UCT 26 1993 


OCTOBER, 1923 


The JOURN AL of the 
NATIONAL EDUCATION 
ASSOCIATION 


Our National Association ys 

Interscholastic Competition 

World pateraisen of Education Associations 
More Than a School 

Teachers’ Salary Trends During 1923 

The Education Bill , 

Oakland-San Francisco Meetings—Surnmaties of Reports 

The Secretary’s Annual Report 

Rural Education Problems 

The Schools of Japan 

Our Efficient Postal Service 

President Coolidge on Education 

Editorial 

Fresh from the Classroom | 

Educational Crusaders 

Child Labor in the United States 

The Third Representative Assembly 

Life Memberships for Prizes 

Guide to Books .. 

National Education Association —Officers 1923- 24 

Classroom Teacher Opinion ee 

Mrs. Snaffy and the Gary System 

She Never Knew a Bad Boy 

Notes and Announcements 

Directory of Advertisers 


Published monthly, except July and August, by the 


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


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


bMS a: Time 
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Regional Geography—Sane and Simple 





Are there any progressive teachers today 
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But teachers are asking—What type of 
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THE FRYE-ATWOOD NEW GEOGRAPHY, 
BOOK TWO 






The Atwood natural regions are based on similar- 
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readily comprehend. They have a fundamental 
bearing on human geography. Because they are 
based on surface conditions, they are limited to a 
few general types which the child finds repeated 
again and again as his study of the world pro- 
gresses. “The Atwood regions are a key to the 
doors of geographic knowledge. Supplementing 
the regional maps, which are the backbone of 
New Geography, Book Two, are equally simple 
rainfall and vegetation maps. 










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Chaucer’s CANTERBURY TALES, 

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October, 1923 


Our National Association 


What membership means and how it is built and recorded 


ERE there two neighbors with 

VY equal opportunity and had one 

grown a garden and the other 
none, we would think it strange and 
even unjust for the second to enjoy the 
products of the garden upon which the 
first had spent his thought and time and 
labor. “The ideal that he who will not 
work shall not eat is deeply rooted in 
most American minds. F very profes- 
sion has its garden of responsibilities and 
opportunities. The garden of the teach- 
ing profession is especially rich and 
fertile because teaching is the largest of 
the world’s professional armies and is 
charged with passing on from generation 
to generation the knowledge, ideals, and 
skills that civilization has built up 
through countless centuries of struggle. 
Every practising teacher enjoys the prod- 
ucts of the professional garden—condi- 
tions of labor and public respect which 
have been built up by his predecessors. 
He in turn should wish to pass on a 
greater heritage to those who follow in 
his footsteps. 

Teachers have appreciated their col- 
lective responsibility less than their per- 
sonal responsibility to the individual 
child and to the small community. 
Now they are coming more and more to 
see that their service is twofold: first, 
the service to the child who sits under 
their immediate care, and second, their 
service to children everywhere whose in- 
terests are bound up with broad policies 
and plans. 

These broader aspects of his re- 
sponsibility to childhood cannot be met 
by the individual teacher working alone. 
They call plainly for organization, 
united effort, and common purpose. 
They demand, in addition to individual 
service, a collective use of power and 
responsibility and opportunity. The 
rapid growth of our National Associa- 
tion and of State and local associations 
is evidence that this truth has been more 
and more widely accepted during recent 
years, 

That every teacher is benefited by 
collective action through its influence on 
textbooks, courses of study, salaries, 


working conditions, and programs for 
the general improvement of education 
was set forth in the first of this series of 
articles which appeared in the September 
number. Membership is the theme of 
this second article. The power of the 
Association’s program depends upon the 
size of its membership. Plans are best 
projected when they represent the great 





NATIONAL EDUCATION 
ASSOCIATION 1914-1923 
FIGURES ARE FOR END OF 
EACH FISCAL YEAR. ESTI- 
MATED FOR 1923 





mass of the rank and file. Every added 
member gives increased weight to pol- 
icies and becomes a center from which 
the professional ideals of the Association 
may radiate. Think of the enormous 
service American education could render 
the world if its professional organiza- 
tions enrolled all of its seven hundred 
thousand workers! Every teacher work- 
ing diligently in his own classroom, but 
also interested in the broader move- 
ments that affect the conditions of his 
work so directly and vitally! Every 
teacher contributing even a small amount 
of interest and a small fee to the great 
collective reservoir that maintains the 
common service which the profession 
owes to itself and to humanity! These 
are some of the thoughts that inspire 
the men and women who seek to enlist 
the profession in our National Associa- 


[301] 


tion. Great numbers do not come by 
accident. There must be campaigns of 
education, personal leadership, and pro- 
fessional zeal. 

The foundation is of course necessary. 
For the National Education Association 
this foundation is a heritage of outstand- 
ing and unselfish leadership in the Na- 
tion—a leadership going back to the day 
in 1857 when the National Teachers’ 
Association first met in the Atheneum 
building in Philadelphia to discuss prob- 
lems of the profession as a_ whole. 
There were only a few men who gath- 
ered thus in that early day. Women 
were not then admitted to membership. 
It is a far cry from that simple meeting 
to the vast group of meetings that now 
convenes twice annually, but all through 
the years the ideals of the organization 
have stood out. The men and women 
who have been selected to manage its 
affairs have felt their responsibility as 
well as their opportunity and with re- 
markable singleness of purpose have 
maintained the high standards of the 
founders. They have even lifted the 
standards higher, so that the Association 
has prospered not only in numbers but 
in public respect and recognized leader- 
ship. Upon this foundation of recog- 
nized leadership those who have sought 
larger membership have been able to 
build. 

There are several classes of members. 
Institutions and persons wishing to re- 
ceive all the regular publications of the 
Association take out a five-dollar mem- 
bership. Persons who have a larger 
interest in the profession pay one hun- 
dred dollars and take out a life mem- 
bership which entitles them to all the 
privileges of the five-dollar membership 
during life and which leaves a lasting 
memorial of one hundred dollars in the 
permanent fund of the Association. 
Presidents of the Association automat- 
ically become life members. By far the 
greatest part of the membership is com- 
posed of two-dollar members who pay 
their dues each year. 

Originally this membership included 
chiefly those who wished to attend the 





302 








THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


NATIONAL EDUCATION ASSOCIATION 
REPRESENTATIVE ASSEM BLY 
COMPOSED OF STATE AND LOCAL DELEGATES 





BOARD OF DIRECTORS 
BUSINESS DEPARTMENTS 


HEADQUARTERS ORGANIZATION 


(SECRETARY'S OFFICE) J.W. CRABTREE, SEC. 


MISS CHASE,ASST TO SEC. 


o2wISsionm & 


1 RECORDS AND ACCOUNTS 


HELEN T. HIXSON DIRECTOR; MISS WRIGHT, ASST. 


FIELD 


FIELD WORK, J.O.ENGLEMAN, DIRECTOR 


LEGISLATIVE WORK, CHARL O-WILLIAMS, DIRECTOR 
MISS WALDRAN, ASST 





BUSINESS 


H.AALLAN, DIRECTOR; MISS SLYER,ASS'T 


SUBDIVISIONS 


YPING 
MABEL E. WHEELOCK 


SHIPPING 
W.P. REILY 


18 SPECIAL COMMITTEES 
ASSISTED BY DIVISIONS 


ROMAN NUMERALS REPRESENT THE ORDER 


ADMINISTRATIVE AND SUPERVISORY 





Association’s annual meetings or to enjoy 
the railroad rates which were given for 
those meetings. As the Association 
developed its great program of service 
during the war period and after, thou- 
sands df teachers who could not attend 
its meetings joined because of their 
sense of obligation to the Association 
and the profession. Schools and cities 
began enrolling one hundred per cent of 
their teachers. The publications of the 
Association contain monumental lists of 
communities which have thus honored 
themselves and the profession. In such 
lists may be found the names of many 
smaller and isolated communities along 
with those of larger places such as St. 
Joseph, Missouri; Omaha, Nebraska; 
and Denver, Colorado. 

States that have larger centers of 
population usually rank fairly high in 
their percentage of membership. ‘Teach- 
ers in cities are often better trained and 
more conscious of their professional re- 
sponsibilities than those in_ isolated 
places. States in which meetings have 
been held also show large enrolments. 

In enlisting members the Secretary of 
the Association has held up the highest 
ideals and incentives. What the teacher 
can give rather than what he can get 
has been stressed, even though each mem- 
ber receives direct and indirect service 
worth many times what he contributes 
in the small membership fee. The Sec- 


IV PUBLICATIONS 


JOY E. MORGAN DIRECTOR; MISS ROBBINS, ASS'T 


Vv RESEARCH 
J.K. NORTON, DIRECTOR; MISS ALLTUCKER,ASS'T 
VI_ ELEMENTARY SCHOOL SERVICE 
AGNES S.WINN, DIRECTOR; MRS. HAND, ASST 


HEADQUARTER 


DEPARTMENT OF SUPERINTENDENCE 


S.D.SHANKLAND, EXECUTIVE SECRETARY; MISS SOMDAL,ASS'T TO SEC. 


23 DEPARTMENTS 
ASSISTED BY DIVISIONS 


IN WHICH DIVISIONS WERE ESTABLISHED 


eocces- COOPERATIVE AND ADVISORY 
HARRIETT M.CHASE 


retary’s office works through State di- 
rectors, who represent the Association in 
the various States, through State and 
city superintendents of schools, through 
officers of State and local associations, 
and through principals of schools. The 
principals come in constant touch with 
their teachers and have been of the 
greatest service in enlisting members. 
Their leadership frequently determines 
the attitude of their associates toward 
professional organization. 

The budget system of handling dues 
has been recommended and is being 
adopted by one community after another. 
Under this plan a single fee covers dues 
in local, district, State, and National 
associations, thus diminishing the over- 
head cost of collecting and bookkeeping. 
The general adoption of this system 
would save many thousands of dollars, 
but as a means of covering the entire 
country its development has been slow. 

In many communities local associa- 
tions do not yet exist. In others the 
State association has no full-time work- 
ers or has not yet reached the point 
where campaigns for membership in the 
National Association can be put on an 
equal footing with its own. The budget 
system is the ultimate goal, but not un- 
til some leading State association pro- 
motes the plan by enrolling one hundred 
per cent of its teachers in the National 
Association will its possibilities as a 


October, 1923 


means of enrolling all teachers be dem- 
onstrated. 

Membership dues are sent to the head- 
quarters office singly by individuals jp. 
closing fees in response to annual state. 
ments mailed to members, and in groups 
by principals, secretaries of local associa- 
tions, and others inclosing the money jn 
a lump sum with lists of members. 

Letters containing dues are opened jn 
the office of the General Secretary and 
turned over to a bonded clerk who enters 
them in full and in duplicate on a daily 
cash record book. One copy of. this 
record along with the moneys and letters 
goes to the Division of Records and Ac. 
counts where the entries are carefully 
checked and the money deposited in the 
bank. For each old member the record 
is brought down to date and for each 
new member a plate is made for the ad- 
dressograph, which is used in mailing 
THE JOURNAL and other matter. 

The small number of mistakes that 
occur in the handling of hundreds of 
thousands of records for a_ profession 
that has unusually frequent changes of 
address is evidence of the spirit and 


SO TT ORR seer ee nen 
ener rere 


thoroughness of the organization. 

For example, the ordinary magazine | 
of the quality of THE JOURNAL OF THE | 
NaTIONAL Epucation  AssociaTION | 
frequently has a subscription fee twice 
as large as the membership fee in the 
Association, without having the many 
other obligations that the Association 
assumes. It is little short of marvelous 
that so small a fee can be made to cover 
THE JOURNAL, finance a legislative pro- 
gram, maintain numerous research and 
committee activities, provide for annual 
meetings, and care for the increasing 
overhead that the mere fact of rapid 
growth makes necessary. ‘The Associa- 
tion does have other sources of income 
such as endowment, advertising, and 
commercial exhibits, but all of them 
together do not compare in amount with 
the income from the small two-dollar 
fees which are sent by the rank and file | 
as an expression of their loyalty, their | 
devotion, and their vision. 

Let the membership continue to grow 
until the overwhelming majority of the 
seven hundred thousand teachers of the 
Nation can speak with a common voice 
upon programs forged in the theat of 
their combined experience and projected 
with the compelling weight of their 
united strength—all this for the eleve 
tion of education, the improvement @ 
the status of the teacher, the advance 
ment of the interests of childhood, and 
the good of an enlightened humanity. 


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Vol. 12, No.8 


THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 





303 





Interscholastic Competition 


CuHarLes H. KEENE, M. D. 


Director of Bureau of Health Education, State Department of 
Public Instruction, Harrisburg, Pennsylvania 


ROBABLY the majority of those 

engaged in educational work have 
considerable doubt as to the real value 
of interscholastic athletic competition as 
usually carried on. The more intimate 
our contact with physical education and 
athletics, the more serious these doubts 
become. 

All about us we see over-emphasis 
placed upon this type of activity, with 
all that it means in over-accentuation of 
the importance of the individual, in the 
temptation to glorify physical prowess 
at the expense of intellectual attainment, 
and in the tendency to build up a win- 
ning school team at the expense of the 
moral, social, and ethical factors, which 
are most important in properly handled 
competition. 

The evils are numerous—the tendency 
toward proselyting, the effort to draw 
good players away from competitors, 
and the offering of material inducements 
to prominent athletes, who should re- 
ceive their only reward through the joy 
of play, loyalty to school, and the delight 
which comes from matching one’s speed, 
strength, agility, and powers of coépera- 
tion against individuals and groups sim- 
ilarly stimulated. 

Physical education in the schools will 
never reach its proper place in the cur- 
riculum, unless more and more the effort 
is toward providing a type of activity 
which will give every boy and every girl 
both desire and opportunity for the right 
kind of activity every day, preferably 
out of doors. There have been many 
efforts toward this goal, and toward 
checking so far as possible the unfor- 
tunate tendencies which at the present 
time exist. These efforts have mani- 
fested themselves through the organiza- 
tion of athletic leagues with higher 
standards of eligibility, scholarship, and 
sportsmanship, through the organization 
of competition within the school, and 
through the building up of mass competi- 
tions, either of one large group against 
another, or of competition against age- 
group standards whereby the results may 
be worked out in accordance with age 
and weight. 

While all these things are desirable 
and are helping the situation very mark- 
edly, as educators we ought to con- 
template more seriously competitions 


which take into careful consideration the 
standards of the Rhodes scholarships and 
which combine physical with intellectual 
attainments. Certain schools are mak- 
ing earnest endeavor and great progress 
along these lines. 

One of the most successful is the plan 
in vogue at the Harrisburg Academy, 
Harrisburg, Pennsylvania, where the 
whole school of approximately two hun- 
dred boys is divided into two groups 
known as the Greeks and the Romans. 
These clubs engage in wholesome rivalry 
in both scholastic and athletic contests, 
and neither type of contest is allowed to 
dominate the other. This rivalry is a 
vital and helpful feature to the school. 

Every pupil in the school belongs to 
one or the other of these clubs; he is 
either a Greek or a Roman. Assign- 
ment to a club is made two weeks after 
the boy enters the school. This two 
weeks’ interval gives opportunity for the 
masters to get an idea of the individual 
boy’s ability, both physically and scho- 
lastically. Careful effort is made to 
keep the two clubs balanced in point of 
strength. The current year (1922-23) 
a new plan is being tried, and in the 
opinion of Headmaster Arthur E. Brown, 


. it is working admirably. Under this new 


plan, about three weeks after the school 
year opened, the captain of the Greek 
Club and the captain of the Roman Club 
chose alternately from the new boys. 
The judgment of these captains has 
proved to be excellent. The balance of 
strength is reported to be “about as 
nearly perfect as it ever has been.” 

In scoring for the competition, which 
lasts throughout the year, not only is 
success in athletics and the winning of 
team game competitions taken into con- 
sideration, but the scholastic standing of 
every boy in the school has a bearing on 
the success or non-success of his group. 
At the end of each scholastic month the 
honors and failures of each of its mem- 
bers are charged to each club. » To get 
an honor, a boy must average eighty per 
cent or more in all the studies of the 
month. To get a first honor, he must 
average ninety per cent or more. ‘The 
boy who makes a first honor earns two 
credits on the monthly record, the boy 
who earns a second honor gains one 
credit. Every subject in which a pupil 








fails is charged as one count against his 
club. At the end of the month a point 
is credited to the club having the great- 
est number of credits for honors, and 
another point to the club having the 
least number of items of failure, so that 
it is possible club, purely on 
scholastic rating, to earn two points each 
month toward the Greek-Roman cup. 

Each year there is held a Greek-Ro- 
man team debate, with three speakers 
and an alternate on each team. ‘These 
two club teams are chosen as a result 
of the preliminary contest to which any 
boy in the school is eligible. 
From this preliminary contest, four 
Greeks and four Romans are chosen by 
the Board of Judges for the Greek and 
Roman teams respectively. The team 
winning the debate scores four points for 
their club. ‘The best speaker of the six 
competitors wins two points for his club. 

“The Kilgore Declamation Contest is 
worked out on the same plan. A prelim- 
inary contest is held, and any number 
of boys wishing to do so may enter, re- 
gardless of group afhliation. From this 
competition the best seven are chosen for 
the final contest, regardless of their club 
membership. “The winners of the dec- 
lamation contest score for their re- 
spective clubs three, two, and one points 
for first, second, and third place.” 

At the end of the football, basketball, 
and baseball seasons, during which sea- 
sons there have been regular school 
teams competing against teams from other 
schools, ‘““Greek and Roman Club teams 
are chosen and a series of games in each 
of these three sports is held. The club 
winning two out of three games scores 
four points towards the cup.” The 
cross-country run and the track meet are 
both worked out along this same line. 

The calisthenics of the senior school 
and of the junior school is judged each 
month in separate groups, Greek com- 
peting against Roman in each case. 
Either junior or senior may win a half 
point for their club, it being possible to 
win each year in this way a total of eight 
points toward the cup. 

Every school activity, athletic and in- 
tellectual, is worked into this Greek- 
Roman scheme. At Commencement, 
the Greek-Roman cup is awarded the 
winning club, and the name of the club 
and the year of the victory are engraved 
on the cup. Even if it weve not for 
the effort to make such assignments of 
pupils as would keep the clubs fairly 
well balanced both scholastically and 
physically, it would be almost impossible 
to win this cup on physical prowess 


for a 


senior 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


October, 1923 


errr 






World Federation of Education Associations 


Constitution Adopted at San Francisco, Calif., July, 1923 






Preamble—Whereas, Educational aims are universal, there should be devised 
some suitable and effective means to bring into closer codrdination the 
various agencies which have to do with education throughout the world 
and to bring the 5,000,000 teachers into more fruitful and sympathetic rela- 
tions with one another, Therefore be it resolved: 








That this conference form a permanent federation of education associa- 
tions and that a temporary constitution be adopted as follows: 






Article I. Name—The name of this organization shall be the World 
Federation of Education Associations. 






Article II. Objects—The objects of this Federation shall be to secure inter- 
national codperation in educational enterprises, to foster the dissemination 
of information concerning education in all its forms among nations and 
peoples, to cultivate international goodwill, and to promote the interests of 
peace throughout the world. 









Article III. Membership—The following organizations shall be entitled 
to membership in this Federation: (a) Any nation-wide organization of 
educators which shall be recogniZed as such by the executive authority 
hereinafter mentioned; (b) Any organization of educators in a country not 
at present possessing a nation-wide organization, which shall make. appli- 
cation for membership to the executive authority of this Federation and 
whose application shall be approved by said executive authority. 


Article IV. Organization—Sec. 1. There shall be a board of directors 
comprising two members elected or appointed from and by each affiliating 
organization, who shall hold office for two years. The board of directors 
shall be the executive authority controlling this Federation. .There shall be 
a temporary board of directors consisting of the temporary president, the 
two temporary vice-presidents, and six other directors, two from each 
section outlined in Article VI, to be chosen by the delegates at this meeting 
in the same manner as provided in the case of the temporary president. 















Sec. 2. There shall be a president chosen by the board of directors from 
their own body, but a temporary president shall be chosen by the delegates 
present at this world conference upon the recommendation of a nominating 
committee consisting of one delegate from each affiliating organization. 
There shall be two temporary vice-presidents to be chosen in the same 
manner as the temporary president, one from each section (as outlined in 
Article VI) in which the temporary president does not reside. 










Sec. 3. There shall be a secretary-treasurer chosen by the board of 
directors, but a temporary secretary-treasurer shall be chosen by the dele- 
gates at this meeting in the same manner as the temporary president. The 
secretary-treasurer shall be the executive officer of the Federation under the 
direction of the board of directors and he may be paid a salary at the 
discretion of the board. 








Article V. Headquarters—The headquarters of this organization shall be 
temporarily located in the United States of America. 






Article VI. Meetings—A world conference shall meet in full session 
every alternate year, but a meeting of sections: one in Europe, one in 
America, and one in Asia, shall be held in each intervening year. Other 
countries shall decide which group they will join. 








Article VII. Fees—Affiliating associations shall pay a subscription fee 
per annum of one cent per member (U. S. currency) provided that the fee 
of any affiliating association shall not be less than $25, gold (U. S. currency), 
while the maximum contribution for any organization shall be $1000, gold 
(U. S. currency). 


SS 















alone. There are sixty-eight points to 
be won each year. Thirty-two of these 
are based on strictly athletic efforts 
eight on calisthenics, which, while phys. 
ical, holds an intermediate position be. 
tween athletic and intellectual attain. 
ment, while twenty-eight are based 
wholly on scholastic standing, winning 
the debate and the declamation contest, 

We hear complaint from some parts 
of the country that boys seriously en. 
gaged in athletic competition must neg. 
lect their scholastic work. Where it oc. 
curs, however, it is due to poor manage. 
ment, rather than to any inherent neces. 
sity. In the best schools, this emphasis on 
the physical to the detriment of the intel- 
lectual no longer takes place. In this 
particular school, when we study the 
relative scholastic standing of the boys 
engaged actively in athletics with those 
who are not so engaged, we find that 
the athletic group stands far ahead of 
the non-athletic. In the senior school 
of this Academy—that is grades above 
the fifth—there are enrolled one hun- 
dred forty-five boys. Of the whole 
number forty-one per cent maintain 
themselves in the honor group. When 
we compare those of the one hundred 
forty-five who have been sufficiently oc- 
cupied with athletics so that they have 
received the school letter for partic- 
ipating in interscholastic contests, we 
find that of these thirty-five pupils over 
fifty-four per cent have maintained 
themselves in the honor group, while 
of the remaining one hundred ten pupils 
only thirty-seven per cent have reached 
that goal. Stated another way—while 
the school letter group makes up only 
twenty-four per cent of the student 
body, they make up over thirty-one per 
cent of the honor pupils. 

Most secondary schools are carrying 
on the activities used in this Academy 
in arriving at a thorough and complete 
basis of competition. The additional 
time and labor involved in working out 
results and relative standings based on 
both the physical and the mental is very 
slight in comparison with the benefits 
derived. Under such a system, the foot- 
ball or basket-ball hero is not set up on 
a pedestal for worship by pupils or 
townspeople. On the other hand, he 
feels the constant pressure of the need 
of scholastic endeavor, not only to main- 
tain his standing of eligibility on the 
school team, but in order that he may 
not be a drag upon his club by failing in 
any subject, and that he may also, if 
possible, boost his club by holding him- 
self in the honor group. 





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Mooseheart—More Than a School 


HE ROLL of immigrants to 
whom America is forever indebted 
is a very long one. Jacob Riis 
came from Denmark and taught us 
“The Making of An American,” and 
“How the Other Half Lives.” Holland 
contributed Edward Bok, who has helped 
in the emancipa- 
tion of women. Knute 
Nelson, born in Swe- 
den, was a rugged 
stabilizing force in 
the political life of 
this country for a gen- 
eration and more. 
Every teacher knows 
that Italy gave us 
Angelo Patri and 
Henry Suzzallo, who 
have long been Na- 
tional leaders in edu- 
cation. But the teach- 
ers of America do not 
know so well that 
Wales contributed a 
potential educational 
statesman when in 
1881 it sent to us 
James J. Davis, at the 
age of eight, and 
forty years later to be 
appointed Secretary 
of Labor by the late 
President Harding. 
As Thomas Jefter- 
son’s name is linked 
not only with the 
Declaration of Inde- 
pendence he wrote, 
but with the Univer- 
sity of Virginia he 
founded, so James J. 
Davis’s name will go 
down in history not 
only on the list of 
Cabinet heads, but 
even more conspic- 
uously on education’s 
honor roll because he 
founded Mooseheart 





each contributing two dollars per annum 
for its maintenance. But the idea of 
such an institution was conceived by Sec- 
retary Davis who at the time of its con- 
ception was working as an iron puddler 
in a great mill at Sharon, Pennsylvania. 
The tragic death of so many of his com- 


Cooking and printing are two of the many forms of every- 
day education that have made Mooseheart famous. 


highway, some forty miles west of Chi- 
cago, between Aurora and Batavia, Illi- 
nois. “lhe Mooseheart estate comprises 
1115 acres; the buildings number one 
hundred forty. The total are 
$25,000,000. The annual expenditure 
for the care, training, and education of 
each child is approxi- 
mately eight hundred 
dollars. The num- 
ber of children cared 
for is about 
hundred fifty. But 
its population, the 
number of its build- 
ings, its total assets, 
and its reputation and 
influence are all in- 
creasing rapidly from 
year to year. 


assets 


eleven 


The school that 
trains for life—A slo- 
gan at Mbooseheart 


and a cardinal prin- 
ciple in the creed of 
its founder is that 
“every child is en- 
titled to at least a 
high-school education 
and a trade.” Chil- 
dren here get both. 
Spending an_ in- 
teresting and very 
busy day here re- 
cently, the writer was 
reminded again and 
again of a day spent 
ten years ago in 
Booker Washington’s 
school at ‘Tuskegee. 
In spite of the dif- 
ferences between the 
two institutions in re- 
spect to race and age 
and social status of 
the students, there is 
evidence — concrete 





evidence on 





Mooseheart is more 
than a school. It is a home as well “for 
the otherwise dependent widows and 
children of its deceased members.” It 
was built by the Loyal Order of Moose, 
a fraternal organization numbering six 
hundred thousand or more members, 


—_. 


“Prepared for THE JourNnat by Dr. J. O. 
Engleman, Field Secretary of the National 
Education Association. 





panions, the poverty and destitution in 
which their wives and children were 
ofttimes left, the closing of doors of op- 
portunity to these children, appealed to 
his humanitarian sympathies. He began 
thinking of a way to help the helpless. 
Mooseheart is his praetical answer to 
the question, “How?” 

Mooseheart is located on the Lincoln 


[305] 


every 
side—that the two 
schools are expres- 
sions of the same 


philosophy of life. 

In harmony with ten- 
dencies in school organization nearly 
everywhere today, Mooseheart’s schools 
include a_ kindergarten children 
from four and a half to six years; an el- 
ementary school for the first six grades; 
a junior high school for grades seven, 
eight, and nine; and a senior high school 


progressive 


for 








306 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


October, 1923 





How Portsmouth, New Hampshire, Observed 
American Education Week 


Organization 


Meeting of building principals and supervisors to outline general plans, 





Circular letter to all teachers requesting codperation. 
Newspaper notices urging codperation of parents and citizens. 


Method 


Publicity by means of material furnished by U. S. Commissioner of Educa- 
tion and the Journal of the National Education Association. 
used for newspapers and adapted by teachers to their classes. 

Decorative window posters made by children of all grades. 

Notices from all pulpits and sermons or addresses by several ministers. 

Advertising thrown on the movie screens. 

Store window exhibits of werk done in schools. 


Health demonstration by Y. M. C. A., Y. W. C. A., Boy Scouts, Camp Fire 
Girls, and school children, Saturday afternoon in assembly hall. 


This was 


Parent-Teacher Association meetings Friday evening with demonstration cf 
regular school work. The high school and junior high school had evening 
assemblies Wednesday and Thursday respectively to avoid conflict with 


the other meetings. 


Practical newspaper work for high-school students. 


Saturday’s edition of 


the Herald was done entirely under direction of the High-school Editorial 


Board. 


Results 


Excellent community codperation. 


1340 visits by parents and citizens. 


Over 500 visitors to high school evening session, many of whom had 


never seen the inside of the school-house. 
The scholars showed the effects of the general 


teachers and parents. 
stimulation of interest. 


for grades ten to twelve. The elemen- 
tary school aims to make its pupils mas- 
ters of the “tool subjects,” the funda- 
mentals in the common branches. It is 
distinctive, however, in starting every 
pupil in the fifth grade upon pre-voca- 
tional work, which is carried in most 
cases to grades eight or nine. Boys in 
these classes are assigned to some shop 
or farm subject five days per week, 
ninety minutes per day. Usually at the 
end of three months the assignment is 
changed, so by the time a boy has com- 
pleted the junior high school he has had 
experience and training in the whole 
round of pre-vocational subjects taught 
and has a basis for a choice of a voca- 
tional subject to be learned as a trade 
during his senior high-school course. 

The girls begin in the fifth year, what 
the school calls a “preparatory pre-voca- 
tional course” of two years. This is 
followed during the next two years by a 
more comprehensive list of pre-voca- 
tional courses. Each girl spends six 
months on each of the four preparatory 
subjects she takes in this group during 
her fifth and sixth years. 

Subjects taught—The pre-vocational 
subjects taught to boys in Mooseheart 





Helpful conferences between 


are (1) ornamental concrete, (2) wood- 
work, (3) sheet metal, (4) bench ma- 
chine shop, (5) painting and decorating, 
(6) sign painting and show-card writ- 
ing, (7) drafting, (8) automobile re- 
pairing, (9) printing, and (10) agri- 
culture, including greenhouse, nursery, 
and garden. 

The girls, before their ninth year in 
school, have had hand sewing, weaving, 
decorative design, clay modeling, type- 
writing, industrial arts, machine sewing, 
playground instruction, household man- 
agement, general office work, and home 
nursing as preparatory and _ pre-voca- 
tional courses. 

These courses are all for self-discov- 


ery, variously called elsewhere, “ex- 
ploratory,” ‘vocational discovery” or 
other significant names. The list of 


courses to be taken, as trades or voca- 
tions, includes the foregoing, with but a 
few exceptions, and differs from the pre- 
vocational courses chiefly in the aims 
with which each one is pursued and the 
time required for each, three hours daily 
or half of each student’s time. 

Other progressive features—TIwo fac- 
tors help to make it possible for pupils 
to give so much time to pre-vocational 


subjects for four or five years, and half 
of their time for three years, Without 
sacrificing efficiency in the traditional 
grade or high-school subjects. First, the 
school is an all-year school. With 
one week of vacation at Christmas, on, 
at Easter, and two in mid-summer, the 
school is in session forty-eight weeks per 
year. Second, the children live such 3 
wholesome life with reference to food 
sleep, recreation, and freedom from dis. 
tractions and excitements, that they are 
“all there,” whether for study or work. 

Two “opportunity rooms” for Misfits, 
socialized recitations, free use of the 
project method in teaching, semi-annual 
complete physical examination of every 


child, religious and moral training of | 


every pupil, a definite course in thrift 
and the saving of money, an absence of 
every thing in dress, discipline, and hous. 
ing that would suggest an “institution” 
rather than a normal home, plenty of 
athletics for boys and girls, numerous 
musical organizations—including a Na 
tionally famous boys’ brass band—these 
are among the features of the school at 
Mooseheart that justify the pride which 
every Moose has in it and prove the 
statesmanship and vision of James J, 
Davis who founded it. The writer 
knows no other school or institution in 
which he can find more to commend, or 
from which the average _ schoolman 
would profit more by a visit than Moose- 
heart. It is equally suggestive, whether 
studied as a school for the formal edu- 
cation and training of children, or asa 
social experiment in the proper care and 
treatment of children bereft of parents, 
yet entitled for their own sake and tor 
the sake of society to their chance to 
make good in the world. 

Naturally a public-school man who 
has had years of experience in school ad- 
ministration, and in wrestling with the 
problem of keeping down per capita 
costs while trying to provide adequate 
educational training for the pupils in his 
schools, must think how much of the 
Mooseheart ideal he would gladly em 
body in his schools if only his people 
could see that corresponding and equa 
expenditures for education that trains 
for life will pay anywhere, even in the 
public schools. Some day, let us hope 
we shall see it everywhere. 








HE opportunity for a rational e& 
istence was never before so great 
Blessings were never so bountiful. But 
the evidence was never so overwhelming 
as now that men and nations must lift 
rationally or perish.—Calvin Coolidge. 


NT ~ 





“—- Dm «FAS OO FF — DD 4 WD =— oa = 


—_—_-f =S= = © fF, 


oe sts 





jate 


pple 
ual 
2ins 
the 
ope 


eat. 
But 
ning 
live 





BE DISPOSED OF:—A 
likely servant man’s time for four 
years who is very well qualified 

for a clerk or to teach school, he reads, 
writes, understands arithmetic and ac- 
counts very well. Inquire of the printer 
hereof.’ It is a far cry from the time 
when this advertisement appeared in a 
colonial newspaper to the re- 
port of the 1923 Salary 
Committee of the National 
Education Association. 

The teaching profession, 
this term we may .now use 
without apology, had a hum- 
ble beginning. Indentured 
servants, itinerant adventur- 
ers, indigent old ladies were 
sources which furnished a 
large percentage of the 
teachers recruited in our 
early history. “Today, nearly 
200,000 of the Nation’s 
700,000 teachers are normal- 
school graduates. A grow- 
ing percentage hold college 
degrees. At least 65,000 
classroom teachers in 1922-23 
received salaries of $2000 or 
more. ‘Thousands of teach- 
ers crowded the teachers’ col- 
leges during the past sum- 
mer, striving to improve their 
efficiency as public servants. 

Here are signs that teach- 
ing is already a profession. 
All who pass as teachers may 
not possess the characteristics 
that usually mark profes- 
sional workers, but there is 
already a small and growing 
nucleus who may honestly 
be called members of a pro- 
fession. Their training, 
their attitude towards their 
work, as well as the returns 
which their services bring, 
justify the term. 

“Teachers’ Salaries and Salary Trends 
in 1923,” the report of the 1923 Salary 
Committee of the National Education 
Association, is another mile-stone in the 
teacher's journey towards a professional 
status. It stands as one more concrete 
example of the influence that teachers 
through codperation and organization 
are able to bring to bear upon educa- 
tional problems. 

The report is representative of a 
method of work that is becoming in- 


ed. 


Principals 


2270! Rural 


creasingly characteristic of the National 
Education Association. Dr. William 
B. Owen early in his term appointed a 
salary committee consisting of the fol- 
lowing members: Myra L. Snow, 
Florence M. Hale, Annie L. Griffey, 
Charles E. Rugh, E. C. Fisher, and 


E. S. Evenden, chairman, charged with 


Figures above columns 
show median salaries 
for 1923 calculated 
from tables in 
Teachers Salaries 
and Salary Trends in 
1923: Figures within 
columns show number 
of teachers report- 


2,011 City Junior High Teachers | 


the responsibility for making an investi- 
gation of the salary situation. “The com- 
mittee determined the scope and method 
of making the study and turned over to 
the Research Division of the National 
Education Association the actual work 
of collecting and tabulating data. 

Two Nation-wide inquiries were sent 
out gathering salary facts both in city 
and rural school areas. The rural 
school inquiry supplemented one pre- 
viously sent to rural school superintend- 


[307 ] 


Teachers Salary Irends During 1923 


ior Hig 


450 City Ju 





ents by the United States Bureau of 
Education, the replies to which were 
courteously made accessible to the mem- 
bers of the salary committee. These 
three Nation-wide inquiries made avail- 
able a more comprehensive and reliable 
mass of data relative to salary conditions 
than has previously existed at any one 
time. This information was 
the basis from which was 
drafted the final report by 
the members of the 
mittee. 

The advantages of the type 
of committee procedure just 
described are these: (a) In- 
vestigations of the Associa- 
tion directed and for- 
mulated by school experts of 
vision and experience, (bd) 
The valuable time of these 
experts is given wholly to 
the broader aspects of their 
studies rather than to the de- 
tails of collecting and tab- 
ulating data, (c) Informa- 
tion collected becomes avail- 
able promptly, in good form, 
for the use of school people 
in general, (d) Committee 
reports are based upon care- 
fully collected data and con- 
cern themselves with the 
proper interpretation of these 
data, and (e) Duplication 
of effort by different com- 
mittees can be prevented and 
better codrdination effected. 

The report lists the sal- 
aries paid 405,060 teachers, 
principals, and 
school executives. One thou- 
sand cities made complete 
replies, including sixty of the 
sixty-five cities over 100,000 
in population. Reports were 
received from a_ representa- 
tive number of rural districts 
in practically every State in the Union. 

The detailed distributions of salaries 
contained in the Report make possible 
for the Nation as a whole, a bird’s-eye 
view of the salaries paid all classes of 
teachers. Other tables reveal the salary 
situation in the several States, in cities 
of different sizes, and in rural areas. 

One chapter is written around the 
tables showing the minimum and maxi- 
mum salaries now in effect in the coun- 
try and the size and number of annual 


com- 


are 


supervisors, 


os 
QO 
hs 
x= 
re 
© 


































Po are ee ee 


ee 


308 


increments. The trend in these phases 
of salary scheduling is revealed by a 
comparison of present practices with that 
shown by the study made in 1918-19 by 
another committee of the Association. 
Another chapter deals with relation- 
ships of salaries, teaching experience, 
training, and quality of service per- 
formed. Professional study, sick leave, 
tenure, and teacher retirement systems, 
with special reference to their relation 
to the scheduling of salaries, are also 
considered in this section of the Report. 
* A number of salary schedules now in 
effect in different-sized cities in the coun- 
try are reproduced in Chapter Four. It 
is pointed out that today practically every 
large city has adopted a salary schedule 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 
EE ESS TL LL TE TE TT TE: 


and that the number of smaller cities 
having a fixed salary schedule is increas- 
ing each year. The percentage of cities 
that have adopted salary schedules has 
increased from +4 per cent to 65 per 
cent in four years. 

The principles and standards involved 
in the making and administration of 
teachers’ salary schedules are stated in 
the last chapter. These principles, set 
forth in a clear and forcible manner, 
will doubtless exercise great influence 
upon the drafting of future salary 
schedules. The essential provisions of a 
suggested salary schedule are presented, 
accompanied by a discussion of the fac- 
tors to be considered in introducing a 
new salary schedule. 


The Education Bill’ 


Georce D. STRAYER 


Professor of Education, and Director of Institute of Educational Research 
Teachers College, Columbia University, New York City 


OUR LEGISLATIVE COM- 

MISSION is glad to be able to re- 
port that substantial progress has been 
made both in Congress and among the 
people of the United States in the estab- 
lishment of the program for National 
recognition and National support for 
education for which this Association 
stands. 

We have been in conference with the 
President of the United States, with 
Congressmen and Senators, and with 
organized groups of laymen throughout 
the United States. The President has, 
through the report of Mr. Walter F. 
Brown, chairman, representing the Pres- 
ident to the Committee of Congress on 
the reorganization of the executive De- 
partments of our Government, proposed 
the establishment of a Department of 
Education and Welfare. This recom- 
mendation has not yet come before Con- 
gress for action. We are persuaded 
from the advice which we have received 
from Representatives and Senators that 
National recognition for education 
through the establishment of a Depart- 
ment of Education may be realized in 
the next session of Congress. We know 
by virtue of the vote of the National 
League of Women Voters, the General 
Federation of Women’s Clubs, the Na- 
tional Committee for a Department of 
Education, the American Federation of 


"Report of the Legislative Commission of 
the National Education Association as pre- 
sented by its chairman to the Representative 
Assembly at Oakland, on Thursday morn- 
ing, July 5, 1923. 


Labor, the Daughters of the American 
Revolution, the National Congress of 
Parent-Teachers’ Associations, the Su- 
preme Council of the Scottish Rite 
Masons of the Southern Jurisdiction, 
and by the enthusiastic endorsements 
that have come from organized groups 
of citizens from one end of this country 
to the other, that the cause for which 
this Association has stood consistently 
during the last five years has today an 
increased and overwhelming support 
from laymen. 

