J | i; 
PERIODICAL ROOM ‘ 
GENERAL LIBRARY NOVEMBER, 1923 


UNIV. OF f 


The JOURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


i 


ay 


American Education Week—The President's Proclamation 
Youth Eternal 

Financing American E ducation 

Our National Association 

The School and the Play Movement : : : ; 
Ethical Correlation of Geography, Science, and Civics 
Portland Grade Teachers’ Association ; 
Mrs. Snaffy and the Queericulums . ' 

Nation Called to Observe Education Week 

The Largest Orphanage ' 

How Ambridge Voted 

Editorial . 

Fresh From the Classroom 

Educational Crusaders 

Our State Associations —-1923- 24 

The Teacher’s Ideal 

Equal Salaries for Equal Service 

Education in England 

Freshman First Aid . 
» What Our States Read and Why 

A Neglected Opportunity 

School Savings Deposits of 1923 

How One School Banks : 

Guide to Books . 

How Seattle Trains for Winsiniees 

Is the General Public Interested in Education? 

Notes and Announcements 

Directory of Advertisers 


Published monthly, except July and August, by the 


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


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November, I923 


American Education Week 


President Coolidge’s Proclamation 


HE WEEK of November 18 to 

24 has been officially set aside as 

American Education Week by 
President Coolidge in a procla- 
mation, a photograph of the 
original of which (reduced) is 
printed on this and the follow- 
ing page. The proclamation, 
like Mr. Coolidge’s other writ- 
ings on education, shows a 
clear grasp of the basic im- 
portance of education in the 
life of the Nation. The procla- 
mation is as follows— 


ROM its earliest begin- 

nings, America has been 
devoted to the cause of edu- 
cation. This country was 
founded on the ideal of min- 
istering to the individual. It 
was realized that this must be 
done by the institutions of re- 
ligion and government. In 
order that there might be a 
properly educated clergy and 
well-trained civil magistrates, 
one of the first thoughts of the 
early settlers was to provide 
for a college of liberal culture, 
while for the general diffusion 
of knowledge, primary schools 
were established. ‘This course 
was taken as the necessary re- 
quirement of enlightened 
society. 

Such a policy, once adopted, 
has continued to grow in ex- 
tent. With the adoption of 
the Federal Constitution and 
the establishment of free gov- 
ernments in the States of the 
Union, there was additional reason for 
broadening the opportunity for educa- 
tion. Our country adopted the prin- 
ciple of self-government by a free people. 
Those who were worthy of being free 
were worthy of being educated. Those 
who had the duty and responsibility of 
government, must necessarily have the 
education with which to discharge the 
obligations of citizenship. The  sov- 
ereign had to be educated. The sovereign 


had become the people. Schools and 
universities were provided by the various 
governments, and founded and fostered 





by private charity until their buildings 
dotted all the land. 

The willingness of the people to bear 
the burdens of maintaining these institu- 
tions, and the patriotic devotion of an 
army of teachers, who, in many cases, 
might have earned larger incomes in 
other pursuits, have made it possible to 
accomplish results with which we may 
well be gratified. But the task is not 
finished, it has only been begun. 


[347] 


We have observed the evidences of a 


broadening vision of the whole educa- 
tional system. 


This has included a rec- 
ognition that education must 
not end with the period of 
school attendance, but must be 
given every encouragement 
thereafter. To this end the 
night schools of the cities, the 
moonlight schools of the south- 
ern Appalachian countries, the 
extension work of the colleges 
and universities, the provision 
agri- 
cultural and mechanical arts, 
have marked out the path to a 
broader and more widely dif- 
fused National culture. To 
insure the permanence and con- 
tinuing improvement of such 
an educational policy, there 
must be the fullest public 
realization of its 
necessity. American 
citizen is entitled to a liberal 
education. Without this, there 
is no guarantee for the per- 
manence of free 
no hope of perpetuating self- 
government. Despotism finds 
its chief support in ignorance. 
Knowledge and freedom go 
hand in hand. 

In order that the people of 
the Nation may think on these 
things, it is desirable that there 
should be an annual obsery- 
ance of Educational Week. 

Now, Therefore, 1, Calvin 
Coolidge, President of the 
United States, do hereby pro- 
claim the week beginning on 
the eighteenth of November, next, as 
National Education Week, and urge its 
observance throughout the country. | 
recommend that the State and local au- 
thorities codperate with the civic and 
religious bodies to secure its most general 
and helpful observance, for the purpose 
of more liberally supporting and more 
effectively improving the educational fa- 
cilities of our country. 

In Witness Whereof, 1 have hereunto 


for teaching technical, 


absolute 
Every 


institutions, 


348 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





November, 1923 





set my hand and caused the seal of the 
United States to be affixed. 

Done, in the City of Washington 
this twenty-sixth day of September, in 
the year of our Lord, One Thousand 
Nine Hundred and Twenty-three, and of 
the Independence of the United States, 
the One Hundred and Forty-eighth. 


RESIDENT COOL- 
IDGE and the teacher— 
It would be exceedingly dif- 
ficult to overestimate the im- 
portant part that teachers take 
in the development of the life 
of the Nation. ‘They exercise 
their art, not on the materials 
of this world which pass away, 
but upon the human 
where it will remain through 
all eternity. It is the teacher 
that makes the school, that sets 
its standard and determines its 
success or failure. Everyone 
is familiar with the assertion 
of President Garfield that 
Mark Hopkins, sitting on one 
end of a log with a student on 
the other, would constitute a 
university. He did not par- 
ticularize about the student, 
but he was careful to provide 
that the head of the institution 
was to be Dr. Hopkins. Only 
a trained and tried educator 
could fill the requirements for 
the head of a seat of learning 
that was to be dignified by the 
name of a university. With 
such a figure occupying that 
position, the character of the 
institution would be estab- 
lished. 
There, no doubt, often arises 
a feeling on the part of the 
teaching force of the Nation 
that they are lacking in public 
appreciation. They do not occupy posi- 
tions which bring them such into general 
prominence. ‘Their compensation is not 
large in any event and, considering the 
length of time and the necessary expense 
required in preparation, is often very 
meagre. But if their rewards are not 
large, they are seldom exposed to that 
species of criticism often turning into 
positive abuse, which is the lot of many 
If they will 


soul, 


elective public servants. 


but consider the estimation in which they 
hold those who formerly stood in the 
relationship of teachers to them, they 
will at once be forced to conclude that, 
in the opinion of those whose opinion 
they value, they are not without ap- 


preciation and honor; and they must 
know that whoever can pause for a mo- 
ment to estimate the value of their work, 
the importance of their calling, its high 
requirements in learning and in char- 
acter, will be moved to admiration for 
sacrifice. In 


their devotion and their 


addition to this, the opportunity to teach 





the youth of America, with all the 
boundless possibilities that lie before each 
one of them, is a positive guarantee that 
this calling, continued for any length of 
time, will bring the teacher into contact 
with some who are marked with genius 


and will be known to fame. The op- 
portunity in such a vocation to inspire 
a reverence for the truth and determina- 
tion to master it and live by it, is a 
compensation of satisfaction beyond 
what wealth can buy. To lead and 
infuse the youth of the country in that 
capacity is to be a minister to the Re- 
public. 

The standards which teachers are re- 
quired to maintain are continually rising. 





Their work takes on a new dignity. |; 
is rising above a calling, above a profes. 
sion, into the realms of an art. It must 
be dignified by technical training, ep- 
nobled by character, and sanctified by 
faith. It is not too much to say that the 
need of civilization is the need of teach- 
ers. The contribution which they make 
to human welfare is beyond 
estimation. ; 
try this was never 
better performed than at the 
present day. 
scientious men and women— 
running from the head of the 
great university down to the 
kindergarten — represent a 
force for good which is im- 
measurable. The _ influence 
which they create for better 
things, the inspiration which 
they give for higher ideals, are 
the chief contributing force to 
the stability of society and the 
march of progress. 

It is perfectly apparent that 
the needs of were 
never greater than they are at 
the present time. We do not 
diminish our requirements by 
raising the standards of civili- 
zation. We them. 

It is not only what 
men know, but what they are 
disposed to do with that which 
they know that will determine 
the rise or fall of civilization. 
There is no evidence that there 
is a lack of sufficient intel- 
ligence to support the present 
state of society, and no one has 
ever questioned that there 
exists in people a_ sufficient 
moral power, if only it be used 
not to destroy, but to con- 
struct. The realization of 
progress that has marked the 
history of the race, the overwhelming 
and irresistible power which human 
nature possesses to resist that which is 
evil, and respond to that which is good, 
are a sufficient warrant for optimism. 
If this were not so, teaching would be a 
vain and useless thing, an ornament to 
be secured by a few, but useless to the 
multitude. 

Our country adheres to quite another 
standard. It has founded its institu- 
tions not on the weakness, but on the 
strength of mankind. It undertakes to 
educate the individual because it knows 
his worth.—From an address before the 
County Teachers’ Institute at Reynolds- 
ville, Pennsylvania. 


In our own coun- 
service 


The earnest con- 


education 


increase 





gi 
dz 
ce 
ot 
sp 
ri 
Ww 
A 
sh 
lit 


SO 





HE TIMES are out of joint and 

the rising generation is so full of 

jazz and joy rides that it does not 
give us time to teach it any of the fun- 
damental things of life.”’ 
certain educator, reminding us of an- 
other age and another reformer who 
exclaimed very much as does our friend, 
“The time is out of joint, O cursed 
spite. ‘That I was ever born to set it 
right!” The general public and the 
whole race of Grundys, Mrs., Mr., and 
Aunt, may groan and gossip over the 
shortcomings of the youth of today, and 
little harm is done, but when the teacher 
joins in the general chorus, it is time for 
some of the clan to speak. 

There are teachers who sympathize 
with the Doll’s Dressmaker—‘Don’t 
talk to me of children. I know their 
tricks and their manners: always run- 
ning about and screeching, always play- 
ing and fighting; always skip-skip skip- 
ping over the pavement and chalking it 
for their games. O, I know their tricks 
and their manners. No, no, no children 
for me. Give me grown-ups.” So spoke 
little Jenny Wren, but the children she 
used to see in the early morning were 
very different. ‘“They were not chilled, 
anxious, ragged, or beaten and they came 
in long, bright, shining rows.” It is 
perhaps, then, that some of our teachers 
have shared Jenny’s misfortune only and 
have not had her experience of the long, 
bright, shining rows. 

Some see only the bedizened and be- 
rouged silly little flapper—though this 
latter name is already disappearing— 
and the pasty-faced cigarette-smoking 
cub whose strenuous efforts are confined 
to the driving of his father’s Cadillac. 
These teachers can descant at length on 
the immodest dress of the high-school 
chit, her painted cheeks and lips, her 


So writes a 





*Drawings by Everett McNear, class of 1923, 
Central High School, St. Paul, Minnesota. 


Mary ]. Newson! 


Saint Paul, Minnesota 





plucked eyebrows, and bobbed hair. It 
is certain that we all have listened to 
detailed accounts, and believed them too 
of queer dances, smoking, cocktails, 


flasks, midnight auto rides, independ- 





























But what 


ence, pertness, disobedience. 
is new about this? 

It may profit us to look back to our 
own young days and to review the ac- 
tions of the contemporaries that our 


parents condemned. Can we not recall, 
and quite vividly too, the girl of the 
period with her bustle, tilter, or tieback 
revealing the figure in a most suggestive 
way: false hair piled high on her head, 
tight lacing until the waist was reduced 
to an eighteen-inch measurement, bal- 
loon sleeves distended with reeds, and a 
high wire fence about her neck support- 
ing her ears; then very much in evidence ? 


Do you not remember the tirades on 


[349] 


many a woman’s page written by many 
a man’s pen against the four-yard-round, 
lace-trimmed, frilly, sweeping-the-ground 
petticoats that maid was 
obliged to “‘do up” in sweltering weather 
for my lady? What about the beauty, 
the healthfulness of woman’s dress of the 
past? Could you imagine anything more 
ugly, more unsanitary than the fashions 
portrayed in Godey’s Lady’s Book or 
Peterson’s Magazine of forty years ago? 
Glancing at the light literature and 
the serious essay of the times we find 
recorded there indignant protests against 
the handkerchief-flirtations, cheating at 
croquet, unchaperoned buggy riding in a 
buggy built for one, champagne suppers, 
gambling at cards—had I better not 
abridge the list? We all know that 
even we at times were sternly char- 
acterized as too bold, pert, disrespect- 
ful, disobedient, and our mothers and 
grandmothers regarded with horror 
our manners while they delicately 
left us in ignorance of all the essentials 
of life. There was much pious talk 
about God creating all things but an at- 
titude of secrecy and disgust about the 
natural family relations that seemed to 


some poor 


be regarded as of the devil. Do you 
not remember ? 
You must recall, too, the double 


moral standard and the wholesale con- 
demnation of the mother whose babe was 
born outside the pale while the father 
was a social success. Just turn the pages 
of your Walter Scott and George Eliot 
and read again the Heart of Midlothian 
and Adam Bede. 

Out of my experience as a teacher 
with the boys and girls of two genera- 
tions I deny, and most emphatically, 
that the children of today are lawless, 
without self-control, irreverent, lazy, 
pleasure-seeking even to the extent of 
criminal practices, lacking sympathy, de- 
void of gentle feelings. 








350 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


November, 1923 





All of ten years ago I was impressed 
with the marked increase in the serious, 
purposeful work of our students, for 
even before the Great War, youth was 
showing contempt for the self-satisfied 
smugness of the older world. The war 
intensified all this and brought out the 
latent tenderness, the hero worship, and 
respect of worth inherent in every 
young person. An incident that oc- 
curred in my schoolroom in the spring 
of 1917 may illustrate this point. 

It was my custom during that fateful 
time to read to my classes bits of verse 
bearing on passing events, and on that 
particular day I read the following to 
a quiet and orderly class: 

In that Valhalla where the heroes go, 


A careful sentinel paced to and fro, 
Before the gate, burnt black with battle 


smoke, 

Whose echoes to the tread of armed men 
woke, 

And up the fiery stairs whose steps are 
spears 


Came the pale faces of the bloodstained 
years. 


There were lean Czsars from the glory 
fields 

With heart that only to a sword-thrust 
yields; 


And there were generals decked in pride of 
rank 

Red scabbards swinging from the weary 
flank; 

And slender youths, who were the sons of 
kings, 

And barons with their sixteen quarterings, 

And while the nobles went with haughty air 

The courteous sentinel questioned: 

“Who goes there?” 
And as each came, full lustily he cried 
His string of titles, ere he passed inside. 


And presently there was a little man, 

A silent mover in the regal van, 

His hand still grasped his rifle, and his eyes 

Seemed blinded by the light from Paradise, 

His was an humble guise, a modest air— 

The sentinel held him sharply, “Who goes 
there?” 


There were no gauds tacked to that simple 
name, 
But every naked blade leapt out like flame, 
And every blue-blood warrior bowed his 
head— 
“T am a Belgian,” this was all he said. 
Men’s cheering echoed thro’ the battle’s hell. 
“Pass in, mon brave,” said the wise sentinel. 
As I finished I glanced up to perceive 
Bill, an especial imp of mischief, stand- 
ing at his seat, hands hanging loosely, 
head bowed. As I was stupidly about 
to expostulate at this unusual occur- 
rence, the whole class rose in silent 
salute to the Belgian. I could do no 
less than stand, too. A moment, and 
without a word, we sat and took up the 
lesson for the day. Not a student from 
that time to this has ever mentioned 
this matter to me and I have respected 
their reticence and their sentiment. 
These children belong to the great 
middle class. ‘They earn money in 


various ways to add to the family in- 
come and to help themselves through 
school. The boys engage in many activ- 
ities: the charge of paper routes, bill col- 
lecting, electrical work, clerking, sum- 
mer surveying, Christmas mail routing. 
Today a fine chap of seventeen in one 
of my classes is in demand as a radio 
expert by the most exacting firms in our 
city. One boy writes me in the week’s 
composition, “I am now building a radio 
set costing $100. It is half finished and 
I listen to concerts in Georgia, New 
York, Texas, Kansas, Mississippi, and 
Iowa. I have built many smaller sets 
for experimenting and I have sold some 
of them to amateurs. When the one I 
am making is finished, I shall be able to 
hear from Germany, France, Italy, and 
other foreign countries.” Just an every- 
day boy but his exploits thrill me. Quite 
as a matter of course the girls are mak- 
ing their dresses and their hats. Satur- 
days they serve as saleswomen in our 
department stores. Self respecting? O, 
yes, and with a bank account. Just 
commonplace children but their doings 
stir me from head to foot. It is true 
and perhaps fortunate that they have 
little in common with the offspring of 
the “four hundred,” but the “four hun- 
dred” is a negligible quantity in the great 
stride of the masses onward in civiliza- 
tion. These of whom I write are very 
ordinary normal young people. 

‘Let us regard them from another 
angle. Is it true that the present-day 
young person has little family pride or 
affection? There are such doubtless; 
we know that there have always been 
such. A few weeks ago I gave to a 
group of high-school sophomores, fifteen- 
year-olds, and to another group of sen- 
iors, eighteen-year-olds, the subject of 
“My Family.” I cite two of the papers 
as types of many. The first was written 
by a little chap of fourteen. His mother 
is a dressmaker. 


My Family—My family is, I know, much 
better than it seems to me, although I 
couldn’t hope for a better. First of all 
there is Mother, hard working, cheerful, 
loving. Then there is Daddy who died after 
years of suffering. Big brother and sister 
play quite an important role, while young, 
not small, sister is “pretty good” when she 
is good and “pretty bad” when she is bad. 

Mother, her patience, her forgiveness, and 
her cake! Some of us have a hard time, 
but Mother has the worst. Mother! her 
work, her few little vanities, and to think 
that she is my Mother! 

We all get along fairly well together but, 
of course, we have our quarrels and mis- 
understandings. We are happy in our own 
quiet way. 


My Race and My Family—Astonishing 
as it may seem, my ancestors did not come 
over on the “Mayflower.” In fact, the earli- 


est records of my family on my father’s 
side are those of a grant of land to one 
Jacob , in 1763, and on my mother’s 
side records do not go back much farther. 

My grandmother is an old lady, who j; 
very proud of the fact that grandfather 
fought in the Civil War. She is a fine cook, 
a better one, in fact, than I. 

Grandpa was one of the extremely rare 
human angels. I have never known him 
to be unkind to anyone. 

The young man of the family is a good- 
looking boy of twenty-five who knows every. 
thing. 

To attempt to describe my feelings about 
mother is impossible; suffice it to say: “] 
love her above all.” 





It occurred to me interesting to see if 
I might obtain some reactions of our 
boys and girls to the question of the 
present prevalence of youthful crime. 
The arrest in a neighboring city of two 
boys, seventeen and eighteen years old, 
for robbery and murder was a subject 
of general discussion among my stu- 
dents. I gave the subject, “Youthful 
Crime”—the title they were to supply 
themselves ; the papers were to be twenty 
lines long. The first is by a colored 
girl of quite ordinary intelligence, but 
very sincere in all she does. 


Failing of Youth—Today King Gold has 
us in his mighty grasp and the youth thinks 
without it he is an outcast. 

The primary cause of youthful crime is 
due to the laxity of the disciplinary training 
in the home. Youth is either kept in too 
close which makes him sneaky, or let to run 
at will. At least one half of the parents 
of today are _ pleasure-seekers. Naturally 
children are the same, but to get the pleasure 
of the world they must have money, some 
are unfortunate and have none, then they 
go back to the way the primitive man got 
his wealth, stealing it, and with stealing 
comes murder. 

The social circles of today are another 
cause of the youthful crime, there is a con- 
stant “Keep up with the Jones.” 

There is only one power I think will stop 
this youthful crime. The Bible says there 
will come a time when children turn against 
their parents and parents against children, 
this is happening today, and will get just at 
a certain point when God will take hold 
of us. 


The second is by a young fellow of a 
clear American ancestry whose bent is 
philosophical. 


The Wind of the Crime Wave—Rather 
than institute capital punishment for the youth 
whom papers and movies have been filled 
with the causes of his crime, let us hang the 
man who raises the price of everything on 
the market and who is the real cause of all 
crime. With their monopolies, these million- 
aire crooks seek to chain the American in 
servitude, but their arm is too weak and 
the growing youth of democracy too strong. 
The youth cursed the corporation and struck 
the law which he despised because it had 
been so easily bribed. Is it strange that he 
used poison gas to fight poison gas or that 
many of his soldiers became criminal de- 
serters, fighting for spoils like beasts? 

The junior has witnessed the disrespect 
of the elder for law and the good reason 
for it, and laughing the laugh of youth, 
with divorces and bootlegging pounding in 


a 


Vol. 12, No. 9 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


35] 


a 


his brain, he has plunged into the rapid 
river of idleness that leads to the sea of 


crime. 
The next is the work of a gentle, well- 
bred young girl graced with social ease. 


Youth—Youth is a precious, and also a 
perilous time; it is precious because of its 
hope, its unbounded possibilities, its fresh- 
ness and tenderness—but it is perilous by 
reason of these very same qualities. It is 
the time of momentous decisions, of strong 
passions and feverish desires, of impulse and 
fancy, which unchecked and unguided may 
ruin a life. 

The youth of today wants freedom; by 
freedom is meant, I suppose, being unob- 
structed, unrestricted—without limit—with- 
out bounds. This exemption from the rules 
and regulations that have been strictly ad- 
hered to in former years, by far-seeing par- 
ents, is causing the youthful crime of today. 

The youth of today has not the will 
power, the determination, and sometimes, not 
even the desire to seek the “straight and nar- 
row path”; someone must guide him, pre- 
serve him; someone must help him to form 
good habits, to attain or live up to some 
one ideal, to hold in awe the work of the 
Creator. 

If any time of life, then, needs strong, 
powerful, and effective aids to govudness, it 
is assuredly when we are young. Impres- 
sions then sink into the soft stuff of the 
forming character and help to mould it for 
life. Habits formed then endure as long 
as body and soul hold together. 

So, one of the big problems confronting 
the parent of today and still to be solved is, 
“Am I to blame, his companions, his school, 
or his teacher?” Perhaps Pope has answered 
it in his lines: 

“*Tis education forms the youthful mind, 

And as the twig is bent, the tree’s in- 

clined.” 


The fourth comes from the mind of a 
young man—sel f-supporting, eccentric, in- 
clined to cynicism, but keen as to facts. He 
gives his own experience and conclusions. 


Sticky Fingers?—I had occasion to be in 
a confectionery store one evening and, by 
chance, saw a young fellow take three hair 
nets off the counter and pocket them. After he 
had gone too far, he realized that he had been 
seen. I followed him out of the store where 
I asked him why he took them. He told me 
that he did not know, that he just saw an 
opportunity to take them, so he did. I found 
that he was a high-school boy, nineteen years 
old, and that he had a job after school that 
supplied all the spending money he wanted. 
He told me that earlier in the week he had 
taken a jar of salad dressing, of no use to 
him, which he threw away within fifteen 
minutes after the theft. He was at a loss 
for a reason for taking these and other 
things that he enumerated, such as a picture 
postcard, a small brick of Anona cheese, a 
can of grated cocoanut, a box of laxative 
pills, and other nonsensical articles. 

The way to cure a malady is to get at its 
source, to corner the germs, and then pro- 
ceed with the soothing syrups and salves. 
Here we have a disorder that even the 
victim knows nothing of. What is the cause? 
If it is the victim, he cannot be exterminated. 
The next best cure would be a spanking, a 
real one, administered in public. But maybe 
not. I don’t know. 


The last is the production of a fine, 
conscientious, modest boy: 


Prevention or Punishment?—One of the 
questions asked in the 5000-year-old Egyptian 


“Book of the Dead” is, “Are you satisfied 
with not committing crime?” Yet in the 
twentieth century of grace, 5000 years later, 
we haven’t learned the lesson. In the case 
of the hardened criminal we may not be 
able to do much but render him harmless, 
but in that of the youth everything is possi- 
ble. All of us know this, yet the great ma- 
jority are content with “an insipid and self- 
satisfied negativeness.”’ Those who are old 
enough vote for ordinary officials who com- 
mit to a reformatory these youthful offend- 
ers. Emerging from these schools of in- 
struction, the young man selects his field of 
work. This too often happens, despite the 
finest buildings and best sanitary conditions. 
If the parents of the boys are helpless, and 





often they 
own, it is we, their companions, friends, and 


are through no fault of their 


associates, who must do the work. How, 
we cannot tell for everyone, for every case, 
but a good deal of very serious thought, 
and frequent converse with Him who 
knoweth all is certainly in order. May the 
“Golden Rule” be our guide. 


From these exaiples, taken from a 
group of fifty, it may be seen that the 
almost unanimous conclusion of the 
young is that the causes of youthful de- 
linquency may be traced primarily to 
parental indifference. These children 
watch with interest the adult pursuit of 
new pleasures, dancing, fashion, cards, 
joy riding, and they are keen enough to 
recognize the general laxity of the mor- 
als of the older generation as shown in 
the sex triangle and divorce, the dis- 
honorable acquisition of wealth, whole- 
sale disregard for the law of the country 
—and in short the common attitude of 
“after us the deluge!” 

To their views, however, I should 


like to add a conclusion of my own. In 
all ages youth has been exploited, from 
the days when the life. and death of the 
child lay unquestioned in the hands of 
the father, through the period when 
respectable people regarded offspring as 
contributing to the family and racial 
glory by perpetuation of the line, down 
to more modern times when men and 
women looked forward to children as 
props in their old age. All these phases 
smack of the sacrifice of the younger to 
the older generation, but never before 
in the history of man has the youth of 
the world been commercialized as it is 
today. Child labor and white slavery 
are only side issues of this evil. 

All business makes its appeal to youth. 
It uses the dreams, the ambitions, the 
thrills, the desires, the keen love of 
pleasure, of beauty, even of holy things, 
to coin money. 

We see it on all sides. Is it the 
young who invent new and wonderful 
candies, drinks, expensive, queer dishes? 
Is it the young who design the fashions 
that enrich Parisian artists and offer 


opportunities to callous critics to score 


the girl who wears what her should-be 
protectors force upon her? What about 
tobacco in all its forms and the artistic 
signboard pleading with the boy to be a 
man? For whom are the new dances, 
the motion pictures, the popular songs, 
the absorbing plays put forth but for the 
children who responding to these calls 
are severely reproached by the very 
groups, who profit in dollars and cents, 
through that which they condemn. 

To be sure, older men and women 
frequently yield to these lures but ‘“‘mut- 
ton dressed as lamb” does not enlist our 
sympathy. 

Teachers, too, are found frequently 
exploiting the activities of the students 
for their own pleasure and advancement, 
advertising themselves through student 
clubs and organizations, and informing 
the public of their own abilities rather 
than using in a wise and discreet way 
social matters in school for the benefit 
of the pupils. 

Yet, in spite of this fearful, this dan- 
gerous commercializing of all that is 
beautiful, that is vigorous, of all that is 
sacred in childhood, I see the growth 
of a keener intelligence, of a clearer. 
knowledge, outlook in the 
minds of our boys and girls, and so I say 
to my own heart, “Fear not for our 
Hope of the World! Clear-eyed, strong- 
hearted, they front the dawn of a new 
heaven and a new earth when all these 
former things shall have passed away.” 


a braver 








352 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





Financing American Education’ 


Georce D. STRAYER 


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


T has been suggested during the last 

year that we cannot afford, in the 
United States, to finance our present 
generous pregram of public education. 
Those who fear that we must retrench 
base their belief upon the large expendi- 
tures that are now being made. ‘The 
contrast between the number of dollars 
spent in 1890 with the amount spent in 
1920 is submitted as evidence. 

To understand the situation, it is nec- 
essary to contrast not simply the 140 
million dollars spent for public educa- 
tion in 1890 with the thousand million 
dollars spent in 1920 for public schools, 
but we must also inquire concerning the 
number of days of schooling provided 
and the type of educational program 
which prevailed then and now. It is 
only during the last generation that we 
have begun to enforce compulsory edu- 
cation. ‘The increase in days of attend- 
ance in our public schools was 139 per 
cent from 1890 to 1920. Still more re- 
markable was the increase in high-school 
attendance from 200,000 to 2,000,000. 
It does not seem probable that we will 
rest satisfied with our present inadequate 
enforcement of compulsory education. 
We must look forward not only to an 
increase in attendance due to increase in 
population, but also to the increase in 
attendance which will come from the 
acceptance of compulsory education as 
essential to the well-being of the Nation. 

A large part of the increase in the 
amount of money spent for public edu- 
cation is clearly due to increase in at- 
tendance. An even larger factor is the 
decreased purchasing power of the 
dollar. If we may trust the index 
figures which have been derived, $1.00 
in 1890 would purchase as much as 
$2.90 in 1920. The increase therefore 
in dollars spent does not mean an in- 
crease in support. If we measure sup- 
port in terms of cost per pupil per day 
of attendance, and if we correct for the 
changed purchasing power of the dollar, 
it appears that the actual support pro- 
vided for public education was less than 
one tenth more on a per capita basis in 
1920 than in 1890. 
+? his address delivered before the gen- 
eral session of the National Education Asso- 
ciation at San Francisco on Monday evening, 


July 2, 1923, contains excellent material for 
use during American Education Week. 


But we cannot compare the cost of 
education in 1920 with the cost in 1890 
without calling attention to the fact that 
a different sort of educational opportu- 
nity was provided in 1920 from that 
offered in 1890. It was during this 
period of 30 years that our modern 
school system was developed. In the el- 
ementary school, we have added music, 
drawing, the household and industrial 
arts. It is during this period that our 
work in physical education and health 
service has been developed. Practically 
all of the cost of special classes for the 
defective and delinquent have been added 
since 1890. During the latter part of 
this period, the junior high school has 
been developed and only during the past 
20 years has the comprehensive senior 
high school come into being. During 
this same period, continuation schools 
have been established, classes for the for- 
eign-born and for the illiterates have 
been introduced, better training for 
teachers have been provided and build- 
ings and equipment have been improved. 

One who proposes that we spend less 
for public education must at the same 
time suggest the part of our modern 
program which is to be omitted. There 
are those who speak of the subjects more 
recently introduced to our elementary 
school curriculum; music, drawing, 
household arts and industrial arts, as if 
we can maintain an adequate school 
system with these newer subjects omit- 
ted. It does not seem probable that 
our public which has insisted upon the 
introduction of these subjects will be 
satisfied to see them taken out of the 
curriculum. It is certain that their in- 
clusion is the result of a careful consid- 
eration of the needs of boys and girls 
in our modern society. In the older sub- 
jects, sometimes referred to as _ the 
fundamentals, there is much that we can 
teach that has little or no reference to 
the needs of children in the twentieth 
century. 

It may well be argued, too, that music 
and art are quite as certainly required if 
we would have children make proper 
use of their leisure time as are reading, 
writing, and arithmetic. The house- 
hold and the industrial arts are essential 
in a world in which these fundamental 
processes can be made available for chil- 





November, 1923 


dren only through the opportunities pro. 
vided through schools. 

One who would argue against the 
program of physica] education and health 
service must base his case upon the as. 
sumption that we do not receive an ad. 
equate return for the money invested jp 
this field. It will be hard to make such 
a case, since whether we measure the 
work in physical education and health 
service in terms of happiness of indi- 
viduals, in terms of increased intellectual] 
achievement, or in terms of economic ef. 
ficiency, the answer is overwhelming in 
favor of the work that the schools are 
doing. 

The argument against expenditures 
will certainly not find easier ground if 
the cost of education for the defective 
and delinquent is attacked, or if re. 
trenchment is suggested in connection 
with classes for the foreign-born or for 
the illiterate. We of the profession, 
and the public who support our schools, 
are proud of the great opportunities 
which have come to boys and girls 
through the development of junior high 
schools and comprehensive senior high 
schools. Surely we are not willing to 
return to the type of secondary educa- 
tion which provided opportunity only 
for those going to college. Whether the 
problem be considered locally or in the 
State or in the Nation, those who argue 
for retrenchment must make their case 
against some part of the school system 
as it is now developed. If the public is 
fully informed, it does not seem prob- 
able that they will be willing to dispense 
with any of the educational opportunities 
now provided. 

If this expansion of the educational 
program is justified, and I, for one, be- 
lieve that it is, then the increase in sup- 
port per pupil per day in attendance is 
remarkably small. If this kind of edu- 
cational program is to be carried for- 
ward throughout the country, it is per- 
fectly clear that the thousand million 
dollars spent for public education in 
1920 must be very greatly increased dur- 
ing the years which lie immediately 
ahead. 

But it is only fair that we inquire con- 
cerning the burden imposed upon our 
people through the support that is pro- 
vided for public education. We spent 
in 1920, as a people, approximately one 
and one half per cent of our income for 
education. In 31 out of 48 States, less 
than 2 per cent of the income of the 
people of the several States was devoted 
to public education. In 17 States, more 
than 2 per cent of the income of the 








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Vol. 12, No. 9 


people was spent for this purpose. It is 
interesting to note that in the very 
wealthy and thickly populated States, 
the per cent of the income spent for pub- 
lic education was relatively low. For 
example, in New York, it was 1.18 per 
cent, in Massachusetts 1.22 per cent, in 
Illinois 1.36 per cent, Ohio 1.65 per 
cent, and in California 1.84 per cent. 
The larger percentages of the income of 
the people devoted to public education 
were found in the sparsely settled parts 
of the country, particularly in the north- 
west. The percentage of the income of 
the people devoted to public education 
was 4.41 per cent in Montana, 4.02 per 
cent in North Dakota, 3.76 per cent in 
Utah, 3.43 per cent in Idaho, and 3.13 
per cent in Arizona. There were no 
other States in which the percentage of 
the income of the people devoted to pub- 
lic education exceeded 3 per cent. 

We are working in a period of in- 
creasing expenditures for all governmen- 
tal purposes. Not only must we have 
more money for schools, but practically 
every other governmental service _re- 
quires more money if it is to be ade- 
quately maintained. Something of the 
change that has come about is indicated 
by the fact that in 1910 the per capita 
total State and local expenditures in the 
State spending the most money was 
$47.30; while in 1920, the per capita 
State and local expenditures for govern- 
mental purposes reached $102.26 in one 
State. In like manner, the modern 
State spent for all governmental purposes 
in 1910 $18.86 per capita and in 1920 
$39.98, while the State spending the 
least for governmental purposes spent 
$5.45 per capita in 1910 and $2.13 in 
1920. 

Expressed in percentage of the in- 
come of the people of the several States, 
those States spending the largest per- 
centage of their incomes for all govern- 
mental expenses may be listed as fol- 
lows: Montana, 12.45 per cent; Utah, 
11 per cent; Nevada, 10.92 per cent; 
Oregon, 10.69 per cent; Idaho, 10.59 
per cent. 

The States spending the smallest per- 
centages of their income for all govern- 
mental purposes are as follows: Ala- 
bama, 3.22 per cent; Georgia, 3.29 per 
cent; Texas, 3.30 per cent; Virginia, 
3.87 per cent; North Carolina, 4.22 
per cent. 

Among the wealthy States, the per- 
centages fall in between these extremes. 
These States spend for all governmental 
purposes as follows: Illinois, 4.77 per 
cent; New York, 6.12 per cent; Cali- 


THE JOURNAL OF THE NATIONAL EpucaTion AssoclaTION 


Sennen 


fornia, 6.89 per cent; Massachusetts, 
6.99 per cent; and Ohio, 7.58 per cent. 

Much of the anxiety concerning gov- 
ernmental expenditures has been due to 
our antiquated revenue system. In 
meeting the cost of education, we need 
to consider the possibility of developing 
a revenue system which will equitably 
distribute the burden to be borne. The 





Decalog of Health 


NICHOLAS T. McNEIL 
Salem, Massachusetts 


(1) I shall keep my body clean 
and unabused, for cleanliness is 
next to godliness, and abuse is un- 
manly. 


(2) I shall sleep eight hours. 
every night, for sleep is more es- 
sential than food, and is the chief 
nourisher in life’s feast. 


(3) I shall keep my body vigor- 
ous and elastic by regular physical 
exercise and long walks. 


(4)—I shall not neglect my teeth, 
for a foul mouth is a breeding-place 
for disease. 


(5) I shall not abuse my eyes, 
for they are the windows of the 
soul, and without them I could see 
neither family nor friends, nor the 
beauties of sky, forest, or field. 


