal; Paul Revere 
School, Rebecca Boukofsky, Princiral: Sarat BR, 
Cooper School, Isabel Tobin, Principal; Sutro 
School, May R. Duraind, Principal. 

San Jose, Cauir., Hawthorne School, Selma B. Olin. 
der, Principal; State Teachers College, W. W., 
Kemp, President. 

SANTA ANA, Ca.ir., McKinley School, Mary An. 
drews, Principal. 

SANTA Barpara, Cauir., Santa Barbara Public 
Schools, Paul E. Stewart, Superintendent; Fran. 
lin School, Raymond R. Hutchings, Principal; 
Garfield School, Melvin E. Bowman, Principal; 
Junior High School, William J. Kircher, Principal; 
Kindergarten Directors, Viola M. Gilson, Prin. 
cipal; Lincoln School, J. Defray Silvia, Principal; 
McKinley School, Eva L. McPhail, Principal; 
Riviera School, Mylitta M. Morris, Principal; 
Santa Barbara High School, Homer Martin, Prin. 
cinal; Santa Barbora Teachers Club, Fred H. 
Pierce, Treasurer; Washington School, Samuel O. 
Welday, Principal; Wilson School, Hattie B. 
Phenix, Principal. 

SANTA Rosa, Ca.ir., Lincoln School, Minnie Coulter, 
Principal. 

SPRINGFIELD, Mass., Brightwood School, Jennie E. 
Whitaker, Principal; Eastern Avenue School, 
Georgiana A. Hodskins, Principal; Sumner Avenue 
School, Josephine C. Foster, Principal. 

Stockton, Cauir., Lafayette School, Bradley Grover, 
Principal; Lottie Grunsky School, A. W. Lynde, 
Principal. 

STONEHAM, Mass., South School, Mrs. Laura L. 
Stevens, Principal. 

Superior, Wis., Franklin School, Elizabeth MeCor- 
mick, Principal. 

WAUKEGAN, ILL., Waukegan Township Secondary 
School, Paul G. W. Keller, Superintendent. 

WILMINGTON, Cautr.. Brooklyn Avenue School, Ar- 
minta M. Breen, Principal. 





RESPONSIBILITY OF 
MEMBERSHIP 


EMBERS, as a rule, understand and 

appreciate the privileges and respon- 
sibilities of membership in the Associa- 
tion. Occasionally one has not fully un- 
derstood this relationship. Much more 
has been said about the privileges than 
about the responsibilities of membership. 
Both should be definitely understood by 
all members. 

Membership in the Association is con- 
tinuous. 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 ter- 
minated on request of the member or by 
being permitted to lapse. 

When membership is discontinued on re- 
quest 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 pro- 
visions of the By-laws without assuming 
that obligation. A failure to meet this 
responsibility should be considered highly 
unprofessional. 

Those who solicit new members should 
call particular attention to both the 
responsibilities and the privileges of mem- 
bership. 








Pm hee 


nr <a an 


Oo wna > eS @ 





' 
; 





Vol. 12, No. 7 








National Education Association 
| Officers 1923-1924 


Olive M. Jones, President, New York City. 
_ W. Crabtree, Secretary, Washington, D. C. 
Cornelia S. Adair, Treasurer, Richmond, Va. 


EXECUTIVE COMMITTEE 


Olive M. Jones, President, New York City. 

William B. Owen, Vice-President, Chicago, 
Ill. 

Walter R. Siders, Chairman, Board of Trus- 
tees, Pocatello, Idaho. 

Cornelia S. Adair, Treasurer, Richmond, Va. 

Cora Wilson Stewart, Member by Election, 
Frankfort, Ky. 


BoarD OF TRUSTEES 


Walter R. Siders, Chairman, Superintendent ° 


of Schools, Pocatello, Idaho. 

Olive M. Jones, President, Principal of Pub- 
lic School 120, New York, N. Y. 

Agnes E. Doherty, Teacher, Central High 
School, Saint Paul, Minn. 

Thomas E. Finegan, 613 North Front Street, 
Harrisburg, Pa. 

Carroll G. Pearse, 455 Kenwood Boulevard, 
Milwaukee, Wis. 


ViIcE-PRESIDENTS 


William B. Owen, President, Chicago Nor- 
mal College, Chicago, III. 

C. B. Glenn, Superintendent of Schools, Birm- 
ingham, Ala. 

C. E. Rose, Superintendent of City Public 
Schools, Tucson, Ariz. 

Annie G. Griffey, Primary Supervisor, Little 
Rock, Ark. 

Mary F. Mooney, Vice-Principal, Washing- 
ton School, San Francisco, Calif. 

Anna L. Force, 216 Sherman Street, Denver, 
Colo. 

C. F. Garrett, Superintendent of City Public 
Schools, Fairfield, Iowa. 

Florence M. Hale, State Agent for Rural 
Education, State House, Augusta, Maine. 

E. Ruth Pyrtle, McKinley School, Lincoln, 
Nebr. 

Carroll R. Reed, Superintendent of Schools, 
Akron, Ohio. 

R. O. Stoops, 
York, Pa. 

§. L. Smith, General Field Agent, Julius 
Rosenwald Fund for Rural Schools, Nash- 
ville, Tenn. 


Superintendent of Schools, 


BoaArD OF DIRECTORS 


Directors Ex Officio 


Olive M. Jones, President, New York City. 

William B. Owen, First Vice-President, Chi- 
cago, Ill. 

Cornelia S. Adair, Treasurer, Richmond, Va. 

Walter R. Siders, Chairman of the Board of 
Trustees, Pocatello, Idaho. 

J. W. Crabtree, Secretary, Washington, D. C. 


Life Directors 


Robert J. Aley, President of Butler College, 
Indianapolis, Ind. 

Mary C. C. Bradford, 1735 Bellaire Street, 
Denver, Colo. 

Thomas W. Bicknell, 207 Boyle Avenue, 
Providence, R. I. 

Board of Education, Nashville, Tenn. 

Elmer Ellsworth Brown, President of New 
York University, New York City. 

Nicholas Murray Butler, President of Co- 

lumbia University, New York City. 





P. P. Claxton, Superintendent of Schools, 
Tulsa, Okla. 


Edwin G. Cooley, Union League Club, Chi- 
cago, III. 

Oscar T. Corson, R. F. D. No. 2, Oxford, 
Ohio. 

Charles W. Eliot, President Emeritus of 
Harvard University, Cambridge, Mass. 

H. A. Graham, Mt. Pleasant, Mich. 

Fred M. Hunter, Superintendent of Schools, 
Oakland, Calif. 

David B. Johnson, President, Winthrop 
Normal and Industrial College, Rock Hill, 
6;-¢. 

David Starr Jordan, President Emeritus of 
Stanford University, Calif. 

James Y. Joyner, La Grange, N. C. 

T. Marcellus Marshall, Stouts Mill, W. Va. 

William B. Owen, President of Chicago 
Normal College, Chicago, III. 

Josephine Corliss Preston, State Superintend- 
ent of Public Instruction, Olympia, Wash. 

Carroll G. Pearse, 455 Kenwood Boulevard, 
Milwaukee, Wis. 

Charles R. Skinner, Librarian, Legislative 
Library, Capitol Building, Albany, N. Y. 

State Teachers’ Association of Illinois, Rob- 
ert C. Moore, Secretary, Carlinville, Il. 

George D. Strayer, Teachers College, Co- 
lumbia University, New York, N. Y. 

Joseph Swain, Swarthmore, Pa. 

A. R. Taylor, Decatur, III. 

Teachers’ Institute, Philadelphia, Pa. 

John J. Tigert, U. S. Commissioner of Edu- 
cation, Bureau of Education, Washington, 
dD. Cc. 

Charles G. White, Menominee, Wis. 

Charl Ormond Williams, Field Secretary, 


National Education Association, Washing- 
ton, D. C. 


State Directors 


Alabama, C. B. Glenn, Superintendent of 
Schools, Birmingham. 

Alaska, Lester D. Henderson, Commissioner 
of Education, Juneau. 

Arizona, A. J. Matthews, President, State 
Normal School, Tempe. 

Arkansas, Annie G. Griffey, Primary Super- 
visor, 800 Louisiana St., Little Rock. 

California, William P. Dunlevy, 2924 Ash 
Street, San Diego. 

Connecticut, Edward B. Sellew, Superintend- 
ent of Schools, Middletown. 

Colorado, H. B. Smith, Secretary, Colorado 
Education Association, 532 Commonwealth 
Building, Denver. 

Delaware, H. V. Holloway, State Superin- 
tendent of Public Instruction, Dover. 

District of Columbia, Harry English, Head 
of Department of Mathematics, Franklin 
Building, Washington. 

Florida, Agnes Ballard, County Superintend- 
ent of Schools, Palm Beach County, West 
Palm Beach. 

Georgia, K. T. Alfriend, Department of Ed- 
ucation and Psychology, Bessie Tift Col- 
lege, Forsyth. 

Hawaii, W. E. Givens, Superintendent of 
Public Instruction, Honolulu. 

Idaho, Elizabeth Russum, State Superintend- 
dent of Schools, Boise. 

Illinois, Sarah L. Thomas, 410 Kishwaukee 
Street, Rockford. 

Indiana, H. Lester Smith, Dean, School of 
Education, Indiana University, Bloom- 
ington. 









THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 279 


Iowa, Thomas R. Roberts, Superintendent of 
Schools, Independence. 

Kansas, M. E. Pearson, Superintendent of 
Schools, Kansas City. 

Kentucky, R. E. Williams, Secretary, Ken- 
tucky Education Association, 4518 South- 
ern Parkway, Louisville. 

Louisiana, Loretta R. Doerr, 
Rampart, New Orleans. 

Maine, Josiah W. Taylor, State Agent for 
Secondary Education, State House, Augusta. 

Maryland, William Burdick, State Super- 
visor Physical Education, 7 East Mulberry 
Street, Baltimore. 

Massachusetts, Mary McSkimmon, Principal, 
Pierce School, Brookline. 

Michigan, T. E. Johnson, State Superin- 
tendent of Public Instruction, State House 
Lansing. 

Minnesota, W. H. Shephard, North High 
School, Minneapolis. 

Mississippi, J. S. Vandiver, Moorhead. 

Missouri, Thomas J. Walker, Missouri State 
Teachers Association, Columbia. 

Montana, A. H. Douglass, 111 
Street, Butte. 

Nebraska, C. Ray Gates, Superintendent of 
City Schools, Grand Island. 

Nevada, E. L. McKeown, Superintendent of 
Schools, Carson City. 

New Hampshire, Wallace E. Mason, Keene 
Normal School, Keene. 

New Jersey, Charles B. Dyke, Room 304, 
Stacy-Trent Building, Trenton. 

New Mexico, Isabel L. Eckles, State Super- 
intendent of Public Instruction, Santa Fe. 
New York, Ambrose Cort, Public School 73, 

75 Rockaway Avenue, Brooklyn. 

North Carolina, Robert H. Wright, Presi- 
dent, East Carolina Teachers 
Greenville. 

North Dakota, M. E. McCurdy, North Da- 
kota Education Association, Washburn. 

Ohio, Frank E. Reynolds, Secretary-Treas- 


1323. North 


Montana 


College, 


urer, Ohio State Teachers Association, 
Chamber of Commerce Building, Co- 
lumbus. 


Oklahoma, A. C. Parsons, Superintendent of 
City Schools, Oklahoma City. 

Oregon, George Hug, Superintendent of City 
Schools, Salem. 

Pennsylvania, James H. Kelley, Secretary, 
State Education Association, 10 South 
Market Square, Harrisburg. 

Philippine Islands, Luther B. Bewley, Com- 
missioner of Education, Manila. 

Porto Rico, Juan B: Huyke, Commissioner of 
Education, San Juan. 

Rhode Island, William O. Holden, Head, 
Commercial High School, Pawtucket. 

South Carolina, George H. Webber, Super- 
intendent of Schools, Beaufort. 

South Dakota, Harold W. Foght, President, 
Northern Normal and Industrial School, 
Aberdeen. 

Tennessee, S. L. Smith, General Field Agent, 
Julius Rosenwald Fund for Rural Schools, 
Nashville. 

Texas, Catherine Gorbutt, 2 Wallace An- 
nex, El Paso. 

Utah, C. N. Jensen, State Superintendent of 
Public Instruction, Salt Lake City. 

Vermont, Donald W. McClelland, President, 
State Teachers Association, Bennington. 

Virginia, S. A. McDonald, Principal, Ruff- 
ner School, Norfolk. 

Washington, Jennie M. French, Principal, 
Point Defiance School, Tacoma. 

West Virginia, J. H. Hickman, State Depart- 
ment of Schools, Charleston. 

Wisconsin, John F. Sims, President, State 
Normal School, Stevens Point. 

Wyoming, A. A. Slade, Superintendent of 
Schools, Casper. 





280 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Educational Crusaders 


EPTEMBER is high tide education- 
ally with the great masses of the 
American people. Millions of families 
have sent their children into the school- 
houses afresh and are wondering what 
the year will bring forth. This is there- 
fore a good time to call attention to the 
needs of children generally. It is the 
logical time to renew the crusade for 
sound and adequate education through- 
out the country. The Education Bill— 
well known as the Towner-Sterling 
Bill—is the Magna Charta of American 
education. 

Speakers who would present the pro- 
visions of the Bill and the corresponding 
needs of education clearly before public 
gatherings, students in teacher-training 
institutions, teachers’ associations, and 
other meetings were listed in THE 
JOURNAL for June. Additional names 
are published herewith. This like the 
one preceding is only a partial list. Ad- 
ditional names will appear later. 

If the legislative program of the Na- 
tional Education Association has not 
been presented to the people of your 
community, write to one of these speak- 
ers at an early date and arrange for a 
suitable public discussion of this im- 
portant measure and the needs that have 
led the teachers of the Nation to unite in 
its behalf. 


Cornelia S. Adair, Teacher, Treasurer of the Na- 
tional Education Association, 1719 Grove Ave., 
Richmond, Va. 

Cc. F. Adamson, Assistant County Superintendent 
of Schools, Meadville, Pa. 

G. W. Ager, President, State Teachers’ Associa- 
tion, Bend, Ore. 

Walter D. Agnew, President, Woman’s College 
of Alabama, Montgomery, Ala. 

A. P. Akeley, County Superintendent of Schools, 
Coudersport, Pa. 

R. H. Alderman, President, Southern College, 
Lakeland, Fla. 

C. E. Allen, President, State Teachers’ College, 
Valley City, N. Dak. 

Joseph H. Apple, President, Hood College, Fred- 
erick, Md. 

George F. Arps, Dean, College of Education, 
Ohio State University, Columbus, Ohio 

A. J. Ashman, Superintendent of Schools, Rich- 
field, Utah 

J. W. Bailey, Head, New Testament Department, 
Berkeley Baptist Divinity School, Berkeley, 
Calif. 

Agnes Ballard, County Superintendent of Schools, 
West Palm Beach, Fila. 

Walter Barnes, Vice-President, State 
School, Fairmont, W. Va. 

Charles Barthelmeh, County Superintendent of 
Schools, New Philadelphia, Ohio 

C. F. Becker, Superintendent of Schools, Ellwood 
City, Pa. 

H. G. Bennett, President, State Teachers’ Col- 
lege, Durant, Okla. 

E. R. Bentley, Superintendent of Schools, Mc- 
Allen, Texas 

A. C. Berg, State Rural School Inspector, Tow- 
ner, N. Dak. 

George A. Biscoe, Superintendent of Schools, Ash- 
land, Ore. 

D. J. Blocker, President, Shorter College, Rome, 
Ga. 

€. Louise Boehringer, Editor, “The Arizona 
Teacher,” Yuma, Ariz. 


Normal 


J. S. Bolin, Instructor in Education, University 
of California, Berkeley, Calif. 

A. O. Bowden, President, State Teachers’ Col- 
lege, Silver City, N. Mex. 

L. B. Bowers, President, Kansas Wesleyan Col- 
lege, Salina, Kansas 

Roy B. Bowers, Superintendent of Schools, Bris- 
tol, Va. 

Mary C. C. Bradford, State Superintendent Pub- 
lic Instruction, Denver, Colo. 

W. A. Brandenburg, President, State Teachers’ 
College, Pittsburg, Kansas 

Elmer L. Breckner, President, Washington Edu- 
cation Association, Superintendent of Schools, 
Olympia, Wash. 

Ann Brewington, State Supervisor of Commercial 
Education, State House, Boise, Idaho 

M. L. Brittain, President, Georgia Tech, Atlanta, 
Ga. 


C. L. Broadwater, Principal, High School, Mid- 


dlebourne, W. Va. 

Cc. E. Bunnell, President, Alaska Agricultural 
College and School of Mines, Fairbanks, 
Alaska 

Ernest Burnham, Director, Department of Rural 
Education, Western State Normal School, 
Kalamazoo, Mich. 

L. A. Butler, Superintendent of Schools, Ann 
Arbor, Mich. 

Norman W. Cameron, Director of Training of 
Teachers, Baltimore, Md. 

P. L. Campbell, President, University of Oregon, 
Eugene, Ore. 

Mabel Carney, Professor of Rural Education, 
Teachers College, Columbia University, New 
York City. 

John W. Carr, Jr., County Superintendent of 
Schools, Durham, N. C. 

H. D. Casey, Superintendent of Schools, Spring- 
field, Vt. 

O. H. Caspers, County Superintendent of Schools, 
Grantsburg, Wis. 

A. H. Chamberlain, Executive Secretary, Califor- 
nia Teachers’ Association, San Francisco, Calif. 

Carroll D. Champlin, Professor of Education, 
State Normal School, California, Pa. 

A. R. Chandler, Jr., President, State Normal 
School for Women, Fredericksburg, Va. 

W. L. Chase, Superintendent of Schools, Canton, 
Maine 

M. G. Clark, Superintendent of Schools, Sioux 
City, Iowa 

Elizabeth Cleveland, Supervisor, Girls’ and Women’s 
Activities, Detroit Public Schools, Detroit, 
Mich. 

W. G. Clippinger, President, Otterheim College, 
Westerville, Ohio 

E. H. Clowse, Principal, High School, Richmond, 
Vt. 

Charles E. Cobbey, President, Cotner College, 
Bethany, Nebr. 

William C. Cook, County Superintendent of 
Schools, Welch, W. Va. 

William John Cooper, Superintendent of Schools, 
Fresno, Calif. 

Byron Cosby, Chairman, Commission on Recom- 
mendations, Kirksville, Mo. 

C. Cottingham, President, 
Pineville, La. 

F. A. Cotton, President, State Normal School, 
La Crosse, Wis. 

E. M. Cox, Assistant Superintendent of Schools, 
Oakland, Calif. 

John G. Crabbe, President, Colorado State 
Teachers’ College, Greeley, Colo. 

R. V. Cramer, Superintendent of Schools, Leb- 
anon, Mo. 

C. W. Crandell, Superintendent of Schools, Cadil- 
lac, Mich. 

J. O. Creager, Dean, College of Education, Tuc- 
son, Ariz. 

C. W. Daugette, President, State Normal School, 
Jacksonville, Ala. 


Louisiana College, 


September, 1923 





T. S. Davis, County Superintendent of Schools, 
R. D. No. 1, Altoona, Pa. 

M. H. Deardorff, Superintendent of Schools, 
Warren, Pa. 

L. H. Dennis, Director, Vocational Education, 
Harrisburg, Pa. 

S. J. Derrick, President, Newberry College, Ney. 
berry, S. C. 

L. C. Dick, County Superintendent of Schools, 
London, Ohio 

Fred W. Diehl, County Superintendent of Schools, 
Danville, Pa. 

H. O. Dietrich, County Superintendent of Schools, 
Norristown, Pa. 

Carl G. Doney, President, Willamette University, 
Salem, Ore. 

Mrs. S. M. Dorsey, Superintendent of Schools, 
716 Security Bldg., Los Angeles, Calif. 

Spright Dowell, President, Alabama Polytechnic 
Institute, Auburn, Ala. 

O. B. Drake, Superintendent of Schools, Canon 
City, Colo. 

Lee L. Driver, Department of Public Instruction 
Harrisburg, Pa. ; 

Gertrude F. Eaton, Principal, Sioux City Normal 
School, Sioux City, Iowa 

J. Linwood Eisenberg, President, Normal School, 
Slippery Rock, Pa. 

Alberto M. Eldridge, Principal, Perkins School, 
Braintree, Mass. 