We have found evidence in support 
of our contention that ‘the National 
Government should aid States in the 
removal of illiteracy, the Americaniza- 
tion of the foreign-born, the training of 
teachers, the development of a more 
adequate program of physical education 
and health service, and the equalization 
of educational opportunity ‘from the in- 
vestigation of the National Bureau of 
Economic Research, which shows that 
the per capita income of the several 
States varies from $345 in one State to 
$850 in that State in which the people 
enjoy the largest income per capita. We 
have found as well that in four out of 
six of the States showing the lowest per 
capita income, the people are devoting 
a larger percentage of their incomes to 
the support of public education than the 
people of the wealthy State of New 
York. 

We hold that it is unjust to require 
the people of one State to tax themselves 
twice as heavily as do the people of 











October, 1923 





another State for the accomplishment of 
a National purpose. We believe that 
the support of public education is more 
certainly a matter of National concern 
than the building of highways, the main. 
tenance of investigation that makes for 
increased productivity of our farms, or 
the development of our commerce. The 
safety of the Nation, the perpetuity of 
our form of Government, and the eco. 
nomic prosperity of the Nation, depend 
upon the education provided for all of 
the children of the Nation. Money 
devoted to education is capital invested 
in the well-being of our Society, and this 
capital invested in education is. more 
essential to the prosperity of the Nation 
than is money invested in railroads or 
factories. 

We have established in the minds of 
those who believe in the American pub- 
lic schools, the necessity for National 
recognition of education through the 
establishment of a Department of Edu- 
cation with a Secretary in the President's 
Cabinet. We are just as certain that 
the principle of National aid in support 
of education must be accepted by all 
who believe in making good the Ameri- 
can ideal of equality of opportunity, 
The Towner-Sterling Bill before the 
last Congress will be re-introduced in 
the Congress of the United States when 
it meets in its next Session. It has been 
established that the provisions of this 
measure guarantee to the States the ad- 
ministration, supervision, and control of 
their schools while furnishing to them 
the leadership, the support for scientific 
investigation, and the Federal aid with- 
out which we cannot carry forward to 
full fruition our American program of 
education. We ask that you instruct us 
and that you coéperate with us in con- 
tinuing to fight for the program em- 
bodied in that measure until it shall be 
enacted into law. 





OUR CITY—Your city is the 

place where your home is founded; 
where your business is situated; where 
your vote is cast; where your children 
are educated; where your neighbors 
dwell, and where your life is chiefly 
lived. It is the home spot for you. 
Your city has a right to your civic loy- 
alty. It supports you and you must sup- 
port it. Your city wants citizenship, 
not partisanship; friendliness, not offish- 
ness; codperation, not dissension; symM- 
pathy, not criticism; intelligent support, 
not indifference. Your city supplies law 
and order. You should believe in your 
city and work for it—The Detroiter. 















7 














OMMITTEE to Cooperate with 
c the Motion Picture Producers—At 
the Boston meeting of the National Edu- 
cation Association, Mr. Will Hayes 
asked for the codperation of educators 
in developing motion pictures to make 
them better serve teachers. ‘The Asso- 
ciation accordingly appointed a commit- 
tee to deal with all problems relating to 
visual education and to codperate with 
the motion picture producers. 

Dr. Charles H. Judd, director, School 
of Education, University of Chicago, 
chairman, submitted a comprehensive re- 
port of the work of this committee stat- 
ing that financial support had been 
received from the Motion Picture Pro- 
ducers and Distributors of America to 
carry on its operations and imvestigations. 
The following are the outstanding ac- 
complishments of the committee: (1) 
Supervised inspection of films by a com- 
mittee of teachers from the New York 
City schools for the purpose of selecting 
those suitable for classroom use. (2) 
Conducted investigation to ascertain the 
extent of present use of films and the 
problems of administration which affect 
their employment for educational pur- 
poses. (3) Collected material relating 
to interests of producers and made a 
survey of the various scientific investiga- 
tions carried on by universities and 
school systems on methods of using pic- 
tures. (4) Made a study of other 
problems pertaining to the use of edu- 
cational films. 

The Association was urged to con- 
sider the following recommendations: 
(1) That the present committee be dis- 
charged; (2) that the Association ex- 
press to the Metion Picture Producers 
and Distributors of America apprecia- 
tion for support given to the committee ; 
(3) that this Association recognize the 
desirability of legislation regulating the 
use of inflammable films; (4) that a 
program on visual education be arranged 
for the next meeting of the Department 
of Superintendence, having in view the 
organization of a department; and (5) 
that a committee be appointed by the 
President of the Association to carry on 
studies of administrative and_ instruc- 
tional methods which are employed and 
which should be employed in the intro- 
duction of visual materials into the 
school currici:lum, 


Oakland-San Francisco 


Summaries of Reports 


HARACTER EDUCA TION— 

No phase of education has received 
greater emphasis during the past few 
years than that of character building. 
The Committee on Character Educa- 
tion, appointed a few years ago by the 
National Council of Education, has had 
under investigation the objectives of 





HESE REPORTS tell an im- 

portant story of work done. 
For over half a century policies and 
plans in American education have 
been largely influenced by the 
work of notable committees of the 
National Education Association. 
The care with which the work of 
the committees has been done, the 
representative character of their 
personnel, and the prestige of the 
Association have all contributed to 
this result. Education is now in 
the process of rapid change to meet 
the demands of our changing life. 
This change will be largely guided 
and often stimulated by the work 
of the Association’s committees. 
The abstracts which appear on this 
and succeeding pages summarize 
the committee reports that were 
presented to the Representative 
Assembly at Oakland-San Fran- 
cisco in July and suggest some of 
the problems that are facing the 
committees of 1923-24. 











character education and some of the 
means of realizing them. 

Dr. Milton Bennion, dean of the 
School of Education, University of 
Utah, Salt Lake City, chairman, gave a 
report of the progress of the committee, 
outlining, briefly, the means through 
which character may be developed that 
have thus far received the attention of 
the members of the committee: (1) 
The native tendencies of the young child 
and the modification of these tendencies 


‘through formation of habits in conform- 


ity with the objectives; (2) early train- 
ing in habit formation followed by 
systematic effort to create in the minds 
of older children worthy ideals and 
wholesome attitudes as a means of secur- 
ing self-control and self-direction; (3) 
the use of the course of study as a means 
of developing suitable ideals and atti- 
tudes, and the use of all activities of the 


[309] 






Meetings 


school as a means of expressing the qual- 
ities of moral character; (4) develop- 
ment of plans for systematic training of 
teachers to direct character education in 
the school, in coéperation with the home 
and all other social agencies. 

Special mention made of the 
study in the Objectives of Character 
Education by Dr. A. Duncan Yocum, 
University of Pennsylvania, Philadel- 
phia, part of which appeared in School 
and Society, February 17, 1922. 


was 


EORGANIZATION of Elemen- 

tary Education—At the request: of 
a large number of educators this com- 
mission was organized at the 1918 meet- 
ing of the Association in Pittsburgh with 
Mrs. Ella Flagg Young as chairman. 
Later it was reorganized by the new 
chairman, Mrs. Margaret S. Me- 
Naught, commissioner of elementary 
education, California. Definite organi- 
zation of the commission was effected in 
1920 and work on the many problems 
in connection with the elementary cur- 
riculum was begun by the various sub- 
committees. Answers to a questionnaire 
sent out proved that the majority of 
teachers were interested first of all in 
the solution of problems of a special 
character such as discipline, classification 
of children, and defective children. 

In the absence of Mrs. McNaught 
who is in Europe for the study of edu- 
cational problems, Miss Olive Jones, of 
New York City, reported for the Com- 
Miss Jones spoke of the three 
reports that had alreadv been printed 
and distributed, one on the best means 
of classifying children, prepared by Dr. 
Lewis M. Terman, of Stanford Uni- 
versity, and one on the teaching of the 
blind, the crippled, and the mentally de- 
fective, prepared under the direction of 
Miss Anna 
Another printed report describing the 
education of non-English speaking adults 


mission. 


Laura Force, of Denver. 


in day schools, night schools, American- 
ization and home classes, prepared un- 
der the direction of Miss Elizabeth 
Woodward of the State department of 
education, Albany, New York, was dis- 
tributed to the delegates. A report on 
the teaching of English by Miss Theda 
Gildemeister, of the State Normal 
School, Winona, Minnesota, is now in 
process of preparation. Other sub-com- 








310 








mittees are at work on the teaching of 
mathematics and of the social studies, 
including geography, history, and civics. 
It was recommended that the original 
commission be discharged and that fu- 
ture publication of reports pertaining to 
the work of the commission be left to 
the National Education Association. It 
was further recommended that the sub- 
committees that are still working on 
problems be continued but that they be 
recognized as regular committees of the 
National Education Association. 


DITORIAL COUNCIL—Last 

year at Boston, Dr. William C. 
Bagley, editor-in-chief of THE Jour- 
NAL and chairman of the Council, asked 
and received instructions from the Rep- 
resentative Assembly that THe Jour- 
NAE should take an aggressive stand for 
any policies officially adopted by the Na- 
tional Education Association. In the 
absence of Dr. Bagley, the report this 
year was given by Dr. W. Carson Ryan, 
of Swarthmore College, who voiced the 
belief of the Council that this decision 
had marked a turning-point in the his- 
tory of THE JOURNAL, for in its broad 
editorial policy it has left no doubt in 
the minds of its readers where the As- 
sociation stands on the question of ade- 
quate financial support for public edu- 
cation and the defense of those leaders 
of education that stand for this principle. 
Two meetings of the Council were held 
during the year. 

Dr. Ryan concluded by saying: “One 
unforeseen result of THE JOURNAL’s 
amazing success has been the part it has 
played in educating non-professional 
American public opinion. From the 
first its policy has been, not to be simply 
another educational journal, not to do 
anything already being well done by any 
existing agency, not merely even to rep- 
resent the Association and the profession 
of teaching, but to interpret to the mem- 
bers of the National Education Associa- 
tion and to the American public itself 
the fundamental issues in American edu- 
cation. THE JourNAL has literally 
thousands of readers not directly con- 
nected in any way with the profession 
of teaching—citizens who read it because 
they seek to be informed.” 


EALTH PROBLEMS—This 

committee was created as a com- 
mittee of the National Council of Edu- 
cation at the meeting in San Francisco 
in 1911 at the suggestion and request 
of the American Medical Association 
and was organized as a joint committee 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 
Sc ec 


of the two organizations. At the meet- 
ing in Des Moines, July, 1921, it was 
formally adopted as a Committee of the 
National Education Association. Dr. 
Thomas D. Wood, of Columbia Univer- 
sity, chairman, in the presentation of his 
report spoke of the steady demand for 
the literature and health charts which 
have been issued by the committee. 

After a careful survey of the general 
field the committee decided to give at- 
tention first to the health problems of 
rural schools. The first report was a 
valuable bulletin entitled Rural School- 
houses and Grounds, prepared by Mr. 
Fletcher B. Dresslar, a member of the 
committee, printed and distributed as 
U. S. Bureau of Education Bulletin 
1914, number 12. 

Over 800,000 copies of Minimum Re- 
quirements for Rural Schools have been 
distributed and evidence from many 
places shows that this report has exerted 
a major share of influence in the marked 
improvement in rural-school sanitation 
in the United States during the last eight 
years. 

Dr. Wood reported that a technical 
committee of twenty-seven specialists 
was now at work on a tentative draft of 
a program of health education for pub- 
lic schools and teacher-training institu- 
tions of the country. The work al- 
ready done by the majority of the tech- 
nical sub-committees represents a very 
important and substantial contribution 
from eminent authorities to the com- 
mittee program. 


LLITERACY—A committee for the 

study of illiteracy in the United 
States was appointed five years ago by 
Mrs. Mary C. C. Bradford, who was 
then president of the Association. This 
was the first illiteracy committee to be 
created by a National organization. 
This example has since been followed 
by the National Council of Education, 
the General Federation of Women’s 
Clubs, the W. C. T. U., the American 
Legion, and others. Mrs. Cora Wil- 
son Stewart, of Frankfort, Kentucky, 
whose work in the organizing of “moon- 
light”? schools in her own State, had al- 
ready been Nationally recognized, was 
appointed chariman, and has directed 
the work from the beginning. At the 
Des Moines meeting in 1921 the com- 
mittee was given the rank of Com- 
mission. 

In presenting her report Mrs. Stew- 
art declared that investigations and 
study of conditions in a large number of 
States showed that the number of il- 





October, 1923 


literates in this country would approxi- 
mate 10,000,000, while the number of 
near illiterates would be equally as large, 
She asserted that those figures might 
seem staggering to the American people 
were it not for the fact that we have 
almost 100,000,000 educated persons 
and thousands of schools that could 
double their efficiency by being opened 
to adults at night. In its efforts to 
arouse the American people the com- 
mission has carried on the following 
lines of work: (1) Supplied illiteracy 
statistics, other information, and sug. 
gestions for campaigns; (2) requested 
all State governors to refer to the evils 
of illiteracy in their inaugural addresses 
and messages to legislatures; (3) asked 
American Legion commanders, women’s 
clubs, State press associations, and State 
teachers’ associations to emphasize the 
menace of illiteracy by including it as 
part of their annual program, (4) con- 
ducted one international conference, two 
National ones, and six regional confer- 
ences since its last report. 


ENURE—At no time has the prob- 

lem of tenure been so important as 
at present, according to the report of 
the committee which has had the sub- 
ject under investigation this past year, 
The report was presented by Mrs, 
Emma L. Dacre, of San Francisco, for 
the chairman, Mr. Harlan Updegraff, 
president of Cornell College, Mount 
Vernon, Iowa. ‘The committee believes, 
that, “uncertainty of tenure is one of 
the worst drawbacks to teaching as a 
profession. The teacher on the threshold 
of a career cannot but be concerned 
when he or she sees professional educa- 
tional leadership in peril. Further- 
more, the question of tenure is naturally 
more significant for the classroom teacher 
than for the school official, since few 
individual teachers have the necessary 
resources for maintaining economic and 
professional independence. 

“The critical financial situation in 
which many school systems found them- 
selves during the year has emphasized 
the problem of tenure in a special way,” 
Mrs. Dacre said, “for, while the need 
for qualified teachers is still very great, 
there is evidence that some of the more 
short-sighted school boards have adopted 
the ruinous policy of replacing successful 
teachers of experience with recent grad- 
uates for no other motive than that of 
the temporary saving of money. School 
boards of this type inevitably oppose the 
adoption of an adequate tenure law be- 
cause it will compel them to keep ef- 

















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ae RNR MI 


Vol. 12, No. 8 


ficient teachers and pay the regular in- 
creases in salary. In contending for 
teacher tenure we are asking for essen- 
tial protection, not for teachers alone, 
but for the schools and the school 
children.” 

A detailed statement of existing State 
tenure laws was given in the tenure re- 
port of last year, which was combined 
with additional material and printed in 
the Association’s Research Bulletin for 
January, 1923. ‘That tenure legislation 
is still limited in scope is indicated in 
the material in this Bulletin which 
shows that of the eight States having 
tenure laws, only three are State-wide. 
Efforts by teacher associations during 
the past year have been made in a num- 
ber of States, the most significant ones 
being in Pennsylvania and Minnesota. 
With the growth of teacher organiza- 
tions and the study by teachers of such 
professional questions as those of salary, 
pensions, and tenure has come a more 
careful consideration of the underlying 
principles of all such legislation. 

The report declared, “The struggle 
for tenure is not over, and will last until 
all principals and teachers are placed 
under the provisions of the law, until 
they are guaranteed full protection, un- 
til those in authority realize that laws 
are made to be obeyed and not juggled 
with.” 


eo — When this committee 
was organized in 1911 there was not, 
in the United States, a single public- 
school retirement system providing ade- 
quate benefits on a sound financial plan. 
Since that time great progress has been 
made, but the situation is far from being 
satisfactory. Few States or cities have 
scientifically-planned systems based on 
permanently sound methods of finance 
with adequate public support, and there 
are many difficulties in the way of prog- 
ress. This report was prepared by the 
chairman, Mr. Philip Carlson, of 
Minneapolis, who has made an ex- 
haustive study of retirement systems, 
and was presented by Miss Mary Mc- 
Skimmon, of Brookline, Massachusetts. 
The report states that the problem is 
essentially one of business management 
since public expenditure upon a large 
scale is necessary to establish and main- 
tain adequate provision for retirement 
in all public schools. The responsibility 
of wisely planning such expenditure 
is great, and falls especially upon the 
teachers because they themselves will be 
the beneficiaries. The public will not 
consent to this expenditure unless it can 





which is implied in its name. 


THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION 





311 





be brought to realize the existence of a 
vital need, and to understand the true 
function of retirement provisions. The 
task is National in scope. 

In order to save a vast amount of 
duplication of effort by State and local 
bodies it was recommended that the Na- 
tional Education Association should as- 
sume the leadership and should adopt 
a definite policy and program on this 
important subject. ‘The committee rec- 
ommended the following resolution for 
the consideration of the Representative 
Assembly: That the executive officers be 
directed to conduct inquiry into existing 
retirement laws in force, plans of op- 
eration, practices, and methods; to ascer- 
tain the results and extent to which these 
accomplish their purpose and are satis- 
factory; to investigate proposed plans 
and condition of public sentiment gen- 
erally in all the States; and to find out 
the prospects for future action in the 
establishment of new or modified systems. 


OORDINATION of Research 

Agencies — This commission was 
created in 1920 to work on the problem 
Mr. Jesse 
H. Newlon, superintendent of schools, 
Denver, Colorado, chairman, outlined 
briefly the most urgent problems of co- 
ordination as the commission sees them 
at the present time which have been 
assigned to sub-committees for study and 
investigation. Briefly these problems 
are: 

(1) Classification of educational ma- 
terials to assist students of research to 
locate quickly material they desire. A 
tentative list of subject headings is in 
process of compilation and will be sub- 
mitted to authorities for criticism. 

(2) A more precise system of educa- 
tional nomenclature to assist in clearing 
up the confusion that now exists in the 
use of certain educational terms. 

(3) Coérdination of research agencies 
for the purpose of bringing about greater 
team work among research agencies and 
through conferences to make an arrange- 
ment whereby the more important re- 
search problems may be delegated on a 
cooperative time-saving basis to the 
larger agencies of the country. 

(4) Coérdination of the Association’s 
commissions and committees for the pur- 
pose of increasing their efficiency through 
codperation. Eventually a program to 
guide the Association in its research 
activities may be mapped out. 

Mr. Newlon stated that the work of 
the commission is not spectacular but it 
is fundamental and after two years of 





study the members realize that the task 
is tremendous. Three recommendations 
were made: (1) That the commission 
be continued another year; (2) that the 
size of the commission be decreased in 
order to make it more workable; and 
(3) that a suitable appropriation be 
made for the work of the coming year. 


Punert EDUCATION — Eight 

years ago at the annual meeting of 
the Association in Oakland, a conference 
was called to consider the need for thrift 
teaching in the schools of the Nation. 
A committee was named to study the 
field of thrift; to consider the need for 
an understanding of thrift principles; 
the necessity for inculcating thrift habits ; 


_and how thrift could be made a part of 


the school course of study if this was 
found to be the most feasible plan for 
the training of future generations in the 
habits of economy and in an understand- 
ing of the wickedness of useless waste 
and extravagance. 

Mr. Arthur Chamberlain, secretary 
of the California State Teachers’ Asso- 
ciation, who has acted as chairman of the 
committee during these eight years, gave 
a brief history of the work that has been 
accomplished, the most tangible evidence 
of progress being a number of concrete 
studies that have been published and dis- 
tributed. These studies include two 
war-time bulletins and later bulletins 
dealing with results obtained in thrift 
work, the codperation of school and com- 
munity, school savings, the conservation 
of natural and human resources, and a 
pamphlet entitled The Arithmetic of 
Thrift. 

Mr. Chamberlain said that the first 
work of the members of his committee 
was the investigation of conditions, the 
next a campaign of education, and now 
they were actually mapping out courses 
of study in thrift. He paid high cribute 
to the entire school department of Oak- 
land for their coéperation with the com- 
mittee in carrying out a preliminary 
course of thrift instruction in the Oak- 
land schools. 

This committee has plans to develop 
further thrift courses of study in a num- 
ber of outstanding school systems 
throughout the country and urges upon 
all who are requested to do so to lend 
support to the work. 


MPRERIGCAN SCHOOL CITI- 

ZENSHIP LEAGUE— The 
Committee to Codperate with the Amer- 
ican School Citizenship League through 
its chairman, Mrs. Fannie Fern An- 





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Ae MR RO WN Fel te Sea. 


312 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





drews, of Boston, declared that the wel- 
fare of the world demands that the citi- 
zens of each nation should become more 
intelligent about other peoples, their 
social conditions, their forms of govern- 
ment, and their national ideals. In 
keeping with this declaration Mrs. An- 
drews offered, as a part of the report, 
several resolutions for the promotion of 
world friendship through the training of 
the youth of the country in the ideals 
of international justice and coéperation. 
It was shown that the greatest oppor- 
tunity for this development was through 
history, geography, and literature. 

The report concluded with the fol- 
lowing resolutions: 

1. That the ecoonomic, social, and in- 
tellectual welfare of humanity demands. 
uninterrupted codperation among the 
nations of the earth, and the reign of 
reason and justice founded upon inter- 
national goodwill. 

2. That such teaching will show the 
high significance of those things which 
enter into a true conception of civiliza- 
tion, and 

3. That the acceptance and promulga- 
tion of these ideals will form a sound 
foundation for the promotion of higher 
spiritual values in the schools of the 
world. 

The Representative Assembly voted 
to refer these resolutions to the resolu- 
tions committee for 1924 for consid- 
eration. 


F  Rahconinchel ly COMMITTEE 
AND BOARD OF TRUSTEES 
—After a careful survey of the expendi- 
tures for the past year, an estimate of 
the receipts from all sources for the 
ensuing year and a survey of the program 
and needs of the Association, Mr. 
Walter R. Siders, chairman of the Board 
of Trustees, speaking for the Executive 
Committee, presented the budget for the 
coming year. ‘The total amount is 
$334,036, the two largest items being 
the expenses of the general office and the 
appropriations for committees and de- 
partments. The Secretary was author- 
ized to render such secretarial help to 
departments and committees carrying a 
heavy burden of work as a part of the 
program of the Association, as the work 
in his judgment demands. 

A statement covering the printed re- 
port of the Board of Trustees, including 
the three funds of the Association—the 
Permanent Fund, the Regular Fund, 
and the Revolving Fund—was also made 
by Mr. Siders. Upon authority given 
them at the Boston meeting, Mr. Siders 


announced that the Trustees had pur- 
chased during the year properties adja- 
cent to headquarters to provide addi- 
tional office rooms to relieve over- 
crowded conditions in the main building, 
the transaction involving a total of 
$55,000. He stated that the systems of 
records and accounts had been revised 
during the year for the purpose of plac- 
ing the Association on a budget basis. 
The report showed a total income for 


the year of $258,213.77. 


INANCES OF THE ASSOCI4A- 

TION—Although the membership 
of the Association increased from 70,000 
in 1921 to 125,000 in 1923, the treas- 
urer’s report showed that the income had 
not kept pace with the increasing de- 
mands for service through the headquar- 
ters’ office. The report was prepared 
jointly by Miss Cornelia Adair, of Rich- 
mond, Virginia, treasurer, and Mrs. 
Helen T. Hixson, the assistant treas- 
urer, who is in charge of the Division 
of Records and Accounts at headquar- 
ters. With the increased membership 
and revenue has come increased opportu- 
nity for service. Miss Adair said, “We 
have National headquarters, an _ exec- 
utive force, and publications of which 
any organization might well be proud.” 

The two outstanding recommenda- 
tions made to the Representative As- 
sembly were: 

(1) That a reserve fund of $50,000 
be created during the months of greatest 
income to be used only during the 
months when the income is low or to 
meet exceptional emergencies. 

(2) That $10,000 of the above 
amount be used for the payment of some 
part of the expenses of delegates to the 
annual convention. 

In making the second recommendation 
Miss Adair was speaking for the Com- 
mittee on Financing Delegates which 
was appointed in 1920 in accordance 
with a by-law adopted at Salt Lake City 
and which has been at work on an equi- 
table plan for carrying out its prcevisions. 





ee LEGION — At the 

Des Moines meeting  representa- 
tives of the American Legion came be- 
fore the National Education Association 
to inquire how this organization could 
serve the cause of American education 
and suggested certain lines of endeavor, 
including the observance of a week later 
known as American Education Week. 
The National Education Association im- 
mediately appointed a committee to co- 
operate with the American Legion in 


7 
















































October, 1923 
a 


carrying out this suggestion. For the 
past two years American Education 
Week has been most successfully ‘ob. 
served throughout the Nation and gives 
promise of remaining a permanent fea. 
ture in the educational program 9 
America. 

Dr. Joseph M. Gwinn, superinteng. 
ent of schools, San Francisco, California 
chairman of the committee, paid tribute 
to the work of the Legion, which 
through its Americanism Commission, 
has assumed the leadership in carrying 
forward the plans for the observance of 
the week under the joint codperation of 
the Legion, the United States Bureau of 
Education, and the National Education 
Association. Working together thes 
three have secured the active codperation 
of 103 supporting organizations and jp. 
stitutions. The Legion secured the 
writing of a proclamation on American 
Education Week by the President of the 
United States, an official statement from 
forty-two of the forty-eight governors 
of States, and official recognition of this 
work from the mayors of practically al] 
towns and cities of the country. The 
local posts of the Legion contributed 
most generously to the financial support 
necessary to carry out the plans and a 
splendid summary of the outstanding ac- 
complishments has been prepared by the 
National director of the Americanism 
Commission. 


OREIGN RELATIONS—At the 

Salt Lake City meeting a temporary 
committee was appointed to deal with 
international relations which might arise, 
This was later made a permanent com- 
mittee and when the request came that 
the National Education Association in- 
vite the nations of the world to a con- 
ference, the Foreign Relations Commit- 
tee was directed to proceed with ar- 
rangements. In the fall of 1922 Dr. 
Augustus O. Thomas, State commis 
sioner of education of Maine, chairman, 
sent invitations to the officers of all edu 
cational associations whose names could 
be secured, to ministers of education, and 
to prominent educators. 

The conference convened at San Fran- 
cisco, June 28, and closed simultaneously 
with the 1923 meeting of the National 
Education Association. It was attended 
by more than thirty distinct racial groups 
and by over fifty national divisions. The 
character of the men and women whe 
came was a great satisfaction to those 
who called the conference. The spirit 
of the meeting did much to promote 
international friendship and goodwill. 


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Vol. 12, No. § 


THE JOURNAL OF THE NATIONAL EDUCATION AssOciATION 





313 





The Secretary s Annual Report 


MONG the convincing reasons for 
the phenomenal growth of the Na- 
tional Education Associaiton given in 
Secretary Crabtree’s report to the Rep- 
resentative Assembly in Oakland, are: 
lessons of the World War showing the 
National need for education and the 
value of organized effort to fill that 
need, new contacts with powerful organi- 
zations, making the Association all-in- 
clusive in character, reorganization of 
the Association with a live program of 
service, and suitable provision at head- 
quarters for carrying out this program, 
and the Association’s affording a Na- 
tional clearing-house for the improve- 
ment of the teaching profession. 

The question of increasing the dues is 
always a mooted point. The Secretary 
recommended that at present there be 
no change, postponing any increase in 
dues until the growing Association is 
more thoroughly established. The wis- 
dom of this recommendation is evident 
when we consider that one fourth of the 
present membership receives inadequate 
pay. “The real test of professional in- 
terest comes when the member willingly 
year after year pays his dues,” the Secre- 
tary added and stressed the importance 
of enlisting the interest of all teachers 
in decreasing the cost of collecting fees, 
thereby leaving a larger per cent of 
every fee for service projects. 

More than fifty life memberships were 
taken out during the year, thus adding 
some $5000 to the permanent fund. 
Since these memberships are for indi- 
viduals and not open to institutions a 
recommendation was made to give insti- 
tutions the privilege of taking out a per- 
manent membership on payment of $300. 

Another way recommended by the 
Secretary to raise money for service 
projects was by soliciting associate mem- 
bers from the laity. No organized ef- 
fort has yet been made for this purpose, 
it being deemed advisable to first enlist 
the profession itself. He also proposed 
a plan whereby the friends of education 
could contribute small amounts to pro- 
mote the work of the Association. 

In speaking of the relationships of the 
Association, Secretary Crabtree said, 
“Practically all leading National asso- 
ciations are now attaching importance 
to education and hence appreciate hav- 
ing codperative relations with the Na- 
tional Education Association. This is 
giving a combination of influence and 
Power which is duly recognized by the 





enemies as well as the friends of school 
betterment.” 

In speaking of the work of affiliated 
associations, he called attention to the 
excellent work of State associations and 
a few large city organizations, but em- 
phasized the fact that but “few local 
associations in the smaller cities do more 
than hold an occasional meeting to hear 
announcements of supervisory officers. 
It is highly important for these associa- 
tions to meet regularly and do systematic 
work on school problems.” 

The Secretary retraced the action 
taken by the Association regarding the 
Elgin teachers dismissed from service be- 
cause of professional affiliations and 
stated that although machinery for in- 
vestigating similar cases had been set up, 
none requiring the arbitration of State 
or National committees had sought help. 

“One of the unfortunate incidents of 
the year,” according to Mr. Crabtree, 
“is the use Dr. Pritchett made of the 
influence of the Carnegie Foundation 
against the adequate support and devel- 
opment of the schools of the Nation.” 
Though the report caused boards of edu- 
cation to reduce school costs, it has not 
yet changed many salary schedules. 
The Pritchett report has, on the other 
hand, had the admirable effect of caus- 
ing the entire profession to rally to its 
own defense. 

All over the country, the movement 
to reduce taxes and consequently to re- 
duce school costs, has given the whip 
hand to the enemies of the schools, who 
are attempting to weaken the educa- 
tional leadership in cities and States. 
Those leaders who have obtained in- 
creased support for the schools find 
themselves attacked and so insidious has 
been the work of the opposition that the 
public, wholly unsuspecting, has barely 
discovered their movements in time to 
avert the danger threatening the schools. 
This organized attack on educational 
leaders and on their policies is no 
chimera. Those desirous of cutting 
school costs are not slow to see the ad- 
vantage of getting rid of superintendents 
so as to be unhampered in reducing sal- 
aries and “if true that there is an out- 
side agency paying particular attention 
to putting superintendents of satis- 
factory tendencies in certain positions, 
there could also be an organized force 
putting them out of their jobs when 
their policies are unsatisfactory.” Only 
by aggressive concerted action on the 





part of educators can these foes of pub- 
lic education be worsted. Our duty lies 
in keeping the public awake to the real 
issues, for knowingly the American 
people will never be content with less 
eficient schools. “No greater harm 
could come to education than to lose its 
present outstanding leaders. The cen- 
tral office looks upon this organized 
movement to cripple the leadership in 
the schools and the effort to reduce 
school costs, as the outstanding emer- 
gency problem for the year 1923-24, and 
would welcome requests to provide State 
and local associations with an abundance 
of fighting material and to aid in rally- 
ing the friends of education to the 
defense of adequate support for the 
schools.” 

American Education Week is now a 
feature of American life. Under the 
auspices of the American Legion, the 
U. S. Bureau of Education, and the 
National Education Association, it aims 
to acquaint the public with the needs of 
the schools and to consider ways of 
meeting these needs. This year it will 
take place before Thanksgiving Day. 
November 18 to 24. The Association, 
the Legion, and the Bureau will help 
make the week a great success, for the 
Legion will provide speakers at every 
meeting and supply them with material 
for programs, the Bureau will prepare 
material for schools and speakers, and 
the Association will print and distribute 
200,000 programs. 

The World Conference on Education 
was also touched upon in the report 
which stated, “It is most fitting that 
this great conference be under the 
auspices of voluntary educational asso- 
ciations rather than under government 
control. In the first place the American 
Government, having no National De- 
partment of Education, is not in a posi- 
tion to call a world conference on edu- 
cation, and in the second place the red 
tape of government would not allow 
the same freedom in discussion and 
action which can be had under volun- 
tary associational leadership. All gov- 
ernments were requested to lend their 
aid in assuring success for the Confer- 
ence, and most of them responded favor- 
ably. The higher institutions™fnd the 
educational associations of all countries 
appointed delegates. It is believed that 


this conference marks the beginning of 
a better understanding between nations. 
It is certain that it is only through edu- 
cation that nations can learn to 
preciate each other.” 

In showing the present organization 


ap- 





314 


of the central office and its relationships, 
the report commented upon the vast 
amount of business transacted at head- 
quarters—over one and a half million 
pieces of literature sent out and a half 
million letters containing more than two 
million enclosures, the postage on which 
amounted to nearly $12,000. 

The seven divisions of the headquar- 
ters organization include Records and 
Accounts, Field Work, Business, Publi- 
cations, Research, Elementary School 
Service, headquarters of Department of 
Superintendence, with eight directors, 
five first assistants, and two heads of 
subdivisions. These headquarters di- 
visions are of two classes: (1) those es- 
sential to the continuance of the Asso- 
ciation—Records and Accounts, Busi- 
ness, and Publications; and (2) those 
which are service divisions—Research, 
Field Work, Legislative Work, and El- 
ementary School Service. 

The activities of the Business Division 
include office management, business ar- 
rangements for printing and _publica- 
tions, advertising, conventions, and prop- 
erty supervision. Definite steps are 
being taken as fast as is practicable 
toward a final and completely developed 
budget, accounting, and statistical sys- 
tem. Although THE JourNAL has 
achieved a splendid record as an adver- 
tising medium, its advertising receipts 
should be more than sufficient to meet 
printing costs. ‘This may be done either 
by increasing advertising rates or by in- 
creasing the number, or the proportion, 
of advertising pages. 

The work of the Division of Publi- 
cations has grown along with the Asso- 
ciation’s widening activities. The pub- 
lications of several of the Departments 
are now as voluminous as were the 
publications of the entire Association 
during the first twenty years of its his- 
tory. THE JouRNAL is the one publi- 
cation that reaches the entire member- 
ship regularly. The Proceedings are 
monumental evidence of the power gen- 
erated by three score annual meetings 
and the reports of notable committees, 
which ppobably more than any other one 


factor fiave shaped the development 
of Anftrican education. The future 
grow f the Association and the ex- 


tension of its influence will depend 
largely upon the genuine merit and 
intrinsic appeal of its publications. It 
is the largest publisher of educational 
material in the world. 

The Research Division published dur- 
ing the year four bulletins: Facts on the 
Cost of Public Education and What 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





They Mean; Facts for American Edu- 
cation Week; Research Bulletin of the 
National Education Association, Vol. 1, 
No. 1, January, 1923, and Vol. 1, No. 2, 
March, 1923. It also prepared much 
of the statistical material appearing in 
the Legislative Commission Series No. 
3, and a series of articles for THE Jour- 
NAL. This division tries to keep in 
close touch with the research activities 
of the departments, committees, and 
commissions of the Association and to 
prevent the duplication of effort as well 
as aid in the codrdination of investiga- 
tions carried on under Association 
auspices. It will continue its participa- 
tion in this type of work as rapidly as 
facilities permit, and by so doing it will 
increase the effectiveness of the work 
of the Association’s commissions and de- 
partments. As an agency for supplying 
promptly current information on ques- 
tions vital to the welfare of the teachers 
of the Nation, it will extend special 
service. 

The new Division of Elementary 
School Service aims to help local teach- 
ers’ associations in their work of organi- 
zation and development, and to bring 
them into closer contact with the Na- 
tional Association. ‘This will do much 
to promote the professional growth of 
the members of the local organizations, 
and consequently raise educational 
standards. As the membership of the 
Association increases this division will 
have a greater opportunity to lift the 
teaching populace to a higher profes- 
sional view of the cause to which so 
many of them, consciously or uncon- 
sciously, have consecrated their lives. 

The Field Secretary, who began his 
duties October 1, 1922, traveled nearly 
30,000 miles, visited the Washington 
office six times, sent out several thousand 
letters to legislative workers throughout 
the country in behalf of the Towner- 
Sterling Bill; addressed dozens of State 
associations or their divisions, normal 
schools, teachers’ colleges, and univer- 
sities, and scores of smaller groups of 
teachers or parents. Duties such as 
these, onerous as they seem, are but a 
few that fall to the lot of the field sec- 
retary, whose time is equally divided be- 
tween constructive informative work for 
the Association itself and inspirational 
service to the teaching profession. His 
report closes with these impressive 
words: “We need the dynamics of a 
conviction that knowledge, intelligence, 
and skill must be supplemented by per- 
sonal integrity, ethical conduct, and 
wholesome social attitudes and relations 


October, 1923 





to be of real worth today. If the Na. 
tional Education Association can pop. 
ularize this truth to which teachers give 
ready intellectual assent; if it can 
energize it and make it felt as well ag 
thought, its greatest work is done.” 

The Legislative Secretary has estab. 
lished friendly relations with those Na. 
tional organizations that are behind oyr 
legislative program and others whose 
assistance we hope to obtain. Among 
these are the women’s organizations 
whose membership totals millions. The 
representatives in Washington of sixteen 
organizations have united to form the 
Women’s Joint Congressional Commit. 
tee as a clearing-house for their work, 
Eight of these organizations have en. 
dorsed the Bill, interest in which is grow- 
ing daily as attested by the numerous 
requests for information concerning it, 
To create still further interest in the 
Bill, summer schools were asked to have 
at least one speech about the Associa- 
tion’s legislative program and organize 
groups for a discussion of its principles, 

The Executive Secretary of the De 
partment of Superintendence began work 
September 1, 1922. During the year, 
the first yearbook of the Department ap- 
peared, The Status of the Superintend- 
ent. This subject was investigated by 
a committee in 1920 and the work tab- 
ulated and interpreted by Professor 
Douglass, of the University of Vermont. 
A feature of this yearbook is the list of 
members of the Department. A pre- 
print of the addresses and proceedings 
of the Cleveland convention was dis- 
tributed soon after the meeting, thus sup- 
plying those superintendents who could 
not attend with definite information. 
Beginning in September, the first issue 
of a quarterly will appear. Much of 
the time of the Secretary of this Depart- 
ment was given over to correspondence 
with departments and allied organiza- 
tions of the National Education Associa- 
tion, chief among which was the De- 
partment of Elementary School Prin- 
cipals, a growing department of over 
2000 principals. In addition to their 
Second Yearbook published in July, the 
Principals issued a quarterly bulletin. 

“Members may well take pride in the 
growth and development of the Associa- 
tion during the last five years,” con- 
cluded the Secretary, “in the soundness 
and certainty of its financial resources; 
the efficiency of the organization of the 
central office; and in the codperative te 
lations which have been established with 
other national associations. It has 
wisely worked out a plan of Nation-wide 


Vo 
ua 
the 
An 
tior 
of 

Ass 
mo: 





’ 








= 


Vol. 12, No. 8 


cooperation with the American Legion, 
the Federation of Women’s Clubs, the 
American Federation of Labor, the Na- 
tional Mother’s Congress, and a number 
of other National organizations. The 
Association will continue its fight for 
more adequate pay for teachers, its work 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 
re ee 


for improved tenure regulations and 
pension laws, its active promotion of the 
Education Bill, its inquiry into school 
costs and sources of revenue, its secre- 
tarial service. to departments and com- 
mittees, and its effective work on the big 
items in its platform.” 


Rural Education Problems 


OW to secure for rural children 

educational opportunities equiv- 
alent to the best of those provided in 
urban sections is a problem which chal- 
lenges the best thought in America. In 
the rural communities there is found 
nearly one half of the school population 
of the country. ‘The Association’s Com- 
mittee on Rural Education has met this 
challenge in its 1923 report,’ which is 
one of the year’s outstanding contribu- 
tions to educational progress. 

The committee preparing this report 
consisted of seven members of the Na- 
tional Council of Education and eight 
experts in rural education who co- 
operated with them, under the chairman- 
ship of John F. Sims, president of the 
State Normal School, Stevens Point, 
Wisconsin. Each member of the com- 
mittee wrote on a special phase of rural 
education. The report, consisting of a 
compilation of these fifteen outstanding 
articles, makes available a brief and 
readable survey of the leading problems 
of rural education in the United States. 
It analyzes the conditions found and fol- 
lows them up with examples of the best 
current practices, together with stim- 
ulating suggestions for further effort. 

Constructive publicity that arouses 
popular interest in schools among the 
rural population must precede the adop- 
tion of any new policy. The commit- 
tee, recognizing this fact, has devoted 
the first two sections of its report to 
Publicity for Rural Education and 
Arousing Popular Interest in Schools. 

The improvement of rural schools 
through the enlargement of both taxing 
and administrative units is discussed. 
The advantages of the County Unit are 
admirably summed up. 