(6) I shall breathe deeply to 
aerate my lungs and purify my 
blood. 


(7) I shall eat wholesome and 
nutritious food. 


(8) I shall remember that a 
healthy skin and a clear eye are the 
best indices of health. 


(9) I shall keep my bowels 
open to prevent the accumulation 
of poisonous waste matter. 


(10) I shall think health, be- 
cause mental attitude is the most 
potent and effective factor in the 
attainment and retention of health. 











present practice of deriving the greater 
part of our revenues for education from 
taxation upon real estate must _ be 
changed. It has been pointed out by 
students of taxation for many years that 
the ownership of real estate is not an 
adequate measure of the ability of the 
individual to pay taxes. In their report 


on a model tax system, the Committee 
of the National Tax Association pro- 
posed, in addition to the property tax, 
that every person having taxable ability 
should pay some sort of a direct per- 
sonal tax to the government under which 
he is domiciled, and from which he re- 








ceives the personal benefits that govern- 
ment confers. They proposed, as well, 
that business carried on for profit in any 
locality should be taxed for the benefits 
which it receives. 
tax 


The personal income 
accepted by 17 States. 
There is a constantly increasing number 
of individuals who enjoy relatively large 
incomes who can be reached in no other 
way so satisfactorily as by the income 
tax. 


has been 


Many doctors, lawyers, architects, 
and other professional men and women 
and many wealthy persons having large 
holdings of intangible property, escape 
taxation where the income tax is not 
imposed. 

This same committee proposes that 
personal exemptions be small—for a 
single person, $600; for husband and 
wife, $1200; and $200 for dependents ; 
with a maximum family exemption of 
$1800. It is proposed, as well, in this 
report of the Committee of the National 
Tax Association, that the rates should be 
moderate and progress from not less than 
1 per cent to a minimum of 6 per cent. 
This form of taxation will undoubtedly 
be accepted sooner or later by all of the 
States. It is most desirable that this 
personal tax, which cannot be shifted, 
and which brings home to the taxpayer 
his personal obligation for the support 
of the government under which he lives, 
be utilized as a means of increasing the 
revenue necessary to maintain govern- 
mental enterprises. 

The business tax has been levied in 
one form or another over a long period 
of years. Licenses and fees have been 
exacted, and more recently a tax on net 
income derived from business has been 
found effective and equitable. The 
Committee of the National Tax Asso- 
ciation proposes that business taxes be 
levied on the net income derived from 
business carried on within the State levy- 
ing the tax, and that it be proportional 
and not progressive. 

The States which have made the 
greatest progress in the development of 
their revenue systems have created per- 
manent tax commissions. No system of 
taxation will prove satisfactory unless 
the States place in the hands of some 
permanent central authority the admin- 
istration of taxes. ‘This State tax com- 
mission should administer the income 
and inheritance taxes and should have 
supervisory authority with respect to the 
assessment of all property subject to 
local taxation. The National Commit- 
tee proposes (1) that local assessment 
districts be made large enough to justify 
the employment of at least cne perma- 


354 Tue JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 
ba Sate <2 eT ME 





nent official in each such district; (2) 
that assessors be appointed, rather than 
elected; (3) that assessors serve for at 
least four years; (4) that assessors be 
subject to removal by the State tax com- 
mission. 

If reforms, such as have been pro- 
posed, are carried out, we shall be able 
to finance our schools. As a people, we 
do not lack economic resources. The 
difficulty is rather with our faulty tax 
system. The problem is not one of 
finding new sources of revenue, for there 
are none. It is rather one of devising 
suitable methods for tapping the re- 
sources that exist. 

Another factor in the development of 
an adequate system of financing the 
schools centers around the problem of 
the unit of school support. With the 
most equitable revenue system that it is 
possible to develop, we will still have 
within a single State, local commu- 
nities, whether school districts, town- 
ships or counties, that are relatively very 
wealthy and other localities that will be 
very poor. It is only through State sup- 
port based upon a sound revenue system 
that it will be possible, within the State, 
to equalize both the opportunity for edu- 
cation and the burden of taxation to be 
borne. In like manner, if we admit 
that the well-being of the whole country 
is determined by the education which is 
provided in every part of it, we cannot 
ignore the wide variation which exists 
among the several States in their ability 
to support public education. 

We have known for a long time from 
the estimates of wealth available, that 
the States vary greatly in their per capita 
wealth. A recent publication of the Bu- 
reau of Economic Research estimates 
most carefully the income of the people 
of the several States. From this report 
we find that the per capita income in the 
States showing the lowest income per 
capita are as follows: Alabama, $345; 
Mississippi, $352; Tennessee, $365; 
Arkansas, $379; North Carolina, $383; 
Kentucky, $392. Contrasted with these 
figures are those for the States in which 
the people enjoy a large income. ‘These 
States show the following incomes per 
capita: Massachusetts, $788; Ohio, 
$789; Delaware, $792; New York, 
$874; California, $820; Nevada, $850. 

If education is essential to the well- 
being of the Nation and if we propose 
to make good the promise of equality of 
opportunity, we shall be compelled to 
provide a larger measure of National 
support. To deny National support is to 

propose that some States spend twice as 





large a proportion of their income for 
education than do other States. To lay 
upon the people of one State double the 
burden which must be borne by those 
living in another State for the accom- 
plishment of a great National purpose 
involves the grossest injustices. Many 
of the poorer States are today carrying 
a heavier burden than the wealthier, in 
order that they may prepare boys and 
girls for citizenship in our common 
country. Four out of the six States with 
the smallest per capita income—Ala- 
bama, Mississippi, ‘Tennessee, and North 
Carolina—spend a percentage of their 
income for education equal to or larger 
than the wealthier State of New York 
devotes to this purpose. 

While we ask for the support of our 
public schools with the increased rev- 
enues which must ve provided, we are 
under the obligation to examine care- 
fully our procedures in the administra- 
tion of schools. Efficient administration 
requires that in many of our States we 
organize the large units of administra- 
tion. Then an argument for local self- 
government which originally brought 
into being the school district and school 
township unit no longer has weight. 
With the development of good roads 
and the coming of the automobile it is 
easier for the people of a county to act 
as a unit than it was originally for them 
to codperate in the school district or 
township. We find today in the smaller 
school districts the highest cost and the 
lowest efficiency. If economy is to be 
effected, there should be no unit too 
small to employ a competent professional 
administrator. 

We need in all of our school systems 
in the United States more adequate ac- 
counting and budgetary procedure. It 
is only as we develop accounting which 
enables us to discover the variations in 
costs which exist among the several units 
of a single school system that we may 
hope to effect the economies which are 
possible. In these communities in which 
adequate cost accounting has been intro- 
duced it has been found possible to effect 
savings in school supplies, in the coal 
bill, in the cost of buildings, and the like. 

It is just as important that we adopt 
more commonly than is now the case, 
adequate budgetary procedure. With 
unit cost on the one hand and a careful 
definition of the program of work to 
be carried on on the other, it should be 
possible to propose a budget and to in- 
dicate clearly to the community just why 
the amount of money proposed is re- 
quired to carry on the school system. 











November, 1923 


It is only when such adequate informa. 
tion is available that the taxpayer has 
an opportunity to vote intelligently with 
respect to the fiscal administration of his 
schools. 

None of us would claim that the 
present program of education is perfectly 
adapted to the needs of our society. 
We shall continue to inquire concerning 
the curriculum and we shall just as cer. 
tainly make progress in the organization 
of our schools. It is possible that we 
may save time and that we shall effect 
economies. 

Expenditures for public education are 
properly thought of as operating to re. 
place capital which is being constantly 
used up. If no schools were maintained 
over a period of a single generation, the 
effect on the economic life of a people 
would be more disastrous. In the 
modern industrial society in which we 
live, it is quite as important that we 
should provide capital in terms of edy- 
cated men and women as it is that we 
should build railroads or factories. 

The question of spending a larger per- 
centage of our income for education is, 
in the last analysis, one of our scale of 
values. If the people of the United 
States believe that education is of greater 
importance than the other purposes for 
which they spend their money either 
through the government or privately, 
then we can expect relatively larger ex- 
penditures for education to be voted. 

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


HE supreme business of the school 

is to develop a sense of justice, the 
power of initiative, independence ot 
character, correct social and civic habits, 
and the ability to codperate toward the 
common good.—Frank Crane, in the Ne- 
braska Education Journal, March, 1923. 


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HE GLORY of the National 

Education Association is its all- 

inclusiveness. It has developed in 

American education a unity of spirit that 

has been achieved in no other country. 

It has worked out a program for improv- 

ing education that has drawn to its sup- 

port the united strength of the profes- 

sion. All this in spite of the increasing 

specialization in education that has 

tardily followed the growing specializa- 

tion in the life of our people. To have 

one organization that represents all edu- 

cational workers is a rich blessing be- 

cause it helps to offset the dangers of 
specialization. 

In the beginning was the teacher. 

And the teacher was the school. Just 

as the primitive shoemaker in his little 

shop on Main Street made with his own 

hands the entire shoe—developing skill 

in operations that are now divided be- 

tween fifty or sixty workers each with 

| a single simple task—so the early teacher 

| knew no division of responsibility. The 

times required none. Nearly all voca- 

tions were exemplified in the home or 

. | the small community. The teacher in 

the community knew its life and shared 

directly in its leadership. Population 

: had not then concentrated. Industry 

: had not specialized into the vast-scale 

organizations of today. The teaching 

situation was simple. But gradually the 

change has come, bringing differentiation 

not only between the administrative and 

| teaching elements, but also still further 

division of labor within each of these 

groups. 

In the early days of American edu- 
cation, administration—such as there 
was—rested in the hands of lay boards 
whose members examined teachers and 
performed other similar tasks. Only 
within recent times has the profession of 
educational administration developed. 
Even now a majority of those engaged 
in educational administration outside of 
the cities have no special training for 
their work. Courses in administration 
and supervision are of comparatively 
recent origin and large masses of the 
people do not understand the difference 
in function between the administrator 
; and the teacher. Even among teachers 
there are those who do not appreciate in 
terms of advantage to themselves and 
their work the many services of adminis- 








Our National Association 


The Administrative Element 


tration that have developed in recent 
years. 

Many a speaker has testified that the 
great audience makes the great orator. 
In the same way, a great teaching staff 





A New Profession 


A WE look back over the 
three quarters of a cen- 
tury during which the office 
of superintendent of city 
schools has been in existence, a 
few names stand out with par- 
ticular prominence as men who 
have laid—often against tre- 
mendous obstacles, often in 





conflict and contest to the end 
of their careers, and often by 
the sacrifice of much that men 
hold dear—the foundation prin- 
ciples of the new work to which 
they gave the best years of 
Doing a pioneer 


their lives. 
work, and often misunderstood 
and unappreciated by those 
with whom they labored, these 
men patiently blazed a trail for 
others to follow. As a recent 
writer has put it, “Each 
traveled the trail at his own 
gait, with rations and blanket 
only, and never’ knowing, 
though caring much, where 
each year’s tramping would 
end.” Out of this three quar- 
ters of a century of trial, con- 
flict, discussion, and experi- 
mentation, a _ profession of 
school supervision is at last be- 
ing evolved—From Public 
School Administration, by EIll- 
wood P. Cubberley. 














helps to produce a great administrative 
staff. Under modern conditions each 
demands and implies the other. ‘There 
may be individual cases where adminis- 
trators have put their own interests 
above those of the teachers. ‘There may 
be cases of teachers who have failed to 
work with loyalty and devotion under 
wise leadership for the common cause of 
childhood. But be it said to the credit 
of American education that these cases 
are growing fewer and fewer. So far 


[355] 


as our National Association goes the 
cause is one and this article on the ad- 
ministrative element will be read by the 
rank and file because it deals with a 
most important phase of our common 
enterprise. It is the third of a series 
of articles setting forth the many-sided 
activities of the Association. 

In a sense, each of the Association’s 
twenty-two departments is concerned 
with problems of administration. Several 
of them are concerned primarily with 
special phases of administration. This 
article deals with the Department of 
Superintendence, which is the first de- 
partment to maintain an executive sec- 
retary at headquarters out of its own 
funds. The secretary of the Depart- 
ment of Superintendence has also been 
designated to represent at Headquarters 
other departments and associations deal- 
ing with administrative problems. 

Like all Gaul, the history of the De- 
partment of Superintendence may be di- 
vided into three parts. First, the period 
of its infancy, when the National School 
Superintendents’ Association, organized 
in 1865, divided the field with two other 
organizations—the American Normal 
School Association, organized in 1864, 
and the National Teachers’ Association, 
organized in 1857. Second, comes the 
long period extending from 1870—when 
these three organizations merged into 
the National Educational Association— 
to 1922, when the department placed at 
Association headquarters an executive 
secretary to manage its growing activities. 

Of the first period little need be said 
here. Cities of considerable size were 
developing. New York City had a pop- 
ulation of over a million in 1860. There 
were then eight other cities with a 
population exceeding a hundred thousand 
each. This concentration of population 
demanded some central management of 
schools beyond that which could be given 
by lay board members. During the 
decades preceding the Civil War a con- 
siderable number of men _ had _ been 
called to this work of management. 
They had no special training for admin- 
istration and felt keenly the need of 
sharing counsel and concentrating their 
experience. During the meeting of the 
National Teachers’ Association at Har- 
risburg, Pennsylvania, in 1865, they 
organized themselves into an association. 





356 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1923 


nn eee 


In February, 1866, the Association 
met in Washington, D. C. It num- 
bered among its founders and supporters 
the greatest educators of the country. 
The most noted men of the Nation have 
esteemed it an honor to address its 
gatherings. 

Because of the war, none of the three 
National associations held conventions 
in 1867. During the years immediately 
following the war, the Department met 
annually, usually in connection with the 
National Teachers’ Association or the 
American Normal School Association, 
the meetings being held during August. 

Those were precarious days for all 
National associations. Travel was dif- 
ficult and professional spirit was in its 
infancy, not to mention the small salaries 
from which those who attended meet- 
ings had to pay their expenses. Costs 
were kept down and the unity of the 
educational movement was maintained 
in a measure by having several of the 
young associations meet jointly. It was 
only a matter of time until this informal 
unity was to change into an organic 
unity. 

Leaders even at that early date rec- 
ognized and frequently discussed the 
dangers of specialization. It was clearly 
felt that no matter how specialized edu- 
cation might become, educational work- 
ers should have one association in which 
they could all meet on common ground 
for mutual acquaintance and codpera- 
tion. Over twenty years after the for- 
mal union of the three National associa- 
tions we find the same problem coming 
up for renewed consideration as the 
practice of adding departments and 
round table discussions grew within the 
Association. 

Thus we find William T. Harris, 
much revered United States Commis- 
sioner of Education, telling the Depart- 
ment of Superintendence in 1891, “I 
would lay emphasis on the specializing 
of work indefinitely. Apart from the 
National Association such specializing 
would have its danger; but in the Asso- 
ciation it at once adds strength and gains 
strength.” Such are the forces that 
created and preserved the remarkable 
union that is the National Education 
Association—a priceless heritage that 
every educational worker in the Nation 
may contemplate with pride. 


During the period from 1870 to 


within a few years of the recent reorgan- 
ization, the activities of the Department 
differed little from those of other de- 
partments which steadily increased in, 
number. 


During this period the time 





of the meetings was equally distributed 
between February and March and the 
vacation months of July and August. A 
decided preference was shown for Wash- 
ington, D. C. as a_ meeting place. 
February as a time of meeting became 
more and more popular and when the 
present By-laws of the Association were 
adopted in 1907, following the granting 
of a special Charter by Congress, it was 
stipulated that, “Each department shall 
hold its annual meeting at the time of 
the annual convention of the Association, 
excepting the Department of Superin- 
tendence, which may hold its annual 
meeting in February of each year or at 
such other time as may be determined by 
the officers of said Department.” ‘This 
provision, with minor changes, is still 
in force. 

Because of the responsibility repre- 
sented by the Department of Superin- 
tendence, certain other departments and 
associations with administrative interests 
began meeting at the same time. These 
were followed by other organizations 
not administrative and before many 
years the side shows threatened to over- 
whelm the main performance. There 
was increasing difficulty in finding a city 
that could comfortably house the winter 
meeting; the pressure of too many in- 
terests began more and more to be felt. 
Ultimate reorganization was inevitable. 
After a few years of stress the problem 
was solved by a reorganization of the 
Department and the adoption at Chicago 
in 1922 of a constitution providing for 
an executive secretary, taking advantage 
of the increased autonomy granted de- 
partments by an amendment made to the 
By-laws of the Association at its Des 
Moines meeting in 1921. The reorgan- 
ization ushered in the present period of 
the history of the Department and fore- 
shadowed the increasingly distinguished 
service that it is rendering education. 

The department now stands on its 
own feet. A five-dollar membership fee 
provides the funds with which to 
finance its activities. Its annual meet- 
ings have been concentrated upon prob- 
lems of administration and only depart- 
ments and organizations which deal with 
such problems are encouraged to meet 
with it. 

The employment of a permanent sec- 
retary has enabled the Department to 
profit by its accumulating experience. 
Each new president thus builds upon the 
foundation laid by his predecessors. Pro- 
grams are better planned and meetings 
better administered because of this con- 
servation of past experience. 


While enjoying greater autonomy jp 
its own affairs the Department is also 
closer to the parent Association because 
its secretary sits in the Association’s Cab. 
inet, where the problems of the whole 
profession are regularly discussed. The 
Association also profits from the counsel] 
of an additional worker who brings to 
its problems the poise and perspective 
that come from broad acquaintance with 
the personnel and the problems of edy- 
cational administration. 

Membership in the Department con- 
fers many benefits. The superintendent 
in his community must stand alone. 
There cannot be many superintendents 
as there are many doctors or lawyers or 
merchants. The superintendent, there- 
fore, needs especially the contact and 
fellowship with other superintendents 
that the Department gives. 

Each member of the Department re- 
ceives invaluable publications, including 
the Yearbook, the Official Report of the 
Convention, and the Quarterly Bulletin, 
The Yearbook, with its official list of 
members of the Department, is the most 
authentic directory of successful school 
administrators in the United States. It 
is considered an honor and a privilege, as 
well as an asset, to have one’s name in 
that list. 

For over fifty years the Department 
of Superintendence has stood as the of- 
ficial organization of school adminis- 
trators. Its contribution to the advance- 
ment of American education has been so 
great and its opportunities are so vast 
that no school administrator worthy the 
name can afford not to share in its coun- 
cils and work. It is the rallying ground 
for those who administer the greatest 
system of universal free education that 
the. world has seen. 

Let everyone in every branch of the 
profession rejoice at the development of 
professional technique and spirit among 
its administrative workers. Let us all 
have just pride in the noble history of 
the Department of Superintendence. 
Its publications are recognized the world 
around for their high excellence. It is 
developing administration in America as 
it is known nowhere else. Let those of 
us who belong to this group support it 
by joining in its membership and coun- 
cils. Let the rest of us value at its true 
high worth to the whole profession its 
well-aimed efforts to meet responsibil- 
ities and opportunities with increasing 
efficiency and success. Out of such 


mutual appreciation and codperative en- 
terprise will arise the greater education 
of tomorrow. 





| 
Ye 
ati 
ga 
cit 
pl. 











Vol. 12, No.9 





THE JOURNAL OF THE NATIONAL EpucaTION AssOcIATION 


The School and the Play 


Movement 


Maser Travis Woop 


F Ichabod Crane or some other worthy 

schoolmaster of days gone by could 
come to life and see a copy of the 1922 
Year Book of the Playground and Recre- 
ation Association of America he would 
gasp with amazement. For of the 505 
cities reporting systems of supervised 
playgrounds and recreation, 113 cities 
named school boards as the managing 
authorities of such systems. In thirteen 
other cities school boards codperated 
with municipal departments in maintain- 
ing supervised playgrounds. Eighty- 
five additional cities reported that their 
school grounds were equipped for play. 

School boards and __ schoolmasters 
didn’t concern themselves about the way 
children played in Ichabod’s time—or 
even as late as thirty years ago. Edu- 
cation then meant solely putting knowl- 
edge into a child’s head. Most schools 
were tolerant enough about play—they 
had gone far beyond the New England 
Dame School idea that it was unseemly 
frivolity to be crushed on all occasions. 
But they never dreamed of introducing 
play into the school program, or of pro- 
viding play places or supervising play. 
Spending the community’s money to help 
children play would have been consid- 
ered an unheard-of extravagance. Play- 
ing was something children naturally 
went about in their spare time, but some- 


the hearts of hundreds of children. 


[ais play oasis in the industrial section of Holyoke, Massachusetts, 


thing far removed from the _ school’s 


sphere of training minds. 
At recess time and at noon 


the old- 






357 


girl or boy had no chance to get into the 
fun. And the school bully reigned su- 
preme. If he liked “Tag,” then “Tag” 
it was, every day. Not that the repertoire 
of games was so very extensive. They 


were all learned by word of mouth, 


child lore passed from the older to the 
younger and almost pitifully hoarded. 
The rules of games learned in this way 
naturally varied greatly. 


Often the 


ROWING CHILDREN have more dadbin on the streets in this city than the 


few vehicles which might pass during the noon or recess periods. 





fashioned schoolmaster turned his flock 
loose to do as they pleased. Some of 
them played. Some of them fought. 
Select groups of little girls went off in 
corners and whispered secrets. The shy 





gladdens 





very part of the game that was valuable 
for team work may have been omitted. 

The modern school recognizes that 
supplying plenty of proper play is an im- 
portant part of its business of preparing 
children for life. It fixes regular 
periods for play, sets up play equipment, 
both outdoor and indoor, and employs 
trained leaders to direct play. As a re- 
sult, it sees healthy and active future 
citizens growing up in its community, 
translating the lessons of fair play and 
democracy learned on the athletic field 
directly into the ability to work with 
others. 

The Year Book records show that 
school boards are not only paying atten- 
tion to the play children have while at 
school, but are seeing that they have 
adequate play opportunities to fill all 
their spare time. They are maintaining 
year-round community playgrounds and 
supervising playgrounds during the vaca- 
tion period, when children used to have 
to find their fun wherever they could. 

Of course, changes in American life 
have been partly responsible for the at- 
titude of the modern school toward play. 


When school children of the time Whit- 





























































MEE Sb geen Smee ae ae 


pores 





358 


tier immortalized in “In School Days” 
went “storming out to playing,’ they 
met wide fields and sun-flecked brooks. 
What would most of the school children 
of today meet, if playgrounds were not 
provided for them? Only automobile- 
filled streets and tall, forbidding build- 
ings and an occasional desert waste of 
vacant lot. But a Nation-wide awaken- 
ing to the value and need of play and 
to the importance of play in true edu- 
cation has likewise been responsible for 
the splendid system of playgrounds 
school boards in more than 113 cities 
now maintain. The play movement 
dates from the organization of the Play- 
ground and Recreation Association of 
America in 1906 by a far-seeing group 
who knew it was time to do something 
about making up to the American child 
his rapidly-decreasing birthright of 
play—and to do it on a National scale. 

The National Physical Education Ser- 
vice, a branch of the Playground and 
Recreation Association of America, has 
been responsible to a great extent for 
the universal acceptance of the physical 
education idea by schools today, and has 
helped them to carry out the idea by 
aiding in the passage of State and Na- 
tional physical education bills. “The 
physical education program during the 
last twenty years has been steadily forc- 
ing long delayed recognition. It is not 
an unusual thing in the United States 
to find high-school buildings placed on 
fifteen to forty acres of land, largely as 
a result of the agitation started by the 
Playground and Recreation Association 
of America,” said Will C. Wood, State 
superintendent of schools in California in 
a recent address before the Fifth Annual 
Conference on Physical Education in 
Chicago. 

The physical fitness idea in school 
play still prevails, and has been greatly 
stimulated by the appalling discovery 
that more than one third of our young 
men examined for military service in the 
World War were pronounced physically 
unfit for full service. But with its 
spread has come an appreciation of the 
value of the play element in physical 
education. Schools today are realizing 
that formal exercises and gymnastics are 
only body-builders and that without the 
spirit of play recreation periods lose 
valuable character and citizenship build- 
ing opportunities. 

The new kind of school physical train- 
ing is never referred to by pupils as 
“physical torture.” They look forward 
to their play periods with eagerness and 
return from them mentally alert and 


Tue JoURNAL OF THE NATIONAL EpucaTION ASSOCIATION 
(I Gi A ee a ae aa aT A 


ready for work. One day this spring 
450 boys and girls from the grade schools 
of Long Beach, California, transplanted 
their regular school play program to 
Lincoln Park, where a large audience 
watched it and could easily observe that 
this was no stereotyped athletic ‘‘fes- 
tival” but a spontaneous expression of 
enjoyment in activity. 

“To interest the youngsters in phys- 
ical education it must be a pleasure for 
them to participate in it,” says Jessie B. 
Anderson, superintendent of physical 
education in the Long Reach Schools. 
“We feel our playgrounds are a lab- 
oratory to be used for the development 
of better citizens. Here they may learn 
discipline, something which will prove 
invaluable to them in later years. We 
teach them to act in groups rather than 
individually. This is bound to have 
more than a little influence on political 
movements in future years.” 

Not only large city schools but little 
country schools are realizing the value 
of play and are helping the growth of 
the play movement. The county play 
day, when children from schools all over 
the county bring their lunches and have 
a day of athletic sports, is an annual 
event in many rural sections. Such days 
have done much to bring before country 
people a realization of the value of phys- 
ical education and play. 

The rural school teacher of today is 
adding play leadership to the many jobs 
in which she must be proficient. A mov- 
ing appeal came to the information ser- 
vice of the Playground and Recreation 
Association of America not long ago 
from a teacher in one of the most back- 
ward sections of Florida. “I have never 
played any athletic games, but I want 
to interest my children in athletics,” she 
wrote. “I have secured rule books, but 
I can’t understand them well enough to 
teach the game. The children have 
never seen a game, nor the grown-ups 
either, I have thirty-five children, rang- 
ing in age from six to sixteen, but our 
average attendance is about twenty, 
‘ague’ being principally the cause of poor 
attendance. But I think if I can get 


them interested in something, they wilk. 


make a greater effort to get well and do 
better. Please give me information re- 
garding badge tests. Any help you can 
give me will be greatly appreciated.” 
‘Because of that teacher the school now 


has a baseball diamond and basketball 


court, and the children are having their 

first taste of organized games. 
Through the activities of schools 

many waste lots have been transformed 


November, 1923 


from eyesores into smooth athletic fields 
for the use both of the school and of the 
community. The high school in Proyg 
Utah, declared a half-holiday last April 
and the boys did some practical civigg 
by turning out on a vacant lot five hun. 
dred strong, with shovels and wheel. 
barrows and leveling, grading, and seed. 
ing it for a baseball park. “Everybody 
predicted we couldn’t do it, but we did!” 
said the local Community Service secre. 
tary, who was the guiding spirit in the 
enterprise. ‘‘According to the city engj- 
neer we moved 20,000 cubic feet of dirt. 
The high-school girls provided a fine 
lunch. Only two boys failed to report 
for work and next day they got a free 
bath in the public fountain. Think of 
the interest in that park now. Those 
boys built it instead of having it built 
for them!” 

Another interesting illustration of the 
way in which schools are aiding the play 
movement is the growth in the number 
of school buildings which are being used 
as evening play centers. One hundred 
fifty-two cities reported to the 192? 
Year Book that their school buildings 
were open for recreation purposes in the 
evenings, as compared with one hundred 
thirty-seven in 1921. The total num- 
ber of buildings so used in 1922 was re- 
ported as 1082. Ninety-nine cities 
reported a total average attendance of 
96,612 at these school recreation centers. 
“More play for everybody”’ is the slogan 
of progressive schools today. School 
boards realize that the gymnasium, 
swimming pool, or recreation room that 
is closed after school hours is a wasted 
play resource. 

In a certain city at an evening-center 
meeting, someone rose unexpectedly 
from the back of the room and addressed 
the assembly. It was the school janitor, 
who said, “I want this citizen’s meeting 
to understand that the opening of this 
here school building evenings has done 
more for the young fellers of the Bull- 
frog Alley, bunch than anything that has 
ever happened since I come to live in 
this neighborhood. At first I thought 
they’d wreck the building, what- with 
tampering with the electric lights and 
putting the bubble fountains out of busi- 
ness. But now you’d oughter see them! 
They come in more orderly than the 
school children themselves. You'd 
oughter see them settin’ quiet in the 
basement playin’ checkers.” Such evi- 
dence from a source which might well be 
hostile to keeping the school open 
evenings because of the extra work in- 
volved speaks for itself. 


_——_- Fs ix 


AS 





Vol. 12, No.9 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


359 





Ethical Correlationof Geography, 
Science, and Civics 


Henry NEUMANN 


Leader Brooklyn Society for Ethical Culture; Instructor in Normal Department 
Ethical Culture School, New York 


ITIZENS of the future, we hope, 
.. will make better use than their 
forebears have done of the fact that dif- 
ferent groups of people must occupy this 
planet of ours together. The need for 
new outlooks for problems of human 
contact has never been more urgent. 
Teachers—especially of geography and 
civics—can do much if they keep fore- 
most the thought that the best which any 
school study can give is inspiration and 
direction toward a vastly better dwell- 
ing-together upon our globe than men 
have yet managed to attain. 

A century ago, if the question was 
asked, “What dealings can your country 
as a whole have with other countries as 
wholes ?’’ ninety-nine out of a hundred 
would have answered, “War or alliance 
for possible war. Private individuals in 
France, let us say, may trade with pri- 
vate individuals in England; but if all 
France is to act as a unit toward all 
England as a unit, the only contact can 
be military.” Such is the old concep- 
tion, and we must not forget that mil- 
lions everywhere, even in our land, still 
have nothing better. They wake up to 
the fact that they are members of a Na- 
tion only when they see their govern- 
ment directing a war: “What have we 
got a government for if not to fight some 
other?” There are still huge numbers 
to whom the sight of a flag suggests only 
this. Fortunately, more people are ask- 
ing themselves, “What is wrong with 
the world if this is all that the flag 
means to so many?” 

The ordinary ideals of peace are too 
negative to be appealing. The world 
has never had a genuine peace, but only 
armed truce masquerading under the 
name, because peace to the great major- 
ity still means a string of don’ts, “don’t 
fight,” “don’t destroy property,” “don’t 
take life.” To appreciate how meagre 
is such an ideal, imagine individuals 
making it an aim for private life: think 
of getting no more out of living with 
one another than the fact that nobody is 
hurt, or calling an evening at the theatre 
a success because nobody stoned the 
actors! Men justify wars on the ground 
that the wars are essential to the attain- 


ing of certain positive benefits. But do 
they think of peace as a similar means to 
specific goods? If peace is at all worth- 
while, it is for the sake of certain ends 
which war imperils. Does the race, 
however, really cherish these ends suf- 
ficiently? If we prize a bit of precious 
statuary, we take care to place it where 
it cannot be destroyed or marred. 

Peace, in other words, is a mere in- 
strument, a way to obtain certain good 
things. If these are sufficiently desired, 
we can be sure that methods will be 
found by which to get them. The task 
of school, home, church therefore, is to 
educate people into wanting these better 
things. 

Here is an ideal requiring the utmost 
of constructive effort. And here is 
where geography, among other resources, 
can especially help. In the first place, 
it can bring home the elementary truth 
of human interdependence. City and 
country need one another; so do land 
and land. Good and ill in any part of 
the world produce their effects elsewhere 
as well. The prostration of industry in 
Central Europe after the World War 
put millions of people out of work in 
Great Britain and America. A plague 
of influenza in India carried off popula- 
tions in Europe and the Western Hemis- 
phere. 

There is a brighter side to the picture. 
A few months ago, notice, more or less, 
was taken of the hundredth anniversary 
of the birth of Louis Pasteur. Every 
country today is indebted to the labors 
of this French genius. But France alone 
is not entitled to the credit. Pasteur’s 
researches in fermentation and the germ 
origin of diseases went back to the find- 
ings-of men in other lands; and men of 
other countries carried his work for- 
ward. A Scotchman, Lister, applied 
Pasteur’s results to antiseptic surgery. 
A German named Koch used Pasteur’s 
methods and discovered the bacillus re- 
sponsible for tuberculosis. An Amer- 
ican, Dr. Trudeau, made valuable ap- 


plication of Koch’s findings. To pro- 


mote healthful living, men of all lands 
have codperated and 
another. 


still need one 
The last plague has by no 






means been fought yet. If pupils are 
interested in the story of a good fight, 
let them know of the heroic fight against 
yellow fever by Dr. Walter Reed and 
his associates. Let them know some- 
thing of its international side. Among 
other important items is the fact that 
the yellow fever germ was finally is- 
olated by a Japanese, Dr. Noguchi, 
working for the Rockefeller Foundation. 

But health and the goods of commerce 
are not the only things that pass from 
place to place. All the people of earth 
depend upon one another for the inter- 
change of ideas of life. No country 
today dare remain provincial, self-suf- 
ficient, or content with the thought of 
its own superiority over other lands. 
East and West, for instance, need each 
other badly. The Orient needs West- 
ern science, but the West needs to learn 
from the East that feverish commercial 
rivalry and aggressive nationalism are 
not the unquestioned blessings which the 
Occident is prone to suppose. All the 
countries on the globe can learn from one 
another. Each country has something 
unique to give to every other; only as 
each seeks to understand, to respect, and 
to encourage the special best in its fellows, 
will its own best gifts be promoted.? 

In the lower grades, the geography 
lessons can begin working in this direc- 
tion by trying to create the attitude of 
mind which at least refrains from re- 
garding the customs of Chinamen, Hin- 
doos, Frenchmen, Italians, as merely 
funny. All important is the need to get 
used to respecting qualities unlike our 
own. Is the Anglo-Saxon type better 
than the French, the German, the 
Italian, the Slavic? As well ask, “Is 
air better than water? Is a table better 
than a stool? Is a steamship superior 
to a railway train?” ‘There comes a 
time in a boy’s life when he understands 
how absurd it is to put questions like 
these. He knows that if the world 
were all land and no water, we should 
rightly never build a single ship, and 
that the only reason why the locomotive 
is so useful on land constitutes the best 
of reasons for having something different 
on the ocean. Ship and train are needed 
for their Yet how 
many lads who have grown to be grand- 
fathers still think about varieties of na- 
tional culture as if their own peculiar- 
ities were superiorities! At bottom, this 
is merely a sort of expanded egotism. 
Our own pride is flattered by the thought 


very unlikeness. 


1 This point of view is developed in a new book, 
“Education for Moral Growth,” (published and 
copyrighted by D. Appleton and Co.), from which 
this excerpt is selected. 


Satary ScuEpuLEs—Rochester, New York 


Population 295,750—izffective, September, 1922 


| 


First 


Classification 
of year 


teachers 


| Grade teachers 


$1,200 |$1,300 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


Additional 
annual 
increments 


Max- 
imum 
salary 


Third | Fourth 
year year 


Second 
year 


Number! Amount 


's100 





{ 
$1,400 s.s00 | 





| Kindergarten directors and 
special class teachers 


1,200 | 1,300 | 1,400 


| 100 
50 


1,500 





= | 








Elementary -— — a." 
| Kindergarten directors in | 
| charge of 4 or more teachers | 


,200 | 300 | 


1,400 | 1,500 | 100 





Classroom teachers 


1,600 | 


700 | 1,800 | 1,900 | 100 





| Selected teachers from grades | 


1,600 | 


1,900 


,700 | 1,800 | 100 





| High school — ‘ . ;, 
Department heads, advisors 
| for girls, special responsi- 
bility 


a 





2,600 | 


,500 | 2 ,70Q 








Teachers-city normal 1,200 





300 | 1,400 








Normal — —- 
school | Critic or theory teachers 


| 1,600 | 


.700 | 1,800 





| Teachers 


1,300 | 


,400 | 











| Special -- — 
Subjects Supervising teachers 











Elementary 


| Vice. 
principals | — ~ 
——_———| Junior and senior high 





2,000 


, 300 | 1,500 





2,300 


| 2,100 | 





2,200 


|2,287.50| 
ee 


2,462.50) 





| 1 to 11 teachers 


| 12to17 teachers | 2,200 


2,450 | 2,575 | 





18 to 23 teachers 2,200 


550 | 2,725 | 





Elemen- | 


tary 24 to 30 teachers 2,200 


2,837.50) | 212.50 











Principals | 31 to 45 teachers 2,200 


700 | 2,950 | 250 








Over 45 teachers 2,200 





2,750 | 3,025 } 275 





Junior & | Under 60 teachers 3,000 


| 3,150 | 3,300 | 3,450 | 4,200 





senior 
high 





Over 60 teachers | 3,400 


| 3,600 000 | 





City Normal school | 3,400 











| 3,600 | 3,800 | 4,000 | 





that “our crowd” overtops the others.’ 
No fuel for the war-makers is more in- 
flammable. 