E. C. Elliott, President, Purdue University, La. 
fayette, Ind. 


E. L. Enloe, Superintendent of Schools, Socorro, 


N. Mex. 

A. S. Faulkner, Superintendent of Schools, Nor. 
man, Okla. 

H. G. Faust, Superintendent of Schools, Shaw. 
nee, Okla. 

David Felmley, President, Illinois State Normal 
University, Normal, II. 

Mrs. Jessie M. Fink, Principal, Palmer School, 
Grand Rapids, Mich. 

E. C. Fisher, Superintendent of Schools, Rock 
Island, Ill. 

W. H. Frazer, President, Queens College, Char. 
lotte, N. C. 
Arthur H. French, Head, Science Department, 
Francis W. Parker School, San Diego, Calif. 
Cc. E. Githens, Superintendent of Schools, Wheel- 
ing, W. Va. 

W. E. Givens, Superintendent of Public Instruc- 
tion, Territory of Hawaii, Honolulu, U. S. A. 

I. J. Good, President, Indiana Central College, 
Indianapolis, Ind. 

J. W. Gowans, Superintendent of Schools, Hutch- 
inson, Kansas 

Chester H. Gray, Farming and Legislative Work 
for Farm Bureau, Nevada, Mo. 

W. A. Greeson, Superintendent of Schools, Trav- 
erse City, Mich. 

C. H. Griffey, Superintendent of Schools, Adrian, 
Mich. 

J. C. Guilds, President, Columbia College, Co 
lumbia, S. C. 

J. M. Hackler, Director of Training School, 
Tahlequah, Okla. 

Hiram E. Hall, County Superintendent of 
Schools, Bowling Green, Ohio 

F. R. Hamilton, President, Marshall College, 
Huntington, W. Va. 

May Hamilton, County Superintendent of Schools, 
Casper, Wyo. 

A. C. Hampton, Superintendent of Schools, La 
Grande, Ore. 

H. Lloyd Hansen, Superintendent of Schools, 
Monticello, Utah 

F. S. Harris, President, Brigham Young Univer 
sity, Provo, Utah 

Robert R. Hartzell, President, Tehama County 
Teachers’ Association, Red Bluff, Calif. 

D. C. Hastings, Superintendent of Schools, Cros 
sett, Ark. 

M. C. Helm, Superintendent of Schools, Fairport 
Harbor, Ohio 

L. D. Henderson, Commissioner of Education, 
Juneau, Alaska 


(To be continued) 


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Minutes of the Annual Meeting 


Oakland-San Francisco, California, July 1-6, 1923 


ness session of the annual meeting was 

called to order by President Owen 
Tuesday morning, July 3, 1923, at nine 
o'clock in the theater of the Oakland Civic 
Auditorium. 

Report of Committee on Credentials, 
adopted as read by the Chairman, U. W. 
Lamkin. 

PRESIDENT OwEN: That constitutes this, the 
Representative Assembly of this annual meet- 
ing; we are now ready to do business. It 
is now in order to adopt rules of procedure 
for this convention. 

It was moved from the floor that the rules 
which had been used during the two preced- 
ing years, as printed on page six of the Of- 
ficial Manual, be adopted. The motion was 
seconded and carried. 

PRESIDENT OWEN: We now have a set of 
rules. Shall we have a Committee on Rules? 

A motion was made, seconded and car- 
ried that the President appoint such a com- 
mittee, and the following were appointed: 
Superintendent, R. J. Condon, Cincinnati; 
Miss Rose Pesta, Chicago; Mr. Johnson, San 
Diego; Miss Sterrett, Seattle; Mr. Rosier, 
West Virginia; Mary McSkimmon, Boston; 
F. A. Hathaway, Jacksonville, Florida. 

The next thing in the order of business 
before us is the adoption of the minutes of 
the last meeting of the Representative As- 
sembly. The chair recognizes the Secretary 
of the Association. 

SECRETARY CRABTREE: The minutes are 
published and printed in the Official Man- 
ual, which has been given to each delegate. 
I move the adoption of the minutes of the 
Boston meeting as printed in the Official 
Manual. Motion seconded and carried. 

PRESIDENT OweEN: The next thing is the 
adoption of the order of business. That 
means, of course, that this provisional order 
in the program which had to be set up by 
the officers can be adopted by the Assembly, 
or can be made as the Assembly deems wise. 
(Motion made that the order as arranged 
by the officers be adopted; seconded and 
carried.) The next order of business is the 
report of the President. 

The President then spoke on the life and 
growth of the Association, pointing out the 
advantages which had come from the re- 
organization of the Association in 1920 on 
the representative basis. He attached im- 
portance to the deliberations of the Repre- 
sentative Assembly, to the wisdom during 
the next few years of developing proper 
forms of business procedure, mentioning in 
detail items in procedure which should be 
observed in order to keep the work of the 
Assembly on a high plane and in order fully 
to represent the democratic spirit of the 


Association and teaching profession. 
ee 


1 This is a bri 


Po Business Session—The first busi- 


ef statement of the proceedings of 
the three business sessions of the Representative 
Assembly at the sixty-first annual meeting of the 
National Education Association, as prepared by 
the Secretary. The complete copy of the notes 
taken by the reporter is in the Secretary’s office. 


Mrs. A. H. Reeve, president of the Na- 
tional Congress of Mothers and Parent- 
Teacher Associations, Philadelphia, Penn- 
sylvania, was then introduced and spoke 
briefly on the work of her association and 
advantage of codperation with the National 
Education Association. 

PRESIDENT OWEN: We have a number of 
reports to be presented to us. First is the 





Greetings from the President 
of the 


National Education Association 


O be President of the National 

Education Association is to 
represent the greatest body of 
teachers in the world. It is to 
accept a solemn trust that lifts one 
above the ordinary responsibilities 
of locality or group to broader 
duties to the profession as a whole 
and to the Nation. In accepting 





this trust I dedicate myself to the 
service of the entire Association 


and to the profession it represents. 
The Association has an efficient 
headquarters staff upon which I 
shall rely. It has a well-conceived 
program which shall be my pro- 
gram. It has an _ outstanding 
mission to which I shall give my 
best and for which I bespeak the 
enlistment and wholehearted co- 
operation of the teaching profes- 
sion. The cause of education is 
the foundation upon which we can 
unite to build a greater profession 
and a greater and better Nation.— 
Olive M. Jones, President of the 
National Education Association. 











report of the Committee on Salaries. The 
chairman of this Committee is Professor 
E. S. Evenden, of Columbia University, who 
is not able to be here. Professor Rugh, of 
the University of California, is to present 
the report. He is a member of the com- 
mittee. 

Professor Rugh spoke briefly concerning 
the report which had been printed and 
placed in the hands of delegates. In an- 
swer to a question from the floor Professor 
Rugh gave assurance that additional copies 
of the report in pamphlet form could be se- 
cured by writing the central office. 

PRESIDENT OWEN: Next we will have the 
report of the Committee on Character Edu- 
cation, by the Chairman, Milton Bennion, 
Dean of the School of Education, University 
of Utah, Salt Lake City. (After the pre- 
sentation of the report, which is printed in 
pamphlet form, a motion was passed to 
adopt the report and to continue the com- 
mittee for another year.) 


[281] 


PresipENT OweN: The next is the report 
of the Committee to Codperate with Motion 
Picture Producers. The Chairman is Charles 
Hubbard Judd, director of the School of 
Education, University of Chicago. 

In presenting the report, which was in 
the hands of delegates in pamphlet form and 
which will also be published in the Annual 
Proceedings of the Association, Dr. Judd 
called attention to the organization of the 
committee and to the steps in the prepara- 
tion of the report, and moved the adoption 
of the report, including the following recom- 
mendations of the committee: (1) That the 
present committee be discharged; (2) that 
the Association express to the Motion Pic- 
ture Producers and Distributors of America 
appreciation for support given to the com- 
mittee; (3) that this Association recognize 
the desirability of legislation regulating the 
use of inflammable films and making more 
readily available to schools the non-inflam- 
mable films; (4) that a program on visual 
education be arranged for the next winter 
meeting to include all discussion of this sub- 
ject at that meeting; and (5) that a com- 
mittee be appointed by the President of the 
Association to carry on studies of the ad- 
ministrative and instructional methods which 
are employed and should be employed in the 
introduction of visual materials into the 
school curriculum. 

Mrs. Braprorp: I move that the present 
committee be retained. 

PRESIDENT OweEN: That is an amendment 
to the report. The motion comes to amend 
the report to read that the present committee 
be retained. 

Mr. Witson: A question of information: 
What is the scope of the responsibilities of 
the new committee? The printed document 
did not reach our hands. 

PRESIDENT OWEN: The other committee was 
set up, if I may explain, with the definite 
plan of working in coéperation with the mo- 
tion picture producers and distributors on a 
proposition from them. 

DeLecaTE: If we adopt this report, is there 
any implication of that coéperation, or does 
it mean from this time on it can codéperate or 
not, but it is going to study the whole ques 
tion? 

CHAIRMAN Jupp: The recommendation i+ 
that your new committee canvas all aspects 
of the subject with such resources as can be 
secured, providing they do not hinder the 
operations of the committee as an educational 
committee. 

Mr. Faircuitp, of Washington: It seems 
to me it would be much better policy 
for us to refer the creation of this new com- 
mittee to our Executive Committee. I should 
like to move an amendment that the work 
of creating this new committee be referred 
to the Executive Committee. (Motion lost.) 

Mr. Cort, of New York: I understood from 
the Chairman of the Committee, that the 
Committee would welcome the addition of 
some people closely connected with this work. . 








282 





THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 
ee 


Speakers at Oakland-San Francisco 


CHARLES H. JUDD 
director of School of Edu- 
cation, University of Chi- 
cago, Chicago. 


Borghese, 


ference. 


PresipeNt Owen: The chair will rule on 
that. ‘The President of the Association has 
the power to remove all the individual mem- 
bers of that committee and make it all new. 
It is a question of continuing the committee 
as a committee and not the personnel. We 
hope the same committee will go on. (Mo- 
tion is put for the amendment, seconded and 
carried.) 

PRESIDENT OweN: Now the next point in 
the recommendation was that the Associa- 
tion express to the motion picture distributors 
appreciation for their support. (Motion made, 
seconded, carried.) 

A motion for the adoption of the third 
point was also made, seconded and carried. 

PresipeNT Owen: On the fourth point, in 
regard to the progress for visual education 
at the next winter meeting, the chair will 
have to rule that we have no power over 
that. It is only a recommendation to the 
Department of Superintendence. With that 
interpretation, are you ready to vote on the 
adoption of the report as a whole? (Motion 
seconded and carried.) 

H. B. Wirson: Was not another element 
involyved—namely, that no steps should be 
taken to organize a department of visual 
instruction? Is it determinative? Is that a 
question for the Executive Committee? 

PRESIDENT OweEN: The Board of Directors 
can make a department on its own action. I 
suggest that we get rid of this first, then 
take it up. 

Mr. Witson: I speak of that because since 
I have been organizing a visual education 
conference for this meeting, a number of 
persons have been urging that action be 
taken. If our action is not determinative, it 
is of no use. 

PRESIDENT OweEN: It is not determinative. 
All in favor of the motion, etc. (Motion 
carried.) 

The next report is that of the Committee 
on the Reorganization of Elementary Edu- 
cation, by Miss Olive M. Jones, of New York 
City. 

After calling attention to the reports in 
the hands of delegates, and after outlining 
work of the committee since it was created, 
Miss Jones said: It is therefore recommended 
to you now that the original commission be 
discharged from its work; that the Committee 
on Publication be discharged from its duties; 
that all matters of publication of reports of 


PRINCESS SANTA 


Rome, 
delegate to the World Con- 





WILL C. WOOD 
State 
public 
mento, 


superintendent of 
instruction, Sacra- 
California. 


Italy, 


these committees: hereafter be left with the 
publication of the National Education Asso- 
ciation. It is also recommended that the 
three sub-committees on English, Mathe- 
matics, and Social Studies be continued, but 
that they take the postion of committees of 
the National Education Association, and not 
sub-committees of a commission that had a 
general problem to solve, and feels that its 
work is completed. (Motion made for the 
adoption of the report; seconded and car- 
ried.) 

PRESIDENT OweN: The next report is that 
of the Editorial Council, which will be pre- 
sented by Dr. W. Carson Ryan, Jr., Pro- 
fessor of Education in Swarthmore College, 
Swarthmore, Pennsylvania. 

W. Carson Ryan: I know I express the 
regret of every one present that Dr. Bagley 
is not here to give his report. (Reading of 
report by speaker, followed by a motion for 
its adoption, which was seconded.) 

Mr. Cort: As a matter of information, 
may I ask if the various departments of this 
Association are kept in close touch with 
THE JOURNAL? 

Dr. Ryan: Most of the departments ap- 
pear to think that the editor of THE JOURNAL 
is so persistent in that respect that they are 
rather bothered by it. There is a constant 
communication between the staff at Wash- 
ington and every department of the organ- 
ization. I know, at least, that the head- 
quarters staff most certainly encourages that. 
(Motion carried.) 

PresIDENT Owen: We will now hear the 
report of the Joint Committee on Health 
Problems in Education, by the Chairman, 
Dr. Thomas D. Wood, of Columbia Uni- 
versity, New York City. 

Tuomas D. Woop: Mr. President, mem- 
bers of the Assembly: You have received 
the printed copy of our committee report. I 
hope that you will all read it; I do not in- 
tend to take the time to read it to you now. 
(He then gave the report of the committee. ) 

A motion was made to adopt the report as 
read. 

PRESIDENT OweN: You have heard the mo- 
tion that the report of this committee be 
adopted. Is there a second? (Motion sec- 
onded and carried.) 

FROM THE FLoor: May I ask if it is neces- 
sary that all members of the Rules Commit- 
tee should be members of this body here? 


September, 1923 


PRESIDENT OweN: I am going to rule that 
everybody must be a delegate. That is my 
ruling, and if you don’t like that, direct the 
chair otherwise. 

Motion made for adjournment of Tues. 
day morning session seconded and carried, 


Thursday Forenoon, July 5, 1923 


SECOND BusINess SEssion—The second busi. 
ness session of the Representative Assembly 
was held in the theater of the Oakland Civic 
Auditorium on Thursday forenoon, July 5 
beginning at nine o’clock. 


PRESIDENT OWEN: The meeting will please 
come to order. Now this morning we haye 
a crowded program and I am going to ask 
each speaker to limit himself to ten or fifteen 
minutes at the outside, if he can possibly do 
it. If he can’t, I can! 

The first speaker brings to us a report of 
a very important investigation carried on jn 
a field that does not affect many of us dj- 
rectly, so far as the elementary school is cop. 
cerned; yet it is a field which in the higher 
levels of our educational life is of great sig- 
nificance. I have great pleasure in intro- 
ducing to you Dean Andrew F. West, of 
Princeton University, who will give us an 
insight into the Classical Investigation. 

DEAN WEsT: President Owen, ladies and 
gentlemen: Ten minutes is time enough for 
anything I have to say. I shall not give you 
any rhetorical fireworks, but simply speak a 
few facts, although yesterday might be an 
excuse even for a professor of Latin to shoot 
off a few Roman candles! (He then deliy- 
ered the excellent address which will be 
printed in the proceedings.) 

PRESIDENT OWEN: The next presentation 
is out of the usual order. There is a great 
body of people who come in contact with us 
schoolmen at many points, and who may be 
looked upon as just troublesome talesmen or 
as real helpers in our work. Now Mr, 
Holmes has a big responsibility in coming 
before us. (Mr. Holmes then delivered an 
address, which will appear in the printed 
proceedings of the meeting.) 

PRESIDENT OWEN: The chair will call on 
President Sims, of Wisconsin, to present the 
report of the Committee on Rural Education. 

Mr. Sims: (After presenting the report 
which is printed in pamphlet form, he moved 
its adoption. The motion passed by a un- 
animous vote.) 

PRESIDENT OWEN: The next report is that 
of the Committee on Tenure, which will be 
given by Mrs. Emma L. Dacre, of the San 
Francisco public schools. (In introducing 
Mrs. Dacre, the President referred to her 
part in the success of the local arrangements 
for the meeting.) 

Mrs. Dacre: I thank Dr. Owen for his 
remarks, but I never could have succeeded 
unless I had had the organization back of 
me in San Francisco, the San Francisco Grade 
Teachers’ Association, the High School 
Teachers’ Association, and the San Francisco 
Prnicipals’ Association. We all worked in 
harmony. (Following the presentation of 
the report, which is printed in pamphlet 
form, a motion was passed for its adoption.) 

PRESIDENT OweN: We now have a full 
Representative Assembly and with your cot 
sent, the chair will introduce the Chairman 
of the Legislative Commission, Dr. George 


come 
corn 

M 
grote 
is tl 
neve 

M 










































Vol. 12, No.7 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


eT eee 


p. Strayer, Teachers College, 
University, New York City. 

Dr. STRAYER: Before I make the brief re- 

rt which 1 have to present for the Com- 
mission, I should like to acknowledge the 
splendid service to the Association in sup- 
port of the work of the Legislative Commis- 
sion that has been rendered by your Field 
Secretaries. The Commission can meet from 
time to time and can serve you in the di- 
rection of the policies of the Association; 
but the actual hard work, day in and day 
out, twenty-four hours in the day, and all 
of the days in the month and in the year, is 
done by Miss Charl Williams and Dr. En- 
gleman. (He then read the report and 
moved its adoption.) 

Miss HorrMAN, of Honolulu: I would like 
to second the motion. I wonder if I may at 
the same time beg that this Commission add, 
“and Territories” to “the States” in every 
case. 

PresipENT OwEN: With that interpretation 
of the motion, the question is open for dis- 
cussion. Of course this change will be em- 
bodied in the report in its final form. (The 
president announced that the motion carried 
by a unanimous vote.) 

PRESIDENT OWEN: We will now have the 
report of the Committee on Pensions, which 
will be presented by Miss Mary McSkimmon, 
of Massachusetts. (After presenting the re- 
port Miss McSkimmon made a motion for 
its adoption. ) 

Miss Harpen, of Illinois: I rise on a 
point of information. Will the adoption of 
this report place the National Education As- 
sociation on record as endorsing Federal aid 
for pensions? 

PRESIDENT OWEN: The chair rules not. 
The report recommends that one of the 
points of investigation might be that point, 
but no pronouncement was made as to our 
opinion, or no conclusion was drawn. 

Mr. THAYER, of Colorado Springs: I rise 
for a point of information. I am probably 
out of order, but it seems to me that the 
obvious and the appropriate thing for us to 
consider would be the economic possibility 
of an old-age pension for all and not for 
teachers exclusively. 

PRESIDENT OWEN: The chair will rule that 
if this idea is to be embodied in the report, 
it will have to be in the form of an amend- 
ment. 

Mr. THAYER: I move to add to the Reso- 
lution, then, that this Committee shall at 
least consider the advisability of a recom- 
mendation dealing with old age pensions 
generally, an investigation along these lines. 
(Seconded. ) 

Dr. WinsHip, of Massachusetts: | move 
that the motion be deferred until tomorrow. 

PRESIDENT OweEN: To defer the amend- 
ment will defer the whole report. (Motion 
seconded, but lost.) 

PRESIDENT OweEN: The question now is on 
the amendment. 

Mr. MarsHatt, of West Virginia: Every 
once in awhile an action of this same kind 
comes up. I think it is well enough to hoe 
corn in your own field. 

Mr. Tuayer: I realize it may seem a little 
grotesque to go outside our own field; but it 
is the disease of educators that they can 
never go out of their own field. 

Mr. Moore, of California: I can agree 


Columbia 











WILLIAM L. ETTINGER 


superintendent of schools, 
New York City, since May, 
1918. 


SUSAN M. 


superintendent 
Los Angeles, 








entirely with what the gentleman has just 
said, but I would like to say I believe per- 
sonally in old-age pensions and would like 
to see it put over. But the thing to do is 
to go ahead and do this for the teachers, 
and then the work that is done will be avail- 
able for all the people. 

Mr. GA..oway, of Iowa: I am absolutely 
and utterly opposed to any attempt to take 
on too much territory. When we attempt to 
assume the functions of government, of the 
United States Government, we are going too 
far. 

PRESIDENT OWEN: We have before us the 
issue; are you ready to vote? (Motion lost.) 

PRESIDENT OWEN: Now the vote is on the 
original motion, the adoption of the report. 
(Motion carried.) 

We will next have the report of the Com- 
mittee on Coérdination of Research Agen- 
cies, by Jesse H. Newlon, superintendent of 
schools, Denver, Colorado. (After presenting 
the report Mr. Newlon moved its adoption.) 