Consolidation is considered from many 
angles. Of particular interest are: 
(1) the survey of the growth of con- 
solidation in the United States in the 
last twenty years, together with some 
estimate of its value in this period in 

‘Final Report of the Committee on Rural 
Education of the National Council of Educa- 
tion, National Education Association, Wash- 


ington, D. C., July, 1923. 50 cents; also 
appears in Proceedings, 1923. 


the promotion of rural education; (2) 
methods of organizing for consolidation 
in various sections of the country; (3) 
difficulties to be met, and an analysis of 
one of the major difficulties—transporta- 
tion; and (4) notable achievements in 
the field of consolidation. “Those who 
are contemplating the consolidation of 
rural schools in their communities will 
find many helpful suggestions for inau- 
gurating their program. Others who 
have tried the plan will want to check 
their achievements against those cited in 
the report. 

The fundamental principles upon 
which the courses of study for one- 
teacher and consolidated rural schools 
should be based form a constructive sec- 
tion of the report. Supplementing this 
section is a review of a three-year ex- 
periment showing how pupils in a one- 
teacher school can be grouped to reduce 
the total number of class-periods to a 
reasonable number for one _ teacher. 
This offers practical suggestions which 
rural teachers can adapt to fit their par- 
ticular needs until the time comes when 
consolidation is secured. 

That rural teaching be made a distinct 
profession is the ideal set for rural- 
teacher training. Suggested courses of 
study are submitted which offer training 
most applicable to rural needs. The 
creation of new and better facilities for 
the special training of rural teachers is 
urged. Rural teachers should be spec- 
ialists, not those left over after the cities 
have made their selection. Major work- 
ing objectives of rural-school super- 
vision, which is at present almost wholly 
lacking in many States, are concretely 
set forth. If carried out, they would 
help provide the children of rural Amer- 
ica with opportunities for education 
equivalent to those in urban sections. 

The county superintendent—his per- 
sonal qualifications, best methods for his 
selection, and the powers of administra- 
tion belonging to him are all consid- 
ered. Since this office of county super- 
intendent prevails throughout the Nation 
and the holder has unusual opportunity 
for the betterment of rural education, 





315 


this section of the report has particular ° 
significance. 

The question is sometimes raised : Can 
standardized tests be put to practical 
use in rural schools? This report of 
the Committee on Rural Education 
answers the question, not by citing 
spasmodic and limited attempts at the 
use of standardized tests, but by describ- 
ing a fairly complete testing program 
carried out to its logical conclusion 
throughout an entire supervisory district 
for a period of years. How the testing 
was done, the battery of tests used, the 
uses and outcomes of the testing pro- 
gram are reported in a most readable 
style. 

Those who have not yet begun the 
use of standardized tests will be in- 
terested in reading how a testing pro- 
gram can be “put over” in rural schools 
and the advantages resulting therefrom. 
Those who have already begun this pro- 
gram will be interested in the suggested 
plan for bringing each pupil’s complete 
record in all the tests together on one 
record sheet. 

The section of the report dealing with 
county surveys, like the other sections, 
is brief and to the point. It consists of 
a carefully developed outline which can 
be used in its present form or modified 
to meet the reader’s needs, 

That this committee feels the schools 
should take an important part in rural 
health and sanitation is shown by the 
fact that one whole section of their re- 
port is given over to this subject. 
Points to be included in a health pro- 
gram, based on needs revealed by actual 
surveys of rural conditions, are enu- 
merated, as well as ways and means for 
putting the program across. 

In like manner, the report shows how 
the schools can develop attitudes and fix 
habits during childhood that will pro- 
mote the proper use of leisure. Tested 
ways and means that have proved suc- 
cessful are described, as are also those 
whereby the schools can meet the social 
needs in rural life. The busy rural 
teacher will find these sections par- 
ticularly helpful. 

This report, treating each of these 
fifteen important phases of rural edu- 
cation in an analytical and constructive 
fashion, offers definite help in the solu- 
tion of real problems to practically 
every one working in the rural field. It 
is also interesting to those who want a 
clear and illuminating picture of the 
present rural situation.—Prepared for 
THE JouRNAL by the Division of Re- 
search. 





et See 


The Schools of Japan 


HE Island Empire was justifiably 

proud of its schools—the finest 

perhaps in the Orient. Natural 
forces have again united to destroy the 
work of years. ‘Today Japan faces the 
staggering problem of reconstruction, 
but the Japanese, used to 
earthquakes and_ resultant 
ills, are brave people and be- 
fore long homes and schools 
will be rebuilt. 

Scarcely more than half a 
century has elapsed since the 
feudal system was abolished 
in Japan and the first educa- 
tional code of 1872 gave edu- 
cational opportunity to all 
classes. Before this, higher 
education had been limited 
to the samurai, or military 
class; the masses were with- 
out any education or were 
given only the rudiments. 

The present Japanese 
school system is wholly un- 
der State control, and has a 
Minister of Education who 
is a member of the Cabinet. 
Important matters connected 
with the educational system 
are regulated by imperial 
ordinances issued by the 
Emperor on the recommenda- 
tion of the Cabinet, after 
being submitted to the Privy 
Council. ‘These matters are 
also submitted by the Min- 
ister of Education to a High 
Educational Council, a body 
of experts appointed for their educa- 
tional experience and knowledge. 

The educational system, similar to that 
in the United States, begins with the kin- 
dergarten, and extends through the pri- 
mary schools to the secondary schools, 
which include middle schools, girls’ high 
schools, technical schools, and normal 
schools. Then through special colleges 
for law, medicine, literature, 
fine arts, through technical special col- 
leges for technology, engineering, agri- 
culture, commerce, and the like through 
higher normal schools and higher pre- 
paratory schoo!s to the imperial uni- 


science, 


versities. 

With Oriental peoples it is a national 
tradition that the primary object of edu- 
cation is moral training. The Imperial 
Rescript on Education issued in 1890 by 
the Emperor of Japan is the basis for 


iS; 


moral instruction and is read on all pub- 
lic occasions and at all school functions. 
It is to their Spartan training and rigid 
forms of etiquette that the Japanese owe 
their simple and courteous bearing, and 
proud they are that their land is known 





as 


as Kunshi no Kohu, the “country of 
gentlemen.” 

Physical education in Nippon also 
receives much attention—plays and 
games in the primary school; military 
gymnastics and drill in the _ higher 
schools; Swedish gymnastics, square 
dances, and naganata, fencing with bam- 
boo spears, in the girls’ schools. Older 
military arts as fencing, jujutsu, and 
revived. All the 


excursions and 


been 
annual 


archery have 


schools have 
thorough medical inspection occurs every 
April. The Japanese are great hikers, 
receiving their training in youth by mak- 
ing long pilgrimages. Flatfoot and 
fallen arches are practically unknown. 


Japanese children are handicapped at 


an early age by having to learn in ad= 


dition to their own language of forty- 
seven letters and thousands of word 


[316] 


Copyright Underwood and Underwood. 


signs, some six or seven thousand Chinese 
characters in common use in Japan, and 
several different styles of writing each 
of them. With the introduction of 
Chinese civilization the Japanese intro. 
duced many Chinese words into their 
own language and adopted 
the complex Chinese char- 
acters into their writing, so 
that now. Japanese literature 
is written or printed with 
Chinese and Japanese char- 
acters. This situation fe- 
tards the use of typewriters 
and linotypes, based as they 
are on the use of a limited 
number of characters. In a 
Japanese printing office a 
number of boys are employed 
to run about through the 
cases and collect the type for 
the compositors, who call out 
the names of the letters, 
The introduction of the 
Chinese literature has done 
much for Japan, but to mas- 
ter these characters in com- 
mon use requires an unusual 
amount of memorizing on 
the part of the nation’s boys 
and girls, somewhat to the 
detriment of the reasoning 
function. 

The best known of the 
five imperial universities are 
the University of Tokio, es- 
tablished in 1877, and the 
University of Kyoto. These 
together with eleven other 
institutions of university rank include 
over 30,000 students and more than 
1800 teachers. There are many special 
colleges besides these universities—for 
art, music, foreign languages, and the 
like. “Technical schools abound. The 
technical special colleges are mostly gov- 
ernment institutions. 

As to the education. of girls with the 
exception of higher education no barrier 





has been placed. 

Fifty years—yet wonderful progress 
in installing a new educational system! 
In spite of the many handicaps result- 
ing from grafting Western educational 
ideals upon Eastern, the innovation may 
be called successful, and now as Japan 
gradually regains her business equilib- 
rium, the world is confident her educa- 
tional system too will have had but a 
temporary setback.—J. M. R. 








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Our Efficient Postal Service 


-NJAMIN FRANK- 

LIN, if his shade 

loitered on the south 
lawn of the White House 
|grounds one afternoon in 
September, 1923, must have 
listened with great apprecia- 
tion to the first public 
speech of President Calvin 
Coolidge. He would have 
smiled with satisfaction at 
one sentence in particular, 
and history records that the 
great American had a splendid smile. 

“Tf there is any one department of our 
Government in which we take justifiable 
pride,” declared President Coolidge, “it 
is the Post Office Department, and in 
the efficiency that has marked the ad- 
ministration of the Post Office Depart- 
ment.” 

Franklin, it is well known, had a mind 
that traveled innumerable intellectual 
lanes. He was a pioneer in electricity, 
printing, philosophy, municipal and na- 
tional political science, library science, 
and various other paths, but undoubtedly 
the strongest desire of his life was to 
lay the foundations of a good postal sys- 
tem in the United States. As Deputy 
Postmaster General before the Revolu- 
tion he reorganized a service that for 
one hundred years had been a straggling 
failure into a recognized success—a suc- 
cess which played a leading role in bring- 
ing unity to the thirteen colonies. With 
the Declaration of Independence and 
the later adoption of the Articles of 
Confederation, Franklin was the log- 
ical man to build the American system 
and the principles he engraved in these 
early days of the Republic are essentially 
the principles of the Postal Service 
today, the practical application of which 
is the pride of the 340,000 members of 
that service. 

Postal Service in America really be- 
gins in a little old Boston tavern. This 
tavern, the proprietor of which was 
Richard Fairbanks, was designated in 
1639 to receive letters from ships. Nine- 
teen years after the landing of the Pil- 
grims the need for a post office was thus 
filled. Practically all communication by 
letter was with England; indeed, the 
need for exchange of information be- 
tween the colonies was not felt until 





Harry S. New 


Postmaster General, Washington, D. C. 


long after the capture of New Amster- 
dam by the English. With the begin- 
ning of the French and Indian wars the 
Governor of New York decided that 
closer communication with New Eng- 
land was necessary, so he dispatched a 
courier with mail to blaze the first over- 
land route between New York and 
Boston. 

It was over this route and a similar 
road to Philadelphia that regular posta' 


ARRY S. NEW, Postmaster Gen- 


March 5, 1923. Mr. 
New’s career includes service as a news- 
paper reporter, editor, publisher, con- 
tractor, captain in the Spanish American 


eral since 


War, and member of United States 
senate. His home was in Indianapolis, 
Indiana. 

service was later established, first by 


courier on horseback and later by stage- 
coach. Even at this period, it was 
clearly seen that postal communication 
was unlike other businesses. 
sentially a monopoly. The English 
King granted Andrew Hamilton 
clusive control of the service in America. 
In 1707 under the same act that with- 
drew the private postal monopoly in 


It was es- 


ex- 


. England and made it a public monopoly, 


the American service was put under the 
direct control of the Government. 
Benjamin Franklin in 1754 became one 


[317] 





of the two deputy postmaster generals 
in charge of the American system and 
proceeded to reorganize it. Under his 
direction the Philadelphia-Boston route 
showed a greater profit than the main 
post route in England 
London to Scotland. 
To understand the American postal 
service one must understand the basis of 
the world postal service, or for that mat- 
ter, the postal service of <1 time. There 
is a very famous sentence which is now 
engraved over the massive entrance of 
the New York post office and credited 
to the Greek historian Herodotus who 
was recounting the story of the 
service of a very ancient Persian King. 
The sentence declares: Neither Snow 
nor Rain nor Heat nor Gloom of Night 
Stays These Couriers from the Swift 
Completion of Their Appointed Rounds. 
This is the postal service of all time. It 
is a relay service. 


running from 


postal 


The means of trans- 
portation ma ybe a runner, a dog sled, 
or an airplane. ‘The spirit of the relay 
race is always there and it is ever the ob- 
ject of the administrators of the Ameri- 
can postal service to keep every piece of 
mail constantly moving toward its desti- 
nation and moving as fast as modern 
science and engineering will enable it. 
The postal service is also essentially 
a human agency; machines can add, 
subtract and divide, produce type, send 
words through the air, but no machine 
has yet been invented to read addresses, 
and considering the state of penmanship 
as revealed in the Postal Service no 
Yankee inventor, even, is sanguine 
enough to see possibilities of such a me- 
chanical supergenius. Therefore the 
Post Office Department of the United 
States has had to build up the largest 
single organization of men and women 
in the world to perform the task in- 
trusted to it. Considering the frailties 
of human nature, it is indeed a rare com- 
pliment to the loyalty and spirit of the 
thousands of men and women of the 
Service, that the Nation praises their 
work as one of the most efficient and sat- 
isfactory services to humanity, commer- 
cial or governmental, in United States. 
In the year 1820 there were 4500 post 
offices in the United States, postmasters 
of which were receiving $352,000 for 
their services. There were 72,492 miles 





318 Tue JouRNAL oF THE NATIONAL EpucaATION ASSOCIATION 


October, 1923 


a ——————  ————————————————————— ———— 


of post routes on which postal employees 
traveled carrying mail approximately 
10,000,000 miles in a year. The gross 
revenue of the Department in this year 
was $1,111,927. Inthe year 1920 there 
were 52,638 post offices. The Post 
Office Department paid postmasters this 
same year $40,108,000 and 650,000,000 
miles of mail service not counting city 
delivery was performed. The income of 
the Post Office Department in 1920 was 
$437,150,000. 

The growth of the greatest single in- 
dustry in the world mirrors the amazing 
development of the United States in the 
past one hundred years, a short day in 
the history of the world. Factors in its 
upspringing are the education of Amer- 
ican citizens, the unparalleled eleva- 
tion of our National standard of living, 
the extension of business, and the rapid 
development of speedy transportation. 
The earliest accurate count of the mails 
was undertaken in 1847 and it was then 
found that 124,000,000 pieces were 
handled in a year. It is now conserv- 
atively estimated that the American 
postal service is transporting and deliver- 
ing 25,000,000,000 pieces of the mail 
annually with a yearly average increase 
of about seven per cent. ‘The impossi- 
bility of mentally appreciating this figure 
gives the nearest conception of the great 
task which this branch of United States 
Government is performing. 

Let us consider the organization of 
the Post Office Department which with 
Herculean might thoroughly cleans the 
work rooms of 52,000 post offices every 
day. The Postmaster General is presi- 
dent of the company. His offices are in 
a great grey stone building on Pennsyl- 
vania Avenue, Washington, D. C. In 
this headquarters are also the offices of 
the directors of the four great bureaus 
of the postal system; the bureau of the 
First Assistant Postmaster General, 
which undertakes matters relating to 


# 
a @ 
26.* 


post office personnel and post office ser- 
vice, the bureau of the Second Assistant 
Postmaster General in which is con- 
centrated all matters concerning the 
transportation of mail, the bureau of the 
Third Assistant Postmaster General 
which handles all matters relating to 
finance, and the bureau of the Fourth 





ENJAMIN FRANKLIN, the 

founder of our Postal System. 
Both before and after the Revolution, 
his great vision, ingenuity, and organiz- 
ing ability were given to the task. 





Assistant Postmaster General having 
charge of equipment and supplies and 
rural mails. The headquarters staff of 
the Post Office Department numbers 
about 1500 persons—an extremely small 
group considering the fact there are 
340,000 employees in the service. This 
small headquarters staff is made possible 
by decentralization. The local post 
office is a business by itself, self-sufficient. 

Government the world over has the 
reputation of lagging. There is every- 
where firm belief that government waits 





until private enterprises blazes the way, 
yet if we follow that mail courier who 
blazed the first overland route between 
New York and Boston down the cen- 
turies we find that the postal service ip 
the field of transportation, which is the 
blood of its existence, has been abreast 
of recent years’ rapid progress. With 
the passing of Benjamin Franklin’s stage 
coaches to museums or the grate fire, 
the Postal Service is found lending jn- 
valuable aid to the new experiment of 
railroads through big mail subsidies. 

By a grant of Congress some of the 
initial experiments in telegraphy were 
conducted over lines operated by the 
Post Office Department, and it was only 
in the face of earnest protests of many 
Postmasters General that Congress de- 
cided to give over that field to private 
enterprise. Pioneers to the west were 
guided on their route by the camp fires 
of the fast mail coaches. The Postal 
Service can not, however, claim much 


‘credit for the romantic Pony Express, 


though it was authorized to make a con- 
tract for this service a short time after 
private enterprise had initiated it. The 
railway post office, of course, is a purely 
postal institution but is an amazingly 
effective service. The latest feather for 
contribution to National progress, an ac- 
complishment of which the men of the 
service today are very proud and which 
will always be remembered, is the air 
mail. Through this service the Post 
Office Department is again blazing the 
way; this time pointing out the com- 
mercial possibilities of the aeroplane. 
Started five years ago, the Air Mail 
Service has now a record of having car- 
ried full hatches of mail more than 
6,000,000 miles through the heavens. 
On September eighth it completed the 
third year of operating a_transconti- 
nental route between New York and 
San Francisco, the longest air mail route 
in the world. ‘Two weeks before this 





1 























In Quaint Southern Cities 





44 | 
aot ok 








From the New York City Postoffice 


On the Sky-blue Waters By Swift-flying Airplanes 








Se eee OO 


320 THE JOURNAL oF THE NATIONAL EDUCATION ASSOCIATION 





AILWAY mail clerks are always on the job—faithful, efficient, and daring. 
They work day and night with a remarkable record of accuracy. 


anniversary in a special four-day test 
the Air Mail Service successfully com- 
pleted a preliminary trial of through 
service between these two great cities on 
opposite oceans, this service involving 
night flying between sunset and dawn 
over eight hundred fifty miles of west- 
ern prairies. Practically every trip was 
under the scheduled time of thirty hours 
and on one day San Francisco mail was 
delivered in New York in twenty-six 
hours and fourteen minutes—four days 
less time than the usual trip. 

The United States postal service has 
another deed to its eternal credit which 
is not fully appreciated. _ American citi- 
zens would appreciate this particular act 
more if, instead of placing a five-cent 
stamp on a letter to a rich uncle in Aus- 
tralia, they found it necessary to put on 
stamps amounting to more than $2.50. 
Montgomery Blair, postmaster general 
under Abraham Lincoln, viewing the 
chaos and exorbitant rates for foreign 
mails, decided Yankee-like to do some- 
thing about it. At his suggestion an 
international meeting was called in Paris 
in 1865 to consider the whole question 
of mail exchange between nations and 
the proposals for improvements. Be- 
cause of complications in Europe this 
meeting was canceled, but the idea bore 
fruit and a meeting was called in 1873 
atter France and Germany had patched 
things up. In this conference the Inter- 
national Postal Union was _ formed. 
Practically every nation on the face of 
the globe today holds membership in this 


association, which will celebrate its 


fiftieth anniversary in Stockholm next 
June. The International Postal Union 
has lowered postal rates until today there 
are only two regular rates on letters to 


foreign countries from the United 
States—two cents and five cents an 
ounce. It also smoothed out many 


financial and transportation obstacles re- 
sulting in an immense increase in the 
exchange of ideas and knowledge be- 
tween nations through letters and printed 
matter, plainly one of the most effective 
steps toward the accomplishment of 
world peace. 

While communication by letter mail 
is the chief stock in trade of the Postal 


Onohe t--—-—v/ 
4 : 


October, 1923 





Service, it, like other government 
agencies, has taken to itself in the course 
of years numerous other responsibilities, 
The money order system by which bil- 
lions of dollars are transferred today 
was begun in 1864. Special delivery 
service was started in 1885 followed 
shortly after by the rural free delivery 
in 1896. The Postal Savings system, 
which is now the largest savings bank in 
the world, holding $132,000,000 in trust 
for depositors, was initiated in 1901. In 
1913 the Post Office Department was 
directed by Congress to organize what 
is virtually a light freight system, the 
parcel post. It is estimated that the 
American people have invested $1,100,- 
000,000 in parcel post in the ten years 
of its operation. The registry, insur- 
ance and C. QO. D. provisions for mail 
are, of course, well-known. There are, 
however, some other services which the 
Post Office Department performs that 
are not widely appreciated. “Through 
the post offices thousands of United 
States Treasury Savings Certificates are 
sold to thrifty Americans. The Post 
Office Department also operates a fac- 
tory—the mail equipment shops—where 
millions of mail bags in which the mails 
are carried are produced annually. In 
most of Alaska and in many parts of 
United States, the Postal Service is more 
than a means of communication, it is also 
the single reliable source of food and 
clothing. 

There is one question concerning the 
Postal Service which often arouses much 
comment in schools, homes, and business 
houses. It is this: Does the Postal Ser- 
vice pay for itself? The answer is No. 


¢ Chica : 
EVENING! 


NIGHT i OE 


AIR MAIL NIGHT FLYIN HEOU BETWEEN NEWYORK 


& SAN FRANCISCO. THE LARGE MAP ILLUSTRATES THE SIZE 
OF UNITED STATES DURING THE PERIOD OF THE STAGE COACH 


DIAG.(2) SHOWS THE NATION REDUCED BY RAILROAD TRANSPORTN 


DIAG.{3) SHOWS HOW THE AIRPLANE SHRINKS DISTANCE 
PREPARED BY DIV. OF TOPOGRAPHY P.O. DEPT. 


CARCELY a century ago trains began to take the place of stage coaches. 





Now 


the airplane, leaving New York at noon reaches San Francisco the evening of 
g 


the following day. 


What may we expect within the next century? 








. <a 


fr 


“ 
‘ 





Vol. 12, No. 8 





On certain occasions the Post Office 
Department has shown a balance on the 
right side of the ledger, but the margin 
is generally very small. There are two 
reasons why the biggest business in the 
world does not show a profit. ‘The first 
is that the American people want good 
service regardless of cost. ‘The second, 
and more basic reason, lies in the nature 
of the Postal Service. The Postal 
Service goes into every community; 
wherever American citizens go in United 
States the mails follow them. This is 
a principle. Naturally it is expensive. 
Private business does not do this—it goes 
only where there is profit for endeavor. 
In this contrast may be found the reason 
why the postal business does not produce 
revenue. 

Probably everyone has had the feeling 
of anxiety when depositing a letter in a 
mail box. Will this letter reach my 
friend a thousand miles away, one thinks 
momentarily. ‘There is not much as- 
surance about a mail box. There is 
mystery about the whole process. One 
is prompted to say “Abracadbra” or 
“Seseme.” But the magic carpet of the 
Postal Service never fails if the address 
is right. Indeed it is impossible to ap- 
preciate what would happen if it did 
fail. It would probably mean chaos. 
Suspension of the Postal Service for a 
week would be like some natural calam- 
ity, a devastating earthquate. Business 
would halt, families would be separated, 
everything disrupted. Benjamin Frank- 
lin did have a long vision when he saw 
the importance of a sound postal system 
in the new United States. We, to 


‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





NCLE SAM’S mail collects many interesting products—baby chicks, hair nets, 
examination papers, cheese, and billions of letters and newspapers. 


whom this government service means so 
much today, should honor him greatly 
for this contribution to our National 
integrity. 


RESIDENT COOLIDGE on 

Education—The ideal of education 
must be, not a special training leading to 
a one-sided development, but a broad and 
liberal culture which will bring into 
operation the whole power of the indi- 
vidual. We have witnessed a falling 
away from this ideal. This has come, 
in part, from a spirit of pessimism which 
has gone so far as to question the power 








WO CENTS carries a letter to any locality indicated by the black area on 


the map. 


Letters elsewhere call for five cents. 


Through the International 


Postal Union Uncle Sam is gradually extending uniform postal privileges. 


of the average individual to reach a high 
state of development and therefore the 
ability of civilization to maintain itself. 
The real problem is not one of intel- 
ligence, but one of disposition. The 
people of the present day are better 
trained and more intelligent than they 
were in the past. Sufficient intellectual 
power has existed to bring the world to 
its present high: state of enlightenment. 
In spite of many seeming failures, there 
is no real evidence which warrants the 
assumption that sufficient power does not 
exist to maintain and support the ad- 
vance of progress. Unless we have this 
faith, and unless it is justified, we shall 
come very close to being obliged to deny 
the existence and reality of the modern 
era of history. Unless education can be 
based on a belief in mankind and in the 
power of the race as a whole to develop 
by response to the teachings of the truth, 
education might as well be abandoned. 
[It must assume that a spirit of optimism 
is warranted. 

The standards and ideals of society 
rank first in importance. They must be 
maintained, if there is to be any real 
industrial progress. They are, likewise, 
the foundation of American institutions. 
In education the whole being must be 
taken into consideration. It is not 
enough to train the hand, the eye, to 
quicken the perception of the senses, 
develop the quickness of intellect, and 
leave out of consideration the building 
up of character, the aspirations of the 
soul.—F rom an address at Reynoldsville, 
Pennsylvania, December 21, 1922. 











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 mem- 
ber, in addition to the privileges of the $2.00 membership, to 
receive the complete bound volume of Proceedings, all 
committee reports, and other regular publications of the 
Association. 

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

Subscription to non-members is $2.00 per year; single copies, 
twenty-five 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 post- 
office 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 Oct. 3, 1917, authorized Jan. 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. 





Our Tower of Strength 


HE strength of the National Edu- 

cation Association lies in its all-in- 
clusive character. Educational workers 
from every branch of the service share in 
its membership and councils. Adminis- 
trators, classroom teachers, supervisors, 
college presidents, research workers, and 
all the other representatives of special 
types of educational effort find here a 
common outlet for their professional 
enterprise. The growing interest of 
teachers in the Association and in the 
professional side of their work has helped 
supervisors and administrators to see that 
the rank and file is the great foundation 
upon which the educational structure 
must be built. 

The individual teacher stands upon 
the frontier of childhood. In propor- 
tion as he is well provided for in present 
compensation, in social recognition, and 
in future security the Nation’s children 
will be assured mature, competent, and 
well-trained teachers. Every teacher 
who joins the Association or who takes 
part on its committees or in its Repre- 
sentative Assembly is helping to improve 
the conditions of teaching everywhere. 

The growth of the National Educa- 
tion Association has been so substantial 
during the past few years as to command 





the attention of National workers in 
many fields of effort. The Association 
has become the _ policy-determining 
agency in matters educational ; the rally- 
ing point for programs of educational 
advance; and the leading influence in the 
improvement of the teaching profession. 
It has merited and won the confidence of 
the American people and is entitled to the 
support of every member of the profes- 
sion. No teacher can afford not to enlist. 


The Education Bill 


ITH the beginning of a new As- 

sociation year and the approach of 
the new Congress, soon to convene un- 
der the leadership of a new President, it 
is time to evaluate anew the situation 
with reference to the Education Bill. 
While it is too early for definite an- 
nouncements the outlook as a whole is 
increasingly hopeful. Education in gen- 
eral and the Bil! in particular are daily 
growing in strength, both within and 
without the profession. 

The great organizations which have 
been working for the measure for sev- 
eral years reiterated their endorsements 
during the spring and summer and ex- 
pressed their decision to renew their activ- 
ities with increased vigor. Among the 
additional organizations that have come 
to the support of the measure are the 
National Federation of Business and 
Professional Women’s Clubs and the 
American Association of University 
Women. 

Several of the leading magazines are 
especially featuring education during the 
current year and educational journals are 
more and more recognizing the Educa- 
tion Bill as a project worthy their active 
support. The magazine Education has 
recently come out in championship of the 
Bill with the explanation that “There 
are parts of our beloved land that espe- 
cially need help. In one way or another 
every part needs the interest, sympathy, 
and aid of every other part. The 
United States is an entity—not simply 
an aggregation. ‘The sore on one of its 
members endangers the health of all its 
members. We stand or fall together. 
One section may need Federal aid today; 
another may be in need tomorrow. We 
must think in larger circles than when 
we were but a few scattered colonies. 
We must see to it that the domineering 
politician is kept out of educational cabi- 
nets and departments, and that broad- 
minded, public-spirited, altruistic patriots 
administer the exalted trusts of the 
people in relation to the training of our 





THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION 





October, 1923 


citizens. These are the ideals of the 
‘Towner-Sterling Bill. As such, we are 
heartily and wholly converted to favor 
its speedy enactment.” 

The situation in Congress appears to 
be equally favorable. President Hard- 
ing indicated publicly his desire for 
Federal aid and for a Department of 
Education and Welfare. President 
Coolidge has pledged himself to carry 
out the Harding policies. His own in- 
terest in education is well known. He 
comes from a native stock that has al- 
ways fought for education. During 
recent years he has made speeches on edu- 
cation that would do credit to any lead- 
ing educator. He believes in America 
and is mindful of the institutions that 
have made the Nation what it is. He 
seeks to represent the wishes of the 
American people and cannot be unmind- 
ful of the growing tide of public ap- 
proval of the Education Bill. It is 
logical to expect, therefore, that at the 
proper time he will support the measure 
in Congress, where it is already recog- 
nized favorably as one of the outstand- 
ing projects before the Nation. 


Washington Schools 


ASHINGTON is one of the 
world’s great centers of culture. 
As the capital of the United States it’ 


Copyright by Harris and Ewing. 
ENATOR WILLIAM E. BORAH, 
of Idaho, chairman of the Senate 
Committee on Education and Labor, one 
of whose first acts as chairman of this 


important committee was the appoint- 
ment of a sub-committee on the Educa- 


tion Bill. 





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Vol. 12, No.8 


enjoys high prestige among persons in- 
terested in city planning and city ad- 
ministration, both in America and 
abroad. It has often been characterized 
as the most beautiful city in the world. 
But in matters of city administration it 
does not rank so high. The fact that 
the citizens of Washington have no 
voice in their own affairs has worked 
to the city’s disadvantage. In no phase 
of its life is this more evident than in 
the schools, which receive a part of their 
support from District taxes and a part 
from Congressional appropriation. Even 
the people who pay the taxes have no 
direct voice in their expenditure for the 
education of their children. The schools 
of the District, which should be the best 
in the land, are inadequately housed; 
the salaries of teachers do not compare 
favorably with those in other cities of 
similar size; and the administrative 
force is also badly underpaid. These 
are some of the conditions that the Rep- 
resentative Assembly of the National 
Education Association had in mind when 
it adopted the resolution at Oakland de- 
manding for Washington a system of 
schools which would be a model for 
other cities of the Nation and which 
might well furnish a laboratory of the 
newest and best in educational practice. 


Financial Security 
LMOST every day brings to light 


the case of a teacher who has lost 
money through investment in some fake 
enterprise designed to appeal to those 
who wish quick and large returns. It 
is doubly unfortunate that those who 
are so swindled are usually the ones who 
can least afford the loss. The total 
amount invested in worthless promotion 
schemes in the United States during a 
single year runs into hundreds of mil- 
lions and a great part of the total is 
taken from persons of small means— 
frequently teachers. 

Everyone who possibly can should ac- 
cumulate some money and should safe- 
guard it with a definite financial policy 
adapted to his needs and the locality in 
which he lives. Someone must assume 
the risk of discovering new oils and new 
minerals, but this is not the task of the 
person of small means whose surplus 
may best be invested where it will yield 
a reasonable and certain return without 
losing the principal. Many a fortune 
has been built on this principle of safety 
first. It is a good rule to invest in noth- 
ing that promises exceptional returns 
and that will not stand the light of dis- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








Wwe 
bo 
ae 


Fr 








Fresh from the Classroom 


‘THE PLAN to appoint a Committee of One Hundred on Classroom 

Teaching Problems was announced in the September JOURNAL. Presi- 
dent Olive M.-Jones is now selecting the members of the committee and 
expects to have the list ready for publication before the first of the year. 
The September JOURNAL containing the original announcement is just in 
the mails as this statement goes to press so there has not been time to re- 
ceive responses from the teachers of the country. 

If you did not write to the chairman of the committee when you read the 
notice in the September JOURNAL be sure to do so now. What are the 
difficulties that keep you from rendering one hundred per cent service in 
your teaching? Is it you? Is it the community? Is it the organization? Is 
it our educational traditions? Is it an excess of civic, community, and social 
activities; do these activities disorganize the curriculum? 

Write at once to the chairman of the committee, Mrs. Mary C. C. Brad- 
ford, State Superintendent’s Office, Denver, Colorado, telling how you think 
conditions can be improved. Selections from the best letters received will 
be published in THE JOURNAL. In order that the freest possible criti- 
cism may be obtained these abstracts will be published without name or 
address. 

The following statements have been received from teachers in reply to an 
inquiry sent out last spring asking what one act of a supervisory officer had 
been most helpful—“The keen interest and appreciation for every up-to-date 
method, the helpful suggestions and criticisms combined with personal inter- 
est and sympathy of my superintendent have given me the confidence and 
inspiration I needed.”—M. §. 

“The greatest assistance any supervisor has given me, has been when she 
has taken my material, worked with my tools, and carved for me a model— 
one which I might study, analyze, and imitate when casting day by day.”— 
E. W. 

“The help given by our supervisors is usually in the line of suggestions 
regarding the work of new teachers, many of whom are just graduated from 
our Normal. The most encouraging assistance was when the supervisor 
commended the rapid improvement of those teachers during the year.”—A. C. 

“To have a superintendent who makes you feel he has confidence in your 
ability; who is willing to give his time and heartily discuss with you what 
must be small ‘shop talk’ to him, yet all important to a teacher; this kind of 
attitude makes a teacher eager to give the best service.”—J. P. 

“As teachers are frequently actually starving for the bread of appreciation, 
I believe the supervisors’ favorable criticisms are needed to feed the 
famished souls. So, if a commendation is so favorable that the supervisor 
deems the accomplished task worthy the honor of a special announcement to 
a grade group or of a special demonstration, then, I experience the un- 
bounded joy of achievement, and the jubilant, enthusiastic optimism of 
success.”—E. L. 

















cussion with friends and advisers well 
versed in investments. 





VERY TEACHER owes it to him- 

self and to his community to give 
not only a little of his time, but a little 
of his money as well, in the effort to ad- 
vance the profession of teaching. ‘This 
means that every member of the local 
corps is under moral and professional 
obligation to do three things at the be- 
ginning of the year. ‘The first is mem- 
bership and active participation in the 
Detroit Teachers’ Association; the sec- 
ond, membership in the Michigan State 
Teachers’ Association, and the third, 
membership in the National Education 
Association. ‘The cost is small, but the 
benefit accruing to this and other com- 
munities is large. The effect upon the 
State and the country as a whole of a 


complete membership of Detroit teach- 
ers in all three associations is a direct 
challenge to other communities not so 
favorably situated. Detroit’s example 
will be a stimulus to other cities and 
other States. It is our hope that every 
Detroit teacher will realize fully his pro- 
fessional obligation and become affiliated 
with these groups as the first construct- 
ive act of the new school year.—Frank 
Cody, superintendent of schools, Detroit, 
Michigan. 








OR yesterday is but a dream and 

tomorrow is only a vision; but today, 
well-lived, makes of every yesterday a 
dream of happiness and every tomorrow 
a vision of hope. Look well, therefore, 
unto this Day, for in it lie the verities 
and realities of your existence.—From 
the Sanscrit. 








324 Tue JourNAL or THE NATIONAL EDUCATION ASSOCIATION 


October, 1923 





Educational Crusaders 


SPEAKERS who are willing to present 
the outstanding needs of education 
and the program which the Towner-Ster- 
ling Education Bill provides for remedy- 
ing those needs have been listed in 
previous issues of THE JOURNAL. This 
great measure has been endorsed ten 
times by the representatives of American 
education. If it has not been discussed 
before your community or organization 
write to one of these speakers and ar- 
range for a suitable public presentation 
of the Education Bill. The list of per- 
sons who are available for such discus- 
sions is here continued: 


H. E. Hendrix, Superintendent of Schools, Mesa, 
Ariz. 

E. C. Higbie, President, Eastern State Teachers’ 
College, Madison, S. Dak. 

John W. Hoffman, President, Ohio Wesleyan 
University, Delaware, Ohio 

J. W. Holley, President, Georgia Normal School, 
Albany, Ga. 

H. V. Holloway, State Superintendent of Public 
Instruction, Dover, Del. 

Everett M. Hosman, Secretary, State Teachers’ 
Association, Lincoln, Nebr. 

C. A. Howard, Superintendent of Schools, Marsh- 
field, Ore. 

L. H. Hubbard, Superintendent of Schools, Bel- 
ton, Texas 

E. L. Huffines, Superintendent of County Schools, 
Carthage, Tenn. 

W. J. Hunting, Superintendent of Public Instruc- 
tion, Carson City, Nev. 

H. E. Inlow, Superintendent of Schools, Pendle- 
ton, Ore. 

W. W. Isle, Superintendent of Schools, Clinton, 
Okla. 

Ida C. Iversen, President, Los Angeles City 
Teachers’ Club, Los Angeles, Calif. 

Leonidas James, Principal, Maryland Normal 
School, Bowie, Md. 

H. K. Jensen, County Superintendent of Schools, 
Mandan, N. Dak. 

A. S. Jessup, Superintendent of Schools, Chey- 
enne, Wyo. 

D. B. Johnson, President, Winthrop College, 
xock Hill, S. C. 

John C. Johnson, Dean, Western State College 
of Colorado, Gunnison, Colo. 

J. E. Johnson, Superintendent of Schools, Ketch- 
ikan, Alaska 

R. L. Jones, Superintendent of Schools, Memphis, 
Tenn. 

R. J. Keifer, Superintendent of Schools, Belle- 
fontaine, Ohio 

W. K. Keller, Superintendent of Schools, Juneau, 
Alaska 

Elizabeth Kelley, President, North Carolina Edu- 
cation Association, Raleigh, N. C. 

W. W. Kemp, Dean, School of Education, Uni- 
versity of California, Berkeley, Calif. 

Fern Kennedy, County Superintendent of Schools, 
Redwood Falls, Minn. 

Mark Keppel, County Superintendent of Schools, 
Los Angeles, Calif. 

William J. Kerr, President, Oregon Agricultural 
College, Corvallis, Ore. 

A. E. Kirk, President, Southwestern College, 
Winfield, Kansas 

Tully C. Knoles, President, College of the Pa- 
cific, San Jose, Calif. 

Norman Koontz, Superintendent of 
Titusville, Pa. 

W. M. Land, Superintendent of Schools, Estan- 
cia, N. Mex. 

J. S. Landers, President, Oregon Normal School, 
Monmouth, Ore. 

F. U. Landman, Superintendent of Union No. 64, 
Wolfeboro, N. H. 


Schools, 


R. E. Laramy, Superintendent of Schools, Al- 
toona, Pa. 

Louise F. Larson, County Superintendent of 
Wells County, Fessenden, N. Dak. 

J. B. Lawrence, President, Oklahoma Baptist 
University, Shawnee, Okla. 

Edith M. Layton, County Superintendent of 
Schools, El Reno, Okla. 

Allan C. Lemon, Dean, Montana Wesleyan Col- 
lege, Helena, Mont. 

J. C. Lindsey, Superintendent of Schools, Mitch- 
ell, S. Dak. 

Edward S. Ling, Superintendent of Schools, 
Abington, Pa. 

Royce R. Long, Director, Department of Hy- 
giene & Physical Education, State Teachers’ 
College, Greeley, Colo. 

George M. Lynch, Superintendent of Schools, St. 
Petersburg, Fla. 

S. E. Lynd, President, Tabor College, Tabor, 
Iowa 

I. N. McCash, President, Phillips University, 
University Station, Enid, Okla. 

Vaughan McCaughey, Associate, California Teach- 
ers’ Association, San Francisco, Calif. 

Mrs. E. S. H. McCauley, 494 Wayne Square, 
Beaver, Pa. 

John P. McConnell, President, Radford State 
Normal School, East Radford, Va. 

Alice C. McCormack, Deputy State Superintend- 
ent of Public Instruction, 127 State Capitol 
Bldg., Denver, Colo. 

M. E. McCurdy, Secretary, North Dakota Edu- 
cation Association, Washburn, N. Dak. 

Christian McDonald, County School Supervisor, 
De Land, Fila. 