As the pupils grow older, they should 
be set to asking more and more, “What 
is there in the civilization of other coun- 
tries from which our own can learn, and 
what can this other land learn from 
us?” Teachers who know something 
of Tagore’s writings, Hearn’s books on 
Japan, G. L. Dickinson’s Letters of a 
Chinese Official and his Appearances, 
Cooper’s My Lady of the Chinese 
Courtyard, Brown’s The Wisdom of 
the Chinese, Wu Ting Fang’s America 
Through the Spectacle of an Oriental 
Diplomatist, Yoshio Markino’s When I 
was a Child, will want their pupils to 
read these books and to be less super- 
cilious toward the Oriental peoples 
whose growing contact with the West 
is bringing to the fore some of the 
gravest problems of the age. Too many 
of us fail to realize that the so-called 


*“The idealism of selfishness must keep itself 
drunk with a continual dose of  self-laudation.”’ 
R. Tagore, “Nationalism in the West,” Atlantic 


Monthly, March, 1917., 





backward lands are not mere spots upon 
a map. They are places where human 
beings—men, women, and children—live, 
where people are trying to work out in 
their own way their special life-prob- 
lems, and where, in many _ instances, 
lofty natures have elaborated thoughts 
of enduring and universal importance. 
Books, pictures, anything that can make 
more real what is best in these human 
lives will help all other lands to develop 
their own best gifts. 

A similar help is at hand in books on 
America by foreign observers. Because 
America has so much to give mankind, 
we want to know how the gift can be 
improved. We shall thus do well to 
commend, in correlation with civics and 
history, such books as Bryce’s American 
Commonwealth, the comparisons in his 
Modern should also be 
known. Letters from America by Ru- 
pert Brooke criticizes some of our short- 
comings but always with kindly apprecia- 
tion. So does the genial book by Wu 
Ting Fang already mentioned. Other 
useful criticisms will be found in the 


Democracies 


November, 1923 


two books by Dickinson and John G 
Brooks’ collection 4s Others See Us. 

Of immense importance today is the 
problem raised by the geographical fact 
that the world’s raw materials are lim. 
ited in quantity and that some lands 
are more favored than others. More 
and more we are being forced to under. 
stand that one of the chief occasions for 
modern’ war is the clash of desires to 
control the supply of oil or iron or other 
natural wealth, or to bar competitors 
from trade-routes or fields of invest. 
ment. During the World War, there 
was a temporary approach on the part 
of the Allies to something better than 
the usual practice of “each for himself,” 
Coal, wheat, cotton, oil, rubber, leather, 
instead of being left to each ally to buy 
or not as each could, were pooled and 
rationed. When the war ended, the old 
way was restored, but the day must be 
made to come when war-breeding com- 
petitive scrambles will be replaced by 
enlightened coéperation. 

Geography teachers can do much to 
cultivate this better conception because 
from the ethical viewpoint; geography 
is the study of what man’s will and 
reason can accomplish to overcome the 
difficulties of his natural environment. 
The story of civilization is a tale of how 
mankind has triumphed over wild beasts, 
plagues, excessive heat, and biting cold. 
The ocean, once a barrier, men have 
turned into a road by which swift, 
luxurious steamers bring land and land 
into touch. Man has wrought for him- 
self another road through the air, just 
as he has built roads beneath the earth 
and beneath the water. To avoid dan- 
gerous routes for his vessels, he digs a 
Cape Cod Canal; to save more lives, he 
erects sea-walls at Galveston; he ir- 
rigates deserts, drains swamps, cleans up 
plague spots, tunnels the mountains, con- 
nects oceans by canals, conducts drink- 
ing-water for a city from a reservoir 
over one hundred miles away. 

The task is not yet completed. There 
are still quarters of the globe that need 
to be saved from famine, disease, and 
flood. Here is a work upon which the 
more favored lands can well unite. 
And a still greater step forward will be 
to overcome the obstacles created by 
man’s own disruptive follies, prejudices, 
and greeds. 

As long as nations still eye one another 
with a mistrust which obliges them to 
spend billions of hard-won treasure on 
military preparations, our assurance that 
we are so securely and highly civilized 
needs to be chastened. 



















7 


0 


pr 
me 
to 

we 
ag 
gr’ 
ad 


ing 


sui 


Vol. 12, No.9 





Portland Grade Teachers 
Association 


Juvia A. SPOONER 


President of the Portland Grade Teachers’ Association 
Portland, Oregon 


HE DESIRE among teachers 

throughout the United States “‘to 
promote greater professional advance- 
ment” and “to secure conditions essential 
to the best professional service’? which 
was in its early development a decade 
ago, led to a meeting of about fifty 
grade teachers of Portland to discuss the 
advisability of organization. Respond- 
ing to a call sent out by them, several 
hundred grade teachers met, with the 
superintendent’s permission, May 3, 
1912, and the Portland Grade Teachers’ 
Association was organized “in order that 
the rapidly growing corps of teachers 
may become better acquainted, welcome 
new teachers, extend courteous hospital- 
ity to visiting teachers from other cities, 
exchange with them experiences, obser- 
vations, and ideas; become practiced in 
parliamentary law ; raise a fund whereby 
eminent lecturers and educators can be 
brought to the city to address the teach- 
ers on live subjects of interest to all; 
share the benefits of the same with teach- 
ers throughout Multnomah County; ex- 
tend the support of the Teachers’ Re- 
tirement Fund; establish a news com- 
mittee or a committee of correspondence 
to report new educational ideas and 
activities in other places ; organize classes 
for study as the demand arises; promote 
the general welfare and a more pro- 
fessional spirit; with hearty codperation 
join with other school organizations of 
the city in any plans for the general 
welfare of education and _ professional 
fellowship,” according to the minutes of 
that first official meeting. 

Four hundred thirty-three charter 
members were enrolled and every presi- 
dent since elected has been chosen from 
that charter list. Growth has been 
continuous and the membership today is 
eight hundred and seventy-two, almost 
100 per cent of the number of regular 
grade teachers employed in the Portland 
schools. Eighty-three per cent are mem- 
bers of the Oregon State Teachers As- 
sociation and about 65 per cent are now 
(March 1, 1923) members of the Na- 
tional Education Association. 

The constitution provides for a board 
of directors, made up of the president, 
the recording, corresponding and mem- 


bership secretaries, the treasurer, and 
eight vice-presidents who represent the 
eight grades of the elementary service. 
From these eight vice-presidents, the 
president appoints three standing com- 
mittees—social, civic, and professional. 
Each committee heads a department in 
which are grouped other committees di- 
rectly responsible to the department 
head ; under the Professional Committee 
are placed the various Bulletin Commit- 
tees; the Fellowship, the Teachers’ Af- 
fairs, and the Clippings Committee; 
under the Civics Department are the 
Patriotic, the Welfare, the Child Wel- 
fare, Publicity, Coéperation, and Amer- 
icanization Committees, and the dele- 
gates to the affiliated clubs; under the 
Social Department, the Lookout, the 
Headquarters, the Music, the Club- 
house, and the Recreation committees 
function. 

The auditing committee appointed by 
the board of directors is independent, as 
is also the Budget and Finance Com- 
mittee, which is made up of the treas- 
urer and membership secretary and 
three members of the board of directors. 

One of the most important parts of 
the Association machinery is the repre- 
sentative body consisting of one delegate 
from each school, which meets with the 
president twice monthly to bring to and 
carry from the officers such information 
as is necessary to carry out association 
plans and policies. This group func- 
tions under the membership secretary in 
collecting dues for local, State, and Na- 
tional organizations. Upon their activ- 
ity and fidelity depends to a great extent 
the success of the Association. 

Not provided for in the constitution, 
but existing by common consent, is a 
group of “official visitors” assigned to 
duty in connection with other organiza- 
tions of the community, such as the 
Civic League, the Central Labor Coun- 
cil, the White Cross, the County W. C. 
T. U., and the Patrons of Husbandry. 

It was a part of the early work of 
the association to bring to the city lec- 
ture courses, or noted speakers for single 
engagements. In 1917, a request was 
made to the University of Oregon that 
the extension courses be enlarged and 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 361 





now a large percentage of the grade 
teachers are regularly enrolled students 
in the extension work, and the early 
lyceum courses, as a result, have been 
temporarily discontinued. Classes in 
gymnastics, swimming, French, and 
music have however been arranged for 
through the organization, from time to 
time, and a creditable chorus was main- 
tained for a number of years. 

Aid has been given the State Teachers’ 
Association in improving professional 
conditions in the State; in raising re- 
quirements for teachers’ certification; in 
securing a larger unit of taxation tor 
school purposes; in securing a State min- 
imum salary law; in increasing mini- 
mum term requirements; and in other 
legislation for the betterment of teach- 
ing conditions. 

For the improvement of the local sit- 
uation much has been accomplished— 
salary increases; a ten-days’ sick leave 
each year granted by the Board at the 
request of the Association; and for the 
benefit of teachers who do not use the 
privilege during years of service, and 
then meet with prolonged illness, a plan 
for cumulative sick leave is being studied 
by the professional committee. 

A fellowship fund was formed early 
in the association’s existence to aid 
teachers by loans at extremely low in- 
terest, when they have had to face heavy 
hospital and doctor bills; these loans are 
repaid at the teacher’s convenience and 
are all considered “strictly confidential.” 
Ten cents per capita from the annual 
dues is placed in this fund, which now 
amounts to about twelve hundred dol- 
lars. An endowed hospital bed is the 
dream of the association which we hope 
to make a reality within the next few 
years. 

The teachers’ retirement fund re- 
ceives the active support of the associa- 
tion. Laws governing tenure of position 
have long interested the profession. 
Portland teachers have experienced the 
protection of a tenure law since 1913, 
although the measure then passed has 
been twice amended. The struggle to 
establish and retain the tenure law has 
probably been the greatest educative and 
unifying force in the association’s history. 

Teachers’ rating systems in use in dif- 
ferent cities are interesting the present 
Professional Committee, because of the 
growing demand for an open and definite 
system of teacher rating. This com- 
mittee is also making a survey of the 
time of meeting of State teachers’ asso- 
ciations in the various States. 

The official publication of the associa- 








362 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





tion, begun in 1914, has taken over the 
work contemplated for the proposed 
committees on correspondence. It now 
reaches the president of every Parent- 
Teacher Circle in Portland; the presi- 
dents of women’s clubs interested in ed- 
ucational work; all the State and local 
schooi officials, and has a list of ex- 
changes with other teacher organiza- 
tions. It is self-supporting and occa- 
sionally contributes to the club-house 
fund, for a club house with adequate 
office rooms is a dream, too, which may 
soon materialize. 

The Association is affiliated with the 
National Education Association, the Na- 
tional League of Classroom ‘Teachers’ 
Organizations, the State and City Fed- 
erations of Women’s Clubs, and co- 
operates with all the civic bodies of the 
community. It has furnished milk for 
tubercular children through the Visiting 
Nurses’ Association; contributes an- 
nually to the Scholarship Loan Fund of 
the State Federation of Women’s Clubs; 
has provided wheeled chairs and private 
tutors for crippled children; has con- 
tributed over $2000 from its treasury 
for promoting general welfare work; 
and in addition to this,-over $250 an- 
nually to aid incapacitated teachers who 
retired from service before the days of 
retirement funds or pensions. 

A Patriotic Committee was appointed 
in July, 1916, to help the Third Oregon, 
then on the Mexican Border. From 
that time till now the patriotic work of 
the association has been continuous and, 
during the war, was its major work. 
Association Red Cross classes made 
surgical dressings and hospital supplies; 
the association opened sewing rooms and 
manufactured 3000 articles for a hos- 
pital unit from material furnished by 
the Red Cross. Tag day and rummage 
sales, gift cards, concerts, and appropria- 
tions from the general fund raised al- 
most three thousand dollars. 

Miss Ortschild, president in 1916- 
1917, was a member of the State Coun- 
cil of Detense, was secretary of the Com- 
mittee on Coordination, served on the 
War Emergency Council, and on the 
Oregon Boys Emergency Fund Com- 
mittee. Her successor, Miss Mac- 
Gregor, was chairman of the Educa- 
tional Publicity Committee of the 
War Emergency Council. Under Miss 
Thayer’s administration, the association 
gave aid in the influenza epidemic and 
sent a corps of teachers to the berry 
fields to aid in the summer’s harvest. 
Looking back upon those busy years, one 

has a feeling of wonder that so much 


was done in addition to the regular 
schoolroom work with the multitudinous 
added duties of war times. 

The establishment of a court of 
domestic relations, which superseded a 
juvenile court functioning as a minor 
part of the county court, was a service 
of undoubted value. ‘The probate work 
was the chief interest of the Multnomah 
County Court, and judges were chosen 
for that work, without regard to their 
knowledge of, or their interest in, mod- 
ern methods of dealing with dependent, 
defective, and delinquent children. Ap- 
pointments of workers in the court were 
made as rewards for service rather than 
for fitness for the work. When a num- 
ber of teachers were threatened with 
contempt of court for a legitimate and 
persistent interest in a certain case, and 
others had had experiences calculated to 
disturb their faith in the efficacy of a 
court so organized, a juvenile court com- 
mittee, which was later called a child- 
welfare committee, was formed. ‘This 
committee studied the organization of 
children’s courts in other States, and 
evolved a workable plan which received 
the unqualified support of the clubs and 
the press of the city. When the meas- 
ure came up for legislative action, the 
association had to face an organized 
group working against it. Changes 
were made which called its constitu- 
tionality into question, but the court was 
organized and the succeeding legislature 
corrected the defects in the law. Port- 
land now has a court of domestic rela- 
tions which is rapidly developing into 
great usefulness. 

The next step was to go below surface 
manifestations and get at conditions that 
aid in creating juvenile delinquency. 
The close connection between defect and 
delinquency, and the difficulty of doing 
satisfactory school work with heteroge- 
neous classes graded according to 
chronological age rather than to mental 
ability, led the association to ask the 
legislature of 1923 to make mandatory 
the establishment of a bureau of re- 
search and guidance in each of the larger 
cities of the State, whose duty it should 
be to search out the abilities, talents, and 
capacities of children to the end that 
these talents, abilities, and capacities be 
conserved and developed to their fullest 
extent. The measure had the fullest 
newspaper publicity, and the support of 
public opinion generally; the Governor 
of the State, a former teacher and school 
administrator and a successful farmer, 
fully aware of the principle of “indi- 
vidual differences” and all its implica- 


November, 1923 





tions, gave it his personal support, and 
the Speaker of the House used every 
legitimate means to further its passage, 
but success was possible only when the 
mandatory features were amended to be. 
come permissive, due probably to an 
ignorance of educational, progress in the 
last few years on the part of a few of 
the older senators. The awakening of 
public concern has, however, been most 
helpful to the school and association 
interests. 

The association has used all legit. 
imate means to raise the status of teach- 
ers both in professional and in economic 
lines, knowing that what advances the 
real interests of teachers advances the 
interests of the children. Realizing that 
most of the neglect of the schools is due 
to the ignorance, rather than to the in- 
difference, of the public in regard to 
school needs, the association has tried 
to keep in close touch with the com- 
munity of which it is a part. Recog- 
nizing the value of this close acquaint- 
ance, the Portland School Board has 
aided in its growth by granting to the 
president of the association leave of 
absence without loss of pay to attend the 
annual conventions of the State Federa- 
tion of Women’s Clubs; to ten teachers, 
representing different leave 
without loss of pay to attend the annual 
convention of the State Parent-Teacher 
Associations; and the same privilege is 
given to ten teachers to attend the 
monthly Parent-Teacher Council, for 
the half-day session, thus establishing in 
a practical way, a union of the forces 
most interested in the betterment of 
school conditions. 

The Portland Grade ‘Teachers’ Asso- 
ciation is not satisfied with its work; it 
realizes that much of what it will at- 
tempt to do in the future will not be 
wholly successful; but it believes it has 
been of service to its members and to 
the community and it knows that it is 
laying solid foundations; it hopes the 
structure that is built will be enduring 
and worthy and it is sure that succeeding 
workers will read from the records in 
the cornerstone—‘“‘After me cometh a 
Builder. Tell him I, too, have known.” 


schools, 








HERE is a little basic difference be- 
tween the herd and the leader. Big 
minds are simply used minds—enlarged 
and strengthened by constant exercise. 
Commanding intelligence anywhere dif- 
fers from crowd average only in purpose 
and determination. Brains are just 
motors, incapable without a persistent 
driving force——Herbert Kaufman. 


7 Pia 


“= 
< 


it- 
h- 


lic 


g- 


| Vol. 7? No. 9 





EvIzABETH A. Everett and LAura B. Everett 


AY that again, Sophronisba,” said 
Mrs. Snafty, as she dropped plump 
golden rings into the kettle of smoking 
fat. “I want to get that, and the fat is 
all but too hot, so I’ve got to keep 


, 99 


fryin’. 

“They’re starting a new queericulum 
at school, Ma; that’s what I said,” re- 
plied Sophronisba, as she appropriated 
another crisp brown doughnut. ‘“‘What’s 
a queericulum?” asked Mrs. Snafty, 
pausing in her gentle rocking of the 
steaming kettle. ‘Maybe I know it, but 
like enough it’s got a new name by now.” 

“Why, you know, Ma, the queeric- 
ulum’s the studies we take, but they’re 
going to change them around and put 
in some new ones.” Mrs. Snaffy tested 
a floating life-preserver with a medi- 
tative fork: “I know a good sight about 
queericulums, though we didn’t usta call 
“em that. Goodbye, an’ study good at 


school.” 
When Sophronisba retufned from 
school in the afternoon, her mother 


paused in the beating of a marsh-mallow 
pudding to say with Minerva-like grav- 
ity, ‘“Sophronisba, I been a-thinkin’ 
about queericulums. We need a lot o’ 
new things in ’’em. Did the teacher say 
anything about ’em?” 

“Yes, she said the three Ares wasn’t 
enough for people to know nowadays. 
I wasn’t just sure what she meant. 
What is an dre?” 

“That’s what they used to call ’em, 
the three Ares. There was something 
about “You are what you are,’ but I 
disremember it. When your pa an’ I 
went to school we jest had grammar 
an’ spellin’ an’ rithmetic an’ geog’phy an’ 
readin’.” 

“That’s what they ought to be teachin’ 
now ’stead of all this tomfoolery they’re 
taxin’ the people to pay for,” growled 
Mr. Snaffy who stood in the doorway, 
paper in hand. He stole the thunder 
of the third editorial with the celerity 
of any well-informed American as he 
demanded, “Cut out-all the gew-gaws 
and flub-dub, an’ teach the children 
somethin’. That’s what I say. 

“Well, now let’s look at this broad- 
like,” urged Mrs. Snaffy in a concil- 
latory tone, as she carefully folded a 
fluffy heap of beaten egg into her 
pudding. 

“Queericulums is like food. When 
folks first come out to a new country 


an’ had to raise ev’ry thing they et, first 
they lived on hog an’ hominy, then they 
raised chickens an’ cooked ’em, an’ had 
eggs to make cakes an’ pies an’ puddin’, 
an’ then they raised fruit an’ made 
preserves, an’ dried fruit an’ learned to 
can it. “They was jest as strong as when 
they was only eatin’ corn an’ bacon, an’ 
a sight better pleased. 

“Think of all the things we have on 
our table, pineapples, an’ bananas—that’s 
like forrin langwiges I guess—an’ grape- 
fruit, an’ artichokes, an’ celery, an’ let- 
tuce—an” 

“Ice cream, Ma.” Sophronisba came 
helpfully to her aid. ‘That would be 
like athletics, wouldn’t it?” 

“Yessir! Ice cream! Think of the 
tons of it that’s et! It’s nourishin’, too, 
though that ain’t the reason so much of 
it is et. An’ it’s the same with athlet- 
icing ; it’s developing, but the boys do it 
more because they like it. 

“We could get along ’thout dessert. 
We could live on corn-bread an’ beans 
an’ keep pretty healthy, but if I’d cut 
you down to two things for dinner, Pa 
Snaffy, you’d make as much fuss as the 
boarders would.” 

As if fearing to put the matter to 
the test, Mr. Snaffy fled with his paper, 
editorial and all, from the room and the 
argument. Mrs. Snaffy lowered her 
voice and spoke confidentially as if wish- 
ing to set herself right in her daughter’s 
mind. 

“I’m not sayin’s all queericulum’s 
right. ‘They’re like rations that had 
ought to be balanced. There’s vege- 
tarian queericulums without no ’rith- 
metic nor nothing hard, which is a little 
light for hearty minds, an’ there’s the 
queericulum all meat and taters that I 
was raised on. Now it ain’t enough to 
give children jest what they had forty 
years ago. It ain’t enough to teach ’em 
to read and do sums. They’ve got to 
be learned to be good citizens-like and 
showed how to get sech a good scald on 
peace that we'll be forever shet of war. 
Then because sights of folks can’t learn 
their girls to cook an’ sew an’ keep house, 
like I can, that’s got to be in the queeric- 
ulum. An’ music had ought to be. 

“*Music hath charms to soothe the 
savage breast.’ I learned that out of my 
copy-book. There’s more savages around 
loose waitin’ to be soothed than any- 
body’d think. An’ drawin’s good. Look 





THE JOURNAL OF THE NATIONAL EpucaATION AssocIATION 363 


_ Mrs. Snaffy and Queericulums 





how Reginald plotted the back yard 
from his drawin’; an’ what was it he 
liked so fine when he use to sprout beans 
collect 


an’ keep tadpoles an’ corn- 
worms ?” 
“That was nature study, Ma. I had 


it, too, when | was littler. ‘They used 
to show us how some of the leaves went 
to sleep at night and how the maple-keys 
and dandelions was carried by the wind. 
I loved that.” 

“Course you did, Sophonisba, and it 
was more digestible for your little stum- 
mick, so to speak, than a chunk of 
’rithmetic. The thing is to pervide for 
everybody. What with all our emi- 
grunts to do for, makin’ queericulums is 
like cookin’ for a big family an’ a hos- 
pital too. There ought to be enough 
variety—like a hotel minnow—-so’s 
everybody can get what they need, a 
balanced ration for every mother’s son.” 





IKE every worker, the teacher meets 
those trying, sandy stretches where 
the question forces itself upon him, 
“What is the sense in sticking at a job 
like this?”’ At college reunions, he ob- 
serves classmates who have done more 
striking things in the world, who see 
more tangible returns and have certainly 
“prospered” to a greater degree. At 
such times everything for him depends 
on his faith in the principle which he is 
at pains to have his students understand, 
that in the final reckoning, what counts 
is one’s scale of values. If success in 
life means the ordinary thing, then the 
returns undoubtedly show that his in- 
vestment has hardly been prudent. But 
what if his dividends must be of the 
rarer and better sort? 

Such indeed do come to him. Is it 
much or little to be kept young by con- 
tact with youth and by, what is even 
better, its friendship? Is it a slight 
return that his work has helped his own 
mind to grow? ‘To be sure, if he had 
devoted himself entirely to research and 
been spared the distractions of teaching, 
he might perhaps have made himself the 
distinguished specialist. But recom- 
pense for this loss, too, has come. Asso- 
ciation with youth has kept him younger 
than he might otherwise be, younger’ in 
the sense that his horizons have been 
kept wider and his interests broader be- 
cause the interests of youth are so win- 
ningly many-sided. All their happy 
spontaneity, even their waywardness, is 
a constant challenge to the spirit that 
would lock life up forever into a few 
classroom formulas—Henry Neumann 
in Education for Moral Growth. 






















NATION CALL 





“EVERY American citizen is entitled to a liberal 
education. Without this there is no guaran- otttee 


and freedom.go hand in hand.” 


Tue JOURNAL OF THE NATIONAL EpucaTion AssOcIATION 





TRUTH JUSTICE“ Tron mn” Uasbington Werald Editorial Page “ocrssersias “PUBLIC SERVICE 


ED TO OBSERVE EDUCATION WEEK — 


“QUR country adopted the principle of self-gov- 
ernment by a free people. Those who were 


tee for the permanence of free institutions, MO | 2464 Those who had the duty and responsibility | in many cases, might have earned larger incomes 
hope of perpetuating self-government Despotism | of government must necessarily have the educa- 
finds its chief support in ignorance. Knowledge | tion with which to discharge the obligations of 7 
citizenship.” gratified.” 


November, 1923 





“We love Him, because He first loved us.” —1 Jota, 1v19 
Text suggested by the Rev. Maurice S. White, pastor of the Highlands Community Chureh. i 











eee 








| 
| 
Extracts from President Coolidge’s Proclamation: 
“THE willingness of the people to bear the bur- | “THE might schools of the cities, the moonlight } 
dens of maintaining these institutions, and schools of the Southern Appalachian coun. } 
being free were worthy of being edu- | the patriotic devotion of an army of teachers who, ties, the extension work of the colleges and unt- 
versities, the provisions for teaching technical, | 

in other pursuits, have made it possible to accom- agricultural and mechanical arts, have marked | 
plish results with which we may well be/| out the path to a broader and more widely dif. | 
fused national culture.” 

} 






















































of Education 


NOWLED 





to New England tradition in 


Pre vert COOLIDGE is true 
the almost religious ron | the measures 








|] wherewith be proclaims the week 
of gr 18 as National Edu- 
cation Week. ; 
The citations at the head of this community as 
page are only a few of the gems 
of thought and feeling with which 
the presidential proclamation is 
studded. It certainly is devoutly 
to be wished that the Nation will 
ive concrete effect to the Presi- 
ent’s wishful ideals and recom- 
mené ations. . 

Obviously, in a democracy you 
have to depend upon the people 
for the right kind of goyernment. 
By the same token the people must 
be educated in order to know the 
right kind of government. A 
democratic society bases its sta- 
bility upon an educated people. 
The constructive education of the 
citizens, coupled with liberal legis- 
lation, forestalls anarchy, prevents 
irrational outbursts, promotes re- 
spect for law, assures preservation 
of order. . 

An educated citizenry is more 
likely to demand, secure and re- 


























progressive self-government, intel- 
ligent self-direction, and the wise 
use of mass co-operation. By such 
means alone, a democratic nation 


ing the first, 


ean organize and develop a social 
order that gives increasingly fuller, 
finer, happier life to the individual. 
The individual who is without 
education is shat out from most 
of the joys of the spirit that con- 
stitute really human life. 
President Coolidge says, 
“this country was founded on the 
ideal of ministering to the individ- 
ual.’’ Indeed, the individual be- 
ing the ultimate human unit, de 
moecracy is rightly defined as the 
organization of society on the basis 
of respect for the individual. 
Democracy, seen as an expression 
of world evolution, is only nature’s 
most glorified utterance of the 
primal instinct of self-preservation. 
nm uneseapable respect for the 


swear by the 
violate in the 


support of th 


mother to the 


spelling books 


it become the 





all educational  activii . . 
public and private, in order to and it is 
gecure the President’s ideal of 


basis of public happiness. In one in which render to this Republic the prime, the vital serv- 
pressions so immediately from the sense of the body the children of those who are born here 


tial. To the security of a free constitution it ent lands abroad. You furnish a common train- 
contributes in various ways: By convincing those ing and common ideals for the children of all 
who are intrusted with the public administra- the mixed peoples who are here being fused 
tion that every valuable end of government is_ into one nationality. It is in no small degree due 
best answered by the enlightened confidence of to you, and to your efforts, that we of this great 
the people, and by teaching the people them- American Republic form one people instead of 
selves to know and value their own rights; to a group of jarring peoples. The children, 
discern and provide against invasions of them; wherever they have been born, wherever their 
to distinguish between oppression and the neces- parents have been born, who are educated in our 
sary exercise of lawful authority, between bur- schools side by side with one another, will in- 
dens proceeding from a disregard to their con- evitably grow up having that sense of mutual 
venience and those resulting from the inevitable sympathy and mutual respect and understanding 
exigencies of society; to discriminate the spirit which is absolutely indispensable for working 
Site at Se erty. which means of liberty from that of licentiousness, cherish- out the problems that we as citizens have before 


speedy but temperate vigilance against encroach- 


"|i No ei ni patina aaamaae POPULAR EDUCATION and Free Govern- 


ET EVERY AMERICAN, every lover of political and social, which are indispensable to 
liberty, every well-wisher to his posterity free individual development. And, in the second 


country, and never to tolerate their violation by cure popular education. * * * Without popular 
others. As the patriots of ’76 did to the support education, moreover, no government which rests 
of the Declaration of Independence, so to the upon popular action can long endure. The peo- 


Eternal justice and the’ temper every American pledge his life, his property, possible, in the virtues upon which the mainte- 
and his sacred honor; let every man remember’ nance and success of free institutions depend. 
that to violate the law is to trample upon the No free government can last in health if it lose 
blood of his fathers and to tear the charter of hold of the traditions of its history, and in the 
his own and his children’s liberty. Let rever- public schools these traditions may be and should 
ence for the laws be breathed by every American’ be sedulously preserved, carefully replanted in 


lap. Let it be taught in schools, in seminaries, generation—Woodrow Wilson. 
and in colleges. Let it be written in primers, 


from the pulpit, proclaimed in legislative halls, 
and enforced in courts of justice. 


Abraham Lincoln. 





GE is in every country the surest services to the country. For instance, you 
of government receive their im- ice of amalgamating into one homogeneous 


in ours it is proportionably essen- and of those who come here from so many differ- 


avoiding the last, and uniting a us.—Theodore Roosevelt. 


ment—Popular education is necessary for 
the preservation of those conditions of freedom, 


blood of the Revolution never to place, no instrumentality less universal in its 
least particular the laws of the power and authority than government can se- 


e Constitution and the laws, let ple must be schooled in the knowledge and, if 





lisping babe that prattles on her the thought and consciousness of each successive 


, As Semaneee. Lat & Se poeached PLEA FOR TEACHERS—“Without vision 
In short. let the people perish.” Without education 
: there can be little vision. Of education it may 
be said that “It is twice blest; it blesseth him 
that gives and him that takes.” It will be greatly 
worth the effort if we can impress this thought | 


political religion of the Nation.— 





HE TEACHER’S TASK—You teachers— upon the young manhood and womanhood of | 


a mere truism to say this—you the Nation and redirect their interest and patri- 


teachers make the whole world your debtor; : : : : 

: : ; : ? i to the id f makin r contri- 
and of you it can be said, as it can be said of no otic zeal to the idea o Prd. sate ste’ 
other profession save the profession of the min- 


bution to educational work. It is regrettable 


| 

| [ ——— Stars isters of the Gospel themselves, if you teachers that so few young men and women, equipped 
| sain iene ak aeie aa did not do your work well, this Republic would for such service, are nowadays disposed to give 
| Sey Teale Seg cess in Toman | not outlast the span of a generation. their time and talents to teaching. Education 
| snes oe ae! cet toe one Moreover, as an incident to your avowed needs their young eagerness, zeal, and enthusi- 
| Sons a work, you render some well-nigh unbelievable asm.—-Warren G. Harding. 














T the top and left of this page is a 
reduced facsimile of the editorial 
columns of the Washington 

Herald, featuring American Education 
Week. Within the box are significant 
statements by Presidents of the United 


States testifying to the basic necessity of | obligation to society for the investment 
education. From these and hundreds of | which it makes in his education and let 
similar staternents made by newspapers, him also develop a determination to see, 
magazines, and public men, teachers may when he in turn becomes a voter, that 
draw material for use during Education the next generation of children shall 
Week. Let every child understand his have an adequate and sound education. 








—_. 


» *fS = | DD = 4 





¢ 
we 








The Largest Orphanage 


T Alexandropol in Transcaucasia, 
Near East Relief (the organiza- 
tion chartered by Congress to aid 

the war-stricken people of the Levant) 
is supporting the largest orphanage in 
the world, one of seventeen thousand 
children. All people who 
have to do with education 
are especially interested in 
the management of this or- 
phanage because nowhere 
else are children handled in 
such large masses. 

Where did this monstrous 
gathering come from? Dur- 
ing the war Russian Ar- 
menia, wedged between the 
Caspian Sea on one side and 
the Black Sea and Turkey 
on the other, was devastated 
by repeated invasions. At 
one time the destroyers were 
Turks, at another, Russians. 
Between them the country 
was so cleared of grown men 
and women that it has earned 
the name of the “Land of 
Orphans.” 

The unhappy little creat- 
ures were everywhere. ‘They 
hid, terrified, in ruined vil- 
lages and abandoned farms; 
they slept wherever they 
dropped down from exhaus- 
tion; they wore rags ever 
growing more ragged; they 
hunted food like animals, 
eating grass, twigs, even clay 


to silence the insistent cry of SOME of a 1 


hunger. 

They were so ever-present, 
their plight so terrible, that 
something had to be done 
about it. The government assigned for 
orphanage use the huge barracks that 
once housed the Tsar’s crack Georgian 
troops just outside the small city of 
Alexandropol. Near East Relief under- 
took the management of the orphanage. 
There was no difficulty in finding oc- 
cupants; thousands upon thousands of 
children staggered weakly to the gates 
as soon as the news got abroad that there 
was some one left on earth who cared 
enough to hold out a welcoming hand. 

The immediate problem—There are 
a few Russians among the children, a 
few Georgians, but almost all of them 


Mase tt §. C. Smit 


are Armenians. That means that these 
stunted, undernourished boys and girls 
have a heritage of vitality and intel- 
ligence and spiritual strength. The 
American executives of the orphanage 
depend upon all these qualities. to aid 


¢ 
, mae 
en 
i 


+ 4) : 


« eo hrs * 
fa e * Ph, ~~ ee . Jj? , 
aad 3 ey Pee ye a er ee 





ee fee ee | 


them in solving every child’s immediate 
problem—his return to normal health. 
And because the children are Armenians, 
the ‘“‘cleverest people in the world,” as 
Bayard Dodge calls them, they coéperate 
eagerly. They set themselves to learn 
everything the Americans can teach them 
about the care of their bodies. The new 
practice of hygiene together with reg- 
ular feeding and the tonic of the new 
hope bring about an amazing return to 
vigor in two or three months. Gymnas- 
tics, scout training, and active games keep 
them in condition. For those who con- 
tinue delicate there are clinics. For the 


[365] 


> rat . hr Si, 
RE LO gt 
rita | 5a! "oak Be 


7,000 children maintained by the Near 
East Relief at the Alexandropol Orphanage in the 
Armenian Republic. 


tuberculous there is an open-air sleeping 
pavilion. For the sufferers from tra- 
choma, the dreaded eye-scourge of the 
East, the largest trachoma hospital in 
the world, 3000 beds, has been estab- 
lished. Here Dr. Russell T. Uhls, of 
White City, Kansas, with 
the aid of a band of skilful 
nurses, gives the daily agon- 
izing, healing treatments 
with the copper sulphate 
pencil which the brave little 
sufferers call the ‘Devil 
Stick.” The proportion of 
cures is unprecedented in 
the history of the disease, 

The next problem— 
With the health problem 
solved there follows the plan- 
ning of the child’s whole or- 
phanage life. He is not to 
be pauperized. He must be 
so trained that he makes his 
contribution to the upkeep of 
the vast household of which 
he is a part; he must be 
fitted for self-support when 
the time comes. for -him to 
step out into the world on 
his own. Because of the 
terrific loss of man-power 
during the war these Amer- 
ican-reared boys will be the 
economic leaders of Armenia 
in a decade or two—they 
must be ready for the task 
and they must take their part 
in the rebuilding of their 
fallen nation. There must 
be both mental and _ voca- 
tional education, and these in- 
telligent youngsters are quick 
to recognize what both kinds 
of instruction mean to them and are 
eager to do their best for the sake of 
their benefactors, of themselves, and of 
Armenia. 