Miss BLAKe, of New York: In what way 
should the Commission be increased? 

PRESIDENT OWEN: The method in the long 
run is very simple, because the personnel of 
these committees is reappointed each year 
by the incoming President, and the Chair- 
man; then the personnel can be decided. 
(Motion carried to adopt report.) 

Next is the report of the Committee on 
Thrift, a committee that has been working 
for some years, and I am sure has accom- 
plished a great deal. It will be presented 
by the Chairman, Arthur H. Chamberlain, 
of San Francisco, secretary of the California 
State Teachers’ Association. 

Mr. CHAMBERLAIN: It will be unnecessary 
to tell the California delegation what the 
others might not understand, that anything 
embodied in this report relating to thrift or 
economy is in no way in line with a type of 
economy which a certain governor of a cer- 
tain illustrious State is proposing. (After 
giving the report, which is printed in pam- 
phlet form, Mr. Chamberlain moved 
adoption. The motion was passed.) 

PRESIDENT OWEN: I have the pleasure of 
presenting one of our field secretaries, the 
former distinguished President of the Na- 
tional Education Association, Miss Charl 
Ormond Williams. (After Miss Williams 
had presented her report, President Owen 
stated that “This is a report that does not 


its 


“4 


VAUGHAN MacCAUGHEY 


associate 
Educational 
Francisco, 


DORSEY 


of schools, 
California. 


Sierra 
San 


editor, 
News, 
California. 





require action. It is a report of one of our 


officers.” ) 
The next report is that of another field 
secretary. We have accumulated another 


since a year ago. I want to say that one of 
the difficult things the Executive Committee 
had to decide when we were confronted with 
the work of the year was whether we could 
really afford to go to the length of putting 
two field secretaries at work. But the fact 
was that our efforts at Washington need the 
constant, genuine leadership that was re- 
corded in that report that was just read. I 
have great pleasure in introducing to you 
Dr. J. O. Engleman, field secretary of the 
National Education Association. (Mr. En- 
gleman then gave his report, which, like the 
one by Miss Williams, received 
applause. ) 

PRESIDENT OWEN: We will hear now the 
report of the Illiteracy Commission, which 
was to have been presented yesterday. Mrs. 
Cora Wilson Stewart, chairman of the IIlit- 
eracy Commission. (Written report read by 


generous 


the chairman, who moved its adoption. Mo- 
tion seconded and carried.) 
PRESIDENT OWEN: Any new business? 
FROM THE BAtcony: Mr. President and 


members of the National Education Associa- 
tion: When you asked for a vote on the 
report of the Legislative Commission, I voted 
No, and you announced a unanimous vote in 
favor of the report. When I realized that 
you had not noticed my vote, or else ignored 
it, I repeated it, and you said I was too late. 
What I wish to state is that the adoption of 
the report was not unanimous. 

PRESIDENT OWEN: Do you refer to that 
vote on the report of the Legislative Com- 
mission which was presented? ‘The chair 
asked for those in favor, and he heard a 
volume of approval. He asked for those 
opposed, and heard nothing, so he announced 
the ruling. Afterwards somebody - said, 
“No.” The lady, who is a member of the 
National Education Association, says that 
she tried to make the chair hear, and even 
implies that the chair was not anxious to 
hear, for which we will forgive her. Then 
I will go on to say that she is not a member 
of the legislative assembly, and not a dele- 
gate, and while she has the privilege of ex- 
pressing her opinion, she has no vote, hence, 
the action of the Representative Assembly 
stands unanimous. 









284 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


September, 1923 


ee eT OEE eee 


Is there anything before us? If not, the 
Assembly is adjourned to meet Friday morn- 
ing at 9:00 o’clock. 


Friday Forencon, July 6, 1923 


Tuirp Business Session—The third busi- 
ness session of the Representative Assembly 
was held in the theatre of the Oakland Civic 
Auditorium on Friday forenoon, July 6. 


Meeting called to order at nine o’clock 
by President Owen, who because of the 
number coming into the room, and while 
waiting for the distribution of reports, sug- 
gested that the Assembly recess for fifteen 
minutes. 

PRESIDENT OweEN (promptly at 9.15): We 
will listen to the report of the Committee to 
Coéperate with the American Legion, to be 
presented by J. M. Gwinn, superintendent 
of schools, San Francisco. (Reading of re- 
port by Mr. Gwinn.) 

After Mr. Gwinn had presented the re- 
port, which was then handed to the Secre- 
tary, Mr. Sims, of Wisconsin, moved the 
adoption of the report, which was seconded 
and carried. 

PresipeNT Owen (after making an an- 
nouncement about the commercial exhibits 
and calling attention to their great values) : 
We will now hear the report of the Board 
of Trustees, by Walter R. Siders, superin- 
tendent of schools, Pocatello, Idaho, who is 
chairman of the Board. 

Wa ter R. Sipers: It is my understanding 
that the report of the Trustees is in your 
hands. To expedite business, will you pick 
up that report and turn the first page? 
There you will find some introductory re- 
marks by the trustees, which point out the 
three funds of the Association. 

(He then explained in detail the points 
in the report which might not be fully un- 
derstood by reading the report. He called 
attention to the fact that the headquarters 
building purchased for $98,000 could now be 
sold for $150,000.) 

PRESIDENT OweN: Does any one want to 
discuss this report? (After the presentation 
of the report, which will appear in the 
printed Proceedings, Mr. Bunker, of Hawaii, 
moved its adoption. The motion was sec- 
onded, and carried.) We will now listen 
to the report of the Treasurer, Miss Cornelia 
Adair, of Richmond, Virginia. 

Miss Apair: You hold the report in your 
hands. I am going to ask you to turn to page 
four, which is the formal report of the Treas- 
urer. I am not going to read the figures, 
but I am going to ask you to turn to page 
seven, where a summary has been giveu. 
(She explained items in the report and made 
recommendations. ) 

Mr. Smitu, of Tennessee, moved the adop- 
tion of the Treasurer’s Report. The motion 
was seconded and carried. 

PRESIDENT OWEN: Now there is a recom- 
mendation from the Treasurer that is also 
in essence a report of the Committee on Pay- 
ment of Delegates’ Expenses, of which com- 
mittee Miss Adair is chairman. If there is 
no objection, I will ask Miss Adair to present 
that recommendation at this time. 

Miss Apair: I had very much hoped that 
we could have this report yesterday morning, 
but circumstances prevented. This is a mat- 
ter that has been before our organization 


ever since the reorganization at Salt Lake 
City. Will you please look at your folder 
and get to the report of Financing Dele- 
gates? I move the adoption of this report. 
(Motion seconded.) 

PRESIDENT Owen: Any discussion? 

Mr. We tty, of Oakland: May I ask a 
question? As the-calculation produces the 
sum of $20,000 and we are only approving 
an expenditure of $10,000, would that not 
mean that only half of the expenses above 
fifty dollars would be paid? (Answered in 
the affirmative by Miss Adair.) 

Mr. Bunker, of Hawaii: In the first sen- 
tence of the second paragraph it mentions 
“State delegates.” I merely rise to ask for 
information. Does that term include dele- 
gates from the Territory of Hawaii and 
from Alaska as well? (Answered in the 
affirmative by President Owen.) 

DeLecaTe from Ohio (representing the 
Cincinnati School Masters’ Club): Is it not 
true that our income now is just about equal 
to the expenses—that is, providing for these 
investigations that the National Education 
Association is conducting? Is that not a 
fact? I represent the Cincinnati School 
Masters’ Club. It is an organization of 300 
men in Cincinnati. Feeling that was the case, 
they instructed me to vote against any pay- 
ment of expenses for delegates, believing 
that this fund of the National Education As- 
sociation ought to be reserved for these in- 
vestigations and studies and research work. 

Following an explanation by Miss Adair 
there was prolonged discussion, mainly in 
favor of the recommendation. Among those 
who took part in the discussion were: Miss 
Jones, of New York; Miss Gardner, of Wis- 
consin; Dr. Kelley, of Pennsylvania; Mr. 
Galloway, of Iowa; Miss Wade, of Cali- 
fornia; Mr. Bunker, of Hawaii; Miss Peter- 
son, of Ohio, and others. 

Mr. BANDMAN, from Alabama: How can 
they recommend that the National Educa- 
tion Association pay all railroad and Pull- 
man expenses above $50 and that only $10,000 
be set aside? 

Miss Apair: The amount is to be provided 
proportionately. 

PRESIDENT Owen: With that understand- 
ing, are you ready for the question? (Mo- 
tion carried.) 

Miss Apair: On the first page of the pres- 
ent report, you will find a suggestion by the 
Treasurer, that we set up a reserve fund to 
carry ourselves over the summer time, but 
I understand that will be cared for in the 
budget. 

Miss Douerty, of St. Paul: I think the 
chair did not hear the negatives on that last 
motion. 

PRESIDENT OweN: I am reminded that I 
did not take the negative vote, so we will 
take both again. (Vote retaken and the mo- 
tion carried.) 

Miss Donwerty: I think in fairness to the 
members of this Cincinnati School Masters’ 
Club, they should have a chance to register 
their vote on the floor of this house. I don’t 
agree with them, but there has been general 
criticism all around me because they didn’t 
have an opportunity to register their vote. 
If this is going to be a Representative As- 
sembly, I maintain the members of this club 
in Cincinnati should have a right to register 
their opposition. 


PRESIDENT OweN: The chair agrees with 
Miss Doherty, and has proved his agree. 
ment, and the motion is carried. Now the 
report of the Executive Committee will be 
presented by Mr. Siders. 

Mk. Sipers: This report is in your hands 
for comparison, while I read it. (Reads re- 
port as printed and gives explanations.) Ay 
the right time, the Executive Committee wij 
offer a few amendments. I move the adop- 
tion of this report. (Question about a dis- 
crepancy in the figures, which proved to be 
an error on the part of the printer. Corrected 
by Chairman.) 

Miss Parrrivce, of Berkeley: Why is the 
money for the Health Program and also J]. 
literacy, limited to the extent of money for 
carrying out the printing of reports, when 
the other committees have no limitation? 

PRESIDENT OwEN: The facts of the case are 
that last year this Committee on Health 
Problems asked for $1500 extra in order to 
prepare a report, which would be essentially 
a course of study in health for the schools, 
We felt that in coming before this body at 
this time it should be recognized that this 
was for the printing of the report. The 
same also concerning the report of the II- 
literacy Commission. 

Mr. WALKER, of Missouri: On page three 
of this report, under the budget for special 
committees, we note that the Committee on 
Rural Education had an appropriation of 
$800 last year, and that has been reduced to 
$150. Will Mr. Siders explain this reduc- 
tion? (It was explained that the committee 
asked for this amount.) 

PRESIDENT OweEN: If you will trust the Ex- 
ecutive Committee on that, we will remedy 
the errors made by the printer. The sig- 
nificant figures are the appropriation for 
committees. (Motion to adopt the report 
seconded and carried.) 

PRESIDENT OWEN: We will now have the 
report of the Committee to Codperate with 
American School Citizenship League, by the 
chairman, Mrs. Fannie Fern Andrews, of 
Boston. This report was deferred from 
yesterday. 

Mrs. ANpDREWS: Mr. President, Delegates 
of the National Education Association: I am 
very sorry I could not have made this report 
when it ought to have been made. Mixing 
it in with finances, it may seem rather out 
of place, but I think we can concentrate on 
a new subject for a few minutes. (She 
then read the report.) 

Mr. Newton: Does the adoption of this 
report imply the adoption of the Resolutions? 
The idea seems to be that history should be 
taught from the world point of view. 

Dr. SmitTH, of Massachusetts: (After a 
short discussion of the report) I move that 
the report be referred to the Resolutions 
Committee of this Association, of 1924, for 
report at that meeting. 

Mrs. ANDREWws: I rise to correct Dr. 
Smith’s statement that the first function in the 
teaching of geography and history, as stated 
in this report, is to do what he says. It 
distinctly says that it shall include the teach- 
ing of such matters, not that its first function 
is that. 

PresIDENT OweN: Was it the intent of the 
motion to have the Secretary take out that 
part of the report and put it in the hands 


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of the Resolutions Committee next year, and 
yote on the rest? 

Dr. SMITH: It was the intention of my 
motion that the entire report be put into the 
hands of the committee. 

Miss BLAKE, of New York: That means 
we would take no action on this question for 
next year. It seems for us to retire from 
any action on this matter is very disastrous. 

Mr. Cort, of New York: I understand the 
Chairman of the Committee itself has ex- 
pressed satisfaction with our holding this 
matter over so as to consider it more care- 
fully. (A vote was then taken, and as a 
division was called, another vote was taken. 
The result of a rising vote showed 224 in 
favor of referring the report to the Resolu- 
tions Committee; 182 against.) 

PresiDENT OWEN: The chair took the right 
—and it was a great pleasure—of extending 
to Mr. Sawayanagi, President of the Japan- 
ese Imperial Education Association, an invi- 
tation to appear before this body and to 
extend to us the greetings which he desires 
to extend from his association. 

With your permission, at this point the 
chair will recognize and introduce to this 
audience Mr. Sawayanagi, President of the 
Japanese Education Association, and a mem- 
ber of the House of Peers of the Japanese 
Parliament. 

Mr. SAWAYANAGI then delivered a most 
excellent address. He was greeted with ap- 
plause on taking the platform and with great 
applause as he closed his address with these 
words: 

“T understand the United States of Amer- 
ica is a land of freedom and democracy. I 
hope the United States of America will be- 
come the land of internationalism, where 
there are no traces of racial prejudices, 
where only justice and humanity reign. I 
think this object can be achieved by the edu- 
cators rather than by the statesman. I thank 
you.” 

PRESIDENT OWEN: It is a great. pleasure to 
me personally and an honor officially to pre- 
sent to this audience the man who has car- 
ried the burden of this great and significant 
World Conference on Education, out of 
which has been born, as was said a moment 
ago by our distinguished visitor, this Inter- 
national Federation of Educational Associa- 
tions. 

I have the pleasure of presenting the 
Chairman of our own Committee on Foreign 
Relations, and the newly-elected President 
of the International Federation of Educa- 
tional Associations, Dr. Augustus O. Thomas, 
State Commissioner of Education, of Maine. 

Aucustus O. Tuomas: It is very difficult 
to attempt in ten minutes to give a report 
of the Proceedings of the World Conference 
on Education, which was called by the Na- 
tional Education Association. The United 
States, has through the Association, extended 
the hand of friendship and goodwill to the 
nations of the earth, and the warmth and 
genuineness with which that hand was ac- 
cepted has been most remarkable. 

(As Dr. Thomas continued his address it 
was evident from the interest and applause 
that the ideals of the World Conference on 
Education made a strong appeal to the mem- 
bership of the Association. ) 

(At the close of the address:) Our Com- 
mittee on Foreign Relations recommends 








assistant professor of child in charge of 


training, University of classes, Teachers College, metast epee - 
Minnesota. Columbia University. Women’s Clubs. 





that the National Education Association of 
the United States become a member of this 
new organization. (Motion seconded and 
carried.) 

PRESIDENT OWEN: This carries with it the 
approval of this last proposition that we 
become a member of this association. The 
details, I suppose we will get to in time, 
and we will have our own Chairman to 
keep us right. 

Miss BLAKE: Will it be in order now to 
add to our motion of approval, a motion of 
profound thanks to the Chairman of that 
Committee for the very wonderful work that 
he has done? (Motion seconded and unani- 
mously carried.) 

Aucustus O. THomas: I thank you for the 
motion, but I need no thanks. I would rather 
thank you for the opportunity. This could 
not have been carried through without the 
authority and codperation of Dr. Owen and 
Secretary Crabtree and the Committee who 
have helped so wonderfully and have been 
sympathetic with all of it. 

SECRETARY CRABTREE: The amendments 
proposed for consideration at this time are 
on page eight of the Official Manual. I 
take it that any one who desires to have an 
amendment considered will call attention to 
it and that you will not want me to read all 
these amendments, since they are printed in 
your Manual. 

PRESIDENT OWEN: The first amendment 
was presented by Mr. Springer, of Michigan. 
I received a telegram from him this morn- 
ing asking that it be deferred until next 
year. If there is no objection, that action 
will be taken. The next amendment was 
proposed by Mr. Stapleton, of Minnesota. 
It is essentially an interpretation of what 
was the intent of our By-laws. 

Miss BLAKE: Am [I right in thinking that 
that does not in any way limit the affliated 
associations, but it means that I as a member 
can vote in my afhliated association, which- 
ever one of the half dozen I belong to that 
I choose, and may also vote in the State 
Association ? 


PRESIDENT OWEN: That is the interpreta- . 


tion. An individual member of the National 
Education Association, if this were passed, 
could vote for a delegate to this Association 
in this way. He could vote in one affli- 
ated local association only, then could also 
vote in the affiliated State association. 


ALMA L. BINZEL JAMES F. 









Vol. 12, No. / HE JOURNAL OF THE NATIONAL EpucaTIoN ASSOCIATION 285 
















HOSIC EDITH McCLURE 


PATTERSON 
extra-mural 


(Motion made, seconded and carried for 
the adoption of this amendment.) 

PRESIDENT OWEN: The next is an amend- 
ment presented by Miss Blake, of New York. 

Miss BLAKE: (After discussion from the 
floor.) I think I had better withdraw my 
motion and ask to have this laid over until 
next year. 

PRESIDENT OWEN: The request is granted. 

The next amendment is given, but there 
is no statement of what section is taken. 
Is there a motion on that paragraph? If 
not, we will pass to the next. (Motion by 
Miss Blake to adopt that amendment.) 

PRESIDENT OwEN: What that does is this: 
It takes out of this Representative Assembly 
the State Superintendents of Public Instruc- 
tion. 

Miss GARDNER, of Wisconsin: This amend- 
ment was presented by the State Superin- 
tendent of Wisconsin at the request of the 
classroom teachers of Wisconsin, and we 
feel that it is a just amendment. But on 
account of the local situation in California, 
I feel that it would be better to have action 
postponed. 

Miss BLAKE: I didn’t know it would take 
him out when I made my motion. 

WiLL C. Woop, State Superintendent of 
Schools, California: I appreciate what Miss 
Gardner has to say in regard to the local 
situation, While I appreciate the kindly 
sentiments very much, I feel that if the reso- 
lution is right, it should be adopted. 

Miss GARDNER: I move that the amend- 
ment be laid on the table. (Motion seconded 
and carried.) 

Mr. Sipers: (Having been called upon by 
the chair to present an amendment recom- 
mended by the Executive Committee.) This 
amendment is to clear up some question 
about the Association year. It recommends 
that Section 7, Article, 1, of the By-laws be 
changed and amended to read as follows: 
(Reads and moves the adoption of the 
amendment. ) 

PRESIDENT OWEN: The point is this, that 
these two amendments have not been pre- 
sented before the Association previously, and 
would have to be adopted at this time, if 
adopted at ail, by unanimous consent. The 
motion is to adopt the first amendment pre- 
sented. 


Mr. Cort, of New York: Would it not 
be better to have the definition of the mem- 


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286 Tue JourRNAL OF THE NATIONAL EpucaTION ASSOCIATION 


September, 1923 


VCC 


bership year precede that statement, because 
it speaks of the requirement that members 
shall pay on or before November 1. That 
means between what date? How far back 
from November first? It seems to me it 
would be well first to define the membership 
year, then go on to the rest. 

PRESIDENT OWEN: This is a good sugges- 
tion, and if there is no objection we will 
present the second amendment first and we 
will ask the Chairman to read it. (Chair- 
man Siders reads as directed.) 

Mr. MINKEL, from Iowa: I am entirely in 
sympathy with the resolution, which would 
make the fiscal year run from September 1 
to September 1, but I am altogether opposed 
to that part of the resolution which would 
make the magazine year run from Novem- 
ber 1 to November 1. The thing we want 
to do is to bring the fiscal year and the 
magazine year both in accord with the fiscal 
year and the magazine year of nearly all 
our State associations, so that a member can 
budget her allowance for National, State, and 
district meetings. 

Mr. Frep Hunter, of Oakland: I fear that 
Director Minkel, of Iowa, misunderstands 
the purpose of this whole proposition. I 
can speak upon this question both as a 
member of this Committee and as a dele- 
gate from California. I think it is the big- 
gest obstacle that has stood in the way of 
our membership drive in California. These 
amendments will clear up that misunder- 
standing. Consequently, it is of the highest 
importance that this be the action at this 
time, because the resources of the Association 
are endangered unless these amendments do 
pass, Mr. President, with unanimous consent. 