W. J. McGarity, Superintendent of Aiken Insti- 
tute, Aiken, S. C. 

J. C. McGlade, Superintendent of Schools, Water- 
loo, Iowa 

J. O. McLaughlin, Superintendent of Schools, 
Corvallis, Ore. 

H. R. McVay, Superintendent of Schools, Marion, 
Ohio 

J. E. Mallonee, Principal, Hopewell High School, 
Hopewell, Va. 

Charles G. Maphis, Professor, University of Vir- 
ginia, University, Va. 

T. Marcellus Marshall, Farmer, Stouts Mills, 
W. Va. 

C. H. Marvin, President, University of Arizona, 
Tucson, Ariz. 

Wallace E. Mason, Director, New Hampshire 
State Normal School, Keene, N. H. 

W. G. Masterson, County Superintendent of 
Schools, McAlester, Okla. 

A. J. Matthews, President, State Normal School, 
Tempe, Ariz. ‘ 

Z. May Meighen, Superintendent of Lewis County 
Schools, Chehalis, Wash. 

C. E. Miller, President, Heidelberg University, 
Tiffin, Ohio 

Florence G. Miller, County Superintendent of 
Schools, Wilburton, Okla. 

Fred Moore, County Superintendent of Schools, 
Salem, Ark. 

Robert C. Moore, Secretary, Illinois State Teach- 
ers’ Association, Carlinville, Ill. 

C. K. Morse, Superintendent of Nebraska School 
of Agriculture, Curtis, Nebr. 

A. B. Murphree, County Superintendent of 
Schools, Cullman, Ala. 

Jesse H. Newlon, Superintendent of Schools, 
Denver, Colo. 

Robert M. Newton, County Superintendent of 
Schools, Franklin, Va. 

Joseph F. Noonan, Superintendent of Schools, 
Mahanoy City, Pa. 

Ward H. Nye, Superintendent of Schools, Bil- 
lings, Mont. 

Harriet K. Orr, Secretary, Wyoming Educational 
League, Laramie, Wyo. 


M. C. Palmer, Principal, Columbia County Ruraj 
Normal School, Columbus, Wis. 

John R. Patterson, Superintendent of Schools, 
Bucyrus, Ohio 

C. G. Pearse, Editor, “American School,” 45 
Kenwood Blvd., Milwaukee, Wis. 

C. L. Phelps, President, State Teachers’ College, 
Santa Barbara, Calif. 

J. C. Pike, President, Southwest Baptist College, 
Bolivar, Mo. 


5 


E. W. Powers, Superintendent of Schools, Fair. 
bury, Ill. 

O. C. Pratt, Superintendent of Schools, Spokane, 
Wash. 

Miss Washington Pringle, Principal, North 
Charleston Graded School, Charleston, S. C, 
H. C. Pryor, Head, Department of Education, 
Northern Normal and Industrial School, Aber. 

deen, S. Dak. 

Charles F. Pye, Secretary, Iowa State Teachers’ 
Association, 407 Youngerman’ Bldg., Des 
Moines, Iowa 

S. Quigley, President, Western State College, 
Gunnison, Colo. 

Clarence P. Quimby, Principal, High School, Ay. 
gusta, Maine 

Ethel Richardson, Assistant Superintendent Pub- 
lic Instruction, in Charge of Immigrant Educa- 
tion, 811 Pacific Finance Bldg., Los Angeles, 
Calif. 

J. S. Rickards, Superintendent Broward County 
Schools, Fort Lauderdale, Fla. 

W. M. Riggs, President, Clemson Agricultural 
College, Clemson College, S. C. 

S. P. Robbins, President, Chico Teachers’ Club, 
Chico, Calif. 

Joseph Roemer, Professor, Secondary Education 
and High School Visitor, Gainesville, Fla. 

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

B. Frank Rosenberry, Superintendent of Schools, 
Palmerton, Pa. 

C. C. Rossey, President, Concord State Normal 
School, Athens, W. Va. 

S. P. Rowland, County Superintendent of Schools, 
Hutchinson, Kansas 

V. L. Roy, President, State Normal School, 
Natchitoches, La. 

Ide G. Sargeant, Principal, Public School No. 10, 
Paterson, N. J. 

Joseph H. Saunders, Superintendent of Schools, 
Newport News, Va. 

D. M. Scism, Former County Superintendent of 
Schools, Anadarko, Okla. 

W. E. Sealock, Dean, Teachers’ College, Univer- 
sity of Nebraska, Lincoln, Nebr. 

George S. Sexton, President, Centenary College, 
Shreveport, La. 

E. M. Shackelford, President, State Normal 
School, Troy, Ala. 

Fred L. Shaw, Superintendent of Public Instruc- 
tion, Pierre, S. Dak. 

F. M. Shelton, Superintendent of Schools, Elyria, 
Ohio 

John Shilling, Assistant State Superintendent, 
Dover, Del. 

T. J. Sickles, Superintendent of Schools, Mill- 
ville, N. J. 

John F. Sims, President, State Norma! School, 
Stevens Point, Wis. 

Jessie A. Skinner, President, Federated Teachers’ 
Council, Portland, Ore. 

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

S. J. Slawson, Superintendent of Schools, Johns- 
town, Pa. 

Andrew T. Smith, Principal, State 
School, West Chester, Pa. 

Charles J. Smith, President, Roanoke College, 
Salem, Va. 

G. S. Smith, County Superintendent of Schools, 
Vernon, Ala. 

John W. Snoke, County Superintendent of Schools, 
Lebanon, Pa. 

Emily D. Stacy, Critic Teacher, Normal School, 
North Adams, Mass. 


Normal 





in 


te 
to 


Ww 





eer 








HILD LABOR reform in Amer- 

ica began in Massachusetts. The 

first child labor law was passed 
in that State in 1836. The impress- 
ment of women and children into the 
textile mills of Massachusetts was due 
to the rapid growth of that industry. 
The employment of children was rather 
well advanced before its bad effect upon 
the lives of the children was even re- 
motely recognized. ‘The Massachusetts 
law simply provided that no child under 
fifteen should be employed in a manu- 
facturing establishment, without three 
months’ schooling during the preceding 
year. The law lost all effectiveness in 
that there was no provision for enforce- 
ment, but beneath this educational law 
there was an undercurrent of dissatisfac- 
tion among adult male workers, because 
women and children were in active 
competition in the labor market. It was 
just at the time that the industrial rev- 
olution was in full stride, and running 
alongside of the demand for better wages 
and better working conditions there 
arose an equally insistent demand for 
public education. ‘Thus the educational 
question and the problems of child labor 
became closely related at an early date 
and have been inter-related questions 
ever since. 

The statistics available during this 
period indicate that an enormous num- 
ber of children were employed, and there 
was a general campaign organized prin- 
cipally among religious associations and 
organizations in opposition to the prac- 
tice. The labor movement too was be- 
ginning to make itself felt at this time, 
and workingmen’s parties—started in 
Pennsylvania, Rhode Island, and Massa- 
chusetts—were pointing out not only 
the disastrous effects of this competition 
of child laborers in a market already 
crowded with adult males, but they also 
began to play up the abuses upon their 
minds and health of such exploitation 
of children. 

The ignorance of the general public 
was great. [he hours of labor were set 
“from sun to sun” and were defended 


“The Representative Assembly of the Na- 
tional Education Association at Oakland, 
California, on July 6, 1923, unanimously 
adopted a resolution favoring a child labor 
amendment to the Constitution, authorizing 
Congress to enact a suitable measure reg- 
ulating the labor of children. 


Owen R. Lovejoy 


on a plea scarcely intelligible at this 
time. It was stated when ten hours a 
day were being advocated as a minimum 
number of working hours for child 
laborers, that the adoption of such a 
day would have “an unhappy influence 
on the children” by removing them from 
chat course of industry and economy to 
which their employers were anxious to 
insure them. 





WEN R. LOVEJOY, whose lead- 
ership in the battle for child labor 
promises to culminate in an amendment 
to the Federal Constitution, which will 
elevate the rights of childhood above 


legal technicalities. Mr. Lovejoy is 
General Secretary, National Child La- 


bor Committee, 1230 Fifth Avenue, 
New York City. 

The working child's debt to the 
working man—This opposition, how- 
ever, was met by force armed with some- 
thing more than blank cartridges. Esti- 
mates made in 1833 showed that 


1,000,000 children from five to fifteen 
were not in any school, and that there 
were 1,250,000 illiterate children in the 
United States. In Philadelphia, Paw- 
tucket, Rhode Island, and Paterson, 
New Jersey, the evils of long hours and 
the dangers of excessive labor to chil- 
dren were pointed out, and figures in- 
dicating large percentages of 
worked children were brought forward 


over- 


[325] 


Child Labor in the United States’ 


. 


n 





to back up the statements. Working 
men were behind most of these protests. 
Public education owes probably as much 
to their activities at this time as to the 
more academic handling of the question 
in other circles. 

There was a long period between the 
passage of the first child labor law in 
Massachusetts and that more active 
period which may be said to mark the 
scientific handling of the subject of child 
labor. This began in 1880, although 
various States had already improved edu- 
cational laws and factory conditions 
under influence of a demand for the 
prohibition of child labor incorporated 
in a plank of the platform of the Green- 


back Party. In 1881 the American 
Federation of Labor, which brought 
together representatives of numerous 


labor groups, was organized at Pitts- 
burgh. One of the planks in its first 
platform was the prohibition of child 
labor. 

The demands for controlling the labor 
of children by State action gathered in 
force. Consciences were stirred in some 
quarters, at least, but the question was 
not as yet of general concern. The 
movement was confined to small groups 
of devoted persons who saw the whole 
thing in its and 
aspects. “These small groups grew closer 
together. ‘They felt the need of a Na- 
tional organization, having as its major 
interest the welfare of laboring child- 
hood. 

The birth of the national child labor 
committee—It was toward the South 
that these figures pointed most damag- 
ingly, and it was from the South also 
that the voices arose in protest against 
the whole evil business. In 1904 Edgar 
Gardner Murphy, of Alabama, with 
Dr. Felix Adler, William H. Baldwin, 
and Mrs. Florence Kelley, invited to 
New York City a number of represent- 
ative people from all over the country 
to form an organization whose objective 
was to be the abolition of child labor. 
Out of this meeting emerged the Na- 
tional Child Labor Committee, with Dr. 
Samuel McCune Lindsay as its first 
executive secretary. 

The situation that confronted the 
Committee as it went about its work 
was ramified by deep-rooted prejudices, 
industrial cupidity, and greed. 


iniquitous abusive 





There 





326 


Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


October, 1923 


Deen eee eT EEE Eee 


was almost universal public ignorance 
with regard to the whole situation. 
The conditions under which children 
worked were demoralizing and the earn- 
ings gained from their drudgery were 
meager and stingy. As one industry 
after another was studied and condi- 
tions were shown up, the country began 
to take account of the wastage caused by 
child labor. It was an immense advance 
when. in 1907 an attempt was made in 
Congress to pass the first Federal Child 
Labor Law, endorsed by Senator 
Beveridge in the Senate and Mr. Par- 
sons in the House. The measure failed, 
but its proposals excluding from inter- 
state commerce articles manufactured in 
factories or produced in mines by chil- 
dren under fourteen set a standard and 
pointed the way for subsequent legisla- 
tion seeking to regulate child labor. 
Economic fallacy of using children— 
From 1907 onward a barrage fire of 
hard facts has been directed against the 


entrenched interests engaged in the 
exploitation of children. As the evil 
effects of child labor upon health, 


morals, industrial efficiency, and com- 


munity life as a whole have been proved, 


groups of children here and there have 
found themselves enjoying the rightful 
opportunities of childhood, for it has 
been demonstrated that in the wake of 
child labor follow all the powers of 
darkness—ignorance, disease, vice, crime, 
and poverty. ‘The scientific method of 
approach to the problem of child labor 
has revealed these things most clearly. 
It has also shown the economic inef- 
ficiency of employing children. 

After the coal mines discharged their 
breaker boys, after mills released a few 
of their burdened children to the joy of 
normal childhood, there was no ap- 
preciable loss noted in the operation of 
these industries. 

But in considering the matter of legis- 
lation and the attempts to correct the 
evils of child labor by these means, it is 
well to remind ourselves that in 1910 
and 1918 the Commission on Uniform 
Laws of the American Bar Association, 
in coéperation with the National Child 
Labor Committee, prepared a draft of 
the uniform child labor law which was 
in 1912 recommended by the Bar Asso- 
ciation for adoption by the legislatures 
of all States. This law failed of pas- 
sage in many of the States, but it had at 
least the effect of bringing to the mind 
of the general public the necessity for 
some Federal standard which would pro- 
tect the child life of America every- 
where, and of serving as a goal toward 


which child labor reformers might work. 

Within ten years after the establish- 
ment of the National Child Labor Com- 
mittee, thirty-four States and the Dis- 
trict of Columbia had fixed fourteen 
years as an age limit for children in 
factories, and there had been also a de- 
cided increase in the number of occupa- 
tions in which children could not work 
below that age. ‘Thirty-two States had 
prohibited night work under sixteen. 
Sixteen States had proclaimed eight 
hours as the limit of the children’s work- 
ing day. ‘There had also been a strength- 
ening of the work permit question, so 
that the elements of fraud and perjury 
were eliminated and there was more 
definite assurance that the child was of 


-legal working age before it received such 


a permit. Inspection of child labor had 
been established and made efficient in 
every State but six, and there were also 
certain fields of child labor which were 
untouched in 1904 which ten years later 
were recognized as harmful and included 
in child labor laws. New York, for 
example, forbade tenement homework 
by children under fourteen, and two 
States and eight cities in the country 
recognized the necessity of regulating 
street trades. 

Attempts at Federal regulation—In 
1916 the first Federal Child Labor Law 
was passed. This excluded from inter- 
state commerce any article manufactured 
in factories where children were em- 
ployed under fourteen. ‘The law went 
into effect September 1, 1917 and was 
declared unconstitutional by Judge Boyd 
of the Western district of North Caro- 
lina in August of 1918. His decision 
was afirmed by the Supreme Court in 
1918 by a vote of five to four. 

This defeat spurred on the friends of 
child labor to secure another Federal 
law, and in February, 1919, a law was 
passed placing a ten per cent tax on the 
net profits of all factories and mines em- 
ploying children. This law went into 
effect on April 25, 1919. Judge Boyd, 
before whom was tried a case seeking to 
invalidate the act, declared it unconsti- 
tutional, as he had previously declared 
the first Federal law, and his decision 
was afhirmed by the Supreme Court in 
May, 1922, Justice Clarke dissenting. 

Legislative action now centers about 
the passage of a Constitutional Amend- 
ment which would empower Congress 
to regulate the labor of children. A 
conference called last year brought 
together a large and influential group 
representing organizations which en- 


dorsed the Child Labor Amendment. 


It was favorably passed upon by the 
Judiciary Committee of both the House 
and the Senate, but the last Congress 
adjourned before bringing the amend. 
ment to a vote. 

The objections to the passage of a 
Child Labor Constitutional Amendment 
are the classic ones with which we are 
familiar. There is a jealousy of State 
rights and the assertion that the passage 
of such an amendment is an invasion of 
these rights. There is also a strong 
feeling expressed against tampering with 
the organic and fundamental law of the 
country. Both of these objections have 
certain merits. The friends of child 
labor are thoroughly appreciative of the 
feeling which guards the right of every 
State to manage its internal affairs, but 
there is something larger and bigger than 
that in the whole question, and that js 
the life of the American child. He is a 
potential citizen of any State in the 
Union. The wrongs visited upon him 
in one State may make him a charge 
upon the good offices of another. He is 
a citizen of the United States first, and 
resident of a State secondly. It has 
often been difficult, too, for the friends 
of child labor legislation to see why 
there should be any objection to amend- 
ing a Constitution which enshrines in its 
pages the rights and privileges of adult 
citizenship and yet has no place for the 
citizens of the future. In other words, 
it seems that the whole question of Con- 
stitutional amendment is bound up some- 
what closely with the answer to the 
question whether the child labor prob- 
lem is merely a technical or legal ques- 
tion, or whether it is something 
greater—a question of humanity and 
governmental decency. 

The Nation’s ward—And so, the his- 
tory of child labor legislation, taking its 
roots as far back as the old English Poor 
Laws, and coming down through the 
generations, reaches at last a point where 
the country is seeing that the child of 
America is the Nation’s ward, that it is 
the duty of the government under which 
he lives and whose privileges he shares 
and to whom he must render service, to 
recognize him as one able to participate 
in, to enjoy and to serve the government 
under which he lives. Child Labor 
legislation is only a plea for a more ef- 
ficient, a more competent, a more eager, 
and a more alert citizenship in the 
future. It is a brief for National health, 
and argument for National intelligence, 
an index to National thrift, and, above 
all else, it is a religious demand that the 
child life of the country be conserved: 


[NS NE 


2 


aan iad NRT mm 


a 








Delegates who attended the Sixty-first 
annual meeting of the National Educa- 
tion Association in Oakland-San Fran- 
cisco, June 28-July 6, 1923. 


ALABAMA 


Bandman, C. G., Birmingham Teachers Associa- 
tion, Woodlawn High School, Birmingham. 
Benham, A. S., Alabama Education Association, 
1926 Avenue H, Birmingham. | 

Boyd, Lucile, Alabama ducation Association, 
idney Lanier High School, Montgomery. 

Davis, Mrs. Mary, Birmingham Teachers Associa- 
tion, Minor School, Birmingham. 

Glenn, C. B., Ex-officio (State Director) Super- 
intendent of City Schools, Birmingham. 

Green, Kate, Alabama Education Association, 
Birmingham. 

Jones, Eva Mae, Birmingham Teachers Associa- 
tion, North Birmingham School, Birmingham. 

Mackenzie, Lois, Alabama Education Association, 
Birmingham. 

Milburn, Nell, Alabama Education Association, 
Birmingham. 

Miller, Grace, Birmingham Teachers Association, 
Lakeview School, Birmingham. 

Neal, Captola, Birmingham Teachers Association, 
Eneley High School, Birmingham. 

Rubenstein, Grace, Alabama Education Associa- 
tion, Birmingham. 

Shipman, Otie, Alabama Education Association, 
Birmingham. 

Tiller, W. T., Alabama Education Association, 
Hartford. 

Vaughan, Joseph T., Alabama Education Associa- 
tion, 5501 Second Avenue South, Birmingham. 

Wells, Jessie, Alabama Education Association, 
Birmingham. 

Williams, J. D., Birmingham Teachers Associa- 
tion, Woodlawn Central School, Birmingham. 


ALASKA 


Henderson, Lester D., Ex-officio (Commissioner 
of Education and State Director), Juneau. 


ARIZONA 


Bouldin, Emma B., Arizona State Teachers Asso- 
ciation, El Freda. 

Branigan, John, Arizona Teachers Association, 
Holbrook. 

Brown, Clara S., Mesa-Tempe Education Asso- 
ciation, Tempe. 

Case, C. O., Ex-officio (State Superintendent of 
Public Instruction and State Director of Voca- 
tional Education), Phoenix. 

Jantzen, Daniel, Arizona State Teachers Associa- 
tion, Phoenix. 

Jones, A. L., Arizona State Teachers Association, 
Phoenix. 

Loper, John D., Phoenix Teachers Association, 

uperintendent City Schools, Phoenix. 

Martin, S. H., Arizona State Teachers Associa- 
tion, Phoenix. 

Matthews, A. J., Arizona State Teachers Associa- 
tion. Tempe. 

Rose, C. E., Arizona State Teachers Association, 
Tucson. 

Williams, Marguerite K., Phoenix Teachers Asso- 
ciation, 331 North First Avenue, Phoenix. 


ARKANSAS 


Bull, Mrs. Mamie, The Women Teachers Asso- 
ciation of Little Rock, 514 East Eighth Street, 
Little Rock. 

Christian, Nina, The Women Teachers Associa- 
tion of Little Rock, 1500 Broadway, Little 
Rock. 

Evans, Bess, Arkansas Educational Association, 
1005 McGowan Street, Little Rock. 

Fortner, Mary, The Women Teachers Association 
of Little Rock, 1310 Center Street, Little Rock. 

Hill, A. B., Ex-officio (State Superintendent of 
Public Instruction), Little Rock. 

Nobles, Mollie, Arkansas Educational Association 
(Jefferson County), English. 

Reiman, Emma, Arkansas Educational Associa- 
tion, 1420 Bragg Street, Little Rock. 


CALIFORNIA 


Adams, Romola, City Teachers Club and Primary 
Council, 912 Linden Avenue, Long Beach. 
Anderson, Lena, San Francisco Grade Teachers 
Association, 793 Fourteenth Avenue, San Fran- 

cisco. 
Ashfield, Nora, Richmond Teachers Association, 
404 West Richmond Avenue, Point Richmond. 


Avery, Lewis B., National Conference on Educa- 


tional Method, 29 Westall Avenue, Oakland. 





The Third Representative Assembly 


Barr, James A., California Council of Education, 
933 Phelan Building, San Francisco. 

Barrows, Jeanette, The Berkeley Teachers Asso- 
ciation, 2416 Durant Avenue, Berkeley. 

Bartlett, Adelaide, San Francisco Grade Teachers 
Association, 521 Magellan Street, San Francisco. 

Bogges, Mabel, California Council of Education, 
933 Phelan Building, San Francisco. 

Bonney, Ethelind M., California Council of Edu- 
cation, 1213 South California Street, Stockton. 

Braesefield, H. D., California Council of Educa- 
tion, Oakland. 

Brunton, Delbert, California Council of Educa- 
tion, 1416 Wilson Street, Fresno. 





Close Not the Door 


AMANDA MATHEWS CHASE 


Home Teacher, Amalia Street School, Los 
Angeles, California 


Home teacher am I, 
A district my domain. 
I walk its length and breadth, 
As one can, to help, 
As one may, to teach. 
Sometimes I weary, 
Heart wearies, soul wearies. 
Ah, weariness, 

Close not the door between my 

district and my dream. 


Ignorance I meet 

And quaint culture, 

Gleams amid the sordid, 

Salvations and deviltries, 

Exaltations and miseries. 

Sometimes faith goes lame, 

Lame and footsore. 

Ah, halting faith, 

Close not the door between my 

district and my dream. 





Wonderful it is 
To know intimately 
Streets and streets of souls 
Who fling into my lap 
Their sorrows and catastrophes. 
Sometimes I fail for lack of love, 
Loving’s not alway easy. 
Ah, lazing love, 

Close not the door between my 

district and my dream. 








Caldwell, Louise, Oakland Teachers Association, 
604 Twenty-eighth Street, Oakland. 

Carmichael, Cecelia, Santa Clara County Teachers 
Association, 306 West San Fernando Street, 
San Jose. 

Chamberlain, Arthur H., California Council of 
Education, 933 Phelan Building, San Francisco. 

Chenoweth, L. E., California Council of Educa- 
tion, Bakersfield. 

Clarke, Mrs. Addie M., Oakland School Women’s 
Club, 326 Fifty-first Street, Oakland. 

Clifton, A. R., California Council of Education, 
425 East Orange Street, Monrovia. 

Cloud, A. J., California Council of Education, 
2775 Union Street, San Francisco. 

Colbert, Miss Gail, San Diego Teachers Asso- 
ciation, 2642 Twenty-ninth Street, San Diego. 
Colton, A. S., California Council of Education, 

3424 Webster Street, Oakland. 

Cotrel, Edna, San Francisco Grade Teachers 
Association, 3240 Clay Street, San Francisco. 
Cozine, Mrs. Fannie, Long Beach Teachers Club, 

118 Locust Avenue, Long Branch. 
Cranston, J. A., California Council of Education, 
305 Cypress Avenue, Santa Ana. 

Daly, Carrie, San Francisco Grade Teachers As- 
sociation, 1439 Oak Street, San Francisco. 
Davis, Cecil M., California Council of Education, 

Santa Cruz. 
Duncan, Carol, Glendale Cit 
1607 South San Fernando 


[327] 


Teachers €lub, 
oad, Glendale. 



























Dunlevy, William P., San Diego Teachers Asso- 
ciation, 2924 Ash Street, San Diego. 

Dupuy, Edward J., San Francisco High School 
Teachers Association, 152 Twenty-second Ave- 
nue, San Francisco. 

Farley, Bess Lou, Oakland Teachers Association, 
1806 Eighth Avenue, Oakland. 

Farris, L. P., California Council of Education, 
810 G Street, Marysville. 

Ferguson, James, California Council of Education, 
High School, Chico. 

Finger, Marion, Oakland Teachers Association, 
819 Thirtieth Street, Oakland. 

Fitch, Mrs. Myrtle, Corona Teachers Association, 
110 East Kendall, Corona. 

Flynn, Mary G., Los Angeles City Teachers Club, 
Los . Angeles. 

Fraser, Anna Graeme, Oakland Teachers Associa- 
tion, 822 Alma Avenue, Oakland. 

Friedrich, Mary, Oakland School Women’s Club, 
roo Ninth Street, Oakland. 

Fuller, Grace, Fresno City Teachers Association, 
Fresno. 

Garrison, Dora L., Los Angeles City Teachers 
Club, 1500 Fifth Avenue, Los Angeles. 

Glazier, Marcella C., San Francisco High School 
Teachers Association, San Francisco. 

Glessner, Harry H., The Berkeley Teachers Asso- 
ciation, 2637 Piedmont Avenue, Berkeley. 

Glover, Ethel Peters, Long Beach City Teachers 
Club, John C. Fremont School, Long Beach. 

Good, Roy, California Council of Education, 
Ukiah. 

Green, William W., Oakland Teachers Associa- 
tion, 4950 Manila Avenue, Oakland. 

Hall, Alta B., Long Beach City Teachers Club, 
Polytechnic High School, Long Beach. 

Hauselt, Elisabeth E., San Francisco Grade 
Teachers Association, 136 Frederick Street, San 
Francisco. 

Heath, Virginia D., San Francisco School Prin- 
cipals Association, 2331 Pacific Avenue, San 
Francisco. 

Helms, W. T., Richmond Teachers Association, 
Richmond. 

Herr, Clara Elizabeth, Los Angeles City Teachers 
Club, 4511 South Gramercy Place, Los Angeles. 

Hetzel, George, Pasadena Teachers Association, 
1205 North Michigan Avenue, Pasadena. 

Hewitt, Mary, San Francisco Grade Teachers 
Association, 2222 Baker Street, San Francisco. 

Hunter, Fred M., Ex-officio (Life Director), Su- 
perintendent City Schools, Oakland. 

Iversen, Ida Christine, Los Angeles City Teach- 
ers Club, Hotel Trinity, Los Angeles. 

Jacobson, Jeannette, Los Angeles City Teachers 
Club, 1334 Kellam Avenue, Los Angeles. 

Jenkins, Anna Irene, Los Angeles City Teachers 
Club, 3185 West Tenth Street, Los Angeles. 

Keefe, Anna D., Oakland School Women’s Club, 
706 West Thirteenth Street, Oakland. 

Keppel, Mark, California Council of Education, 
Hall of Records, Los Angeles. 

Kilgo, Alice, Oakland Teachers Association, 2356 
East Twenty-first Street, Oakland. 

Knapp, R. Stella, Pasadena Teachers Association, 
465 El Dora Road, Pasadena. 

Kohlberg, Ottijlia, San Francisco High School 
Teachers Association, Hotel Normandie, San 
Francisco. 

Kottinger, Edward, Alameda County Educational 
Association, 1526 Webster Street, Oakland. 
Kuss, Florence A., Los Angeles City Teachers 
Club, 1513 West  Forty-eighth Street, Los 

Angeles. 

Lawson, Neva W., Kern County Teachers Asso- 
ciation, 808 Quincy, Bakersfield. 

Leland, Gertrude, Los Angeles City Teachers 
Club, 121 South Hill Street, Los Angeles. 

Leonard, Esther A., San Francisco Grade Teach- 
ers Association, 120 Church Street, San Fran- 
cisco. 

Lewis, Gertrude, Oakland Teachers Association, 
611 Thirty-seventh Street, Oakland. 

Lisbon, Louise, Oakland School Women’s Club, 
616 Twenty-fifth Street, Oakland. 

Long, Bessie E., Los Angeles City Teachers 
Club, 4163% West Washington, Los Angeles. 

MacQuiddy, T. S., California Council of Educa- 
tion, 320 Palm Avenue, Watsonville. 

Maland, Mrs. Emma W., San Francisco Grade 
Teachers Association, 769 Page Street, San 
Francisco. 

Martin, Florence E., Los Angeles, City Teachers 
Club, 922 South Windsor, Los Angeles. 

McCutchan, H. H., Long Beach City Teachers 
Club, George Washington Junior High School, 
Long Sanch. 

McDermott, Louise, San Francisco Grade Teach- 
ers Association, 1541 California Street, San 
Francisco. 

McDonald, Ida V., Fresno Teachers 
Route B, Box 254, Fresno. 

McGrath, Mrs. Mary, Oakland Teachers Associa- 
tion, 2133 Webster Street, Oakland. 

McMillan, Anna, San Bernardino Teachers Club, 
435 Twentieth Street, San Bernardino. 


Council, 








E. P. CUBBERLEY 
dean of school of education, 
Stanford University, Cali- 
fornia. 


versity, 
January, 1916. 





RAY LYMAN WILBUR 


president of Stanford Uni- 


California, 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








LEWIS M. TERMAN 
head of department of psy- 
chology, Stanford Univer- 
sity, California. 


since 











Mooney, Mary F., Ex-officio (State Director) 
Vice-principal, Washington School, San Fran- 
cisco. 

Moore, E. L. R., San Diego Teachers Associa- 


tion, go Arch Street, San Diego. 

Moser, Mildred Leader, Los Angeles City Teach- 
ers Club, 5108 Seventh Avenue, Los Angeles. 

Nelson, H. G., Santa Ana City Teachers League, 
201 East Tenth Street, Santa Ana. 

Nevison, B. M., Oakland Teachers Association, 
656 Sixtieth Street, Oakland. 

Newby, Mary I., Pasadena Teachers Association, 
527 East Washington Street, Pasadena. 

Northrup, Elsie, California Council of Education, 
San Mateo. P 

Nourse, Joseph P., San Francisco School Princi- 
als Association, 345 Argnello Boulevard, San 
rancisco. 

Painter, Bruce, California Council of Education, 
314 Howard Street, Petaluma. 

Partridge, Clara M., The Berkeley Teachers As- 
sociation, 2413 Milvia Street, Berkeley. 

Patton, Ellen, Stockton Elementary Teachers 
Association, 835 West Flora Street, Stockton. 

Potts, W. L., Fresno City Teachers Association, 
Fresno. 

Poulsen, Jane J., Santa Barbara City Teachers 
Club, 614 Dela Vista Avenue, Santa Barbara. 

Price, Edwin, Pasadena Teachers Association, 65 
North Madison, Pasedena. 

Rebok, Horace M., Santa Monica Teachers Asso- 
ciation, Santa Monica. 

Richmond, Miss M. L., California Council of Edu- 
cation, Hanford. 

Ross, Pete W., San Diego Principals Club, 3968 
Park Boulevard, San Diego. 

Ryan, Mrs. Mary Ogden, Glendale City Teachers 
Club, 316 North ores Avenue, Glendale. 

Sears, Jesse Brundage, Stanford University, 270 
Parkinson Avenue, Palo Alto. 

Servis, Beatrice J., Los Angeles City Teachers 
Club, 202 Trinity nega Los Angeles. 

Shafer, Ina, San Diego eachers Association, 
3954 Eighth Street, San Diego. 

Shelton, Lulu, Oakland School Women’s Club, 
574 Sixty-first Street, Oakland. 

Simon, Alma, Stockton Elementary Teachers As- 
sociation, 205 West Fremont Street, Stockton. 

Smith, Margaret H., Los Angeles City Teachers 
Club, 3840 South Grand Avenue, Los Angeles. 

Southwick, Grace Ruth, Santa Barbara City 
Teachers Club, 1221 Bath Street, Santa Barbara. 

Stone, Edna H., Oakland Teachers Association, 
5303 Lawton Avenue, Oakland. 

Teall, Robert J., California Council of Education, 
Madera. 

Thomas, Edyth, Los Angeles City Teachers Club, 
1124 West Seventh Street, Los Angeles. 

Thompson, Mrs. Elizabeth E., Oakland School 
Women’s Club, 3608 West Street, Oakland. 

Thurston, F. L., California Council of Education, 
126 North Meredith Avenue, Pasadena. 

Utt, J. H., Stockton Elementary Teachers Asso- 
ciation, 33 West North Street, Stockton. 

Vineyard, Marguerite, Oakland School Women’s 
Club, 1119 Bella Vista Avenue, Oakland. 

Von Grueningen, J. P., Pasadena Teachers Asso- 
ciation, 153 North Sierra, Bonita. 

Wade, May C., California Council of Education, 
2400 Durant Avenue, Berkeley. 

Welker, Eugenia, California Council of Educa- 
tion, 3628 Seventh Street, San Diego. 

Wells, Grace G., Oakland School Women’s Club, 
2738 Parker Street, Berkeley. 

Welty, H. O., Oakland Teachers Association, 
5710 Fleming Street, Oakland. 

White, Edna, Oakland School Women’s Club, 148 
Ronada Avenue, Piedmont. 

White, R. D., California Council of Education, 
10744 South Brand, Glendale. 

Wilkinson, Mrs., Oakland Teachers Association, 

6425 Telegraph Avenue, Oakland. 








Wilson, H. B., California Council of Education, 
Superintendent of Schools, Berkeley. 


Wood, Will C., Ex-officio (Superintendent of 
Public Instruction) Sacramento. 
COLORADO 

Allison, Flora, Colorado Education Association, 


Superintendent of Logan County, Sterling. 


Anderson, Anna V., The Denver Classroom 
Teachers Association, 3635 Williams Street, 
Denver. 

Anderson, Nettie, The Federation of Colorado 
Springs Teachers, 322 North Foote Street, 
Colorado Springs. 

Bair, F. H., Cclorado Education Association, 
Colorado Springs. 

Bateman, Lillian, The Federation of Colorado 


Springs Teachers, 1124 North Weber Street, 
Colorado Springs. 

Bradford, Mrs. _ C. C., Ex-officio (State 
Superintendent of Public Instruction and Life 
Director), Denver. 

Casey, C. C., Colorado Education Association, 
Supt. City Schools, Longmont. 

Childears, A. B., Rocky Ford Teachers Associa- 


tion, 503 South Twelfth Street, Rocky Ford. 

Churchill, Mrs. Lillian, The Denver Classroom 
Teachers Association, 2939 Josephine Street, 
Denver. 

Crabbe, m G., Colorado Education Association, 
State Teachers College, Greeley. 

Daniels, Mrs. Winifred, The Denver Classroom 
Teachers Association, 2155 South Emerson 


Street, Denver. 

Drake, O. B., Colorado Education Association, 
Superintendent of City School, Canon City. 
Ellison, J. W., Colorado Education Association, 

5300 West 41st Street, Denver. 

Flansburg, Alda, The Federation of Colorado 
Springs Teachers, 707 Wahsatch Avenue, Colo- 
rado oe. 

Flood, ary L., Englewood Teachers Associa- 
tion, 200 West Second Avenue, Denver. 

Force, Anna Laura, Colorado Education Associa- 
tion, 216 Sherman Street, Denver. 


Hall, Adele, Denver Classroom Teachers Asso- 
ciation, 1461 Logan Street, Denver. 

Hamilton, Jesse M., Denver Principals and Di- 
rectors Association, 1055 Lincoln Street, 
Denver. 

Harbison, Sophia, Pueblo Educational Associa- 


tion, District No. 1, Jorand Apts., Pueblo. 

Hatch, D. R., Colorado Education Association, 
Classroom Teachers, Golden. 

Hill, Sallie, Denver Teachers Club, 
Paul, Denver. 

Hirons, W. G., Colorado Education Association, 
Grand Junction. 

Kiein, Carolyn, The Denver Classroom Teachers 
Association, 1127 Lipan Street, Denver. 

Lory, Charles A., Faculty of Colorado Agricul- 
tural College, Fort Collins. 

Lowe, Anna F., The Denver Classroom Teachers 
Association, 6 Broadway, Denver. 

Miller, Louise, The Denver Classroom Teachers 
Association, 1618 Pennsylvania Street, Denver. 

Newlon, Jesse H., Colorado Education Associa- 
tion, Superintencent of City Schools, Denver. 

Pantall, Myrta, Federated Teachers Clubs of Ster- 
ling, 515 South Third Avenue, Sterling. 

Peavey, Mary C., The Denver Classroom Teach- 
ers Association, 2324 Federal Boulevard, 
Denver. 

Peterson, Celia O., The Denver Classroom Teach- 
ers Association, Colfax and Peoria Streets, 
Denver. 

Plumb, Mae A., Longmont Teachers Club, 1228 
Third Avenue, Longmont. 

Potter, Mae, Denver Classroom Teachers Asso- 

ciation, 685 Humboldt, Denver. 


1364 Saint 





October, 1923 


Puffer, R. A., Colorado Education Association, 
520 Commonwealth Building, Denver. 
Sargent, C. G., Faculty of Colorado Agricultural 


College, Colorado Agricultural College, Fort 
Collins. 
Shadel, S. J., Las Animas County Teachers Fed- 


eration, Trinidad. 

Shute, William C., The Denver Classroom Teach- 
ers Association, 2612 Walliams Street, Denver, 

Smith, H. B., Ex-officio (State Director) Colo- 
rado Education Association, Denver. 

Tharp, Jennie, The Federation of Colorado 
Springs Teachers, 715 North Nevada Avenue, 
Colorado Springs. 

Tower, Adaline, Englewood Teachers 
tion, 2600 South Logan, Denver. 
Wilkinson, Besse, Pueblo Grade Teachers Asso- 

ciation, 315 West Evans Avenue, Pueblo. 


CONNECTICUT 


Chittenden, Harold M., Connecticut State Teach- 
ers Association, Superintendent of Schools, 
Naugatuck. 

Keefe, Mae E., Connecticut State Teachers Asso- 
ciation, 97 Cherry Street, Waterbury. 

Miller, Gilbert W., Connecticut State Teachers 
Association, 262 Willow Street, New Haven. 

Moody, Mary, New Haven Teachers League, 199 
Elm Street, New Haven. 


Associa- 


Purdue, Janet M., Connecticut State Teachers 
Association, New Haven. 
Richardson, Thomas F., New Haven Teachers 


League, 56 Lake Place, New Haven. 
Sellew, Edward B., Connecticut State Teachers 
Association, Middletown. 


DELAWARE 


Burnette, Marguerite H., Delaware State Educa- 
tion Association, 801 Washington Street, Wil- 
mington. 

Frederick, Edith, Delaware State Education Asso- 
ciation, 607 West 19th Street, Wilmington. 
Holloway, H. V., Ex-officio (State Superintend- 

ent of Public Instruction), Dover. 

Maryley, Florence, Principal, Number 23 School, 
1403 Harresa Street, Wilmington. 
Mendenhall, Clara, Delaware State 
Association, 8th and Wollaston Streets, 

mington. 

Yerger, Warren K., Delaware State Education 
Association, Superintendent, du Pont Special 
School, 707 Rodney Street, Wilmington. 


DISTRICT OF COLUMBIA 


Crabtree, J. W., Ex-officio (Secretary, National 
Education Association), 120, Sixteenth Street 
Northwest, Washington. 

English, Harry, Ex-officio (State 
Franklin School, Waslington. 

Fairchild, Milton, Education Association of D C., 
3770 McKinley Street Northwest, Washington. 

Grosvenor, Edith Louise, High School Teachers 
Association, 73 The Iowa, ashington. 

Jensen, Emma A., High School Teachers Asso- 
ciation, Central High School, Washington. 


Education 
Wil- 


Director), 


Williams, Charl Ormond, Ex-officio (Vice-presi- 
dent and Life Director), 1201 Sixteenth Street 
Northwest, Washington. 

FLORIDA 


Ballard, Agnes, Royal Palm Education Associa- 
tion, West Palm Beach. 

Lorance, Ruby, Royal Palm Education Associa- 
tion, West Palm Beach. 

McGahey, Lillian, Florida Teachers Association, 
Miami. 

Morse, Junia, University of Florida, 


GEORGIA 


Cleveland, A. G., Ex-officio (State Director) Sup- 
erintendent of Schools, Valdosta. 


Miami. 


Muse, -_ Georgia Education Association, 
Girls High School, Atlanta. 
HAWAII 


Awai, James, Oahu Teachers Association, Waia- 
lua, Oahu. 