What has been done?—Just as soon 
as returning energy makes minds and 
hands restless for something to do such 
of these potential heads of families and 
housewives as are large enough are put 
on kitchen police. The children do 
practically all the work of the various 
houses so there are the regular duties 
always waiting—the preparation, cook- 
ing, and serving of food and the clear- 
ing away; the scrubbing of walls and 





366 





floors; the making of beds and the wash- 
ing of clothes. In order to conserve the 
food sent from America, as much food as 
possible is procured on the spot, so there 
is the raising of vegetables and grain and 
the making of flour. In these Eastern 
countries bread is the chief support—al- 
most literally the “staff of life’—and 
young bakers are speedily taught to mix 
and bake it. 

The children must, of course, be 
clothed. The wherewithal is found 
chiefly in bundles of old clothes sent from 
America. The girls become deft seam- 
stresses and the boys expert tailors and 
cobblers. Every process in the prepara- 
tion of wool from the sheep’s back to the 
woven cloth is performed with ancestral 
skill. Benches and tables and beds are 
put together by the youthful carpenters ; 
necessary utensils—mugs, plates, stoves 
and so on—are ingeniously derived from 
old oil cans and bits of tin roofing; 
masons build walls; blacksmiths shoe the 
horses and oxen used on the farms. 

The learning of these various trades 
serves two purposes—it aids the house- 
hold economy of the orphanage and it 
provides each child with a means of 
future self-support when he becomes in- 
dependent and a member of some one 
of the semi-ruined villages in process of 
slow rebuilding. 

Native teachers, both men and women, 
are giving this great body of future citi- 
zens a practical elementary education 
capable of fitting them into the current 
of their home and business lives. They 
are eager to learn English, picking up all 
they can from the thirty-five American 
directors of the orphanage and from the 
interpreters. 

The Armenians are a strongly re- 
ligious folk and the tenacity with which 
they have clung to Christianity has 
brought persecution and massacre upon 
them on many occasions throughout the 
centuries. These children have inherited 
the spiritual strength of their ancestors 
and are essentially religious. 

Future plans, schools—At the mo- 
ment, Alexandropol, like every other or- 
phanage in Near East Relief care is con- 
ducting its schools as best it can. More 
definite and standarized methods are ex- 
pected before long as the outcome of the 
recent formation of an advisory educa- 
tional committee of which Dr. John H. 
Finley is the chairman. In filling his 
committee Dr. Finley wrote: “A real 
education problem is presented by the 
60,000 orphans being cared for by this 
great humanitarian organization and I 
am asking the best men in the schools of 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


the United States to give the active help 
of their advice and counsel in this cause.” 

The members of the committee are 
Otis W. Caldwell, R. J. Condon, 
William M. Davidson, Frank P. Graves, 
James F. Hosic, J. M. Gwinn, and 
Angelo Patri. 

Industries—The industrial plans of 
the Near East Relief are based on the 
broad conception of the economic rela- 
tion of these boys and girls to the re- 
building of Armenia. Assuming that 





OHN H. FINLEY, chairman of the 
Advisory Educational Committee of 
the Near East Relief, who spent the 
summer of 1923 on the ground in the 
Near East studying the problem of 
organization. 





every child is being taught the trades 
and crafts of the home-maker and the 
village citizen the big problem is to make 
him a creator of merchandise and then 
to develop larger markets for that 
merchandise than exist locally. In order 
to make him a creator of merchandise 
whose kind and quality bring good re- 
turns he must be taught occupations 
whose output is in demand. In propor- 
tion as this merchandise sells well the 
standard of living of the worker will 
rise and as the standards of the indi- 
vidual rise so will the standards of the 
country as a whole. In addition to this 
economic aspect of the industrial scheme 
there is the artistic and sentimental 
side—the preservation of native indus- 
tries and arts threatened with extinction. 

A beginning has already been made 
by the appointment of an_ industrial 
committee consisting of Henry Morgen- 








November, 1923 
oansaaiieaeinanastnivenriniaapeastelonaena5iin 
thau, Cleveland E. Dodge, Harold A. 
Hatch, James M. Speers, with Barclay 
Acheson as secretary, and M. Karaghey. 
sian, Vartan Malcolm, and K. Thomas 
Pushman as advisors, each member 
chosen because of his special knowledge 
of some angle of the subject. The tra- 
ditional occupations of rug-weaving, em- 
broidery, lace-making, and the many. 
facture of silver jewelry and of brass 
goods are among the crafts being en- 
couraged, whose products are already on 
sale. Analysis of various sorts of 
markets in America is being made by 
experiment as well as investigation, 
The children being trained in Near East 
Relief industrial departments will be 
the industrial leaders of the Armenia 
to come. 

A griculture—Large scale agricultural 
work has been started in the Caucasus 
area as an important contribution to the 
economic future of Armenia. Leonard 
R. Hartill, former head of the depart- 
ment of horticulture of the New York 
Institute of Applied Agriculture, js 
blocking out the plan and Francis P, 
Freeman is in charge of that part deal- 
ing with the orphanages. The govern- 
ment is codperating through the assign- 
ment of land. 

Elsewhere—-The plans in action at 
Alexandropol are the same as those be- 
ing put into effect, with necessary local 
modifications, in all the Near East Relief 
orphanages. Everywhere the scheme 
provides for elementary and vocational 
education. Everywhere the purpose is 
to provide present training, future self- 
support, and a contribution toward the 
rebuilding of a brave-hearted people. 

America’s part—What America has 
done already for the orphans of the Near 
East is a matter of history. With a 
personnel both consecrated and _intel- 
ligent, carefully selected and _ tested, 
more than a hundred thousand orphans 
have been saved from death and are be- 
ing reared to lives of happiness and use- 
fulness. Beyond their personal salva- 
tion is the salvation of Armenia of which 
they are a vital part. 

America has shown her interest in 
sympathy and in money. ‘The plight of 
the homeless, parentless children has 
tugged at the heartstrings of our entire 
country. There is no group untouched 
by the appeal; there are no groups more 
closely drawn to this great work of train- 
ing for nation-building than the edu- 
cators who are training the young citi- 
zens of this, the greatest Nation in the 
world, and the mothers who are watch- 
ing their development. 

















en ET eR ee 


A — eee 


o_O ne orien rE 


DONE —— - 


OW the residents of a small 
Pennsylvania city voted a 
$385,000 bond issue for the pur- 

pose of getting a new school building 
may be of interest to 
other cities with sim- 
‘lar crowded condi- 
tions. Ambridge, a 
city of about 13,000 
population, is in 
Beaver County, 
Pennsylvania, not far 
from Pittsburgh. The 
fall of 1921 found 
four hundred  chil- 
dren in grades one 
and two attending 
school half time, and 
worse still 850 chil- 
dren from the seventh 
and eighth grades and 
the high school were 
crowded into a build- 
ing intended for 500. 
The need of a new 
school building was 
imperative. 

Under the leader- 
ship of Superintend- 
ent Fausold a public 
mass meeting was 
held and later at a 
winter chautauqua 
citizens spoke in be- 
half of the proposi- 
tion. All through the 
campaign speakers 
were provided to 
present the Bond Is- 
sue Campaign to the 
various clubs and civic 
bodies. 

But the campaign 
was more than some- 
thing to talk about; 
it furnished the art 
classes a fine project 
as well. Principals, 
teachers, and pupils codperating with the 
Art Supervisor, Miss Elisabeth Stewart, 
made more than five hundred striking 
posters, which are here _ illustrated. 
They testify to the originality and craft- 
manship of Ambridge’s youth. These 
posters were first shown in the schools and 
then a few days before election, March 
20, 1922, were displayed to good ad- 
vantage in business houses and churches. 

This poster project, although of 
great publicity value, was only part of 


How Ambridge Voted 


the advertising scheme. Blue prints 
were posted, and pamphlets were printed 
and distributed to the pupils. These 
pamphlets were explained by the teach- 





ers, before being taken home to the par- 
ents. The blue-print tables of statistics 
forcefully told of the congested schools. 
They showed the enrolment in 1905 to 
be 400 and in 1923, 2930. Cuts in the 
pamphlet also illustrated the crowded 
conditions and the poor lighting. A 
first-floor plan of the proposed building 
was included and educational data ap- 
peared under the headings: A Few En- 
rolment Figures; Four Hundred Little 


Children on Half Day Sessions; De- 
[367] 


plorable 


Conditions in High School 
Building; A Flexible Type of Building; 
Location; A Community Center; What 
ther Schools are Doing; The Cost; 
Why the Plan is 
Economical. The 
pamphlet closed with, 
“Your Opportunity— 
March 20 will be the 
date for 
this proposition. If 
you favor the Issue, 
place an X opposite 
the word Yes on the 
ballot.” 

Handbills, having 
prints of the proposed 
school building with 
a few facts about its 
need, were distributed 
at manufacturing 
plants as the men 
came home from work 
the evening before 
election, and not to 
be outdone the “‘antis”’ 
circulated a handbill 
objecting to the Bond 
Issue on the ground 
that the building site 
was undesirable. But 
the people, having 
been previously in- 
formed that the site 
was worth three times 
what the school board 
paid for it six years 
before, that it was 
centrally located, and 
that it afforded room 
for expansion and a 
complete athletic field, 
so ignored the antis’ 
propaganda that their 
handbill helped rather 
than hindered the 
When the 

morning of election 
day finally arrived, every father of a child 
in the first three grades found by his 
breakfast plate a card reading: “Father 
and Mother: Do not forget me today, 
Tuesday, March 20.” And when the 
vote was counted with 1019 voting for 
and only 240 against. it was plain that 
father and mother had not forgotten. 
The Bond Issue Campaign had gone 
through, and a modern school building 
in 1924 for the boys and girls of Am- 
bridge was assured.—J. M. R. 


voting on 


cause. 


: 
; 
' 
{ 
i 
| 
t 
} 




























































































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 subserip- 
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 1108, 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. 





Investing in Leadership 


REAT business builds itself around 

great leaders. Boards of directors 
of large industrial and commercial enter- 
prises recognize that before they can 
build organizations they must first build 
men and women. They encourage 
workers to study every phase of the busi- 
ness often at great cost. It is not un- 
usual when traveling in the United 
States to meet representatives of foreign 
concerns who are in this country to ob- 
tain knowledge of markets and processes. 
Thousands of American business men 
are each year sent abroad at the expense 
of their corporations in order that their 
grasp of the business situation may be 
deepened and broadened. Conferences 
of business and commercial workers are 
increasingly common. 

The biggest business in America is 
education, but boards of education have 
not invested in the men and women who 
direct school systems to anything like the 
extent that directors of corporations have 
invested in their personnel. However, 
the practice of sending educational work- 
ers to professional meetings and on trips 
of inspection of other school systems is 
growing. Each year the meetings of 
the Association and of its Department of 
Superintendence bring together at public 


Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


expense a larger and larger number of 


educational workers. Few boards of 
education which consider themselves 
progressive and far-sighted now hesitate 
to send representatives to these great 
meetings in order that they may gain 
increased knowledge, vision, and inspira- 
tion. Education is a sacred public trust 
and its strength lies in the workers who 
have given their lives to the cause. 
Money spent to make them stronger and 
wiser is always well spent. 


Educating Adults 


DULT education is now recognized 
both in America and overseas as a 
great public opportunity. Many special 
schools and institutions for this purpose 
have sprung up within the past decade. 
These enterprises aim either to make up 
opportunities missed during childhood or 
to continue the education begun in the 
schools. Both aims are important.  II- 
literacy is a menace and a disgrace to the 
Nation. It should not and will not 
much longer be tolerated. : 

To continue education that has been 
well begun in the schools is even more 
important. That education is a life- 
long enterprise should be taught the 
child from his earliest days in school to 
the end of his college or professional 
course so that he will not feel satisfied if 
he fails to continue to improve his mind 
throughout life. 

America has developed in the free 
public library the agency best equipped 
to foster continuing education for all 
citizens at least expense and with the 
greatest effectiveness. The possibilities 
of library service in this connection are 
only beginning to be realized. For ex- 
ample, the Chicago Public Library in an 
effort to foster reading with a purpose, 
has recenty instituted for its patrons a 
readers’ bureau in the reference depart- 
ment which will compile outlines for the 
study of any desired subject after per- 
sonal consultation with the applicant to 
determine his purpose, tastes, and pre- 
vious preparation. The library will 
also supply to all citizens of Chicago the 
books prescribed in each course. 

It may take generations for the full 
value of such an arrangement to be ap- 
preciated by the general public and by 
the individual citizen, but it has many 
advantages over the more formal organi- 
zation of classes and courses which re- 
quires mature men and women, capable 
of independent study, to go through the 
same formalities and requirements re- 
gardless of their individual needs. 





November, 1923 


Washington the Capital 


MERICA’S 110,000,000 turn nat- 
urally toward Washington as the 
seat of their Government and the center 
of their National life. In the first place, 
it is hallowed ground, trod by the great 
men of the eighteenth century who with 
diligence and vision framed our Consti- 
tution and started self-government by 
free and intelligent people on its upward 
way. No one can visit or even read 
about the historic places in and around 
Washington without a renewed sense of 
obligation to the men who founded and 
preserved the Republic. 

In the second place, the many actiy- 
ities of the Government itself have at- 
tracted to Washington not only the 
greatest statesmen but also the best busi- 
ness men, the most brilliant scientists, 
and the keenest students. The Govern- 
ment itself is the largest business in the 
world. Government agencies conduct 
research on an extensive scale. Al- 
though the salaries have never been ad- 
equate, many of the best investigators 
of our time are working in Washington, 
Many others now working elsewhere 
won recognition in the service of the 
Government. 

In the third place, Washington has 
the greatest collection of libraries to be 
found anywhere in the world. At the 
heart of its library resources is the ex- 
quisite Library of Congress with its 
books and manuscripts gathered from 
every corner of the world and represent- 
ing all periods of history since printing 
began. Supplementing this mammoth 
collection of more than three million 
volumes are the libraries of the various 
Government Departments and of associa- 
tions, each of which working in a special 
field has been able to gather together 
more material bearing on the peculiar 
problems of that field than can be found 


‘anywhere else. 


In the fourth place, there have gath- 
ered in Washington thousands of rep- 
rentatives of organizations which min- 
ister to some special phase of our Na- 
tional life. Among such are the Gen- 
eral Federation of Women’s Clubs, the 
American Federation of Labor, the Na- 
tional Congress of Mothers and Parent- 
Teacher Associations, and the National 
Geographic Society. For all of these 
reasons and many others every member 
may be proud that the headquarters of 
the National Education Association are 
located in Washington. It is a beauti- 
ful city with a great past and a promis 
ing future. 


——EEEE——E———EE 





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FRESH FROM THE CLASSROOM 








HE COMMITTEE of One Hun- 

dred on Classroom Teaching Prob- 
lems will represent every State and Ter- 
ritory and will codperate with similar 
committees appointed by various State 
associations. In the following message, 
recently sent to classroom-teacher period- 
icals, President Jones outlines the con- 
siderations that led to the appointment 
of this committee: 


To the Classroom Teachers, fellow-workers 
in the greatest profession in the world, 
laying the foundation stones in the build- 
ing of economic, political, and social rec- 
ognition of the teaching profession: 

Long ago as a builder’s daughter, | 
learned the value of each detail in laying 
the foundation of a building—the fatal 
results of failure to dig deep enough for 
foundations and the consequences of too 
much water and poor materials in the 
concrete bed. ‘The great profession of 
teaching is a work so much more im- 
portant than any building of stone and 
brick and mortar, and so inevitably nec- 
essary to the world’s need of peace and 
happiness, that we often fail to under- 
stand the bigness of our opportunity. 

In the great edifice of public educa- 
tion it is for you as a teacher to tell 
what are the practical needs, the essential 
details, the conditions of soil and water 
and rock to be encountered and over- 
come. lor without your help the ad- 
ministrators, expert as they may be in 
their knowledge of materials and pro- 
cedures, cannot erect a model structure. 

For years I have been hearing teach- 
ers say that their point of view was not 
considered in planning courses of study 
and daily schedules, but I have seldom 
heard any of them state definitely, and 
convincingly, their solution of these 
problems. On the other hand, I have 
heard supervising officers regret their in- 
ability to discover and adapt teachers’ 
ideas of school problems to practical use 
in administration under present civic and 
social conditions. Until each of these 
two forces learns to appreciate the other’s 
point of view and to codperate at every 
turn a worthy educational structure can- 
not be built. 

And where do you, Individual Class- 
room Teacher, come in? 

To be sure that your contribution 
shall be conserved and used the Na- 


+ 
tional Education Association has this 
year appointed a Committee of One 
Hundred on Classroom Teaching Prob- 
lems. Mrs. Mary C. C. Bradford, 
State superintendent of schools, Denver, 
Colorado, and former president of the 
National Education Association, is chair- 
man of this committee. Her wide ex- 
perience as an educator and her intimate 
knowledge of women’s work gathered 
through active participation in women’s 
clubs, the high esteem in which she is 
held by classroom teachers throughout 
the country, and finally, by personal be- 
lief in her integrity and loyalty to the 
highest aims of education, influenced my 
selection of her as chairman. 

Associated with Mrs. Bradford are 
ninety-nine others, the majority of whom 
are classroom teachers, representing 
every State and Territory, chosen after 
consultation with officers of State asso- 
ciations, State directors of the National 
Education Association, and_ teachers. 
Upon this committee rests the responsi- 
bility of keeping in close touch with Mrs. 
Bradford and guiding her in estimating 
the importance and validity of the ideas 
expressed. Through the members of 
the committee Mrs. Bradford will find 
solutions to questions and distribute in- 
formation. 

In this Committee of One Hundred 
on Classroom Teaching Problems I hope 
to see an unrestricted opportunity for 
frank, definite expression by teachers of 
their ideas, ambitions, and ideals. These 
expressions will be collected and classi- 
fied in all points and finally made into 
a book of knowledge for use by all school 
workers in planning the great edifice of 
education. I bespeak for this committee 
and for Mrs. Bradford your confidence 
and assistance. 

I urge that you write your prob- 
lem, your aim, your thought about your 
work of teaching, and send it “fresh 
from the classroom,” either directly to 
Mrs. Bradford or your own State rep- 
resentative on the committee. 

I urge also that you watch the space 
in THE JouURNAL, Fresh from the Class- 
room, and answer the many questions 
which it will suggest and comment on 
the statements contained therein. Very 
sincerely yours, Olive M. Jones, Presi- 
dent, National Education Association. 





THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 369 


LTHOUGH the movement has just 
begun, there has come “fresh from 
the classroom” more material that we 
would like to use in THE JOURNAL than 
there is space for. The following state- 
ment by Miss Effie MacGregor, presi- 
dent of the Department of Classroom 
Teachers, 1922-23, is an unusually fine 
expression of 4d Classroom Teacher's 
Viewpoint: I believe 

(1) That teaching is an art and that 
this art is the heart of education. 

(2) That classroom teachers and ad- 
ministrators alike must fight that this 
art may thrive at its best. 

(3) That this art is the only insur- 
ance we have against the defeat of our 
great National experiment in democracy 
and that our success in this National ex- 
periment is the hope of the world. 

(4+) That we must submerge per- 
sonal and group problems in the protec- 
tion of this art which is the insurance 
of our National life. 

(5) That as every individual and 
every group protects this art so will in- 
dividual and group problems solve them- 
selves, for they will then be seen as the 
problems of all. 

(6) That decisions in educational 
organization should always be made with 
the protection of this art of teaching 
in mind. 

(7) That this can and will be 
achieved in the educational world. 

(8) That we will thereby not only 
make a great National but a great world- 
wide contribution toward the further 
progress of harmonious living among 
mankind. 


NOTHER TEACHER offers the 
following suggestion for American 
Education Week: 

There are thousands of business men, 
heads of families, people of all sorts, who 
owe much to the inspiration of a teacher 
whose influence at some period of school 
training changed their entire outlook on 
life. ‘This may have been in primary 
grades or at any time on through college. 
I have often felt a desire to write to one 
or two teachers who made deep impres- 
sions vn my life to thank them for def- 
inite influence brought to bear at the 
right moments. With the eternal fitness 
of things in mind, it hasn’t always 
seemed wise to allow the appreciation to 
drop out of a clear sky. Would it be 
at all practical to suggest that American 
Education Week would be a fine time to 
write these letters of appreciation to our 
former teachers, who meant much to us, 
to let them know how we feel ?—P, N. 


ee 


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SS eee 





HE soundness and wisdom of the 

proposals embodied in the Towner- 
Sterling Education Bill are daily winning 
wider and wider recognition. Page lists 
of speakers who would make addresses 
on this measure were published in THE 
JOURNAL for September and October. 
The list is here continued. Arrange with 
these men and women for addresses on 
every possible suitable occasion. When 
the people generally are familiar with the 
needs which the Education Bill would 
remedy, the demand for its immediate 
passage will be irresistible. 


William C. Ash, Director, Vocational Teacher 
Training, University of Pennsylvania, West 
Philadelphia, Pa. 


William C. Bagley, Westport, Conn. 

J. H. Bentley, Superintendent of Schools, Duluth, 
Minn. 

B. C. Berg, Superintendent of Schools, Newton, 
Iowa. 

Mrs. Edwin Bevens, President, Arkansas Federa- 
tion of Women’s Clubs, Helena, Ark. 

Annie Webb Blanton, University of Texas, Austin, 
Texas. 

Edgar S. Bowlus, 
Brookhaven, Miss. 

J. W. Bradner, Superintendent of Schools, Mid- 
dlesboro, Ky. 

A. A. Brown, President, University of Chatta- 
nooga, Chattanooga, Tenn. 

E. F. Carleton, Field Representative, Extension 
Division, University of Oregon, Eugene, Ore. 
Elmer L. Cave, Superintendent of Schools, Val- 

lejo, Calif. 

Will Grant Chambers, Dean, School of Education, 
Pennsylvania State College, State College, Pa. 

E. T. Chapman, Assistant Superintendent of 
Schools, New Kensington, Pa. 

William A. Cook, Professor of Education, Univer- 
sity of South Dakota, Vermilion, S. D. 
H. A. Davis, Superintendent of Schools, 

Huron, Mich. 

Chester B. Dissinger, County Superintendent of 
Schools, Milford, Pike County, Pa. 

J. J. Doyne, Superintendent of Schools, Lonoke, 
Ark. 

Katharine Dozier, 
Gainesville, Ga. 
N. L. Engelhardt, Professor of Education, Teach- 
ers College, Columbia University, New York 

City 

James P. Eskridge, 
Florence, Colo. 

R. W.. Fairchild, 
Elgin, IIl. 

James Ferguson, Principal, High School, Chico, 
Calif. 

Nettie S. Ferrell, Teacher, St. 
Echools, Berrien Springs, Mich. 

M. R. Floyd, Dean, School of Mines, 
Okla. 

Andrew G. Gainey, Executive Secretary, Old Cap- 
itol, Jackson, Miss. 

D. W. Gill, Superintendent of Schools, Dumas, 
Ark. 

M. T. Goodrich, 
Kennebunk, Maine 

J. M. Gordon, President, 
Tulsa, Okla. 

Clyde C. Green, President, State Normal School, 
Clarion, Pa. 

F. M. Gregg, Department of Psychology, Ne- 
braska Wesleyan University, University Place, 
Nebr. 

A. F. Harman, County Superintendent of Schools, 
Montgomery, Ala. 

P. L. Harned, Commissioner of Education, Nash- 
ville, Tenn. 


Superintendent of Schools, 


Port 


Superintendent of Schools, 


Superintendent of Schools, 
Superintendent of Schools, 
Joseph City 


Miami, 


Superintendent of Schools, 


University of Tulsa, 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Educational Crusaders 


F. W. Hicks, Superintendent of Schools, Clinton, 
Iowa 

Clyde M. Hill, President, State Teachers College, 
Springfield, Mo. 

J. W. Hill, Chancellor, Lincoln Memorial Univer- 


sity, Harrogate, Tenn. 
W. Karl Hopkins, Superintendent of Schools, 
Ogden, Utah. 


M. D., State Medical In- 
State Education Building, 


William A. Howe, 
epector of fchools, 
Albany, N. Y. 

Annie Laurie Huff, Superintendent of Schools, 
Pulaski, Tenn. 

Alfred F. Hughes, President, Evansville College, 
Evansville, Ind. 

Fred M. Hunter, Superintendent of Schools, Oak- 
land, Calif. 

J. W. Ireland, President, Kentucky Educational 
Association, Frankfort, Ky. 

R. P. Johnson, Superintendent of Schools, Cull- 
man, Ala. 

Mrs. Bruce Carr Jones, President, Georgia Con- 
gress of Mothers and Parent-Teacher Associa- 
tions, Macon, Ga. 


Olive M. Jones, President, National Education 
Association, Park Avenue Hotel, New York 
City 


J. F. Keating, Superintendent of Schools, Pueblo, 
Colo. 

John A. H. Keith, 
School, Indiana, Pa. 

W. A. Kelly, Superintendent of Schools, 
bald, Pa. 

Tletcher Kemp, County Superintendent of Echools, 
Rosslyn, Va. 

Lee Kirkpatrick, Superintendent of Schools, Paris, 
Ky. 

Charles A. Lee, State Superintendent of Schools, 
Jefferson City, Mo. 
T. H. Linn, County Superintendent of Schools, 
Melbourne, Ark. 
F. M. Longanecker, 
Racine, Wis. 
W. T. Longshore, 
Kansas City, Mo. 
P. A. McDaniel, Jr., County Superintendent of 
Schools, Clayton, Ala. 

D. E. McQuilkin, Superintendent 
Roanoke, Va. 

Cc. G. Manning, Superintendent of Schools, Lewis- 
town, Mont. 

R. M. Marrs, 
Omaha, Nebr. 


President, State Normal 


Arck- 


Superintendent of Schools, 


Greenwood School, 


Principal, 


of Schools, 


Principal, South High School, 


G. E. Maxwell, President, Teachers College, 
Winona, Minn. 
Clarence E. Meleney, Associate Superintendent 


of Schools, New York City 
Karl Mitchell, Secretary, Nevada State Teachers’ 
Association, Winnemucca, Nev. 
Mary F. Mooney, Vice-principal, 
Schools, San Francisco, Calif. 
Jessie Muse, Principal, Girls’ 
lanta, Ga. 
J. D. Pepper, Principal of Public Schools, Ash- 
land, Ala. 
C. F. Perrott, Superintendent of Schools, Stutt- 
gart, Ark. 
Merle Prunty, 
Tulsa, Okla. 
William Rabenort, Principal, Junior High School, 
55 Bronx, New York City 
W. G. Rennolds, Division 
Schools, Center Cross, Va. 
Sara L. Rhodes, Principal, 
Brooklyn, N. Y. 

C. R. Rounds, Student, Harvard Graduate School 
of Education, Cambridge, Mass. 

A. M. Royce, President, State Normal School, 
Platteville, Wis. 

C. G. Schulz, Secretary, Minnesota State Teach- 
ers’ Association, St. Paul, Minn. 


Washington 


High School, At- 


Principal, Central High School, 


Superintendent of 


Public School 28, 







November, 1923 


Joseph A. Serena, President, Teachers College 
Cape Girardeau, Mo. , 

Mrs. Nat B. Sewell, Chairman, Library Commit. 
tee, London, Ky. 

Mrs. Lou I. Sigler, Principal, Buchanan School, 
Grand Rapids, Mich. 

Charles C. Smith, County Superintendent of 
Schools, Chatom, Ala. 

L. W. Smith, Superintendent of Schools, Joliet, 
Ill. 

F. A. Spencer, County Superintendent of Schools, 
Bonham, Texas 

G. D. Staton, County Superintendent of Schools, 
Canton, Teas 

Harold Steele, Superintendent of Schools, Sagi- 
naw, West Side, Mich. 

S. M. Stouffer, County Superintendent of Schools, 
Hanover, Pa. 


A. C. Strange, Superintendent of Schools, As. 
toria, Ore. 

J. W. Studebaker, Superintendent of Schools, 
Des Moines, Iowa 

A. R. Taylor, President Emeritus, The James 


Millikin University, Decatur, III. 

W. N. Taylor, Executive Secretary, Mississippi 
Education Association, Jackson, Miss. 

W. S. Taylor, Dean, College of Education, Uni- 
versity of Kentucky, Lexington, Ky. 

C. W. Tenney, President, Gooding College, Good. 
ing, Idaho 

John A. Thackston, Director, School of Educa- 
tion, University of Tennessee, Knoxville, Tenn. 

J. W. Thalman, Superintendent of Schools, St. 
Joseph, Mo. 

Augustus O. Thomas, State Commissioner of Ed- 
ucation, Augusta, Maine 

J. O. Thomas, Superintendent of Schools, Flag- 
staff, Ariz. 

James S. Tkomas, Director of Extension, Univer. 
sity of Alabama, University, Ala. 

A. L. Threlkeld, Assistant 
Schools, Colo. 

S. B. Tobey, Superintendent of Schools, Wausau, 
Wis. 

W. W. Trent, Secretary, West Virginia Educa- 
tion Association, Elkins, W. Va. 

F. B. Trotter, President, West Virginia Univer- 
sity, Morgantown, W. Va. 

May Trumper, Superintendent of Public Instruc- 
tion, Helena, Mont. 

H. B. Turner, Superintendent of Schools, War- 
ren, Ohio ; 

R. L. Turner, State Rural 
Tallahassee, Fla. 

J. W. Twente, Head of Department of Educa- 
tion, University of New Hampshire, Durham, 
N. H. 

Charles H. Tye, County 
Schools, Orange City, Iowa 

L. L. Tyler, Superintendent of Schools, Muskegon 
Heights, Mich. 

J. J. Unger, County Superintendent of Schools, 
Bridgeton, N. J. 

Paul F. Voelker, President, Olivet College, Oli- 
vet, Mich. 

Rev. O. J. Wade, 611 
Ark. : 

W. A. Walls, Superintendent of Schools, Kent, 
Ohio 

R. J. Walters, Superintendent of City Schools, 
Rocky Ford, Colo. 

Joseph H. Walton, 
Leadville, Colo. 

David A. Ward, Superintendent of Schools, Wil- 
mington, Del. 

W. B. Ward, Ex-city Superintendent, Paintsville, 
Ky. 

J. B. Warren, Secretary, North Carolina Teach- 
ers’ Assembly, Raleigh, N. C. 

Walter T. Webb, County Superintendent of 
Schools, Birch Tree, Mo. 

S. E. Weber, Superintendent of Schools, Charles- 
ton, W. Va. 

William C. Weir, President, 
Forest Grove, Ore. 


Superintendent of 
Denver, 


School Instructor, 


Superintendent of 


Buck Street, Texarkana, 


Superintendent of Schools, 


Pacific University, 
























































































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Vol. 12, No.9 


[HE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION 


Our State Associations 1923-24 


TATE and Territorial associations affiliated 
GO’ with the National Education Association are 
here listed with important information about each. 
The associations employing full-time secretaries 
are indicated by an asterisk. 


*Alabama Educational Association, Lula Brad- 
ford, President, 2030 Park Avenue, Birming- 
ham; H. G. Dowling, Secretary, Cullman. An- 
nual meeting, March 15, 1924, at Birmingham. 


Arizona State Teachers Association, Helen Brown, 
President, Tombstone; Mrs. Ward Wheeler 
Furst, Secretary, Prescott. Annual meeting 
November 26, 27, 28, 1923, at Tucson. 


Arkansas Educational Association, C. C. Denny, 
President, Conway; E. B. Tucker, Secretary, 
State Capitol, Little Rock. Annual meeting, 
November 8, 9, 10, 1923, at Kempner Theatre, 
Little Rock. 


*California Council of Education, Mark Keppel, 
President, County Superintendent of Schools, 
Hall of Records, Los Angeles; A. H. Cham- 
berlain, Secretary, 933 Phelan Building, San 
Francisco. Section meetings, North Coast Sec- 
tion at Eureka, September 24, 25, 26, 1923; 
Central Coast Section at Santa Cruz, October 
I, 2, 3, 1923; Bay Section at Oakland, October 
22-26, inclusive; Northern Section at Sacra- 
mento, October 22-26, 1923, inclusive; Central 
Section at Fresno, November 26, 27, 28, 1923; 
Southern Section at Los Angeles, latter part of 
December (Date to be announced later). 


Colorado Education Association, Emily Griffith, 
President, 1524 Fillmore Street, Denver; H. B. 
Smith, Secretary, 520 Commonwealth Building, 
Denver. Section meetings, Western Division at 
Grand Junction, October 16-19, 1923; Southern 
Division at Pueblo, October 18-20, 1923; East- 
ern Division at Denver, October 18-20, 1923. 


Connecticut State Teachers Association, Janet M. 
Purdue, President, New Haven; Samuel P. Wil- 
lard, Secretary, Hartford. Annual meeting, 
February 8, 9, 1924, at New Haven. Section 
meetings at Hartford, New Haven, Bridgeport, 
and Norwich, October 26, 1923. 


Delaware State Teachers Association, Robert S. 
Shilling, President, Milford; Warren K. Yerger, 
Secretary, Superintendent, du Pont Special 
School District, 717 Rodney Street, Wilmington. 
Annual meeting November 16-17, at Milford. 


District of Columbia Education Association, E. G. 
Kimball, President, Wallach School, Washing- 
ton, D. C.; Adelaide Davis, Secretary, Matthew 
G. Emery School, Washington, D. C. Annual 
meeting (Date and place not decided). 


Florida Educational Association, Lorena Long- 
mire, President, Tallahassee; O. I. Woodley, 
Secretary, Journal of Florida Education Asso- 
ciation, Winter Park. Annual meeting, Decem- 
ber 27, 29, 1923, at West Palm Beach. 


Georgia Educational Association, A. G. Cleveland, 
President and Secretary, Valdosta. Annual 
meeting, April, 1924, at Savannah. 


Hawaii Education Association, Ken C. Bryan, 
President, Honolulu; Caroline Mitchell, Sec- 
retary, The Donna, Honolulu. 


Idaho State Teachers Association, Carrie M. 
Flood, President, Bonners Ferry; Alice Beach, 
Secretary, Public School, Montpelier. Annual 
meeting, Thanksgiving Day and _ following 
Friday, 1923, at Boise. 


*Illinois State Teachers Association, William B. 
Owen, President, Chicago Normal College, 68th 
Street and Stewart Avenue, Chicago; Robert 
C. Moore, Secretary, Carlinville. Annual meet- 
ing, December 27-29, 1923, at Springfield. Sec- 
tion meetings, South Central Division at Spring- 
field, March g, 10, 1923; Southern Division at 
Carbondale, March 29, 30, 1923; Southwestern 
Division at East St. Louis, April 5, 7, 1923; 
Southeastern Division at Lawrenceville, October 
II, 12, 1923; Lake Shore Division at Evanston, 
April 20, 1923. 


Indiana State Teachers Association, Elsa Huebner, 
President, Indianapolis; Charles O. Williams, 
Secretary, County Superintendent of Schools, 
Richmond. Annual meeting October 18, 19, 20, 
1923, at Indianapolis. 


*Iowa State Teachers Association, Macy Camp- 
bell, President, Professor, State Teachers Col- 
lege, Cedar Falls; Charles F. Pye, Secretary, 
407 Youngerman Building, Des Moines. An- 
nual meeting November 1, 2, 3, 1923, at Des 
Moines. 


*Kansas State Teachers Association, E. L. Holton, 


President, Kansas State Agricultural College, 
Manhattan; F. L. Pinet, Secretary, 923 Kansas 
Avenue, Topeka. Annual meeting October 18, 


19, 20, 1923, at Topeka, Wichita, Salina, and 
Independence. 


*Kentucky Education Association, J. W. Ireland, 
President, Frankfort; R. E. Williams, Secretary, 
319-320 Starks Building, Louisville. Annual 
meeting, April 23-26, 1923, at Louisville. 


*Louisiana Public School Teachers Association, 
B. F. Mitchell, President, Welsh; P. H. Griffith, 
Secretary, Baton Rouge. Annual meeting, 
Thursday, Friday, and Saturday of Thanksgiv- 
ing Week, 1923, at Lake Charles. 


Maine Teachers Association, John A. Cone, Pres- 
ident, Superintendent of Schools, Brunswick; 
Adelbert W. Gordon, Secretary, State House, 
Augusta. Annual meeting, October 25, 26, 
1923, at Portland. 