Miss Matruews, of Milwaukee: Milwau- 
kee would have had a far larger member- 
ship if it had not been for the confusion 
which we have had and which Mr. Hunter 
has just explained. 

Mr. Huntinc, of Nevada: Our member- 
ship is in great confusion today and there 
is a good deal of friction and dissatisfaction. 
I think it most important to pass the amend- 
ment. 

Mr. Hunter: The director from Iowa and 
the Executive Committee are aiming at ex- 
actly the same thing. The Board of Direc- 
tors, or the Executive Committee, in con- 
sidering this amendment, Mr. President, 
went into the machinery of the thing very 
thoroughly. The amendments as proposed 
will do exactly what Director Minkel wants 
done. May I plead again that we have 
unanimous consent to put this in operation 
next year? (Motion which had been made 
was seconded and unanimously carried.) 

PRESIDENT OweEN: Now let’s go to Section 
7, Article 1. (Mr. Siders reads the pro- 
posed amendment.) 

The effect of that is to give every mem- 
ber a reasonable time to decide whether to 
renew his membership, but it obviates send- 
ing out magazines to a lot of people who 
don’t care whether they receive them or not. 
(Motion to adopt this amendment seconded, 
and voted upon, but vote not announced.) 

Mr. MINKeEL: I want to introduce an 
amendment to change that date from No- 
vember 1 to September 1. 

PRESIDENT OWEN: That is out of order; 
we are taking a vote. But we all want to 
hear this thing, and if you will let me, I 


will ignore that we started to take the vote, 
until we get this clear. 

Mr. MINKEL: I introduce that as an 
amendment to the resolution. If you say 
I am in order, I move we amend the date 
from November 1 to September 1. (Motion 
seconded and voted upon and declared lost.) 

Mr. Reep, of Akron, Ohio: I have an 
amendment, which as far as age and respect- 
ability go, should have been given prece- 
dence over all these others. It might be a 
Native Son, it is so old 

Mr. Hunter: I again appeal and say it 
is the most important thing for the resources 
of this Association that has yet come before 
us. Let me say to you, Mr. President, that 
the welfare of this Association is at stake, 
and it seems to me that there ought to be a 
waiving of the small technicalities which 
have been brought up here to prevent this 
thing from becoming operative in the Asso- 
ciation. I cannot move a reconsideration; I 
voted for the amendment. 

Mr. Corr: I move a_ reconsideration. 
(Motion seconded and carried.) 

Mr. Hunter: May I ask Mr. Cort to take 
this into consideration? We have, or have 
had, a plan of organization to date that 
has resulted in great confusion. The Ex- 
ecutive Committee has thought out a plan 
which they think will relieve that con- 
fusion. 

Miss JoHN, of Ohio: It seems so simple to 
me that I would like to state what I under- 
stand it means. I think it means that the 
dues are due on the first of September, to 
be paid in advance for the coming year, 
which will continue until the coming 31st 
of August. The bill is due on the first of 
September, and we are allowed sixty days’ 
grace in which to pay. That is a sort of 
business arrangement that enables those who 
cannot spare the two dollars membership on 
the first of September, because they have 
earned no money for three months, to pay. 
They can save that much in two months 
and pay! 

PRESIDENT OWEN: The motion is on the 
reconsideration of the vote on the amend- 
ment, which was lost. Are you ready to 
vote on the reconsideration? (Motion car- 
ried.) 

(Motion then taken on amendment, 
which was unanimously carried.) 

PRESIDENT OWEN: It is now time to intro- 
duce amendments to the By-laws to lie on 
the table for a year. The chair recognizes 
Mr. Reed, of Akron, Ohio. 

Mr. REED: Mr. President, this is not a new 
amendment. Two years ago at the Des 
Moines meeting, the Ohio delegation intro- 
duced an amendment to the By-laws pro- 
viding for the nomination of the officers of 
this Association from the floor of the As- 
sembly, and a vote by ballot, along the same 
lines as the Department of Superintendence 
has adopted. 

This was presented at the Des Moines 
meeting, was allowed to lie over for one 
year. Last year it was represented at the 
Boston meeting and was laid on the table. 
Therefore, it is a legitimate item of business 
for this meeting. We have had copies of 
this amendment struck off and I think the 
most of you have a copy of it in your hands. 

At this time I should like to read a reso- 
lution passed by the Ohio State Teachers’ 





Association, numbering 20,000 members, jp 
their Representative Assembly. (Reads re. 
port.) Mr. President, I move that this 
amendment be taken from the table. (Mo. 
tion seconded and carried.) 

FROM THE FLoor: Pardon the suggestion, 
Mr. President, but you have a little habit 
of calling for the Ayes, and stating that the 
motion is carried, without due consideration 
of the opposition. 

PRESIDENT OwEN: Aristotle once said that 
one swallow doesn’t make a spring. I did 
that one time, but I took the vote again, 
We will take this one again. (Recount: 
motion carried.) This amendment is before 
the house now for adoption. 

Mr. Reep: We are a working body, Mr. 
President, of about 700 or 800 delegates, and 
I see no reason why we should not proceed 
with the election of our officers, which js 
perhaps the most important business we 
have, after this fashion; the Department of 
Superintendence, after trying various means, 
has adopted a plan which is substantially 
this. I should like to recommend that this 
organization do the same. I move the adop- 
tion of this amendment. 

Mr. WALKER, of Missouri: I move to 
amend this resolution by referring the action 
of this body of delegates back to the mem- 
bers in our various States for final action, 
The folks back home have a right to say 
who shall be president of this organization. 

Miss MENZEL: I would like to offer an 
amendment to that amendment. In the place 
of the words beginning in the sixth line, “On 
the first day of the annual meeting of the 
Association, the delegates of each State, 
Territory, and district of the United States 
shall nominate one person for the Board of 
Directors’—I should like to amend that, 
substituting for what I have just read that 
“the State directors of each State, Territory, 
and district of the United States be elected 
by the respective State association.” 

PRESIDENT OwEN: The chair will rule that 
this amendment is out of order. This is a 
body created by charter of the United States, 
and the Board of Directors is elected by 
this whole body. The most that Miss Menzel 
could accomplish in this way would be to 
have a nomination come up in that way. 

Miss MenzeEL: Then I would like to know 
just how to proceed. What would be the 
legal procedure, then, for having it arranged 
in that way? ; 

PRESIDENT OWEN: This Association is by 
power and act of Congress in the control of 
this Representative Assembly and these are 
directors of the National Education Associa- 
tion from the States; but no State associa- 
tion or part of this body can elect a director 
of this body. The most you could do would 
be to have them nominated by the State 
associations, and the delegates directed to 
nominate that person. 

Mr. Wetty, of Oakland: I would just 
like to point out the effect of locality on such 
an election. California, at the first meeting 
of this Assembly, had 106 delegates. If | 
remember rightly, the largest number from 
any other State was 54. California had 
twice as many as any other. That would 
mean that the locality in which the National 
Education Association was held would have 
much more than a democratic influence o 
the election. 


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Vol. 12, No. 7 


Mr. Berc, of North Dakota: It seems that 
the method under which we have proceeded 
in the past is more democratic and much 
more efficient and democratic than the pro- 

d plan would be. 

Mr. SmiTH, of Tennessee: It seems to me 
that we must remember that the smaller 
States never have an opportunity of having 
this Assembly meet in their States. They 
have to go to the larger States, where there 
are great numbers of delegates. As it now 
stands, every State has a vote, which, it 
seems to me, is as it should be. Tennessee 
has just as large a vote as New York or 
California, and we ought to keep it that way. 
It seems more democratic and I don’t see 
how we can improve on it. 

Mr. Hunter: The supreme thing in this 
whole argument is this question of profes- 
sional solidarity and the effective working 
power of this National Association. This 
is a movement in that direction; it is a 
statement to the public that we have con- 
fidence in the rank and file of the teaching 
profession. 

Mr. WILL C. Woon, of California: I didn’t 
have opportunity to study this matter. It 
was laid on the table at the last meeting. I 
am convinced that this means, not democracy 
but “local-ocracy.” I move that this be 
laid upon the table. (Motion seconded and 
passed. ) 

Mr. Moore: I rise to a point of informa- 
tion. I would like to know when this 
amendment which was taken off the table 
was again laid on the table. 

PRESIDENT OWEN: When 
amendment on the table. 

Mr. Moore: They laid on the table the 
amendment to amend. 

PRESIDENT OWEN: When you lay an 
amendment to a motion on the table, you lay 
the whole thing on the table. I would like 
to say if you don’t like that ruling the chair 
will be glad to have an appeal to the body, 
because it is a difficult point. I think we 
ought to know what we are doing. 

Mr. Reep: I appeal from that ruling. 

PRESIDENT OWEN: All in favor of sus- 
taining the ruling of the chair, say Aye. 
(Motion carried.) It is all on the table now. 

The next is unfinished business. If there 
is none, the next is new business. The chair 
is not trying to do anything but trying to 
get our’ business done as expeditiously as 
possible. 

Miss BLake: I don’t know how the mem- 
bers feel about not having any yearbook. 
I realize perfectly that it is impossible to 
print a yearbook with the names of all the 
members. It would be as big as the un- 
abridged dictionary, and perhaps as a two- 
volume dictionary. Could the Secretary give 
us any idea how many five-dollar members 
there are? (Secretary answered 12,000.) 
I would like to move that the names of all 
five-dollar memberships, with their institu- 
tions and their work and their addresses, be 
printed in a yearbook to be given to five- 
dollar members, and to be sold to the others 
for three dollars. (Motion seconded, voted, 
and lost.) 

PRESIDENT OweEN: The next is the report 
of the Committee on Necrology. 

StcreTary Crasrree: The Chairman, Mr. 
Ernest L. Crandall, had to leave at this 
moment in order to catch his train, and 


they laid the 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


asked me to read this brief report. (Read.) 
I move the adoption of this report, which 
provides for a report of this Committee on 
the program at the next annual meeting of 
the Association. (Seconded and carried.) 

PRESIDENT OWEN: The chair recognizes 
the Chairman of the Committee on Resolu- 
tions, Dr. Payson Smith, State commissioner 
of education, Massachusetts. (Reading of 
Resolutions by Chairman. Motion for adop- 
tion of report seconded and carried.) 

DELEGATE from Hawaii: I rise for a point 
of information, to know whether the Federal 
aid for the territories is safeguarded. Would 
it be possible to add “and Territories” after 
“States”? 

CHAIRMAN SMITH: It 
action already taken had practically em- 
bodied that. The Committee would not ob- 
ject if the delegates desire to have the in- 
sertion of those words. 

PRESIDENT OWEN: We have passed on 
that. The interpretation of the Chairman is 
that the meaning is there, and he suggests 
he would be willing to put in those words. 

DELEGATE from Hawaii: May I offer an 
amendment, that in the first article the 
words “to the States and Territories” be 
included after “Federal aid”? (Motion sec- 
onded and carried.) 

PRESIDENT OWEN: The chair thought it 
best to allow the motion. The question now 
is on the adoption of the Resolutions. (Mo- 
tion seconded and carried.) 

We will now hear the report of the Com- 
mittee on Nominations, presented by the 
Chairman, Jesse H. Newlon, superintendent 
of schools, Denver, Colorado. 

Mr. New.on: The Committee on Nomi- 
nations has voted unanimously upon the fol- 
lowing names of officers of the National 
Education Association for the next year: 
(Reads report and moves its adoption. The 
motion was seconded and carried.) 

PRESIDENT OWEN: We have just a moment 
or two. First, the President of the Associa- 
tion wants the privilege of introducing to 
this audience the new President of the Na- 
tional Education Association, Miss Olive M. 
Jones, of New York. 

Miss JONES: Friends of the National Edu- 
cation Association, it is late and I am not 
going to make a speech. But I did want to 
answer publicly one question that has been 
given to me innumerable times in the last 
two days. That is, what is going to be my 
policy as President of the National Educa- 
tion Association. 

I want to declare in most unmistakable 
terms that I object to having any individual 
policy. I am not an individual. I am the 
executive to carry out the program of the 
National Education Association as expressed 
by the vote of this delegate body. That is 
what I hope to do. It is what I want your 
loyal support to do. I will promise you 
that I will try to make it take shape in the 
form of concrete suggestions and concrete 
action, and not mere words. I ask your 
loyal support, and with that and the guid- 
ance of God, I will give you loyal service. 

PRESIDENT OWEN: It has been a great 
pleasure to act as your President during the 
year. It is a great honor, the greatest honor 
that can come to any school teacher, I think, 
in America, officially to serve as a President 
of the National Education Association. 


was believed the 





287 


I want to thank you for the wonderful 
coéperation we have had from you during 
this week, and to assure you that to the best 
of my ability I shall continue the policy of 
trying to be a loyal member of the National 
Education Association. 

Mr. Cort: I should like to move a rising 
vote of thanks to our able retiring President. 
(All standing.) The vote is unanimous. 

PResipeNT OWEN: The Sixty-first Annual 
Session of the National Education Associa- 
tion has come to a close and is adjourned 
sine die. 

J. W. CRABTREE, 
Secretary. 
WILLIAM B. OWEN, 
President. 


Our National 


Association 


VERY TEACHER in America is 

helped by the work of the National 
Education Association. He may not 
be a member. He may not even know 
that there is such an association, but 
he will be using books that have been 
influenced by the work of its notable 
committees, or will be working under 
laws that represent policies crystallized 
at its meetings, or will be drawing a 
salary that is higher because of the 
campaigns the Association has inaugu- 
rated to demonstrate the need of salaries 
that will keep the best men and women 
in the profession. 

Years before the present United States 
Bureau of Education was established, 
the National Teachers’ Association be- 
gan, in 1857, to bring together the edu- 
cational workers who were interested in 
improving the profession. Giant strides 
have been made between that day and 
this—sometimes slow and sometimes fas- 
ter—but throughout the long struggle 
for better conditions this National Asso- 
ciation has been the army that has led 
the battle. 

The men and women who study the 
educational advance have come to recog- 
nize the importance of the National 
Education Association and of the great 
State and local associations of which it 
is composed, but too frequently the rank 
and file, working in isolated communities 
or even in larger towns and cities have 
looked upon it as something far away 
and intangible—not realizing how vitally 
it is touching their daily lives. 

This is a day of organization. Ideals 
are created by organizations through 
conference and discussion. Programs 
are framed by them. Campaigns are 
waged such 


and victories won. In 





288 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








September, 1923 


i TLL LT eee ee eee 


united efforts the merg strength of num- 
bers is a tremendous asset. When the 
National Education Association was an 
organization of only a few thousand or 
even of a few hundred members, its 
ideals influenced the development of 
American education. Now that it has 
a membership of 140,000 its program 
speaks with compelling force to the 
American people on behalf of the Na- 
tion’s children. If the lonely teacher 
who pays his two dollars received no 
JouRNAL or other direct service, the 
sheer fact of his enlistment in this great 
army with its consequent influence on 
public sentiment and public policy, would 
be worth many times his small invest- 
ment. Every added member lends that 
much additional weight to every activity 
of the Association. 

It has cost money to get 140,000 


members. It has cost time and labor, 
and long hours of planning. But the 
achievement is worth the cost. If there 


were twice as many members the im- 
pact of the Association and its ideals and 
programs upon public sentiment in 
America and throughout the world 
would be twice as great. This is our 
Association—maintained by our fees and 
carrying out the policies adopted by our 
representatives. In order that we may 
all understand it better, THE JoURNAL 
plans to run during the year a series of 
articles describing its various activities. 

Just now the Department of Superin- 
tendence is hard at work on its program 
for the February-March meeting. Its 
president, Dr. Payson Smith, State 
commissioner of education for Massa- 
chusetts, has already outlined a series 
of meetings to discuss real problems in 
education. Out of his broad experience 
and travel and study, and fresh from a 
period of teaching in the summer session 
of the State University of Washington, 
Dr. Smith—program maker—is fac- 
ing the problems of education not from 
some narrow administrative point of 
view, but with the interests of the whole 
of education at heart. It is this attitude 
on the part of the best administrators 
that is one of the hopeful things in our 
educational life. From the day in 1870 
when the National Association of School 
Superintendents united with the Na- 
tional Teachers Association into the 


present organization there has been a 
growing unity in American education. 
There have been strains at times and 
adjustments that were difficult to make 
under the pressure of rapid growth, but 
we may all be thankful that the unity 





of American educational organization 
has not been broken—that there is not 
one group representing administration 
trying to protect its interests and another 
group representing teaching trying to 
protect its interests, but a united group 
trying to safeguard and improve the in- 
terests of children everywhere. 

Working side by side with the sec- 
retary of the Department of Superin- 
tendence in the Washington office is a 
Division of Elementary School Service, 
in charge of a teacher fresh from the 
classroom, serving organizations of class- 
room teachers throughout the country 
and bringing to the Association’s Cabinet 
the point of view of these who work in 
daily contact with school children. 

A Division of Business looks after the 
expanding business activities of the As- 
sociation, plans its expenditures, secures 
advertising for its JOURNAL, manages its 
commercial exhibits, makes the numer- 
ous connections that must be made in 
the cities where the Association meets 
twice each year. Only by the most wise 
and careful management can the small 
fees be made to accomplish the large 
work which the Association does each 
year. 

A Division of Research is ever at work 
collecting facts to support the Associa- 
tion’s program. Its bulletins are recog- 
nized everywhere as the outstanding 
service of their kind. Every mail brings 
such comments as these: “A diamond 
mine of information.” “Just what I 
needed with the legislature.” “Always 
keep it on my desk in preparation for 
board meetings.” ‘Am using it as the 
basis for editorials.” Or this from over- 
seas, “I am very grateful for the in- 
valuable Research Bulletin. It will help 
me in preparing a pamphlet in defense 
of educational expenditure in England. 
We are passing through extremely dif- 
ficult times just now.” 

Field Secretaries in charge of work 
out over the country-and of legislation 
before Congress are literally generals in 
the field studying the battle line in edu- 
cation and helping to keep the strength 
of the Association in action at the right 
time and in the right places. 

A Division of Records and Accounts 
handles the numerous records that result 
from the Association’s large member- 
ship. During a period of growth so 
rapid that it would have disorganized a 
less effective system, this division has ex- 
panded and installed more and better 
machinery to make sure that the records 
are kept as well as possible in spite of 





rapid growth and the extensive changes 
in personal addresses which occur every 
year in the teaching profession. 

Finally there is the Division of Pyb. 
lications under whose direction there jg 
published THE JourRNAL and other pub. 
lications, aggregating over 111,000,000 
pages during the past school year, not to 
mention its world-wide contacts with 
the sources of educational publicity. Foy 
example, almost every meeting brings 
letters like this from a publicity organi. 
zation in San Francisco, “In all my ex. 
perience I have never known a conven. 
tion to come so fully prepared and or. 
ganized to meet its obligations to the 
press as was the case with the National 
Education Association just closed. The 
broad dissemination given to the message 
of education at both the general meet- 
ings and the World Conference would 
not have been possible without this or- 
ganization and preparation on your 
part.” 

These are only a few of the things 
our National organization is doing, 
Every member should be proud of them 
and THE JOURNAL proposes during the 
year to tell more about them, not in a 
spirit of boastfulness, but that every 
teacher who contributes his two dollars 
to professional organization may know 
what is being done with it. 


EPETITIVE LABOUR—the do- 
ing of one thing over and over 
again and always in the same way—is a 
terrifying prospect to a certain kind of 
mind. It is terrifying to me. I could 
not possibly do the same thing day in 
and day out, but to other minds, per- 
haps I might say to the majority of 
minds, repetitive operations hold no 
terrors. In fact, to some types of mind 
thought is absolutely appalling. To 
them the ideal job is one where the 
creative instinct need not be expressed. 
The jobs where it is necessary to put in 
mind as well as muscle have very few 
takers—we always need men who like a 
job because it is difficult. ‘The average 
worker, I am sorry to say, wants a job 
in which he does not have to put forth 
much physical exertion—above all, he 
wants a job in which he does not have 
to think. Those who have what might 
be called the creative type of mind and 
who thoroughly abhor monotony are apt 
to imagine that all other minds are 
similarly restless and therefore to extend 
quite unwanted sympathy to the labor- 
ing man who day in and day out per 
forms the same operation —My -Life 
and Work by Henry Ford. 




















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Vol. 12, No. 7 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


289 








GUIDE TO BOOKS 





Select List 


ITLES and notes in this list are taken 
from the May Booklist of the American 


Library Association. 


BraABHAM, WILLIAM Mouzon. The Sunday 
school at work in town and country. 
N. Y., Doran, 1922. 217p. illus. $1.50. 