Boyum, Louise V., Hawaii 
tion, Hamakuapoko. 


Education Associa- 


Capellas, E. S., The Hilo Teachers Union, 
Hakalau. 

Carter, Mrs. Alice, Hawaii Education Association, 
Waipahu. 


Carvalko, V. A., The Hilo Teachers Union, Hilo. 

Crickard, Lida, Maui Teachers Association, 
Wailuku. 

Deyo, Josephine, Hawaii Education Association, 


Hilo. 
Ewaliko, Emily, The Hilo Teachers Union, Hilo. 


Heen, Elizabeth, Oahu Teachers Association, 
Honolulu. ‘ 
Hoffman, Ruth C., Hawaii Education Associa- 
tion, Honolulu. ie 
Kalaau, David, Maui Teachers Association, 

Halawa. 





$$ EE TT A — TT mR eI 





emer eee 


Vol. 12, No.8 





Napier, Annie, Hawaii Teachers Association, 
Hilo ’ <n 

Saffery, Hattie, Hawaii Education Association, 
Kapulena. ee 

Toomey, Samuel, Oahu Teachers Association, 
Honolulu 


Waldron, Mrs. Margaret, Oahu Teachers Asso- 
ciation, 1137 Alakea Street, Wailua, Oahu. 
Wright, Mrs. Lucy, Kauai Education Association, 

aimea, Kauai. 


IDAHO 


Dienst, Charles R., Idaho State Teachers Asso- 
ciation, Superintendent of Schools, Boise. 

Dunkle, M. B., Idaho State Teachers Association, 
Boise. 

Parritt, Jeannette, Pocatello Education Associa- 
tion, Bannock Hotel, Pocatello. 

Richmond, Preston A., Idaho State 
Association, Boise. 

Richmond, R. R., Idaho State Teachers Associa- 
tion, Boise. 

Russum, Elizabeth, Ex-officio (State 
tendent of Public Instruction), Boise. 

Shank, T. B., Ex-officio (State Director) Superin- 
tendent of City Schools, Coeur d’Alene. 

Siders, Walter R., Ex-officio (Vice-president), 
Pocatello. 

Snyder, R. H., Idaho State Teachers Associa- 
tion, Superintendent of Schools, Idaho Falls. 


ILLINOIS 


Abbe, Mary, Illinois State Teachers Association, 
127 North Dearborn Street, Chicago. 

Anderson, Verna, Joliet Township High School 
Association, Joliet. 

Armbruster, Bertha S., Illinois State Teachers 
Association, 111 Gale Avenue, River Forest. 
Baldwin, Caroline, Illinois State Teachers Asso- 

ciation, 448 West 62nd Street, Chicago. 

Berninger, Harriet, Illinois State Teachers Asso- 
ciation, High School, Allendale. 

Black, H. B., Illinois State Teachers Association, 
Mattoon. 

Booth, W. S., Illinois State Teachers Associa- 
tion, Assistant Superintendent of Public In- 
struction, Springfield. 

Boyes, Walter F., Illinois State Teachers Asso- 
ciation, County Superintendent of Schools, 
Galesburg. , 

Camenisch, Sophia, Chicago Normal District As- 
sociation, 6133 Greenwood Avenue, Chicago. 

Finnegan, Margaret L., Assistants to Principals 
Association, 4829 Lipps Avenue, Chicago. 

Furhman, Mrs. abel, Teachers Club of Rock 
Island County, 2415 Sixth Avenue, Moline. 

Good, Mrs. Bessie N., Proviso Township High 
School Faculty, 309 North Oak Park Avenue, 
Oak Park. 

Grifin, Hattie M., Elgin Teachers Association, 
127 North Gifford Street, Elgin. 

Griswold, Mary, Illinois State Teachers Associa- 
tion, 4926 North Troy Street, Chicago. 

Hall, Avon S., Chicago Principals Club, Chicago. 

Hanaford, Mrs. Nellie K., Illinois State Teachers 
Association, Elgin. 

Harden, Frances E., Illinois State Teachers As- 
sociation, 127 North Dearborn Street, Chicago. 

Hayes, Dudley Grant, National Academy of 
Visual Instruction, Board of Education Build- 
ing, Chicago. 

Hill, A. Lulu, Southwestern Division [Illinois 
State Teachers Association, 610 North Thir- 
teenth Street, East Saint Louis. 

Hoffman, U. J., South Central Division of the 
Illinois State Teachers Association, Capitol 
Building, Springfield. 

Holland, M. Josephine, Illinois State Teachers 
Association, Principal, Irving School, Moline. 

Keller, Paul G. W., Lake Shore Division Illinois 
State Teachers Association, 1008 North Sheri- 
dan Road, Waukegan. 

Kelley, Kathryn H., The Joliet Teachers Federa- 
tion, 301% Garasey Avenue, Joliet. 

Kershner, Lide, Livingston County Teachers As- 
sociation, Edison School, Fairbury. 

McCormack, T. J., Illinois State Teachers Asso- 
ciation, High School, La Salle. 

McCulloch, W. W., Illinois State Teachers Asso- 
ciation, Superintendent of Schools, Pontiac. 
McDaniel, M. R., Illinois State Teachers Asso- 

ciation, High School, Oak Park. 

McGlynn, ij .. East St. Louis Teachers Asso- 
ciation, High School, East Saint Louis. 

McIntosh, Charles, Illinois State Teachers Asso- 
ciation, County Superintendent of Schools, 
Monticello. 

Moore, Robert C., Ex-officio (Life Director and 
Representing the Life Membership of the I. S. 
T. A.), Carlinville. 

Mortenson, Peter F., Illinois State Teackers As- 
sociation, Superintendent City Schools, 420 
South State Street, Chicago. 

Mull, Cora E., Chicago Teachers League, 4151 
Berkeley Avenue, Chicago. 

Otrich, Charles O., Illinois State Teachers Asso- 
ciation, County Superintendent of Schools, 
Jonesboro. 

Owen, William B., Ex-officio (Vice-president), 
President, Chicago Normal College, Chicago. 
Payne, Althea, Lake Shore Division, Illinois State 

eachers Association, Oak Park. 


Teachers 


Superin- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 329 


Speakers at Oakland-San Francisco 


THOMAS E. FINEGAN 


former State Supt. of Public 
Instruction, Harrisburg, Pa. ton, 


Pesta, Rose A., Chicago Principals Club, Glad- 
stone Hotel, Chicago. 

Plapp, Fred W., Illinois State Teachers Associa- 
tion, 3601 Milwaukee Avenue, Chicago. 

Potts, D. Walter, Illinois State Teachers Associa- 
tion, Superintendent of Schools, East Saint 
Louis. 

Pruitt, Edgar C., South Central Division of. the 
Illinois State Teachers Association, Court 
House, Springfield. 

Randle, Gilbert P., Illinois State Teachers Asso- 
ciation, Superintendent of Schools, Danville. 
Rathbun, Helen M., Chicago Teachers League, 

5026 Blackstone Avenue, Chicago. 

Redecker, Clara, Teachers Club of Rock Island 
County, 1545 Twenty-nine and One-half Street, 
Rock Island. 

Replogle, Berenice, Waukegan Township Second- 
ary Schools, Waukegan. 

Sandwick, Richard L., Lake Shore Division, IIli- 
nois State Teachers Association, Highland Park. 

Stephens, Mrs. Effie L., Assistants to the Prin- 
cipals, 5951 Prairie Avenue, Chicago. 

Swift, H. T., South Central Division of the Illinois 
State Teachers Association, Capitol Building, 
Springfield. 

Thalman, J. L., Proviso ‘somaggs | High School 
Faculty, 128 Keystone Avenue, River Forest. 
Thomas, Mrs. Sarah L., Ex-officio (State Di- 

rector), 401 Kishwaukee Street, Rockford. 

Thrasher, H. M., South Central Division of the 
Illinois State Teachers Association, Capitol 
Building, Springfield. 

Tietze, Elsie, East Saint Louis Grade Teachers 
Fellowship Society, 1393 North Thirty-ninth 
Street, East Saint Louis. 

Trenkenschuh, Amelia, Teachers Club of Rock 
Island County, 1836 Twenty-third Street, Rock 
Island. 

Walsh, Julia, Illinois State Teachers Association, 
841 Second Street, La Salle. 

Williams, Charlotte, Lake Shore Division Illinois 
State Teachers Association, 233 North Hum- 
phrey Avenue, Oak Park. 

Wolaver, Florence E., Lake Shore Division 
Illinois State Teachers Association, 1734 Or- 
rington Avenue, Evanston. 


INDIANA 


Baker, Mrs. May, Indiana State Teachers Asso- 
ciation, 1129 Byron Street, Huntington. 
Baptist, Eleanor, Hammond City Teachers Asso- 
ciation, 455 Drackert Street, Hammond. 
Burmaster, Rosa, Indiana» State Teachers Asso- 
ciation, 217% West Main Street, Muncie. 
Burris, Benjamin J., Ex-officio (State Superin- 
tendent of Public Instruction), Indianapolis. 
Fraley, Adda, Indiana State Teachers Associa- 
tion, 813 West Main Street, Crawfordsville. 
Green, Clarence, Indiana State Teachers Associa- 
tion, Superintendent City Schools, Auburn. 
Heironimus, N. O., Indiana State Teachers Asso- 
ciation, 535 National Road, Richmond. 
Heubner, Elsa, Indiana State Teachers Associa- 
—_ 2406 North Pennsylvania Street, Indianap- 
olis. 
Ivins, Martha Mrs., Muncie Teachers 
tion, 403. East Adams Street, Muncie. 
McCool, Ocie, Hammond City Teachers Associa- 
tion, 1306 Atchison Avenue, Whiting. 
Pentecost, Mrs. Netta, Northern Indiana Teach- 
ers Association, 405 East South Street, Win- 
chester. 

Poland, Maynard, Indiana State Teachers Asso- 
ciation, 202 East Fifth Street, Bloomington. 
Roach, Margaret, Indiana State Teachers Asso- 

ciation, Illinois Street, Monticello. 
Robinson, Lulu J., Indiana State Teachers Asso- 
ciation, 11 North Seventh Street, Evansville. 
Rooney, Vera, South Bend Teachers Association, 
520 Cushing Street, South Bend. 


Federa- 


JULIA E. SULLIVAN 


classroom teacher, Charles- 
V.assachusetts. 





Weir, 


W. W. CAMPBELL 


president of the University 
of California, Berkeley. 


Smith, Henry Lester, Ex-officio (Vice-president 
and State Director), Indiana University, Bloom- 
ington. 

Spohn, A. L., Indiana State Teachers Association, 
15 Carroll Street, Hammond. 

Trimble, Atta, Federation of Evansville Public 
School Teachers, 1103 Upper Sixth Street. 
Evansville. 

Williams, Nola E., Indiana State Teachers Asso- 
ciation, 459 South Nineteenth Street, Terre 
Haute. 

Williamson, A. B., Indiana State Teachers Asso- 
ciation, River Park School, South Bend. 


IOWA 


Aarvig, Bertha O., Fort Dodge Teachers Federa- 
tion, Apt. 3, K. C. Building, Fort Dodge. 

Brydolf, Nella, Burlington Teachers Association, 
900 White Street, Burlington. 

Carmichael, Mrs. Elizabeth, Iowa State Teach- 
ers Association, Butler Apartments, Fort Dodge. 

Carpenter, Jennette, Local Unit of the National 

ceemtaties  Acaatiotien, Cedar Falls. 

olegrove, * -- Lowa State Teachers ia- 
tion, Cedar Falls. pare 

Daries, Christine, Burlington Teachers Association, 
900 White Street, Burlington. 

East, Mary, Clinton Teachers 
Tenth Avenue, Clinton. 

Foster, Fannie, Iowa State Teachers Association, 
Sioux City. 

Foster, Dean, J. E., Iowa State Teachers Asso- 
ciation, 119 Central Building, Ames. 

Francis, Mae E., Ex-officio (Superintendent of 
Public Instruction), Des Moines. 

Galloway, G., Iowa State Teachers Association, 
Cedar Falls. 

Garrett, C. F., Iowa State Teachers Association, 
Superintendent of Schools, Fairfield. 

Hoffman, Mrs. A. H., County Superintendents 
Section, Court House, Des Moines. 

Ivory, Anna, Iowa State Teachers Association, 
Council Bluffs. 

Jakway, H. F.,. Iowa State Teachers Association, 
Superintendent of Schools, Humboldt. 

Kelly, Iowa State Teachers Association, 
Superintendent of Schools, Colfax. 

Laird, Adelaide, Des Moines Teachers Federation, 
1823 Oakland Avenue, Des Moines. 

Minkel, L. H., Ex-officio (State Director), Super- 
intendent of Schools, Fort Dodge. 

Moore, A. W., Iowa State Teachers Association, 
Superintendent of Schools, Oelwein. 

Pye, C. F., Iowa State Teachers Association, Sec- 
retary I. S. T. A., 407 Youngerman Building, 
Des Moines. 

Raich, Carrie, Elementary Teachers Club, 1117 
Bank Street, Keokuk. 

Roberts, Thomas, Iowa State Teachers Associa- 
tion, Superintendent of Schools, Independence. 

Sheriff, Mrs. A. O., Scott County Teachers Asso- 
ciation, 1144 Main Street, Davenport. 

Snyder, Hazel M., Iowa State Teachers Associa- 
tion, Inwood. 

Tye, Charles H., Iowa State Teachers Association, 
Superintendent, Sioux County Schools, Orange 


City. 
Inah, Iowa State Teachers Association, 
Council Bluffs. 
Weisz, Sadie, Sioux City Teachers Club, 206 Ida 
Apts., Sioux City. 
Winzer, Paula, Burlington Teachers Association, 
327 Garfield Avenue, Burlington. 


KANSAS 


Kansas City, Kansas, Grade 
1615 North Seventh Street, 


Federation, 539 


Edwards, Jeffie, 
Teachers’ Club, 
Kansas City. 

Elliott, Mrs. Virginia, Du Bois Club, 935 Ne- 
braska, Kansas City. 








Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








October, 1923 








HE SOWER—What Will 


The Harvest Be? 


CRIME f 


SCANDAL 
ISEASE 


m 
%. 





This cartoon, from the 
Christian Science Monitor, is a part of the campaign being waged by the people 

for higher standards of newspaper making. Do newspapers give the public what 

they want, or do they determine public taste by the kind of material they print? 





Ewing, Lucille, Olathe City Teachers Associa- 
tion, Olathe. 

Ferguson, Kate, The Parsons Teachers Associa- 
tion, 822 South Twenty-second Street, Parsons. 

Gardner, Bula M., Salina City Teachers Associa- 
tion, 1311 South Santa Fe, Salina. 

Irving, Hallie M., Kansas City Grade Teachers’ 
Club, 250 North Seventeenth Street, Kansas 
City. 

Jardine, W. M., Kansas State Teachers Associa- 
tion, State Agricultural College, Manhattan. 
Marley, Iaa, The Parsons Teachers Association, 

1419 Broadway, Parsons. 


McKinley, Bertha, Principals and Supervisors 
Club, 649 Ann Avenue, Kansas City. 
McKinley, Edna, Kansas City Kansas Grade 


Teachers’ Club, 649 Ann Avenue, Kansas. City. 

Miley, J. W., Ex-officio (State Superintendent of 
Public Instruction), Topeka. 

Pearson, M. E., Ex-officio (State Director), Super- 
intendent of City Schools, Kansas City. 

Rice, Clarence T., Kansas State Teachers Asso- 
ciation, 934 Barnett Avenue, Kansas City. 

Roberts, Dorothy, Salina City Teachers’ Associa- 
tion, 502 South Eighth Street, Salina. 

Stout, A. J., Kansas State Teachers’ Association, 
Superintendent of City Schools, Topeka. 

Van Cleave, Maude, ansas City igh School 
Teachers Club, Kansas City. 


KENTUCKY 


Breckinridge, Elizabeth, Kentucky Educational 
Association, The Cortland, Louisville. 

Cherry, T. C., Kentucky Educational Association, 
Bowling Green. 

Collins, Marguerite, Jefferson County Educational 
— 732 South Second Street, Louis- 
ville, 

Gross, Carrie R., Louisville Educational Associa- 
he 742 South Twenty-second Street, Louis- 
vilie, 

Kurkamp, Mrs. Alma W., Kentucky Educational 
Association, Louisville. 

Stewart, Mrs. Cora Wilson, Kentucky Educational 
Association, Chairman, Illiteracy Commission, 
Frankfort. 

Wheeler, Mrs. Ann Delker, Owensboro Teachers’ 
Association, 430 Crittenden Street, Owensboro. 

Whitesides, Mrs. R., Kentucky Educational 


—s 1416 South Fourth Street, Louis- 
ville. 





Williams, R. E., Ex-officio (State Director), 4518 
South Parkway, Louisville. 

Young, Annie M., Louisville Educational Asso- 
ciation, 1618 Jaeger Avenue, Louisville. 


LOUISIANA 


Arnette, W. P., Louisiana Teachers’ Association, 
Jefferson Davis Parish School, Jennings. 

Doerr, Loretta, Louisiana Teachers’ Association, 
1323 North Rampart, New Orleans. 

Griffith, P. H., Louisiana Teachers’ Association, 
Executive Secretary, Baton Rouge. 

Gwinn, J. M., National Conference on Educational 
Method, Superintendent of City Schools, New 
Orleans. 

Laborde, C. E., Louisiana Teachers’ Association, 
Marksville. 

Mitchell, B. F., Louisiana Teachers’ Association, 
High School, Welsh. 


Roy, V. L., Louisiana Teachers’ Association, 
Louisiana State Normal School, Natchitoches. 
MAINE 


Hale, Florence M., Maine Teachers’ Association, 
State House, Augusta. 

Mason, Evelyn M., Kennebec County Teachers’ 
Association, Route 1, Augusta. 

Osborne, Alice, Kennebec County Teachers’ As- 
sociation, Waterville. 

Robinson, Helen, Maine Teachers’ Association, 
Assistant Superintendent of Schools, Portland. 

Thomas, Augustus O., Ex-officio (Commissioner 
of Education), State House, Augusta. 


MARYLAND 


Burdick, William, Ex-officio (State Director), 7 
East Mulberry Street, Baltimore. 

Burton, Emma E., Maryland State Teachers’ 
Association, Laurel. 

Creasy, Mark, Maryland State Teachers’ Associa- 
tion, Chestertown. 

Horn, Maud, Maryland State Teachers’ Associa- 
tion, Baltimore. 

McCullough, Alice, Maryland State 
ers’ Association, Laurel. 

McCurley, Mary T., Maryland State Teachers 
Association, 7 Midvale Road, Roland Park, 
Baltimore. 

Stotler, Marguerite K., Maryland State Teachers 
Association, Baltimore. 


Teachers’ 


MASSACHUSETTS 


Alger, Lucia, Somerville Teachers’ Club, 163 Sum- 
mer Street, Somerville. 

Arnold, Melville A., Massachusetts Teachers’ Feq- 
eration, 29 Walnut Street, Everett. 

Arrington, Ruth E., Somerville Teachers’ Associa- 
tion, =—— School, Somerville. 

Baldwin, ilhelmina, Massachusetts 
Federation, Trinity Court, Boston. 

Callahan, Edith M., Massachusetts Teachers’ Fed- 
eration, Somerville. 

Champion, Eva B., Everett Teachers’ Club, go 
Summer Street, Everett. 

Chevalier, Ada E., Brookline Teachers’ Club, 4 
Greenough Street, Brookline. 

Connell, Isabel L., Massachusetts Teachers’ Fed- 
eration, 290 South Beacon Street, Fall River. 
Connell, Mary S., Massachusetts Teachers’ Fed- 
eration, 290 South Beacon Street, Fall River. 
Crowley, Mrs. Bertha Long, Arlington Teachers’ 
Club, 23 Oakland Avenue, Arlington Heights, 
Doe, Arthur L., Middlesex County Teachers’ As- 
sociation, 27 Spruce Street, Malden. 
Dorr, Lucy, Somerville Teachers’ 

East Junior High, Somerville. 
Gilbert, George H., Jr., Massachusetts Teachers’ 
Federation, 8 Middlesex Street, Wellesley. 
Kaan, Frances W., Somerville Teachers’ Club, 133 

Central Street, Somerville. 
Kerrigan, Nellie A., Cambridge Teachers’ Club 
115 Mount Auburn Street, Cambridge. F 
Mathews, Mrs. Phebe E., Massachusetts Teach- 
ers Federation, 159 Morrison Avenue, West 
Somerville. 
McSkimmon, Mary, Ex-officio (Vice-president and 
State Director), 20 Clinton Road, Brookline. 
Mellish, Anne Alfreda, Boston Teachers’ Club 
59 Monument Avenue, Charlestown. _ 
Munroe, Lena, Massachusetts Teachers’ Federa- 
tion, 2rr a Summer Street, Somerville. 

O’Connor, Ellen F., Massachusetts Teachers’ Fed- 
eration, West Roxbury High School, Boston. 

O’Connor, Mary E., Massachusetts Teachers’ Fed- 
eration, 158 Highland Street, Taunton. 

Sanders, William J., Haverhill Teachers’ Asso- 
= Incorporated, 80 Chestnut Street, Hav- 
erhill. 

Sullivan, Julia E., Boston Teachers’ 
Marion Street, Charlestown. ea 2, 

Wilson, Eva A., Massachusetts Teachers’ Federa- 
tion, 153 Lowell Street, Somerville. 

Winship, A. Massachusetts Teachers’ Fed- 
eration, 6 Beacon Street, Boston. 

Woodbury, Charles H., Melrose Teachers’ Club 
39 Linden Road, Melrose. ' 

Woodbury, Grace I., Melrose Teachers’ Club 
Melrose. y 

Woodward, Annie C., Massachusetts Teachers’ 
Federation, 2 Madison Street, Somerville. 


MICHIGAN 


Barnes, Winifred, Lansing Teachers Club, 418 
South Sycamore Street, Lansing. 

Bedker, Ebba H., Muskegon Teachers Club, 245 
Washington Avenue, Muskegon. 

Beglinger, Mrs. Nina J., Michigan State Teach- 
ers Association, 1354 Broadway, Detroit. 

Benjamin, Edith, Detroit Teachers Association, 
Detroit. 

Brice, _ Tillie, 
Detroit. 

Brownson, Charlotte, Michigan State Teachers 
Association, Detroit. 

Cameron, E. T., Michigan State Teachers Asso- 
ciation, 809 Prudden Building, Lansing. 

Chamberlin, Ethel M., Michigan State Teachers 
Association, 1321 Minerva Road, Ann Arbor. 

Chew, Elizabeth, Adrian Teachers Club, South 
Main Street, Adrian. 

Coffey, W. L., Ex-officio, (Acting State Director), 
421 Westmoreland Avenue, Lansing. 

Donohue, Eileen, Michigan State Teachers Asso- 
ciation, 1105 Church Street, Ann Arbor. 

Dobie, Alice ., Sault Ste. Marie Chapter N. E. 
A., Brown Block, Ashmun Street, Sault Ste. 
Marie. 

Ensfield, Mary, Michigan State Teachers Asso- 
ciation, County School Commissioner, Kala- 
mazoo. 

Fink, Mrs. Jessie M., Grand Rapids Teachers 
Club, 123 Union Avenue, North East, Grand 
Rapids. 

Fuller, Ada, Grand Rapids Teachers Club, 428 
Lafayette Avenue, North East, Grand Rapids. 

Galatian, Jane Murray, Highland Park Teachers’ 
Club, Highland Park High School, Highland 
Park. 

Hoffman, Louise, Detroit Teachers Association, 
Detroit. 14 
Hoover, Edna, Detroit Teachers’ Association, 

Northwestern High School, Detroit. 

Irion, Theodore W. H., Michigan State Normal 
College, Ypsilanti. 

Lantz, Elizabeth, Michigan State Teachers Asso- 
ciation, Haims Street, Detroit. 

Leisenring, Jennie H., Lansing Teachers’ Club, 
602 West Ionia, Lansing. 

Leslie, Charlotte T., Michigan State Teachers 
Association, Prudden Building, Lansing. ; 

Purmont, Genevieve W., Highland Park Teachers 
Club, 520 Hancock Street, Saginaw, Ww. S. 
Raue, Ethel A., Muskegon Teachers’ Club, 68 
Third Street, Muskegon. 


Teachers’ 


Association, 


Detroit Teachers Association, 


| 
| 


mh _ nm 


hh 





Vol. 12,.No.8 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








Riggs, Cora M., Grand Rapids Teachers’ Club, 
25 Rochester Street, South East, Grand Rapids. 

Robinson, Blanche, Michigan State Teachers As- 
sociation, 536 Elm Street, Ann Arbor. 

Robison, Lillian, Michigan State Teachers Asso- 
ciation, 536 Elm Street, Ann Arbor. 

Slaght, Mrs. Elizabeth, Mjchigan State Teachers 


Association, 5 Mt. Vernon Avenue, Grand 
Rapids. a q 

Spurrier, Mrs. Alicia B., Grand Rapids Teachers’ 
Club, 1201 Lake Drive, South East, Grand 
Rapids. 


Strahan, Margaret, Michigan State Teachers As- 
sociation, Lexington School, Grand Rapids. 
Street, Margaret, Detroit Teachers Association, 
Detroit. . 

Tribble, Susanne, Michigan State Teachers Asso- 
ciation, 536 Elm Street, Ann Arbor. 

Vredenburg, May, Michigan State Teachers Asso- 
ciation, Gillies School, Detroit. 

Walker, Henrietta, Detroit Teachers’ Association, 
Detroit. 

Wilson, Evelyn, Michigan State Teachers Asso- 
ciation, Sault Ste. Marie. 

Wood, Margaret, Detroit Teachers’ Association, 
Detroit. 


MINNESOTA 


Bauman, Helen L., Minneapolis Division of the 
Minnesota Education Association, 91 Ash Street, 
Minneapolis. 

Blaisdell, Helen E., 
League, Minneapolis. } 

Bracken, John L., Atlantic Gateway Association, 
Principal, Grant and Munger Schools, Duluth. 

Broecker, Lydia, Minnesota Education Associa- 
tion, Virginia. 

Brown, C., Ex-officio (State Director), Presi- 
dent, State Teachers’ College, St. Cloud. 

Calverley, Belle, Atlantic Gateway Association, 
Principal, Jefferson School, Duluth. 

Christie, Blanch, Minneapolis Division of the 
Minnesota Education Association, 1435 West 
Thirty-first Street, Minneapolis. 

Clancy, A. W., Minnesota Bookmen’s Department, 
502 Globe Building, Minneapolis. 

Cowen, Mae, Minneapolis Teachers’ League, Hotel 
Waverly, Minneapolis. 

Crawford, Myrtle, Minneapolis Division of the 
Minnesota Education Association, 618 South 
East Fifth Street, Minneapolis. 

Doherty. Agnes E., Ex-ofhicio (Vice-president), 
2078 Summit Avenue, Saint Paul. 
Fitzpatrick, Lucy, Grade Teachers’ 
Minneapolis eachers’ League, 

Hotel, Minneapolis. 

Folsom, Louise M., Grade Teachers’ Section of 
Minneapolis Teachers’ League, 3228 Portland 
Avenue, Minneapolis. 

Haney, Mrs. Elizabeth, Minneapolis Division of 
the Minnesota Education Association, 5124 
Xerxes Avenue, South, Minneapolis. 

King, Margaret, Minnesota Education Associa- 
tion, Whittier School, Saint Paul. 

Knight, Bessie, Minneapolis Division of the 
Minnesota Education Association, 3232 Oakland 
Avenue, Minneapolis. ates é 

Lange, Marie R., South West Division, Minne- 
sota Education Association, 229 North Fifth 
Street, Mankato. 


Minneapolis Teachers’ 


Section of 
Leamington 


Lindley, Margaret, Minneapolis Division of the 


Minnesota Education Association, Hopkins. 
McConnell, J. M., Ex-officio (State Commissioner 
of Education), Saint Paul. ; ie 
Peirce, Mabel, Minnesota Education Association, 
Teacher Training School, Faribault. 
Shove, Helen B., Minnesota Education Associa- 

tion, 3116 Clinton Avenue, Minneapolis. 

Simon, Clara, Atlantic Gateway Association, Jack- 
son School, Duluth. ; ; 

Stapleton, Alice, Minnesota Education Associa- 
tion, Thief River Falls. 

Sterrit, Lillian, Minneapolis Division of Minne- 
sota Education Association, 2309 Girard Avenue, 
South, Minneapolis. : 

Thomas, Mary, Grade Teachers’ Section of Minne- 
apolis Teachers’ League, 1786 Hennepin Avenue, 
ieasegolie. ' 

Tompkins, Nellie E., Minnesota Education Asso- 
ciation, Appleton. 

Waite, Mrs. Bessie, Minnesota Education Asso- 
ciation, Little Falls. 

Waite, Beatrice M., Grade Teachers’ Section of 
Minneapolis Teachers’ League, 1330 Grand 
Street, Minneapolis. 

White, A. D., Northwest Central Minnesota Edu- 
cation Association, Superintendent of Schools, 
Frazee. 


MISSOURI 


Adams, Tillie C., Kansas City Teachers’ Associa- 
tion, 3632 Woodland Street, Kansas City. 

Bowers, Helen A., Missouri State Teachers As- 
sociation, 524 East Fifth Street, Sedalia. . 

Dannaker, Mary, Kansas City Teachers’ Associ- 
ation, 425 Benton, Kansas City. : 

Dillow, Lydia P., Community Teachers’ Associa- 
tion of Sedalia, 16th and Arlington, Sedalia. 

Dobbs, Ella V., Missouri State Teachers Asso- 
ciation, University of Missouri, Columbia. 

Eagan, Mrs. A. H., Elementary School Principals 
ssociation of Kansas City, 4111 Warwick, 
Kansas City. 


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THE WORLD’S PATH UPWARD—Cartoon from the San Francisco Examiner, 


Thursday, June 28, 1923. 





Emerson, Ethel, Kansas City Teachers’ Associa- 
tion, 4245 Greenwood Place, Kansas City. 


Gallagher, Winifred, Missouri State Teachers 
Association, 124 Massachusetts Avenue, Saint 
Joseph. 


Gilliam, Lucy, Kansas City Teachers’ Associa- 
tion, 11 East Fifty-seventh Terrace, Kansas 
City. 

Goltermann, Alice, Saint Louis District Associa- 
tion of the Missouri State Teachers Association, 
6416 Virginia Avenue, Saint Louis. 

Hendricks, E. L., The Community Association 
of the Central Missouri State Teachers’ Col- 
lege, Warrensburg. 

Kirk, John R., Missouri State Teachers Associa- 
tion, 603 High Street, Kirksville. 

Lamkin, Uel W., Ex-officio (Vice-president), 
care of State Teachers’ College, Maryville. 
Lee, Blanche, Missouri State Teachers Associa- 
tion, 2126 South Twelfth Street, Saint Joseph. 
Lee, Charles A., Ex-officio (State Superintendent 
of Public Schools and Director of Vocational 

and Rehabilitation Work), Jefferson City. 

Levy, Victor, Kansas City Teachers’ Association, 
2528 Independence Avenue, Kansas City. 

Longshore, W. T., Missouri State Teachers As- 
sociation, 520 West Fortieth Street, Kansas 
City. 

Montgomery, Lydia, Community Teachers’ Asso- 
ciation of Sedalia, Sixteenth and Arlington, 
Sedalia. 

Patterson, M. J., Missouri State Teachers Asso- 
ciation, Principal, Irving School, Kansas City. 

Riddle, Annie, Saint Joseph Teachers’ Association, 
217 North Thirteenth, Saint Joseph. 

Smoot, Lucy, Elementary School Principals Asso- 
ciation of Kansas City, 4011 Baltimore Avenue, 
Kansas City. 

Spencer, Katherine, Saint Joseph Teachers’ Asso- 
ciation, ro1§ Faraon Street, Saint Joseph. 

Stark, Margaret, Saint Louis District Associa- 
tion, Missouri State Teachers Association, 3524 
Page Avenue, Saint Louis. 

Swayze, Minnie, Kansas City Teachers’ Associa- 
tion, 3543 Central, Kansas City. 








Taylor, Frances M., Kansas City Teachers’ Asso- 
= 41 East Fifty-fourth Street, Kansas 
ity. 

Thompson, Anna M., Kansas City Teachers’ As- 
sociation, Haddon Hall, Kansas City. 

Walker, Thomas J., Ex-officio (State Director), 
7 Academy Hall, Columbia. 

Walley, Ethel, Kansas City Teachers’ Association, 
2617 Park Street, Kansas City. 


White, Elizabeth L., Missouri State Teachers 
Association, State Department of Education, 
Jefferson City. 

White, Elmer H., Central Missouri District 


Teachers’ Association, Lexington. 

White, Grace D., Council of Negro Teachers, 
Kansas City. 

Williams, C. H., Missouri State Teachers Asso- 
ciation, University of Missouri, Columbia. 


MONTANA 


Douglas, A. H., Montana State Teachers Asso- 
ciation, Superintendent of Schools, Butte. 

Haines, Martha, Montana State Teachers Asso- 
ciation, Glasgow. 
Hamilton, J. M., Ex-officio (State Director), 
Dean, State College of Agriculture, Bozeman. 
Johnson, Clara, Montana State Teachers Asso- 
ciation, Public Schools, Hardin. 

Logan, S. R., Montana State Teachers Associa- 
tion, Hardin. 

Shoup, Mittie L., Montana State Teachers Asso- 
ciation, Missoula. 


NEBRASKA 


Adams, Jennie, Nebraska Women’s Educational 
Club, 931 D Street, Lincoln. 

Carns, R. L., Nebraska State Teachers Associa- 
tion, Omaha. 

Cleland, Margaret, Lincoln Teachers Association, 
529 South Fourteenth Street, Lincoln. 

— Celia, Lincoln Teachers’ Association, Lin- 
coln. 

Donohoe, Margaret, Omaha School Forum, 611 
North Forticth Street, Omaha. 
























































THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 





October, 1923 





Duras, Josephine, Nebraska State Teachers As- 
sociation, 504 South Twenty-fifth Street, Omaha. 

Jones, Eva, Omaha School Forum, 4320 North 
Thirty-eighth Street, Omaha. 

CGepson, E. D., Omaha School Forum, 4236 Grant 
treet, Omaha. 

Glenn, Ray F., Lincoln Teachers’ Association, 
413 East Twelfth Street, University Place. 
Hoagland, Sue Q., Lincoln Teachers Association, 

1920 E Street, Lincoln. 

anes, E. M., Ex-officio (State Director), Lin- 
coln. 

wefler, M. C., Nebraska State Teachers Associa- 
tion, Superintendent of City Schools, Lincoln. 

Long, Mrs. Eileen, Omaha School Forum, 306 
Colfax Apt., Omaha. 

Mackin, Clare, Omaha School Forum, 3849 Charles 
Street, Omaha. 

Martin, George E., National Education Associa- 
tion Unit Nebraska State Teachers College, 
Kearney. 

McCrystal, Mrs. Sadie, Lincoln Teachers’ Asso- 
ciation, 609 South Fourteenth Street, Lincoln. 

Pyrtle, E. Ruth, Nebraska State Teachers Asso- 
ciation, 609 South Fourteenth Street, Lincoln. 

Morse, C. K., Nebraska State Teachers Associa- 
tion, Curtis. 

Reed, Marion, Omaha School Forum, 2920 North 
Eighteenth Street, Omaha. 

Searson, us; W., Nebraska Schoolmasters’ Club, 
State University, Lincoln. 

Thompson, S. E., Nebraska State Teachers Asso- 
ciation, Technical High School, Omaha. 

Towne, George L., Nebraska Schoolmasters’ Club, 
1126 Street, Lincoln. 

White, Hattie, Omaha School Forum, 815 South 
Thirty-fourth Street, Omaha. 

Yost, Ethel M., Nebraska State Teachers Asso- 
ciation, 144 Drake Court, Omaha. 


NEVADA 


Booth, Mrs. Libby C., Ex-officio (State Director), 
421 Sier a Street, Reno. 

Franklin, E. E., Nevada State Teachers Asso- 
ciation, Elko. 

Hunting, W. J., Ex-officio (State Superintendent 
of Public Instruction), 702 West usser St., 
Carson City. 

McKeown, E. L., Nevada State Teachers Asso- 
ciation, Superintendent of City Schools, Carson 
City. 

Smith, C. W., Nevada State Teachers Association, 
Ely. 


NEW HAMPSHIRE 


Bailey, Alice, New Hampshire State Teachers’ 
Association, Lebanon. 

Butterfield, W. Ernest, Ex-officio (Commissioner 
of Edueation), Concord. 

Dole, Catherine A., New Hampshire State Teach- 
ers Association, Normal School, Keene. 

Flynn, Mildred M., Strafford County Teachers’ 
Association, Dover. 

Mason, Wallace E., New Hampshire State Teach- 
ers Association, Normal School, Keene. 

Moulton, Mary, The Teachers’ Guild, 265 Milford 
Street, Manchester. 


NEW JERSEY 


Blackburn, Iola M., New Jersey State Teachers 
Association, Hackensack. 

Delany, G. Edmund, Kearny Branch of the Na- 
tional Educatio1 Association, 82 Beaumont 
Place, Newark. 

Dyke, Charles B., New Jersey State Teachers 
Association, Millburn High School, Short Hills. 

Outwin, Harriett J., Paterson Teachers’ Associa- 
tion, 409 Knickerbocker Avenue, Paterson. 

Peterson, Ruth B., Hackensack Teachers’ Associa- 
tion, 60 Clinton Place, Hackensack. 

Plumb, Ethel, Montclair, New Jersey Public 
School Teachers’ Association (Exchange Teach- 
ers), 1546 Alice Street, Oakland, California. 

Watson, Lelia, Plainfield Teachers’ Club, Plain- 


field. 
NEW MEXICO 


Eckles, Mary H., New Mexico Education Asso- 
ciation, Silver City. 

Eckles, Isabel, Ex-officio (State Superintendent 
of Public Instruction), Santa Fe. 

Forden, Fannie, Roswell Branch of the National 
Education Association, Roswell. 

Herron, Ellen, Roswell Branch of the National 
Education Association, Rosweil. 

Sexton, Mrs. Lena B., New Mexico Education 
Association, Las Cruces. 

Thomas, Mrs. A. E., New Mexico Education 
Association, Alamogordo. 


NEW YORK 


American, Sarah, Association of Public School 
160, 502 West One hundred and forty-eighth 
Street, New York City. 

Beygrae, Frederick R., New York City High- 
school Teachers’ Association, New York City. 

Blake, Katherine D., Association of Public Schools 
6, 53, and 190, Manhattan, 86th Street, Madison 
Avenue, New York City. 





Blodgett, Elizabeth, Association cf Public Schools, 
28, 144, and 129, 503 West One hundred and 
twenty-first Street, New York City. 

Boyd, artha J., Association of Districts 17-18 
Bronx, 414 West One hundred and Twenty-first 
Street, New York City. 

Briner, Edna M., Lew Wallace School Branch, 
1087 East Thirty-seventh Street, Brooklyn. 
Briner, George, Teachers of Public School 64, 
Brooklyn, 1087 East Thirty-seventh Street, 

Brooklyn. 

Cort, Ambrose, Ex-officio (State Director), Public 
School 73, Brooklyn. 

Crandall, Ernest L., New York State Teachers 
Association, 257 East Sixty-seventh Street, New 
York City. 

Cullen, James A., Mount Vernon Teachers’ Asso- 
ciation, 121 West Fourth Street, Mount Vernon. 

Dacie, Marie, William J. Morrison Association 
Public School 186, Manhattan, New York City. 

Delcamp, Sarah, Mount Vernon Teachers Asso- 
ciation, 111 Arch Avenue, Mount Vernon. 

Elliot, Lillian M., Affiliated Group of Evening 
High-school Teachers, 207 West One hundred 
and Twentieth Street, New York City. 


HIS statue of Edward Austin 

Sheldon graces the campus of the 
Oswego State Normal School, which he 
founded. It was erected by the school 
children of the State of New York in 
the capitol at Albany in 1900 and from 
there moved to its present site in 1922, 
with ceremonies fitting the memory of 
a man who for almost fifty years gave 
his best to school children. 


Ettinger, William L., New York State Teachers 
Association, Superintendent of City Schools, 
New York City. 

Flood, Helen, Association of Public School §5, 
Bronx, 954 Grant Avenue, New York City. 
Gallup, Jackson, Rochester Teachers’ Association, 

Brighton Station, Rochester. 