Maryland State Teachers Association, Edward F. 
Webb, President, Superintendent of Schools, 
Cumberland; Hugh W. Caldwell, Secretary, 
Superintendent, Cecil County Schools, Elkton. 
Annual meeting, November 30 and December 1, 
1923, at Baltimore. 


Massachusetts Teachers Federation, Mary Mc- 
Skimmon, President, 20 Clinton Road, Brook- 
line 46; Ernst Makechnie, Secretary, 15 Ash- 
burton Place, Boston. Annual meeting, Octo- 
ber 20, 1923, probably at 15 Ashburton Place, 
Boston. 


*Michigan State Teachers Association, E. L. 
Miller, President, Northern High School, De- 
troit; Ernest T. Cameron, Secretary, 809 Prud- 
den Building, Lansing. District meetings, De- 
troit and Alpena, October 25, 26, 1923; Traverse 
City and Kalamazoo, October 29, 30, 1923; 
Bay City and Lansing, November 1, 2, 1923. 


*Minnesota Educational Association, J. C. Brown, 
President, Teachers College, St. Cloud; C. G. 
Schulz, Secretary, Room 808, Pioneer Building, 
St. Paul. Annual meeting, October 31, Novem- 
ber 1, 2, 3, 1923, at St. Paul. Section meetings, 
Moorhead and St. Cloud, October 4 and 5; 
Bemidji, Mankato, Rochester, and Virginia, 
October 4, 5, 6, 1923; Crookston, October 3, 
4, 5» 1923. 


*Mississippi Education Association, J. S. Van- 
diver, President, Superintendent of Schools, 
Moorhead; W. N. Taylor, Secretary, State De- 
partment of Education, Jackson. Annual meet- 
ing, May 3, 4, 5, 1924, at Jackson. 


*Missouri State Teachers Association, Clyde M. 
Hill, President, State Teachers College, Spring- 
field; E. M. Carter, Secretary, Missouri State 
Teachers Association, Columbia. Annual meet- 
ing, November 7-10, 1923, at St. Louis. 


Montana State Teachers Association, J. M. Ham- 
ilton, President, Bozeman; D. S. Williams, 
Superintendent of Schools, Secretary, Glasgow. 
Annual meeting (Date to be announced later). 


*Nebraska State Teachers Association, W. R. 
Pate, President, State Normal School, Peru; 
Everett M. Hosman, Secretary, 326 Funke 
Building, 12th and O Streets, Lincoln. Annual 
meeting, November 1, 1923, at Omaha. Dis- 
trict meeting, October 31, November 1: and 2, 
1923. 


Nevada State Teachers Association, Joe D. Scott, 


President, Principal Humboldt County High 
School, Winnemucca; Karl W. Mitchell, Secre- 
tary, Winnemucca. Annual meeting, 1924, 
either October or November at Elko. Third 


Supervision District Institute in Winnemucca 


in 1923. 


New Hampshire State Teachers Association, 
Frank W. Jackson, President, Madison; Cath- 
erine A. Dole, Executive Secretary and Treas- 
urer, 143 Main Street, Keene. Annual meeting, 
October 20, 1923 (Place not decided). 


New Jersey State Teachers Association, Preston 
H. Smith, President, 651 Broadway, Bayonne; 
Charles B. Dyke, Secretary, Room 304, Stacy- 
Trent Hotel, Trenton. Annual meeting, Decem- 
ber 27, 28, 29, 1923, at Newark. 


*New Mexico Educational Association, Roy L. 
White, President (Also Secretary pro-tem), Su- 
perintendent of Schools, Gallup. Annual meet- 
ing, November 27, 28, 29, 1923, at Albuquerque. 


*New York Stzte Teachers Association, Doctor 
Albert Leonard, President, Superintendent of 
Schools, New Rochelle; Richard A. Searing, 
Secretary, 617 N. Goodman Street, Rochester. 
Annual meeting, November 26, 27, 28, 1923, at 
Albany. 


*North Carolina Teachers Assembly, Elizabeth 
Kelly, President, Raleigh; Jule B. Warren, Sec- 
retary, Box 887, Raleigh. Annual meeting, 
March 12, 13, 14, 1924, at Winston-Salem. 


371 





District meetings: Western District at Asheville, 
September 21, 22, 1923; Northwestern District 
at Greensboro, October 5, 6, 1923; South 
Piedmont District at Charlotte, October 19, 20, 
1923; North Central District at Raleigh, 
November 2, 3, 1923; Northeastern District 
at Greenville, November 16, 17, 1923; South- 
eastern District at Wilmington, November 30, 
December 1, 1923. 


*North Dakota State Teachers Association, W. C. 
Stebbins, President, Grand Forks; M. E. Mc- 
Curdy, Secretary, Washburn. Annual meeting, 
November 22, 23, 24, 1923, at Fargo. 


*Ohio State Teachers Association, R. J. Kiefer, 
President, Supt. of Schools, Niles; Frank E. 
Reynolds, Secretary, 428 Chamber of Com- 
merce Building, Columbus. Annual meeting, 
December 26-28, 1923, at Columbus, also a 
meeting June 24-26, 1924, at Cedar Point. 


*Oklahoma Education Association, H. G. Bennett, 
President, Durant; C. M. Howell, Secretary, 
Room ror, State Capitol, Oklahoma City. An- 
nual meeting, February 7, 8, 9, 1923, at Okla- 
homa City. District meetings, Northern Dis- 
trict at Enid, November 1, 2, 3, 1923; North- 
eastern District at Tulsa, November 8, 9, Io, 
1923; East Central District at Ada, November 
8, 9, 10, 1923. 


Oregon State Teachers Association, G. W. Ager, 
President, Superintendent of City Schools, 
Bend; E. D. Ressler, Secretary, Dean, School of 
Vocational Education, Oregon State Agri- 
cultural College, Corvallis. Annual meeting 
(Not decided). 


*Pennsylvania State Education Association, Wil- 
liam M. Davidson, President, Superintendent 
of Schools, 707 Fulton Building, Pittsburgh; 
James Herbert Kelley, Secretary, 10 South 
Market Square, Harrisburg. Annual meeting, 
December 26-28, 1923, at Philadelphia. 


Rhode Island Institute of Instruction, M. Davitt 
Carroll, President, 76 Beaufort Street, Provi- 
dence; William G. Vinal, Secretary, 52 Brownell 
Street, Providence. Annual meeting, October 
25, 26, 27, 1923, at Providence. 


South Carolina State Teachers Association, W. J. 
McGarity, President, Aiken; B. L. Parkinson, 
Secretary, Chamber of Commerce Building, 
Columbia. Annual meeting, March 13, 14, 15, 
1924, at Columbia. 


South Dakota Education Association, R. E. Raw- 


lins, President, Pierre; Professor A. H. Sey- 
mour, Secretary, N. N. & I. S., Aberdeen. An- 
nual meeting, Thanksgiving Week, 1923, at 
Watertown. 

Tennessee State Association of Teachers, F. L. 
Browning, President, Trenton; P. L. Harned, 
Secretary, State House, Nashville. Annual 


meeting, March 29, 30, 31, 1923, at Nashville. 


*Texas State Teachers Association, Professor 
S. C. Wilson, President, Huntsville; R. T. 
Ellis, Secretary, 2938 Lipscomb Street, Fort 
Worth. Annual meeting, November 29, Decem- 


ber 1, 1923, at Fort Worth. 


Utah Educational Association, L. John Nuttall, 


Jr., President, Brigham Young University, 
Provo; J. M. Adamson, Secretary, University 
of Utah, Salt Lake City. Annual meeting, 


October 25, 26, 27, 1923, at Salt Lake City. 


Vermont State Teachers Association, Donald 
W. McClelland, President, Superintendent of 
Schools, Bennington; Alice Chandler, Secretary, 


Superintendent of Schools, St. Albans. An- 
nual meeting, October 18, 19, 20, 1923, at 
Montpelier. 

*Virginia State Teachers Association, Lulu D. 


Metz, President, Manassas; Cornelius J. Heat- 
wole, Secretary, 300 Lyric Building, Richmond. 
Annual meeting, Thanksgiving week, 1923, be- 
ginning on Tuesday at Richmond. 


*Washington Education Association, Elmer L. 
Breckner, President, Superintendent of Schools, 


Olympia; Arthur L. Marsh, Secretary, 707 
Lowman Building, Seattle. Annual meeting, 
October 24-26, 1923, at Seattle. 

West Virginia Education Association, Bess J. 


Anderson, President, 815 Murdock Avenue, 
Parkersburg; W. W. Trent, Secretary, Super- 
intendent of Schools, Elkins. Annual meeting 
November 29-30 and December 1, 1923, at 
Wheeling. 

*Wisconsin Teachers Association, F. S. Hyer, 
President, Whitewater; E. G. Doudna, Secre- 


tary, 611 Beavers Insurance Building, Madison. 


Annual meeting, November 8, 9, 10, 1923, at 
Milwaukee. 
Wyoming State Teachers Association, O. C. 
Schwiering, President, Rock Springs; C. M. 


Whitlow, Secretary, Riverton. Annual meeting, 
October 11, 12, 1923, at Douglas. 

















Tue JourNAL OF THE NATIONAL EpucaTion ASSOCIATION 


The Teacher's ideal’ 


EACHERS and clergymen are not ex- 

pected to work for financial profits. 
They are supposed to toil for the love of 
their work and to be prompted by the 
motive of service. They have been re- 
garded for so long a time as public servants 
that, together with policemen, they are not 
even supposed to form unions or organiza- 
tions for their financial betterment. 

We would not fret under this ideal if all 
other classes of people did not assume that 
one of the first considerations of their lives 
was profits, and service for the betterment 
of humanity was never a duty with them 
but only a gift, which they could bestow or 
withhold at their pleasure. Indeed, we do 
not rebel even now againsi the part which 
has been assigned to us, but we have the 
conviction that the ideal which has been 
placed upon us is none other than the 
purpose of life which must possess all 
classes of people before our civilization will 
be what it ought to be. 

A glance at our times will convince the 
most superficial observer that our civiliza- 
tion is sick. Professor McDougall, of 
Harvard, says that the United States is 
“speeding gaily with invincible optimism 
down the road to destruction.” Professor 
E. A. Ross deplores the “mysterious decline 
that came upon the people early in the 
twentieth century.” There are many causes 
for this state of affairs, but fundamentally 
it grows out of the fact that the mass of 
men and women are selfish. They live for 
profits that they may spend their profits in 
pleasures. This is evident from our Na- 
tional and international life to the tramp 
who walks the roads. The world emerged 
from the war only to find each nation de- 
veloping an intense nationalism, bent upon 
obtaining as large a slice of the world’s 
goods as possible. The business world 
proceeds upon the same basis. To get as 
much as possible and to give as little as 
possible is the code of morals of the indus- 
trial order. There are exceptions to this 
principle, but no man would question the 
assertion that the desire for financial profits 
is the driving power of little and big busi- 
ness. The labor world is often inspired by 
the same ideal of life. “The other fellow 
has had the. money for centuries and now 
we propose to have it” was the assertion of 
a prominent labor leader. 

This ideal, which so largely rules the in- 
ternational and_ industrial worlds, has 
permeated our social life. Young men and 
women are turning to education to sharpen 
their wits that they may be better fitted to 
secure a large share of the money of the 
world. The masses of men toil that they 
may gain profits to spend in pleasure, not 
because they love their work and through 
it serve the needs of other men. The idle 
rich, the newly rich, and many of our so- 
called best citizens, are in a wild revelry of 
extravagant living and wasteful spending. 
These men, according to the popular notion, 
have a right to live for these selfish ends, 
and teachers and preachers must be satisfied 
with a wage which their worldly-minded 


1 This article was written by Dr, Chauncey J. 
Hawkins, pastor of Plymouth Congregational 
Church, Seattle, Washington, ‘for the Seattle 
Grade Club Magazine from which’ it is reprinted. 


masters see fit to dole out to them and to 
toil for the love of their work and the good 
they can do. 

The biggest issue before the world today 
is whether the ideal of life set for the teach- 


ers and preachers is to rule society or 
whether the unadulterated paganism of the 
masses is to rule. One conclusion seems 
reasonable—namely, that teachers cannot 


forever remain submissive to the lords and 
ladies of pleasure and gold, if the latter 
show no signs of repentance. The teacher 
is a human being, and if the world swings 
to paganism the teacher in the end must 
become pagan. There came a time when 
the United States could no longer remain half 
slave and half free, and the time has come 
when the world can no longer remain half 
Christian and half pagan. We will become 
one thing or the other, and as we are drift- 
ing today we are rapidly becoming pagan. 

Will the teacher go the way of the world 
or will men repent and turn to the ideal 
which guides the teacher? This is a 
tremendous question. If the latter alter- 
native happens, it will mean a revolution in 
our social order such as has never been 
recorded in history. It means that the busi- 
ness world would cease living for the sake 
of huge profits, where two per cent of our 
population owns and controls seventy per 
cent of our wealth, and will live for service. 
Its aim must become the creation of a richer, 
better, and stronger manhood. It is not 
enough that it shall first amass a fortune and 
then spend it in charity as did Mr. Rocke- 
feller or Mr. Carnegie. It must so conduct 
business that, by the wages paid, by the 
hours of toil required, by the conditions 
under which men are compelled to work, it 
shall build a nobler manhood. 

The reply to this will be that business 
cannot continue under these conditions. This 
is true if those who control business must 
live in extravagant luxury, dwell in man- 
sions, and spend more on automobiles and 
pet dogs than they spend on their fellow 
men. But why should they live thus when 
teachers are expected to serve and live in 
humble station? What is good for the goose 
is good for the gander, and if one ideal of 
life is noble for the teacher, why is it not 
equally noble for all classes? 

This higher ideal of life means 4 new 
mind for all classes of our citizens. A 
world which looks upon toil as a necessary 
evil, which produces as little as possible 
for the remuneration given, which seeks as 
much profit as possible to spend on self, 
must see life from a different angle—work 
to serve, live not primarily to get but to 
give. The motive of life must be changed 
from a wild rush for selfish interests to an 
ardent desire to serve men that the world 
may become a veritable brotherhood in love 
and goodness and justice. 

There are many who will look upon this 
point of view as a mere day-dream, im- 
possible of attainment. Our hope, how- 
ever, comes from the increasing number of 
men who are beginning to see that the old 
way means only war between nations and 
classes and who are looking for something 
better. They have discovered that there is 
something wrong in the civilization they 





Nowe mber, 1923 


have built, that the wrong is not in this or 
that thing upon the circumference, but some. 
thing wrong in the heart of things, and they 
are ready, we believe, as they have not been 
ready since the first century of our era, to 
listen to some higher word by which “man 
may make the voyage of his life with , 
certain security.” 

Once men were willing to send mis. 
sionaries to the ends of the earth that mep 
might not pass through the gate of death 
into everlasting torment. Today increasing 
numbers are ready to become missionaries 
of a higher ideal of life lest in some day that 
is coming “the human race may rush again 
on this side of the grave, into a state of 
torment which likewise shall be everlasting 
in the sense that there might be no recovery 
from it.” 

Long ago on the first Christmas there was 
no room in the inn for the babe who was 
to become the master of men. There has 
been little room for him in more recent days 
except in sentiment and in other worldly 
affairs. A few, such as teachers, have been 
living in his spirit, but the day has come 
when he must come to all men if the world 
is to be saved. 


MERICA MUST PLAY HER PART — 
The truth is that international affairs, 
as they exist today, involve the life of 
civilization, and no man can draw _ himself 
aloof with safety. We can continue to 
exist, even though we continue to be self- 
contained and complacent. We can know 
that millions are suffering and dying, that 
fear and despair are striking terror to the 
hearts of whole nations, that the fabric of 
that evanescent thing called civilization is 
being rent and torn by the great, ugly teeth 
of barbaric desperation; we can look on and 
draw our skirts about us and live along 
somehow and perhaps even in material 
prosperity. 

But this we know: Eventually we must 
have to suffer the penalty of our neglect and 
failure. Our continent clings to the same 
globe to which Europe and Asia hold fast. 
In a thousand ways our fate is bound by 
the same lines that interweave_ through 
their structure. These others cannot suffer 
alone even if we want them to, nor even if 
they themselves want to. The contagion of 
their misery must some day send its blight 
into our veins; the palsy of their fear must 
grip our hearts in time. 

At the close of the war America was 
great in soul, great in hope and aspiration. 
Because of this it was cleaner in its do- 
mestic conduct and its moral standards were 
becoming more and more lofty. There was 
a warmth of feeling for all humanity and 
all humanity responded with its confidence 
and with its respect. Then came the night 
with its violent reaction and unreason. We 
are a people naturally inclined toward 
idealism. The depression could not bind us 
for long. ‘Today we are ascending. 

In taking our place in world affairs there 
is a measure of self-protection. We shall 








































































<-—_e S_eeyee=SSSSh e 


Fo gD TIEN Ys 


~ een 


be assisting in the protection of civilization | 


against the forces of decay and superstition 
and destruction. But the supreme compensa 
tion will be in the spiritual satisfaction of 
doing right—Samuel Gompers, president of 
the American Federation of Labor, in the 
American Federationist. 





ith 
ng 


‘at 
‘in 
of 
ig, 
ry 





Se eo 





Vol. 12, No.9 





THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 


Equal Salaries for Equal Service 


Juuia E. SuLtivan 


Boston, Massachusetts 


ENDELL PHILLIPS offered 

this resolution at a meeting in 
Worcester, Massachusetts, as early as 
1871, “We demand that wherever 
women are employed at public expense 
to do the same kind and amount of work 
as men perform they shall receive the 
same wages.” The first known State 
to enact legislation relative to the prin- 
ciple was California, where an Act was 
passed on March 30, 1874: “Females 
employed as teachers in the public 
schools of this State shall in all cases 
receive the same compensation as is al- 
lowed male teachers for like services, 
when holding the same grade of certif- 
icate.” Testimony from all sources 
bears out the fact that the work of the 
classroom teacher has been the chief 
factor in whatever progress has been 
made in the elimination of sex discrimi- 
nation in the payment of salaries to 
teachers in our public schools, but the 
principle was not established without 
unceasing labor to overcome the tradi- 
tional prejudices that existed. 

The members of the executive com- 
mittee of the Department of Classroom 
Teachers began a study last spring of 
the movement to obtain for teachers do- 
ing the same kind of work equal remu- 
neration for their services regardless of 
sex. "To ascertain whether this prin- 
ciple was State-wide, a questionnaire 
was sent to the heads of State depart- 
ments of education. The first question 
was, “Is the principle of ‘equal pay for 
equal work’ operative in the schools of 
any of the cities or towns under your 
jurisdiction, if so, in which ones?” 

From the thirty-nine replies received 
eleven stated that by legislation the prin- 
ciple was State-wide but two of these 
hinted at evasions by local school boards. 
Eleven could furnish no data; seventeen 
replied there was no State law governing 
the principle. In the State of Wash- 
ington, fourteen counties reported that 
the “equal pay” principle prevailed, two 
counties reported ‘‘no,” nine “‘first-class”’ 
districts reported ‘‘yes.” Texas reported 
that the State Teachers Association 
favors the principle for the whole State 
but that it now prevails only* in a few 
large cities. 

In Connecticut, the principle has not 
yet been accepted but the Teachers As- 
sociation of New Haven has sponsored 


legislation for it. Although there is no 
ruling or regulation operative in Idaho, 
the State superintendent and the as- 
sistant superintendent are women, and 
women are also employed as heads of 
departments in the normal schools and 
high schools of the State, and prac- 
tically all of the county superintendents 
as well as some city superintendents are 
women. In Vermont, the question has 
never been considered because the prob- 
lem there is largely one of rural schools, 
the largest city in the State having a 
population of only 25,000. In New 
York State, the legislation applies only 
to cities of one million or over in pop- 
ulation. 

Questionnaires were also sent to cer- 
tain large cities of every State. From 
the data received the cities and towns 
where progress has been shown may be 
divided into two classes: (1) Those in 
which different schedules operate in the 
elementary and in the high schools but 
with no difference in salaries because of 
sex. (2) Those in which the so-called 
“single salary” schedule is operative. 
These schedules provide that teachers 
with equivalent training, experience, and 
efficiency are paid the same _ salary 
whether teaching in the elementary, 
junior high, or senior high schools. 

Among cities of the first type are 
Birmingham, San Francisco, Los An- 
geles, Detroit, Indianapolis, Grand Rap- 
ids, St. Paul, Kansas City, St. Louis, 
Omaha, Newark, Paterson, Buffalo, 
Rochester, Cjncinnati, Dayton, Colum- 
bus, Philadelphia, Pittsburgh, Seattle, 
Tacoma, Washington, D. C., Dallas, 
Fort Worth, and San Antonio. Among 
cities operating under the single salary 
schedule are: Fort Smith, Pueblo, 
Denver, Chicago, Sioux City, Lawrence, 
Minneapolis, St. Cloud, Virginia, Lin- 
coln, Cleveland, Muskogee, Harrisburg, 
Raleigh, and Spokane. 

To the inquiry, “Has the operation of 
the principle of equal pay, decreased the 
number of men in the schools?’’, it was 
refreshing to receive from many sources 
replies similar to the following: “The 
principle has prevailed here so long that 
we can make no comparison.” Only 
one superintendent felt that the opera- 
tion of the principle had any effect on 
the number of men in the service. 

The teachers of the citv of New York 





373 


have shown commendable patience and 
persistence. In that city, although dif- 
ference in salaries was marked, all at- 
tempts at readjustment failed. Not un- 
til 1907, when the effected 
organization and went as a unit to the 
State Assembly at Albany with their 
problem, did they accomplish anything. 
Annually for the next five years they 
worked for the attainment of a partial 
victory, and in 1912 an equal pay law 
was passed, but its provisions were sub- 
sequently nullified by a series of legis- 
lative enactments which exempted from 
the operation of the law those men who 
were in the service and those who were 
in the training for teachers. 
The salary legislation passed in 1919 put 
equal pay into effect in New York City. 
This law raised the salaries of the 
women teachers to the level of the men. 

In Boston, the experience of the New 
York teachers is being duplicated. “The 
equal pay principle generally prevails 
with the exception of the high schools. 
For more than fifteen years the women 
high-school teachers have been striving 
for salaries equal to those paid to the 
men teachers, inasmuch as the same prep- 
aration is required and the same exami- 
nations are given irrespective of sex. 
Finding that appeals to the school board 
met with no success the women went to 
the State Legislature in 1917 and lost 
by one vote in the Senate. Since that 
time they have annually presented their 
case for consideration. On May 29, 
1923, the governor signed the act mak- 
ing the principle operative upon its ac- 
ceptance by the people at the next an- 
nual election. 

Such reforms demand sacrifice com- 
mensurate with the value of success. 
Refusal to pay women salaries equal to 
those paid men for equal service is a 
vestige of that primitive social state 
where man was master. We are living 
in an age when public opinion is the rul- 
ing force in all departments of life. If 
we can educate and crystallize this all- 
pervading force, justice will come with- 
out revolutionary tactics. 

Effective organization working as a 
unit, utilizing the strength, intelligence, 
and energy of every individual mem- 
ber will be most effective in reaching 
our goal. 


women 


schools 


Such organization we have 
in this body of classroom teachers, a de- 
partment of the National Education As- 
sociation, an organization that has at 
its disposal the facilities and resources 
for gathering data that may be of help 
to all classroom teachers in the solution 
of this matter of salary adjustment. 





Education in England 


O ENGLAND the educational 
heritage of the Great War is a 
unique situation of unstable 
equilibrium. The forces of progress 
and reaction have exactly neutralized 
each other for the time being, and there 
is a general agreement to let the status 
quo exist for a while. The pre-war 
state of education has been radically 
modified, but the changes agreed upon 
have not yet been carried into effect, and 
the reactionaries on the one hand and 
the progressives on the other are looking 
on idly but expectantly, each party 
hoping that when the move does come 
it will be in the direction they desire. 
Before the war, education in England 
was making quite satisfactory and steady 
progress under a cabinet minister who 
really cared for education and knew 
something about it. The Honorable 
H. A. L. Fisher had been called to the 
post of Minister of Education because of 
his academic standing and his recognized 
interest in education. The government 
to which he belonged was favorable to 
educational progress, and his Majesty’s 
position was on this point at one with it. 
Things were going very satisfactorily 
when the war broke out. The first 
effect naturally was a sort of educational 
paralysis, less marked, however, than 
might have been expected. In educa- 
tion it was possible for a long time to 
give effect to the general National policy 
of “business as usual.” No doubt the 
call for men depleted the ranks of the 
men teachers, but the women carried on 
in excellent style, and what was lost 
through the understaffing of the schools 
was to some extent at least compensated 
by the increased interest of the nation 
in educational affairs. For the usual 
effect of a European war made itself evi- 
dent. People began to tell one another 
that if we were to maintain our prestige 
we must improve the education of the 
people. The old saying was brought 
out: It was the schoolmaster who won 
Sadowa and Gravelotte. We were told 
that it was her national system of edu- 
cation that gave Germany her initial 
enormous advantage in the war. We 


“An address before the National Council 
of Education, Oakland, California, July 2, 
1923. Dr. Adams was a delegate to the 
World Conference on Education. He is pro- 
fessor of education in the University of 
London. 





Joun ADAMs 


assured one another that if Germany 
could do so much evil with her good but 
badly applied education, we could do 
wonderful things with an improved edu- 
cation intelligently and morally applied. 

Accordingly, Mr. Fisher was able to 
present his magnificent Education Bill 
of 1918, and to carry it on a burst of 


OHN ADAMS, who was one of the 
delegates from England to the World 
Conference on Education, believes that 
the ability of mankind to maintain its 
upward course depends on its success in 
maintaining a sound and vigorous policy 


of universal education. He is a well- 
known writer on educational problems. 





popular enthusiasm. His Education Act 
is the English equivalent to the establish- 
ment of prohibition in America. Each 
was a magnificent gesture. In both 
cases, when the enthusiasm died down, 
there arose a questioning spirit and 
people began to ask one another whether 
they had not been precipitate. In 
neither country was there a_ general 
desire to undo what had been done, 
though many doubted its wisdom. The 
situation in America was easier, for in 
the first place there was an almost in- 
superable difficulty in rescinding the new 
law, and in the second it was a mere 
matter of allowing the new situation 
to stand. In England, on the other 
hand, the carrying out of the terms of 
the Education Act demanded positive 


[374] 





effort. 
money had to be spent. 


——————— 


Things had to be done, and | 
It was this last | 


item that was the effective spoke in the | 


wheel. 
Before the development of what came 
to be called “the economy stunt,” it was 


felt that the new Act called for an ex. | 
penditure of money beyond anything | 
ever before dreamt of in connection with | 


education. The reluctance to apply the 
Act soon became manifest throughout 
the country, even in districts where edu- 


cation is highly prized and liberally sup. | 


ported. In Yorkshire, for 


example, 


where the local Education Authorities 
reputation for 


have a_ well-deserved 
progressiveness, the councillors shook 
their heads, and said that excellent as the 
Act was it could not be applied in its 
entirety in the present state of trade, 
As the appointed day approached on 
which the Act was to come into opera- 
tion the gloom deepened, and the Av- 
thorities began to make excuses. 

Then came the nation-wide demand 
for economy in State expenditure, and 
after the time-honored custom education 
was among the first of the public services 
to receive the attention of the economists. 
Most of the Education Authorities 
throughout the country made no attempt 
to carry the Act into effect. London, 
no doubt, made a gallant attempt to es- 
tablish the proposed system of Continua- 
tion Schools. But so far from receiving 
encouragement from headquarters, they 
got into trouble about their grants, and 
had to fall in with the general do-noth- 
ing policy. 

Thus ingloriously ended an educa- 
tional spurt that roused the admiration 
and even the envy of the world. Over 
in America here, the feeling among 
school people was that England was giv- 
ing a lead to the world and was intro- 
ducing a system that would have to be 
imitated by all the nations of the earth 
if they were to maintain their place in 
the competition for a place in the sun 
of civilization. "The fundamental prob- 
lem the world has to face in view of 
the present situation is whether society 
can afford the extension of the school 
age for all to the age of eighteen. 

In general terms, the Act of 1918 
makes full-time school education com- 
pulsory up to the age of fourteeen, and 
some sort of continuation education com- 


gi 
til 


o 7 


ct 


a comm etts fe ecF ar 


as ak bee 





and 
last 


the 


ing 
“ith 





| 
| 
| 
| 


ime | 
Was 


aunt iia itheeteecdentinenanneeeceenmenaenaenaaae 


every way.” 





Vol. 12, No.9 


pulsory up to the age of eighteen. The 
Act demands that between fourteen and 
eighteen the pupils be required to give 
at least eight hours a week (during the 
daytime) to work in though 
provision is made by which pupils who 
give full-time attendance at school up 
till sixteen, shall be freed from compul- 
sion to do any more school work. Till 
society concludes whether it can afford 
this expenditure of time, no further 
progress can be made. England is just 
now in doubt on the general question, 
but apparently quite clear that at the 
moment the thing can not 


school, 


present 
be done. 

What, then, is the underlying mean- 
ing of this Mahomet’s-coffin position of 
the Act of 1918? ‘There are those who 
want the Act rescinded: they wish us to 
go back to the pre-Fisher period, and 
be content w:th the not-bad education 
then provided. But such a step would 
be unfairly reactionary: it would be a 
begging of the question. The case for 
the longer period of school education 
must be reasoned out, not let go by de- 
fault. The question is sometimes asked: 
what is the difference between a 
rescinded act and an act that cannot be 
The answer is: “Much in 
So long as the Act remains 
on the Statute Book it is a part of the 
law of England, and bears witness to the 
fact that the English Legislature, after 
full deliberation, calmly and definitely 
agreed that education deserves a certain 
minimum of time, and is worth a certain 
minimum amount of outlay. Whether 
the country at any given moment can 
afford the necessary time and money is 
a different matter. By leaving the Act 
in being, we gain a breathing space: we 
have time to look around and make en- 
quiries and experiments. There is at 
least a certain compensation in the close 
season for educational progress imposed 
upon us by economic stringency. Our 
Board of Education will be all the better 
for this period of enforced marking- 
time, though it must not be forgotten 
that the Board is not content to make no 
progress at all. It is at least keeping 
pace with the advancing needs of the 
time. ‘The present President of the 
Board of Education, speaking at Exeter 


applied ? 


early in May, was able to claim that 


while in 1913 there were 180,000 pupils 
in grant-aided secondary schools, now 
there are 360,000, and that the provision 
of free places had kept pace with almost 
mathematical accuracy. In 1913 there 
were 61,000 free places, now there are 


128,000. 


THE JOURNAL OF THE NATIONAL Epucation AssociATION 


But what we are concerned about is 
not the automatic meeting of the grow- 
ing needs of the population. The 
Board has hitherto been content to live 
too much from hand to mouth, and not 
to take sufficiently long views. It is to 
be hoped that it will profit by the close 
season to take stock of the needs of the 
future, and make the necessary provision. 
Hitherto it has had rather a bad reputa- 
tion. In the training of teachers, for 
example, it has got into the habit of 
alternating between urging young people 
to come forward to be trained, and 
warning them off from an overcrowded 
profession. Three or four years ago the 
Board was urging its officers to do all 
they could to provide a greater supply of 
candidates for the profession: today they 
are issuing directions to keep down the 
number to be admitted to training. In 
this case the Board cannot be held al- 
together to blame, for the officials as- 
sumed that the Act was to be carried out, 
and that would have involved such a de- 
mand for teachers as none of the ordinary 
existing channels could supply. Indeed 
the Board’s mistake here is really a proof 
of its good faith with regard to the now 
suspended Act. Unfortunately, how- 
ever, the Board could not always plead 
this excellent excuse, and yet in the past 
a disastrous alternation of dearth and 
oversupply of teachers stands to its ac- 
count. 

The same sort of thing occurs in other 
directions. Before the war the Board 
was rightly indignant about the excessive 
size of classes in the elementary schools, 
and actually fined the London Educa- 
tion Authority $50,000 for having ex- 
cessively large classes in its schools. The 
rule was then made that under normal 
circumstances classes of boys or girls 
should not exceed forty, nor classes of 
“infants” exceed forty-eight. Today the 
Board is urging Education Authorities to 
increase the number of pupils in classes, 
and one of these days London may be 
fined for not doing what she was for- 
merly fined for doing. Here again it 
must be admitted that while this ex- 
ample is an excellent one for a debate in 
the House of Commons, the Board can 
hardly be blamed for a change of policy 
rendered necessary by events over which 
it had no control. It is different, how- 
ever, when we find a member of Parlia- 
ment, himself a former head of an Edu- 
ciation Department, seeking to defend 
the increased size of classes on educa- 
tional grounds. In any case, it is to be 


hoped that the present close season will 
be utilized by the Board in planning out 


375 


ES 


such a scheme of gradually applying the 
clauses of the Act as shall lead to an 
easy transition from the present strait- 
condition to the fuller develop- 
ment towards which we 
fidently looking. So long as the Act ot 
1918 remains in force, it is the law of 
the land and the Board must regard 
itself as responsible for its application at 
the earliest moment that financial condi- 
tions render this possible. No doubt 
when the Act is actually applied it will 
almost certainly take a different form 
from that set forth in the present docu- 
ment. But by that time it will have 
served its purpose by keeping alive an 
ideal. The educational system of Eng- 
land is at present, no doubt, in a sort of 
chrysalis state: but within the cocoon 


ened 


are all con- 


there are going on important organic 
processes that will have a powerful in- 
fluence in determining the sort of imazo 
that will in the immediate future fight 
its way out into the sunshine. 

The psychological effect of an Act-in- 
being is realized by increasing numbers 
of the friends of education in England, 
and by not a few of its enemies. ‘The 
ideal embodied in the Act may be ad- 
mitted to be for the present unattainable. 
But the Act stands there as a finger-post 
indicating the direction of progress. 
One of its most important effects is that 
it puts the onus of proof on the advocates 
of reaction. Each backward movement 
is called upon to justify itself in view of 
its obvious conflict with the officially 
recognized ideal. Without the Act, all 
manner of retrograde steps might be 
taken without a “by your leave”: they 
are all in the day’s work. But under 
the shadow of the Act, suspended though 
it be, it is necessary to now pause for 
every movement in the direction opposite 
to that indicated by the legislative finger- 
post. To have to adopt an apologetic 
attitude is very wholesome for the re- 
actionaries. No doubt they can some- 
times make out a good case, and the 
friends of education must accept all 
really needful restrictions. But at every 
concession they can turn to the Act, and 
while glancing over its clauses murmur 
comfortably: “After all it is only a 
matter of time.” 

No one will benefit more by this 
period of enforced inaction than the 
members of the Labor Party. As 
a group the Laborists have made a very 
clear and definite stand on the matter of 
education. They want the Act to come 
into operation, and they want it as soon 
as possible. But they realize that many 
of the least intelligent of their group are 





376 


Tue JourNAL OF THE NATIONAL EpucaTION ASSOCIATION 


November, 1923 





not quite prepared to go all the way 
with the Act. There are those who 
resent the loss of money-earning power 
involved in the long compulsory school 
period. They ask why the children 
should be compelled to attend school for 
so long, and why even when freed from 
whole-time thraldom their children 
should have their commercial value 
diminished by the demand for school at- 
tendance during working hours. The sus- 
pension of the Act will enable the party 
to educate its members up to the advan- 
tages it will bring, and the necessarily 
gradual introduction of the clauses of the 
Act will provide a further means of 
breaking the shock of its full application. 


The position is full of hope, and the 
period of suspended animation may in 
the long run prove to have been the best 
thing that could have happened to the 
Act, by preventing a violent economic 
reaction following on its sudden imposi- 
tion, and by providing a gestation period 
during which to organize its develop- 
ment along the lines that will best pre- 
pare for its welcome by all classes of the 
community. The friends of education 
will be well advised to use the breathing 
space to the best advantage, but not to 
allow any greater delay than is ab- 
solutely necessary. Piecemeal applica- 
tion in the immediate future is the line 
of safety. 