A handbook for officers and teachers in 
small Sunday schools. Considers aspects of 
the problem of management, including duties 
of officers, subject matter, methods, equip- 
ment, and workers’ conferences, in schools of 
less than two hundred members. Author 
has had wide administrative experience in 
Sunday schools. 


BrRIGHAM, CARL CAMPBELL. A study of Amer- 
ican intelligence. Princeton, Princeton 
Univ., 1923. 210p. illus. $3.50. 


Analysis of the results of the army psy- 
chological tests. Part one reproduces in full 
all the alpha and beta tests and discusses 
their reliability; part two analyzes results 
of tests given special groups, divided on the 
basis of race, nationality, and length of resi- 
dence here, and has, therefore, a specific 
bearing on immigration. Statistics are 
graphed and supplemented by explanatory 
notes. Yoakum and Yerkes also reproduces 
the tests and contains a general discussion of 
the methods used in conducting them, but is 
not primarily an analysis. 


BRowN, CHARLES ReEYNOLDs. Lincoln, the 
greatest man of the nineteenth century. 
N. Y., Macmillan, 1922. 77p. $1. 


By virtue of his practical idealism, liber- 
ality, his sympathetic leadership, political 
unselfishness and moral integrity, the author 
accords to Lincoln the place of highest rank 
among men of the nineteenth century. Also 
briefly compares his character and the cir- 
cumstances of his life with Jesus. Is an 
amplification of an address made in 1900. 


Burton, WILLIAM Henry. Supervision and 
the improvement of teaching. N. Y., Ap- 
pleton, 1922. 510p. $2.25. 


A textbook dealing in a practical manner 
with the methods of supervision, dividing its 
problems into four groups—those having to 
do with the improvement of class procedure, 
with the selecting and organizing of subject 
matter, with the use of tests and measure- 
ments, and with the improvement and rating 
of teachers. Addressed primarily to the su- 
perintendent, building principal, and grade 
supervisor, but useful also to supervisors in 
tural districts and of special subjects. An- 
notated bibliographies at chapter endings and 
lesson plans and reports in appendix. 


Dewey, Mrs. Jutia M. How to teach man- 
ners to school children. N. Y., Noble, 
1921. 116p. 80c. 


A useful manual for use in elementary 
grades that furnishes material for lessons in 
manners, outlines illustrative lessons and 
emphasizes the need of such knowledge by 
teachers as well as pupils. Shows that good 
manners are an outgrowth of kindness and 
consideration of others. Contains suggestive 
Stories, anecdotes, fables, and poems. 


+ 

GEARY, MArjoriE CRANE. Folk dances of 

Czechoslovakia. N. Y., Barnes, 1922. 
5ip. illus. music. $2.40. 


The music and directions for twenty-two 
dances, Slovak, Czech, and Moravian, ar- 
ranged in order of difficulty. Clear pictures 
from photographs show costume and position 
in the dance. Compiled by the National rec- 
reation secretary for the Y. W. C. A. in 
Czechoslovakia. 


Grey, ZANE. Wanderer of the wasteland. 
N. Y., Harper, 1923. 419p. illus. $2. 


Because of a fancied crime Adam Larey 
spends the years of his manhood wandering 
in the great American desert. As a result 
of his contact with the beauties and cruelties 
of the wasteland, his soul expands and he 
becomes the benefactor of all who cross his 
path. Successfully recreates the atmosphere 
of the desert and romantically relates it to 
the incidents and characters, which are no 
more unreal than those in the author’s earlier 
works. 


The Christian cru- 
N. Y., Mac- 


GULICK, SIDNEY LEwIs. 
sade for a warless world. 
millan, 1922. 197p. $1. 


Planned especially as a course of study in 
churches, Sunday schools, Christidn associa- 
tions and other groups seeking a practical 
answer to the question—How can the 
churches start a Christian crusade for a 
warless world? Offers concrete suggestions 
for definite working plans. Discusses pres- 
ent conditions, the ideals formulated in the 
statement adopted by the Federal council of 
the churches of Christ in America, the tasks 
to be accomplished, and the crusading spirit 
that will make the accomplishment possible. 
Appendix contains practical suggestions, 
questions for use in study groups, and bibli- 
ography. 


HoLiey, CHARLES ELMer. ‘The _ teacher’s 
technique. (Century education series). 
N. Y., Century, 1922. 378p. $2. 


An elementary text for prospective gram- 
mar and high-school teachers. Unlike Davis 
and Turner, it includes discussion, not only 
of the specific problems of classroom man- 
agement and procedure, but also the educa- 
tional principles underlying study imparting 
knowledge, developing individuality, ete. 
Lesson plans and brief outline of text. Index. 


The development of 


PaTTee, Frep Lewis. 
N. Y., Harper, 


the American short story. 

1923. 388p. $2.50. 

Traces the history of the American short 
story from the sketches and tales of Wash- 
ington Irving to the immense output of the 
present day. Shows that its rise has been 
due to many factors contributing to its evo- 
lution rather than to the influence of a single 
writer or group. Chapter bibliographies and 
one of “Notable books and articles on short- 
story history and technique” arranged chron- 
ologically. 


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 JourNat office, supplemented by 


information from the various publishing 


houses represented. 


Modern developments in edu- 
N. Y., Harcourt, Brace, 


ADAMS, JOHN. 
cational practice. 


& Co. 302p. $2. 
AMERICAN Liprary AssociaATION. Popular 
books in science; a reading list. Chicago, 


Author, 1923. 20p. Paper, 20c. each; 10 
copies, $1; 100 copies, $6. 

AsHBY, ARTHUR W., and ByLes, PHorse G. 
Rural education. N. Y., Oxford Univer- 
sity Press, 1923. 227p. 85c. 

BALL, FRANCIS KINGSLEY. Constructive Eng- 
lish; an aid to effective speaking and 
writing. Boston, Ginn & Co., 1923. 458p. 
$1.28. 


BARNES, WALTER. 
the teaching of English. 
McNally, 1923. 95p. 90c. 

BENNETT, FRANK LuvERNE. Manual in agri- 
culture; material and suggestions for use 
in the schools of South Dakota in connec- 
tion with the State course of study. Illus. 
Pierre, S. Dak., J. Fred Olander Co., 1922. 
155p. 45c. 


Beriitz, M. D. Les verbes appris par la 
conversation. N. Y., Berlitz School of 
Languages. 16lp. $1. 


BERNHARD, Frank H. E. M. F. Electrical 
yearbook; an encyclopedia of current in- 
formation about each branch of the elec- 
trical industry. Chicago, Electrical Trade 
Pub. Co. 1502p. $10. 

Berry, MARGARET K., and Howe, SAMUEL B. 
Actual democracy; the problems of Amer- 
ica. N. Y., Prentice-Hall. 317p. $1.50. 


BLANCHARD, W. O. The geography of Illi- 
nois. N. Y., Maemillan, 1923. 64p. 
Paper, 36c. 

Buss, A. Ione. Jowa child welfare legisla- 
tion measured by Federal Children’s Bu- 
reau standards. (Univ. of Iowa studies in 
child welfare; vol. 2, no. 3.) Iowa City, 
Iowa, Univ. of Iowa, 1922. 52p. Paper, 
40c. 


BoLeNnius, EMMA MILLER. 


The new democracy in 
Chicago, Rand 


First-grade man- 











ual; a help-book for teachers. Boston, 
Houghton Mifflin, 1923. 461p. 88c. 

Primer. Boston, Houghton Mifflin, 
1923. 120p. 60c. 

—— First reader. Boston Houghton Mifflin, 

1923. 120p. 60c. 

Second reader. Boston, Houghton Miff- 
lin, 1923. 214p. 72c. 

Third reader. Boston, Houghton Miff- 
lin, 1923. 246p. 76c. 


BoTTOME, WILLARD, and Grecc, JOHN Ros- 
ERT. The stenographic expert; for writers 
of Gregg shorthand. N. Y., Gregg Pub. 
Co., 1922. 263p. $2. 

Bowie, WALTER RusseLL. The armor of 
youth. N. Y., Revell, 1923. 175p. $1.25. 

BROWNELL, W. C. American prose masters. 
N. Y., Scribner’s, 1923. 345p. $1. 

BucHoLz, Heinrich E. Of what use are 
common people? a study in democracy. 
Baltimore, Md., Warwick & York, 1923. 
251p. $2. 

Carew, Paut T. The art of phrasing in 
English composition. Boston, Stratford. 
136p. $1.90. 

CARPENTER, FREDERIC Ives. A_ reference 
guide to Edmund Spenser. Chicago, Uni- 
versity of Chicago Press, 1923. 333p. 
$3.50. 

CuiaRKE, IpA CLtypeE. Women of 1923; inter- 
national. N. Y., Women’s News Service, 
Inc., 1923. 224p. $1. 

CLEMENT, JOHN AppisonN. Curriculum mak- 


ing in secondary schools. N. Y., Henry 
Holt & Co., 1923. 534p. $2. 








290 









ComisH, NeweL HowLanp. The standard of 


living; elements of consumption. Illus. 
N. Y., Macmillan, 1923. 340p. $2. 
Coppéz, Francois. On rend l’argent. Bos- 


ton, Ginn & Co., 1923. 149p. 72c. 


Crockett, Davin. An autobiography of 
David Crockett; with an introduction by 
Hamlin Garland. N. Y., Scribner’s, 1923. 
328p. $1. 

CuBBerLEY, ELtwoop P. The principal and 
his school; the organization, administra- 
tion, and supervision of instruction in an 
elementary school. Boston, Houghton 
Mifflin, 1923. 571p. $2.40. 

Datton, Mattie. Talks to young teachers. 


N. Y., Educational Publishing Co., 1923. 
345p. $1.50. 


Davie, Maurice R. A constructive immigra- 
tion policy. New Haven, Conn., Yale 
Univ. Press, 1923. 46p. Paper, 60c. 


Davis, Epwarp Everett. A study of rural 
schools in Williamson County. (Univ. of 
Tex. Bull. No. 2238.) Austin, Texas, 
Univ. of Texas, 1922. 55p. 10c. 

DECHERD, Mary E., and Jacoss, Jessie M. 
The Texas mathematics teachers’ bulletin, 


vol 8, no. 2. (Univ. of Texas, Bull. No. 
2306.) Austin, Texas, Univ. of Texas. 
34p. Paper, 15c. 

DE Koven, Mrs. RecinaAtp. A primer of 
— N. Y., Dutton, 1923. 201p. 
1.50. 


DE LA Mare, WALTER. A child’s day. N. Y., 
Henry Holt & Co., 1923. 87p. $1.75. 


Dopp, Wa ter F., and HuvuTcHISON, 
Government in Illinois. 
of Chicago Press, 1923. 479p. $3. 


Dopp, KATHARINE EvizaBeTH. The early 
herdsmen. Chicago, Rand McNally, 1923. 
231p. $1. 

Dyer, EvizaBeTH. Textile fabrics. Boston, 
Houghton Mifflin, 1923. 352p. $1.75. 


ERMELING, FiscHer and Green. Mechanical 
drawing, 2d year. Illus. Milwaukee, Wis., 
Bruce Pub. Co., 1922. 120p. Paper, 60c. 

Mechanical drawing, Ist year. Illus. 
Milwaukee, Wis., Bruce Pub. Co., 1921. 
80p. Paper, 45c. 

EscricH, ENRIQUE Pérez. Fortuna—Tony. 
Boston, Allyn & Bacon, 1922. 154p. 80c. 

FisHER, ANNIE. Learning English; a con- 
wersation reader and language book for 
new Americans. Boston, Ginh & Co., 1923. 


SUE. 
Chicago, Univ. 





306p. $1. 
FisHER, IrviNG. League or war? Illus. 
N. Y., Harper. 268p. $2. 


FITZMAURICE-KELLY, JAMES. Spanish litera- 
ture; a primer. N. Y., Oxford Univ. 
Press, 1922. 140p. $1.20. 

Forp, WALTER Burton, and AMMERMAN, 
CuHares. Solid geometry, with syllabus 
of plane geometry. 2d rev. ed. N. Y., 
Maemillan, 1923. 128p. $1.20. 


German-English and English-German pocket 


dictionary. Chicago, Regan Pub. Corp., 
1923. 588p. $1. 
GeseLt, ARNOLD. The pre-school child; 


from the standpoint of public hygiene and 
education. Boston, Houghton Mifflin, 1923. 
264p. $1.90. 


Guass, Nina B. Essentials of arithmetic; 
grade 2. Boston, Ginn & Co., 1923. 106p. 
56c. 

GOLDsMITH, Este Borc. Opportunities for 
vocational training in New York City. 
122 East 25th Street, N. Y., Vocational 
Service for Juniors, 1922. 94p. Paper, 
25c. 


GoopseLL, Wittystine. The education of 
women. Its social background and its 
problems. N.Y.,Macmillan. 378p. $2.60. 


Tue JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 


Gorpon, Marcery, and Kine, Marie B. Verse 


of our day; an anthology of modern Amer- 
ican and British poetry, with studies in 
poetry. N. Y., D. Appleton & Co., 1923. 
481p. $1.60. 


GreENE, LEON SHERMAN. Supervision of the 
special subjects with special application to 
the supervision of manual and industrial 
arts. Illus. Milwaukee, Wis., Bruce Pub. 
Co., 1922. $1.75. 


Greenwoop, Atice Drayton. History of the 
people of England, vol. 2; A. D. 1485 to 
1688. Illus. N. Y., Macmillan, 1923. 
416p. $2.50. 


Grecc, JoHN Rosert. The basic principles 
of Gregg shorthand. N.Y., Gregg Pub. Co., 
1923. 240p. $1. 


Grecory, CHESTER ARTHUR. Fundamentals 
of educational measurement; with the ele- 
ments of statistical method. N. Y., Ap- 
pleton, 1922. 382p. $2.25. 


GroszZMANN, MAXxIMILIAN P. E. A parent’s 
manual ; child problems mental and moral; 
vol. 1. N. Y., Century. 342p. $2.50. 


HAL, SAMUEL ROLAND. The handbook of 
business correspondence; a reference work 
covering the principles and practice of 
letter writing for business purposes. Illus. 
N. Y., McGraw-Hill, 1923. 1048p. $5. 


Haney, JoHn Louts. The story of our litera- 
ture; an interpretation of the American 
spirit. N. Y., Scribner’s, 1923. 399p. 
$1.50. 


Hiccins, LotHrop D. Introductory physics. 
Boston, Ginn & Co., 1923. 440p. $1.48. 


Hines, Hartan C. A guide to educational 
measurements. Boston, Houghton Mifflin, 
1923. 27Pp. $1.90. 


HoitMeEs, EpDMOND. 
and other essays. 
312p. $3. 

Hopkins, Eowin M. The labor and cost of 
the teaching of English in colleges and 
secondary schools with especial reference 
to English composition. Chicago, IIl., Na- 
tional Council of Teachers of English, 
1923. 37p. Paper, 10c. 


Horn, JoHN Louis. The American elemen- 
tary school. N. Y., Century, 1923. 422p. 
$2. 


Hutt, Ernest R. Collapses in adult life. 


Freedom and grouth; 
N. Y., Dutton, 1923. 


N. Y., P. J. Kenedy & Sons. 116p. 
Paper, 40c. 

K.Lapper, Paut, and Lonpon, ABRAHAM. 
Modern English; bk. 1. N. Y., Macmil- 
lan, 1923. 325p. 84e. 

Knot, Ervin Artuur. Methods in physical 
education. Manhattan, Kans., Kansas 
State Agricultural College, 1923. 1111p. 


$2.50. 

Kraps, JOSEPH JOHNSON. A manual of geog- 
raphy; students’ ed. Salem, Oregon, J. J. 
Kraps Co. 48p. 35c. 

A manual of geography; teachers’ ed. 
Salem, Oregon, J. J. Kraps Co. 48p. 45c. 

Latin-English and English-Latin pocket dic- 
tionary. Chicago, Regan Pub. Corp., 1923. 
410p. $1. 

Leipern, M. A. A new English grammar. 
N. Y., Macmillan, 1923. 362p. $1.20. 
Lennes, N. J. The teaching of arithmetic. 

N. Y., Macmillan, 1923. 486p. $2. 

LEONARD, WILLIAM ELLery. Beowulf; a new 
verse translation for fireside and class- 
room. N. Y., Century, 1923. 153p. $1. 

LICHTENBERGER, JAMES P. Development of 
social theory. N. Y., Century, 1923. 482p. 
$4. 





Lonc, WILLIAM J. 
our country. Boston, Ginn & Co., 1923. 
531p. $1.64. 


America; a history of 


September, 1923 


Lucas, F. L. Euripides; the medea; partly 
in the original and partly in translation, 
N. Y., Oxford University Press, 1923. 96p, 
$1.20. 


LutHy, CHARLES T. Luthy’s scientific hand. 
writing ; being an analysis of Roman script, 
form and execution. Peoria, II\l., Author 
1918. 233p. $3. 


The human speech sounds. Peoria, Ill, 
Author, 1918. 108p. $2. 


Universal alphabet. 
thor, 1918. 6lp. $2. 


Lynn, J. V. Outlines of instruction in the 
needle-working trade; for use in public 
part-time and factory vestibule schools. 
Engineering Extension Department, 1923, 
82p. Paper, 50c. 


McGraw, JoHN J. My thirty years in base. 
ball. Illus. N. Y., Boni & Liveright, 1923, 
265p. $2. 


McPuHersON, LOGAN GRANT. Human effort 
and human wants; an interpretation of 
economic activity in relation to human life, 
N. Y., Harcourt, Brace. 318p. $2.50. 


Mackall, J. W. Virgil and his meaning to 
the world of today. (“Our Debt to Greece 
and Rome” series.) Boston, Marshall 
Jones Co., 1922. 159p. $1.50. 

Mackiz, R. L. A short social and political 
history of Britain. Yonkers, N. Y,, 
World Book Co., 1922. 440p. $1.88. 

Manson, JaAMes A. Bowling; being the prac- 
tice of the ancient and royal game of 
bowls. Illus. N. Y., Macmillan, 1923, 
119p. $1.50. 


MAXWELL, ANNA CAROLINE, and Popg, Amy 








Peoria, Ill., Ay- 


ELIZABETH. Practical nursing; a textbook 
for nurses. Illus. N. Y., Putnam, 1923, 
949p. $2.50. 


MENCKEN, Henry Louis. The American 
language; an inquiry into the develop- 
ment of English in the United States. Rey. 
ed. N. Y., Knopf, 1923. 489p. $6. 


Mo.ey, RAYMOND, and Rocca, HELEN M, 
The outline of Government in the United 
States: Washington, D. C., Nat’l League 
of Women Voters, 1922. 84p. Paper, 50c. 


NATIONAL CHILD HEALTH CouNcIL. Health 
for school children; report of advisory 
committee on health education. (School 
health studies, no. 1.) Washington, D. C., 
Gov. Print. Off., Supt. of Docs., 1923. 75p. 
Paper, 10c. 


NATIONAL CHILD WELFARE ASSOCIATION. 
Child welfare handbook. Illus. 70 Fifth 
Ave., N. Y., Author, 1923. 47p. Paper, 
50c. 


NEBRASKA STATE BOARD OF VOCATIONAL Epvu- 


CATION. Vocational education in Nebraska; 
what it is and what it does. Illus. (Bull. 
no. 6, Jan., 1923.) Lincoln, Nebr.; Acme 


Pr. Co., 1923. 28p. Free. 


OBERHOLTZER, SARA Louisa. Thrift tidings. 
Philadelphia, Pa., Author, 1923. 134p. 


Pecorini, ALBERTO. The story of America; 
in English and in Polish. Boston, Mar- 


shall Jones Co., 1923. 237p. $1. 

Puetps, WILLIAM Lyon. Some makers of 
American literature. Boston, Marshall 
Jones Co., 1923. 187p. $2.50. 


Puituips, CLaupE A. Modern methods and 


the elementary curriculum. N. Y., Cen 
tury, 1923. 389p. $2. 

Repway, Jacques WarpLaw. Geography, 
commercial and industrial. N. Y., Serib- 


ner, 1923. 392p. $1.72. 
Rich, Frank M. The jolly tinker. 
Appleton, 1923. 139p. $1. 
Rosson, ErHet Hepiey. Dramatic episodes 


in Congress and Parliament. Boston, At 
lantic Monthly Press, 1923. 272p. $1.25 


N. Y,, 











Sr 


$1 
St 


$1 


St 


St 








i 


1, 
b- 


Y., 


les 
At- 
25. 