Gaston, Mary, Riverside Association of Public 
School 90, 452 West One hundred and forty- 
ninth Street, New York City. 

Gillette, Grace, New York State Teachers Asso- 
ciation, New York State College for Teachers, 
Albany. 

Harris, John F., Public School 44, Throop and 
Putnam Avenue, Brooklyn. 

Hickox, Laura C., Washington Irving High 
School, 40 Irving Place, New York City. 

Hoyt, Mrs. Henrietta, Association of Public 
Schools 2, 42, and 62, Manhattan, New York 
City. 

Jones, Olive M., Ex-officio (Vice-president), Park 
Avenue Hotel, Park Avenue and Thirty-third 
Street, New York City. 

Le Gallez, Mary, Association of the Walton 
Junior-Senior High School, New York City. 
Lemon, E. Corinne, Binghamton Teachers’ As- 

sociation, 10 Sturges Street, Binghamton. 

Peixotto, Bridget Caulfield, Teachers Association 
of the Borough of Queens, Public School No. 
96-45, Rockaway Road and One hundred and 
thirty-first Street, South Ozone Park, New 
York City. 


Prestopino, Christopher, Association cf Public 
Echools 54 and 184, Manhattan, 334 East One 
hundred and Sixth Street, New York City. 

Ralbe, Rosa, Rockway Beach Branch National 
Education Association, 238 Beach One hun- 
dred and Nineteenth Street, Rockaway Park 
New York City. F 

Reid, Margaret ¢ The Ungraded Class Teachers’ 
Association, 674 Saint Marks Avenue, Brooklyn, 

Rosanoff, Lillian, Commercial High School, Na- 
tional Education Association, Brooklyn. 

Sandkamp, Ruth, New Rochelle Teachers Club 
Pepperday Hotel, New Rochelle. , 

Searing, Beaulah, Association of Public Schools 
171 and 108, Principal, Public School 17; 
Rrooklyn. ; 

Stinson, Lena B., Mount Vernon Teachers Asso- 
ciation, 130 Washington Street, Mount Vernon. 

Strayer, George D., Ex-officio (Life Director), 
Columbia University, New York City. 

fwartz, Mabel R., Brooklyn Heads of Depart- 
ment Association Branch of the National Edu- 
cation Association, 229 Bergen Street, Brooklyn. 

— nega ~~, of Public School 96 

anhattan, I est hirty-seve , 
New York chy. Po Se 

Wood, Thomas D., 

Association, 


City. 


New York State Teach 
Columbia University, New York 


NORTH CAROLINA 


Akers, A. E., State Education iati 

eke Rly on Association, Roan- 
aplin, Eunice, Durham City T 3 i 
5 ag ae ety City Teachers’ Associa- 

Fitzgerald, R. 
Greenville. 

McKinney, 
Greenville. 

Wright, Robert H., Ex-officio (Vice-president and 
State Director), President, East Carolina Teach- 
ers’ College, Greenville. 


NORTH DAKOTA 


Berg, A. C., Ex-officio (State Director), In: 

State Rural Schools, Towner. ‘ el 

Fox, Shirley, North Dakota Education Associa- 
tion, Bismarck. 

Hoag, Gertrude, North Dakota Education Asso- 
ciation, 328 de Lendrecie Block, Fargo. 

McCurdy, M. E., North Dakota Education Asso- 
ciation, Washburn. 

Nielson, Minnie J., Ex-officio (State Superintend- 
ent of Public Instruction and Vice-president) 
Bismarck. : 

Walker, Mrs. Sadie A., North Dakota Education 
Association, 328 de Lendrecie Block, Fargo. 


OHIO 


Bliss, W. B., Ohio State Teachers Association, 
State Department of Education, Columbus. 
Bond, Maude A., Ohio State Teachers Association, 

| Normal Director, Painesville. 

Brady, Ida B., Ohio State Teachers Association, 
Public Schools, Oberlin. 

Brake, Sadie, The Findlay Teachers’ Affiliated 
with the National Education Association, 116 
Howard Street, Findlay. 

Bruce, Mrs. Jeannette Hall, Ohio State Teach- 
ers Association, 1981 Indianola Avenue, Co- 
lumbus. 

Case, Mary E., Cuyahoga County Teachers In- 
stitute, Rocky River. 

Cleverdon, Elsie L., Cuyahoga County Teachers’ 
—, Old Court House, Room 200, Cleve- 
and. 

De Mar, Lucy J., Ohio State Teachers Associa- 
tion, Clifton School, Cincinnati. 

Earley, Nellie, Ohio State Teachers Association, 
747 South Seneca Street, Alliance. 

Eckels, Jean C., Youngstown Educational Asso- 
ciation, Youngstown. 

Caston, Alice, Elyria Teachers’ Club, 209 Blaine 
Street, Elyria. 

Grothaus, Charles, Logan County Teachers’ Asso- 
ciation, Bellecenter. 

Hall, E. E., Ohio State Teachers Association, 
County Superintendent of Schools, Bowling 
Green. 

Hazel, Harry R., Ohio State Teachers Associa- 
tion, 871 Parkwood Drive, Cleveland. 

John, Louise, Ohio State Teachers Association, 
237 North Atwood Street, Galion. 

Johnston, Pliny A., Ohio State Teachers Asso- 
ciation, County Superintendent of Schools, 
Cincinnati. 

Jones, A. O., Cincinnati Principals Association, 
Woodward High School, Cincinnati. 

Kean, Lura B., hio State Teachers Association, 
Principal, High School, Wooster. 
Keller, Chloe E., Lorain Teachers’ 

Hamilton Avenue, Lorain. 

yee Maude, Ohio State Teachers Association, 

ingo Junction. 


G., State Education Association, 


Birdie, State Education Association, 


Club, 707 


Lindsay, Jane, Loraine Teachers Club, 1752 East 
Erie Avenue, Lorain. 

McElroy, R., Cincinnati Schoolmasters Club, 
Madisonville, Cincinnati. 

Moore, C. T., Columbus Teachers’ 
505 Linwood Avenue, Columbus. 

Peterson, Anna Lockwood, Cincinnati Teachers” 
Association, 18 Haddon Hall, Cincinnati. 


Federation, 












on 


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lll 





Vol. 12, No.8 





Reed, Carroll R., Ex-officio (Acting State Di- 
rector), Superintendent of Schools, Akron. 
Scott, Belle Torrey, Ohio State Teachers Asso- 
ciation, Brentwood Avenue, Bexley. . 
Sexauer, Sue, Ohio State Teachers Association, 
Pubiic Schools, Bucyrus. wise 
Stutz, W. O., Ohio State Teachers Association, 
21 West Babbitt Street, Dayton. 
Summers, Margaret, Ohio State Teachers Associa- 
tion, County Normal Director, Elyria. : 
Thomas, M. Ann, Ohio State Teachers Associa- 
tion, Monroe School, Youngstown. wae 
Turner, H. B., Ohio State Teachers Association, 
Superintendent of Schools, Warren. , 
Wallace, Margaret H., Bellefontaine Teachers 
Association, Corner Chillicothe and Madriver 
Streets, Bellefontaine. hwid. 
Warren, F. H., Ohio State Teachers Association, 
Superintendent of Schools, Fostoria. : 
Whitworth, Ethel, Cleveland Heights Teachers 
Association, 1287 Carlyon Road, East Cleveland. 


OKLAHOMA 


Bowman, R. C., Okmulgee Education Association, 
High School, Okmulgee. aid. 
3runer, H. B., Okmulgee Education Association, 
Superintendent of Schools, Okmulgee. 

Floyd, M. R., Oklahoma Education Association, 
Oklahoma City. ; 

Gray, Alice E., McCurtain County Teachers’ As- 
sociation, Idabel. : 2 

Gray, L. N., McCurtain County Teachers’ Asso- 
ciation, Idabel. . 

Kimble, Clara, Tulsa Teachers’ Club, 325 Duluth, 
Tulsa. 3 . 
McLead, John A., Oklahoma Education Associa- 

ion, Tulsa. : 

Nash, M. A., Ex-officio (State Superintendent of 
Public Instruction), Oklahoma City. wy 
Parsons, A. C., Oklahoma Education Association, 
Superintendent of Schools, Oklahoma City. 


OREGON 


Alen, Mary, Portland Grade Teachers’ Associa- 
tion, 331 Chamber of Commerce Building, Port- 

nd. 

Sime, Nellie, Portland Grade Teachers’ Asso- 
ciation, Incorporated, 160 East Twentieth Street, 
Portland. ; 

Bexell, J. A., Oregon State Agricultural College, 
Corvallis. - 
Bishop, Belle, Oregon State Teachers Associa- 

tion, Gladstone. 

Bowman, J. Carl, Oregon State Teachers Asso- 
ciation, Lakeview. 

Browne, Edwin C., Oregon State Teachers Asso- 
ciation, Roseburg. 

Chamberlain, Myrtle, Portland Grade Teachers’ 
Association, Incorporated, 189 East Thirty-sixth 
Street, Portland. 

Chandler, Helen, Portland Grade Teachers’ As- 
sociation, Incorporated, 331 Chamber of Com- 
merce Building, Portland. 

Churchill, J. A., Ex-officio (State Superintendent 
of Public Instruction), Salem. 

Ferguson, C. E., Portland Principals’ Association, 
829 East Seventy-seventh Street, North, Port- 
land. 

Hamm, M. S., Oregon State Teachers Associa- 
tion, Roseburg. 

Hammond, Vida, Oregon State Teachers Asso- 
ciation, Portland. 

Howard, C. A., Oregon State Teachers Asso- 
ciation, Marshfield. 

Hug, George W., Oregon State Teachers Associa- 
tion, Salem. 

Inlow, H. E., Oregon State Teachers Association, 
Pendleton. 
Myers, Frances, Oregon State Teachers Associa- 

tion, Portland. 

Neave, Elsie, Oregon State Teachers Association, 
Grants Pass. 

Scott, C. E., Portland High School Teachers’ 
Association, Jefferson High School, Portland. 

Spooner, Julia A., Portland Grade Teachers’ As- 
sociation, Incorporated, Box 188, Route 3, 


Lents. 

Strange, A. C., Clatsop County Division Oregon 
State Teachers Association, Astoria. 

Tatro, B. E., Oregon State Teachers Association, 
The Dalles. 

Thompson, Ella, Portland Grade Teachers’ Asso- 
ciation, 331 Chamber of Commerce Building, 
Portland. 

White, Mella, Portland Grade Teachers’ Associa- 
tion, Incorporated, 331 Chamber of Commerce 
Building, Portland. 

Whitney, E. H., Ex-officio (State Director), As- 
sistant Superintendent of City Schools, East 
Sixth and Clockamas, Portland. 


PENNSYLVANIA 


Althouse, Laura M., Pennsylvania State Education 
Association, Reading. 

Atwell, Floyd, Pennsylvania State Education As- 
sociation, Beaver Falls. 

Burket, H. Sophia, Altoona Teachers’ Associa- 
tion, Altoona. 

Dennis, L. H., Pennsylvania State Education 


Association, Department of Public Instruction, 
Harrisburg. 











THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 333 










Life Memberships for Prizes 


$1000 for Members of National Education Association 


| Through the leadership of Mrs. Edith McClure Patterson, of Dayton, Ohio, 
provision has been made for prizes for the best essays on Teaching the Use of the 


Budget. 


Mrs. Patterson is budget specialist of the General Federation of Women’s 
Clubs and is well known for her work in the thrift movement. Mr. 


Frederick 


D. Patterson, of cash-register fame, has provided the money for the prizes. The 


rules are as follows: 


Subject: Teaching the use of the Budget. 


Preparation: Essays must be written on one side of the paper only. 


Closing Date: Not later than January 1 


Length: Not to exceed one thousand words. 


Eligible: All active members of the National Education Association. 


1924. 


Award: One life membership in the National Education Association for each of the 
ten geographic divisions in the United States.’ 


They may 


be typewritten or prepared with pen and ink, and should contain no marks of 


identification. 


Submission of Essays: Each contestant should mail his essay to Thrift Education 


not later than January 1, 1924. 


Contest, United States Bureau of Education, Washington, D. C., under postmark 


A letter should accompany each essay telling 
the name of the writer and giving his position and address. 


Each manuscript 


will be assigned a number, then turned over to the judges. 


Judging: The manuscripts will be judged by persons appointed by the United 
States Bureau of Education, Washington, D. C. 


Other Information: Each life membership in the National Education Association 
is valued at one hundred dollars and entitles the holder to receive during life 
THE JouRNAL of the Association, the annual Volume of Proceedings, and all 


other regular publications. 


" The ten geographic divisions of the United States as used by the Census Bureau 


are as follows: 


(1) New England, including the States of Maine, New Hampshire, Vermont, 
Massachusetts, Rhode Island, and Connecticut; (2) Middle Atlantic, including 
the States of New York, New Jersey, and Pennsylvania; (3) East North Central, 
including the States of Ohio, Indiana, Illinois, Michigan, and Wisconsin; (4) 
West North Central, including the States of Minnesota, Iowa, Missouri, North 
Dakota, South Dakota, Nebraska, and Kansas; (5) South Atlantic, including the 
States of Delaware, Maryland, District of Columbia, Virginia, West Virginia, 
North Carolina, South Carolina, Georgia, and Florida; (6) East South Central, 
including the States of Kentucky, Tennessee, Alabama, and Mississippi; (7) West 
South Central, including the States of Arkansas, Louisiana, Oklahoma, and T'exas: 
(8) Mountain, including the States of Montana, Idaho, Wyoming, Colorado, New 
Mexico, Arizona, Utah, and Nevada; (9) Pacific, including the States of Washing- 
ton, Oregon, and California; (10) Territories, including Alaska, Hawaii, Philippine 


Islands, Porto Rico, and Canal Zone. 


Ewing, Margaret, Juniata Teachers’ Association, 
Juniata. i Ral 
Evans, Jessie, Philadelphia Teachers’ Association, 
William Penn High School, Philadelphia. 
Fay, Clara P., Altoona Teachers’ Association, 

Altoona. : . 

Finegan, Thomas E., Ex-officio (Superintendent 
of Public Instruction), Harrisburg. 

Francis, Thomas, Pennsylvania State Education 
Association, 325 Prescott Avenue, Scranton. 
Holme, Florence C., Philadelphia Teachers’ Asso- 

ciation, A Henry School, Philadelphia. 

Holme, Richard M., Philadelphia Teachers’ Asso- 
ciation, Frankford High School, Philadelphia. 

Kelley, James Herbert, Ex-officio, (State Di- 
rector), Harrisburg. 

Knowles, Elizabeth §., Philadelphia Teachers’ As- 
sociation, Drexel School, Philadelphia. 

Lentz, Anna B., Teaching Staff, Pittsburgh Pub- 
lic Schools, 4 University Avenue, Pittsburgh. 

Mason, Miss L., Pennsylvania State Educa- 
tion Association, Scranton. 

McInerney, Annetta M., Pennsylvania State Edu- 
cation Association, 218 West Pine Street, Ma- 
hanoy City. j 

McMichael, Mrs. Madge S., Pennsylvania State 
Education Association, Butler. 


McNess, Rose E., Pennsylvania tate Education 
Association, Butler. 

Rosenberger, Ida E., Pennsylvania State Educa- 
tion Association, Reading. 


Sheppard, Harriet W., Pennsylvania State 
Education Association, Philadelphia. 
Smith, Andrew Thomas, Pennsylvania State 
Education Association, West Chester. 
Solis-Cohen, Bertha F., Philadelpkia Teachers’ 


Association, Baugh School, Philadelphia. 

Stoops, R. O., Pennsylvania State Education As- 
sociation, York. 

Swain, Joseph, Ex-officio (Life Director), Swarth- 
more College, Swarthmore. 

Thomas, Emma L. G., Philadelphia Teachers’ 
Association, Spring Garden and Seventeenth 
Streets, Philadelphia. 

Tussey, Lillian, Altoona Teachers’ Association, 
Altoona. 

Washburn, Gladys, Faculty Club of Indiana State 
Normal School of Pennsylvania, State Normal 
School, Indiana. 

Williamson, Ruth, Pennsylvania State Education 
Association, Clearfield. 

Woomer, Belle, Juniata Burough Teachers’ Asso- 
ciation, Principal, Noble Building, Juniata. 




























RHODE ISLAND 


Hoxie, Dorothea M., Rhode Island Institute of 
Instruction, Phenix. 


SOUTH CAROLINA 


Burts, R. C., South Carolina State Teachers’ As- 
sociation, Rock Hill. 


SOUTH DAKOTA 


Baker, Grace H., Aberdeen Teachers Association, 
Bowdle. 
Foght, Harold W., Ex-officio (State Director), 
orthern Normal and Industrial School, Aber- 
deen. 

King, C. T., South Dakota Education Association, 
Pierre. ane 
Lynch, Ross, Spink County Teachers Association, 

Athol. 

Shaw, Fred L., Ex-officio (State Superintendent 
of Public Instruction), Pierre. . 
Thorne, Agnes, South Dakota Education Associa- 
tion, Canton. , E 
Walder, Emily, South Dakota Education Associa- 

tion, Thomas. 


TENNESSEE 
Batte, Ruby, Tennessee State Association of 
Teachers, Memphis. aie 
Briggs, Cathleena, Tennessee State Association 


of Teachers, Memphis. 

Cooney, Mrs. A. E., Tennessee State Association 
of Teachers, Memphis. 

Falls, Ruth, The Shelby County Teachers Asso- 
ciation, Court House, Memphis. 

Fisher, Rana, Tennessee State 
Teachers, Memphis. 

Fletcher, Pattie, Tennessee State Association of 
Teachers, Memphis. 

Fletcher, Sarah, The Shelby County Teachers’ 
Association, Court House, Memphis. 

Galloway, Martha, Tennessee State Association of 
Teachers, Memphis. 

Gentry, Supt. S. W., Tennessee State Association 
of Teachers, Kingsport. 

Horne, Rubye, Tennessee State Association of 
Teachers, Nashville. 

Huff, Annie Laurie, Giles County Teachers’ Asso- 
ciation, Pulaski. 

Olson, Grace, The Shelby County Teachers’ As- 
sociation, Court House, Memphis. 


Association of 


Smith, S. L., Ex-officio (State Director), Com- 

mercial Club Building, Naskville. 
TEXAS 

Alford, Gene, Dallas Grade Teachers’ Council, 
302 North Columbus Street, Marshall. 

Baskin, Mildred, Principals’ Association, San 
Antonio. 

Burke, Margaret E., Elementary School Princi- 


pals’ Association, San Antonio. 

Cousins, R. B., Houston Grade Teachers’ Associa- 
tion, Houston. 

Foster, Frances, Houston Teachers’ Association, 
Houston. 

Gorbutt, Catherine, Ex-officio (State Director), 
The Wright, El Paso. 
Hunnicutt, Mrs. H. P., Texas State Teachers’ 
Association, 1108 Guadalupe Street, Austin. 
Marrs, S. M. N., Ex-officio (State Superintendent 
of Public Instruction), Austin. 

Moran, Mary, Waco Grade Teachers’ Council, 

aco. 

McNeill, Flora, Elementary School Principals’ 
Association, San Antonio. 

Moore, M. E., Jefferson County Educational As- 
sociation, Beaumont. 

Payne, Mrs. Eunice, The El Paso Teachers’ Asso- 
ciation, 211 West Rio Grande Street, El Paso. 

Sandell, Mary, Jefferson County Educational As- 
sociation, Beaumont. 

Spence, Agnes, Dallas Grade Teachers’ Council, 
4214 Live Oak Street, Dallas. 

Ward, Mrs. Nora, The El Paso Teachers’ Associa- 
tion, 3516 Clifton Street, El Paso. 


UTAH 


Brockbank, Taylor P., Granite Teachers’ Asso- 
ciation, Rural Delivery No. 4, Murray. 

Burton, H. C., Davis County Teachers’ Associa- 
tion, Bountiful. 

Child, G. N., Utah Educational Association, City 
and County Building, Salt Lake City. 

Fitzgerald, Elizabeth, Utah Educational Associa- 
tion, 134 First Avenue, Salt Lake City. 

Fitzsimmons, Ida, Utah Educational Association, 
Primary Supervisor, Ogden. 

Hamilton, Norman, Logan City Teachers’ Asso- 
ciation, 78 East Second, North, Logan. 

Harris, F. §S., Utah Educational Association, 
Brigham Young University, Provo. 

Harroun, Jessie, Utah Educational Association, 
University of Utah, Extension Division, Salt 
Lake City. 

Huntsman, Alonzo, Utah Educational Associa- 
tion, Superintendent of City Schools, Fillmore. 
ensen, C. N., Ex-officio (State Super..tendent of 
Public Instruction), Salt Lake City. 

Nuttall, John L., Ex-officio (State 
Brigham Young University, Provo. 


Director), 





Tue JOURNAL OF THE NATIONAL EpucaTIoNn AssocIATION 


Pendleton, Della, Utah Educational Association, 
473 East Third South, Salt Lake City. 

Peterson, Henry, Logan City Teachers’ Associa- 
tion, 102 Preston Avenue, Logan. 

Peterson, Matilda, Utah Educational Association, 
State Capitol, Salt Lake City. 

Qualtrough, Frances, Salt Lake Teachers’ Asso- 
ciation, 305 South Seventh East, Salt Lake City. 

Reid, E. T., Utah Educational Association, Supcr- 
intendent of Schools, Manti. 

Stevens, Hazel B., Utah Educational Association, 
633 South Eighth Street, Salt Lake City. 


VERMONT 


Woodruff, Caroline S., Vermont State Teachers 
Association, Castleton. 


VIRGINIA 


Adair, Cornelia S., 
National Education Association), 
Avenue, Richmond. 

Chrisman, Lucie, Richmond League of Teachers’ 
Association, Richmond. 

Holt, Lucy Mason, Virginia State Teachers As- 
sociation, Williamsburg. 

Truitt, Virginia L., Norfolk Teachers’ 
tion, Norfolk. 

Walke, Caroline, Richmond League of Teachers 
Association, Richmond. 

Winston, Elizabeth, Richmond League of Teach- 
ers’ Association, Richmond. 


WASHINGTON 


Baisden, Leo, Washington Education Association, 
Principal, High School, Everett. 

Bean, Mrs. Minnie, Washington Education Asso- 
ciation, County Superintendent of Schools, 
Tacoma. 

Breckner, Elmer L., Washington Education Asso- 
ciation, Superintendent of City Schools, 
Olympia. 

Brown, Alberta L., Associated Teachers of the 
City of Walla Walla, 39 Garden City Heights, 
Walla Walla. 

Carroll, Ethel M., Spokane Grade Teachers Asso- 
ciation, Wameus Hotel, Spokane. 

Claussen, Christine, Spokane Education Associa- 
tion, Garry Apartments, Spokane. 

Culver, Ida, Seattle Grade Teachers’ Club, Malden 
Apartments, Seattle. 

De Camp, Stella, Spokane Grade Teachers Asso- 
ciation, Stevens School, Spokane. 

Dellinger, Mary, Everett Grade Teachers’ Club, 
2312 Wetmore Avenue, Everett. 

French, Mildred P., Spokane Education Associa- 
tion, Kempis Apartments, Spokane. 

French, Mrs. Jennie M., Ex-officio (State Di- 
rector), Point Defiance School, Tacoma. 

Gist, Arthur S., Seattle Principals’ Association, 
B. F. Day Schocl, Seattle. 

Grant, Charlotte, Everett Grade Teachers’ Club, 
2613 Rockerfeller Street, Everett. 

Herren, Dora S., Seattle Grade Teachers’ Club, 
6519 Sunnyside Avenue, Seattle. 

Hong, N. J., Washington Education Association, 
707 Lowman Building, Seattle. 

Jahnke, Clara, Spokane Grade Teachers’ Associa- 
tion, Irving School, Spokane. 

Johnson, Elizabeth, Hoquiam Teachers’ Associa- 
tion, Hoquiam. 

Kalbus, Helen, Washington Education Association, 
Chehalis. 

McNamara, E. J., Washington Education Associa- 
tion, North Bend. 

MacDonald, Sarah, Tacoma Grade Teachers As- 
sociation, Tacoma. 

Macy, Alice, Washington Education Association, 
2427 Stevens Street, Spokane. 

Marsh, Arthur L., Washington Education Asso- 
ciation, 707 Lowman Building, Seattle. 

Meddins, Beatrice S., Tacoma High School Teach- 


Ex-officio (Treasurer of the 
1719 Grove 


Associa- 


ers’ Association, 1505 North Sixth Street, 
Tacoma. 
Meighan, Z. May, Washington Education Asso- 


ciation, Seattle. 

Miller, Dr. Irving E., Washington Education As- 
sociation, State Normal School, Bellingham. 
Most, Ida D., Spokane Education Association, 607 

Cleveland Avenue, Spokane. 

Parker, Isabelle, Spokane Grade Teachers’ Asso- 
ciation, 210 Adams, Spokane. 
Potter, Charles, Seattle Principals’ 

Seattle. 
Preston, Josephine Corliss, Ex-officio (State Su- 
perintendent of Public Instruction), Olympia. 
Quinn, Elizabeth, Seattle Grade Teachers’ Club, 
2202 Twenty-eighth West, Seattle. 

Rathbun, Louise, Seattle Grade Teachers’ Club, 
1427 East Pike, Seattle. 

Smith, Kirby J., Washington Education Associa- 
tion, Adna. 

Smith, Winifred E., Tacoma Grade Teachers’ As- 
sociation, go2 South Ainsworth, Tacoma. 

Soules, Jean, Spokane Grade Teachers’ Associa- 
tion, Benson Apartments, Spokane. 

Stanley, G. A., Tacoma Principals’ Association, 
512 North Tacoma Ave., Tacoma. 

Sterrett, Nellie, Washington Education Associa- 
tion, 1427 East Pike, Seattle. 

Stoy, Annie E., Seattle Grade Teachers’ Club, 3 
Howe Street, Seattle. 

Swenson, L. O., Washington Education Associa- 
tion, Superintendent of Schools, Omak. 


Association, 





October, 1923 


Taylor, Edith, Tacoma Grade Teachers’ Associa- 
tion, Horace Mann School, Tacoma. 

Wiedman, D. E., Bellingham Grade 
League, Bellingham. 

Wilson, Mabel V., Seattle Grade Teachers’ Club, 
2224 First Avenue West, Seattle. 

Woodward, Exean, Washington Education Asso- 
ciation, State Normal School, Bellingham. 


WEST VIRGINIA 


Callahan, J. M., West Virginia State Education 
Association, West Virginia University, Morgan- 
town. 

Gibson, Bess, West Virginia 
Association, Huntington. 

Hickman, J. H., West Virginia State Education 
Association, Assistant State Superintendent of 
Schools, Charleston. 

Marshall, T. Marcellus, Ex-officio (Life Director) 
Stouts Mill. : 

Randall, Boyd, West Virginia State Education 
Association, Salem. 

Rosier, Joseph, West Virginia State Education 
Association, Fairmont Normal, Fairmont. 

Rowe, Grace I., Bluefield Teachers’ Association, 
Bluefield. 

Shinn, Isola, West Virginia State Education As- 
sociation, 23 Walnut Lane, Clarksburg. 

Torbet, Elizabeth A., Bluefield Teachers’ Associa- 
tion, Bluefield. 


WISCONSIN 


Alder, Louise M., Milwaukee Normal School Fa- 
culty, Normal School, Milwaukee. 

Bunker, Norma E., Wisconsin Teachers Associa- 
tion, 203 Juneau Avenue, Milwaukee. 

Chadwick, Cora M., The Teachers’ 
Racine, 708 Park Avenue, Racine. 

Doudna, E. G., Wisconsin Teachers Association, 
611 Beaver Building, Madison. 

Gardner, Ethel M., Milwaukee Teachers’ Associa- 
tion, 356 Sixteenth Avenue, Milwaukee. 

Hood, Edna, Wisconsin Branch, Administrative 
Women in Education, 1715 Park Avenue, Ra- 


cine. 

Hood, Elizabeth, The Teachers’ Council of Ra- 
cine, 1715 Park Avenue, Racine. 

Johnson, Lillia, Wisconsin Teachers Association, 
Eau Claire. 

Keller, Marcella, Western Wisconsin Teachers 
Association, 509 North Ninth Street, La Crosse. 

Lillie, Myrtle, Central Wisconsin Teachers’ Asso- 


Teachers 


State Education 


Council of 


ciation, Wausau. 
Lyon, H. W., Kenosha Teachers’ Club, McKinley 
School, Kenosha. 


Manthey, Clara T., Wisconsin Teachers Associa- 


tion, rror Island Avenue, Milwaukee. 
Menzel, Flora, Wisconsin Teachers Association, 
Milwaukee. 


Pearse, Carroll G., Ex-officio (Life Director), 455 
Kenwood Boulevard, Milwaukee. 

Potter, Milton C., Wisconsin Teachers Associa- 
tion, Superintendent of City Schools, Milwaukee. 

Rehnstrand, Vera C., Wisconsin Teachers Asso- 
ciation, Superior. 

Schussman, Leo G., Northeast Wisconsin Teach- 
ers’ Association, Kaukauna. 

Schoenlaub, Helen, Fond du Lac Teachers’ Club, 
Fond du Lac. 

Sims, J. F., Ex-officio (State Director), President 
State Normal School, Stevens Point. 

Stoddard, Elizabeth, Central Wisconsin Teachers’ 
Association, Wausau. 

Thomas, S. M., Wisconsin Teachers Association, 
Department of Public Instruction, Madison. 

Walsh, Frances, Milwaukee Supervisors’ Local 


Association, 136% Fourteenth Street, Mil- 
waukee. ; am 
White, Edith, Wisconsin Teachers Association, 


State Normal School, Milwaukee. 


WYOMING 


Anderson, C. A., Carbon County Teachers’ Asso- 
ciation, Rawlins. 

Ausman, Gladys, Wyoming State Teachers Asso- 
ciation, 12 Wardell Court, Rock Springs. 

Cushing, Hazel, Wyoming State Teachers Asso- 
ciation, Public Schools, Glendo. 
Hamilton, May, Wyoming State Teachers Asso- 
ciation, Cheyenne. y 
Hume, Clayte, Laramie County Teachers’ Associa- 
tion, Pine Bluffs. . 
Ide, Minnie, Wyoming State Teachers Associa- 
tion, County Superintendent of Schools, Cody. 
Ingle, Erle B., yoming State Teachers Associa- 
tion, 215 East Twenty-third Street, Cheyenne. | 
Miller, Wilhelmina, Laramie County Teachers 
Association, 418 West Twenty-fifth, Cheyenne. 
Morton, Mrs. Katharine A., Ex-officio (State 
Superintendent of Public Instruction), Chey- 
enne. 1 
Newell, Ethel, Wyoming State Teachers Associa- 
tion, 217 East Twenty-first Street, Cheyenne. 
Rhodes, rs. Alice, Wyoming State eachers 
Association, Public Schools, Worlon. 

Schwiering, O. C., Wyoming State Teachers As- 
sociation, Superintendent of Schools, Rock 
Springs. : 

Slade, A. A., Ex-officio (State Director), Super- 
intendent of Schools, Casper. 

Youngquist, Ann, Wyoming State Teachers Asso- 
ciation, Public Schools, Sheridan. 








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Vol..12, No. 8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 335 
reapers =? Books for the Story Teller’ 

Bryant, S. C. How to tell stories to chil- 

dren. Boston, Houghton Mifflin. $1.50. 


GUIDE TO BOOKS 





—: 


Best Children’s Book—1922 


Lorrinc, Hucuw. Voyages of Doctor Dolittle. 
New York, Frederick A. Stokes Company, 
1922. 364p. $2.50. 

The most distinguished contribution to 
American literature for children is annually 
selected by the childrens’ librarians section 
of the American Library Association, and 
rewarded by the gift of the Newberry medal. 
This is an admirable practice which serves 
to fix attention upon the few new books 
that every child should read along with the 
older volumes that have won recognition as 
classics. 

Reading has always been one of the 
fundamentals of education because it is one 
of the keys to life. First, there are the 
mechanics of the task—teaching children to 
recognize words and sentences, to get the 
thought from them with great rapidity in 
silent reading and to give adequate expres- 
sion to it in oral reading. Second, there is 
the work of building into the life of the 
child through reading impressions which he 
may share with all other children as a com- 
mon culture. Third, there is the greatest 
problem of all—that of creating reading 
habits that will carry over into adult life 
to enrich and ennoble it. The habit of read- 
ing systematically for information needs to 
be so established; likewise the habit of 
reading for inspiration; and finally the habit 
of reading for recreation—of making jour- 
neys into the wonderful country of books 





INNER of the Newberry medal for the 


most distinguished contribution to 
American literature for children. Mr. Hugh 
Lofting’s first book was “The Story of Doctor 
Dolittle” and a third book, “Doctor Dolittle’s 
Postoffice,” is now finding its place in the 
literature of the year. 





o—— ne —— 00 


from which one may come back to the world 
of work refreshed and strengthened. 

Millions of children will have delightful 
hours of clean and sparkling recreation out 
of the most distinguished book written for 
them during 1922. The very writing of the 
book was recreation, like the creation of 
Alice in Wonderland which has been the 
joy of countless children and even of adults 
who come back to it again and again to 
live in the realm of bubbling fancy. 

The book which the children’s 
chose is Mr. Hugh Lofting’s Voyages of 
Doctor Dolittle. One should also read its 
predecessor, “The Story of Doctor Dolittle.” 
One wishes that they might be bound together 
in a cheap but good edition that could be 
profitably manufactured on a scale so that 
the widest possible circle of children might 
have delight in it. 

“Geniuses are rare,’ says Mr. Hugh 
Walpole in an introduction to the story, 
“and without being at all an undue praiser 
of times past, one can say without hesitation 
that until the appearance of Hugh Lofting, 
the successor of Miss Yonge, Mrs. Ewing, 
Mrs. Gatty, and Lewis Carroll had not ap- 
peared.” “In fact this book is a 
work of genius and, as always with works 
of genius, it is difficult to analyze the el- 
ements that have gone to make it. There 
is poetry here and fantasy and humor, a 
little pathos but, above all, a number of 
creations in whose existence everybody must 
believe whether they be children of four or 
old men of ninety or prosperous bankers of 
forty-five. I don’t know how Mr. Lofting 
has done it; I don’t suppose that he knows 
himself. There it is—the first chil- 
dren’s classic since ‘Alice.’ ” 

Hugh Lofting’s life itself is an interesting 
story. He was born in Maidenhead, Eng- 
land, and in childhood told stories to his 
parents and a brother and a sister. He went 
away at eight after which he was at home 
for only brief periods. Perhaps that is the 
reason he had Tommy Stubbins, who tells 
the story of the Doctor’s Voyages, leave his 
parents at an early age. As he grew to 
manhood Hugh became an architect and 
soon thereafter a civil engineer. This pro- 
fession furnished the opportunity for travel 
to Canada, Africa, and the West Indies. 
The author's first stories were for grown- 


librarians 


real 


ups and his first illustrations were designs 
of architectural and engineering work. 
Then came the war and separation from 
his children. The father wrote to his chil- 
dren illustrated letters and stories and finally 
Doctor Dolittle. 

When the family returned to America in 
1919, Mrs. Lofting induced her husband to 
borrow the manuscript from the children 
long enough to show it to a publisher who 
quickly saw its possibilities. That is how 
Doctor Dolittle became a public character. 
His “Voyages” will live long in the hearts 
of children.—J. E. M. 


Discusses advantage of telling instead of 
reading stories; the aims of story telling; the 
kinds of stories best suited to aid develop- 
ment. Adds some tales especially suited to 
children and a list of books for the 
teller. 


story- 


CaTHER, K. D. Educating by story-telling. 
Play school series. Yonkers, N. Y., World 
Bk. Co. $2.16. 

Chapters consider story interests, story 
building and method of telling, dramatiza- 
tion, and the connection with school work in 
history, geography, nature study, and art. 
Bibliographies are appended, including a list 
of stories by months for each grade. 


Essutt, M. I. Hero myths and legends of 
the British race. N. Y., Stokes. $4. 
Valuable because it retains the atmosphere, 

vigor, and power of these tales of Beowulf; 

Havelock; Roland; Cuchulain; King Horn; 

Robin Hood; Hereward, and others. 


EsENWEIN, J. B., and STOCKARD, 
Children’s stories and how to tell them. 
The Writer's library. Springfield, Mass., 
Home Correspondence School. $1.62. 
Part one discusses the methods of story- 

telling and the general structure of an ef- 

fective story. Part reproduces some 
fifty stories, arranged in groups and cover- 


MARIETTA. 


two 


ing a wide range of subjects. Part three 
gives reading and reference lists, 
GRINNELL, G. B. Blackfoot lodge tales. 


N. Y., Scribner. $2.50. 


Contains: Indians and their stories, pref. 
p. IX-XV; (Eleven) Stories of adventure, p. 
3-90; (Seven) Stories of ancient times, p. 
93-134; (Twelve) Stories of Old Man, p. 
137-173; Story of the Three Tribes (Cus- 
toms, social organization, religion, etc.), 
p. 177-300. 


HARPER, WILHELMINA, comp. Story-hour 
favorites; selected for library, school, and 
home use. N. Y., Century. $1.75. 


An unusual collection containing nineteen 
newer stories, which can be used on any 
occasion and will appeal to children of any 
age. The compiler is a children’s librarian 
and has used the stories successfully in her 
own story hour. Especially useful to story- 
tellers who want something beside folk- 
tales —A. L. A. 


NATIONAL PLAYGROUND ASSOCIATION. 
of Committee on story telling. . .. 
Annie Carroll Moore, chairman, The 
Playground, vol. 4, No. 5—August, 1910. 
p- 160-182. 


Contains pithy and suggestive reports 
from about ten cities where stories are told 
in playgrounds. The Program of twelve 
stories told to a club of eighty boys who 
were not only insubordinate but had to be 
taught to listen; and the list of “Fifty stories 


for the Playground” will prove suggestive 
and helpful. 


Report 


1 From, Hassiter, Harriot E., and Scort, Carriz 
E. Graded list of stories to tell and read aloud. 
Chicago, American Library Association, 1923. 
39P- 35¢. 





336 


Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Oxcott, F. J. Good stories for great holi- 
days. Boston, Houghton Mifflin. $3. 
One hundred and twenty stories for seven- 

teen holidays, arranged by holidays from 

New Year’s Day throughout the year. A 

goodly number of short stories are included. 

Over one half of the stories have been 

adapted for the use of the story-teller. Ad- 

ditional reference lists and indexes by sub- 
ject, by title, and by author, are added. 


Story-telling; 
Chicago, 


Scott, Mrs. Epona (LYMAN). 
awhat to tell and how to tell it. 
McClurg. $1.25. 


One of the most valuable books for the 


story-teller. Stories arranged in “Pro- 
grams.” Contains some helpful cycles of 
for the 


stories, and a list of “Books 
story-teller.” Has a literary tone and a 
fidelity to the original spirit of the stories 
given, too often lacking in books on story- 
telling. 


Scupper, H. E., ed. The children’s book. 

Boston, Houghton Mifflin. $5. 

Contains more material, in good form, for 
the use of the story-teller than any other 
one volume known. Includes fables, fairy 
tales, ballads, Gulliver’s travels, Greek 
legends, and many other groups. 


SHeptock, Marie L. The art of the story- 
teller. N. Y., Appleton. $2.25. 

One of the best books on story-telling, 
written from the author’s own wide ex- 
perience, richly illustrated with anecdotes 
and quotations from literature. Part one 
tells what to seek and what to avoid, and 
suggestively answers many practical ques- 
tions asked by teachers and _ story-tellers. 
Part two contains eighteen stories used fre- 
quently by the author. Part three has a 
specialized list of stories chosen from private 
research and experience.—A. L. A. 


—— Eastern stories and legends for nar- 
ration or later reading in schools. N. Y., 
Dutton. $2. 


Stories of the Buddha; a quaint mixture 
of humor and make-believe and earnestness. 
Not especially attractive to children in its 
direct appeal, but well worth the story- 
teller’s effort to make it better known. The 
author is one of the most deservedly suc- 
cessful story-tellers in England or America. 


Myths and legends of the 
Phila., 


SKINNER, C. M. 
flowers, trees, fruits, and plants. 
Lippincott. $1.50. 

Contains many legends hard to find else- 
where, arranged alphabetically by name of 
plant or flower. Excellent to use for story- 
telling for classes studying botany. Legends 
of about 175 plants as well as five interest- 
ing introductory chapters about plants and 
flowers. 