Freshman First Aid 


GERTRUDE KLEIN 


HEN Dr. E. K. Fretwell, of 

Columbia University, visited the 
South Philadelphia High School for 
Girls last spring, he spoke of the neces- 
sity of every high school’s having a hand- 
book. When I discussed the matter 
with four second-year classes, they were 
so full of suggestions as to the use they 
could make of one that we determined 
to write it. The first class to which I 
spoke immediately suggested the title, 
Freshman First Aid. The writing of 
the booklet consumed about fifty class 
periods in all, nine periods with each 
of four classes last spring and seven 
with each of the two third-year classes 
the following term. These last revised 
and enlarged the booklet, giving it its 
present form. 

Our classroom procedure was as fol- 
The first two meetings were 
taken up with a general discussion of 
what such a guide should contain. A 
list of topics agreed on by different 
classes was placed on the blackboards 
and in addition any heterogeneous, 
worthwhile suggestions. By the end of 
the second period a general outline re- 
sulted, somewhat like the present table 
of contents. 

All the classes worked on the intro- 
ductory Do-You-Know-That _ section. 
This includes a welcome from the stu- 
dents’ association, an explanation of our 
senior guides for freshmen, the general 
plan of our school building, and other 
similar material. Each sentence had to 
be worked over until it was interesting 
and snappy enough to pass at least forty 
severe young critics. Every girl’s first 
longing was to be “a poet,” to have a 


lows: 


rhyme accepted; her second was to con- 
tribute a whole paragraph; and finally, 
as a last resort, (and this happened with 
practically all of the two hundred and 
twenty-five) to get an original sentence 
or a criticism into the booklet. 

During each period a girl acted as 
secretary at the blackboard. She wrote 
down and revised the sentences as the 
members of class suggested. When a 
whole paragraph was considered satis- 
factory, a second secretary copied it from 
the board in ink. It was seldom pos- 
sible to finish more than a single para- 
graph in a forty-five minute period. 

The second division of the booklet is 
headed Who's Who in Southern and the 
last part is What's What. These con- 
sist of short, pithy paragraphs explaining 
the individuals we meet in high school, 
the groups, the activities, curricular and 
extra-curricular, and in general, the 
usages and regulations peculiar to our 
school. The Who’s Who section was 
taken over by the advanced second-year 
girls; the What's What (more definite 
and therefore easier) by the beginning 
second-year classes. For the fourth 
lesson, each class chose a particular topic 
from the outline on which it wanted to 
work at home (I arranged that these be 
four different paragraphs, though I ac- 
cepted snappy sentences on any topic to 
be put aside for the proper time). The 
paragraph finished in one section was 
read to only one other class for criticism. 
For the fifth, sixth, and seventh lessons, 
the girls chose at will from the remain- 
ing topics and we succeeded in finishing 
twenty-seven in all. At the eighth meet- 
ing I wrote three of the remaining nine 


titles on the board in each class and the 
girls wrote on one or two topics as time 
permitted. They used whatever notes 
they had brought, although no one knew 
ahead that we were going to work jn 
this way. As we were pressed for time. 
1 corrected these papers at home, choos- 
ing Bulletin Board, Lunch Room, and 
Fortnightly practically without a change, 
The others, I took partly from one paper 
and partly from another. 

There was much discussion as to the 
use of particular words. Could one use 
opportunity to advantage in two separate 
paragraphs? How often is the word 
mother effective in one paragraph? 
Shall one say, “the excuse is legitimate,” 
or isn’t “the absence is legitimate’’ more 
exact? How many paragraphs may one 
begin with a verse? Dare we say “the 
sky’s the limit” in saving money, if we 
use quotation marks? It is all right 
to say— 

If you follow every arrow 

And always keep to right 

You help prevent congestion 

To the traffic squad’s delight. 
But wouldn’t it be less didactic, we ask 
the poet, to say we instead of you? 

When they heard that their booklet 
was to be printed by the board of educa- 
tion and that the senior guides were to 
give them to their freshmen, certain 10A, 
10B, and 11A English sections were 
mighty proud of the fact that they would 
see their names in print. ‘‘What shall 
we write next term? Will every Eng- 
lish class have the chance to write a 
booklet or a copy of The Fortnightly?” 
These are types of questions with which 
I have been besieged these last days. 
Therefore I think that even aside from 
its practical value, Freshman First Aid 
has been worthwhile. 


HE TEACHER FOR DE- 

MOCRACY teaches youth, 
not subjects. Cardinal in his 
practice and the “hot spot of 
his consciousness” is the in- 
sight that each boy or girl is 
the priceless end of his minis- 
try, and the further insight that 


each boy and girl lives, moves, 
and has his being in human in- 
teractions and relationships. A 
man without a country cannot 


be a man. On these two in- 
sights hang the law and gospel 
of democracy.—Alexis F. 


Lange, in Sierra Educational 
News. 





rN nr ere 


ne arte peerneretnnrpeter er S 


ne 


- SH A 


rh oF 


na eh Hh fh Kh FA A 


ae ee ee 





— 


I od 


~~ 


be 


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| 
' 
| 
| 


eee eRe TSUN 


What Our States Read 


RECENT study of the circula- 

tion in each State of ten of the 

largest magazines of the United 
States brings out that some States seem 
to be reading several times as much as 
others. The ten magazines, with their 
average paid circulations in the United 
States for the six months period ending 
December 31, 1922, were as follows: 
The Saturday Evening Post, 2,100,098 ; 
The Ladies Home Journal, 1,799,002; 
The Pictorial Review, 1,765,430; The 
American Magazine, 1,604,433; The 
Woman’s Home Companion, 1,467,509; 
The Cosmopolitan, 983,390; The Liter- 


ary Digest, 900,000; The Country Gen- 


tleman, 764,700; The National Geo- 
graphic Magazine, 734,284; The Red 
Book Magazine, 733,576. The co- 
operation of the editors of the maga- 
zines made it possible to secure the cir- 
culation of each magazine in each State. 
When these State circulations had been 
tabulated it was a simple problem to add 
them and proportion the total for each 
State to its population according to the 
census of 1920, and then to give the 
State a rank. ‘The results of the cal- 
culations are portrayed in the ac- 
companying table which is designed to 
show the rank of each State and the per- 
centage which the total circulation of 
the ten magazines is of its population. 

The table shows that the people of 
California, followed closely by those of 
Oregon and Washington respectively, 
lead all others in reading avidity. In 
fact, the people of these States appear to 
be reading approximately twice as much 
as those of the typical State and six times 
as much as those of Mississippi which oc- 
cupies last place among the States in 
reading interest. 

Further examination of the table 
shows that the different sections of the 
Union vary widely in their reading 
proclivities. It is seen that the western 
States far outstrip all others, it being 
observed that the first seven States (Cal- 
ifornia, Oregon, Washington, Nevada, 
Wyoming, Montana, and Colorado) are 
clearly western. The northern and 
eastern States generally occupy a middle 
tank, while the southern, with the ex- 
ception of Florida, are uniformly and 

"Prepared for THe JourNaL by Ward G. 


Reeder, of Ohio State University, Columbus, 
Ohio. For a complete report of his study, 


see Reeder, Ward G., Which States Read 
the Most? School and Society, Vol. 18, No. 
452, p. 235-240. 


overwhelmingly at the bottom of the list. 

Why there should be these great dif- 
ferences is an interesting and worth- 
while subject for speculation. One 
theory advanced in partial explanation 





Ranks of the Various States of the Union 
in Magazine Reading 


Per cent 
that cir- 
culation 
is of popu- 
lation 


Population} Total cir- 

according | culation 
to the of the ten 

census of maga- 
1920 zines 


Rank State 


| 





D. C. 437, 138,993 
Calif. 3,426, 885 ,090 

re. 783, 195 , 808 
Wash. 1,356,62 326,993 
Nev. 77, 16,449 
Wyo. 194, 40,538 
Mont. 548, , 888 
Colo. 939, , 888 
Mass. 3,852,3 ,189 
Conn. 1,380, 238, 368 


- 
SOC KNAUEP wre 


431, 
$,759,; 
$32, 
443, 
3, 668, 
2,404, 02 
768, 
1,296, ; 
2,387, 
334, 


NAUR WR 


— 


604, 
2,930,; 
10,385, 
6,485, 
636,5 
968, 
1,769,235 
3,155, 
646, 
8,720, 


449, 
2,632, 
3,404, 

223, 


1,449, 
2,028, 
4,663, 
360 , 35 
1,463, 
2,309, 


BOOSOOCONNAHD WWWWwwwe 
ye 2 


1,798, 
2,416, 
2,337, 
2,559,12 
1,752, 
2,895, 


Oe ae ee Be ee 
J 





of the differences is that a more natively 
alert population exists in some States 
than in others, thus accounting for the 
greater proclivities in reading of these 
States and sections. In support of this 
theory is mentioned the high correlation 
between the ranks of the States in intel- 
ligence as adjudged by the Army psychol- 
ogists during the World War and their 
ranks on reading herein reported. 
Another theory is that the differences are 
due largely to differences in educational 
opportunities afforded the people in 
childhood and youth. In support of this 
theory is pointed out the also high cor- 


[377] 


and Why’ 


relation between the ranks of the States 
on the efficiency of their school systems 
as determined by Colonel L. P. Ayres 
a few years ago and their ranks in read- 
ing herein described. 

Cannot the theory be urged that the 
more avid readers found in some States 
have been largely produced by the more 
efficient school systems of these States? 
It would seem not to be fortuitous that 
the States that have high rank in school 
efficiency have a similarly high rank in 
reading, and none the less fortuitous that 
those with low ranks in school efficiency 
have similarly low ones in reading. It 
is an interesting fact that the develop- 
ment of reading interests among the 
people and the contemporaneous produc- 
tion of reading matter to meet these in- 
terests have closely paralleled the devel- 
opment of the public school system. 
Were the growth curve for school at- 
tendance plotted in comparison with 
that for the circulations of the magazines 
it is predicted that the two curves would 
run almost parallel. 

Without good school systems the 
thousands of magazines and newspapers 
of the Nation could hardly have devel- 
oped, for these magazines and news- 
papers are sustained largely by their ad- 
vertising, and their power to secure 
advertising depends on the education of 
the people, for without education the 
people manifestly have neither the ability 
to read of the wares which the adver- 
tisers wish to promote nor the tastes and 
capacity to use such wares. 

Still another fact should be recog- 
nized—the States that have the most 
efficient school systems and do the most 
reading are the self-same States that are 
producing the most of the Nation’s goods, 
thus enabling them to purchase more of 
the advertisers’ wares. 

The evidence is persuading that the 
excellence of the school system is di- 
rectly measured by such things as what 
the people read, what they produce, and 
what they buy. Improve the school 
system of a State and we stimulate com- 
mensurately the commercial and indus- 
trial development of the State, which 
development in turn makes the State in- 
creasingly able to finance improvements 
in its school system, and again the State 
is enabled to produce and buy more. 
The whole thing works in a circle and 
good schools are an indispensable part of 
the circle. 





378 





A Neglected 


OW may the classroom teacher 
guarantee that the Nation’s citi- 
zens have the knowledge that will make 
them wise directors of public education? 
He must begin with the child. Every 
child to the limit of his capacity should 
be given an appreciation of the historical 
background of our public-school system. 
He shouid know something of the strug- 
gles that have marked its evolution. 
Battles to relieve the public school from 
the taint of pauperism, to give it public 
support, to make it free to all, to protect 
it from falling under the control of one 
or another sectarian group—these and 
other battles were all bitterly fought. 
The campaign that marked the struggle 
to make the schools of New York State 
free, for example, has all the dramatic 
interest and far more value in the pro- 
duction of informed citizens than has 
the time still spent on military history 
in some of our schools. 

What does the Constitution of the 
United States say about education? 
Why do we have forty-eight separate 
and independent school systems in the 
United States, instead of one, such as 
have France and England? Why is it 
that Jefferson failed in his efforts to have 
a school system established in Virginia 
that would have given every child in the 
State an opportunity to attend a free 
school beginning with the elementary 
school and extending through the col- 
lege? What became of the money that 
Washington left in his will for the estab- 
lishment of a great National University 
in the city that bears his name? ‘These 
questions, rich in content, can be made 
the basis of classroom lessons and reports 
that will give the American child the 
background of the public school’s 
growth and will make him better able 
to direct its future development. 

The child should also have certain 
knowledge about the State and _ local 
machinery for regulating the schools. 
What does the State Constitution of my 
State say about public schools? Why is 
it that the State passes some of the laws 
that regulate the school and that the 
local community passes others? The 
provisions of the State compulsory school 
attendance law might well be studied as 
an example of a State school law. The 
reasons why it was wise for the State to 
pass such a law might be suggested by 
the members of a class. It should also 
be determined how well the law is 
obeyed. 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Opportunity 


At the time of the local school elec- 
tion a study should be made of the ma- 
chinery whereby the school board is 
created and its officers appointed. Why 
is it important to vote at school elec- 
tions? The children might constitute 
themselves into committees to get their 
parents and neighbors to vote at the 
school elections. 

The child should be given some ap- 
preciation of the cost of the schools. He 
should be brought to realize that his 
parents are paying for his schooling. 
Some tax receipts brought into class, 
showing the amount collected in the 
school tax, might raise the question as 
to the sources from which the schools 
obtain money for their support. What 
is the advantage of having some school 
money come from the State and some 
from the local community ? 

Why is it that people wish to use 
some of their money for schools? What 
would be the result if there were no 
schools? Do people get something 
worthwhile for the money that they 
spend for schools? 

The child should realize the unique 
position of the schools among the insti- 
tutions that spread knowledge. A list 
of these could be made, including such 
as the newspaper, the magazine, the 
moving picture, and the school. A study 
should be made of the ownership and 
control of these institutions. Which 
ones do a few people own and control? 
Which ones does everybody have a part 
in directing? 

Such questions as these properly an- 
swered will equip the children of the 
Nation .with the knowledge and will 
create the attitudes that they should have 
later as citizens in exercising control over 
their schools. 

The influence of the classroom teacher, 
however, should not be limited to the 
child. She can do much to make the 
parents who are already using the ballot 
more helpful in their attitude toward the 
schools. 

There is often a great loss in the 
school’s efficiency due to the failure of 
the home and school to codperate. This 
coéperation can best be brought about 
by the teacher who deals directly with 
the children in whom the parents are 
interested. ‘Teachers should seek op- 
portunities to come in contact with the 
parents of their pupils for the purpose of 
gaining their complete codperation. 

It is vitally important to get parents 


November, 1923 





into the schools. Some parents can be 
encouraged to visit schools. It is prob. 
able that the majority of parents have 
never been inside of a modern public. 
school building. One fourth of our 
school patrons have no idea of the man- 
ner in which public schools are con. 
ducted in this country. Three fourths 
have never attended a high school, and 
only a small fraction have ever had ex. 
perience as pupils in a school of from 
500 to 1000 pupils—a typical city school 
of today. ‘These parents have gradually 
accepted changes in other things. Par. 
ticipation in affairs of business, agri- 
culture, transportation, and the home 
have led to their complete rejection of 
the crude methods and instruments of 
their childhood days. Their lack of 
contact with the schools, however, leaves 
them with the ideas that prevailed thirty 
years ago as their conception of the 
school. Educational progress in a very 
real sense is dependent upon getting 
parents to visit the schools and to realize 
that the school of thirty years ago is no 
more adequate to present-day needs than 
is the horse and buggy of thirty years ago, 

Sometimes it is necessary to visit the 
parents in their homes. Knowing con- 
ditions that exist in a child’s home makes 
it possible to direct his development more 
intelligently, even if it does not enlist 
greater codperation from the parents, 
However, this codperation may generally 
be obtained by the tactful and sympa- 
thetic teacher. A_ definite attempt 





ee 


should be made by the teacher to make : 





Gratitude ; 
NE of the most beautiful 
links in the golden chain 
that connects man with heaven, 
is Gratitude. To feel and to 
express this tender and noble 
sentiment is one of the dis- 
tinguishing marks of a great 
and generous nature. And what 
a pleasure, yea, what a joy it is | 
to feel grateful and thankful for | 
| whatever blessings we receive— | 
for life, for health, for creature | 
comforts, for the joy of think- 
ing and reflection, for the love 
of man and God. Only let the 
springs of gratitude dry up in 
the breast, and the man shrivels | 
and grows cold and selfish— 
Albert Sidney Lehr, Editor of 
The Missouri School Journal, 
Jefferson City, Missouri. 














in' 


cl 








Vol. 12, No.9 


THE JOURNAL OF THE NATIONAL EpucaTion AssoclATION 





the parents of every child in her class- 
room understand her personal interest in 
the welfare of each child. This more 
than anything else will bring about a 
greater increase in school efficiency. No 
other thing will be so potent in making 
the parents of the children good citizens 
in the discharge of their duties toward 
the school. 

Parents are interested in the general 
conditions in schools in their community. 
They are most interested, however, in 
the conditions that exist in the class- 
rooms in which their children are sitting. 
In the past little attempt has been made 
to interest the public in education except 
through appeals for school funds. A 
bond campaign is projected, and then for 
a few weeks publicity, speeches, and 
school exhibits hold the stage. 

Intensive campaigns and pressing ap- 
peals for school funds would be less 
necessary if a constant and painstaking 
program of cooperation between home 
and school were constantly encouraged. 
Bond issues and school budgets can be 
passed best when individual parents 
realize that the teacher has a personal 
interest in the progress of their children 
and that the teacher’s demands are al- 
ways based on the pupil’s needs. 

If the people of the Nation fail in 
their duties as citizens in dealing with 
the schools it is the school’s fault. If 
the school fails to give the children in its 
care a proper background of information, 
if it fails to create proper attitudes as to 
their duties toward the school, intel- 
ligent citizenship in school affairs can- 
not be expected when they become adults. 
If the school fails to impress parents 
with its personal interest in their chil- 
dren, even though that interest may 
exist in full measure, these parents can- 
not be expected to respond to occasional 
and spasmodic appeals for financial 
support. 

The schools in the past too often have 
failed to make children and adults good 
citizens in their relationship to a matter 
of paramount importance to the Na- 
tion’s welfare—the advancement of edu- 
cation. ‘This condition can be corrected, 
not by occasional intensive school pub- 
licity campaigns, but by a steady and 
constant effort to equip every citizen 
with the information necessary for him 
to assume intelligent leadership in the 
public school problems in his commu- 
nity, and by a definite and conscious ef- 
fort to make all parents realize the in- 
terest that the individual classroom 
teacher takes in the proper development 
of the children in her room.—J. K. N. 





HOUSANDS of American teachers 

knew Dr. Colvin and honored him 
both as a teacher and as a student of 
educational problems. Born in Rhode 
Island in 1869, he graduated from 
Brown University in 1891. After two 
years of newspaper work he took up 
the study of philosophy, and received 
the Doctor’s degree from 
the University of Stras- 
burg. On his return to 
the United States, he be- 
came a teacher of English 
in the Worcester Acad- 
emy, and at the same 
time a member of the re- 
markable coterie of stu- 
dents that G. Stanley 
Hall gathered about him 
at Clark University. Here 
Dr. Colvin became keenly 
interested in psychology 
and educational theory— 
two related fields for 
work in which his philosophical train- 
ing gave him an unusual equipment. 
He served for eleven years as head of 
the Department of Psychology in the 
University of Illinois, and during part 
of that time acted as director of the 
School of Education. In 1912, he re- 
turned to his Alma Mater, Brown Uni- 
versity, as educational 
psychology. At Brown, he took an 34- 
portant part in developing an excellent 
system of student-teaching in the neigh- 
boring high schools. He was also an 
active participant in the development of 
mental tests. For more than ten succes- 
sive years he taught in the summer ses- 





professor of 


EXICO’S CAMPAIGN 
AGAINST ILLITERACY— 
The Mexican Government has long 
been alarmed at its large percentage of 
illiterates. Accordingly sometime ago a 
division of the Department of Educa- 
tion was created and named the Depart- 
ment of Campaign Against Illiteracy. 
The campaign was officially launched 
in Mexico City on Sunday, September 
23, when a parade numbering over 5000 
Officials and teach- 
ers who are to conduct the campaign 
and pupils from the fourth, fifth, and 
sixth grades of more than fifty primary 
schools, marched with delegates from 
the industrial and commercial schools, 
the two normal schools, the military col- 
leges, the school of law, the illiteracy 
night schools, and various other organi- 
zations and institutions. 
Among the many banners carried in 
the parade the following were typical: 


persons took place. 


STEPHEN S. COLVIN 





Notable Service in Education 


sion of Teachers College, Columbia 
University, and in February, 1923, he 
accepted appointment to a new chair 
established in that institution to deal 
with the problems involved in the pro- 
fessional education of high-school teach- 
ers. Although he had suffered from a 
heart lesion for five years, he gave him- 
self without stint to his 
work and entered 
his new duties with zes 
and enthusiasm. The 
summer brought 
a host of students to his 
classes. The strain 
severe and probably the 
exhilaration of doing well 
the work that he loved to 
do led him to overtax his 
strength. A severe angina 
on the morning of July 
15 brought to a sudden 
close a life already re- 
plete with good works 
and yet still rich with prospects of 
larger achievement. 

Fortunately for the cause of educa- 
tion, Dr. Colvin had put into books and 
articles many of the lessons that he 
drew from his experience and his in- 
vestigations. The Learning Process 
(1910) is recognized as one of the au- 
theritative texts in educational psychol- 
ogy. The results of his long experience 
in supervising student-teachers are em- 
bodied in An Introduction to High 
School Teaching (1917). Of very great 
significance, too, are his clear and well- 
balanced studies of mental tests and of 
contemporary movements in educational 
theory and practice. 


upon 


session 


was 





The Feminist Council of Mexico urges 
all the women of the Republic to combat 
illiteracy; The Students of the Miguel 
Lerdo de Tejada School are ready to 
teach reading; School No. 12 of the Fed- 
eral District—The Nation cannot pro- 
gress while there are illiterates—We 
shall fight until none remain. During 
the progress of the parade hand-bills 
containing the proclamation of the De- 
partment of Education calling the Mexi- 
can people to active support of the cam- 
paign were distributed. 

In addition to the parade a number 
of orators, representing the Department 
of Education, addressed the crowds ex- 
plaining ‘the purpose of the campaign 
and urging codperation of all citizens. 

There were smaller demonstrations in 
all of the suburbs, and like demonstra- 
tions in other cities through the country. 
Further demonstrations were held in 
other cities September 30. 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION November, 1923 


Vol. 








School Savings 
Deposits- 1923 


Leo Day WoopwortTH 


School Savings Bank—Honor Roll 


Compiled by the Savings Bank Division of the American Bankers Association. 
First ten cities in each class. School Year of 1922-1923. 


Deputy Manager. American Bankers Association 








a Savings Bank Division, New York City 





Number of 
pupils Total 
partici- amount 
pating collected 


Average indi- 
vidual deposit 
es = Be 


Per cent 
partici- 
pating 


TI: is with satisfaction and even with 
the admission of some surprise that 
we announce the records in school savings 
banking which were made during the 


—_— 


Gross 


‘is ‘ i, 
City and State Net 


Class A—Enrolment Over 10,000 












































Ss agg gy HF —— ve school year of 1922-1923. The figures 
3 New Britain, Conn 11,271 82,168.70 4. are given in the following table in q 
4 Rochester, N. Y 31,847 108,973.83 2. a s ce a 
$s Providence, 41,619 424,492.32 8. form which is convenient for comparison. 
> i 28,263 9 78.906 ‘ rm - 
¢ Pittsburgh aes shestc Gs . The notable features are first, that the 
8 E. St. Louis, 2,405 79,538.43 4: totals are so large, and second, th 
9 Louisville, 26,723 97,749.06 I. ‘ & ' ; . that the ten 
3  Waghesiton, i 9,575 58,961.45 4. rates of annual increase are being main- cip! 
Class B—Enrolment 5000 to 10,000 tained. odd 
Meriden, — — $53,296. $7. b During the ape three years there has ica! 
Superior, eles saikln ¢ o-okiats 7» 75 43,390. 5. 3. nan in Tr se o tor r erc : 
Braddock, 6,976 62,494. 8. S- ~ . — . ty P a the hea 
Jackson, 7.244 53,006. 2 7-3 5. ratio of participation, the percentage ot sa 
Covington, 4,641 19,759. 4.2 Ss sibl . = ° ° 1920 192 
Roanoke, 5,950 20,178. 3. 2 possible participation in -1921 hav- ban 
Council Bluffs, Iowa 6,731 57,003. 8. : - ~ — as 
Chicopee-Chicopee Falls, Mass. 4,392 10,285. 2. ing been forty five as compared with pra 
Alameda, Calif 45704 35,156. 7. sixty and sixty-three respectively during v0 
be ae sf mar: * the past two years. ‘This increase ’ 
‘ S. s se, we , 
° " j gue 
Class C—Enrolment 2000 to 5000 hope, indicates the approach of a time wh 
——— N. ¥ —_ manep : oe when participation will be practically enj 
W. Frankfort, 9,000. 2. one hundred per cent by reason of either ' 
Charleston, W. 12,591. 4. 2 . 4 
Ansonia, Conn 22,810. 5 8. an voluntary effort or, perhaps, compulsion. Sar 
Evanston, 47,072. TO. 9. Tr : i " 
Me er erie 30,147. - 7. Phe 489 Of tees — ' the 
Martins Ferry, io 23,033. 5. 5 i i rs Sc sc : 
E. Providence, R. 32,880. 3. : erating in nearly seven t ousand schools, | tio 
Herrin, Ill 18,310. $. 2 an increase of over one hundred systems | gal 
>...acsioet Wader seec and over two thousand schools as com- thi 
: Follansbee, Ww. 1,065 eine co cd pared with the previous year. A cor- at 
2 Albermarle, c 869 5,550.61 -38 < : inc i - 
3 Jamaica Plain, Mass 1,204 14,784.38 2.27 responding a during the pic W 
4 Youngwood, | 720 4,806 . 26 68 school year is indicated by the unusual sto 
5 Flushing, Ohio 633 2,073.99 27 7 ° ° ; ’ 
6 Roanoke Rapids, N 800 3,896.90 7 number of requests for information be- | ov 
t Waeon Ww. = oe ‘< ing received at this writing (September) for 
9 Grand Haven, Mich 1,450 8,873.24 zs prompted in large measure both by the ou 
10 W. Hazelton, Pa 1,215 2,748.69 26 f 3 : 
publication of our book setting forth an col 
C tive § . Seloned Baws approved method, by the new activities 
omparative oummarfies CNoo! oavings of the thrift committee of the National wl 
sone : = Congress of Mothers and _Parent- en 
School year 1919-1920 1920-1921 1921-1922 1922-1923 a seth ; 
$$ ~ — Teacher Associations, and also by the in 
Local systems reporting.... 167 370 480 ° 
Number of schoo! buildings natural tendency of such a project to pu 
ee ayetims  reperemg.. .. 4,785 6,884 expand. We continue to urge that a pr 
Enrolment in operating ‘ i . 
schools 1,015,653 1,829,475 2,241,706 3,080,322 record of active participation by each th 
Total pupils participating. . 462,651 802,906 1,295,607 1,948,908 pupil is more desirable than a record for th 
Average number pupils de- | d ae oe balances ) 
positing weekly 226,767 307,102 558,763 arge eposits an arger a — me 
Collections $4,158,050. 15 $9,618,617.43 Every pupil should make a bank deposit fic 
Interest credited 83,690.18 184,930.95 at least once each week, preferably from re 
Bank balances* 5,185,280.93 11,844,940. " — me . ’ p y 
Average gross collections per funds which he has earned by his own 
all ils i ti etiele «2s . 
ill See cepa Y 7 initiative or which he has deducted from d 
Average gross deposits per his allowance. But we still need re- th 
participant . e897 : ‘ 
Average net ports on total deposits and total balances, or 
participant . Or also the averages of gross and net sav- fr 
Average weekly collections, . . -%. " 
total all systems 170,030. ings, to ascertain the extent to which E 
Percentage of pupils in op- the real gospel of thrift and saving has \ 
perating schools who par- been made effective. Also, the compar- C 
ticipated ‘ve diff between gross and net d 
oe ative differences betwee Ss 
* These balances are much below the actual aggregate for two reasons: (1) Many bankers rae. : . si . , rhere 
persist in merging school accounts with those of adults and (2) two large systems in Cali- Savings 1n different sy stems reveal whe te 
fornia continue school-savings accounts into the adult years of depositors and this total in- there has been over-stimulation of de- f 
cludes only forty per cent of their reported balances. We regard that forty per cent as 7 ‘ ° . h 
being ample and probably excessive. posits or perhaps a failure to inspire the h 











pupils to save for future needs. 








- Oo 


= & 





Vol. 12, No. Y 





THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION 


How One School Banks 


BLANCHE GRAHAM WILLIAMS 


2854 Talbott Avenue, Indianapolis, Indiana 





OULD any investment pay better 

dividends than that which would 
tend to inculcate the underlying prin- 
ciples of thrift into the minds of the boys 
and girls of the public schools of Amer- 
ica? Could the strength and force of 
hearty codperation be better spent than 
in the establishment of a school savings 
bank that would give, through actual 
practice in simple banking methods, the 
proper conception of what the safe- 
guarded small saving may mean and 
what such may contribute toward future 
enjoyment and advancement? 

The Clemens Vonnegut Grade School 
Savings Bank of Indianapolis is one of 
the most thoroughly organized institu- 
tions of its kind in the country. It be- 
gan on a small but sound basis, issuing 
three hundred shares of preferred stock 
at a par value of one cent a share. 
While it has never increased its capital 
stock, it has been the means of getting 
over seventy-five per cent of the school 
for savers, and one hundred ninety-seven 
out of the six hundred have opened ac- 
counts in downtown banks. 

This school bank is an enterprise into 
which all departments of the school have 
entered with enthusiasm. It is unique 
in its plan. It is of the pupils, for the 
pupils, by the pupils, from the most 
primary to the most advanced, though 
the work of organization devolves upon 
the higher grade pupils. There are 
pupil cashiers, pupil guards, pupil of- 
ficers, pupil directors, and pupil rep- 
resentatives to downtown banks. 

The plan is this. Thursday is bank 
day. 
thirty in the morning and from one to 
one thirty in the afternoon. Amounts 
from one cent up may be deposited. 
Each deposit is credited on a Clemens 
Vonnegut School pass book and _ filing 
card. When amount has 
dollar or more, the pupil applies to the 
teacher-treasurer (mathematics teacher) 
for a check and card on the downtown 
bank that he has chosen in which to 
place his money. The teacher makes 


Hours are from eight to eight 


reached one 


out his check. The pupil endorses it. 
The teacher witnesses the pupil’s signa- 
ture on his identification card, then 
writes the name of the bank chosen on 
the inside cover of his school pass book. 
Pass book and card are retained by the 
teacher until the bank has closed when 
they are checked up, taken by pupil 
representatives to respective downtown 
banks from which savings account books 
are returned to depositors. 

This bank has been made _ possible 
without any encroachment upon the reg- 
ular school program because all depart- 
ments of the school have participated in 
the activity. The establishment of the 
bank was a result. Requests from 
pupils to help them save made it a neces- 
sity. It took shape in different forms 
throughout the various grades of the 
building. For instance, in one of the 
lower grades a better citizen’s club for 
the room was formed with a full-fledged 
city organization. The mayor em- 
phasized thrift for this city and insisted 
on careful saving among his citizens. 

The first dollar accumulated by an 
individual pupil was taken by the teacher 
to a downtown National bank for deposit. 
Bank authorities became interested and 
invited the organization in a body to 
visit the bank. Here every courtesy 
was shown the children. They learned 
much about how to establish a bank of 
their own. Soon after the visit the bank 
presented each child in the room with 
a small savings bank which was provided 
with lock and key. The teacher held 
the two keys that unlocked them. When 
the bank was filled with pennies, nickels, 
and dimes it was unlocked by the 
teacher, counted by the teacher and 
pupil, and the deposit handled through 
their bank. That the movement carried 
over was indicated by a number of banks 
being returned to the teacher for open- 
ing after a summer vacation of three 
months. 

It naturally followed after varying 
instances of a similar kind that in the 
upper grades a study of the systematic 
safe-guarded saving and simple banking 
methods be made in the abstract and 
then put into practical use. Civics and 
mathematics classes investigated. The 
former visited the State house for in- 
formation concerning articles of associa- 
tion while the latter visited downtown 





381 


banks tor the purpose of observing busi 
procedure in banking methods. 
Finally Articles of Association 
adopted in the civics classes and certif 

icates of stock issued through the math- 

ematics department. 

Publicity had to be given the move- 
ment, for parents and pupils needed to 
be informed as to the plan and purposes 
of the proposed School Bank. A folder 
was prepared by the printing classes, 
which also put out a durable pass book 
with valuable information for the young 
depositor in bold type on the inside of 
the cover. They here made ready filing 
cards and issued a little periodical called 
“Thrift Facts.”’ 

The teacher of directed the 
work of the Clemens Vonnegut School 
Bank. All departments were placed in 
her charge, and she kept her hand upon. 
the work of all pupils as well as upon 
the pulse of the general movement. 

The bank was conducted without a 
penny’s expenditure for “overhead.” 
Temporary furniture, most of which had 
been made for other purposes by the 
manual training department, was in- 
stalled for present use. Bank furniture 
and furnishings will be a project for the 
work shop at the opening of the new 
term. The lettering for the alphabet 
cards used by the cashiers as well as 
placards and posters of all kinds were 
the product of the art department while 
the standards for holding such 
school shop problems. 

There were no waste spaces in this 
school. Every nook and corner teemed 
with busy activity. Therefore it be- 
came necessary to use hallway space for 
conducting the bank. This necessitated 
much systematic planning and executing 
on the part of pupils and teachers in 
order to conduct the bank without inter- 
ference with the school program. All of 
this was arranged for before the opening. 

On the evening .preceding bank day, 
guards put in place all bank furniture. 
On the morning of that day at exactly 
five minutes before eight o'clock ten 
cashiers left session rooms for the lower 
hall bringing with them alphabet cards, 
standards, money boxes, pen, ink, and 
filing cabinet and took their places ready 
for business. With the cashiers came 
the guards who were there to direct the 
lines of depositors and act as messengers. 
The teachers of the and the 


ness 


were 


civics 


were 


civics 


mathematics departments were also at 
hand should their services be required 
by either cashiers or depositors. 

At eight o’clock sharp the stream of 
depositors began to pour in. 


There 





382 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


November, 1923 


LLL 


were two divisions—the first composed 
of the sixth, seventh, and eighth grades. 
In the second division were the second, 
third, fourth, and fifth grades. Business 
increased so rapidly that an overflow 
division had to be made to accommodate 





depositors that could not be served in 
the allotted time. Later the problem 
of additional floor space will probably be 
solved by school authorities, but the bank 
furnishings will present good project 
work for both manual training and art 


departments. A few announcements 
sent out to pupils the day after banking 
day served to show the steady growth of 
the institution and keep alive interest jn 
a movement of inestimable value to fy- 
ture citizenship. 





Education 











LOWRY NELSON 


Director of the Extension Division cf Brigham Young 
University, Provo, Utah 


I 


I am the eager engineeer of dreams, 

Genius of all good and evil human schemes. 

I am the driver of the ox-teams; horse-team; 
Maker of the sizzling, chiseling power, steam; 
Battler of turrets; blaster of hills; 

Molder of intellects; caster of wills; 

Power on the wheels in a million mills. 


I am the architect of all things wrought, 
Sitting on the frontier ramparts of thought; 
Total of the yearning; sum of all the learning; 
Holder of the keys to vast treasures sought. 


II 


I sit in the doorway and watch. 
Watch the shy, awkward girls 
And the lean, awkward boys, 
Come anxiously panting 

Up to strange, old doors. 


Many autumns I have watched them come; 
From many thousand homes; 

From busy street and sterner soil; 

From the handles of hoe and plow; 

From shocks of wheat and rows of beets; 
From orchard trees and crates of fruit; 
From meadow stacks and barnyard chores; 
From clicking mowers, and dragging beam 
Nagging at squeaking, tired tugs, 

From shovels stuck in the dry, dirt dams 
Of old ditches. 


From dipping corral; 
From trailing fatted lambs from summer’ ranges; 
From labor of the desert and the hills; 
From lanes where noisy cattle wind in herds 
Into the valleys, and horse trails crease the mesas and 
the swales. 


From the arms of bent-backed mothers 
And fathers with gray heads. 


III 


Oh! I have seen them come! 