——— aed 


I gs OT 


Vol. 12, No. 7 


i aaa aemaee eeu 





Reading to find out; a silent 
Illus. N. Y., 


Ross, FRANCES. . 
reader for primary grades. 
Macmillan, 1923. 90p. 60c. 


Savitz, JEROHN J., and others. Composition 
standards; how to establish them. Illus. 
N. Y., Hinds, Hayden & Eldredge, 1923. 
295p. $2.40. 


ScHMECKEBIER, LAURENCE F. The Public 
Health Service; its history, activities, and 
organization. Baltimore, Md., Johns Hop- 
kins Press, 1923. 312p. $2. 


ScHwarTz, JULIA Aucusta. A friend in- 
deed. Illus. N. Y., Macmillan, 1923. 
222p. 80c. 


ScripTURE, E. W. Stuttering, lisping and 
correction of the speech of the deaf. 2d. 
rev. ed. N. Y., Macmillan, 1923. 290p. 
$2.25. 


SmitH, Homer J. English for boys and men. 
Boston, Ginn & Co., 1923. 330p. $1.40. 
SorELLE, RupeRT Pitt, and Grecc, JoHN 
Rosert. Secretarial dictation (for teachers 
only). N. Y., Gregg Pub. Co., 1923. 368p. 

80c. 


—— Secretarial studies. N. Y., Gregg Pub. 


Co., 1923. 401p. $1.40. 
— Secretarial studies; laboratory ma- 
terials. N.Y., Gregg Pub. Co. Paper, 60c. 


— Teacher's manual to secretarial studies. 
N. Y., Gregg Pub. Co., 1923. 89p. Paper, 
25c. 

SpERLIN, OTTIS BeEDNEY. Studies in English- 
world literature. N. Y., Century, 1923. 
$26p. $1.85. 

SpLawN, W. M. W., and BizzeLLt, W. B. 
Introduction to the study of economics. 
Boston, Ginn & Co., 1923. 386p. $1.72. 

STABLETON, JOHN K. Your problems and 
mine in the guidance of youth. Blooming- 
ton, Ill., Public School Pub. Co., 1922. 
274p. $1.50. 

SrarK, WILLIAM E. Every teacher's prob- 
lems. N. Y., Am. Bk. Co., 1922. 368p. 
$1.48. 

StevENS, DAvip HARRISON. 
drama, 1660-1780. 
920p. $3.80. 

STEVENSON, R.L. A child’s garden of verses; 
in English and Latin. N. Y., Appleton, 
1923. 167p. $1.25. 

StracH, Litian Ho._mes. Winning mono- 
logues; for contests and public speaking. 
Chicago, T. S. Denison & Co., 1923. 145p. 
$1.25. 

StRATTON, CLARENCE. The teaching of Eng- 
lish in the high school. N. Y., Harcourt, 
Brace, 1923. 383p. $1.80. 

Stronc, Epwarp K., and Unrsrock, RIcHARD 
S. Job analysis and the curriculum; with 
special reference to the training of print- 
ing executives. Baltimore, Md., Williams 
& Wilkins Co., 1923. 146p. Cloth, $2, 
paper, $1. 

SWENSON, JoHN A. High school mathematics; 
a first course. N. Y., Macmillan, 1923. 
419p. $1.40. 

Tamayo, MANUEL AND Baus. Un drama 
nuevo; in three acts. Boston, Allyn & 
Bacon, 1923. 189p. 80c. 

Tomuinson, Everett T. Stories of the Amer- 
tcan Revolution. illus. N. Y., Appleton. 
357p. $2. 

Towne, R. S. Your teeth; a study in oral 
hygiene. \llus. Chicago, W. M. Welch 
Mfg. Co., 1922. 40p. 40c. 

TRAFTON, Gitpert H. Biology of home and 
community. Illus. N. Y., Macmillan, 
1923. 614p. $1.68. 

TURKINGTON, Grace A. My country; a-text- 
book in civics and patriotism for young 


Americans. Boston, Ginn & Co., 1923. 
4183p. $1.08. 


Types of English 
Boston, Ginn, 1923. 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


U. S. Bureau or Epucation. The Arkansas 
survey report. (Jour. of Ark. Educ. Assn., 
vol. 6. no. 3-4.) Little Rock, Ark., Ark. 
Educ. Assn., 1922. 83p. 5c. each for 
postage. 

Ventilation; report of the New York State 
Commission of Ventilation. N. Y., E. P. 
Dutton & Co., 1923. 620p. $15. 


Warp, Ipa C. Defects of speech; their na- 
ture and their cure. N. Y., Dutton, 1923. 


79p. $1. 

Watson, W. A textbook of practical phy- 
sics. Rev. ed. N. Y., Longmans, Green, 
1922. 635p. $3.50. 

WEATHERWAX, PauL. The story of the maize 
plant. Chicago, Ill., Univ. of Chicago 
Press, 1923. 247p. $1.75. 

WEBBER, JAMES P., and WessTEeR, HANSON 
Hart. One-act plays; for secondary 
schools. Boston, Houghton Mifflin, 1923. 
308p. $1.40. 

Wesster, DAvip Locke, and others. General 
physics for colleges. Illus. N. Y., Cen- 
tury. 566p. $3.75. 

Wesster, Hutton. History of the Far East. 
Illus. Boston, Heath, 1923. 178p. $1.40. 


WESSELY, IGNAZ EMANUEL, and Grronfés, A. 
Pocket dictionary of the Spanish and Eng- 
lish languages. Chicago, Regan Pub. 
Corp., 1923. 473p. $1. 

WesseLy, J. E. French-English and English- 
French pocket dictionary. Chicago, Regan 
Pub. Corp., 1923. 500p. $1. 

Italian-English and _ English-Italian 
pocket dictionary. Chicago, Regan Pub. 
Corp., 1923. 425p. $1. 

West, Wiis Mason. History of the Amer- 
ican people. Rev. ed. Boston, Allyn & 
Bacon, 1922. 764p. $2. 

Wiper, INeEz Wuippte. Laboratory studies 
in mammalian anatomy. Rev. ed. Phila- 
delphia, Pa., P. Blackiston’s Son & Co., 
1923. 157p. $2. 

Witoman, Eowin. Famous leaders of char- 
acter in America from the latter half of 
the nineteenth ceniury. Boston, The Page 
Co., 1922. 344p. $2. 

Wirkins, ZorA PutNAM. Letters of a busi- 
ness woman to her daughter and letters of 
a business girl to her mother. Boston, 
Marshall Jones Co., 1923. 15ip. $1.50. 


(Continued in the October number.) 





The World Book 


O’Suea, M. V., Eprror-1n-cnier. The World 
* Book; Organized knowledge in story and 


picture. 10 vols. Chicago, New York, 
and Toronto. W. F. Quarrie and Com- 
pany. 


Recently in visiting one of the schools of 
Springfield, Massachusetts, I saw a set of 
The World Book in the library of an el- 
ementary school. Remembering the in- 
estimable value of an old encyclopedia in 
my early teaching experience, I inquired 
whether this work was serviceable to the 
children and the teachers. The principal 
replied without hesitation that the set was 
used as a constant source of reference, that 
it was worth more to the children than all 
their textbooks, and that she could not keep 
school without it. She said further that the 
value of The World Book is greatly en- 
hanced by a unique feature provided in an 
additional volume, which consists of a loose- 
leaf service, keeping the set constantly up to 
date. The statement of this principal 
represents so completely what my careful 






291 


examination of The World Book confirms 
that I have included the statement as part 
of this review. 

As implied in this statement we have 
come to a new era in our educational de- 
velopment in which the information stored 
away in textbooks is no longer adequate for 
school instruction. The big concern of chil- 
dren lies in the present and the future and 
their interests may as well be directed 
toward their needs. We must therefore 
utilize Aistory, science, and literature being 
made at the present as well as that de- 
veloped in the past to educate’ a socially 
equipped citizenship of the future. The 
children of today must learn how to use and 
interpret the events of the present if they 
are to develop the capacities necessary to 
participate in the living present and the 
future. 

This new need of educational endeavor, 
therefore, requires that the teacher and 
pupil have an abundant supply of rich ma- 
terial to which they may go for data in the 
solution of the problems that are constantly 
arising in a well-directed school. When the 
child, or teacher for that matter, can return 
home or go to the school library with the 
problems growing out of the day’s work and 
find an abundance of data for the solution 
of those problems, the teacher becomes an 
inspiring leader and the child is living his 
educational experience. Such a work as 
The World Book supplies the data and 
serves a vital function in the education of 
the child and in the life of the teacher. 

I speak here from experience. My ten- 
year-old nephew who lives with us seldom 
comes from school without rushing to The 
World Book to settle some question upon 
which data are required. No question arises 
in the discussions in the home without his 
seeking the answer in this source. I regard 
the use of The World Book as the best part 
of his education. 

Some special features of The World Book 
should be mentioned as they are of first rate 
importance in making the set serviceable. 
The latest edition is published in 1923 and 
the number of revisions, more than two 
thousand, makes it virtually a new work. 
Furthermore, there is provided discussions 
of the latest world’s events in a loose-leaf 
service each year dealing with the events 
of the year, and finally a monthly service to 
teachers is provided, giving suggestions for 
the use of The World Book. For instance, 
the leaflets for January, 1923, contain ma- 
terial under the following heads or topics: 
What to look for in January out of doors; 
Some Interesting Things to Do; and Ques- 
tions on Arithmetic, Art and Literature, 
Civics, and the like for the World Book 
Ciub. 

The World Book in my opinion serves an 
indispensable place in the education of the 
child and in the work of the teacher in the 
twentieth-century education. I do not wish 
to compare or contrast this edition with 
other works of its kind, but it is fair to say 
that in so far as my experience goes The 
World Book is the most valuable reference 
work on the market for the school library, 
for the teacher, and for the pupils of the el- 
ementary and secondary schools.—E. George 
Payne, Professor of Education, New York 
University, New York City. 





September, 1923 | 


' 


292 Tue JoURNAL OF THE NATIONAL EpucATION ASSOCIATION 





Thursday, November 22, 1923 


American Education Week 


REPARATION for American 


Illiteracy Day 


to help maintain an educational system 1. Illiteracy—a menace to our nation 





Education Week cannot be made 
too early. Like any great movement 
reaching tens of millions of people it 
requires time to get under way. Last 
year the week was widely observed with 
great effectiveness. ‘This year the dates 
are somewhat earlier and the prelimi- 
nary plans have been made much earlier. 
Over a hundred thousand copies of the 
basic program have already been distrib- 
uted. The program is general in char- 


which will perpetuate the best in the 
life and ideals of the Republic. 

The following is the basic program 
*which has been prepared by the Amer- 
ican Legion, the National Education 
Association, and the United States Bu- 
reau of Education. The general slo- 
gans for the week are: 


Children today, citizens tomorrow 
A man of knowledge increaseth might 


2. An American’s duty toward the unedy- 
cated 

3. Let every citizen teach one illiterate 

4. No immigration until illiteracy among 
native and foreign-born is removed 


Slogans—No illiteracy by 1927—It can }, 
done 


Visit the schools today 


Friday, November 23, 1923 
Community Day 


acter because it deals with those funda- N° #literacy by 1927 . a sie mo wera 7 ne aa 
: : F 4 . . : every merican oy an gir 
mental things in education which are A sick body makes a sick mind 2. Rural schools—City schools—Colleges 
essentially universal. The program can 3. A public library for every community 
y prog 4. Children today—citizens tomorrow 


easily be adapted to fit into the plans of 
different organizations and communities. 

Plans for proclamations by the Presi- 
dent of the United States, by the gov- 
ernors of the various States, and by the 
mayors of cities have already been made 
more extensively than a year ago. News- 
papers, educational journals, and gen- 
eral magazines are working on plans for 
special editions or special articles and 
editorials. During this week let every 
community evaluate its educational re- 
sources and its educational needs. Let 
parents visit teachers and teachers visit 
parents in an effort to solve the common 


Sunday, November 18, 1923 
For God and Country 


1. Education in the home 
2. Education in the school 
3. Education in the church 


Slogan—A Godly nation cannot fail 


Ministers of all denominations are urged to 
preach a sermon on education, either morning or 
evening. All communities are urged to hold mass 
meetings. Requests for speakers should be made 
to the American Legion Posts throughout the 
country for meetings during this week. 


Monday, November 1g, 1923 


American Constitution 


Slogans—Visit the schools today 
An equal chance for all children 


A square deal for the country boy 
and girl 


Saturday, November 24, 1923 
Physical Education Day . 


1. Playgrounds 

2. Physical education and hygiene 

3. The great out-of-doors 

4. The country’s need in conservation and 
development of forests, soil, roads, and 
other resources 


Slogans—A sick body makes a sick mind 
Playgrounds in every community 








, 
' 


problems of childhood. Let the week te. Ij a Seaaas Athletes all 

b ; f f 1. Life, liberty, and justice 

ea time of new understanding and 2. How the Constitution guarantees these 

new vision on the part of the entire 3. Revolutionists and Radicals a menace to , 

American people of the part that educa- “a these gon gemea 

; 3 : . Security and opportunit . / 

tion has played, is playing, and must . ia . Suggestions | 

play in the life of our great democracy. Slogans—Ballots not bullets 
Our many-sided life has given us so Visit the schools today for 

yr we ” . . ° 

many “‘weeks” and science and invention Churches, Chambers of Commerce, Labor : 
. ‘ P 2 rganizations, Women’s Organizations, 
have combined to give us so many inter Tuesday, November 20, 1923 Fraternal Bodies, Luncheon Clubs, and 
ests and activities that there is danger Other Codperating Agencies. ¢ 
of losing touch with the fundamental Patriotism Day - Urge ministers of all denominations to t 
hi 4 elgg se , . preach upon the subject of education, : 
things in the individual and National 1, The flag—the emblem of the Nation f Sunday, November 18, 1923. I 
life. American Education Week is the 2. Help the immigrants and aliens to be- - Urge the Mayor to issue a proclamation 

: ‘ : on Seatin setting aside this week as American 
one time in all the year when the entire nel Cy Education Week and asking the 0 
Nati f r ; . n 3. Take an active interest in governmental people to codperate. f 

ation is called upon to dedicate itself affairs . Urge the newspapers to give all space 
anew to the great task of universal edu- 4. Music influence upon a nation ee ae ee I 
‘ ticles, editorials, and news material. 
cation for democracy, to see and know Slogans—Visit the schools today . User the merchants to use window dis- g 
: . . i > plays appropriate for the occasion. 
the schools, to consider in a public way America first Urge them to devote as much space " 
the big problems of education, and to as possible to matters of education in b 
ante at 8 : their newspaper advertisements. ' - 
join in appreciation of its achievements. . Ask the moving picture theaters to flash . 
. ; +4: : : . Wednesda November 21 2 slides on the screen urging the people | 
Americans have abiding faith in their y> e » 1923 to visit the schools and study educe- | 
schools. Even the poorest families make School and Teacher Day tional questions. a 
pe ‘ . Have speakers at all public meetings 
untold sacrifices to keep their sons and ee ge held that week talk a few minutes on - 
nae , a B the necessity of education. a 
daughters in school and college. The 94 The teacher as a nation builder ~ /Cofipetate oe the educational officials || f 
scheols themselves have a great oppor- 3. The schcol influence on the coming gen- and other patriotic, civic, and fraternal | C 
: ‘ H izations. | 
tunity to teach all the children the real crates , ae ; : 

", tol ‘ d th 4. School needs in the community . sae we Fee pee poeeraen a Week | | fo 
a = S ucation bees the opportu- 5 The school as a productive institution "> ee =a. ani. “sie . at N 
nities and responsibilities of educated 1 The American Legion’s local Post is | 3 

Slogans—Visit the schools today working with you. ‘The country looks to T 
men and women. They have a truly ‘ ’ The American Legion to pave the way to 
Better trained and better paid patriotism and education—service to Na E 


remarkable opportunity to teach every 
hoy and girl his responsibility as a citizen 


teachers, more adequate build- 
ings 


tion, State, and community. 








; 
: 
' 
’ 





and 
and 


nity | 





Classroom | eachers at Summer Meeting 


HE SUCCESS of the Oakland- 
San Francisco meeting was due 
in large measure to the work 
and enthusiasm of the local school peo- 


Portland, Oregon, Anna Riddle, St. 
Joseph, Missouri, and Julia E. Sullivan, 
Charlestown, Massachusetts. 

No social event of the week was more 


relations and a more stable peace. But 
to arouse the people of one country to 
the importance of a better presentation 
of history and related subjects is not 


ple. No group made a greater contribu- 


tion mor gave more gener- 
ously of its time and good- 
will than the classroom 
teachers of the Bay cities. 
Their enthusiasm and their 
desire to assist the delegates 
who had gathered there from 
every State in the Union was 
frequently commended by 
visitors. The responsibility 
which they assumed for the 
outcome of the convention 
and the efficiency which they 
displayed in looking after de- 
tails proved that they appre- 
ciated the value of service. 

The Department of Class- 
room Teachers was organ- 
ized in 1912, but it was not 
until 1922 at Boston that a 
constitution was adopted. 
Under its new constitution 
the Department held three 
sessions at Oakland that 


were largely attended by 
both teachers and adminis- 
trators. Effie MacGregor, 


of Minneapolis, happily pre- 
sided. 

At the first session the 
contribution of the classroom 
teacher toward progress in 
education was discussed from 
tuc viewpoint of the Amer- 
ican Legion, of labor, of 





thoroughly enjoyed than the classroom 





To the Classroom Teacher 


IDA CHRISTINE IVERSEN 


Teacher, Los Angeles, California, and President of the Department 
of Classroom Teachers, 1923-24 


E classroom teachers must realize that this 

is the day of organization. Work is done to- 
gether because it cannot be done alone. We must be 
wide awake to the purpose of teacher organization. In 
order to make better teachers, to make better schools, 
and to have the public aware of this accomplishment, 
it is vital that we be awake to the glory of our oppor- 
tunity in the schoolroom. 

This consciousness demands a program of National 
aspect, hence the occasion to function in the National 
Organization through the Department of Classroom 
Teachers. It means work ahead for those of us who 
believe that our faith is justified by the memberships 
secured. Manifestly it must be a campaign of publicity 
and education through the local organizations. Just 
what shall be done through the Department in one year 
is not easy to say. This Department will, in its own 
good time, be more than the financial backbone of the 
National Education Association; it will be a spiritual 
force to reckon with. We are young; we know that 
we must be reasonably patient. It is for us to prove 
that our numerical strength is safeguarded by common 
sense and goodwill. 

As president of the Department, I look into the new 
year confident that the classroom teachers will not 
only greatly increase the membership of the National 
Education Association, but will make an effective con- 
tribution toward its great program, acquiring thereby 
professional solidarity that shall redound to the further 





enough; the movement must be inter- 


national to be effective. 

In the vast amount of 
business that came before the 
Representative Assembly the 
classroom teacher again 
demonstrated her ability and 
her desire to assume her 
share of responsibility in 
carrying on the business of 
the Association and in de- 
Cor- 
of Richmond, 
treasurer of the 
Association, presented a most 
excellent report on_ the 
finances of the Association 
and also on the financing of 
delegates. Upon her recom- 
mendation the Representa- 
tive Assembly voted to ap- 
propriate $10,000 from its 
general fund for the pay- 
ment of delegates’ expenses. 
Nellie B. Sterrett, of Seattle, 
Washington, was a member 
of the rules committee of the 
Assembly. Agnes E. Do- 
herty, of St. Paul, a member 
of the Board of Trustees of 
the Association, took a prom- 
inent part in the discussions 
on the floor of the conven- 
tion. Mrs. Emma L. Da- 
cre, of San Francisco, pre- 
sented an able report for the 


termining its policies. 
nelia Adair, 


Virginia, 





agriculture, of business, and 
of the Naticnal Education 
Association by outstanding 
leaders representing these 
great National interests. At <he second 
session of the Department the contri- 
bution of the classroom teacher was dis- 
cussed by classroom teachers. 