SreeL, F. A. Tales of the Punjab. N. Y., 
Macmillan. $2.40. 

Story-telling in India, pref. p. 5-13. The 
stories told were learned by the author from 
the little Indian story-tellers “in story-telling 
time,” after the sun has set and the villages 
become alive with voices of children telling 
these old tales—“Tales that were told in the 
sunrise of the world and will be told in its 
sunset.” 


East o’ 
Chicago, 


THORNE-THOMSEN, Mrs. GUDRUN. 
the sun and west o’ the moon. 
Row, Peterson, and Co. 60c. 


An exceptionally good collection for the 
use of the story-teller. Contains stories 
which have been told many times by the 
editor, stories which are in themselves “only 
the very best from the rich stores of Nor- 
wegian folk-lore.” Good for third to sixth 
grades. 


Tycer, A. C. Twenty-four unusual stories 
for boys and girls; with illustrations by 
Maud and Miska Petersham. N. Y., Har- 
court. $2. 

These stories have all been tested by years 
of story-telling and have all proved fa- 
vorites. Children will like the book and 
story-tellers will use it constantly.—A. L. A. 

Contains fairy stories, Christmas stories, 
Greek legends, American Indian legends, 
Hallowe’en, and mystery stories. 


Wycue, R. T. Some great stories and how 
to tell them. Newson. $1.20. 


One of the early thoughtful books on the 
subject. The chapter, “Use of the story—an 
experiment,” gives an interesting account of 
story-telling in a country school in the South. 
Better for the study of theory and methods 
than as a source of stories for the story- 
teller, as it is a perilous thing to attempt to 
retell a retold story with any hope of keep- 
ing much of its original vitality and fire. 


Select List 


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


Brooks, EuGENE Ctype. Stories of South 
America. 11th & Corn Sts., Richmond, 
Va., Johnson Pub. Co., 1922. 272p._ illus. 


map. 80c. 

Will prove useful in reference work as it 
includes well-organized historical and geo- 
graphical material, much of which is not 
found in children’s books on South America. 
Contains interesting accounts of Bolivar, 
O’Higgins, and San Martin as well as those 
of early discoverers and explorers. Has a 
good account of the Christ of the Andes and 


a chapter on the Pan American union. Well 

indexed. For fifth to eighth grades. 

CHapiIn, Henry Dwicutr. Heredity and 
child culture. N. Y., Dutton, 1922. 219p. 
$2.50. 


A plea for the conservation of child life 
as the most important of all social and 
humanitarian movements. Treats of heredity 
and the modification of its effects by 
environment and stresses the need for def- 
inite training for motherhood. The most 
valuable portion of the book deals with the 
dependent children and explains the Speed- 
well system which the author, as president 
of the Children’s Welfare Federation, of 
New York, devised for their care. 


FLAHERTY, Martin CHARLES. How to use 
the dictionary. N. Y., Ronald, 1923. 
108p. $1.25. 

Practical, compact information on what 


can be found in the dictionary besides the 
spelling, pronunciation, derivation and the 
definition of words. Also gives suggestions 
on the selection of a dictionary. A _ useful 
book for teachers, business men, or the ref- 
erence course in a library school. Author is 


professor of forensics at the University of 
California. 








October, 1923 


ee 


Foerster, NORMAN. Nature in American 
literature. N. Y., Macmillan, 1923. 324p, 
$1.75. 


An analysis of the use and place of nature 
in the works of Bryant, Whittier, Emerson 
Thoreau, Lowell, Whitman, Lanier, Muir, 
and Burroughs, in an attempt to trace the 
“naturalistic” movement in American jt. 
erature. Each essay is in itself a complete 
critical study, written in a lucid and read. 
able style. 


FuRMAN, Lucy. The quare women. Bost, 
Atlantic Monthly, 1923. 219p. $1.75, 


Pictures an early attempt of a group of 
“fotched-on women” to bring education to 
the people in the Kentucky mountains. 
Descriptions of the primitive life of the 
people, incidents that illustrate their domi- 
nant characteristics, and their heritage from 
a bygone generation are bound together by 
a slender love story. Partly reprinted from 
the Atlantic Monthly. 


GUERARD, ALBERT Léon. A short history of 
the international language movement. 
N. Y., Boni & Liveright, 1923. 268p. $4. 
Part one weighs the merits of each of the 

natural languages, French, English, a mix- 
ture of both, and Latin, as a possible inter- 
national language; part two gives a his- 
torical survey and an analysis of the 
structure of the various artificial languages, 
Volapiik, Esperanto, the Neo-Romanic group, 
and others, and a report of the work of the 
Delegation for the adoption of an interna- 
tional language—Ido; part three considers 
the conditions under which such a language 
can be introduced and concludes with the 
prophecy that a compromise will eventually 
be effected and an international language 
officially adopted. An important work, writ- 
ten in an excellent style. 


New York (State) Commission on ventila- 
tion. Ventilation. N. Y., Dutton, 1923, 
620p. illus. $15. 

_A most elaborate and thorough investiga- 

tion of the subject as applied to schools, 

theaters, churches, factories, and offices, con- 
ducted by a commission appointed by the 

New York State commissioner of health. A 

book that will be especially valuable to 

school boards and superintendents as well 
as architects and engineers. 

Contents: A study of the physiological 
significance of the various factors in ventila- 
tion, with special reference to the effects of 
air conditions on health, comfort, and ef- 
ficiency—A study of the practical results 
achieved by the use of various methods of 
schoolroom y vutilation. 


OBERHOLTZER, ELLis PAxson. The morals of 
the movie. Phila., Penn, 1922. 25ip. $1.25. 


A competent and interesting discussion of 
the fit and unfit in the motion picture film by 
a man who was for six years a member of 
the Pennsylvania board of censors. Re- 
counts the steps taken toward film control 
in foreign countries and in various parts of 
the United States and advocates the creation 
of a Federal commission of censorship. 


Pack, ARTHUR NEWTON. 
ae ey 
illus. $2. 

An earnest appeal to the general public 
written with the purpose of awakening a 
wider interest and support of measures for 
the preservation and extension of American 
forests. The author enumerates the num- 
berless modern wood products and _ their 
uses, the wastefulness of present-day meth- 
ods, urging the planting of farm wood lots, 
municipal forests, and the adoption of the 
European policy of “a tree for a tree.” 


Our vanishing for- 
Macmillan, 1923.  189p. 








ope 
the 


for 





we 











Vol. 12, No. 8 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 33 


ee 


TROLLE-STEENSTRUP, Her_uF. When I was 


a boy in Denmark (Children of other 
Jands books). Bost., Lothrop, 1923. 214p. 
illus. $1.25. 


The author grew up in Copenhagen and 
in this book tells of the memorable events of 
his happy home life, his holidays and vaca- 
tions, and his days at school, where great 
stress was placed on physical education. 


Werner, Morris Rosert. Barnum. N. Y., 
Harcourt, 1923. 381p. illus. $3.50. 


“This magical book portrays the greatest 
entertainer in the world, the man who made 
a fortune out of the human passion for 
amusement.”—A tlantic’s Bookshelf. Not only 
does it recount the many amazing and amus- 
ing incidents of his long career as showman, 
but tells as well of experiences as editor, 
legislator, manufacturer, author, real estate 
operator, and philanthropist. Quotes from 
the autobiography and is illustrated from 
contemporaneous sources, 


Comprehensive List 


= list aims to mention all important 
new educational books published in the 
United States. It is based on books received 
at THE JOURNAL office, supplemented by in- 


formation from the various publishing 
houses represented. 
—. A. L. A. catalog, 1912-1921; an an- 


notated list of 4000 books. Chicago, Amer- 
ican Library Association, 1923. 409p. $4. 


AssotT, Jut1A Wave. Kindergarten educa- 
tion. U. S. Bureau of Education, bulletin 
40, 1922, Supt. of Docs., Gov. Printing 
Off., Wash., D. C., 1923. 13p. Paper, Sc. 


BacLey, Wittiam C., and others. Rural 
school survey of New York State; vol. 4, 
the teaching personnel. Ithaca, N. Y., 
Joint Committee on Rural Schools, 1923. 
279p. 75c. 


Baker, Howarp Bates. 
algebra. N. Y., 
$1.32. 

Barnes, Eart. How the kindergarten makes 


Americans. U. S. Bureau of Education, 
Kindergarten Circular 9. Supt. of Docs., 


A first book in 
Appleton, 1923. 298p. 


Gov. Printing Off., Wash., D. C., 1923. 
6p. Paper, 5c. 

Barnouw, A. J. Holland under Queen 
Wilhelmina. N. Y., Scribner’s, 1923. 
320p. $3. 

Binrorp, J. H., and Grarr, E. U. The 
young American citizen; civics for 


grammar grades. Richmond, Va., John- 


son Pub. Co., 1923. 336p. 80c. 
Brack, Henry N. Laboratory experiments 
in chemistry. N. Y., Macmillan, 1923. 


167p. 80c. 


BLACKMAR, FRANK, and GILLIN, JOHN Lewis. 
Outlines of sociology; rev. ed. N. Y., 
Macmillan, 1923. 636p. $3. 

Bowen, WiLBur P., and MITCHELL, ELMER D. 
The theory of organized play; its nature 
and significance. N. Y., A. S. Barnes Co., 
1923. 402p. $2.40. 


Bowker, R. R. Co. The American educa- 
tional list, 1923. Illus. (The Publishers’ 
Weekly; vol. 104; no. 3; July 21, 1923.) 
N. Y., R. R. Bowker Co., 1923. $1. 


BRABHAM, WiLL1AM Mouzon. The Sunday 
school at work in town and country. 
N. Y., Doran, 1922. 217p. $1.50. 

Braun, Water A. Planning a playground. 
N. Y., Fred Medard Manufacturing Co. 
15p. Paper, Free. 

BrierLey, Susan S. An 
psychology. N. Y., 

159p. $2. 


introduction to 
Dodd, Mead, 1923. 





BRIGHAM, ALBERT Perry. Commercial geog- 


raphy, rev. ed. Illus. Boston, Ginn & 
Co., 1923. 504p. $1.72. 
BriM, Orvitte GILBERT. Rural education; 


a critical study of the objectives and needs 
of the rural elementary school. N. Y., 
Macmillan, 1923. 302p. $1.40. 

Brooks, E. C. Stories of South America; 
historical and geographical. Richmond, 
Va., Johnson Pub. Co., 1922. 272p. 80c. 

Brown, Haron S. Sixty units in business 
English. N. Y., Gregg Pub. Co., 1923. 
162p. $1. 


RITE to Children’s Book Week Com- 
mittee, Room 417, at 334 Fifth Avenue, 
New York City, for posters, suggestions for 
programs, book-case plans, list of book films, 
and other special free aids to be used in 
observing Children’s Book Week. 


HELEN GooprICH. 
selection. N. Y., 
1923. 185p. $1.25. 

CARNEGIE LiBpRARY ScHOOL ASSOCIATION. 
Thanksgiving in poetry. First _ series. 
N. Y., H. W. Wilson Co., 1923. 35p. 60c. 

—— Christmas in poetry. Second series. 
N. Y., H. W. Wilson Co., 1923. 42p. 60c. 

CHAMBERLAIN, JAMES FRANKLIN. How we 
are fed; a geographical reader. Illus. 
N. Y., Macmillan, 1923. 200p. 88c. 

CyAMBERS, Mary D. Nature secrets. Bos- 
ton, Mass., Atlantic Monthly Press, 1923. 
155p. School edition, 75c. 

CLAASSEN, PeTeR WaAttTer. Laboratory di- 
rections in general biology prepared to 
accompany textbook on general biology. 
Illus. Ithaca, N. Y., Comstock Pub. Co., 
1922. 116p. $1.50. 

CLEMENTS, COLIN CAMPBELL. 

Cincinnati, 


BUTTRICK, 
clothing 


Principles of 
Macmillan, 


Plays for a 
Ohio, 1923. 


folding theater. 
135p. $2. 
Coz, Ina, and Specut, Louise. 
in reading. 
96p. 


Easy steps 
Illus. N. Y., Am. Book Co., 


1923. 56c. 








/ 





COLUMBIA ASSOCIATES IN PHILOSOPHY. dn 
introduction to reflective thinking. Boston, 
Houghton Mifflin, 1923. 35ip. $2. 


CONVERSE BASKETBALL YEARBOOK. Published 
in the interest of better basketball and in 
recognition of the contribution made by 
prominent teams to the progress of the 
sport throughout the country during the 
year. Illus. 175 Purchase St., Boston, 
Mass., Converse Rubber Shoe Co., 1923. 
Gratis. 

Cook, CHARLES GILPIN. Chemistry in every 
day life; with laboratory manual. N. Y.., 


Appleton, 1923. 454p. $1.80. 
DANSDILL, THERESA. Health training in 
schools; a handbook for teachers and 


health workers. 
losis Association. 


N. Y., National Tubercu- 
400p. $1. 

DeEFFENBAUGH, W. S. Significant movements 
in city school systems. U. S. Bureau of 
Education, bulletin 8, 1923. Supt. of Docs., 
Gov. Printing Off., Washington, D. C. 
28p. Paper, Sc. 


DENNISON MANUFACTURING Co. The bogie 





book. Framingham, Mass. Author. 31p. 
10c. 

How to decorate halls, booths, and 
automobiles. Framingham, Mass. Author. 
36p. 10c. 





Christmas book. Framingham, Mass. 


Author. 32p. 10c. 

DruMMOND, MarcareT. The psychology 
and teaching of number. Yonkers, N. Y., 
World Bk. Co., 1923. 126p. $1.36. 

Eaton, ANNE THAXTER. School library 
service. Chicago, American Library As- 


sociation, 1923. 
Eckenrope, H. J. 


44p. Paper, 35c. 


Told in story, American 
history. Book I. Richmond, Va., Johnson 
Pub. Co., 1923. 382p. 90c. 


FAIRCHILD, Frep Rocers. Essentials of eco- 


nomics. Illus. N. Y., Am. Bk. Co., 1923. 
543p. $1.60. 

Forses, Mitprep P. Good citizenship 
through story-telling. N. Y., Macmillan,. 


1923. 255p. $1.60. 

ForsyTH, NATHANIEL F. Training the junior 
citizen. N. Y., Abingdon Press, 1923. 
304p. $1.50. 

Gates, ArtHur I. Psychology for students 
of education. N. Y., Macmillan, 1923. 
489p. $2.50. 


Gay, Ropert M. Fact, fancy, and opinion; 


examples of present-day writing. Boston, 
Atlantic Monthly Press, 1923. 412p. 
$1.25. 

GEARY, Marjorie CRANE. Folk dances of 


Czecho Slovakia. N. Y., A. S. Barnes & 
Co., 1922. Sip. $2.40. 


GENERAL EpucaTion Boarp. Public educa- 
tion in Indiana; report of the Indiana 
education survey commission. Illus. N.Y., 
Author, 1923. 304p. 


GoopricH, C. L. A library list for high 
schools; a suggestive list of about a thou- 
sand volumes. (Mich. Dept. of Public 
Inst., Bull. No. 14) Lansing, Mich., Supt. 
of Public Inst., 1922. Sip. Paper, free to 
Michigan librarians and teachers only. 


Gown, Enocn Burton, and others. Occu- 
pations; a textbook for the educational, 
civic, and vocational guidance of boys and 
girls. Boston, Ginn & Co., 1923. 44Ip. 
$1.48. 


Grecc, JoHN Rosert. A method of making 
shorthand dictation drills interesting. 
N. Y., Gregg Pub. Co., 1923. 13p. Paper, 
20c. 


HAGEDORN, HERMANN. The Americanism 
of Theodore Roosevelt. Boston, Houghton 
Mifflin, 1923. 325p. 80c. 





338 





Harris, Ropert C. High-school arithmetic. 
Fort Wayne, Ind., Fort Wayne Pr. Co., 
1923. 308p. $1. 


Hart, Hastinc H. Penology an educational 
problem. N. Y., Russell Sage Foundation, 
1923. 27p. 25¢. 


Hasster, Harrior E., and Scorr, Carriz E. 
Graded list of stories to tell or read aloud; 
rev. ed. Chicago, Am. Library Assn., 
1923. 39p. Paper, 35c. 


Hatrietp, W. Witsur. The project method 
in composition. Chicago, Ill., Chicago 
Normal College, Author, 1923. 43p. 
Paper, 25c. 

Hayuurst, Emery Roe. 
examination. Columbus, 
ative Supply Co., 1922. 


HeNNEssy, Francis X. Citizen or subject? 
N. Y., Dutton, 1923. 466p. $3. 


Hott, Lutrner Emmett. The care and feed- 
ing of children; rev. ed. N. Y., Apple- 
ton, 1923. 252p. $1.25. 


Hunter, GeorcE W., and 
Wa ter G. Civic science 
community. Illus. N. Y., 
Co. 527p. $1.60. 


Hunter, Georce WILLIAM. New essentials 
of biology, presented in problems. Illus. 
N. Y., Am. Book Co., 1923. 453p. $1.68. 


How to write an 
Ohio, Codper- 
31p. Paper, 15c. 


WHITMAN, 
in home and 
American Bk. 


Irvine, Heten Doucras. The making of 
rural Europe. N. Y., Dutton, 1923. 224p. 
$2.50. 

Jounson, HarrieT Merritt. A nursery 
school experiment. Ulus. (Bur. of Educ. 
Experiments; bull. no. 11.) N. Y., Bur. of 
Educational Experiments, 1922. 81p. 75c. 


JouHNsON, Jos—EpH FRENCH. We and our work. 
N. Y., American Viewpoint Society, 1923. 
301p. $2.15. 


Jounson, Wiis E., and RANsoM, FRANK L. 


Community civics. Illus. Mitchell,  S. 
Dak., Educator Supply Co., 1922. 302p. 
$1.20. 

KeLLey, Truman L. Statistical method. 
N. Y., Macmillan, 1923. 390p. $4. 


KoopMAN, SIETSE BERNARD, and KeEsTER, Roy 
B. Chapter tests and examination papers, 


with solutions for fundamentals of ac- 
counting. Illus. N. Y., Ronald, 1922. 
122p. $1. 


La Rue, Maser. Guinnip. The F-U-N book. 


N. Y., Macmillan, 1923. 110p. 68c. 
Lapp, Cart Epwin. Dairy farming projects. 
N. Y., Macmillan, 1923. 327p. $1.60. 


Lane, Jessie A. English composition and 
rhetoric, prepared especially for the in- 
struction and training of students of the 
American School. Chicago, American 
School, 1922. 68p. 60c. 


Lewis, Ervin Eucene. Lewis English com- 
position scales; for measuring business and 
social correspondence. Yonkers, N. Y., 
World Bk. Co., 1923. 12p. Paper, 25c. 

Lioyp, E. M. H. Stabilization; an economic 
policy for producers and consumers. 
N. Y., Knopf. 140p. $1.50. 

McMurry, CHartes A. How to organize 
the curriculum. N. Y., Macmillan, 1923. 
358p. $2. 

Meap, ARTHUR RAYMOND. 
teaching; psychological 
educational technique. 
Lippincott & Co., 1923. 288p. $2.50. 

Miuyier, Hucu Cricuton. The new psychol- 
ogy and the parent. N. Y., Seltzer. 241p. 
$1.75. 

Miter, WituiamM. A history of the Greek 
people, 1821-1921. N.Y., Dutton. 194p. $2. 


Learning and 
foundations of 
Philadelphia, Pa., 


Miner, Georce W., and others. Business 
arithmetic. Boston, Ginn & Co., 1923. 
410p. $1.48. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Monroe, WALTER S., and CARTER, RALPH E. 
The use of different types of thought ques- 
tions in secondary schools and their rel- 
ative difficulty for students. (Bur. of 
Educ. Research; Coll. of Educ.; bull. no. 


14.) Univ. of Ill. Bul., vol. 20, no. 34. 
Urbana, Ill., Univ. of Ill, 1923. 26p. 
Paper, 30c. 


NATIONAL Assn. OF MuTuAL SAvinGs BANKS. 
Special course in personal service for sav- 


ings banks. N. Y., Author, 1922. 70p. 
Paper, 50c. 

Nemours, Dupont bE. National education 
in the United States of America. Newark, 
Del., Univ. of Delaware Press. 161p. 
$2.50. 

NEWARK Free Pustic Liprary. A thousand 
of the best novels; rev. ed. Newark, 
N. J., Author, 1923. 36p. 15e. 


O’Brien, Epwarp J. H. 
American short story. 
302p. $2. 

Payne, Enocn GeorGce. A program of edu- 
cation in accident prevention, with meth- 
ods and results. Illus. (U. S. Bur. of 
Educ., Bull. no. 32) Supt. of Docs., Govt. 


The advance of the 
N. Y., Dodd, Mead. 


Pr. Off., Wash., D. C., 1922. 54p. 10c. 
PENNIMAN, JAMES Hosmer. Children and 
their books. Syracuse, N. Y., C. W. 


Bardeen, 1921. 45p. 50c. 


Pierce, ANNA Exoise. Catalog of literature 
for advisers of young women and girls; 
rev. ed. N. Y., H. W. Wilson Co., 1923. 
149p. Paper, $1.25. 

Pierson, Ciara D. Living with our chil- 
dren; a book of little essays for mothers. 
N. Y., Dutton, 1923. 239p. $2. 

PINTNER, RupOLF. Intelligence testing; meth- 
ods and results. N. Y., Holt, 1923. 406p. 
$2.50. 

PLAYGROUND AND RECREATION ASSOCIATION OF 
America. Athletic badge test for boys. 
1 Madison Avenue, N. Y.,. Author. 8p. 
Paper, 5c. 

Rossins, Epwin Ctrype. The high-school 
debate book; rev. ed. Chicago, Ill., Mc- 
Clurg Co., 1923. 215p. $1.50. 


Ropinson, E. S., and RIcHARDSON-ROBINSON, 


FLORENCE. Readings in general psychol- 
ogy. Illus. Chicago, Univ. of Chicago 
Press, 1923. 690p. $4.50. 


ROMAN, FREDERICK WILLIAM. The new edu- 
cation in Europe; an account of recent 
fundamental changes in the educational 
philosophy of Great Britain, France, and 
Germany. N. Y., Dutton, 1923. 271p. $5. 

RoxpurGuH, J. F. The poetic procession; an 
introduction to English poetry. N. Y., Ap- 
pleton, 1923. 143p. $1.25. 

RUEDIGER, WILLIAM CARL. 
ing. Boston, Houghton 
118p. $1.20. 

Russet, Isaac K., and Driccs, Howarp R. 
Hidden heroes of the Rockies. Yonkers, 
N. Y., World Bk. Co., 1923. 295p. $1.36. 

SisteR M. Eveanore. The literary essay in 


Vitalized teach- 
Miffin, 1923. 


English. Boston, Mass., Ginn & Co., 1923. 
260p. $1.48. 
SmitH, Davin Eucene. Mathematics. Bos- 
ton, Mass., Marshall Jones Co., 1923. 
175p. $1.50. 


SorELLE, Rupert P. The new rational type- 
writing. N. Y., Gregg Pub. Co., 1923. 
152p. $1.20. 

Spyri, JOHANNA. Gritli’s children; a story 
for children and those who love children. 
N. Y., Crowell, 1923. 201p. $1.50. 

Jo, the little machinist. N. Y., Crowell, 
1923.. -76p... 75¢. 

STEINMETZ, CHARLES PROrTEUs. 
on relativity and space. 
McGraw-Hill. 130p. $2. 





Four lectures 
Illus. N. Y., 





October, 1923 





Struck, F. THEopore. Construction and re. 
pair work for the farm. Illus. Boston 
Houghton Mifflin, 1923. 382p. $2.90, ’ 


The School Library 


A necessity in modern education. It jg 
impossible to prepare students adequately for 
their class work or for life without q 
generous supply of good books. No school 
of any grade, whether it be the elementary 


school or a great university, is Properly 
equipped unless it has a_ well-organized 
library. 


What is a school library? It is a collec. 
tion of books, periodicals, pamphlets and 
pictures, grouped and arranged for use, ad- 
ministered by someone who knows how to 
make books serve both pupils and teachers, 

The school library is the laboratory of 
every department, the laboratory in which 
boys and girls may acquire a knowledge of 
how to use books, and the most valuable of 
all habits—the habit of reading. 

The well-equipped, properly administered 
library is the heart of the school it serves, 

What are the chief functions of a school 
library? To supply books and magazines 
to supplement class work, to provide cultural 
reading, to impart a working knowledge of 
books and libraries, and to develop the habit 
of turning to books and libraries for in- 
formation; to provide the teacher with pro- 
fessional and cultural reading and with 
material for use in the preparation of class- 
room work. 

How is a school library administered? 
The most successful school libraries are ad- 
ministered by trained and experienced li- 
brarians who may or may not have had 
teaching experience. Where the school li- 
brary is conducted in coéperation with the 
public library, the librarian of the public 
library either appoints or recommends to the 
school authorities a school librarian who will 
rank with other department heads as a men- 
ber of the school faculty. 

What relation should the school library 
have to the public library? In some cities 
a definite agreement exists whereby the pub- 
lic library provides the school library 
service. In others the librarian of the public 
library acts in an advisory capacity on school 
library matters. A school library attains its 
maximum success only in closest codperation 
with the public library, whether independ- 
ently or jointly administered. 

How is it supported? By annual funds 
provided in the public school or public li- 
brary budget; sometimes by State grants. 

Many successful school libraries are ad- 
ministered as branches of public libraries. 
In all cases close coéperation with the public 
library is essential. 

Where can I get more information about 
school libraries? Write to the supervisor of 
libraries in your State department of educa- 
tion, to the secretary of your State library 
commission, or to the librarian of the State 
library at your State capital; or to the 
American Library Association, 78 East 
Washington Street, Chicago, Illinois.—From 
an illustrated leaflet—The School Library— 
copies of which may be had from the Ameri- 
can Library Association, 78 East Washing- 
ton Street, Chicago, Illinois. 














Vol. 12, No.8 


THE JOURNAL OF THE NATIONAL EpuUCATION AssocIATION 339 





National Education Association 


Officers 


NATIONAL COUNCIL OF EDUCATION 


President, J. M. Gwinn, Superintendent of 
Schools, San Francisco, Calif. 

Vice-president, Henry Lester Smith, Dean 
of School of Education, Indiana Uni- 
versity, Bloomington, Ind. 

Secretary, Adelaide Steele Baylor, Federal 
Board for Vocational Education, Wash- 
ington, me. 

Executive Committee, Anna Laura Force, 
Principal, Lincoln School, Denver, Colo. 
(Term expires 1924); David B. Corson, 
Superintendent of City Schools, Newark, 
N. J. (Term expires 1925); A. J. Mat- 
thews, President, Tempe Normal School, 
Tempe, Ariz. (Term expires 1926). 


DEPARTMENT OFFICERS—1923-24 


Business Education 


President, Frederick G. Nichols, Graduate 
School of Education, Harvard University, 
Cambridge, Mass. 

Vice-president, Frederick R. Beygrau, Evan- 
der Childs High School, New York City. 

Secretary, Laura H. Cadwallader, South 
Philadelphia High School for Girls, Phil- 
adelphia, Pa. 


Child Hygiene 


President, William A. Howe, State Medical 
Inspector of Schools, Albany, N. Y. 


Vice-president, E. A. Peterson, 
Schools, Cleveland, Ohio. 


Secretary, Charles H. Keene, Director, Bu- 
reau of Health Education, State Depart- 
ment of Public Instruction, Harrisburg, Pa. 


Public 


Classroom Teachers 


President, Ida Christine Iversen, Hotel 
Trinity, Los Angeles, Calif. 
Vice-president, Lucy M. Holt, 121 West 


Twenty-eighth Street, Norfolk, Va. 


Secretary, Anna Riddle, 217 No. Thirteenth 
Street, St. Joseph, Mo. 

Other Members of Executive Committee, 
Julia E. Sullivan, 9 Marion Street, 
Charlestown, Mass.; Anna M. Thompson, 
Haddon Hall, Kansas City, Mo.; Julia 
Spooner, 331 Chamber of Commerce 
Building, Portland, Oregon. 


Deans of Women 


President, Agnes E. Wells, Dean of Women, 
Indiana University, Bloomington, Ind. 
First Vice-president, Anna V. Day, Dean of 
Women, Milwaukee-Downer College, Mil- 

waukee, Wis. 

Second Vice-president, Mary Ross Potter, 
Dean of Women, Northwestern University, 
Evanston, Ill. 

Secretary, Florence Kellogg Root, Dean of 
Women, The College of Wooster, Wooster, 
Ohio. 

Treasurer, Mary Hooker Johnson, Dean of 
Girls, Washington Irving School, 400 
Irving Place, New York City. 


Educational Publications 


President, Selden C. Smith, Pacific Coast 


Manager, Ginn and Co., San Francisco, 
Calif. 


Secretary, C. W. Taber, Western Manager 
of Lippincott and Co., Chicago, III. 


1923-24 


Elementary Education 


President, Harriet Gaymann, 1015 West Col- 
orado Avenue, Colorado Springs, Colo. 
Secretary, Bessie Evans, 1005 

Street, Little Rock, Ark. 


McGowan 


Elementary School Principals 
President, W. T. Longshore, 
School, Kansas City, Mo. 


First Vice-president, J. D. Williams, Wood- 
lawn School, Birmingham, Ala. 


Greenwood 


Second Vice-president, Elizabeth Bates, 
Sixty-sixth Street School, Los Angeles, 
Calif. 

Third Vice-president, George A. Beers, 
Clarke School, Chicago, III. 

Secretary, Mrs. Jessie M. Fink, Palmer 


School, Grand Rapids, Mich. 


Treasurer, Courtland V. Davis, J. E. B. 
Stuart School, Norfolk, Va. 


Executive Committee, John W. Anthony, 
Franklin School, Pittsburgh, Pa. (Term 
expires 1924); Mary McSkimmon, Pierce 
School, Brookline, Mass. (Term expires 
1925); Anna Laura Force, Lincoln School, 
Denver, Colo. (Term expires 1926); 
Louise Krauss, Gratton School, San Fran- 
cisco, Calif. (Term expires 1927). 


Higher Education 


President, Charles E. Wehler, Vice-presi- 
dent, Hood College, Frederick, Md. 

Secretary, Walter R. Smith, Professor Edu- 
cational Sociology, University of Kansas, 
Lawrence, Kans. 


Immigrant Education 


President, Charles M. Herlihy, Supervisor 
of Adult Alien Education, Boston, Mass. 
Vice-president, Flora D. Smith, Director of 
Immigrant Education, Los Angeles, Calif. 
Secretary, Robert C. 
Americanization, New Haven, Conn. 
Treasurer, Ella Thorngate, Supervisor of 
Americanization, Omaha, Nebr. 


Deming, Director of 


Kindergarten Education 
President, Marion B. Barbour, 641 
Street, Chico, Calif. 


Secretary, E. Jean Foster, 420 South First 
Street, Evansville, Ind. 


Sixth 


Library 


President, W. H. Kerr, Librarian, State Nor- 
mal College, Emporia, Kans. 

Vice-president, Ella Morgan, Librarian, Lin- 
coln High School, Los Angeles, Calif. 

Secretary, Harriet Wood, Sup: 


braries, Department of Ed: 
Minn. 


visor of Li- 
St. Paul, 


Music Education 
President, Mrs. Elizabeth Carmichael, Butler 
Apartments, Fort Dodge, Iowa. 


Secretary, Laura Bryant, 403 East Seneca 
Street, Ithaca, N. Y. 


Normal Schools and Teachers Colleges 


President, J. C. Brown, State Teachers’ Col- 
lege, St. Cloud, Minn. 


Vice-president, Joseph Rosier, State Normal 
School, Fairmont, W. Va. 


Secretary, Ernest Silver, 
School, Plymouth, N. H. 


(New officers to be appointed later) 


State Normal 


Physical and Health Education 


President, J. B. Nash, Supervisor of Physical 
Education of the Public Schools, Oakland, 
Calif. 

Vice-president, William Burdick, 
State Supervisor of Physical 
Baltimore, Md. 

Secretary, Charles H. Keene, M. D., Di- 
rector, Bureau of Health Education, State 


Department of Public Instruction, Harris- 
burg, Pa. 


M. D., 


Education, 


Rural Education 


President, John M. Foote, State Department 
of Education, Baton Rouge, La. 

Vice-president, N. R. Baker, Superintendent 
of Schools, Jefferson County, Birmingham, 
Ala. 

Secretary, Mabel Carney, Teachers College, 
Columbia University, New York City. 


Treasurer, Mrs. A. F. Beverley, Principal 


of the Farm Life School, Whitmell, Va. 


Executive Committee, Members-at-large, 
Ernest Burnham, Western State School, 
Kalamazoo, Mich.; Charl O. Williams, 
Legislative Secretary, National Education 
Association, Washington, D. C.; Lee L. 
Driver, State Department of Education, 
Harrisburg, Pa.; Macy Campbell, State 
Teachers College, Cedar Falls, lowa. 


School Administration 
President, Charles Evans, President, Board 
of Education, Oklahoma City, Okla. 


Secretary, William C. Bruce, Editor, A meri- 
can School Board Journal, Milwaukee, 
Wis. 


Science Instruction 


President, W. L. Eikenberry, State Normal 
School, East Stroudsburg, Pa. 


Vice-president, Thomas J. McCormack, Prin- 


cipal, La _ Salle-Peru Township High 
School, La Salle, III. 
Secretary, Arthur H. French, California 


School of Mechanical Arts, San Francisco, 
Calif. 


Secondary Education 


President, C. L. Biedenbach, Principal, 
Berkeley High School, Berkeley, Calif. 

Vice-president, Mary Harris, Central High 
School, Minneapolis, Minn. 


Secretary, Lillian Johnson, Lincoln 


‘ School, Seattle, Wash. 


High 


Superintenaence 


President, Payson Smith, State Commissioner 
of Education, Boston, Mass. 

First Vice-president, John H. Beveridge, 
Superintendent of Schools, Omaha, Nebr. 
Second Vice-president, M. G. Clark, Super- 
intendent of Schools, Sioux City, lowa. 
Secretary, S. D. Shankland, 1201 16th St. 

N. W., Washington, D. C. 

Executive Committee, Frank Cody, Superin- 
tendent of Schools, Detroit, Mich. (Term 
expires 1924); Randall J. Condon, Super- 
intendent of Schools, Cincinnati, Ohio 
(Term expires 1925); Frank Ballou, Su- 
perintendent of Schools, Washington, D. C. 
(Term expires 1926); William Mce- 
Andrew, Assoc. Superintendent of Schools 
New York City (Term expires 1927). 





340 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





October, 1923 





Visual Instruction 
President, H. B. Wilson, Superintendent of 
City Public Schools, Berkeley, Calif. 
Vice-president, A. W. Abrams, State Depart- 
ment of Education, Albany, N. Y. 


Secretary, Dudley Grant Hayes, Director of 
Visual Education, City Schools, Chicago, 
Ill. 


Vocational Education 


President, John N. Greer, Assistant Superin- 
tendent of Schools, Minneapolis, Minn. 
Vice-president, J. G. Collicott, Superintend- 

ent of Schools, Columbus, Ohio. 


Secretary, Carl C. Colvin, State Department 
of Education, Springfield, IIl. 


Wider Use of Schoolhouses 


President, Josephine Corliss Preston, State 
Superintendent of Public Instruction, 
Olympia, Wash. 

Vice-president, James T. Mulroy, Director 
of the Extended Use of Public Schools, 
Boston, Mass. 

Secretary, Eugene C. Gibney, Director of 
Extension Activities, Board of Education, 
New York City. 


Classroom Teacher Opinion 


i oa of the growing activities of local 
organizations of classroom teach- 
ers is the publication of a bulletin or 
magazine for the purpose of disseminat- 


ing information and promoting under- 


standing among the membership, and of 
propagating educational truths and prin- 
ciples as seen by the classroom teacher. 
The following are excerpts from the 
editorial pages of a number of these 
publications. 


S it not a fact that many teachers are 

indifferent to their own welfare, first, 
because they are not willing to do their 
share to maintain an efficient, vital, and 
effective teacher organization, and, sec- 
ond, because of their criticism of those 
whom they elect to represent and serve 
them? Would that it could be im- 
pressed upon the teaching body at large 
that we need strong organization, and, 
above all, that we owe unswerving al- 
legiance and support to those in whom 
we have placed confidence by electing 
them to office.—Official Bulletin of The 


Cincinnati Teachers’ Association. 


OST of all, the value of a local 

organization of classroom teach- 
ers is a professional one. If we are ever 
to have definite standards and standing 
they must evolve from the classroom 
teacher group, and only through the local 
group can come that which will function 
in State and National associations. They 
can be no better than the material of 
which they are composed. When the 
units in the local group learn to live and 
work professionally conscious, then shall 
we stand, truly a profession—The Bul- 
letin of the School Women’s Club of 
Oakland, California. 


N nominating our officials let us ask 
ourselves whether the nominees have 
the qualifications necessary to carry our 
professional organization further along 
the road of service to the community 


and to our profession. Perhaps but two 
qualities are needed. These are a whole- 
hearted desire to serve the profession and 
a willingness to labor unstintingly to 
that end.—The Quarterly of the Omaha 
School Forum. 


NY organization of teachers should 
have for its prime purpose the 
elevating of the human standard in 
teacherdom. The publicity organ of 
such an association should help, there- 
fore, to set the pace. In addition to this, 
we feel that the local magazine must al- 
ways merge itself into the larger in- 
terest—National and State—if it would 
serve its true mission of enlarging the 
teacher’s vision. Through this means 
it can help to make her the real co- 
partner of the administrative side of edu- 
cation, which position she so justly 
deserves—The League Scrip of the 
Minneapolis Teachers’ League. 


O you know that to a certain extent 

your services as a teacher are val- 
ued in proportion to your contribution 
to the happiness and welfare of your 
profession? Do you realize that no 
man can honestly live to himself alone, 
especially when he is endowed with 
latent ability to give to others as he has 
received from those who have been will- 
ing to sacrifice time and personal con- 
venience in order to give to him and his 
work ?—Seattle Grade Club Magazine. 


E school teachers must not become 

“Babbitts’”; we must be truly 
broad and able effectively and fearlessly 
to break away from the standard, when 
that standard needs improvement for the 
welfare of the children in our charge. 
It will often take a great deal of cour- 
age to do this, but when we hear the 
inner challenge, let us not “speculate on 
loss or gain,” but dedicate our lives anew 
to the youth of the country—The Ham- 
mond Teachers’ Outlook. 





HE attitude all through the rela- 

tionships of the profession should be 
constructive, not destructive. Expres- 
sion should take the place of repression 
in the child’s relation to the teacher, and 
in the teacher’s relation to the superin- 
tendent. ‘This is the surest way to se- 
cure coéperation. The responsibility of 
the individual teacher in the develop- 
ment of professional spirit is very great, 
for unfortunately the many are judged 
by the few. The teacher of today has 
not yet found herself, but the system js 
slowly, very slowly, evolving toward a 
more democratic state-—The Bulletin of 
the Milwaukee Teachers’ Association. 


E can enter the new school year 

possessed with the conviction that 
effectual power is within us and with us 
to give a new and better service. We 
are not alone, isolated, scattered, un- 
organized. ‘The voice of the teacher is 
heard in the land and the modulation 
of the class teacher is heard in that voice, 
It comes from close contact with the 
children, with parents. It comes from 
those who have the finals in the problem 
of reducing theory to practice; from 
those who deal daily and directly with 
human souls in the making. We are 
aroused, energized, inspired to give the 
best in us.—The Bulletin of the San 
Francisco Grade Teachers Association. 


Oe a ae 


a* ’ i y i j 
DA CHRISTINE IVERSEN, who 
was elected president of the Depart- 
ment of Classroom Teachers at the Oak- 
land meeting. For the past three years, 
Miss Iversen has served as president of 
the Los Angeles City Teachers’ Club, 
one of the largest classroom organiza- 
tions of the country. 








ee 





the 


the 





Vol. 12, No.8 


THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 341 





Mrs. Snaffy and the Gary System 


ELIzABETH A. EVERETT 


ON’T lay down your books on that 
chair, Sophronisba,” counselled 
Mrs. Snaffy, as her daughter came into 
the kitchen. “You'll just have to pick 
‘em up again. We can’t make any false 
moves if we’re goin’ to make this board- 
ing-house pay. ‘This is the first day of 
school, so you just as well begin right.” 
“Q) Ma,” exclaimed Sophronisba ex- 
citedly, “‘they’re a-goin’ to try the gerry 


system at school this year. ‘They just 
been telling us about it.” 
“What’s the gerry system?” ques- 


tioned Mrs. Snafty without slackening 
the speed of her egg-beater. 