These labor-hearty youths, sun-tanned, 
Marching up these many autumn trails, 
With uplifted faces, marching, 

Souls athrill with dumb dreams; 

Faces long accustomed 

To the uplook of the hills 

And the outlook to the fields; 

Now fashioned hopefully 

To a new vision in the stars. 





IV 
And I have seen them go forth. . . . 


Many springs I have sat in the doorway and watched— 
Watched many solemn faces, 

While reluctant hands pushed kindly doors outward. 
Doors whose silent hinges seem 

To whisper to each one, 

“Labor is all there is of life”— 

Doors that ever seem to point 

Their fingers to the fields— 

Big, tender, helpful, motherly doors. 


I have heard the last retreating footstep, 
In the calm sweet sunset of Commencement day. 


V 
Many Springs, 
I have witnessed the dispersion 
Of the children 
Of many Autumns. 


Out they go to God’s great labor mart; 

Out to the workshop, schoolroom, field and mill; 
Out to the mountains and the deserts; 

To the office, the railroad, the sea. 

To new homesteads and old estates; 

To the vistas of new knowledge. 


VI 


Back to the hoe and the plowhandle; 

Back to the wheat shock and the beet row; 
Back to the reapers and the mowers; 

Back to the orchard and the garden; 

Back to the herds and the old trails. 


Always the great procession 
Moving outward from the halls 
In the springtime. 


Home to the kitchen sink; 

To doing the home tasks. 

Home with the consciousness of power; 

With the comradeship of beauty; 

To duties of civilization; 

Home with the freedom of understanding. 
Home to the arms of bent-backed mothers, 
And fathers with gray heads. 


VII 


Oh! This is erudition; glorified ambition— 

Educated masses marching forward to their toil— 
With elevated vision and a consecrated mission, 
Pushing Progress forward through the Great Turmoil. 

















Bi 


Ci 





ts 


ig 
of 














Vol. 12, No.9 


OS 





THE JOURNAL OF THE NATIONAL EpucaATION AssociATION 





GUIDE TO BOOKS 








Sixty Reference Books for Grades 
One to Nine? 


HE effective use of reference books is a 

vital part of education. Too many 
schools have quite inadequate equipment for 
teaching children how to use reference ma- 
terial. The following list, prepared by the 
Association’s committee, will be widely used 
by schools wishing to build their libraries 
to higher standards. 

Bacon, Corrinne. Children’s 
books. N. Y., Wilson. $6. 
published annually. 

BartHoLoMeEw, J. G. 


catalog of 3500 
Supplements are 


Atlas of economic geography. 


N. Y., Oxford. $2.50. 

Barttett, JoHn. Familiar quotations; roth ed.; 
arranged by author chronologically. Boston, 
Little. $4.50. 

Brewer, E. C. Dictionary of phrase and fable; 
new ed. Phila., Altemus. $4. 


—— Historic notebook. Phila., Lippincott. 

—— Reader’s handbook; new ed. Phila., Lippin- 
cott. $3. Appendices contain a list of English 
authors and their work and a title list of dramas 
and operas giving authors and dates. 
3RooKLINGS, R. C., & Rincwart, W. Du B. Briefs 
for debate on current political, economic, and 
social topics. N. Y., Longmans. $1.50. 

Cuamptin, J. D. Young folks’ cyclopedia of com- 
mon things. N. Y., Holt. $3. 

—— Young folks’ cyclopedia of games and sports. 
N. Y., Holt. $3. 

—— Young folks’ cyclopedia of natural history; 
ed. by Lucas. N. Y., Holt. $3. 


$3.50. 


—— Young folks’ cyclopedia of persons and 
places. N. Y., Holt. $3. 

Cram, G. F. Modern reference atlas. Chicago, 
Cram. $19.50. 

Hammonp, C. S. & Co. Modern atlas of the 


world. N. Y., Hammond. $3. 


Dow, E. W. Atlas of European history. N. Y., 
Holt. $2.50. 

Etson, L. C. Music dictionary. Boston, Ditson. 
$1.50. 

EncycLtopepta AMERICANA. Sci. Amer. $210, or 
New international encyclopedia; 2nd ed. N. Y., 


Dodd. $168. 

Fay, L. E., & Eaton, A. T. 
use of books and_ libraries. 
$3.75. 

Fernaup, J. C. English synonyms, antonyms, and 
prepositions. N. Y., Funk. $1.90. 

Foster, W. H. Debating for boys. 


Instruction in the 
Boston, Faxon. 


N. Y., Mae- 


millan. $1.50. 

Fox, D. R. Harper’s atlas of American history. 
N. Y¥., Harper. $2.75. 

Gaytey, C. M. Classic myths. Joston, Ginn. 
$1.92. 


Grancer, E. E. Index to poetry and recitations; 
rev. ed. Chicago, McClurg. $10. 

Hastincs, James. Dictionary of the Bible. N. Y., 
Scribner. $7. An _ excellent, one-volume dic- 
tionary, 

Hazertine, Anice I. Plays for children; an an- 
notated index; second ed. rev. Chicago, A. L. A. 
$1.50. 

Hoty Biste; small pica. N. Y., Nelson. $3. 

Hoyt, J. K. Cyclopedia of practical quotations; 
new ed. N. Y., Funk. $7.50. English quota- 
tions arranged by subject. 

Nat. Epuc. Assoc. Dept. of Secondary Educa- 
tion; Committee on library organization and 
equipment. Standard library organization. Chi- 
cago, A. IL. A. 4oc. 

New Inrernatronat Year Boox. N. Y., Dodd. 
$6.75. Especially useful in biography. 

Octesay, Kate, comp. Plays for children; 2nd 
ed. N. Y., Wilson.  50c. 

Pecx, H. T., ed. Harper's dictionary of classical 


literature and antiquities. N. Y., Am. Book 
Co. $8. 

_' From National Education Association. _ Graded 
list of books for children. Chicago, American Li- 


brary Assn., 1922. 235p. $1.25. 











Pue.rs, EK. M., comp. Debaters’ manual. N,. Y,, 
Wilson. $1.25. 

PiLoetz, K. J. Manual of universal history. Bos- 
ton, Houghton. $3.75. 


Rernacu, Satomon. Apollo; new ed. rev. N. Y., 
Scribner. $2. Illustrated manual of the history 
of art throughout the ages. 

Rice, O. S. 
braries. 


Lessons on the use of books and li- 
Chicago, Rand. $1. 
Rincwatr, R. C. 
N. Y., Longmans. 
Rorert, H. M. 


$1.50. 


triefs on 
$1.50. 


public questions. 


Rules of order. Chicago, Scott. 


SuHurter, FE. D., & Taytor, C. E. Both sides of 


one hundred questions briefly debated. N. Y., 
Hinds. $2. 

SmitH, J. R._ Industrial and commercial geog- 
raphy. N. Y., Holt. $4.50. 

STATESMAN’s YeFaR Boox. N. Y., Macmillan, 


$7.50. Reliable manual of descriptive and _sta- 
tistical information about the governments of the 
world. 


Stepman, FE. C., ed. 


American anthology. Bos- 
ton, Houghton. 


$3.50. 


- Victorian anthology. Boston, Hbughton. 


$4.50. 
Stevenson. BR. E., comp. Home book of verse. 
N. ¥., Bok. $22.50. 


Tuomas, R. W. 
Book Co. $1. 
U. S. Bureau OF FOREIGN AND DOMESTIC COMMERCE. 


Statistical abstract of the United States. Govt. 
Pt. Paper, soc. 


Manual of debate. N. Y., Am. 


UNIVERSAL PRONOUNCING DICTIONARY OF BIOGRAPHY 
AND MYTHOLOGY. Philadelphia, Lippincott. $12. 

Watsn, W. S. Curiosities of 
Phila., Lippincott. $s. 


popular customs. 


Warp, G. O. Practical use of books and libraries; 


3d. ed. Boston, Faxon. $2. 
Wesster, Noan. New international dictionary. 
Springfield, Mass., Merriam. $16, or Standard 
dictionary. N. Y., Funk. $16, or Webster’s 


collegiate dictionary; 3d ed. 
Merriam. $5. 
Wuo’s wHo (Encuisn). N. Y., 
WuHuo’s wHo IN AMERICA, 


Springfield, Mass., 


Macmillan. $15. 
Chicago, Marquis. $7.50. 


Witson, Martua. School library management. 
N. Y., Wilson. 85c. 

Wortp atmanac. N. Y., New York World. 
Paper, 55c¢. 

Wortp Book; 10 v. Chicago, Quarrie. $57.50. 

InpEx to St. Nicnoras V. 1—XLV, 1873-1918. 


N. Y., Wilson. $6. 


‘ Useful if St. Nicholas mag- 
azine is taken. 


Select List 


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


BENNETT, ARNOLD. How to make the best 
of life. N. Y., Doran, 1923. 224p. $2. 


Advice about vital, though commonplace 
matters. Discusses the practical problems 
of temperament versus reason, worry, choos- 
ing a career, the business of education, fall- 
ing in love, marriage, bringing up children, 
and taking a part in community life. Con- 
tains nothing original, but is written with 
sanity, directness, and considerable force. 


Box, Epwarp WiLt1AM. A man from Maine. 


N. Y., Scribner, 1923. 278p. illus. $3. 
A biography of the publisher, Cyrus 
Curtis, written by his son-in-law. From his 


newsboy days in Portland when he began 
to edit, print, and sell his own small news- 
sheet to these last years of financial success, 
his actuating motive is shown to be down- 
right enjoyment in work itself. Written in 
an easy, popular style. 





383 





Brooks, SAMUEL STEVENS. Improving schools 
by standardized tests. Bost., Houghton, 
1922. 278p. illus. $1.75. 


An account of the author’s experience in 
the use of standardized tests, telling how 
he secured the coédperation of his teachers, 
the results obtained, the uses to which they 
were put in rating pupils, teachers, and 
methods, and the changes inaugurated as a 
result of the findings. ; 


FirTy new poems for children; an anthology 
selected from books recently published by 
Basil Blackwell, Oxford. N. Y., Brentano, 
Oxford, Blackwell, 1922. 63p. $1. 2/6. 


A delightful collection of short poems by 
such writers as Robert Graves and Eleanor 


Farjeon. Includes also ten unusual poems 
by children. Attractive little book, well 
printed. 

HaGepoRN, HERMANN. The boys’ life of 
Theodore Roosevelt. N. Y., Harper, 1922. 
386p. illus. $1.75. 


Adds a final chapter to the first edition, 
noted in Booklist, 15:189, F 19. Fifty cents 
increase in price. 


Jenks, JEREMIAH WHIPPLE. We and our 
government, by Jeremiah Whipple Jenks 
and Rufus Daniel Smith. N. Y., Boni & 
Liveright, 1922. 223p. illus. $1.50. 


This first of a series of citizenship books 
presents in an interesting way the basic 
facts concerning our system of government, 
party organization, and the work of various 
departments. The pictures and their cap- 
tions occupy half of each page and recapit- 
ulate the text. Valuable for seventh and 
eighth grade pupils and Americanization 
classes. 


JOHNSTON, CHARLES HuGHes and _ others. 
Junior-senior high-school administration. 
N. Y., Scribner, 1922. 399p. $1.88. 


A broad but non-unified discussion of vital 
educational problems and practices, par- 
ticularly in their relation to secondary 
schools. Contains interesting material on 
the modern trend of education, on high 
school terminology, curriculum organization, 
and the high-school library. Will have ap- 
peal for readers outside the teaching pro- 
fession. Johnston’s The modern high school 
(Booklist, 11:99, N. 14) deals more specif- 
ically with the development of the idea of 
the socialized school, rather than with prob- 
lems of administration. 


NATIONAL CHILD LABOR COMMITTEE, New 
York. Rural child welfare. N. Y., Mac- 
millan, 1922. 355p. illus. $3. 


Individual reports based on a study of 


conditions in West Virginia. Statistical 
tables. 
Contents: The rights of children and 


standards for their welfare, by E. N. Clop- 
per—The rural home, by C. E. Gibbons— 
Child labor on farms, by W. W. Armen- 
trout—Rural school attendance, by Gertrude 
H. Folks—Rural recreation, by R. G. Fuller— 
Rural child dependency, neglect, and de- 
linquency, by Sara A. Brown—Taxation and 
the child, by Hettie L. Hazlett—The child 
and the state, by W. H. Swift. 


TARKINGTON, Boorn. The fascinating 
stranger, and other stories. Garden City, 
N. Y., Doubleday, 1923. 492p. $2. 


Thirteen short stories, many about chil- 
dren or young people, all written with the 
author’s customary ease and _ spontaneity. 
The first, a highly humorous tale of a tramp, 
a lawn-mower, and a “plapnum” ring, 
would be particularly good to read aloud. 
Appeared in various magazines. 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1923 





Vocational education 
in farming occupations; the part ef the 
Philadelphia, 


School library manage- Eaton, THeopore H. 


N. Y., Wilson, 1922. 


Wiu.son, MartTHa. 


pincott, 1923. 
EpcertTon, Epwarp I., and CARPENTER, PERRY 


This third edition adds to that of 1919 
brief articles on “Libraries in education,” 
“State policies,” and “Standards.” 
list, 17:227, Mr. 21. Allyn & Bacon, 1923. 
Extson, WILLIAM Harris, and Burris, MARY 

H. Child-library readers; 

cago, Scott, Foresman, 1923. 


Gates, ARTHUR IRVING. 

reading and spelling; with special refer- 
N. Y., Teachers Coll., 
Columbia Univ., 1922. 106p. Paper, $1.25. 


Comprehensive List 


HIS list aims to mention all important 
new educational books published in the 
It is based on books received 
at THE JourNAL office, supplemented by in- 
formation from the various publishing houses 


The psychology of 


United States. ence to disability. 


Gippincs, THappeus P., and others. Juvenile 


AMERICAN LiBRARY ASSOCIATION. Boston, Ginn & Co., 1923. 


library work. 
The vicar of Wake- 
Boston, Ginn & Co., 


GOLDSMITH, OLIVER. 
field; school edition. 


Author, 1923. 


Atwoopo, Wittiam H. Problems, projects, 
and experiments in biology. Philadelphia, 
P. Blakiston’s Son & Co., 1923. 

BeMAN, Lamar T. Selected articles on cur- 


rent problems in municipal government. 
Wilson Co., 


WILFRED THOMASON. 
Boston, Houghton Mif- 


GROSZMANN, MAXIMILIAN, P. E. 
manual; Vol. 2, child problems in health 
N. Y., Century. 244p. 
Guturizg, WittiaM D. The League of Na- 
tions and miscellaneous addresses. 
Columbia Univ. Press. 
Modern physiology; 
Philadelphia, 


Georce Daviv. Relativity and 
modern physics. Ulus. Cambridge, Mass., 


Harvard Univ. Press, 1923. 
BLOOMFIELD, DANIEL. 
management. 
557p. $3.50. 
BRAZIL, ANGELA. 
N. Y., Stokes, 1923. 


Problems in personnel 
N. Y., H. W. Wilson Co., 
hygiene and health primer. 
Lippincott, 1921. 
A. Personal and business 
efficiency. N. Y., Doran, 1923. 


Hines, HARLAN CAMERON. 


The jolliest school of all. 
315p. $1.75. 


Measuring intel- 


safety; an interpretative study of a notable 
Boston, Houghton Mifflin, 1923. 


organized for 
Garden City, N. Y., 
290p. $2.50. 


service — not 


Healthy life; a contri- 
bution to the growing boy problem. 


Hirscu, Epwin W. 


mathematics for secondary schools. 
Univ. of Chicago Press, 
Lag Hoac, Ernest Bryant, and WILLIAMS, E. H. 
Broap, CHARLIE DuNBAR. Scientific thought. 
N. Y., Harcourt, Brace. 
First book in arithmetic; 
inductive problem method. 


Bobbs-Merrill, 
Students’ edition, 296p. 


Organizing and 


Indianapolis, 


(Dept. of Public Instruction, circ. no. 163) 
Springfield, Ill., Schnepp & Barnes, Prs., 
32p. Apply. 

English composition; its 
aims, methods, and measurement. 
I, 22nd Yearbook of the National Society 
for the Study of Education) Bloomington, 


Junior high school arithmetic; inductive 


problem method. 





Problem arithmetic; an inductive drill 
Boston, Little. 


Airs TARRANT. 





Open air schools. 
(Ind. Univ. ext. div. bull.; vol. 7, 
no. 7), Bloomington, Ind., Indiana Univ., 
3lp. Paper, Free. 


CONWELL, RussELL HERRMAN, and DE PONCET, Hucues, R. O. 


A textbook in citizenship; 
community civics; economic civics; voca- 


Boston, Stratford Co., 1923. tional civics. 


Davo., RatpoH. Raw products of the world; 
vol. 1; Africa. 


Pub. Co., 1922. 
DEFFENDALL, PRENTICE HOOVER. 


Jones, EpirH KATHLEEN. 
brary; comprising articles on hospital 
library service, organization, administra- 
tion, and book selection, together with lists 
of books and periodicals suitable for hos- 

Chicago, American Library Asso- 

190p. $2.25. 


The hospital li- 


ciation, 1923. 


KENDALL, ARTHUR ISAAC. 
the microbe. 


Junior English Course, Book I. 
ton, Little, Brown. 
Junior English Course, Book 11. 

ton, Little, Brown. 
Dickson, LEONARD EUGENE. 

their arithmetics. 

Chicago Press, 1923. 
Dickson, Vircit E. Mental tests and the 
Yonkers, N. Y., World 
247p. $1.80. 





Civilization and 
Houghton Mifflin, 





Kerr, W. H. A measuring stick for libra- 
ries of teacher training institutions. 
cago, American Library Association, 1923. 


Algebras and 
Chicago, IIl., Univ. of 
24ip. $2.25. 


Kyrk, Hazer. A theory of consumption. 


Houghton Mifflin. 


classroom teacher. 
Bk. Co., 1923. 


DILton, Joun J. 


333 W. 30th St., N. Y., Rural New-Yorker, classic American literature. N. Y., Seltzer. 





ae 


Lerroy, H. Maxwetit. Manual of entomgl. 
ogy; with special reference to economic 
entomology. N. Y., Longmans, Green 
1923. 556p. $11.75. : 

LEONARD, FRED EUGENE. A guide to the his. 
tory of physical education. Philadelphia 
Lea & Febiger, 1923. 369p. $4. 

Lonc, JoHN Awnprew. Reader for ney 
Americans; bk. 1; bk. 2. Illus. N. y, 
Am. Bk. Co., 1923. Bk. I. 224p. Bk. I], 
208p. 68c each. 


Lorp, GeorcE Pease. Rational arithmetic; 
complete. N. Y., Gregg Pub. Co., 1923 
159p. $1. 

McDannaLp, A. H., and McDonne zt, J, B. 
The Americana annual. Illus. N. Y, 
Encyclopedia Americana Corp., 1923. 927p, 
$12. (25% discount to schools and ]j- 
braries). 

McKeEnzi£E, KENNETH, and HAMILTOon, 
ARTHUR. Elementary French grammar. 
N. Y., Century, 1923. 295p. $1.50. 


McLAvucHLIN, KATHERINE L., and TRroxett, 
ELEANOR. Number projects for beginners. 
Illus. Philadelphia, Lippincott, 1923. 125p, 
$1.60. 

MINER, Etwett and TouTon. Business 
arithmetic. Boston, Ginn & Co., 1923, 
410p. $1.48. 

Mirick, GeorGe ALonzo. Home life around 
the world; an introductory geography. 
Illus. Boston, Houghton Mifflin, 1923, 
175p. 80c. 


MoHLMAN, Mrs. Dora KEEN. The elemen- 
tary school principalship. (Bur. of Educ! 
Research, Coll. of Educ., circ. no. 17) 
Urbana, Ill, Univ. of IIL, 1923.  14p. 
Paper. Apply. 

Monroe, WALTER Scotr. Definitions of the 
terminology of educational measurements. 
(Bur. of Educ’l Research, Coll. of Educ., 
circ. no. 13.) Urbana, IIl., Univ. of Ill. 
18p. Paper. Apply. 

Educational tests for use in elementary 
schools. (Bur. Educ’l Research, Coll. of 
Educ. cire. 15) Urbana, IIl., Univ. of Il, 
1922. 22p. Paper. Apply. 

Moore, Henry LupweLi. Generating eco- 
nomic cycles. N. Y., Macmillan.  152p. 
$2.50. 


NATIONAL ASSOCIATION OF CosT ACCOUNTANTS. 
Radio educational campaign. (Official 
pubs., vol. 4, no. 20) Bush Terminal Bldg, 
N. Y., Author, 1923. 14p. Paper. Apply. 


NATIONsL CONFERENCE ON WorKERS EDUCA- 
TION IN THE U. S. 2p N. Y., 1922. Work- 
ers education in the United States; report 
of proceedings 2d Nat'l conference on 
workers’ education in the U. S. N. Y, 
Workers Educ. Bur. of Am. 196p. 50c. 

New York Stare University. Health edu- 
cation syllabus in hygiene for kindergarten 
and first six elementary grades. Illus. 
(Univ. of St. of N. Y., Bull. no. 748, Dec. 
15, 1921.) Albany, N. Y., Author, 1922. 
138p. Apply. 

NEWELL, Marquis JosePpH, and  HArpPER, 
Georce ANnpRew. A_ second course im 
algebra. Chicago, Row, Peterson & Co. 
1923. 176p. $1. 

Combined course in algebra. Chicago, 
Row, Peterson & Co., 1923. 409p. $1.40. 
OpeLL, CHAarLes Watters. The effect of at- 
tendance upon school achievement. (But. 
of Educ’l Research, Coll. of Educ. Cir 
cular No. 16.) Urbana, III, Univ. of Ill. 

1923. 8p. Apply. 

OverTON, FRANK. General hygiene; rev. ed. 
N. Y., Am. Bk. Co., 1923. 432p. $1. 
Patri, AnceLo. Talks to mothers. Illus. 

N. Y., Appleton, 64p. 50c. 











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ia at 


ia at KY 


or 


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Lic 
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O_O EEE ER ERE NS 


Vol. 12, No.9 THe JOURNAL OF THE NATIONAL EpucaATION AssocIATION 385 


———— 


Puituirs, THOMAS GUTHRIE. Fundamentals 
of organic and biological chemistry. N. Y., 
Appleton. 27Ip. $2. 

__— Pioneering for play; suggestions for 
arousing public interest in community rec- 
reation. Illus. 315 Fourth Ave., N. Y., 
Community Service, 1921. 61p. Paper, 30c. 

Roz, Firman. Vue générale de la littérature 
francaise. Boston, Allyn & Bacon, 1923. 
333p. $1.60. 

Ruscu, Louise C. The socialized recitation 
in English. Chicago, Plymouth Press, 
1923. 88p. Paper, 50c. 

SavacE, Ernest A. The story of libraries 
and book-collecting. N. Y., Dutton. 
230p. $2. 

SmiTH, HERBERT ARTHUR. Federalism in 
North America. Brookline, Mass., Chip- 
man Law Pub. Co. 328p. $3.75. 


SmiTH, NorA ARCHIBALD. Action poems and 
plays for children. N. Y., Crowell, 1923. 
169p. $2. 

SMITHSONIAN INSTITUTION. Report on co- 
operative educational and research work 
carried on by the Smithsonian Institution 
and its branches. (Smithsonian Misc. 
colls., vol. 76, no. 4) Wash., D. C., Author, 
1923. 30p. Paper, free. 

STARCH, DANIEL. Principles of advertising. 
Chicago, A. W. Shaw. 998p. $5. 

STEIN, GERTRUDE. Geography and plays. 
Boston, Four Seas Co., 1923. 419p. $3.50. 

STEVENS, Davip Harrison. The Stevens 
handbook of punctuation. N. Y., Century. 
115p. 60c. 


StrumMPF, Harotp. Problems in office prac- 
tice and business style. Illus. N. Y., 
Gregg Pub. Co., 1922. 268p. $1.20. 


Tuomas, WiLt1AM Isaac. The unadjusted 
girl; with cases and standpoint for be- 
havior analysis. Boston, Little, Brown. 
261. $3. 


THORNDIKE, Epwarp Leg, and others. The 
psychology of algebra. N. Y., Macmillan. 
483p. $2.40. 


THWAITES, ReuBEN GOLD, and KENDALL, 
Carvin N. A history of the United States 
for grammar schools; rev. ed. Illus. 
Boston, Houghton Mifflin, 1923. 596p. 
$1.60. 


Turts, JAMES HaypeNn. Education and train- 
ing for social work. N. Y., Russell Sage 
Foundation. 240p. $1.50. 

Turkincton, Grace A. Community civics; 
life, liberty, and the pursuit of happiness 
in the United States. Boston, Ginn & Co., 
1923. 560p. $1.40. 


U. S. Bureau oF Epucation. Public educa- 
tion in Oklahoma; a report of a survey 
of public education in the State of Okla- 
homa. Illus. Oklahoma City, Okla., Dept. 
of Educ., 1922. 420p. 


U. §S. ConstiruTion. Constitution of the 
United States of America and amend- 
ments, with historical introd. 1133 Broad- 
way, N. Y., Chile Amer. Assn., 1922. 48p. 
Paper. Apply. 

U. S. DeparTMENT OF Lasor. How women’s 
organizations may help in Americaniza- 
tion work. Supt. of Docs., Govt. Pr. Off., 
Wash., D. C. 4p. Paper, free. 

Van Wacenen, Kate. The modern speller; 
book 1; rev. ed. N. Y., Macmillan, 1923. 
134p. 

— The modern speller; book 2; rev. ed. 
N. Y., Macmillan, 1923. 216p. 

Van Wacenen, M. J. Van Wagenen Eng- 

lish composition scales. Yonkers, N. Y., 

World Bk. Co., 1923. 20p. Paper, 25c. 




















FPRANKLIN School Library, Detroit, Michigan—The library reading 

rooms in the Detroit schools are made attractive to the children 
| through pictures on the bulletin boards, plants on tables, and curtains at 
the windows. The little visitors, the instant they enter the room, feel the 
alluring charm of the place. In one section of the room a group of pictures 
and of legends reveals the whereabouts of books that fascinate boys. 
Near by are other groups, more quiet and feminine, that attract the girls. 
| The school libraries are designed not only to satisfy the needs of the pupils 








at their work, but to arouse as well in the children an interest in books and 
to keep around them the appeal of great literature. 


| These libraries are becoming more and more vital as centers where the 
materials of instruction are organized and distributed with the greatest | 
degree of economy and in the most pleasing and satisfying way. The | 
children using the libraries soon learn the great working classifications of 
books and of printed materials. They learn that these materials in the 
library are easily accessible and available without loss of time. Best of all 
they learn to enjoy the companionship of books, and to depend upon them 
in time of need. 


The library gives books the charm of a natural, social setting. In the 
first place the groups of readers that go and come in the reading room are 
highly social in their sympathies and moods and in their consideration for 
individual readers. They show this consideration in various ways, by 
lowering their voices to a whisper and by walking lightly. They not only 

do not desire to disturb their associates; they habitually take precaution | 
against disturbing them. The library is a place for work at individual 
assignments and for reading for personal pleasure, but more than this | 
it is a place where the children learn the ways of good fellowship. 








Watre, Epwarp Broucuton. Plane geom- —— What can we do? Social games. 315 
etry; instruction paper. Chicago, Am. Fourth Ave., N. Y. Com. Sery. 32p. Paper, 
School, 1923. 76p. 60c. 25c. 

Warp, C. H. Sentence and theme; a WHEAT, Harry Grove. The teaching of 
foundation for high-school composition; reading; a textbook of principles and 
rev. ed. Chicago, Scott, Foresman, 1923. methods. Boston, Ginn & Co., 1923. 355p. 
493p. $1.32. $1.60. 

Weaver, Amy. Office organization and WuippLe, Guy Montrose. Problems in edu- 
practice. Boston, Ginn, 1923. 144p. $1. cational psychology. Bloomington, III. 


WELLING, Jane Betsy, and CALkins, CHAR- Public School Pub. Co. Paper, 75c. 
LOTTE Wait. Social and industrial studies WitLDEMAN, Epwarp. Practice tests in com- 


for the elementary grades. Philadelphia, mon fractions. Chicago, Ill, Plymouth 
Lippincott, 1923. 371p. $2. Press, 1923. 34p. 30c. 

WELLMAN, Maset THACHER. Food planning WALDMAN, JoHN R. Cost accounting in rela- 
and preparation. Illus. Philadelphia, tion to business cycles. (Official pubs., 
Lippincott, 1923. 354p. $1.40. vol. 4, no. 21) Bush Terminal Bldg., N. Y., 








386 


THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 


November, 1923 





National Assn. of Cost Accountants, 1923. 
12p. Paper, 75c. 


WILKINSON, MARGUERITE, editor. Contempo- 





rary poetry. N. Y., Macmillan, 1923. 
372p. 88c. 

Wituiamson, THAMES Ross. Introduction to 
economics. Illus. Boston, Heath, 1923. 
548p. $1.60. 

Readings in economics. Boston, Heath, 
1923. 559p. $1.60. 


Witson, G. M. Wilson language error test. 
Yonkers, N. Y., World Bk. Co., 1923. 
$1.25 per 25. 

Witson, Harry Bruce, and WiLson, Guy 
MITCHELL. The motivation of school 
work; rev. ed. Boston, Houghton Mifflin, 
1921. 279p. $1.90. 

Witson, Justina L., and JoHNSEN, JuLia E. 
Questions of the hour; social, economic, 
industrial. (Ref. shelf, vol. 1, no. 9, April, 
1923) N. Y., H. W. Wilson Co., 1923. 
38p. Paper, 50c. 

Witson, Louis R., and others. The high 
school library; housing equipment, stand- 


ards, etc. Illus. (U. N. C, Ext. Bull. 


vol. 2, no. 14.) Chapel Hill, N. C., Univ. 
of North Carolina, 1923. 48p. 50c. 

WINTERNITZ, RoBERT, and CHERINGTON, PAUL 
T. English manual for business. Chicago, 
A. W. Shaw Co., 1923. 96p. $1. 

Woop, Ben D. Measurement in higher edu- 
cation. Yonkers, N. Y., World Bk. Co. 
348p. $2.16. 

Woops, Ropert ArcHey. The neighborhood 
in nation-building; the running comment 
of thirty years at the South End House. 
Boston, Houghton Mifflin. 348p. $3. 


Woopwarp, WiLtiAM Harrison. An out- 
line history of the British Empire, from 


1500 to 1911. (Cambridge University 
Press, agents.) N. Y., Macmillan, 1923. 
241p. 90c. 

Waricnt, Louise C. Story plays. N. Y., A. 
S. Barnes & Co., 1923. 127p. $1.60. 


Younc, Nett J., and MEMMOTT, FREDERICK 
W. Methods in elementary English. 
N. Y., Appleton, 1923. 238p. $1.20. 


Zook, Grorce F. Secondary education. U. 
S. Bur. of Educ. Bull. 11, 1922. 96p. 
Paper, 10c. 


How Seattle Trains for Business 


F. L. Cassipy 


Principal of the West Seattle High School 
Seattle, Washington 


AN the modern high school through 

its office practice training fit grad- 
uates into the highly-organized business 
office of today without an apprenticeship 
period save that needed to adjust the 
newcomer to the particular organization 
in which he is to work? ‘That is what 
the West Seattle High School attempts 
to do. The measure of its success may 
best be told by an office manager who 
employs the product of the class. 

Mr. Frank, the manager of one of 
the largest department stores on the 
Pacific coast writes: “Last year at 
Christmas time we took six girls into 
our auditing department from the office 
training class of the West Seattle High 
School and they all went through the 
holiday season on high. 

“The graduates of this school have 
been trained to a point where we can 
make them a part of our organization 
by simply giving them the practices 
peculiar to our office. I have more con- 
fidence in the students thus trained than 
in any group I have handled who had 
their apprenticeship in downtown busi- 
ness houses. We have twelve West 
Seattle girls at present and would take 
more if we could get them.” 

Can the technical training and prac- 
tice necessary to meet the requirements 
of a practical office manager be given a 
high-school student in connection with 
his other studies in such a way as to pro- 
mote the general development of a mind, 


character, and personality which is sup- 
posed to be the ideal of the public 
secondary school? Let the answer be 
given by a bank employee who went di- 
rectly from the school to his present 
employment: 

“Tt has taken me over a year to realize 
just what my work in office practice at 
West Seattle High School really did for 
me. All the time I am discovering ad- 
ditional things I have that I can trace 
to the work in these office practice 
classes. As I think of it now these 
things stand out. I learned to plan my 
work. A job was assigned to me to do. 
It was up to me to find a way to get it 
done. In my work in the bank it has 
helped me to get away from the feeling 
that someone should tell me just how 
to proceed. 

“T learned to value accuracy. Per- 
haps that was the most immediately ap- 
parent thing. After a very few of the 
jobs we were given to do, I realized 
clearly that a task had to be right, not 
ninety per cent right. The importance 
of this keeps growing on me in my 
actual work. 

“Office practice gave me the idea of 
saving time. I saw that there was 
usually a way to do work that was faster 
than other ways, and I saw that the 
person who used the efficient method 
could turn out more work than one 
using some other method. In some way 
my ambition to produce was aroused. 


Now I can use accurately the electric 
adding machine as fast as it can be made 
to turn over. I learned that proficiency 
in simple operations makes an efficient 
worker. 

“But the greatest of all things | 
learned in office practice has been to take 
responsibility, to feel that a job must be 
completed if it is undertaken: not to 
give it up if it doesn’t seem to work out, 
but to figure out what is wrong with 
the method and set it right, and above 
all, to take the blame for my own errors, 
I feel that I have gone ahead because | 
wasn’t afraid of taking responsibility for 
my mistakes. 

“The work in office practice reorgan- 
ized the things I had learned in high 
school and placed them for me where 
I could use them; from it I derived an 
attitude toward my job that made it pos- 
sible for me to go out and make good 
from the start and without waiting for 
the readjustment that so frequently has 
to come before a high-school boy, even 
a good student, is of value to the organi- 
zation that pays him his wages.” 

While the method has been in the 
process of experiment for three years it 
is only during the past fifteen months 
that students have been placed in office 
positions. More than sixty-five students 
from these classes in down-town offices 
express themselves in the same strain as 
the letter just quoted and the success of 
the course from the student’s angle is 
shown in the enrolment, which includes 
about nine per cent of the entire student 
body. Also students from these classes 
who have gone to the University say 
they have learned to take an attitude 
toward their work which multiplies their 
efficiency. 

Among the educational objectives in- 
volved in the course are responsibility, 
reliability, attitude of service, resource- 
fulness, discretion, self-confidence, poise, 
accuracy, courage, adaptability, “job” 
sense and personal qualities of voice, 
manners, and address. 

The people in charge have a very def- 
inite idea that skill and accuracy in the 
use of office machines and in office 
processes can be best acquired by doing 
work which is to be used; work in the 
doing of which the student has an op- 
portunity to be of service and to see the 
product of his work go out to accom- 
plish a definite, specific purpose. 

The first trial of the idea was made 
in preparing some stencils for the use 
of the office. The result was that stu- 
dents whose work had been more or less 
full of errors when the stencil made was 














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Tue JourRNAL OF THE NATIONAL EpucATION ASSOCIATION 








Up from the Pit 


Katherine W. Weeks 
25 Lefferts Place, Brooklyn, New York 


He stands at the edge of a blossoming field; a blue sky stretched o’erhead. 
At his feet yawns a pit of dark and doubt; where joy and hope lie dead. 

To the edge of the dark he walks serene 

In garments of white—with hands that are clean; 

The far-seeing eyes a great vision enfold; 

The heart-beats have measured the worth of life’s gold. 


Boiling, bursting, bubbling, reeking filth in vicious quivers, — 

In the pit the noisesome quagmire shudders, quakes, and shivers; 
Black, rotted, restless, sucking into maw resistless 

A mass of struggling humans; slime-covered, fighting, listless. 
One rises to the surface—contends for foothold there; 

Then ignoble impulse governs, and wailing in despair, 

He sinks—makes room for others who for a moment rise; 





Then—boiling, toiling on again filth bubbles up and dies. 
All effort lies submerged; the pit all hope denies. 


In the verdant meadow walk some whom Fate has favored kind 

To fields of safety, paths of peace, and feasts in groves of mind. 