At the business session on Thursday 
afternoon election of officers took place 
and other important business was trans- 
acted. The following officers will serve 
for the coming year: President, Ida 
Christine Iversen, Los Angeles, Cali- 
forn‘'a; Vice-president, Lucy M. Holt, 
Norfolk, Virginia; Secretary, Anna M. 
Thompson, Kansas City, Missouri; 
Executive Committee, Julia Spooner, 








“Prepared for THe Journat by the Di- 
vision of Elementary School Service. 


gooc. of public education. 





dinner on Tuesday night, which was 
planned by a committee from the Oak- 
land School Women’s Club. Work was 
forgotten and good fellowship and hos- 
pitality reigned supreme. Among the 
noted guests was Harold R. Peat, inter- 
nationally known as “Private Peat” who 
distinguished himself during the World 
War and who has since visited more 
than a score of countries in the interest 
of peace education. Briefly his message 
is this: History as taught in the im- 
pressionable years of childhood should 
strip war of its illusions and avoid stress- 
ing National animosities, thereby pre- 
paring the way for better international 


[293 ] 


committee on Tenure. 
Because of these broader 
interests of the classroom 
teachers they will bring to 
the children with whom they come in 
contact a richer conception of the pro- 
fession of teaching. The spirit dis- 
played by the local classroom teachers 
in furthering the success of the meet- 
ing, the ability of speakers heard on the 
platform, and the active participation in 
the business of the Association clearly 
demonstrated that the progressive teach- 
ers today are fully awake to the respon- 
sibility which is theirs in helping to solve 
educational problems and the opportu- 
nity which is theirs for real service in 
helping to build the type of citizenry the 
Nation needs. The Department of Class- 
room Teachers furnishes this opportunity. 








294 





THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


How Beaver City Observed 
American Education Week: 


O ONE dared to question Beaver 

City’s future—at least in Beaver 
City. It would not have been tactful, 
perhaps not even safe. The progressive 
spirit of the city’s Chamber of Com- 
merce was too well established. Its 
well-paved streets and shining new 
buildings were too evident. Rising above 
the more modest structures gleamed the 
white lines of the recently completed 
city hall—the final stamp of the city’s 
arrival. 

But of all the city’s assets none 
brought greater pride to the breast of 
the loyal Beaverite than its public 
schools. Its school system, generally 
acknowledged as the best in that section 
of the State, had been no small factor 
in the unusual increases that had char- 
acterized the city’s growth in popula- 
tion. The beautiful county high school, 
dominating the whole southern section 
of the city’s skyline, had attracted many 
families from remote districts. Here 
were offered opportunities unheard of a 
generation ago. Its graduates were ac- 
cepted without question at the great 
State University, the value of its agri- 
culture and industrial courses was well 
demonstrated, and husky sons of proud 
fathers might even make the justly cele- 
brated football team—champions of the 
State for three years running! Why 
should Beaver City not be proud of its 
schools ? 

One discordant note entered into the 
situation, however. Dan Kelly, leader 
of the “outs” and editor of one of the 
city’s two newspapers, was accusing the 
school board of extravagance. Too 
much money was being spent by the city 
in all public services, but the rising costs 
of the schools were especially condemn- 
ed. Had not school expenditures nearly 
doubled since 1915? Was not the 
superintendent’s salary nearly twice that 
of the mayor? Of course the schools 
were wasteful and costs should be re- 
duced. The business depression, too, 
had made Beaver City’s business men 
especially critical of all public expendi- 
tures. In fact, some frankly stated that 
school costs had to be cut, in spite of 
mounting enrolments and _ increasing 
school needs. 

Such was the situation that confront- 
ed the school board of Beaver City in 


*Prepared for THe Journat by the Di- 
vision of Research. 


October, 1922, with budget presenta- 
tion time but two months off. Only 
the most strenuous efforts had prevented 
a reduction in the salary schedule the 
previous year—would the board be able 
to resist the pressure this year? 

At the board’s first meeting in Octo- 
ber the commander of the Beaver City 
Legion Post appeared and asked for 
its codperation in the celebration of 
American Education Week, sponsored 
by the American Legion. He read the 
President’s and Governor’s proclama- 
tions, and outlined the general plan of 
campaign throughout the city. Churches, 
newspapers, theatres, civic organiza- 
tions, and the schools were all being 
asked to join in observing this week for 
the purpose of giving the citizens of the 
community a better understanding of 
their public schools. He especially de- 
sired to have the schools shape their 
work to this end during this week. 

Two days later the superintendent of 
schools called together the teachers of 
the city in the high-school auditorium 
and asked their codperation in carrying 
out the Legion’s program. He offer- 
ed suggestions as to how this might be 
done—but at the same time left all 
principals and teachers free to develop 
their own ideas. ° 

Miss Wilson, teacher of the graduat- 
ing class of the Emerson School, got 
her cue the next day when one of her 
pupils brought in a newspaper clipping 
giving the President’s American Edu- 
cation Week proclamation and asked 
what it was all about. No one was 
sure what the word proclamation meant. 
After this was determined they made a 
special study of the President’s procla- 
mation. The class then decided to look 
up some of the famous proclamations of 
history. A number were obtained with 
the help of the city’s library. On com- 
munity night at the Emerson School 
during Education Week Miss Wilson’s 
class presented “Proclamations Past and 
Present.” Selected members of the 
class in costumes appropriate to the time 
read and explained the significance of 
six famous proclamations, the last, the 
President’s proclamation for American 
Education Week, receiving especial at- 
tention. . 

Miss Jameson, of the Roosevelt 
School, got her idea when the word 
“illiteracy” occurred in the spelling les- 


September, 1923 
suanillinsiteranmtameninimnnaneneneaan a 
son. In explaining its meaning one of 
the children asked if there were any 
people in the United States who could 
not read and write. It was proposed 
that a study be made of the subject of 
illiteracy. Abundance of material was 
found at the library. Magazine articles 
under “Illiteracy” in the Reader’s 
Guide, bulletins prepared by the 
National Education Association, and the 
1920 census proved veritable mines of 
information on the subject. On com- 
munity night Miss Jameson’s contribu- 
tion to the school program was entitled 
“Why the American Legion Calls Illit- 
eracy a Menace to Our Nation,” 
Groups of her children, lining up in 
black and white costumes, illustrated the 
percentage of illiteracy in the United 
States, in the State, and in Beaver 
County. Charts were also presented 
and briefly explained by members of the 
class. 

Every school in the city under the 
leadership of its principal presented a 
well-organized program designed to in- 
form the citizens of the community as 
to educational conditions in the Nation 


Sources of Material for 
American Education 
Week 


1. Find out what plans your 
local Legion Post has made for 
observance of the week and ob- 
tain programs and other material 
from its officers. 


2. Write to the National Edu- 
cation Association, 1201 Sixteenth 
Street Northwest, Washington, 
D. C., and ask for the special 
bulletin prepared for American 
Education Work. 


3. Write to the United States 
Bureau of Education, Washington, 
D. C., for broadsides and other 
special material prepared for 
American Education Week. 





4. Get special pamphlets deal- 
ing with your home school situa- 
tion from the office of the superin- 
tendent of schools. 


5. Ask your local librarian for 
help in locating material on special 
topics. 


6. Collect local data showing 
wealth of community, amount 
spent for luxuries, education, and 
other items. 





ce 


fr 


In; 


Vol. 12, No. 7 





THE JOURNAL OF THE NATIONAL EpuCATION AssocIATION 295 


————— ae eee ee 


as a whole and particularly in Beaver 
City. The superintendent of schools 
gave a short address at a number of 
these meetings in which he briefly asked 
and answered two questions. First, why 
have school costs increased in Beaver 
City? and second, Is Beaver City get- 
ting its money’s worth for the money 
it spends for its schools? His compari- 
son of the results of a standard spelling 
test given to the members of the Rotary 
Club with those obtained from the same 
test in the high school made supporters 
of the “good old school” look sheepish. 


When Education Week ended its citi- 
zens had an understanding of many fun- 
damental school problems and _ educa- 
tional objectives that had been almost 
totally lacking at the beginning of the 
Week. ‘Three months later the super- 
intendent’s budget was adopted with one 
dissenting vote and the _ progressive 
schools of Beaver City took on a new 
lease of life. 

As one of the enthusiastic elementary 
principals remarked, “It’s easy to get 
support for good schools if the people 
just understand what it’s all about.” 


World Conference on Education 


James F. Hosic’ 


Associate Professor of Education and Director of Extramural Courses 
Teachers College, Columbia University, New York City 


ELEGATES from over forty 
countries came together in San 
Francisco, June 28, at the call of the 
National Education Association of the 
United States, held public meetings, 
witnessed a pageant, deliberated in 
group and plenary sessions for a week, 
adopted thirty resolutions, founded the 
World Federation of Educational As- 
sociations, sang Auld Lang Syne with 
hands clasped in token of fealty, and 
went their several ways. ‘That in brief 
is the story of what happened as the 
result of the appointment during the 
Great War of a committee on foreign 
relations by our Association. And as a 
fitting sequel and a happy augury of the 
future, our Association accepted the re- 
port of its committee, applied for mem- 
bership in the new federation, and be- 
came the first charter member and the 
corner-stone of the new organization. 
Few in America expected it. Many for- 
eign countries are in distress. At least 
two so-called international congresses on 
education to be held in Europe were an- 
nounced. Hardly any definite facts 
upon which to base a prediction were 
known. San Francisco is a long way 
from New York, and the trip for Eng- 
lish and Continental delegates would be 
very much more expensive on that ac- 
count. The National Education Asso- 
ciation, moreover, had only a compar- 
atively small amount of money available 
for the use of the Conference and funds 
from other quarters were not forthcom- 
ing as had been hoped. 
Nevertheless it happened. Repre- 
sentatives were sent by the Imperial 





1 . . 
Dr. Hosic acted as secretary of the Con- 
ference. 


Education Association, of Japan, the 
government of China, the Canadian 
“Federation of Teachers Associations, and 
by the great teachers councils of Eng- 
land and Scotland. Herr Strecker, min- 
ister of Education in Hesse, was there; 
Miss Johanne Bietry, of Indo-China; 
Miss Hansa Mehta, of India; Dr. M. 
Sawayanagi, Mr. Issei Yamamoto, and 
seven others from Japan; Messrs. Kuo, 
Chen, Chu, Hsieh, Kao, Ku, Li, Ling, 
Meng, Shu, Yin, and Yuan from China; 
Edmund Dronsart, director general of 
the Red Cross, and M. Leon de Poeuw, 
director general of the University of 
Science and Arts, Belgium; M. Cusi- 
canqui from Bolivia; Miss Jirsakova 
from Czechoslovakia; Miss Balarezo 
from Ecuador; Mr. Parades and 
Madame Leanor de Quinonez from El 
Salvador; Mr. Pompilio Ortego from 
Honduras; Dr. De la Torre, Professor 
Eloisa Espinosa and six companions 
from Mexico; Messrs. Jimenez and 
Pereira from Panama; Miss Molina 
from Nicaragua; Dr. Maria de Maestu 
from Spain—to say nothing of such 
notables as Professor John Adams and 
Princess Borghese, already lecturing in 
the United States, various foreign con- 
suls, and numerous others, temporarily 
resident in this country but bearing 
credentials from their ministries of edu- 
cation or educational associations at 
home. From English-speaking coun- 
tries came Mr. Sainsbury and Miss 
Wise, of England; Mr. Pringle, Miss 
Laning, and Mr. Critchley, of Scotland; 
Mr. Charlesworth, Mr. Huntley, Mr. 
Martin, Mr. Harwood, Miss Ballert, 
and Miss Jameson, of Canada; Miss 
Watson, of Australia; Miss Wathes of 





South Africa; Miss Griffiths and Mr. 
Miller of New Zealand; and there were 
besides representatives of the Argen- 
tine, Armenia, Bulgaria, Chile, Costa 
Rica, Greece, Hawaii, Hungary, Jugo- 
Slavia, Korea, Norway, Peru, Philippine 
Islands, Porto Rico, Roumania, Sweden, 
Turkey, and the United States. 

And yet an interpreter was scarcely 
needed. ‘The proceedings 
ducted in English. The speeches were 
delivered in English—and it was often 
remarkably good English too. Indeed 
many a native American might well sit 
at the feet of the brilliant and far-sighted 
Dr. Kuo, president of the National 
Southeastern University in Nanking, 
who.was perhaps the most effective 
speaker at the Conference. Those who 
heard his eloquent and graceful farewell 
at the closing plenary session will not 
soon forget the moving quality of his 
appeal. And he said goodbye in five 
languages! 

How the Conference proceeded—The 
work of the Conference went forward 
by means of three types of gatherings. 
There were, first and last, the public 
mass meetings, at which the larger pur- 
poses and possibilities of the Confer- 
ence and the problems and aspirations 
of the various countries were set forth 
by their ablest representatives. “The 
Hall of Native Sons in San Francisco 
was ablaze with the flags of all nations 
and crowded to suffocation when the 
first meeting opened on the evening of 
June 28. The foreign delegates oc- 
cupied the central section before the 
stage, and banked around them were 
the American delegates, the advance 
guard of the National Education Asso- 
ciation convention, and the good people 
of San Francisco—-all eager to see and 
hear. ‘The thrill was there unmistak- 
ably. No one who was so fortunate as 
to be present will ever forget it. The 
assembling of many races and nationali- 
ties in the interest of the common wel- 
fare, of which altruists had dreamed, was 
a living reality. It had happened and 
for the time that was enough. 

The orchestra ceased, Mr. Showalter 
prayed, ending in the Lord’s Prayer in 
which nearly all joined. Dr. Thomas 
introduced President Owen as chair- 
man, who welcomed the Conference in 
the name of the National Education As- 
sociation. Addresses of welcome from 
Mr. Fred Dohrmann, Jr., president of 
the San Francisco Board of Education, 
Dr. David Starr Jordan, and Miss Charl 
Williams, and responses by Dr. Kuo, 
the Honorable Panagopoulous, and Pro- 


were con 








THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


September, 1923 











LIGHT OF THE WORLD—San Francisco Chronicle, Tuesday, July 3, 1923 





fessor Adams followed. All were 
memorable. Only one disappointment 
so far; Sr. Alfera, of Spain, could not 
be present. But we were off to a good 
start. The Conference was bound to 
be a big success. 

It was. The next morning the six 
groups arranged for in the preliminary 
plan of the Conference began to debate 
the agenda. Sub-committees took over 
the various problems of detail and met 
morning, noon, and night. The type- 
writing bureau provided by the loyal 
generosity of the San Francisco teachers 
began to grind. The Intermediary‘ 
Committee took up the task of polishing 





and standardizing the form of the resolu- 
tions, and a never-ending round of visits, 
luncheons, dinners, and receptions filled 
life to the brim. 

The second general meeting was a bit 
quieter—one can’t live at high tension 
all the time. Nevertheless, the foreign 
delegates will probably recall as one of 
the high spots of the Conference, Dr. 
Winship’s characteristically homely but 
impassioned plea for peace. “Let us,” 
said he, “do something to sooth the na- 
tions instead of always stirring them up, 
just as the keeper of the zoo fed catnip 
tea to the mountain lion, remembering 
that it was in reality only a big cat.” 


On Tuesday afternoon, July 3, the 
first plenary session opened. Resolu- 
tions were to be taken up in the order 
of their preparation and Group F on 
Universal Education, under the leader- 
ship of Mrs. Cora Wilson Stewart, of 
Kentucky, was first under the wire. A 
resolution calling for a permanent com- 
mission on the removal of illiteracy in 
all countries, to be a section of the nro- 
posed World Federation, and to strive 
earnestly for the removal of illiteracy 
throughout the world was read by the 
chairman of the sub-committee, Mr, 
Huntley, of Canada. He moved the 
adoption. Ex-president Swain, of 
Swarthmore, seconded the motion. Dr, 
Libby moved to amend. Several dele- 
gates spoke. The amendment was re- 
vised, accepted by the committee, and 
the amended resolution adopted unan- 
imously. Cheers broke out. The Con- 
ference had agreed on something, not 
however, without serious discussion. Ap- 
parently this group recruited from the 
four quarters of the globe could pull 
together, could get somewhere. 

This first plenary session was un- 
wisely assigned to the huge Civic Audi- 
torium in San Francisco. Of course the 
delegates formed only an island in a sea 
of chairs. As a tryout this session was 
an acid test, but the Conference proved 
true blue. Succeeding sessions, how- 
ever, were held in the Fairmont Hotel— 
the headquarters of the Conference and 
ideal for the purpose in every way. 

The resolutions passed—Resolutions 
on International Codperation in Educa- 
tion, Dissemination of Educational In- 
formation, Conduct between Nations, 
International Ideals, Health Education, 
and the Conservation of Rural Life fol- 
lowed each other in steady succession, 
were scrutinized by the delegates, who 
held copies in their hands, were fre- 
quently amended, and finally passed 
unanimously, with serious and respon- 
sible goodwill. Space forbids the presen- 
tation of these resolutions in detail. 
They will be read in the official report 
of the Conference to be published in its 
Proceedings by the National Education 
Association of the United States. 

The resolutions may be divided into 
two general classes, first, those in sup- 
port of movements now on foot or those 
which the Conference wished to urge 
upon the attention of other agencies and 
second, those calling for definite action 
by the World Federation which the 
delegates hoped to form. 

In the first class are numbered the 
proposal that an educational expert be 


2 emma eye nrnmennemne rte eH 


LEON NRT WO 


EEE 





Vol. 12, No. 7 





attached to each embassy or legation in 
the different countries to assist in dis- 
seminating educational information and 
ideals; that the various governments be 
urged to appropriate sums of money to 
provide scholarships for graduate stu- 
dents who shall study abroad, particu- 
larly such subjects as_ international 
civics, economics, and comparative edu- 
cation, and make report at home; that 
the terminology of science be unified and 
the metric system be made universal; 
that exchange of teachers and professors 
be more liberally provided for—teachers 
of all grades, not simply the higher; 
that the proper educational body of each 
country be requested to outline for its 
own schools a system of training that 
will cultivate in children attitudes of 
mind and habits of thought and action 
appropriate to effective membership in 
the world community; that correspond- 
ence between classes of school children 
under wise supervision be encouraged; 
that a basic plan of character education, 
outlined by the Conference, be worked 
out and adapted to their needs by the 
several countries; that ideals of peace 
and cooperation be taught through the 
various subjects of the schools, partic- 
ularly such studies as history, geography, 
and literature; that a comprehensive 
scheme of health education be worked 
out and put into effect; that the educa- 
tional status of women be improved; 
that rural schools be brought to much 
higher efficiency through such plans as 
are already bearing fruit; that the edu- 
cational opportunities of all communities 
be equalized; and finally, that the 
eighteenth of May in each year, the an- 
niversary of the first Hague Conference, 
be set apart as World Goodwill Day, 
and be observed with appropriate cer- 
emonies. 

On the following topics the Confer- 
ence proposed definite action by the 
permanent organization to be effected: 
It would establish a bureau of research 
and publicity to collect and distribute 
information of general interest to edu- 
cators everywhere—perhaps to conduct 
an international digest of educational 
news; a universal library bureau to 
circulate books and pamphlets coming 
within the scope of the work of the Fed- 
eration; and an agency to study the 
problems of improving the textbooks of 
various countries as to the accuracy with 
which they present the facts and condi- 
tions relating to other countries. Com- 
mittees were authorized—one to investi- 
gate the feasibility of founding an in- 
ternational university; another to work 


sora = 


for the removal of illiteracy; a third to 
inculcate the doctrine of thrift; a fourth 
to report upon how to keep the balance 
between vocational and liberal educa- 
tion; and a fifth to set up correspond- 
ence as to the unification of scientific 
terminology. And it was resolved to 
establish a section of the new Federation 
devoted to the cause of health. 

These resclutions, together with their 
preambles, constitute a remarkably valu- 
able expression of educational ideals. 
They were carefully worded. They 
represent group rather than mere indi- 
vidual sentiment. ‘They are educational 
and they lay a suitable foundation for 
constructive action, 





THE JOURNAL OF THE NATIONAL EpucaTiIon AssociATION 297 


A CROWNING ACHIEVEMENT-~—San Francisco Chronicle, Saturday, July 7, 1923 





Great credit is due to the chairmen 
of the various groups for their leader- 
ship and sanity. They were as follows: 
N. D. Showalter, president of the State 
Normal School at Cheney, Washing- 
ton, in charge of the group dealing with 
International Codperation; Edward O. 
Sisson, professor of education in Reed 
College, Dissemination of Educational 
Information; Arthur W. Dunn, director 
of the American Junior Red Cross, 
Conduct between Nations; Milton Ben- 
nion, dean of the school of education 
of the University of Utah, International 
Ideals; Thomas D. Wood, professor of 
physical education in Teachers College, 
Columbia University, Health Educa- 





298 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


September, 1923 





tion; Mrs. Cora Wilson Stewart, chair- 
man of the Illiteracy Commission of 
the National Education Association, 
Universal Education; and Josephine 
Corliss Preston, State superintendent of 
public instruction, Olympia, Washing- 
ton, Rural Life Conservation. 