“Why, it’s so they can use the whole 
plant all of the time. ‘That’s what they 
call the school house an’ everything, is 
the plant. 

“That’s a good idea,” commented her 
mother approvingly. ‘“That’s efficient.” 

“When we go out of our rooms for 
recess, another class comes right in, so 
the plant don’t lose a minute, and the 
teacher goes right on teaching. She 
don’t lose a minute either.” 

“That’s good,” repeated Mrs. Snaffy, 
laying aside her rolling-pin and flapping 
a piece of flaky crust into a waiting pie- 
tin. ‘“That’s a good idea, to gerry the 
teachers, too; the teachers is gettin’ pub- 
lic money and they ought to earn every 
cent. When a teacher’s taught a lesson, 
she just as well go ahead and teach it 
again as to set and think about another 
one; she’ll get more children taught that 
way. They just as well teach ten hours, 
only folks couldn’t get the children up 
early enough to be taught.” 

“Lots of the kids is late the way it 
is,’ supplemented Sophronisba. 

Mrs. Snaffy paused a moment and re- 
garded her egg-beater critically, before 
giving a last flip to her lemon custard. 
“I was thinkin’ I’d buy me another egg- 
beater so’s I wouldn’t haf to wash this 
when I went from the yallers to the 
whites. But I won't,” she finished 
energetically, “I’ll gerry this one.” 

In fact the idea of “gerrying” took a 
powerful hold on Mrs. Snaffy’s imagi- 
nation. The children brought home 
enthusiastic and startling reports of the 
working of the system and discussed 
them volubly with the boarders. Mrs. 
Snaffy listened and asked an occasional 
searching question, but it was not until 
the following Saturday that she revealed 
what the Gary system had done for her. 


’ 


Saturday morning was usually the 
time when Mrs. Snaffy urged everybody 
to “spry round now, and get things done,” 
and set the example herself. On this 
particular Saturday, however, she had 
something on her mind and after the 
Snaffy family, assembled as usual at the 
second table, had finished the very 
nourishing and _ toothsome _ breakfast 
served them, she detained them for a 
few moments to unfold her plan. 

Mrs. Snaffy was the court of last ap- 
peal, head bookkeeper, and initiator of 
all legislation. Nevertheless, she al- 
ways took the family into her confidence 
regarding all new plans. “I been 
thinkin’ about this gerry system,” she 
announced. “With everything so high 
I ain’t breakin’ even on my table. Pa’s 
wages and Reginald’s paper money come 
in awful handy, but they ain’t enough. 
Anyhow, everybody says it’s rooms you 
make on; it ain’t board. Miss Comp- 
ton’s makin’ pretty near double what I 
do, an’ she ain’t got any advantages 
*xcept the south side of the street, an’ 
furniture, an’ not havin’ any family.” 

“Do you call that an advantage?” 
grumbled Mr. Snaffy, “I guess me an’ 
Reg’s doin’ our share.” 

“Course you are,” returned his wife 
serenely, “but ’tis nowadays, ‘cause you 
can rent rooms if you ain’t, an’ rooms 
is awful high. We got four bedrooms 
in this house, an’ we ain’t rentin’ but 
one of em. Now if we could gerry ’em, 
we'd make a good bit an’ that’d be 
clear.” 

“How’d you do it, ma?” asked Artie 
Mesia breathlessly. 

“Well, this is one how,” replied her 
mother ; “Mr. Duckinsby has got a room 
all by hisself, and he don’t need it. 
Reginald has to go out on his paper 
route at four o'clock in the morning, and 
Mr. Duckinsby, being in the printing 
office, don’t usually get in before four, 
so that'll be all right.” 

“But, Ma,” Reginald interrupted, 
“sometimes they get the paper printed 
early ; Ducky came in at two last night; 
I heard him.” 

“That’s all right,” countered Mrs. 
Snaffy, with a Napoleonic folding of her 
arms. “Mr. Duckinsby is scheduled 
for four o’clock. You change the sheets 
when you get up at four. I'll have his 
hung up with clothes-pins behind the 
head of the bed, but you don’t haf to 


get into cold sheets in the middle of the 
night. Efficiency is all right, but we 
can’t have waste. If Mr. Duckinsby’s 
business brings him home before four 
o’clock when he’s scheduled for, there’s 
no objection. That’s a_ three-quarter 
bed.” 

Mrs. Snaffy paused a moment for 
dramatic effect before she announced, 
“This has been a boarding house, but 
henceforth it’s goin’ to be a roomin’- 
house, too. We can’t afford to have 
so much of the plant idle. Now the 
bedrooms ain’t used but eight hours a’ 
day; they can just as well be used 
twenty-four.” 

“But, Ma, when you goin’ to air 
*em?” queried Sophronisba. 

“They don’t haf to be aired; that’s 
old-fashioned. It ain’t sanitary to sleep 
with your windows down, and if the 
windows is up all the time you can’t 
get any more air in than there is ’thout 
you use a bellows. Every shift’ll change 
their own sheets; that'll air them and 
that’ll be codperation, too, which is es- 
sential.” 

“But, Ma, when’ll you sweep?” 

“We'll sweep every week while one 
shift is takin’ their bath. They'll haf 
to take their bathin’ time out of their 
sleepin’ time, but bathin’ is just as re- 
freshin’ as slumber. Now, you keep on 
askin’ questions and bringin’ up argu- 
ments, Sophronisba; you’ve got a bright 
mind, and that'll help me to think of 
ways of answerin’ ’em. That’s co- 
operation again. Besides you’re hearin’ 
new things about the gerry system all 
the time at school; that’s what started 
me on this. 

“Everything is* mostly a matter of 
usin’ the thing you’ve got by fixin’ it 
up right—like we did with your name, 
you know, Artie Mesia. You was 
named for your gran’ma an’ they wasn’t 
usin’ initials then; girls all got married 
young and didn’t need ’em. When you 
got growed up a little and needed an 
initial and everybody was wearin’ double 
names, we just broke yours in two and 
it worked fine. ‘That’s efficiency. 

“Now, Pa,” continued Mrs. Snaffy, 
turning with fresh energy to another 
phase of the system, “you’re getting 
home at six o’clock from your night- 
watchmanning. You've been a-havin’ 


-your breakfast and goin’ right to bed, 


and then gettin’ upto lunch at noon, so 
you could have your afternoon to set 
round in. But you don’t want to do 
that way any more.” 

“How do you know I don’t?” growled 
Mr. Snaffy. ‘Well, I mean that ain’t 








342 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


October, 1923 





the best way. We go to do things by 
system, an’ you'll like the new system 
when you get used to it,” replied his 
wife in conciliatory tones. 

“Mr. Duckinsby sleeps till noon,” 
she continued, “so you can do your 
running round after breakfast an’ go 
right to bed after lunch; I'll have your 
sheets hung up with clothes-pins, too. 
Then you can get up to dinner at six, 
an’ that’ll give you a little time to set 
round before you go to work.” 

“That don’t suit me,” grumbled Mr. 
Snaffy; “I'll go back to janitoring day- 
times.”’ 

His wife regarded him _ blandly. 
“You wouldn’t like that,” she reasoned ; 
“it don’t give you no time but evenings 
to set round, and besides it’d spoil this 
plan; like as not I couldn’t get you into 
a shift at all.” 

“Now, that room’s gerried,”’ observed 
Mrs. Snafty with satisfaction, taking 
Pa’s grumble for acquiescence.” Miss 
Satterwaite’s nursing at the infirmary 
now, so she comes home and goes to bed 
in the morning. She could have you 
girls’ room. She wanted to come on ac- 
count of the board last year, but I didn’t 
have no room. I don’t see quite how 
I’m goin’ to get a third shift into that 
room, less’n maybe I could get around to 
take a nap in the afternoon, an’ do the 
rest of my sleepin’ in my chair.” 

“O, Ma, you don’t ought to do that!” 
protested Artie Mesia, “with all your 
work,.”’ 

“T wouldn’t mind,” returned her 
mother airily. “If you can just get 
things arranged, they'll run themselves. 
Anyway, it’s better than havin’ the plant 
idle, than which therevis nothing more 
wasteful.”’ 

“Maybe you could put another little 
bed in there, but it’s awful small now,” 
ventured Artie Mesia. 

“P’raps I might, but it would be a 
good deal of a crowd, yet a bedroom is 
to sleep in; it ain’t to tear around in, 
anyway. Now that would leave the 


other rooms free, and with three shifts 
apiece they’d bring in quite a sum. 
“There’s Mr. and Mrs. Snippers; I’ve 
heard say one or other of them has to be 


They could 


up with the baby all night. 


divide it into shifts. I could take them 
if it wasn’t for the baby.” 
“Well, Ma, somebody’s got to board 


babies; I’d like it,” protested Arte 
Mesia. 
“No, they ain't,” returned Mrs. 


Snaffy loftily. “People don’t have ‘em 
any more, only now and then; leastways, 
nobody that’s got money enough to pay 
board. People can’t afford ’em. Babies 
come awful high. They’ve got to have 
sterilized bottles an’ sanctified milk, an’ 
ad’noids, an’ tonsils, an’ ’s quick as they 
get big enough, they got to have glasses 
an’ their teeth straightened, an’ maybe 
appendicitis.” 

“You mean pasterized milk, Ma,” 
corrected Sophronisba from the heights 
of her school knowledge. 

“No, I don’t,” persisted her mother, 
“it’s the kind that they guarantee won't 
hurt the baby. Well, anyway t’s awful 
expensive.” 

“Don’t little poor babies have to have 
adenoids and all those things, too?” 
queried Artie Mesia, diverted from her 
regret over the Snippers’ baby by this 
catalogue of needs. 

“No, they don’t, because they can’t,” 
answered Mrs. Snaffy succinctly. ‘Folks 
didn’t used to could, either. Your pa 
used to get a dollar and a half a day, 
an’ we got along nice on it, an’ ’cept 
that Reginald’s cross-eyed you’ve growed 
up fine.” 

“Pa used to be a custodian at school 
once, didn’t he ?”’ questioned Sophronisba. 
“No,” replied her mother, “he wasn’t 
only but just a janitor.” 

“What's the difference between a 
custodian and a janitor?” asked Artie 
Mesia. ‘Well,’ replied her mother 
judicially, “if you’re a custodian you get 
a salary and do the bossn’ and it’s a posi- 
tion; if you’re a janitor you get wages 
an’ the bossin’ yourself and it’s only a 
job. Nightwatchmanning is just a job, 
too; it ain’t a position. Reginald, you 
better get to work in the garden. We'll 
gerry that, too. We'll fix it so when 
the radishes get pethy and the lettuce 
runs to seed, there’ll be pea-vines an’ 
beans a-comin’ on, an’ when they’re gone 
we'll put in carrots an’ parsnips.” 

“Huh,” commented Mr. Snaffy, “that 


ain’t nothin’ new; my pa used to do 
that when | was a kid.” 

“Why, sure,” assented Mrs. Snaffy 
comfortably, “the gerry system ain’t 
nothin’ new; it’s just a new way of 
callin’ it. They been keepin’ house on 
the gerry system in the tenements this 
long time, an’ the foldin’ bed with the 
bookcase in it is just to gerry the front 
room. I been a usin’ it on your shirts, 
too, ever since Reginald’s growd go 
big.” 

“Yes,” growled Mr. Snaffy gloomily, 
“you all gerry my newspaper too blamed 
much. ’S quick . I lay it down some- 
buddy else has got it.” 

“Well, that’s all right,” soothed Mrs, 
Snaffy. “A newspaper costs a heap to 
print ; it oughta be used to its full capac- 
ity. When the boarders get through 
with it I lay it out on the parlor carpet 
to pertect the worst-walked places. | 
been gerrying’ the girls’ jacket suit all 
the while Artie Mesia’s been goin’ to 
night school. She’s home helpin’ me in 
the daytime while Sophronisba’s at 
school, so she couldn’t wear it anyway. 
But you can’t gerry shoes ’less feet’s the 
same size, which they usually ain’t, 
’thout riskin’ corns.” 

“The gerry system’s hard on your 
plant,” objected Mr. Snaffy craftily. 

“Tt’s awful hard on the teachers, 
Ma,” corroborated Sophronisba; “they 
can’t stand it very long. ‘That’s what 
my teacher says. It’s all right to gerry 
the schoolhouses, but they oughtn’t to 
gerry the teachers.” 

“We've got to have efficiency when 
we're usin’ the public money,” an- 
nounced Mrs. Snaffy with calm convic- 
tion. “They’s plenty ’a teachers. Just 
as well gerry the ones they got an’ then 
get some more if they need ’em. Now 
let’s scatter out. I’m goin’ to see if | 
can’t rig it so as to give meals cafeteria 
style; let one batch come in when 
another’s goin’ out. That way I could 
gerry the dinin’ room.” 





F the education of twenty-five million 

boys and girls is not big enough to 
have a Department all its own then 
nothing is big enough.—A. E. Winship 
in the Journal of Education. 





tal 
wo 


yo! 
suc 


ha 
tol 
de 





the public schools of Xenia, Ohio, 

Miss Jean B. Elwell last year volun- 
tarily retired. A vivacious, girlish little 
woman who always gives the impression of 
having sipped from the fountain of eternal 
youth, she was at the height of her teaching 
success and enthusiasm when she handed in 
her resignation. 

After it was announced that Miss Elwell 
had retired, the people of Xenia did an as- 
tonishing and revolutionary thing. They 
determined to make a gesture of apprecia- 
tion and gratitude for her years of excep- 
tional service and to honor her—not fifty or 
a hundred years hence—but right now. A 
new high-school building, of semi-monumen- 
tal type, costing a third of a million dollars, 
was being built. The building contains 
what is now known as the Jean B. Elwell 
Auditorium. Every seat in the auditorium, 
as well as the handsome drop curtain, bears 
her initials, and on May 25 of this year, 
when the new building was dedicated, she 
was present to hear speeches in which she 
was formally and officially recognized as 
having wielded an influence for good with- 
out parallel in the community. 

Miss Elwell began as a girl to teach in 
the grammar grades, later was instructor in 
physical culture, and during the last twenty- 
five years taught public speaking, English 
literature, and rhetoric in the high school. 
Once a year the graduating class under her 
direction presented a play, and it was never 
the ordinary foolish little entertainment 
written for school use, but perhaps Barrie’s 
“Admirable Crichton” or something by 
Augustus Thomas. These were so well 
done as to excite much more than local in- 
terest. 

He’s going to need a past, too—What 
she taught in class, however, was the least 
of the achievements of Miss Elwell. Of 
the thousands of young folk who came under 
her influence, I doubt if one ever failed to 
find that there is more beauty in the world, 
more joy to be derived from knowledge, 
that he had ever suspected. Moreover, I 
doubt if many of these left school without a 
feeling that they had at least one friend who 
believed in them and to whom they could 
go and tell their troubles. Even the meanest 
boys in school came to believe that a teacher 
wasn’t necessarily an enemy. I know this 
is true because—well, I was there. Former 
pupils, returning to the home town for a 
visit after being in college or out in the 
world, have a habit of dropping around al- 
most the first thing for a talk with Miss 
Elwell. Once I found at her home a young 
man recently out of the penitentiary. But 
her cordial attitude toward him did not in- 
dicate that she regarded him as any differ- 
ent from those of us who, more lucky than 
he, were never caught in our mischief, or 
grew up under more auspicious early en- 
vironment. 


ey teaching for nearly fifty years in 





1 Reprinted from CoHier’s, the National Weekly, 
y courteous permission of the editor. 





She Nevers Knew a Bad Boy 


Frep C. KELLy 


“Judging from your years of experience 
as a teacher,” I asked her, “what percentage 
of boys are bad?” 

She thought a moment, and then, weighing 
her words, replied: 

“Bad boys? I have never known one. 
I have had to deal with misunderstood boys, 
disgruntled boys, and misplaced boys, but 
I can’t recall one that might properly be 
called bad. I doubt if any such exist.” 

This, mind you, after nearly a half century 
in the public schools. 





HAT makes a bad boy 
bad? There is no such 
animal, according to Miss Jean 
B. Elwell. After teaching in 
the public schools of Xenia, 
Ohio, for nearly fifty years, she 
says: “I’ve had to deal with 
misunderstood boys and mis- 
placed boys, but I can’t recall 
one that might properly be 
called bad.” 
She thinks that the greatest 
mistake our schools make is in 


teaching that school is only a 
preparation for later life. “Why 
school is life,” she told Mr. 
Kelly, “every day more abund- 
ant life; meeting, competing 
with one’s fellows, responding 
to the impulse for initiative, the 


joy of work well done. When- 
ever a school is conducted only 
for the good the learning will 
be in after years, it is a failure. 
The days that make the child 
happy are the ones that make 
him wise.” 





“Many a poor little victim of baleful 
heredity or environment,” she went on, “has 
been called bad when he was only lonely 
or neglected, and resorted to wilful diso- 
bedience as a means of asserting his indi- 
viduality. Indeed, I have often found that 
the supposed bad boy merely had an excess 
of the virtues held in highest esteem. Tru- 
ancy, for example, is regarded as an out- 
cropping of badness, and yet I imagine that 
most truancy is due to simple elemental curi- 
osity—a desire to seek, to find, and not to 
yield. A live boy wishes to escape from his 
depressing association with a teacher who 
doesn’t know how to interest him. He 
would wander far afield, particularly in the 
springtime, in quest of a little of the beauty 
of the world, maybe half unconsciously hop- 
ing to find adventures rivaling those of 
Ulysses or Tom Sawyer. Perhaps it is curi- 
osity also to learn just what will happen to 
one who fails to conform. Is this un- 
adulterated badness or is it the spunk of a 
superior though possibly misguided spirit 


[343 ] 


that rebels against yielding too easily in the 
eternal struggle between society and the in- 
dividual? Of course, we must not ignore 
truancy or other escapades with an inane 
smile of dishonest optimism. No, we must 
save the youngster from mistakes for which 
he may have to pay as dearly as for sins. 
We must try to teach him that there are 
situations in which even a born rebel finds 
it wise to conform. But while trying to help 
him, we must dismiss the idea from our 
minds that we are dealing with somebody 
who is inherently bad. 

“A growing boy wants adventure—thrills ! 
But civilization as he sees it in school doesn’t 
seem to contribute the thrills that he hears 
the older generation tell about. Does father 
regale posterity, even unto the third genera- 
tion, with accounts of his scholastic triumphs 
or deeds of social welfare? A gentle lad | 
knew who had heard many memoirs of pater- 
nal exploits along the scholastic Alameda, 
breke out in defiance and smart-aleck rude- 
ness that savored of a tough; to his mother’s 
reproof he replied sedately: ‘Well, if I don't 
do something pretty soon, like father tells 
about, I won’t have anything to tell my little 
boys when I grow up.’ I recall another bit 
of dialogue: ‘Now, mother wants you to be 
a nice little man.’ ‘I don’t want to be a nice 
man; I want to be a fellow like dad.’ 

“This may sound paradoxical, but some- 
times the really good, docile youth is grow- 
ing in character at the same time that his 
report cards show a lapse in deportment. I 
have seen this happen so often that I long 
ago came to accept it as logical and natural. 
A habit of negative goodness—that is, not 
doing wrong because of a tendency not to do 
anything at all—is jostled by an impulse of 
social initiative.” 

His dirty-faced friends—Miss Elwell is 
a living refutation of the phrase: “Only a 
mother can understand.” The trouble with 
the average mother, as well as with the 
average father, is that she doesn’t under- 
stand. “It’s so easy,’ remarks Miss Elwell, 
“for us adults to confuse badness in a child 
with anything that bothers us. ‘Be a good 
boy,’ we say, ‘and stop making that noise.’ 
The noise isn’t to be confused with wrong- 
doing; indeed, it wouldn’t even be objection- 
able to us if we were younger—except that 
it isn’t nearly as loud as it might be. A 
child is not just a small adult. We forget 
that childhood most craves activity. ‘Do’ is 
the key word for the regulation of young 
child life. Too often we try to substitute 
‘Don’t’ If you want to keep a child out of 
mischief, give him something to do. The 
main thing is to try to keep young by doing 
with the youngster and entering into his 
activities and interests whether in the field 
or in the library. When a home is one of 
laughter, love, and song, with shared in- 
terests, the problems of adolescence are not 
serious. 

“Harm never lies in what a boy does so 
much as in his motive in doing it. Threugh- 
out my experience as a teacher I’ve felt, for 





344 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


October, 1923 














example, that boys in school should be dis- 
couraged from smoking cigarettes. But the 
biggest objection isn’t any physical harm 
that might come from the practice; rather 
it is the attitude of the boy in his defensive 
‘What’s wrong about it?’ rather than ‘What’s 
the good in it?’ 

“The worst thing about a boy’s smoking 
is the danger to him from the fact of sneak- 
ing his smokes. He would be in danger, 
of course, if he sneaked to church. If I can 
get a boy to talk about his smoking, I can 
help him regulate it. Sometimes the ciga- 
rette becomes a lever by which to lift a 
boy from the commonplace to a plane of 
high endeavor. Almost any boy likes to 
deny himself, provided the denial involves 
sacrifice or approaches heroism.” 

“What,” I asked this experienced teacher, 
“is the greatest common educational mis- 
take?” 

“I imagine,” she replied, “it is the idea 
that school is designed primarily as a 
preparation for later life. Why, school is 
life; every day more abundant life; meeting, 
competing with one’s fellows, responding to 
the impulse for initiative, the joy of work 
well done. Whenever a school is conducted 
only for the good the learning will be in 
after years it is a failure. The days that 
make the child happy are the ones that make 
him wise.” 

“Is the democracy of our schools ever 
harmful?” I asked. 

“T don’t think school associations are ever 
as harmful in themselves as the attitude 
parents or teachers may take toward them,” 
was the reply. “Your carefully raised little 
boy comes home some evening, during his 
first week in school, bringing dirty-faced 
Ike and Mike with him. The danger of 
contamination from these questionable chums 


“% ‘Why not take some of the surph 


sos 





s help,from the other. end 





is incomparably less than that from parental 
blundering that might make of the naturally 
democratic boy a snob—feeling himself su- 
perior to these less happily reared lads. I 
never knew a snobbish boy who was not 
first made so by his parents.” 

“How much credit or blame do you think 
the teacher should take for what becomes 
of a pupil?” 

“I have asked myself the same question 
a thousand times, but never found the an- 
swer. If a teacher were over-conscientious, 
she might make her own life miserable. All 
she can do is her best. If I’ve had any suc- 
cess, it has been through searching for latent 
power in a youngster. I’m impatient with 
helping him do what he can do. Intuitively 
in my earlier teaching and purposively in 
later years, I have tried to help him do 
what he thought he couldn’t do. That was 
the keynote of anything I have ever helped 
any boy or girl to accomplish. The teacher 
can’t always overcome unfortunate home en- 
vironment. Sometimes, though, she can act 
as guide and lead a few followers to heights 
that they might not have attempted. Most 
people are not in the habit of ascending 
Mont Blanc before sunrise. About the most 
the teacher-guide can do is to keep just a 
little ahead of the climber and call back 
through the mist, saying in effect: ‘Oh, just 
look up here! Do come on up here where 
I am!’” 


Editorial Council 
for 1923-24 


RESIDENT OLIVE M. JONES has an- 
nounced the appointment of the follow- 
ing Editorial Council for 1923-24. This 
group of twenty-five representative educators 


of ithe cow.and let the kid go to school? 


E: N’T IT-TIME FoR 
YOU TO BE IN-SCHOOL,| * 


MY. LITTLE MAN, ? 


bases. End He 








will bring THE JourNAL a wealth of sug- 
gestion. 


Sarah Louise Arnold, Dean Emeritus, Sim- 
mons College, Boston, Massachusetts. 

Katherine D. Blake, Principal of Public 
School No. 6, New York City. 

James C. Boykin, Editor of School Life, U. §. 
Bureau of Education, Washington, D. C. 
Kenyon L. Butterfield, President of the State 
Agricultural College, Ambherst, Massa- 

chusetts. 

Arthur H. Chamberlain, Secretary of the 
California State Teachers’ Association, 
San Francisco, California. 

Lotus D. Coffman, President of the Univer- 
sity of Minnesota, Minneapolis, Minnesota. 

Jessie B. Colburn, Principal of Junior High 
School No. 96, New York City. 

Jane A. Davis, 802% Grand Central Ave- 
nue, Tampa, Florida. 

Susan M. Dorsey, Superintendent of City 
Schools, Los Angeles, California. 

Lee L. Driver, State Rural School Inspector, 
State House, Harrisburg, Pennsylvania. 
Jessie M. Fink, School, Grand 

Rapids, Michigan. 

Carlton H. Gibson, Superintendent of City 
Schools, Savannah, Georgia. 

Frank P. Graves, State Commissioner of 
Education, and editor of The Educational 
Review, Albany, New York. 

Ida Christine Iversen, President of the De- 
partment of Classroom Teachers of the 
National Education Association, Hotel 
Trinity, 851 South Grand Avenue, Los 
Angeles, California. 

John A. H. Keith, President of the State 
Normal School, Indiana, Pennsylvania. 
James H. Kelley, Secretary of the Pennsyl- 
vania Teachers’ Association, Harrisburg, 

Pennsylvania. ; 


Palmer 


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Vol. 12, No. ro} 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





345 


i aamcaaaaaaaaaaaaamaamaa ama asaa aaa a aaa ata a ea a a eel 


Florence Mann, Director, Department of Edu- 
cation, Seattle Trmes, Seattle, Washington. 
esse H. Newlon, Superintendent of City 
Schools, Denver, Colorado. 

M. V. O’Shea, Professor of Education, Uni- 
yersity of Wisconsin, Madison, Wisconsin. 

Charles F. Pye, Secretary of the Iowa State 
Teachers’ Association, Des Moines, Iowa. 

w. Carson Ryan, Jr., Associate Editor of 

School and Society, and Professor of Edu- 

cation, Swarthmore College, Swarthmore, 

Pennsylvania. 


ee ee ee oe 








Hazel B. Stevens, Editor of the Utah Educa- 
tional Review, University of Utah, Salt 
Lake City, Utah. 

George L. Towne, President of the Univer- 
sity Publishing Company, Lincoln, Ne- 
braska. 

H. G. Williams, Editor of the Ohio Teacher, 
Columbus, Ohio. 


William C. Bagley, Professor of Education, 
Teachers College, Columbia University, 
New York City, Chairman. 


—— 





NOTES aud ANNOUNCEMENTS 











EPARTMENT of Superintendence Win- 

ter Meeting—President Payson Smith 
is making rapid progress with plans for the 
Fifty-fourth Annual Meeting of the Depart- 
ment of Superintendence, which is to be held 
in Chicago, Sunday, February 24 to Thurs- 
day, February 28, 1924. The opening vesper 
service will be Sunday afternoon, February 
24. The first general session is scheduled 
for Monday morning, and the final general 
session will be held Thursday afternoon. 
Wednesday evening is to be given over ex- 
clusively to college dinners. 

Important modifications of former proce- 
dure of the Department are planned by Presi- 
dent Smith. Three entire sessions of the 
meeting will be given over to group con- 
ferences which will contemplate an attend- 
ance in no case exceeding three hundred. 
This arrangement should result in groups 
suficiently small to permit of intimate 
presentation and fairly general discussion. 
The sessions of Monday afternoon and Wed- 
nesday morning will be arranged by groups 
as follows: 


State officers of education 

County superintendents of schools 
Superintendents of cities of 400,000 and up 
Superintendents of cities of 200,000 to 400,000 
Superintendents of cities of 100,000 to 200,000 
Superintendents of cities of 50,000 to 100,000 
Superintendents of cities of 25,000 to 50,000 
Superintendents of cities of 10,000 to 25,000 
Superintendents of cities of 5000 to 10,000 
Superintendents of cities under 5000 

College teachers of education 


On Thursday morning there will be ten 
or twelve meetings arranged by topics of 
present current interest, and dealing pri- 
marily with problems of administration and 
supervision. By these changes the depart- 
ment hopes to carry still further the admi- 
rable tradition which has been established 
of making the winter meeting fully repre- 
sentative of the superintendents of schools 
of the country. 

No change has been made in the list of 
fourteen allied departments and organiza- 
tions which met with the Department of 
Superintendence last February in Cleveland. 
Reports from the officers of these groups 
indicate that their programs are much 
further advanced than is ordinarily the case 
at this time of the year. The National 


Council of Education will hold three ses- 














sions. The National Society for the Study 
of Education will hold its opening meeting 
on Saturday evening preceding the conven- 
tion week, and the second meeting on Tues- 
day evening. A joint program with the De- 
partment of Vocational Education and Prac- 
tical Arts is under consideration. Luncheon 
meetings are to be held by the National 
Council of Primary Education and the Coun- 
cil of Kindergarten Supervisors and Train- 
ing Teachers. Dinners are to be held 
Tuesday evening by a number of the allied 
groups, including the Departments of Rural 
Education, Elementary School Principals, 
Deans of Women, and Secondary School 
Principals. 

The 1924 Yearbook of the Department of 
Superintendence will deal with the cur- 
riculum and will include a general analysis 
of current school curriculum practice. <A 
special committee appointed to consider the 
whole question met at Oakland, July 5, and 
recommended that the study of the cur- 
riculum be considered a two-year problem, 
that the 1924 Yearbook Committee under- 
take the work immediately, and that the 
Commission on the Curriculum, which was 
authorized by the Cleveland Convention, 
when appointed, continue the study and pre- 
pare the Yearbook for 1925. The curriculum 
will be a _ subject of major interest at 
Chicago. 

A telegram received as 
advises that the Congress Hotel is already 
reserved to capacity. In order to avoid 
disappointments and delay, it will be well to 
secure reservation soon. Among other 
convenient hotels are the Auditorium, La 
Salle, Sherman, Blackstone, Morrison, 
Palmer, Great Northern, Fort Dearborn, 
Brevoort, and Drake. 


we go to press 


ay a recent visit to headquarters, Presi- 
dent Olive M. Jones announced her plan 
to place special emphasis on the work of 
four committees, including a Committee of 
One Hundred on Classroom Teaching Prob- 
lems, a Committee of One Hundred on Rural 
Teaching Problems, a Committee of One 
Hundred on the Problem of Tenure, and a 
Committee of One Hundred on the Problem 
of Retirement Allowances. Miss Jones has 
requested each of the State associations to 
appoint a similar committee of one hundred 
in order that these problems may receive the 
widest possible consideration and that there 








may be the closest coérdination of the work 
of State and National Pre 
dent Jones is eager that a large number of 
teachers find in their professional associa- 
tions an opportunity for self-expression and 
that every teacher in America come to rec- 
ognize in the National Education Association 
a powerful force for teacher’ welfare. 
Through all these means the Association 
should develop a spirit of professional unity 
that will give education the same standing 
in the Nation as the professions of law and 
medicine. 


associations. 


R. FINEGAN SELECTED FOR IM- 

PORTANT WORK—When it was 
known that Dr. Thomas E. Finegan was not 
to continue his great leadership in the State 
of Pennsylvania, regret was everywhere ex- 
pressed that he might be attracted by much 
larger saParies outside the field of education 
and lost to the cause for which he has thus 
far given his life. Now comes an announce- 
ment that will gladden the hearts of Dr. 
Finegan’s host of friends. He is to have 
one of the greatest educational opportunities 
that ever came to any one and at a salary 
greater than he received from the State of 
Pennsylvania. 

There has been formed a National Trans- 
portation Institute to deal broadly with the 
problems of transportation as they touch 
every phase of our life, including not only 
railroads and banking, but other problems 
of education and distribution much more 
extensive than all the railroad and banking 
interests combined. As an officer of this 
newly-formed Institute, Dr. Finegan will 
direct its great educational work which will 
place him in a position to coérdinate the ex- 
tensive activities of education and business. 

Dr. Finegan’s long years of experience in 
the two most populous and wealthy States of 
the Union have given him an educational 
background and a point of view that will 
be invaluable both to business and education, 
which have a common interest in the large 
investments that the Nation is making in its 
childhood. Dr. Finegan’s entire life has 
been characterized by a democracy of spirit 
and purpose which at this time is especially 
valued both in education and business. As 
assistant commissioner in New York and as 
State commissioner in Pennsylvania Dr. 
Finegan was concerned with the expenditure 
of many millions of dollars and was familiar 
with the great sources from which these 
large educational funds were drawn. It is 
fortunate indeed that a man of Dr. Finegan’s 
rich experience is available to direct the 
Educational Department of the National In- 
stitute of Transportation, whose headquar- 
ters will be in Washington. The other de- 
partments of the Institute are research and 
publicity. 


STATE SUPERINTENDENT BENJAMIN J. Bur- 
ris, of Indiana, writes that in connection 
with the State adoption of high-school text- 
books they “required each bidder to specify 
the weight and quality of book cloth to be 
used; the weight and quality of thread to be 
used; the weight of super; quality of glue; 
and the quality of boards to be used, whether 
chip board, pasted board, or cloth board. 
We are doing this because we found that 
some of the State-adopted textbooks were 
not lasting even a semester. We are, there- 

































































THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





RESPONSIBILITY OF 
MEMBERSHIP 


MEMBERS, 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. 

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








fore, giving our attention to the mechanical 
make-up of texts. It is evident that some of 
the textbooks offered for use are of poor 
quality. We are hoping, therefore, to avoid 
the loss entailed by poorly manufactured 
books in awarding contracts this year.” 


Stipes showing children’s activities may 
be borrowed from the Committee on Kinder- 
garten Extension of the International Kin- 
dergarten Union. These slides cover the 
following topics: (1) Living Out of Doors 
with Children, (2) Nature Work, (3) Fine 
Arts in the Kindergarten, (4) Patriotism, 
5) Projects, (6) The Three R’s on the 
Way. About half an hour is required to 
show the slides with accompanying explana- 
tions. Requests should be addressed to 
Clara S. Brown, Tempe Normal School, 
Tempe, Arizona. 


LIFE MEMBERSHIP in the National Educa- 
tion Association was presented to Superin- 
tendent Ira T. Chapman, of New Brunswick, 
New Jersey, when he left on July 1 to take 
up his new work as superintendent of schools 
in Elizabeth, New Jersey. 


A Bureau oF EpucaTIONAL CouUNSEL which 
will give pupils expert vocational advice 
based on scientific tests has been established 
at the La Salle-Peru Township High School 
at La Salle, Illinois. 


Tue Trusrees oF TEACHERS COLLEGE, New 
York City, have announced the appointment 
of Dr. Robert J. Leonard as director of the 
School of Education, filling the vacancy 
caused by the resignation of Dr. Paul 
Monroe, who has been appointed Director of 
The International Institute of Education of 
Teachers College. 


Atrempts on he part of legislatures to 
write into the statutes the content in classes 
of history were deplored in a_ resolution 
adopted by the Association of History Teach- 
ers of the middle States and Maryland in 
their annual meeting in May. 


Dr. A. A. Seymour, formerly professor of 
history at the Northern Normal and In- 
dustrial School, Aberdeen, South Dakota, is 
now secretary of the South Dakota State 
Educational Association, having obtained a 
four-months’ leave of absence in order to 
devote himself to the work of the association 
during the fall months when he will make a 
campaign for membership in the State and 
National associations. 


THE NATIONAL CoUNCIL OF TEACHERS COL- 
LEGES and the American Association of 
Teachers Colleges have merged into an 
association to be known as the American 
Association of Teachers Colleges. Mr. J. G. 
Crabbe, president of the Colorado State 
Teachers Association, Greeley, is president, 
and Mr. H. C. Minnich, director of Teach- 
ers College of Miami University, Oxford, 
Ohio, is secretary-treasurer. Membership in 
the association is by institutions which are 
divided into four classes, according to the 
type of work offered. 


THE INTERNATIONAL EDUCATION BOARD re- 
cently founded by John D. Rockefeller, Jr., 
as its first official act granted $1,000,000 in 
ten annual instalments to Teachers College, 
Columbia University, for the support and 
development of its work with the students 
of education from foreign countries and for 
the study of educational problems in the 
countries from which they come. On the 


basis of this gift the International Institute 
of Teachers College has been organized 
direction of or Paul 


under the 
Monroe. 

Me. R. E. WittiaMs, of Louisville, Ken- 
tucky, began work as full-time secretary of 
the State Education Association on July 1, 
1923, at a salary of $3500. 


SUPERINTENDENT R. G. Jones, of the Cleve- 
land Public Schools, was reélected in May 
for a period of five years at a salary of 
$12,000, which is an increase of $2000. Local 
papers were unanimous in the praise of the 
action of the Board of Education. 


SUPERINTENDENT FRANK W. BALLOU, of the 
Washington, D. C., Public Schools, was re- 
elected in May for a period extending to 
June 30, 1926. The Board expressed unan- 
imously its appreciation of Superintendent 
Ballou’s service and its regret that it could 
not offer an increase in salary, the salary 
of the superintendent of the Washington 
schools being fixed by Congress. 


Proressor Rosert G. BLANTON, of the Eng- 
lish Department of the College of William 
and Mary, Williamsburg, Virginia, is col- 
lecting the “proverbial philosophy” of Vir- 
ginia. He aims to reflect the life of the 
people of Old Virginia in the little sayings 
of their daily life. 


HIGH-SCHOOL STUDENTS belonging to fra- 
ternities or sororities are excluded from 
honors and positions representing the schools 
by action of the Board of Education of Des 
Moines, Iowa. High-school pupils who 
marry are excluded from the Chicago schools 
by action of the city Board of Education, ac- 
cording to reports in School and Society. 


October, 1923 


Mr. NicHoLas BAveER, formerly assistant 
superintendent of schools under Superin- 
tendent J. M. Gwinn, was promoted to the 
superintendency of the New Orleans public 
schools, and began work on July 1 when 
Superintendent Gwinn moved to San Fran. 
cisco. 


THE PROGRAM of the Utah Educational Ag. 
sociation which meets October 25-27 jg 
grouped around the topic, “Good Teaching 
in the Light of Modern School Investigation,” 


Mr. JosepH M. Gwinn, who is president 
of the National Council of the National Edy- 
cation Association, and who has been super- 
intendent of schools of New Orleans, 
Louisiana, since November 16, 1910, became 
superintendent of schools at San Francisco, 
California, on July 1. 


THE BupGET for Teachers College, Colum- 
bia University for the fiscal year 1923-4 
totals $2,476,650 which includes $536,525 for 
the maintenance and operation of its dormi- 
tories. 


A LEADING ARTICLE in the Virginia Pilot 
and the Norfolk Landmark features the 
progress and development of the Norfolk 
schools. 


THE FIFTIETH ANNIVERSARY of the first de- 
partment of education in an American uni- 
versity was celebrated by the University of 
lowa on April 28, 1923. The honorary de- 
gree of doctor of laws was conferred upon 
Dr. Edward Lee Thorndike, Teachers Col- 
lege; Dr. Ellwood Paterson Cubberley, 
Stanford University, Dr. Charles Hubbard 
Judd, University of Chicago; and Dr. James 
Earl Russell, Teachers College. 


Harp Times AND HicH Taxes is the title 
of an editorial in the Jilinois Teacher for 
February in which it is pointed out that the 
stock dividends of the year would amount 
to at least $2,000,000,000 and that several 
railroad presidents get salaries of $75,000 
a year while a large number receive $50,000 
or more. “And only last year,” remarks 
Editor Moore, “several of the railroads in 
Illinois refused to pay their school taxes be- 
cause of a slight technical error.” 


THE NATIONAL UNIversiTy ExTENsion As- 
SOCIATION concluded its eighth annual con- 
ference in St. Louis, Saturday, April 21 by 
selecting Madison, Wisconsin, as the meeting 
place for next year and Professor R. R 
Price, of the University of Minnesota, for its 
next president. 


Amonc the official delegates to the Repre- 
sentative Assembly was Dr. Frank F. 
Bunker, of the Hawaiian Education Associa- 
tion, Honolulu, whose name should be added 
to the list that appears on page 328. 


FieLp SECRETARY ENGLEMAN Honorep—Mr. 
J. O. Engleman, field secretary of the Na 
tional Education Association and former 
superintendent of schools, Joliet, Illinois, 
whose article on Mooseheart appears else- 
where in this number, was honored last June 
by Milliken University, which granted him 
the degree of Doctor of Laws.