They draw them from the putrid edge and lend their gaze away; 

As shrinking from the rising stench, they turn aside and say, 
“Nothing of good from horror grows, so let us fast afar 
To distant hills, on higher plane, where Thought and Culture are; 
And nearer Heaven, in clearer air, hitch chariots to the star.” 

So walk they to the distant hills where Thought creative dwells, 

And Genius’ hand on silvered lute harmonic welcome swells. 


But he who stands close to the edge, murmurs a prayer for grace; 
The reflection of the Nazarene shines in his earnest face: 
Eagerly—eagerly toward the pit he stretches forth. The while 

He gazes at the struggling mass, he cannot see the vile. 

He waits—a frenzied arm upthrusts—he hears a heart-cry now: 

He strongly grasps a brother’s hand and draws him from the slough. 





merely to be approved and thrown 
away, proved able to make almost per- 
fect stencils when they realized the work 
was to go out from the office as a real 
business paper. The attitude of stu- 
dents immediately shifted from that of 
doing enough to satisfy or “get by” the 
teacher, to doing that which they would 
be willing to have sent out as their own 
product and that of the school. Experi- 
ments in other kinds of work were tried, 
the office files were cared for in place 
of doing practice exercises in alphabetiz- 
ing and filing. Instead of practicing on 
dictation exercises, students took dicta- 
tion of letters from teachers and exer- 
cises the teachers needed prepared: the 
checking of attendance reports was sub- 
stituted for practice in such operation; 
and in every way possible the students 
of the office practice classes came to do 
the clerical work of the building. In 
this manner they relieved teachers of 
tedious and time-consuming drudgery 
and gained for themselves practice in the 
very operations and problems of which 
their work in a business office will 
eonsist. 

At the present time these students do, 





in large part, the clerical work of the 
school—the sorting, copying, filing, 
checking, information counter, handling 
stock, computing, tabulation, dictation, 
and typing—of the principal’s office, the 
book room, the store rooms, and even 
the clerical work of preparing lesson 
outlines and plans of teachers and mak- 
ing out their reports. It is not to be 
understood that students are placed in 
charge, supplanting teachers or other 
officials, but they do the detail work 
under the direction of the responsible 
head, taking on new burdens as they 
become able to carry a larger load of 
responsibility. 

So far there is no textbook for this 
course. Or rather the textbook is the ac- 
cumulated result of the experiments that 
have been made, the successes repeated, 
the failures cleaned up and forgotten. 

The purpose of the course has devel- 
oped in the process of experiment. 
Power on the part of the student is the 
thing definitely aimed at—power not 
only to use office appliances but to meet 
the problems, exigencies, disappoint- 
ments, and criticism that arise in the 
course of business, 





November, 1923 





The student acquires skill because he 
is trying to produce a thing needed. He 
learns not to expect minute direction, 
but to get the work done. He learns to 
lose sight of himself in the necessity to 
put the work over. He learns that jn 
business he must forget his feelings, jn 
fact he must entirely forget himself jp 
getting his part done in making “the 
wheels go round.” ‘The result of a 
semester’s work is not to be measured in 
amount of information accumulated but 
in skill, attitude, habit, emotion—power, 

The attitude of students toward the 
work is most satisfactory. This work 
is their business. ‘They feel they are 
helping to make the institution function 
efficiently and they have pride in their 
job. It is no uncommon thing to have 
students spend.two or three extra hours 
in order to get a job done which js 
needed. The most confidential material 
is handled by them with as much discre- 
tion as is found in a business office. 

The problem of managing is the 
greatest. It would be easy to let the 
plan dissipate itself into nebulous good 
intention to develop character, or to 
allow it to degenerate into exploitation 
of students’ time and skill in order to 
get office drudgery done cheaply. The 
teacher of these classes must be a skilful 
manager and a skilful practical psychol- 
ogist. She must so apportion the jobs 
that the work will get done and in the 
doing of it each student be given the 
work he is capable of doing and which 
his particular needs require. This is 
the peculiar problem of the method. 
That it can be solved is proved by the 
students (over a hundred of them in a 
year and a half) who have gone directly 
from school into offices and have made 
good. 





The Wiser Way 


He who checks a child in terror, 
Stops its play or stills its song, 
Not alone commits an error, 
But a grievous moral wrong. 
Then give it play and never fear it; 
Active life is no defect; 


Never, never break its spirit, 
Curb it only to direct. 
Would you stop the flowing river? 
Think you it would cease to 
flow? 
Onward it must run forever, 
Better teach it where to go. 


[From an address read by J. L. Pickard, 
superintendent of schools, Chicago, Illinois, 
before the American Normal School Asso- 
ciation, 1870.] 











fe Tae 




















ee 











Is the General Public Interested in Education? 


DITORS of scores of our leading magazines have answered with 

an emphatic “yes” by publishing notable articles on education 
during 1923. The following is only a partial list and should be supple- 
mented by additional articles about which you may learn through your 
local public, or school librarian. This list will aid busy teachers and 
school officers to prepare, and to help school patrons to prepare, for 
the important work of AMERICAN EDUCATION WEEK. The 
editorial plans of the best-known magazines of America include lead- 
ing articles on education during the coming winter and spring. Edu- 
cational workers will render the public a service by seeing that such 
articles are widely discussed and read. Education is our greatest 
National need and should command the serious and continuing atten- 


tion of all our people. 


American City—Go Through and 
Graduate, by G. C. Baker. Volume 


28, pages 495-96. Number for May, 
1923. 


American Magazine—What Everyone 
Should Learn at School, by H. G. 


Px Wells. Volume 96, page 5. Number 


for October, 1923. 


Atlantic Monthly—Morale of the 
School, by W. T. Foster. Volume 
131, pages 772-78. Number for 
June, 1923. 


School Conformity, by Edward Yeo- 
mans. Volume 132, pages 198-205. 
Number for August, 1923. 


Century—Defense of Education, by 





Walter Lippman. Volume 106, 
pages 95-103. Number for May, 
1923. 


The Human Goal of Education, by 
Arthur E. Morgan. Volume 106, 
pages 904-915. Number for Octo- 
ber, 1923. 

The Miracle School, by Frank Tan- 
nenbaum. Volume 106, pages 499- 
506. Number for August, 1923. 


Collier's Weekly—I Wish Every 


Parent Could See This Country 
School, by Stanley Frost. Volume 


71, pages 13-14. Number for May 
19, 1923. 

She Never Knew a Bad Boy, by Fred 
C. Kelley. Volume 72, page 12. 
Number for September 15, 1923. 

Is There a Place for Your Child? by 
William G. Shepherd. Volume 72, 


pages 8-9. Number for September 
8, 1923. 
Current Opinion—Editorial: Should 


Our Public Schools be Reshaped to 
Meet New Conditions? Volume 74, 
pages 595-97. Number for May, 
1923. 


Dial—Freedom in Education: A Pro- 
test Against Mechanism, by Bert- 





rand Russell. Volume 74, pages 153- 
64. Number for February, 1923. 


Forum—Educating for Seven Lives, 
by W. G. Jordan. Volume 69, pages 


1383-92. Number for April, 1923. 
Modeling Education on Genius, by 
W. G. Jordan. Volume 69, pages 


1497-1508. Number for May, 1923. 
What’s the Matter with Education? 
by W. G. Jordan. Volume 69, pages 
1287-98. Number for March, 1923. 


Good Housekeeping—Mounting the 
Ladder of Life, by Stanwood Cobb. 


Volume 77, pages 48-49. Number 
for September, 1923. 
Preparatory Education, by H. O. 


Smith. Volume 76, pages 
Number for May, 1923. 

Editorial: Education and the Road to 
Peace. Volume 77, page 10. Num- 
ber for October, 1923. 


154-59- 


Harper’s Magazine — Overcrowding 
the Colleges, by E. S. Martin. Vol- 
ume 146, pages 821-24. Number for 
May, 1923. 


Living Age—Getting an Education,~ 


by F. Tiburtius. Volume 316, 
pages 631-38. Number for March 
17, 1923. 


Nation—Education: Ritual or Adven- 
ture? by Walton Hamilton. Vol- 
ume 116, pages 720-1. Number for 
June 20, 1923. 

Youth and the American Colleges, by 
Norman Thomas. Volume 117, 
pages 106-07. Number for August 
I, 1923. 


North American Review—Unity in 
Education, by E. P. Warner. Vol- 
ume 217, pages 374-82. Number for 
March, 1923. 


Nineteenth Century—For the Avoid- 
ance of Revolution; Right Educa- 
tion for the Worker’s Child, by H. 


' 


W. Household. Volume 93, pages 
8-15. Number for January, 1923. 

Idle Mind, by H. W. Household. Vol- 
ume 94, pages 266-74. Number for 
August, 1923. 

Our Misdirected Schools, by C. E. 
Loseby. Volume 93, pages 271-79. 
Number for February, 1923. 


Our World—World Unity Through ) | 
Education, by Augustus O. Thomas. / 


Volume 20, pages 103-09. Number 
for October, 1923. 


Outlook—The Public School System 
Boomed. Volume 133, pages 475-76. 
Number for March 14, 1923. 

Brain Conservation: I. Wasted Chil- 
dren, by Anne E. Bancroft. II. 
Finding and Fostering Gifted Chil- 
dren Now in the Industries, by 
Carl E. Seashore. Volume 133, 
pages 265-66. Number for Febru- 
ary 7, 1923. 

Saturday Evening Post—Editorial: 
No Opportunity. Volume 195, page 
22. Number for February 3, 1923. 

Editorial: The Children Must Wait. 
Volume 195, page 32. Number for 
\April 7, 1923. 


Survey—Great Schools in Small Com- 
munities, by C. F. Ansley. Volume 
50, pages 570-72. Number for Sep- 
tember 1, 1923. 

Is Education Equal to the Task? by 
Frederick Burk. Volume 50, pages 

Number 


541-43. for August 15, 
1923. 
Education’s Desperately Human 


Problem, by E. A. Fitzpatrick. 
Volume 50, pages 564-69. Number 
for September 1, 1923. 


Woman’s Home Companion—Should 
Your Child Go to College? by J. F. 
Johnson. Volume 50, page 12. 
Number for September, 1923. 

Towns for Children, by D. Paddock. 
Volume 50, page 36. Number for 
August, 1923. 


World’s Work—American Equality: 
A National Ideal Sometimes Ridi- 
culed But Still Persisting, by Wil- 
liam McAndrew. Volume 46, page 
38. Number for October, 1923. 

Vol- 

Number for 


Earning Power and Education. 
ume 46, pages 245-46. 
July, 1923. 

Success to Our Successors, by Wil- 
liam McAndrew. Volume 46, pages 
510-21. Number for September, 
1923. 








[389] 





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390 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


November, 1923 





NOTES aud ANNOUNCEMENTS 





EPARTMENT of Superintendence—The 
program outline for the Chicago meeting 
of the Department of Superintendence be- 
ginning Saturday, February 23, and ending 
Thursday, February 28, 1924, is as follows: 


Saturday evening—The National Society 
for the Study of Education, Gold Room, Con- 
gress Hotel. 


Sunday afternoon—Opening Vesper Serv- 
ice, Gold Room, Congress Hotel. 

Monday morning—General Session, Au- 
ditorium Theater. 

Monday afternoon—Superintendents by 
population groups, and allied departments, 
hotel ball rooms. 

Monday evening—General Session, Au- 
ditorium Theater. 

Tuesday morning—General Session, Au- 
ditorium Theater. 

Tuesday afternoon—Allied departments, 
hotel ball rooms. 

Tuesday evening—Allied departments, 
hotel ball rooms. 


Wednesday morning — Superintendents 
by population groups, and allied depart- 
ments, hotel ball rooms. 

Wednesday afternoon—Allied depart- 
ments, hotel ball rooms. 


Wednesday evening—College dinners. 

Thursday morning—Superintendents by 
topic groups, and allied departments, hotel 
ball rooms. 

Thursday afternoon—Final general ses- 
sion, Auditorium Theater. 


The feature programs of the convention 
are scheduled for Thursday morning. Eight 
group meetings dealing with outstanding 
problems of education are planned. By this 
arrangement the attendance at each meeting 
will not be excessive and one can select the 
subject of his greatest interest with the as- 
surance that the audience will be small 
enough so that he can readily hear all of the 
speakers, and that the discussions will be 
confined strictly to the topic announced. All 
members of the National Education Associa- 
tion will be invited to these group meetings. 

Two sessions for meetings of superintend- 
ents classified by population groups are be- 
ing planned with unusual care. Formerly 
only one such meeting was held. A re- 
arrangement of these groups provides two 
additional groups for superintendents in 
smaller cities and villages. 

Officers of the fourteen allied departments 
are rapidly organizing their programs. 
These departments are as follows: 

(1) National Council of Education, (2) 
Department of Rural Education, (3) Depart- 
ment of Elementary School Principals, (4) 
Department of Vocational Education, (5) 
City Teacher Training Section, (6) Educa- 
tional Research Association, (7) National 
Association of High School Inspectors and 
Supervisors, (8) National Association of 


Secondary School Principals, (9) National 
Council of Primary Education, (10) Council 
of Kindergarten Supervisors, (11) National 
Council of State Departments of Education, 
(12) National Society for the Study of Edu- 
cation, (13) National Society of College 
Teachers of Education, and (14) Depart- 
ment of Deans of Women. 


Chicago Hotels—The Bureau of Conventions of 
the Chicago Assocjation of Commerce lists the 
following hotels as “first-class establishments that 
can be relied upon for splendid service and that 
will make special effort to accommodate con- 
vention visitors.”” The capacity of each hotel is 
indicated in parenthesis. The list is arranged 
alphabetically. 


Alexandria (joo) Rush and Ohio Streets; $1.50 
and up without bath, $2 and up with bath. 

Ambassador (500) North State and Goethe 
Streets; $3.50 and up. 

Atlantic (750) Clark Street near Jackson Boule- 
yard; $2 and up without bath, $3 and up with 
bath. 

Auditorium (500) Michigan Boulevard at Con- 
gress; $2.50 and up without bath, $5 and up 
with bath. 

Bismarck (300) 171-185 West Randolph Street; 
$1.50 and up without bath, $2.75 and up with 
bath. 

Blackstone (700) Michigan Boulevard and Seventh 
Street; $5 and up. 

Board of Trade (200) 32r South LaSalle Street; 
$2 and up. 

Bradley (300) Rush Street and Grand Avenue; 
$1.25 and up without bath, $1.50 and up with 
bath. 

Brevoort (500) 120 West Madison Street; $2 and 
up without bath, $3 and up with bath. 

Briggs (300) Randolph and Wells Streets; $1.25 
and up without bath, $2 and up with bath. 

Chicago Beach (1350) Fifty-first Street on the 
Lake Shore; $3 and up without bath, $4 and 
up with bath. 

Colonial, Sixty-third and Kenwood; $1.25 and up 
without bath, $2 and up with bath. 

Congress Hotel and Annex (1500) Michigan 
Boulevard and Congress; $3 and up without 
bath, $4 and up with bath. 

Cooper-Carlton (500) Hyde Park Boulevard at 
Fifty-third Street; $3.50 and up. 

Darlington (125) 4700 North Racine Avenue; 
$1.50 and up without bath, $2 and up with bath. 

Del Prado (400) Midway Boulevard and Jackson 
Park; $2.50 and up. 

Drake (1200) Michigan Avenue 
Place; $4 and up. 

Drexel Arms (250) Drexel and Oakwood Boule- 
ara $2 and up without bath, $3 and up with 
ath. 

Edgewater Beach (600) 5300 Sheridan Road; $3 
and up. 

Elms (150) Fifth-third Street and Cornell Avenue; 
e ~ up without bath, $2.50 and up with 
ath. 

Fort Dearborn (1000) La Salle and Van Buren 
Streets; $1.95 and up without bath, $2.45 and 
up with bath. 

Gladstone (500) Sixty-second and Kenwood Ave- 
nue; $1.50 and up without bath, $2.50 and up 
with bath. 

Grant (250) Dearborn and Madison Streets; $1.50 
and up without bath, $2.50 and up with bath. 

Grasmere, 4621 Sheridan Road; $3 and up. 

Great Northern (550) Jackson, Dearborn, and 
Quincy Streets; $2 and up without bath, $3.50 
and up with bath. 

Hayes (300) Sixty-fourth and University Avenue; 
$1.50 and up without bath, $2.50 and up with 
bath. 

Hyde Park (400) Hyde Park Boulevard and Lake 
Avenue; $2.50 and up without bath, $3 and up 
with bath. 

Jackson Park Tavern, Sixty-seventh Street and 
Cornell Avenue; $3 and up. 

Lakota (350) Michigan Boulevard and Thirtieth 
Street; $1.50 and up without bath, $3 and up 
with bath. 

La Salle (1800) Madison and La Salle Streets; $2 
and up. 

Lexington (750) Michigan Boulevard and Twenty- 
second Street; $2 and up without bath, $3 and 
up with bath. 

Lorraine (160) 417 South Wabash Avenue; $2.50 
and up. 


and Walton 


Luzerne (100) Clark and Center Streets; $2 and 
up without bath, $2.50 and up with bath. 
Majestic (300) Quincy Street between State and 
Dearborn; $2 and up without bath, $2.50 and 
up with bath. 
Melbourne (150) 4625 North Racine Aven 


ue; $3 
and up. 
Metropole (300) Michigan Avenue and Tw 
third Street; $1.50 and up without bath, Se onl 


up with bath. 

Montezuma Lodge, 908 Windsor Avenue; $10 
week and up. = 

Moraine (250) Highland Park; $2.50 and u i 
out bath, $3.50 and up with bath. = 

Morrison (1000) Clark and Madison Streets; $2 50 
and up. " 

New Gault (200) Madison and Market Streets: 
a and up without bath, $2.50 and up with 

ath. 

New Southern (350) Michigan Boulevard and 
Thirteenth Street; $1.50 and up without bath 
$2.50 and up with bath. 7 

Palmer House (1000) State and Monroe Streets: 
$2 and up without bath, $3 and up with bath. ’ 

Parkway (400) Lincoln Park West and Garfield: 
$3 and up. . 

Planters (300) Clark and Madison Streets: $2 
and up. ? 

Plaza (600) North Avenue 
Street; $2 and up. 

Plymouth (250) 4700 Broadway; $2 and up with. 
out bath, $2.50 and up with bath. 

Sheridan Plaza (300) Sheridan Road and Wilson 
Avenue; $2.50 and up. 

Sherman (1500) Clark and Randolph Streets; $2 
and up without bath, $3 and up with bath, 

Sisson (500) 1725 East Fifty-third Street; $5 
and up. 

Somerset (600) Sheridan Road at Argyle; $4 
and up. 

Sovereign, 
and up. 

Stock Yards Inn (450) West Fifty-second Street 
and Halstead; $1.50 and up without bath, $2 
and up with bath. 

Strand (300) Sixty-third Street and Cottage Grove 
Avenue; $1.50 and up without bath, $3 and up 
with bath. 

Trenier (150) 409 Oakwood Boulevard; $2 and 
up without bath, $3 and up with bath. 

Victoria (500) Clark and Van Buren; $1.50 and 
up without bath, $3 and up with bath. 

Virginia (450) Rush and Ohio Streets; $2.50 and 
up without bath, $3 and up with bath. 

Warner (350) Thirty-third Street and Cottage 
Grove Avenue; $1 and up without bath, $1.50 
and up with bath. 

Washington (200) Washington Boulevard between 
La Salle and Wells; $2 and up without bath, 
2.50 and up with bath. 

Webster (450) Lincoln Park West at Webster; 
$4 and up with bath. 

Windermere (300) Fifty-sixth Street and Cornell 
Avenue; $5 and up without bath, $6 and up 
with bath. 

Windsor Clifton (350) Wabash Avenue and Mon- 
roe Street; $1.50 and up without bath, $2.50 
and up with bath. 


a 


RESPONSIBILITY OF 
MEMBERSHIP 


and North Clark 


Kenmore at Granville Avenue; $4 






























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

Membership in the Association is con- 
tinuous. According to the By-laws, it 
does not lapse for one year beyond the 
time covered by the payment of dues. 
Membership, therefore, can only be ter- 
minated on request of the member or by 
being permitted to lapse. 

When membership is discontinued on re- 
quest or for the non-payment of dues, the 
member is under obligation to pay dues 
to the date of such discontinuance. One 
cannot become a member under the pro- 
visions of the By-laws without assuming 
that obligation. A failure to meet this 
responsibility should be considered highly 
unprofessional. 

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








Jo 


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Vol. 12, No. 9 


THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 





—.v OYE 


Tue AMERICAN PEACE Award, created by 
Edward W. Bok, offering $100,000 to the 
author of the best practical plan by which 
the United States may codperate with other 
nations to achieve and preserve the peace 
of the world is a stimulating challenge to 
educational workers. Full information may 
be had by addressing the American Peace 
Award, 342 Madison Avenue, New York 


City. 


Tue COMMITTEE PLANS for the year 
1923-24 worked out by President Olive M. 
Jones and approved at the recent meeting 
of the Executive Committee promise ac- 
complishments of unusual effectiveness. The 
Committee of One Hundred on Classroom 
Teaching Problems will work under the 
chairmanship of Mrs. Mary C. C. Bradford, 
State superintendent of public instruction, 
Denver, Colorado. A Committee of One 
Hundred on Rural Education Problems will 
work under the chairmanship of Mr. Harold 
W. Foght, president of the Northern Normal 
and Industrial School, Aberdeen, South 
Dakota. A Committee of One Hundred on 
Pensions will work under the chairmanship 
of Mr. Philip E. Carlson, Minneapolis, Min- 
nesota, who will have the codperation of 
leading actuaries who have developed the 
best existing pension systems in the country. 
The Committee of One Hundred on Tenure 
will work under the chairmanship of Mr. 
Fred M. Hunter, superintendent of schools, 
Oakland, California. 


Tue cAMPAIGN for efficient citizenship 
which is being conducted by the League of 
Women Voters was commended at the recent 
meeting of the Executive Committee and 
Secretary Crabtree was authorized to co- 





Per Cent of Municipal Funds De- 
voted to Schools—1g10 and 1920 


9 Cities of 500,000 Population and Over 





Percent Percent 
devoted devoted 


City and State to to 
schools 
in Ig10 


schools 
in 1920 


I 2 3 





Los Angeles, California... 35. 40. 
Buffalo, New York 23. 32. 
New York City —— 31. 
St. Louis, Missouri 23. 30. 
Chicago, Illinois 25. 29. 


Pittsburgh, Pennsylvania .... 29. 
Boston, Massachusetts... .... 28. 
San Francisco, California ‘ 25. 
Philadelphia, Pennsy]l- 


mOem CPMOnNwr 


23.8 
25-7 31.8! 


Average 





Figures for 1910 in column 2 taken from 
A Study of Expenses of City School Sys- 
tems, U. S. Bureau of Education, Bulletin, 
1921, No. 5, p. 90-93. 

Figures for 1920 in column 3 taken from 
Per Cent of Municipal Funds Devoted to 
Schools, 1920 or 1921, U. S. Bureau of 
Education, City School Leaflet No. 4, 
December, 1922, p. 1. 

'This average is obtained by using the 
figures given in column 3 for five cities 
having percentages given for both 1910 
and 1920. When all the 1920 percentages 
are included the average is 30.3 per cent. 








operate in giving the widest possible pub- 
licity to the plan. 


AT THE RECENT MEETING of the Executive 
Committee ‘it was decided to have the Asso- 
ciation’s: headquarters building repainted 
and redecorated during the year. 


PRESIDENT OLivE M. Jones at the first 
meeting of the Executive Committee under 
her administration invited the Board of 
Trustees and the heads of the various: head- 
quarters divisions to meet with the Exec- 
utive Committee during the year and to take 
part in discussions. On motion of Miss 
Adair this was approved by both the Exec- 
utive Committee and the Board of Trustees. 
It will help to insure unity and full in- 
formation in the transaction of the Associa- 
tion’s business. 


Tue Cuicaco Principats’ Club has re- 
cently employed a full-time paid secretary to 
manage its office at 64 East Van Buren 
Street. Mr. Don C. Rogers, of Iowa City, 
Iowa, was selected for the post. 


Dr. WILLIAM T. BAWDEN, who since 1919 
has been assistant to the commissioner and 
since 1914 specialist in industrial education 
in the United States Bureau of Education, 
has resigned to take up work as associate 
superintendent of public schools in Tulsa, 
Oklahoma, where he will develop a program 
of vocational education. 


TEACHERS MAY OBTAIN full information on 
child labor from Mr. Owen R. Lovejoy, gen- 
eral secretary of the National Child Labor 
Committee, 105 East Twenty-second Street, 
New York City. The resolutions adopted 
by the Association at Oakland favor an 
amendment to the Constitution permitting 
the proper regulation of child labor. 


FREQUENT newspaper reports of deaths of 
school children in grade-crossing accidents 
give grim warning of the need for employ- 
ing buss drivers who are careful and trust- 
worthy. 


Tue Eastern Itiinois STATE TEACHERS 
COLLEGE at Charleston will celebrate its 
twenty-fifth annual commencement in June, 
1924. President Livingston C. Lord has 
been at the head of the college since its 
opening in 1899. 


THE FLAG OF JHE UNITED States; How 
to Display it, How to Respect it, and the 
Story of the Star Spangled Banner is the 
title of an illustrated booklet which teachers 
will use widely in connection with American 
Education Week and other patriotic occa- 
sions. The National American War Moth- 
ers are leading in a movement to place a 
copy of this flag code m the hands of every 
American. Copies may be had in quantity 
at cost from the publishers, George Banta 
Publishing Company, Menasha, Wisconsin. 


EpuUCATIONAL and civic leaders of New 
York have planned a State-wide luncheon 
for President Olive M. Jones on November 
10 at the Hotel Commodore, New York City. 
Dr. John H. Finley will act as toastmaster. 














Per Cent of Municipal Funds De- 
voted to Schools—ig10 and 1920 


6 Cities with Population of 300,000 to 


Percent Per cent 
devoted devoted 
City and State to to 
schools’ schools 
in 1910 in 1920 


I 2 3 
37.0 38. 
ekiive 34. 
Washington..... .... 32. 


| 





Minneapolis, Minnesota.. 
Cincinnati, 
Seattle, 


Indianapolis, Indiena.... .... 31. 
Washington, D. C ‘ 30. 
New Orleans, Louisiana. ‘ 26. 





Average ‘ 32. 


Figures for 1910 in column 2 taken from 
A Study of Expenses of City-School Sys- 
tems, U. S. Bureau of Education, Bulletin, 
1912, No. 5, p. 90-93. 

Figures for 1920 in column 3 taken from 
Per Cent of Municipal Funds Devoted to 
Schools, 1920 or 1921, U. S. Bureau of 
Education, City School Leaflet No. 4, 
December, 1922, p. 1. 


1 This average is obtained by using the 
figures given in column 3 for the three 
cities having percentages given for both 
19t0 and 1920. When all the 1920 per- 
centages are included the average is 32.5 
per cent. 














A CONTEST in artistic arrangement of flow- 
ers is annually conducted by the Pasadena, 
California, High School. 


THE AMERICAN LIBRARY ASSOCIATION has 
recently received a grant of $50,000 for 
training European librarians in American 
library methods. The sum will be used to 
maintain courses of library instruction in 
connection with the American Library in 
Paris which is located at 10 Rue de L’Elysee 
8, Paris, France. 


FIVE HEALTH SCHOLARSHIPS of $500 each 
are available to teachers from a fund 
granted by the Child Health Association and 
the Metropolitan Life Insurance Company. 
Teachers interested in these scholarships 
may write to the American Child Health As- 
sociation, 532 Seventeenth Street Northwest, 
Washington, D. C. 


NATIONAL ILLITERACY CONFERENCE TO BE 
HELD IN WASHINGTON—Plans are under way 
for a National Illiteracy Conference to be 
held in Washington, D. C., January 11 to 
January 14, 1924, under the joint auspices 
of the Illiteracy Commission of the National 
Education Association, the United States 
Bureau of Education, the American Legion, 


and the General Federation of Women’s 
Clubs. 
TEN LIFE MEMBERSHIPS in the National 


Education Association are offered as prizes 
for the best essay on Teaching the Use of 
the Budget, laying special emphasis on de- 
veloping habits of plain thinking, more intel- 
ligent buying, greater efficiency in money 
spending, and understanding of business 
methods. For full particulars address Na- 


tional Education Association, 1201 Sixteenth 
Street Northwest, Washington, D. C. 


392 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


November, 1923 


ee 


Tue Feperat Counci. of Churches and 
the World Alliance for International Friend- 
ship have asked the churches of America to 
observe Armistice Week, November 5 to 10, 
as World Court Week and November 11 as 
World Court Sunday. Numerous other or- 
ganizations have joined in the movement. 


A SPECIAL LIsT of 1923 motion pictures for 
community use during Children’s Book 
Week, November 11 to 17, has been prepared 
by the National Committee for Better Films. 
Copies may be had free by writing to the 
National Committee for Better Films, 70 
Fifth Avenue, New York City. 


A LIFE MEMBERSHIP in the National Edu- 
cation Association was recently presented 
Superintendent Charles A. Krout, of Tiffin, 
Ohio, by the teaching staff of the public 
schools. 


Four THOUSAND HOURS of college credit 
were earned by the teachers of Oklahoma 
City during the school year 1922-23. 


A HIGH-SCHOOL BAND of unusual excellence 
is maintained jointly by the city authorities 
and the public schools of Muskogee, Okla- 
homa. The director of the band is employed 
by the calendar year at a substantial salary. 
Weekly concerts of both popular and clas- 
sical music are important parts of the cul- 
tural life of the city. 


THe New York Leaper has recently 
started a special school page with Miss 
Agnes de Lima as school editor. 


Ir IS REPORTED that the Library of the Im- 
perial University of Tokyo was entirely 
destroyed by fire during the recent catas- 
trophe. The collection contained over 
700,000 volumes, being one of the largest li- 
braries in the world. 


How To Grow A THOUSAND-DOLLAR BAND 
IN THE GRADE ScuHoors is the title of an 
article in the Illinois Journal of Commerce 
by Mr. J. M. Thompson, supervisor of 
music in the public schools of Joliet, Illinois. 
The Joliet Grade School Band won the 
thousand-dollar prize for the best grade- 
school band in the United States. 


BUSINESS AND LABORING MEN of Grand 
Junction, Colorado, who are occupied during 
the day are given an opportunity during 
American Education Week to visit the high 
schools by means of special evening sessions 
which take the place of the regular afternoon 
sessions, according to a recent letter from 
Superintendent R. E. Tope. 


THE THIRD ANNUAL SAFETY CONTEST offec- 
ing prizes amounting to $6500 is now open. 
It closes December 4, 1923. Full informa- 
tion may be had from the Highway Educa- 
tion Board, Willard Building, Washing- 
rm  <. 


THE series of articles on education by 
William McAndrew, now running in the 
World’s Work, is attracting wide attention. 


Mr. Eucene B. CALLAHAN, school superin- 
tendent in New York State and for many 


years editor-in-chief of elementary school 
books for the Macmillan Company, died in 
Seattle, July 30, 1923. 


CALIFORNIA Hosprratity is the theme of 
scores of statements in the journals of State 
and local associations reporting the summer 
meeting. 


Mr. E. L. McKeown, superintendent of 
schools, Carson City, Nevada, and State di- 
rector for the National Education Associa- 
tion, died at his home recently. 


Dr. J. C. MuerMan, specialist in rural 
education of the United States Bureau of 
Education, has accepted a position as di- 
rector of rural education of the Oklahoma 
State Normal School, Durant. 


Dr. Henry F. Cope, general secretary of 
the Religious Education Association, died at 
Shelby, Michigan, on August 3. 


A VALUABLE BOOKLET on school lighting 
may be had free from the Edison Lamp 
Works, Department of Publicity, Harrison, 
New Jersey, by asking for Bulletin LD 
109A, The Lighting of Schools. 


Miss Wit Lou Gray, State supervisor of 
adult schools, Columbia, South Carolina, 
issues a special newspaper in large type for 
the use of the men and women who are 
learning to read. The paper is filled with 
simple and useful information designed to 
appeal to adults. 


NATIONAL THRIFT WEEK will be observed 
January 17 to 23. Teachers interested in 
the project may obtain material from the 
National Thrift Committee, 347 Madison 
Avenue, New York City. 


THE BEST PLAN of teaching thrift in the 
classroom presented before April 1, 1924, is 
offered a $500 prize by the National Asso- 
ciation of Mutual Savings Banks. Address 
Chairman of the Committee on Teachers 
Contest, Maine Savings Bank, Portland, 
Maine, for full particulars. 


Dr. FRANK P. Graves, president of The 
University of the State of New York and 
Commissioner of Education, who was in 
Sofia throughout the Bulgarian Revolution 
last summer, has described his own ex- 
periences in an article in the October num- 
ber of the Review of Reviews. 


A PUBLIC LIBRARY has been established in 
the Island of Guam by the Junior Red Cross. 
Since few adult natives read English the 
library is composed primarily of children’s 
books. 


Section Q (Epucation) of the American 
Association for the Advancement of Science 
will hold its annual meeting at Cincinnati, 
December 27-30, 1923. Dr. Henry W. 
Holmes, dean of the School of Education, 
Harvard University, has charge of the pro- 
gram. 


Tue Boarp or Epucation oF Akron, Ohio, 
has reélected Carroll R. Reed as superin- 
tendent of schools for a term of five years 
at a salary of $9000. 


PROBLEMS OF READING INSTRUCTION are be. 
ing investigated by a special committee re. 
cently appointed by the United States Bureay 
of Education. Dean W. S. Gray, of the 
School of Education of the University of 
Chicago, is chairman of the committee which 
has seven committees working on Special 
phases of the problem. 


A NEW SCHEDULE on the single salary 
basis for the year 1923-24 was adopted by 
the Duluth Board of Education on April % 


- This schedule will increase the salaries of 


most of the teachers in the Duluth public 
schools. It provides equal salaries for teach. 
ers of equal training and experience, regard. 
less of the grade or type of school they serye 


DUCATION, THE ROAD TO PEACE 

Our representative at the World Cop. 
ference on Education, held at San Franciseg 
in July, tells us this story of the final session; 
somehow it did not get intu the papers: 

On the fifth of July, in the ballroom of 
the Fairmont Hotel at San Francisco, q 
Chinese scholar, standing between a Jap. 
anese and a Hindu, turned from the Ameri- 
can chairman of the first World Conference 
on Education, to a German professor, whose 
broken but eloquent words of hail and fare. 
well had followed those of many lands. 

“Auf Wiedersehen,’ said the Chinese 
scholar to the German, and then, in one 
sweeping farewell to the whole international 
assembly he said that universal “See you 
again”—“Aw revoir.” 

As the auf Wiedersehen and the au revoir 
seemed to blend into one farewell an w- 
usual thing happened. Quite unconsciously, 
it seemed, each person in the assembly caught 
the hand of his neighbor. By some sub- 
conscious—shall we say impulse r—there was 
an almost imperceptible movement, and a 
huge circle was formed. 

It took but a moment—a 
moment. 

Then an Englishwoman, feeling perhaps 
that urge which has prompted the human 
race since the dawn of civilization to give 
voice to grateful emotion in song, said: 

“Let’s sing together, before we part, an 
old song we love in England—Auld Lang 
Syne.” 

And they sang, heartily, also tenderly, 
these distinguished men and women, rep- 
resentatives of sixty different countries and 
thirty-one distinct linguistic groups. Then 
clasped hands were instinctively lifted and 
crossed again, making a double friendly 
contact, an inner circle. 

Through the windows, overlooking San 
Francisco Bay, with its ships steaming 
toward the Golden Gate on their world voy- 
ages, a gleam of sunshine, caught and fe 
flected from some fading sunset glow, fell 
like a radius, or a benediction, in that his 
toric circle. Hindu Nationalist, English Im 
perialist, Belgian, German, French, Japa 
nese, Chinese, Greek, Italian, Czecho-Slovak, 
Swede, Spaniard, Rumanian, Mexican, South 
American, Americans—a medley of political 
counter ambitions, of different nations, dif 
ferent colors, different creeds, different cus 
toms united in one great purpose—World 
Education for World Peace—forming a cirdle 
of hands around the globe!—Editorial i 
Good Housekeeping, October, 1923. 


very tense