The closing session program was 
worthy of the occasion. This was a 
joint meeting of the World Conference 
and the National Education Association. 
Again Dr. Owen presided. President 
Wilbur, of Stanford University, spoke 
on “The Health of the World’s Chil- 
dren;” Dr. Sawayanagi on “Education 
the Hope of the Nations; Mr. Sains- 
bury on “The Meaning of the World 
Conference ;” Princess Borghese on 
“Women in Education;” Mr. Rakhit 
on “India’s Place in the World;” and 
President Thomas on “Education and 
World Progress.”” On previous even- 
ings the audiences in the Auditorium 
had dwindled as the hours advanced ; not 
so tonight. Nearly all stayed to the end. 

Perhaps the most memorable of all 
these memorable addresses, not except- 
ing Dr. Thomas’s splendid closing mes- 
sage, was that of the Princess—social 
reformer from Italy. With an appeal 
wonderfully touching and sustained, yet 
dignified and most thoughtful, she 
called the women of the world to a 
fresh realization of the meaning of the 
home and of their unique place in it— 
the home the supreme agency of educa- 
tion and growth in character. 

How it was done—The World Con- 
ference was well-conceived, well-plan- 
ned, and exceedingly well-managed. 
The credit for this belongs primarily to 
Dr. Augustus O. Thomas, commissioner 
of education for the State of Maine. 
As chairman of the Committee on For- 
eign Relations of the National Educa- 
tion Association he was invested with 
the responsibility of initiating a program 
of work for the committee. He pro- 
jected a world conference, consulted Pres- 
ident Harding, visited the Conference 
on Armament at Washington, and pre- 
pared a statement of aims and possibil- 
ities, including plans for a permanent 
organization and an international good- 
will day. His ideas were approved by 
such of the members of his committee 
as could be got together and his reports 
were accepted by the National Educa- 
tion Association at the Des Moines 
meeting in 1921, and the Boston meet- 
ing in 1922. ‘These called for a world 
conference. Then he began an ex- 
tensive correspondence, first gathering 
all possible information from the of- 


ficers of various international societies 
and from other sources, finally through 
the various consular offices and directly 
he reached leaders in education in 
almost all countries and invited them, 
in the name of the National Education 
Association of the United States, to 
participate in a world congress. Replies 
in various languages began to come in. 
He organized a bureau of clerks in his 
office and thus the work went on until 
within a few months of the time of the 
Conference. Then President Owen 
and Secretary Crabtree of the National 
Education Association came into coun- 
cil. Miss Charl Ormond Williams 
was made the representative at head- 
quarters in Washington. Mr. Morgan 
took up the work of publicity. He and 
his temporary assistant, Professor Ryan, 
of Swarthmore College, were early on 
the ground in San Francisco to look 
after details. The local committee 
which sprang into being on the occasion 
of President Owen’s visit some weeks 
before went into action. Final pro- 
grams were printed, and the game 
was on. 

The San Francisco and Oakland 
papers did yeoman service. The Con- 
ference was fully and intelligently re- 
ported throughout. Never, perhaps, 
anywhere in the history of our educa- 
tional meetings was so little space given 
to the sensational and never was there 
less misrepresentation. The papers 
caught the spirit and purpose of the 
Conference and furthered it in every 
way possible. What might have hap- 
pened in some of our other noble cities 
makes one shudder in retrospect. 

Flowers were everywhere, even in 
the rooms of the delegates, and the 
cheerful California optimism, the reflec- 
tion of California’s sunny skies, was 
everywhere. Nothing can excel Cali- 
fornia’s hospitality at its best. To 
Archie J. Cloud, deputy superintendent 
of schools in San Francisco, chairman 
of the local committee of arrangements 
for the World Conference, belongs the 
chief praise for the provisions made for 
the comfort of the delegates, and he was 
ably seconded by the teachers, the prin- 
cipals, and the board of education of the 
city. 

The names of those who gave of 
their time and strength unselfishly to the 
work of the convention must be num- 
bered by scores. Only a few of them 
will ever be honored as they deserve. 
There was little self-seeking and little 
thought of preferment—only the desire 
to give all representatives a chance to 


be heard and the earnest hope that 
friendship and good understanding 
might be promoted. 

After thoughts—And yet the Confer- 
ence was not a peace conference, nor did 
it seek any new political relations as the 
outcome of its labors. It was not 
pacifist. It was educational. It was a 
council meeting for the consideration of 
certain problems which the people of the 
world have in common and which there- 
fore they can best solve by working 
together. It voted agreement upon cer- 
tain principles and upon the desirability 
of concerted action to carry them out. 

It provided a means. The World 
Conference laid the foundations of a 
World Federation of Educational Asso- 
ciations. The accredited membership 
in this society will be composed of na- 
tional societies of teachers. ‘Tempora- 
rily, in countries which have no such 
national societies, lesser groups may be 
accredited. The affairs of the society 
are to be managed by a board of di- 
rectors composed of delegates from the 
constituent bodies, two from each, ir- 
respective of their size. This board 
elects its own officers, who are also the 
officers of the Federation and of the 
conferences for which it will arrange. 
It may employ a permanent secretary. 
Its funds will be provided by the con- 
stituent societies, each paying annual 
dues at the rate of one cent a member, 
with an established minimum of twenty- 
five dollars and a maximum of one 
thousand dollars. ‘The fact is evident 
that the fees of the great national socie- 
ties of Japan, England, Canada, and 
the United States alone would amount 
to a considerable sum. 

A world conference will be held every 
two years, and three regional confer- 
ences in the alternate years. The re- 
gions designated are Europe, Asia, and 
North and South America. For the 
next two years the Federation will be 
in the hands of a temporary board 
elected at large by the World Confer- 
ence. The chairman is Dr. Thomas. 
The vice-presidents are Mr. Sainsbury, 
for Europe and Dr. Sawayanagi for 
Asia. The additional members for the 
Americas are Mr. Charlesworth, of 
Canada, and Mr. Showalter, of the 
United States. Those for Europe are 
Mr. Pringle and Mr. Kavadas, the 
latter representing Greece but actually 
living in San Francisco. The Asiatic 
members are Dr. Kuo and Mr. Gogate, 
who is also in this country. The sec- 
retary of the Board is Mr. C. W. 
Williams, of Columbia, Missouri. The 


nen eg ea nenererenreeeerreneenerneranmnrmenmmmmammaaaeaaes 


Vol.12,No.7 


THE JOURNAL OF THE NATIONAL EpucaTIon AssoclATION 299 





regional conferences for 1924 will be 
conducted by the members of the board 
in the respective regions. The Ameri- 
can committee, therefore, consists of Dr. 
A. O. Thomas, Augusta, Maine, chair- 
man, Mr. Harry Charlesworth, 628 
Battery Street, Victoria, British Colum- 
bia, and Dr. N. D. Showalter, State 
Normal School, Cheney, Washington. 
The places of meeting as well as the 
dates will be chosen by the Board of 
Directors. 

The future of the World Federation 
is now on the knees of the gods. Agree- 
ment upon ways and means of doing 
things will be much more difficult than 
agreement upon resolutions, which after 
all are only resolutions. Presently 
there will be loaves and fishes. ‘The 
language difficulty, when wider repre- 
sentation—from say Spanish-American 
countries —is present will increase. 
Imagine, for example, a session in Mex- 
ico City. The initial feeling, that we 
must get together at all costs, will be 
succeeded by strong desires for the carry- 
ing out of pet ideas. Large societies 
may feel that their dues are out of all 





ARGARET M. ALLTUCKER joined 

the Headquarters staff of the National 
Education Association in September as a 
member of the Research Division. Miss 
Alltucker holds the Ph. D. degree from the 
University of California where she spe- 
cialized in the field of educational research. 
She is a member of Phi Beta Kappa, and 
has a background of teaching and executive 
experience both \in elementary and high 
schools. Recently,, as school counsellor of 
the Berkeley High School, she developed the 
research and counselling program of that 
institution, 


proportion to their representation. 
Some or all of these difficulties seem 
inevitable. 

The next step is obviously to secure 
the widest publicity as to the work and 
results of the World Conference. Plans 
are on foot for the translation and dis- 
semination of the report of proceedings 





and the resolutions in all civilized coun- 
tries. The initial burden of this work 
will fall as before upon Dr. Thomas. 
And he has undertaken to reproduce 
sufficient copies of the documents most 
in demand to supply the needs of the 
active committees which the delegates to 
the World Conference will organize. 


+ 


NOTES aad ANNOUNCEMENTS 





A 0 tt rn a et nt 


ATTENDANCE at the summer meetings was 
difficult to estimate because of the division 
of crowds among the Bay cities and because 
of the large numbers who stayed at the 
homes of friends and relatives. The figure 
was finally placed at 18,000. 

PRESIDENT OWEN conducted the July meet- 
ings with fairness, decision, and dispatch, 
confirming his well-established record as a 
president and parliamentarian. 

THE Woritp CONFERENCE ON EDUCATION 
succeeded beyond the fondest hopes of its 
most enthusiastic supporters. It was espe- 
cially notable for the large number of foreign 
delegates who had come long distances to 
sit in its councils. 

SUPERINTENDENT Frep M. Hunter, the 
chairman of the general local committee and 
able subcommittee chairmen, supported by 
the rank and file of the teachers of the Bay 
cities, perfected local arrangements and dis- 
pensed hospitality with unusual effective- 
ness. 

THE NEWSPAPERS of Oakland and San 
Francisco covered the meetings with excep- 
tional thoroughness, using photographs ex- 
tensively. The fullest reports appeared in 
the Oakland Tribune, the San Francisco 
Chronicle, and the San Francisco and Oak- 
land editions of the Examiner, which came 
out before the meeting with a strong edi- 
torial in behalf of a Federal Department of 
Education. 

THE CuRIsTIAN SciENCE Monitor had by 
far the best reports of the meeting given by 
any paper outside the Bay region. Its re- 
ports were comprehensive and_ well-bal- 
anced. By calling attention to the prepond- 
erance of space given by the newspapers of 
the country to a prize fight as compared to 
that given the National Education Associa- 
tion, the Monitor rendered a signal service 
to the cause of better journalism. 

THe ‘TOwNER-STERLING EpucaTion BILL 
was unanimously endorsed by the Repre- 
sentative Assembly on Friday, July 6. This 
is the fifth successive time the Association 
has endorsed this Bill. It has also been en- 
dorsed five successive times by the Depart- 
ment of Superintendence. 

“SAY IT WITH FLOWERS” was generously ex- 
emplified by the hospitality committees of 
the Bay cities who supplied bouquets for 
prominent guests and for meeting places 
with unparalleled generosity. 

ScHooL AND Society for July 28, 1923, 
published an admirable narrative account of 
the World Conference on Education and 
the general sessions of the National Educa- 


tion Association, by Dr. W. Carson Ryan, 
Jr., who assisted in the work of publicity. 

ILLUMINATING REPORTS and delightful per- 
sonal notes on the California meetings by 
Dr. A. E. Winship appear in the issues of 
The Journal of.Education (Boston) for July 
19 and 26, 1923. Dr. Winship’s “half-cen- 
tury of service” gives him a unique per- 
spective from which to report such gather- 
ings. 

MUSICAL LEADERS in both Oakland and San 
Francisco were much complimented upon the 
excellent musical programs which were kept 
within the limits so as not to interfere with 
the programs of addresses. 

COMMERCIAL EXHIBITS were housed in the 
Oakland Civic Auditorium and were largely 
attended. Educational exhibits were excep- 
tionally concrete and instructive. 

THE REPORT OF THE RESOLUTIONS COMMIT- 
TEE, prepared under the able direction of 
Dr. Payson Smith, crystallized with unusual 
clearness the will of the educational workers 
who gathered at Oakland-San Francisco. 

AT ITS MEETING in Oakland on July 6, 
the Board of Directors of the Association 
appointed a committee to study the work of 
the various departments, with a view to 
their reorganization along more efficient 
lines. The departments have grown up in 
response to educational needs which were 
ever-changing, with the result that there 
are now twenty-three of them, some of 
which are strong and well organized, while 
others have difficulty in holding satisfactory 
meetings. For several years the feeling has 
been growing that there should be fewer 
and better departments. 

THE OAKLAND MEETING was characterized 
by the growing unity of the forces within 
the Association. A typical example is found 
in the conference on the closing day. This 
conference included Miss Olive M. Jones, 
newly elected president of the Association, 
Dr. Payson Smith, president of the Depart- 
ment of Superintendence, Mr. W. C. Long- 
shore, president of the Department of Ele- 
mentary School Principals, and Miss Ida C. 
Iversen, president of the Department of 
Classroom Teachers. 

WE CANNOT but be pleased that an Eng- 
lishman has been chosen for the important 
post of vice-president of an association that 
has in it such potentialities for good. With- 
out doubt education must exert the first in- 
fluence in any scheme for promoting inter- 
national amity—From the London Times’ 
report of the World Conference on Educa- 
tion, July 28, 1923. 


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300 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


TancisLe Rewards OF TEACHING, Bulletin 
1914, No. 16, of the United States Bureau of 
Education, is needed by the National Edu- 
cation Association to complete its files. 
Copies should be sent to 1201 Sixteenth 
Street Northwest, Washington, D. C. 

ResEARCH BULLETIN of the National Edu- 
cation Association (Volume 1, Number 2) is 
now available for distribution. This ‘s the 
second issue of the five yearly bulletins to 
be published by the Research Division. It 
contains the preliminary tabulation of the 
inquiry sent out by the Salary Committee of 
the Association in March of this year. The 
article entitled “Can the Nation Afford to 
Educate Its Children,” published in this issue 
of the Research Bulletin, will be of interest 
to those familiar with the recent Report of 
the Carnegie Foundation for the Advance- 
ment of Teaching. Single copies of the Re- 
search Bulletin are sold at the rate of twenty- 
five cents. All five dollar members of the 
Association regularly receive this publication. 

ONE HUNDRED PER CENT MEMBERSHIP in the 


National Education Association is provided 
for in the Constitution of the Bellefontaine 
Teachers’ Association, which stipulates that 
each teacher shall pay an annual fee of five 
dollars, which includes dues in the National, 
State, and central Ohio associations. 

RACIAL WELL BEING, fHE EDUCATIONAL 
IDEAL—Two prizes of fiv: hundred dollars 
each will be given in June, 1924, to teachers 
of history, civics, biologic sciences, psychol- 
ogy, or home economics who present satis- 
factory studies on this heading by groups of 
at least ten pupils. The study must not ex- 
ceed 7000 words; must bear pen-name, with 
sealed envelope having it and containing 
the address of the sender. Four copies should 
be sent Ida P. Greeman, 1022 Hospital 
Trust Building, Providence, Rhode Island, 
before April 15, 1924. Studies will be rated 
forty for experimentation, twenty for research, 
and ten each for accuracy, definiteness, co- 
operation of departments, and mechanical 
appearance. Successful studies become the 
property of the Committee. 


IN THE FIELD 


Dr. P. P. CLaxton, former United States 
commissioner of education, has been elected 
superintendent of city schools of Tulsa, 
Oklahoma, at a salary of $13,500 a year and 
perquisites which bring the compensation up 
to about $15,000. 


MINNESOTA SUMMER SCHOOLS, including the 
six teachers’ colleges and the University of 
Minnesota, enrolled 4511 students during 

_ 1923 as compared with 4050 during 1922, 
according to a report published in the Min- 
aesota Teacher for September, which gives 
an account of the type of work offered in 
each of the institutions. 


Tue New Jersey STATE TEACHERS ASSOCIA- 
rion has opened an executive office in room 
304, Stacy-Trent Hotel, Trenton, New 
Jersey. Mrs. Stella S. Applegate is acting 
as its executive secretary. 


Miss ANNA WILLSON, superintendent of 
schools of Crawfordsville, Indiana, passed 
away at her home on July 6, after an illness 
of several weeks. Miss Willson had been 
associated with the Crawfordsville schools 
for thirty-eight years and her work was rec- 
ognized by many of the leading educators 
of the country. The citizens of Crawfords- 
ville) among whom were thousands of hér 
former students, joined in loving tribute to 
her work and influence in the schools of that 
community to which she had devoted her 
life. In 1916 she was elected president of 
the Indiana Education Association. For the 
past ten years she has been an active mem- 
ber of the National Education Association 
and has served with ability on a number of 
important committees of the Association. 
She was scheduled to deliver an address at 
the Oakland-San Francisco meeting and the 
news of her death added a note of sadness 
to its closing days. 


Tue American Lecion is offering $1500 in 
prizes for the best essay on “Why America 
Should Prohibit Immigration for Five Years.” 
All essays must be in the hands of county 
superintendents of schools not later than 
midnight, October 12, 1923. Full informa- 
tion may be had by addressing the National 
Americanism Commission, the American 
Legion, Indianapolis, Indiana. 


A NATIONAL COMPETITION for a poster on 
the subject of World Peace with five hun- 
dred dollars in prizes is offered by the 
Women’s International League for Peace 
and Freedom. Full information may be ob- 
tained by addressing the League, 20 South 
Twelfth Street, Philadelphia, Pennsylvania. 


AMERICAN Peace Awarpd—This award 
provides a prize of $100,000 for the best 
plan of promoting world peace. Its purpose 
is to promote discussion of world peace and 
to get an expression of opinion upon plans. 
The prize is offered in the hope of finding 
some practical means by which the United 
States may do its share toward achieving 
and preserving the peace of the world. The 
conditions will neither require nor include 
the use of the existing Covenant of the 
League of Nations as the basis of any plan 
submitted. President Olive M. Jones, in a 
published interview on August 22, declared 
that the Nationa! Education Association 
would join scores of similar organizations in 
coéperating with those in charge of the 
award. Full information may be had by 
writing to the American Peace Award, 342 
Madison Avenue, New York City. 


Wortp’s Work for September publishes 
under the title “The Success of Our Succes- 
sors” a notable article by William Mc- 
Andrew setting forth the objectives which 
the American people have in mind for their 


September, 1923 


schools. This is the first of a series of 
articles which will appear in the World’; 
Work showing what the schools are doing 
to promote each of the nine ends comprising 
the original American ideal—equality, life, 
liberty, happiness, union, justice, tranquillity, 
defense, and general welfare. 


Dr. W. W. CAmpBELL, formerly director 
of the Lick Observatory, assumed his duties 
as president of the University of California 
on July 2, succeeding Dr. David P. Barrows 


Dr. Henry Snyper, for thirty years super- 
intendent of schools of Jersey City, New 
Jersey, died at his home on July 27. Dr. 
Snyder was president of the Department of 
Superintendence in 1915 and had a host of 
friends and admirers throughout the country 

Mr. Hartan H. Horner, formerly dean 
of the New York State College for Teachers 
at Albany, resigned from the deanship op 
July 1 to become field secretary of the New 
York State Teachers Association and edito: 
of its journal. Mr. Horner’s new address 
is 212 State Street, Albany, New York. 


THE PEOPLE of Hannibal, Missouri, on July 
3 voted by more than three to one in favor 
of a bond issue of $600,000 for improving 
the city’s school plan, while a worthy and 
public-spirited citizen of the city added 
$200,000 for the erection of a memorial 
school building in honor of his wife. 


Miss JuLIA Wave Assot, who for the past 
four years has been Specialist in Kinder- 
garten Education in the United States Bu- 
reau of Education, has resigned to accept a 
position with The American Child Health 
Association, 370 Seventh Avenue, New York 


City. 


Dr. Harotp W. Focnrt, president of the 
South Dakota Normal and Industrial Insti- 
tute, sails September 15 for Japan, where he 
will spend three months studying educational 
conditions and making recommendations to 
the government of Japan. He will be pro- 
vided with a secretary and an interpreter. 


A CLEARINGHOUSE on motion pictures in the 
schools is being conducted by Mr. Joseph H. 
Thomas, who may be addressed care of 
Edward T. Steele School, Sixteenth and 
Cayuga Streets, Philadelphia, Pennsylvania 


Mrs. Bessie Leach Prippy, Dean of 
Women at Michigan State Normal College, 
Ypsilanti, Michigan, has been elected Dean 
of Women of the University of Missouri. 


Tue Cororapo STATE | TEACHERS COLLEGE 
enrolled 3000 teachers in summer. school 
representing thirty-five States. 


Earthquake, fire, and tidal wave 
have brought calamity to Japan just 
as THE JOURNAL is going to 
press. The President of the Associ- 
ation expresses the hope that teach- 
ers and school authorities through- 
out the United States will aid the 
movement for the relief of the 
stricken Japanese people in every 
possible way. 





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